Help Growing Trees Grow Stronger After a Storm
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Transcript of Help Growing Trees Grow Stronger After a Storm
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Help Growing Trees Grow Stronger After a Storm:
High Achievers Need a Support System, Too
Dr. Emmanuel Garcia and Rebekah Chojnacki, University of Texas at Arlington
February 16, 2016
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You’ve Been Uprooted!Find a seat next to someone you don’t know—
just like your students have to do on the first day of class.
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Beyond Retention, Helping Build ResilienceA focus on retention leads to a focus on
students in academic perilStudents who are “in good standing” may
need support, but don’t get it because it’s not a high need
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PerfectionismHelp students find balance—there’s a fine
line between burnout and engagementSeen in the US and in other countries—all
high achievers deal with this worldwideSources of pressure
External (family, peers, etc.)Internal (wanting to compete)
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High Achievers and the Storms They FaceNot having to study much/at all before
collegeLittle experience with failure/academic
obstaclesDifferent standards—if a student has never
had a “B” or “C” before, it can be traumatizing
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How Can the Advisor Help?Literature is really lacking for advisor role—
mostly student based.Help us start the conversation and generate
ideas!All students need our help—some just need
us to listen more than anything else.
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Scenario 1Your family has a background of being
successful in college and careers.
They are helpful—and help support you financially.
Major exploration—want to do something that your parents don’t approve of/say they won’t help fund.
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Scenario 1 IdeasFamily PressurePlanning to confront parents
Give major some more effort/mentors/research/tutoring
Let parents know that you’ve tried—show themDon’t jump ship right awaySend student to career center (strengths quest
& career planning)Knowing what they are good at vs. passionHobbies vs. career
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Scenario 1 IdeasQuantify student aptitude with parentsHave parent interact in the processDoes the parent want the student to be
happy?Direct the questions back to the studentCreative solutions/compromiseHave parental pressure become a positivewh
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Scenario 2First generation college student. Family are proud of you, but don’t understand
college
Pressure to finish quickly to help earn money.
Want to change major, but worried to disappoint family.
Superman complex
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Scenario 2Familial expectations of financial supportStudent can’t handle supporting everyone
else—they need to focus on building their own life/career
Building student confidence/supportHelp student find community resources for
supportWho is going to take care of you when you
fall?Differentiation of student from family unitEncouragement/resourcesCultural differences
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Help student think about future/goalsAcademic bridge programsGive students opportunities to
work/volunteer/meet students who are also first generation (get students into things like SSS/Trio)
Terry ScholarsNeed to create mentoring program (match
students to upperclassmen)
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Scenario 3Always been a top student
Receives first low grade ever
Feelings of impostor syndrome
Devastation/loss of identity (as a good student)
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Scenario 3 IdeasReassure of what they have done wellPlan for the future—how can they recoverShow what it will take to reach future goalsGPA calculationsLet them know that they are doing wellLet them know that they can recover and get
back upYou are not alone in this experienceLook at the overall picture—one bad grade
will not bar you from all future opportunities
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Scenario 3 IdeasBe supportive and listenWhat makes it important to the studentLet the student talk it through to help guide
them to a solutionHelp the student see the bigger pictureLet them have support to have venting timeKnow when to send them to counselingHelp students build strategies for success
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Scenario 3 Ideas
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References Salanova, M., Schaufeli, W., Martínez, I., & Bresó, E. (2010). How obstacles
and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, Stress & Coping, 23(1), 53-70.
Dickinson, M. J., & Dickinson, D. A. (2014). Practically perfect in every way: can reframing perfectionism for high-achieving undergraduates impact academic resilience?. Studies in Higher Education, (ahead-of-print), 1-15.
Rice, K. G., Leever, B. A., Christopher, J., & Porter, J. D. (2006). Perfectionism, stress, and social (dis) connection: A short-term study of hopelessness, depression, and academic adjustment among honors students. Journal of Counseling Psychology, 53(4), 524.
Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2009). Exploring the relationship of college freshmen honors students’ effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly.
Neumeister, K. L. S. (2004). Understanding the relationship between perfectionism and achievement motivation in gifted college students. Gifted child quarterly, 48(3), 219-231.