Timely Advising: Incorporating Counseling Skills into the Advising Appointment
After calling from work to confirm the office will be open, a graduate student goes to the financial aid office at 4:55 pm on a Thursday afternoon to turn in student loan paperwork. Unfamiliar with the process, she is ushered impatiently from the front desk to a teller who purses his lips and sends her down another hallway for a signature from the director who is on his cell phone and getting ready to lock his office. After obtaining the director’s signature, the student takes her paperwork to his secretary, who files the form and smiles, chats a little bit, and wishes the student a good evening.
Many academic advisers have probably handled some variation of this scenario: A student comes to the office in need of assistance, is unfamiliar with the appropriate steps and is running late or possibly upset and impatient, or wishes to ask several questions as the office is closing. In certain situations, it may be easy to become frustrated with the student’s apparent tardiness, laziness, ignorance, attitude, etc. What is important to remember—and more important to practice—is to demonstrate politeness and refreshed focus and energy with every student who arrives in the office. To maintain this refreshed energy with each student we advise, the Appreciative Advising model can guide the conversation and help to reach the student on his or her level (Bloom, Huston, & He, 2009). To enhance the Appreciative Advising model, the counseling field can contribute additional techniques and a lens through which we can view the advising conversation. Specifically, Solution-Focused Brief Therapy ideas (Rubin & Yalom, 2003) and Ivey, Ivey, and Zalaquett’s (2010) Five-Stage Interview Structure can provide strategies to hone the adviser’s skills in guiding the conversation and connecting with the student in the advising session. The purpose of this article is to highlight counseling techniques and strategies applicable to the advising field and apply them in alignment with the Appreciative Advising model to make the advising session as timely and effective as possible.
Appreciative Advising Model and Five-Stage Interview Parallel
Bloom, Huston, and He’s (2008) Appreciative Advising model includes six phases through which the conversation should progress to make the best use of advisers’ time with students. The phases are Disarm, Discover, Dream, Design, Deliver, and Don’t Settle (Bloom et al., 2009). Disarming is the first step in the conversation model, and it can be as simple as smiling, shaking hands, calling the student by name, and getting up from behind the desk to greet the student in the waiting room or at the door. The Discover and Dream phases aid the adviser in discovering the student’s background stories and goals for the future (Bloom et al., 2009). This could involve asking what classes the student has taken, what the student enjoyed about previous classes, and how the student would choose and arrange classes for next semester. The Design and Deliver phases are when the student, with the adviser’s help, formulates a plan for action and then follows through with that plan (Bloom et al., 2009). Such stages can include deciding on a realistic course schedule for the next semester and then registering for classes. The Don’t Settle phase then allows the adviser to help the student reflect on and evaluate his or her actions, and at this point the adviser can return to the beginning of the cycle and help the student dream and design for the next challenge or issue (Bloom et al., 2009).
Ivey et al.(2010) presented an interview structure encompassing five stages through which the session should progress: Relationship, Story and Strengths, Goals, Restory, and Action. In the Relationship stage, the client and counselor initiate the session and build rapport and trust with one another (Ivey, Ivey, & Zalaquett, 2010, pp. 212–213). In the Story and Strengths stage, the counselor encourages the client to share stories and experiences and also to brainstorm about strengths and skills when handling his or her experiences (Ivey et al., 2010, p. 214). The Goals stage is when the counselor and client engage in mutual goal setting and formulate the ideal outcome to the problem or situation (Ivey et al., 2010, p. 215). In the Restory stage, the counselor helps the client reframe his or her story and formulate alternatives and options using the client’s strengths (Ivey et al., 2010, pp. 216–217). The Action stage involves the client applying the conversation and goals to his or her current life situation and concluding the counseling session (Ivey et al., 2010, pp. 217–218).
Ivey et al. (2010, p. 209) described the interview process above as the Five-Stage Interview:
- Relationship
- Story & Strengths
- Goals
- Restory
- Action
Figure 1: A model of Appreciative Advising
In comparing the Appreciative Advising (AA) model in Figure 1 to the Five-Stage Interview Structure (IS), one can draw parallels between the two models by Bloom et al. (2009) and Ivey et al. (2010). The Disarm (AA) and Relationship (IS) stages both involve the adviser helping the student feel comfortable and welcome at the beginning of the advising appointment through verbal and nonverbal actions and cues. The Discover (AA) and Story & Strengths (IS) stages focus on the adviser digging deeper and learning about the student’s experiences, strengths, and skills in handling life situations. The Dream (AA) and Goals (IS) stages both aim to push the student to share his or her ideas for the future and goals for achieving those ideas. The Design (AA) and Restory (IS) stages provide the opportunity for the student and adviser to reframe the student’s current situation and formulate a plan to put the student’s goals into action. The Deliver (AA) and Action (IS) stages then involve the student implementing the plan(s) from the advising session.
The only incongruent step between both models is the Don’t Settle stage in the Appreciative Advising model. This step is left out of the Five-Stage Interview model, though in some ways it could be seen as inherent in the underlying principles of the model, because the counselor will inevitably follow-up on a client’s previous conversations and actions during future appointments. The Appreciative Advising model, however, clearly defines that sixth follow-up stage and gives the adviser a better sense of intentionality in working with students and the ability to articulate the benefits of such a process (Bloom et al., 2009). It is also beneficial to clearly state such a stage, because advisers are not licensed counselors and are not necessarily expected to, nor responsible for, meeting weekly or even often with their student advisees.
Utilizing Relevant Counseling Skills and Techniques
An adviser can use the ideas in these models as a guide to help students reflect on information and actions and then to act upon their reflections and goals. The microskills hierarchy, which includes the Five-Stage Interview Structure, provides a number of helpful ideas and strategies for refining one’s skills in active listening and directing intentional conversations (Ivey et al., 2010). The skills discussed below include active listening and using nonverbal language and questions effectively. The objective in highlighting these three techniques is to promote an awareness of communication patterns and to form the habit of thinking about and choosing statements and actions intentionally. This can help the adviser direct the conversation, refocusing it when necessary, and guide students effectively and efficiently.
Active listening is an essential skill for advisers to use. Advisers need to be able to understand students’ issues before they can help them formulate and implement solutions. The use of verbal and nonverbal encouragers can help students feel more open and part of the conversation (i.e. head nodding, smiling, leaning forward, verbal phrases like “uh-huh” and “hmm,” and repeating key words from the student’s phrases). Summarizing and paraphrasing students’ statements and feelings can also help them feel understood and more willing to open up in the appointment (Ivey et al., 2010, pp. 150–151).
Nonverbal language is another significant communication aspect to consider in advising sessions. This includes body language of the student and adviser as well as the aesthetic of the environment where the appointment is held. Maintaining open posture and facing the student can communicate interest in the conversation, and reading the student’s body language to see if he or she is open and engaged or closed and disinterested can guide the questions an adviser asks (Ivey et al., 2010, pp. 130–133). In addition to asking appropriate questions, paying attention to nonverbal language can open the conversation to feedback and reflection for the student. For example, if students say they are comfortable with a possible solution while shifting their eyes around the room and fidgeting in the chair, they are clearly communicating they are uncomfortable, and advisers could address this discrepancy and redirect the conversation. Also, advisers should study the decorations and organizations in their offices and consider what nonverbal messages students are receiving from the environment. They can then try to make the students feel more comfortable as they enter the adviser’s office.
The last technique from the microskills hierarchy involves using questions effectively to make the most of the session. Depending on the information the adviser wants from the student, the adviser can ask open or closed questions. Open questions lead the student to share details and experiences, and generally these begin with who, what, when, where, why, and how (Ivey et al., 2010, pp. 94–97). Advisers should be careful when asking why questions, because depending on the tone of the question, these types of questions can put the student on the defensive (Ivey et al., 2010, p. 104). Closed questions generally begin with “do,” “is,” or “are” and prompt students to give short answers (Ivey et al., 2010, pp. 94–97). These can be helpful when the adviser is looking for specific bits of information or intentionally trying to limit the student’s explanation. Given the time constraints in most sessions, intentionally thinking about and using open and closed questions can help the adviser discover the important information and focus the conversation.
As the Five-Stage Interview Structure is part of the microskills hierarchy, these techniques are already meant to work in tandem with the interview process (Ivey et al., 2010, pp. 209–210). When incorporating these strategies into the Appreciative Advising model, however, advisers have the opportunity to be more intentional in guiding conversations with students. Attending to nonverbal language helps the adviser initiate and build the relationship with students and make them feel comfortable in the office and throughout the session. The use of verbal and nonverbal encouragers easily reflects the Disarm, Discover, and Dream phases and helps students feel more understood and willing to share personal information. Summarizing and paraphrasing students’ ideas can be helpful in the Dream and Design phases when clarify their goals and information; restating their ideas can open the conversation for reflection and analysis. Using questions effectively, specifically open questions, can allow students to reflect on their skills and abilities and lead them to reframe their perspective and focus on accomplishing their goals. The Appreciative Advising model highlights the adviser using open-ended questions to push students to discover their strengths and reframe their perspectives in a positive light (Bloom et al., 2009). The strategies from the microskills hierarchy can add to this goal and magnify the adviser’s ability to lead an intentional discussion.
Timing in the Advising Session
It is important to note that though the conversation guidelines in the Appreciative Advising and Five-Stage Interview models are referred to as stages or phases, there is neither a set process nor time requirement for moving through them. Generally, the relationship and rapport with students is important to establish at the beginning of the advising session, and the follow-up with students is best delivered at the end of or even after the appointment. The inner stages, however, can be mixed around, reordered, and repeated as necessary, fitting together as the conversation moves (Ivey et al., 2010, p. 210). In “formfitting” these stages throughout the conversation, the adviser can adjust the dialogue to take as little or as much time as students need, and one can accomplish this by using the skills discussed above in combination with certain Solution-Focused Brief Therapy ideas (Rubin & Yalom, 2003).
One of the central ideas in Solution-Focused Brief Therapy is that there is not necessarily a connection between a problem and its solution in the conversation (Rubin & Yalom, 2003). In essence, what the problem is or was does not matter; what matters is developing a solution for the current situation using the client’s skills and strengths (Rubin & Yalom, 2003). This conversation can start in asking the miracle question:
Suppose a miracle happens overnight, tonight, when you go to bed. And all the problems that brought you here to talk to me today are gone. Disappeared. But because this happens while you were sleeping, you have no idea that there was a miracle during the night. The problem is all gone, all solved. So when you are slowly waking up, coming out of your sleep, what might be the first, small clue that will make you think, ‘Oh my gosh. There must have been a miracle during the night. The problem is all gone’?” And that’s the beginning of it. People start to tell you, and they add more and more descriptions. (Rubin & Yalom, 2003)
The purpose of this reflection-based question is to enable clients to think about the solution and situation in a positive light, in such a way that clients empower themselves with their own ideas. Ideally, this activity will then open the conversation to ask clients about certain skills, abilities, and strengths that will help them progress through the various steps in their proposed solution.
Another strategy that advisers can implement from solutions-focused brief therapy is the use of scaling questions. Scaling questions involve the client rating a topic, such as comfort, happiness or motivation, on a scale from 1 to 10 with 10 being the highest (Dolan, 2007). One can use this type of question to discover clients’ thoughts and reflections, and scaling questions generally take less time to answer and therefore provide quicker reflection than the miracle question.
In applying these brief therapy ideas to advising students, the Appreciative Advising and Five-Stage Interview models introduce variations of these ideas. Both conversation models focus on drawing out students’ stories, strengths, and unique abilities, which can help advisers and students reframe students’ perspectives of the situation. The miracle question listed above can be shortened in the advising setting to “What is your ideal schedule for studying?” or “In an ideal world, what would your career look like?” One can tailor the question to any given issue; the essential idea is getting students to visualize and describe their ideal scenario and then connecting the students’ current situation to that ideal. This connection is the students’ solution and plan of action for the immediate future.
The miracle question can be a tool to gain a large amount information and insight to help guide the conversation in a potentially minimal amount of time. The scaling question listed above can also be used to maximize valuable student reflections while minimizing the time needed in the conversation. Thus, moving through the stages can take a matter of minutes, and refining the counseling skills listed above can increase the adviser’s effectiveness in guiding intentional conversations with their students. Advisers who have more time in a session can expand the conversation to discover more and allow the student to reflect, analyze, and dream more in the dialogue. Ideally, the outcome of that longer conversation will be a deeper connection and a more in-depth discussion of the student’s issues, strengths, and potential solutions.
Conclusion
Advising students can be an extremely rewarding experience for advising and student affairs professionals; however, the work can potentially be time consuming and draining. Using the counseling-based techniques and tips discussed here in conjunction with the Appreciative Advising model, advisers can reach and connect with their students while making the most of their time. As Michael P. Wilson, Ph.D, M.D., emergency medicine clinical research fellow at University of California San Diego Medical Center, said about his medical school experience, “Good advisers help you pick your classes, but great advisers encourage you” along the way to follow through with your goals (personal communication, March 23, 2011). This is the ultimate goal of an adviser: to help and encourage students to reach their goals in the time available, while realizing that students may or may not fully realize the benefit of their interactions with their advisers during their time at the university.
References
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
Bloom, J. L., Huston, B. L., & He, Y. (2009). 6 phases for optimizing educational experiences. Appreciative Advising. Retrieved from http://www.appreciativeadvising.net/overview.html
Dolan, Y. (2007). What is solution-focused therapy? Institute for Solution-Focused Therapy. Retrieved from http://www.solutionfocused.net/solutionfocusedtherapy.html
Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2010). Intentional interviewing and counseling: Facilitating client development in a multicultural society (7th ed.). Belmont, CA: Brooks/Cole.
Rubin, B. & Yalom, V. (2003). Solution-focused therapy: An interview with Insoo Kim Berg, LCSW. Psychotherapy.net. Retrieved from http://www.psychotherapy.net/interview/insoo-kim-berg#section-the-miracle-question
About the Author(s)
Abbey Hirt, University of South Carolina
Abbey K. Hirt is a graduate student in the Higher Education and Student Affairs program at the University of South Carolina in Columbia, South Carolina. She can be reached at abbey.hirt@gmail.com.
The skills that are discussed to help the adviser direct the conversation, refocusing it when necessary, and guide students effectively and efficiently are an extremely important part of providing students with the information they have come looking for and even information that they didn’t even know they would need. It is so important to understand the issues that the student is facing before offering any advice because the wrong advice can be given if there are any misinterpretations. A peer advisor should be patient and willing to take the extra time to hear what the student needs to say, and once they are done, repeat back to them what you understand the issue is. By doing this form of repetition, not only are you re-wording what they said to you, the student then has the opportunity to say, “yes that is the issue I am dealing with” or, “no, this is what I mean…” giving them an opportunity to better explain themselves if they were misunderstood.
Nonverbal language goes hand-in-hand with active listening because your body language can lead the student to be open-minded and willing to disclose more information then they originally might have, or tense-up and hold back, making it difficult to provide them with the advice and information they really need. Smiling is always a welcoming gesture, as long as it does not come across too strong, scaring away the advisee. Present yourself in a way that they know they have your full attention, just as it is stated, “maintaining open posture and facing the student can communicate interest in the conversation.” Finally, read their body language just as they are reading yours; I believe an advisor is not successfully helping a student if the student agrees to a solution for a problem, but still seems confused, uneasy or nervous. You know you have done your job well if the students appear happy and confident in themselves after receiving your advice.
This article emphasized the need for a peer advisor to personalize every experience when interacting with a student. The environment and tone of an interaction can shape the overall experience of each student and their view on the institution or department in which you are representing. The statement that “Good advisers help you pick classes but great advisers encourage you” adequately represent the overall tone of the article. In conclusion, the development of a track in which any given advisor can follow in order to assist a student is extremely beneficcal for both the student and advisor. Time is a valuable asset and should be utilized wisely.
I found this article extremely helpful as I am a new peer advisor with little experience. I especially liked Ivey’s simple idea of opening a conversation with the basics, who what where when and why. Oftentimes I think it is hard to open up to a stranger however these are good ways to get a conversation started and find out the background. I also really appreciated Rubin and Yalom’s belief that the problem is not really a factor in a conversation held with a student, it is more important to come up with a solution, even a temporary one, that is doable between the client and the advisor. I think this article brings up many good points on how to help students and analyze problems. It should be the goal of an advisor to not only help the student with their current problem at hand, but also to succeed in all other aspects of their lives. Using these steps, patience, and empathy I think all advisors can go from good to great.
I think this is an interesting article for people who work in advising. Clearly in the first scenario is common and many students are unfamiliar with what is an everyday process for some advisors leading to a sort of disconnect. What is hard and confusing to a student is simple to an advisor. This is why I think it is so important for advisors to know and remember the appreciative advising model and five stage interview that are outlined here. It can help keep advisors on track and remember what it is they are really there to do, help and encourage students. Just smiling and showing genuine interest when talking with a student (the disarm and relationship stages) and can really help to make the processes easier for both the advisor and the student. Helping a student let their guard down allows an advisor more of an opportunity to learn about that student and what they need because the student is more willing to share.
I believe the whole point of the appreciative advising model and five stage interview is about building better relationships and helps advisors connect with students on a more personal level. It gets advisors to talk about what it is students want out of their academic career. I really liked the idea of the “miracle” question for understanding what it is students want and need. The “miracle” question intertwined with the appreciative advising model and five stage interview are really helpful ways for an advisor to see each person as an individual, since they will get a different answer out of most, but still follow a routine that they will be able to track and make sure they hit all the points they need to. It is also helpful to students because they are talking about issues that are important to them.
This article is very helpful to anyone trying to become a better adviser. I think a great quote that Michael P. Wilson said at the end of the article is that “Good advisers help you pick your classes but great advisers encourage you”. This quote can be seen as the goal of the article. I personally think that the most important tool of an adviser is to listen and see what is working well for the student. Many things can influence this advising session such as the environment and body language. I also like the way of questioning that the article provides such as “What is your ideal schedule for studying”. These types of questions make it seem like the person being advised is in control and giving their full attention to the subject.
A problem I see with the article is that not all students are alike. While some students may respond to the Five Stage Interview Structure and the Appreciate Advising model, some may not. It is up to the adviser to gauge how the person is responding to what is being said. If these models are not working, then obviously something else needs to be tried.
I liked the example that Abby Hirt opened her argument with. We’ve all been in this situation, either being the student that was late or the faculty who is about to leave. This is without a doubt (usually) embarrassing for the student and frustrating for the faculty or peer adviser. The 5 phases Disarm, Discover, Dream, Design, Deliver, and Don’t Settle made sense to me but for me disarm sounds more like taking something away from the student. Rather than “disarming” a potential student, it may be a better idea to provide them with an open and safe environment and a positive attitude. I especially like the ideas of discover and dream; this provides means for the student to achieve things they want to and need to but this also gives peer advisers an amazing opportunity to help others in achieving the things they want to accomplish.
I think the final 3 D’s are very important because anyone can sit in front of a student, especially if they are pressed for time, and act interested and attempt to help. I think designing a real track and method to help the student is important because in the end, it’s all about helping the student, no matter how nerve-wracking and time consuming it may be.
I found this article to be very helpful in explaining the different behaviors that you should engage in in order to be a better and more well-rounded adviser. I really connected with Bloom, Huston, and He’s Appreciative Advising model and think that that is how one should approach all advising appointments, with the phrases Disarm, Discover, Dream, Design, Deliver, and Don’t Settle. In following these steps, you as an adviser would really get to know the student, and to know everything that they are dealing with, all while being able to use your time efficiently.
In using that approach, you can provide a intellectually stimulating and nurturing environment for your advisees. At times it is very overwhelming when going into an advising office that you have never been in before, and talking to someone you had just met less than a minute ago. However, in really connecting with the advisee, you will be able to break down these walls that so many people have built up around themselves, and really be able to become a role model, and help that student reach their dream. However, using these tools effectively is a two-way street. The student really has to take initiative and actively pursue help in the college setting, and when they take the leap to do that, advisers should be there ready to help them in the most efficient way as possible.
The purpose of this article was to highlight applicable techniques for the field of advising. Advising is meant to provide answers to any questions, comments, and concerns that students might have. However it is almost more important to be able to listen and decide when to speak, nod, or ask simple questions for more information. This article outlines two processes to consider following when advising. Each process has helpful steps to take in making the advisee feel comfortable to open up to you. The article outlines times when it is appropriate to be verbal and make suggestion and when it is appropriate to just show that you are interested so that the advisee continues to be expressive. The conclusion of the article was the most important to me. Of course the two methods of advising are good tools to know but what is more important to take from advising is the personal improvement. The ability learn from your previous experiences and expand your methods of giving advise and be able to keep the conversation flowing naturally so that the advisee feels comfortable.
I felt that the Appreciative Advising Model and Five-Stage Interview Parallel gave great guidelines for advisers and even peer advisers, like me, to follow in talking with students. I feel that these tips would be able to immediately make students comfortable with the adviser they would be speaking to and that the students would feel as though the adviser really cares about them. Having an adviser ask questions such as, “What classes are you taking?” or, “What are you interested in?” as well as making eye contact throughout an advising session really does make students feel as though the adviser is taking a personal interest in the student and truly wants to help them get their questions answered. Also, advisers who are able to help students plan out how they can put their goals into action are extremely helpful. While advisers, as stated in this article, are not certified counselors, and therefore, are not expected to meet frequently with the same student, these guidelines would most likely prove very helpful to students who are able to meet with advisers occasionally. In schools like UMass, where there are so many students enrolled, it is not always possible for students to schedule meetings with advisers on a frequent basis, however, there are other people on campus who may not be professional advisers, but are available for students to meet with to ask questions. One example of this are peer advisers.
This article is trying to tell us that good advisers are those who encourage students in their academics and in their ways of thinking how to put their goals into action. Good advisers also encourage students to follow up with them at a later date to make sure that they are progressing in their goals. I hope to use these skills and tips that I have read about in this article to become a better peer adviser for students in the Social Behavioral Sciences advising office so that I can be considered a “good adviser” as well.
It is definitely hard to enter an advising office after having never been there before. You don’t always know how to approach them or how to go about doing the paperwork or talking to the person at the desk. Student advisors, at the least, should be able to understand this problem and have sympathy. Adults should, as well, but often have a lot on their plate that uses up their patience. I like Bloom’s Advising model, including the phases: Disarm, Discover, Dream, Design, Deliver, and Don’t Settle. As a advise, I can appreciate this because after going through the process of trying to be advised in different departments on campus, it can be nerve-wracking at first, but once those who work there are kind, it is a lot easier to approach them and tell them if I don’t understand what I still need to do. That’s why of the six D’s, Don’t Settle is the most important to me. They help, then allow the student to decide what they want to do based off of the advise they gave them. Advisors are there for students; that’s their job.
As an advisor, it is important to me to be able to help the student formulate a plan for action and then allow them to follow through with that plan, especially at a large University when they need to learn how to take initiative. It’s easy to plan out your classes and your major and your life, but to actually follow through with those plans is more difficult and requires initiative. I think it’s important for an advisor to follow-up with the student they worked with to show that they care. That would create a nice relationship between the two in order to allow the student to feel comfortable coming back to the same adviser for a follow-up meeting.
I found this article to be very helpful in giving guidelines for the appropriate behavior for an adviser. I think both the Five Stage Interview Structure and the Appreciative Advising model both provide important tips and suggestions in order to make the advising time between adviser and advisee most effective. It is up to the adviser to read their advisee from body language and comfortability in the office. The adviser is there to make the time they have together as comfortable, helpful and encouraging as possible. I agree with what Michael P. Wilson said that “Good advisers help you pick your classes, but great advisers encourage you”. I thought this summarized the article perfectly because as advisers we are not here to solve your problems for you but rather with you. We are trained to approach each new student with a clean and positive slate regardless of what has happened previously with them or with another student. We are in control of how the meeting could go, starting from the beginning with a smile and allowing them to enter a safe and secure environment. We next become more inviting and ask them questions about their classes and what they are visiting us for. We then discuss the students goals and plan of action for their proposed issue and work with them to solve the problem together. We can make them feel more empowered by paraphrasing what they said and actively listen to what they are saying in order to maximize satisfaction from their visit. Lastly we encourage the student to reflect on what they will do and to approach it with a positive outlook.
Abbey Hirt gives tips on how to advise students in her article “Timely Advising: Incorporating Counseling Skills into the Advising Appointment.” The main point I took away from the article is to encourage students and help them succeed in a given time period. Sometimes students come into the office between classes and are not planning on an extensive visit even though that is what their issue may require. As a peer adviser, I should do as much as I can to help them in the time we have together, along with suggesting they come back again when they have more time so that we really can achieve the best outcome possible for them.
The two models mentioned in the article reminded me of the readings we have done in the book thus far, and also reminded me how to start talking to a student that comes in. It is important to not only answer the students questions, but also encourage them to get involved and make the most of their college career. A quote that really resonated with me in this article was “Good advisers help you pick your classes, but great advisers encourage you along the way to follow through with your goals.” As peer advisers, we are role models on this campus and should encourage other students to be role models as well. The models and tips in Hirt’s article were extremely helpful in teaching me how to better myself as an adviser.
This article about timely advising discusses ways to better help students during an advising session while giving tips for how to help the advisor move through the process easily. Many a time when a student comes to an office, we look to handle their immediate issue and then send them along. This article gives many good methods and tips on how to give the meeting going swiftly but also ways to better serve the student. Many of the methods give ways to get to know the student on a deeper level so that the advisor will be able to give them better advice and in turn better serve them.
I agree with the tools presented in this article, because as advisors serving the student should be the top priority, whether or not it can be done quickly. Taking an interest in the student can be useful with helping them with a basic task or on a larger level, which could end up having a great impact on them. The main goal of an advisor should be to help students achieve their goals while at school and for the future, which can be done by taking time to learn more about a student on a deeper level.
There is no better feeling as an advisor than significantly helping an appreciative advisee. There is also nothing more frustrating than trying to help someone who isn’t making it pleasurable or easy to help. I found that both the Five Stage Interview Structure and the Appreciative Advising model were spot on on how you should approach a student or peer you’re being presented to advise. The first impression is a big deal, even if the student has a poor attitude, it is your duty to try to establish a relationship and disarm them. By introducing yourself with a welcoming smile and inquiring more about your advisee, it shows that you are involved. The encouragement of wanting to know what their concerns are, and helping them plan a course of action to conquer that problem is the most effective way to be an advisor. This motivation and genuine concern for advisee’s is what will make them continue coming back.
The Five Stage Interview Structure and Appreciative Advising model are two strategies that are very beneficial to both the advisor and advisee. I think it helps accomplish the most in the little amount of time that is used to meet. Students who come in to get advising generally want their information as quickly as possible because a lot of times they are stopping in between classes. That is why it is important that as advisors we get straight to the point and try not to confuse students.
One line that really jumped out at me was “‘Good advisers help you pick your classes, but great advisers encourage you’ along the way to follow through with your goals (personal communication, March 23, 2011).” I think it is extremely important for advisors to not only assist in classes but also motivate students to want to reach their goals. As someone who has used peer advising in the past, and as a current peer advisor, I believe students can achieve more when someone believes in them.
I support the article and its suggestions for several reasons. While the phases and stages of the Appreciative Advising Model and Five-Stage Interview emphasize numerous counseling techniques and strategies, there was one point I found to be incredibly significant. The author mentioned the need for active listening and the use of non-verbal language and questions. Through my own experience with advisers, I learned listening to the students is just as imperative as giving them the advice. Students must feel that their issues are important to their advisers in order to feel confident in their advice. Showing the students that they matter is not only essential for the adviser’s success in helping students, but is essential for the students’ overall success in the institution. The author tells us this can be demonstrated through the adviser’s body language as well as the environment where the advising is taking place. I find that when I am in an uncomfortable environment, the experience is not as effective. It helps when advisers get to know me (find out what is important to me as well as my goals) to provide me with the best possible assistance. All students are unique and should be treated as such. I agree with the author in that asking open-ended questions can be used to do this while also acting as a tool to guide the conversation in the appropriate directions. I found this to be effective in my own experience in advising students. By asking students what they feel the ideal outcome of the situation would be, the adviser can gain a vast amount of information in a short period of time. This not only leaves more time for the student to reflect and analyze, but leaves more time to discuss the best possible solutions.
I enjoyed your incorporation of SFBT. I am doing a 6 module certificate through the Faculty of Social Work here at the University of Toronto and all the points you have hit on from SFBT are incorporated into my daily interactions with students as an Advisor. Thank you for this article!
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