Academic Advising and Choice Theory:

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Academic Advising and Choice Theory

• Motivating Students to Chart Their Own Course
  from Orientation to Graduation and Beyond

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Presenter Carol Gleichsner

• Edinboro University of Pennsylvania (7,500
  students, State college, Northwestern PA, rural)
• Associate Professor
• Academic Advisor for Undeclared and BA
  Specialized Studies
• Instructor of University 100 FYE classes
• Counselor, Educational Opportunity Program
• ( Act 101 )
• Coordinator of Academic Support
  Workshops/Freshman Common Hour
• Asst. Coordinator trial admission program ESP

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Background/Related Interests

• M.Ed. Counselor Education
• D.Ed. Adult Education
• Skip Downings On Course Workshop Summer 2004
• Counseling Supervision Experiences
• Presentation on Wise-Choice Process at NACADA
  2005 in Las Vegas

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NACADA The statement of core values of Academic
Advising

• Core Value 1 Advisors are responsible to the
  individuals they advise.
• Advisors help students establish realistic goals
  and objectives and encourage them to be
  responsible for their own progress and success

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NACADA The statement of core values of Academic
Advising

• Core Value 4 Advisors are responsible to higher
  education in general.
• Advisors base their work with students on the
  most relevant theoretical perspectives and
  practices drawn from the fields of social
  science, the humanities and education
• NACADA. (2004). NACADA statement of core values
  of academic advising. Retrieved -10/01/2007- from
  the NACADA Clearinghouse of Academic Advising
  Resources Web site http//www.nacada.ksu.edu/Clea
  ringhouse/AdvisingIssues/Core-Values.htm

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Theoretical Background

• Traditional External Control Psychology a
  persons problems are caused by something in
  their past, e.g. the family or a harsh world,
  unconscious conflicts.
• William Glasser in 1965, became disenfranchised
  with conventional psychoanalysis and felt it gave
  the patient a perception of victimhood and
  helplessness this began the creation of Control
  Theory.

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Control Theory

• Human brain functions like a control system,
  which seeks to regulate its own behavior with
  the desired result of changing the world around
  it.

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Control Theory, cont.

• Five Internal Forces or Needs motivate human
  beings
• Belonging
• Power or Achievement
• Fun or enjoyment
• Freedom or independence
• Survival
• The result of satisfaction of these needs is a
  sense of control.

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Choice Theory (1996)

• Name changed because of the new emphasis on human
  behavior as a choice.
• Always looks at the present and does not focus on
  the past. The past is over and what needs to be
  fixed is the present situation.
• Humans choose their total behaviors. Our
  behaviors are generated from our brains.
• Humans are internally motivated to act.
• We dont answer the phone because its ringing,
  but because we choose to answer it.

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Choice Theory the Controversy

• The Controversy
• Glasser refutes biochemical causation of mental
  illness and contends that what is labeled mental
  illness, regardless of causation are the many
  ways people choose to behave when they are unable
  to satisfy the basic needs.
• Believes the source of most problems is lack of
  satisfying present relationships.

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Reality Therapy

• The system that helps people define specific
  wants related to their generic needs, evaluate
  their behaviors and make concrete plans for
  fulfilling their needs. WDEP
• Wants
• Doing
• Evaluation
• Planning
• Practical and useful to teachers, parents,
  managers, supervisors, etc.

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Connecting Theory and Practice

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Behavioral Contract

• Identify the problem, the intervention and the
  plan for remediation
• establish an authentic relationship w/ the
  student
• focus on current issues/ present behavior
• value judgment encourage student to make a
  value judgment about his or her own behavior
• positive plan of action help student to set
  goals and define plans for attaining goals
• commitment student must commit to the plan
• no excuses do not accept excuses even valid
  ones help the student to make another plan
• no punishment

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Choice Theory in Advising Skip Downings
Wise-Choice Process

• What is your present situation? (e.g. what is the
  problem or obstacle)
• How would you like it to be? (what is your goal?)
• Do you have a choice here? (yes always)
• What are your possible choices? (without
  evaluating , brainstorm a list)
• What is the likely outcome of each choice? (if
  there is not enough data, stop and get more)
• Which choice(s) will you commit to? (make a
  promise to yourself - 30 day habit maker)

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Choices of Successful Students

• Downing (2008) Characteristics of Successful
  Students vs. Struggling Students
• Choice (a brief critical moment between stimulus
  and response) that we choose to be either a
  Victim or Creator.
• Victim excuses, complain, repeat poor behavior
• Creator what will help me to create my desired
  outcome?
• www.oncourseworkshop.com

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Practice

• Role-Play
• Think about one of your advisees and a problem
  they are having right now act as that student
  or
• Think of a problem you are having now that you
  would be willing to share
• Working with a partner or small group role-play
  the wise-choice process.

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References

• Downing, S. (2008). On course strategies for
  success in college and in life (5TH ED.)
  Houghton Mifflin Boston.
• Glasser, W., (1999). Choice Theory a new
  psychology of personal freedom. HarperCollins
  New York.
• Glasser, W. (2000). Counseling with choice
  theory. Harpercollins New York.
• Wubbolding, R. E. (2000). Reality therapy for the
  21st century. Brunner-Routledge Philadelphia.

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Quotes

• I believe that we are solely responsible for our
  choices and we have to accept the consequences of
  every, deed, word and thought throughout our
  lifetime.
• Elizabeth Kubler-Ross
• I do think that the greatest lesson of life is
  that you are responsible for your own life.
• Oprah Winfrey