Motivational Interviewing
This approach is the appropriate approach for addressing academic and personal choices/issues
Motivational Interviewing
There are this many phases of appreciative advisement
Six (disarm, discover, dream, design, deliver, don’t settle)
This new paradigm addresses the fundamental challenge of higher education: how to engage students in the learning process and motivate them to fulfill their potential
Strengths-Based Approach
The action advisors should do to provide support, build rapport, encourage self-efficacy in the student
Provide Affirmation
In this phase of appreciative advising, advisors work to make sure that students feel welcomed and assured that the advisor wants to help advance their academic progress
Disarm
The author addresses a crucial element of student success in this chapter
Motivation
This elicits commitment to change, call to action, articulation of next steps, and elaboration of goals to motivate the student towards exploration
Change Talk
In this phase of appreciative advising, advisors continue to build rapport with students and learn about their strengths, skills, and abilities
Discover
True or False: Sometimes students are not accepting of their own strengths until others affirm them
True
The Four processes of Motivational Interviewing
Engaging, Guiding, Evoking, And Planning
In this phase, students take responsibility for executing their plans created in the design phase while advisors express confidence in students' ability to follow through with the plans
Deliver
Advisors assist students in designing an ____ to reach their goals
Action Plan
Origin of the “Motivational Interviewing” strategy
Carl Rogers “Person Centered Psychotherapy”
This feature of appreciative advising is the most important, as students who are experiencing negative feelings may not be as motivated, willing, or intentional in applying the skills of learning and therefore, the outcome of the advising session may be unsuccessful
Affective aspect
Strengths-based advising begins with an identification of students’ ____
Strengths