Motivational Interviewing
Appreciative Advising
Strengths-Based Advising
100

This approach is the appropriate approach for addressing academic and personal choices/issues

Motivational Interviewing

100

There are this many phases of appreciative advisement

Six (disarm, discover, dream, design, deliver, don’t settle)

100

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

200

The action advisors should do to provide support, build rapport, encourage self-efficacy in the student

Provide Affirmation

200

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

200

The author addresses a crucial element of student success in this chapter

Motivation

300

This elicits commitment to change, call to action, articulation of next steps, and elaboration of goals to motivate the student towards exploration

Change Talk

300

In this phase of appreciative advising, advisors continue to build rapport with students and learn about their strengths, skills, and abilities

Discover

300

True or False: Sometimes students are not accepting of their own strengths until others affirm them

True

400

The Four processes of Motivational Interviewing

Engaging, Guiding, Evoking, And Planning

400

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

400

Advisors assist students in designing an ____ to reach their goals

Action Plan

500

Origin of the “Motivational Interviewing” strategy

Carl Rogers “Person Centered Psychotherapy”

500

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

500

Strengths-based advising begins with an identification of students’ ____

Strengths