Thriving Through Transitions: Facilitating Self-Authorship with Wellness Coaching. Program Coordinator, Student Wellness Center

Transcription

1 Thriving Through Transitions: Facilitating Self-Authorship with Wellness Coaching Introductions Todd Gibbs, M.A., LPC Program Coordinator, Student Wellness Center James Larcus Graduate Associate, Office of V-P & Student Wellness Bowen Marshall, M.A., LPC Program Manager, Office of the V-P for Student Life & Multicultural Center Who else is in the room today? 2 1

2 PROGRAM AGENDA We plan to discuss: A brief history and program overview of wellness coaching at OSU, The theoretical underpinnings of this approach, How we apply these theories in a model of engaged development, and Our end goals and coaching outcomes 3 WELLNESS COACHING HISTORY 4 2

3 What prompted Wellness Coaching? (Wesaw & Sponsler, 2014) 5 What prompted Wellness Coaching? Mental health concerns have increased demand on counseling centers (Gallagher, 2012) Student affairs practice is rooted in a belief that higher education has a duty to help all students reach their full potential (Ambler, 2007) Emotional support doubles odds that graduates are thriving, but only 14% experience support in college (Busteed, 2014) 6 3

4 OSU Student Life Student Wellness Center 11 Staff Members 4 Graduate Assistants ~200 student volunteers 7 Approaches to Student Services: Treatment vs. Engaged Development 8 4

5 Wellness is an active, ongoing process which involves becoming aware of and taking steps toward a healthier, happier, successful life." The Ohio State University Student Wellness Center 9 Wellness Coaching Utilization Sessions Provided by Month & Academic Year Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar Apr May

6 Wellness Coaching Demographics Age ranged from 17 to 43 years 23% identified as non-white for race/ethnicity (= OSU enrollment) 4% international citizenship (< OSU enrollment) 2% veterans 30% first year students 25% grad/prof students 11 PROGRAM OVERVIEW 12 6

7 What is Wellness Coaching? A collaborative partnership between a student and coach Student Expert on his/her life Primary source of change Coach Introduces holistic wellness, strengths assessment, goal-setting Facilitates exploration of each of these concepts 13 OSU Wellness Model Career Creative Emotional Environmental Financial Intellectual Physical Social Spiritual 14 7

8 Most Common Focus Areas 87% Emotional 59% Social 48% Career 46% Intellectual

9 What if goals are not expectations to be met, but possibilities to be lived into? (Zander & Zander, 2002) 17 Student Wellness Center 18 9

10 THEORETICAL UNDERPINNINGS AND APPLICATIONS 19 Common Transitions First year undergrads Second year undergrads Upper level undergrads Grad/Prof students Consider that these transitions are normative and necessary. What other transitions might students have to navigate during their education? 20 10

11 Crossroads Events 21 Wellness Coaching at the Crossroads The learning partnership of wellness coaching Crossroads Trusting the internal voice Securing internal commitments Building an internal foundation 22 11

12 Self-Authorship Domains Interpersonal How do I construct relationships? Epistemological How do I know? Intrapersonal Who am I? 23 Self-Authorship Process Cognitive: How do I know? Following Crossroads Author of Internal Formulas Experience One s Life Foundations Believe external authorities Awareness of need for own vision Choose own beliefs Grounded in internal belief system Intrapersonal: Who am I? Define self by opinions of others Need for internal definition Choose own values & identity Grounded in internal sense of self Interpersonal: How I build relationships Seeking approval in relationships Need for authenticity Be true to self & meet mutual needs Grounded in mutuality 24 12

13 The strongest predictor of thriving in college is whether students feel a sense of community and BELONGING (Schreiner, 2014) 25 Positive emotions Engagement Positive Relationships Meaning Accomplishment (Seligman, 2012) 26 13

14 Flourishing vs. Thriving PERMA (Seligman) Positive Emotions Engagement Positive Relationships Meaning Accomplishment Thriving (Schreiner) Positive Perspective Engaged Learning Social Connectedness Diverse Citizenship Academic Determination 27 Academic Determination (Intrapersonal/ Cognitive) Engaged Learning (Interpersonal/ Cognitive) Positive Perspective (Intrapersonal) Thriving in College (Schreiner, 2010) Diverse Citizenship (Intrapersonal/ Interpersonal) Social Connectedness (Interpersonal) Based on your work, what areas seem to pose the greatest challenge to students sense of belonging? 28 14

15 Student Wellness Center 29 END GOALS & OUTCOMES 30 15

16 Student Wellness Center Wellness Coaching Assessment IRB Approved protocols to study: Program utilization and coaching outcomes for student clients Strengths, wellness, and goals Thriving Dimensions Qualitative feedback Personal and professional development among students who provide coaching 31 Student Wellness Center Coaching Outcomes Thriving Dimensions (Schreiner) Positive Perspective 4.31 Social Connectedness 3.97 Academic Determination 3.86 Engaged Learning 3.81 (1 = Strongly Disagree to 5 = Strongly Agree) 32 16

17 Student Wellness Center Coaching Outcomes Wellness coaching has helped me work through very confusing situations, situations that I had heard about other people experiencing but had no idea how to navigate in my own life. I am more self-aware, self-confident, and empowered because of my wellness coaching experience. From my wellness coaching experience, I have gained insight into how I can be a happier and healthier person. I'm learning how to be reflective, how to understand my thoughts and emotions, and how to relate to myself in a kinder way. This experience has improved my relationships with the people I am close with, and allowed me to gain a new perspective on many aspects of my life. 33 Student Wellness Center 34 17

18 DISCUSSION 35 Student Wellness Center Todd Gibbs James Larcus Bowen Marshall THANKS!!! Office of Student Life Student Wellness Center website swc.osu.edu 36 18

19 References Ambler, G. (2007). Who Flourishes in College? Using Positive Psychology and Student Involvement Theory to Explore Mental Health Among Traditionally Aged Undergraduates. Unpublished doctoral dissertation, The College of William and Mary, Williamsburg, VA. Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-authorship. Sterling, VA: Stylus. Baxter Magolda, M. B. (2008). Three elements of self-authorship. Journal of College Student Development, 49, Baxter Magolda, M. B. (2009). Authoring your life. Sterling, VA: Stylus Baxter Magolda, M. B. & King, P. M. (2004). Learning partnerships model: A framework for promoting self-authorship. In M. B. Baxter Magolda & P. M. King (Eds.) Learning Partnerships: Theory and Models of practice to Educate for Self Authorship (pp ). Sterling, VA: Stylus. Busteed, B. (2014). The blown opportunity. Retrieved from Gallagher, R. P. (2012). National survey of counseling center directors. Retrieved from 37 References International Coach Federation. (2014). Code of ethics: Definition of coaching. Retrieved from Schreiner, L.A. (2010). The Thriving Quotient: A new vision for student success. About Campus, 15(2), Schreiner, L. A. (2014). Different pathways to thriving among students of color: An untapped opportunity for success. About Campus, 19(5), Seligman, M. (2013). Flourish: A visionary new understanding of happiness and well-being. New York: Atria Sponsler, B. A. & Wesaw, A. J. (2014). The chief student affairs officer: Responsibilities, opinions, and professional pathways of leaders in student affairs. Washington, D.C.: NASPA Research and Policy Institute. Travis, J. W. (1977). Wellness workbook: A guide to attaining high level wellness. Mill Valley, Calif: Wellness Resource Center. Zander, R. S., & Zander, B. (2002). The art of possibility. London: Penguin Books

20 COMMISSION FOR commwellness sponsored program facebook.com/groups/ ACPAwellness Open Meeting Sat, Mar 11am Conv. Center, Rm 31 Our mission is to provide education, resources, support and recognition to college educators in order to facilitate and sustain campus cultures of wellness through the various dimensions of wellness. 20