Advising and Supporting
“The Advising and Supporting competency area addresses the knowledge, skills, and dispositions related to providing advising and support to individuals and groups through direction, feedback, critique, referral, and guidance. Through developing advising and supporting strategies that take into account self-knowledge and the needs of others, we play critical roles in advancing the holistic wellness of ourselves, our students, and our colleagues” (ACPA & NASPA, 2015, p. 36).
Resident Advisor 1:1 Meetings
Throughout the past year, I have met a minimum of bi-weekly with each of the eleven resident advisors I directly supervise. When I first began holding these meetings, I took time to hear about each student’s personal, academic, and professional background. They shared as much as they felt comfortable, and this continued throughout each of our meetings. This allowed me to determine and share connections with each individual student, while also acknowledging their individual narrative and supervisory needs. Specifically, I was able to “establish rapport with students, groups, colleagues, and others that acknowledges differences in lived experiences” (ACPA & NASPA, 2015, p. 36).
As I continued to meet with these students, we started setting both bi-weekly and semester-long goals. We used the SMART goal-setting method to discuss the need for goals to be specific, measurable, achievable, relevant, and time-bound. Moreover, we discussed specific action steps to ensure goals were met or adjusted as needed. Now my staff has the ability to set and reflect on their own goals independent of my guidance. In addition to setting goals, I worked with my staff members to problem-solve and confidently make rational decisions. For example, one resident advisor approached me in a meeting about whether an occurrence needed to be documented in an incident report. I asked probing questions rather than providing an answer. Now that same staff member has more confidence when determining if incidents need to be documented and can provide rationale. Effectively, through my individual meetings, I have demonstrated the ability to “facilitate individual decision-making and goal-setting” (ACPA & NASPA, 2015, p. 36).
Lastly, by building strong rapport with my students in their individual meetings, I have been able to recognize when students are not fully well. Throughout a series of meetings with one staff member, I began to notice a decline in energy, a lack of confidence, and other signs of lacking wellness. When I asked the staff member about their behavior, they disclosed that they had not been to their counselor for several weeks and it was taking a toll on them. By recognizing these signs, I was able to refer the student back to the counseling center. I then followed up later that week to ensure the student had reconnected with their counselor and felt supported moving forward. This situation showcased the importance of and my ability to “identify patterns of behavior that may signal mental health or other wellness concerns” (ACPA & NASPA, 2015, p. 37). Overall, my individual meetings with my direct supervisees have allowed me to demonstrate various aspects of competence within the category of advising and supporting students.
Residence Life Crisis Response and Follow-up
During my time as a graduate hall director, I have served as a frontline responder to crises and critical incidents. Whether on-call or responding to a daytime incident within my own building, I have had to “identify when and with whom to implement appropriate crisis management and intervention responses” (ACPA & NASPA, 2015, p. 36). When receiving calls from student staff, I have to quickly assess the situation, determine the necessary protocol, and then respond appropriately. Additionally, when responding to incidents, I have to recognize my role as a Campus Security Authority. This means that if incidents outlined in the Campus Security Act (CSA) are brought to my attention, I am mandated to report the incident to the campus. Often times this can be uncomfortable and difficult for students to understand. For example, when a resident disclosed to me information that was part of the CSA, I had to explain to the resident my reporting requirements and explain their rights to privacy versus complete confidentiality. Moreover, I had to explain that my mandated reporting was intended to ensure the rest of campus was safe from a repeated offense. This example, amongst others, demonstrates my ability to “maintain an appropriate degree of confidentiality that follows applicable legal and licensing requirements, facilitates the development of trusting relationships, and recognizes when confidentiality should be broken to protect the student or others” (ACPA & NASPA, 2015, p. 36).
Following my response to a concern about a student’s mental or physical health, I often follow up with the student(s) involved. When I do this, I ensure the individual has a plan for self-care in place. Furthermore, I make the student aware of their resources on and off campus. For example, when I meet with students who have disclosed a mental health condition, I refer them to the counseling center, the LINK, the Falcon Health Center, or related offices as appropriate. Navigating this has helped me to “know and use referral sources (e.g., other offices, outside agencies, knowledge sources), and exhibit referral skills in seeking expert assistance” (ACPA & NASPA, 2015, p. 36). Generally, my time as a crisis responder has given me many opportunities to cultivate my advising and supporting competence.
American College Personnel Association & National Association of Student Personnel Administrators. (2015). Professional competency areas for student affairs practitioners. Washington, DC: Authors. Retrieved from http://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf