AQ Intervention for Assessing and Counseling Students of Color

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1 AQ Intervention for Assessing and Counseling Students of Color By Dr. Robert K. Murphy Co-Presented By Steve Pankey Johnson County Community College

2 Attitude is Everything The way you think How other s see you It can be seen, heard, & felt Positivity Vs. Negativity Attitude is always expressed

3 Overview Support for the Holistic Approach AQ Domains of Learning Current Perspective Affective Domain The Murphy Inventory FEAR Profile of Successful Utilization of Murphy Inventory

4 SUPPORT FOR THE HOLISTIC APPROACH

5 Role of Higher Education development of students as whole persons interacting in social situations is the central concern of student personnel at work and of other agencies in education. American Council on Education (Since 1937-Present)

6 Student Development Establishing Identity Clear self-concept Developing Purpose Meaningful commitments Developing Integrity Authenticity

7 Holistic Development Effective advising requires a holistic approach. Advising is a means of assisting student development of identity, autonomy, interpersonal communication, and authenticity. - NACADA

8 Values-Based Decisions Values have cognitive and affective dimensions Values often relate to a student s sense of purpose. Values (Brown, 1995, Colozzi, 2003)

9 A.Q. DOMAINS OF LEARNING

10 Do You Know that you Have an Affective Quotient? AQ is just as important as IQ! Cognitive Domain & Affective Domain Cognitive: Standardized Achievement tests Verbal/Linguistic & Logical/Mathematical Affective: Murphy Inventory Self-Concept, Locus of Control, Need-to- Achieve, Stimulation-Seeking, & Attitude

11 Two Domains of Learning Affective Domains: Self- Concept, Locus of Control, Attitude, Expectation, & Curiosity Cognitive Domains: Facts and Information Yes or No Right or Wrong

12 THE CURRENT PERSPECTIVE

13 The Cognitive Perspective Verbal/Linguistic & Logical/Mathematical form basis for all standardized testing Ignores all other dimensions (including Affective)

14 Multiple Intelligences Verbal/Linguistic Logical/Mathematical Spatial Bodily-Kinesthetic Musical/Auditory Interpersonal Intrapersonal Naturalistic Existential Affective

15 AFFECTIVE DOMAIN

16 Cognitive The Domains Affective 1. Recall and recognition of Knowledge 1. Receiving stimuli and passively or actively attending to it 2. Comprehension of the knowledge 3. Application of the comprehended knowledge 4. Synthesize this knowledge into new organization 2. Willingly responds to stimuli on request and takes satisfaction in doing so 3. Valuing the stimuli so response occurs voluntarily and seeks it out 4. Conceptualization of each value responded to 5. Evaluation of knowledge to judge its value 5. Organization of these values into a system results in a Charaterization of the individual

17 Affective Levels Level 1: Receiving Willing to listen and hear about experiences, values, beliefs, or feelings of others Level 2: Responding Willing to talk about their own experiences, values, beliefs, or feelings Level 2 assumes there is sufficient trust and safety for all participants Level 3: Valuing Opportunities to examine different ways to interpret or see the same experience Level 4: Self-Evaluation Opportunities to explore how these new interpretations or perspectives change experiences Level 5: Internalization Accept new, different and/or reorganized beliefs and values, and begin to apply them automatically

18 The Affective Domain of Learning The Primary issue in setting up AFFECTIVE learning is TRUST. Example Affective domain issues that might be explored in sexual harassment training: Feelings and experiences of those who have been harassed Beliefs of those in the room Issues of power, safety, & silence

19 Goals During AFFECTIVE Training Discuss how feelings & experiences might affect success Explore different perceptions Examine issues of power

20 Applying AFFECTIVE Levels Level 1: Receiving Presentation might include several people affected by harassment Level 2: Responding Allow time for participants to talk about their reactions to the panel Level 3: Valuing Facilitate discussions about how a person might experience events differently Level 4: Self-Evaluation Allow for exploration of personal experiences and their own feelings Level 5: Internalization Exposure to new experiences in the outside world to reinforce new perspective (i.e. Volunteer Work)

21 Developed by Dr. Robert K. Murphy THE MURPHY INVENTORY

22 Abbreviations Affective Quotient (AQ) Murphy Inventory (MI) Self-Concept (SC) Includes Self-Esteem Locus of Control (LC) Internal-External Need-to-Achieve (NA) Drive Stimulation-Seeking (SS) Curiosity Attitude (A) Positive-Negative

23 Murphy Inventory Breakdown Variable: Five constructs (Self-Concept, Locus of Control, Need-Achievement, Stimulation-Seeking, & Attitude) Description: 60 items which combine five constructs answered on a 4-point scale: agree to disagree Norming Sample: 5,000 college freshmen (a sig. number were minorities) 4,000 elementary, middle, & high school children 3,000 adults including those with disabilities Reliability: Guttman coefficient of.92 Test-retest reliability of total scores of.89 Reliability of sub-scores ranging between.82 to.90 Validity: Correlates with several other Affective scales at.84 convergence Uniqueness: Combines the five constructs of the Affective Domain into assessments, diagnosis, & evaluations Utilized a significant number of minorities in the norming sample Applicability: Education (1 st Grade Higher Education) Health (Mental & Psychological) Corrections Treatment Centers

Murphy Inventory Scale Long Form Total Scores 300 275 = High 274 249 = Above Average

= High 54 48 = Above Average 47 41 = Average or Mild 40 35 = Moderate 34 0 = Severe

24 Murphy Inventory Scale Long Form Total Scores = High = Above Average = Average or Mild = Moderate = Severe Sub-Scale Scores = High = Above Average = Average or Mild = Moderate 34 0 = Severe Short Form = High = Above Average = Average 10 6 = Moderate 5 0 = Severe

25 FEAR F = False E = Education A = Appearing R = Real

26 PROFILE OF SUCCESSFUL UTILIZATION OF MI

27 Overall Success Rate of AQ for 9,892 College Students Pre-Inventory Sub- Scale (n=9,892) SC LC NA SS A Post-Inventory Sub-Scale (n=9,892) SC LC NA SS A

28 ADDITIONAL QUESTIONS? CONTACT DR. ROBERT K. MURPHY X4512

Multiple Intelligences of the High Primary Stage Students

Multiple Intelligences of the High Primary Stage Students Dr. Emad M. Al-Salameh Special Education Department, Al- Balqa' Applied University PO box 15, Salt, Jordan Tel: 962-777-238-617 E-mail: imad_alsalameh@yahoo.com