Promoting Self-Advocacy Through Mentoring

Transcription

1 Promoting Self-Advocacy Through Mentoring Center for Community Partnerships Department of Occupational Therapy ACCESS Project Supporting the inherent dignity, potential and full participation of all people. ACCESS to Postsecondary Education through Universal Design for Learning AND Self-Advocacy UDL Self- Adv. Greater Success 1

2 Self-Advocacy = Personal Empowerment Definition of Self Advocacy Know Yourself Self- Advocacy Know what you need &want Know how to get what you need & want Self-Advocacy a lifelong personal pursuit of control over one s circumstances. It is the act of advocating for what one wants, for how one desires to live, for how one wants to be treated ( Shoultz, 2006) Research has demonstrated that individuals who are self-determined are more successful in achievement of their stated goals. (Field, Sarver & Shaw, 2003) 2

3 Know Yourself Know Your Strengths Know Your Challenges Know Your Life Right Now Know Your Strengths Personality Traits Learning Styles Values Skills, Abilities, Interests Know Your Challenges Needs Barriers to Success Self Talk 3

4 Know Your Life Right Now Look at all your life areas Figure out strengths and challenges in each area Self-Advocacy is about the whole person How balanced is an individual s life? Life Domain Areas Daily Living housing, eating, sleeping, laundry, finances, community access and services School/Work grades, study skills, test taking, computer skills, balancing work and school Health fitness, medication, health concerns, mental health, stress Relationships - roommate, sig. other, family Community/Rec. Spirituality meaning, purpose, vision 4

5 Know What You Need and Want Based on Your Challenges, What are Your Needs? Develop a Vision for Your Life What are Your Hopes and Dreams? What do You Want? Know How to GET What You Need and Want Find Resources Communicate Get Organized Make Decisions Develop Study and Test Taking Skills Solve Problems (Learn from mistakes) Develop a Support Network Set Goals Plan for the Future Career Development (Self-Advocacy to infinity and beyond!) Just Do It! Get motivated Motivation occurs at the flash point. The flash point is the distress felt because of the gap (or discrepancy) between the desired and actual performance (Hirsch,2001). Help students figure out what they desire. Help students explore and understand distress. Help students explore options. 5

6 Six Success Attributes that Correlate with Self- Advocacy Raskind and Goldberg (2005) identified six success attributes: Self-awareness Proactivity Perseverance Goal Setting The presence and use of Support Systems Emotional Coping Strategies based on a 20-year longitudinal study of individuals with learning disabilities. Three Learning Outcomes for Mentors/Interns: 1) Understand the Process of Self-Advocacy Know Yourself Know What You Need and Want Know How to GET What You Need and Want 2) View self from a holistic perspective Identify strengths and challenges in different life domain areas. 6

7 3) Learn how to support students through empowerment. When you do something for someone you teach dependency; when you help someone develop and gain the skills to do it for himself you empower! Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime. - Chinese Proverb The ideal teacher guides his students but does not pull them along; he urges them to go forward and does not suppress them; he opens the way but does not take them to the place. - Confucious CHOICES OF SUCCESSFUL STUDENTS SUCCESSFUL STUDENTS... STRUGGLING STUDENTS ACCEPT SELF see themselves as Victims, RESPONSIBILITY, believing that what happens to them is seeing themselves as the primary cause determined primarily by external forces of their outcomes and experiences. such as fate, luck, and powerful others DISCOVER SELF have difficulty sustaining MOTIVATION, finding purpose pose in their motivation, often feeling depressed, essed lives by frustrated, and/or resentful about a discovering personally meaningful goals lack of direction in their lives. and dreams MASTER SELF-MANAGEMENT, consistently planning and taking purposeful actions in pursuit of their goals and dreams seldom identify specific actions needed to accomplish a desired outcome. And when they do, they tend to procrastinate. SUCCESSFUL STUDENTS EMPLOY INTERDEPENDENCE, building mutually supportive relationships that help them achieve their goals and dreams (while helping others to do the same). STRUGGLING STUDENTS are solitary, seldom requesting, even rejecting offers of assistance from those who could help GAIN SELF-AWARENESS, consciously employing behaviors, beliefs, and attitudes that keep them on course make important choices unconsciously, being directed by selfsabotaging habits and outdated life scripts ADOPT LIFE-LONG LEARNING, 6....resist learning new ideas and finding valuable lessons and wisdom in skills, viewing learning as fearful or nearly every experience they have. boring rather than as mental play. 7

8 SUCCESSFUL STUDENTS... STRUGGLING STUDENTS DEVELOP EMOTIONAL 7....live at the mercy of strong INTELLIGENCE, effectively managing emotions such as anger, depression, their emotions in support of their goals anxiety, or a need for instant and dreams. gratification BELIEVE IN THEMSELVES, seeing themselves capable, lovable, and unconditionally worthy as human beings doubt their competence and personal value, feeling inadequate to create their desired outcomes and experiences. From On Course: Strategies for Success in College and in Life (5th ed.) By Skip Downing Wise Choices: Beliefs and Behaviors SUCCESSFUL STUDENTS STRUGGLING STUDENTS... Positive Beliefs Negative Beliefs Effective Behaviors Ineffective Behaviors Results in Success Results in getting off course Creator and Victim Beliefs and Behaviors The greater part of our happiness depends on our dispositions, and not on our circumstances. We carry the seeds with us in our minds wherever we go. Martha Washington SUCCESSFUL STUDENTS... adopt fadf the Creator role, believing that their choices create the outcomes and experiences of their lives. master Creator language, accepting personal responsibility for their results. make wise decisions, consciously designing the future they want. STRUGGLING STUDENTS... Ad accept the Victim role, believing that external forces determine the outcomes and experiences of their lives. use Victim language, rejecting personal responsibility by blaming, complaining & excusing. make decisions carelessly, letting the future happen by chance rather than by choice. From On Course: Strategies for Success in College and in Life (5th ed.) By Skip Downing 8

9 Victim or Creator?? I failed the test because my friends made me stay out partying most of the night. My car broke down so I took the bus I got a grade lower than I expected so I discussed it with my Professor. I can t pass math so I guess I ll have to change my major. My boyfriend kept me on the phone al night and now I failed the test. The parking on campus is terrible; that s why I m always late to class. Carol is smarter than I am. I need help; I ll ask Carol to help me study. Victim or Creator?? My roommate is always playing loud music and I can t study so I spoke with the RA to see if I could get another roommate that better matches my needs. In the meantime, I ll study in the library. I ll try to do better, but it s no use. To improve my grade I ll take good notes, ask questions, attend every class, start a study group, and talk to my Professor. If that doesn t work I ll try something else. What might you do to help empower a student that seems to be stuck in the Struggling Student (Victim) mode? I m failing Psychology 101; I just can t do it. Can you talk to my Professor about why I got a D on the test? I have to drop out; I don t have the money to stay here. I am failing English 101, can you do some editing for me? I just can t function; my boyfriend broke up with me. 9

10 Activity: Limiting Beliefs Draw one straight line that touches all three of the stars below: Summary: Key Concepts Self-advocacy: having the ability to identify and meet one s needs and wants. (know yourself, know your needs and wants, know how to get what you need and want) Balance: all areas of life are important and each one supports the whole. Empowerment: teach others how they can succeed according to their own terms. References Izzo M. & Lamb M. (2002). Raising the bar, Hertafeld, J.A. &Aaron, J.H. (2002). Self-Determination and Career Development: Skills for Successful Transitions to Postsecondary Education and Employment. A paper retrieved July28, 2003 from Yuan, F. (1994). Moving toward self-acceptance: A course for students with learning disabilities. Intervention in School and Cliniic, 29, Field, S., Sarver M., & Shaw S. (2003) Self-determination a key to success in postsecondary education for students with learning disabilities. Remedial and Special Education, 24, Books: Getzel, E., & Wehman, P. (2005). Going to college: Expanding opportunities for people with disabilities. Baltimore, MD:Paul H. Brookes Publishing Co. Brinkerhoff, L., McGuire, J., & Shaw, S. (2002). Postsecondary education and transition for students with learning disabilities. Austin, TX: Pro-ed. Downing, Skip (2008). On Course: Strategies for Creating Success in College and in Life. By Houghton Mifflin Company. Hirsch, G. (2001). Helping college students succeed. Minneapolis, MN: University of Minnesota. 10

11 Contact Information Julia Kothe, CCP, Assistant Director Cynthia Tate, CCP, Research Associate colostate ed ACCESS Project at Colorado State University Department of Occupational Therapy Colorado State University This presentation was developed with funding from the U.S. Department of Education, Office of Postsecondary Education (Grant # P333A050015). 11