AQ Intervention for Assessing and Counseling Students of Color By Dr. Robert K. Murphy Co-Presented By Steve Pankey Johnson County Community College
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
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
SUPPORT FOR THE HOLISTIC APPROACH
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)
Student Development Establishing Identity Clear self-concept Developing Purpose Meaningful commitments Developing Integrity Authenticity
Holistic Development Effective advising requires a holistic approach. Advising is a means of assisting student development of identity, autonomy, interpersonal communication, and authenticity. - NACADA
Values-Based Decisions Values have cognitive and affective dimensions Values often relate to a student s sense of purpose. Values (Brown, 1995, Colozzi, 2003)
A.Q. DOMAINS OF LEARNING
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
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
THE CURRENT PERSPECTIVE
The Cognitive Perspective Verbal/Linguistic & Logical/Mathematical form basis for all standardized testing Ignores all other dimensions (including Affective)
Multiple Intelligences Verbal/Linguistic Logical/Mathematical Spatial Bodily-Kinesthetic Musical/Auditory Interpersonal Intrapersonal Naturalistic Existential Affective
AFFECTIVE DOMAIN
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
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
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
Goals During AFFECTIVE Training Discuss how feelings & experiences might affect success Explore different perceptions Examine issues of power
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)
Developed by Dr. Robert K. Murphy THE MURPHY INVENTORY
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
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 248 213 = Average or Mild 212 177 = Moderate 176 151 = Severe Sub-Scale Scores 60 55 = High 54 48 = Above Average 47 41 = Average or Mild 40 35 = Moderate 34 0 = Severe Short Form 25 21 = High 20 16 = Above Average 15 11 = Average 10 6 = Moderate 5 0 = Severe
FEAR F = False E = Education A = Appearing R = Real
PROFILE OF SUCCESSFUL UTILIZATION OF MI
Overall Success Rate of AQ for 9,892 College Students Pre-Inventory Sub- Scale (n=9,892) SC ------ 37 LC ------ 34 NA ------ 38 SS ------ 40 A ------ 36 Post-Inventory Sub-Scale (n=9,892) SC ------ 56 LC ------ 54 NA ------ 58 SS ------ 56 A ------ 56
ADDITIONAL QUESTIONS? CONTACT DR. ROBERT K. MURPHY RMURPHY@JCCC.EDU 913-469-8500 X4512