Running head: ORIENTATION IS JUST THE BEGINNING 1

Orientation is Just the Beginning: Helping Skills Case Study Paper

Mitchell Huftalin

Northern Illinois University

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The field of higher education is centered around the ability to assist students towards the

goal of graduation and building a better life for themselves and those around them. Assisting

these students in the correct way is an answer for professionals have been searching since the

beginning. There is never one way to assist students, but there are better skills and tactics for

each situation. Through listening, clarifying, and determining action plans for the student and

parents, the situation can dissolve so the student can become confident in their ability to be a

student and ease the parent’s concerns.

The Scenario

In this situation described in this paper, a student is experiencing orientation at Northern

Illinois University with their parent. Prior to the program, the student expressed special

accommodations for their mother who was diagnosed as terminally ill. During the program, the

parent expressed concern with not being with their student during every portion of the program.

As the orientation program has separate programs for students and parents, the student and

parent could not be together. By the end of the program, the parent was very frustrated and

expressed many concerns for their student as the parent will not be there to support the student

on campus.

Supportive Student Development Theory

As with most programming and student affairs assistance, skills and philosophies come

from student development theories. When looking to assist this student and parent at orientation,

Chickering’s Identity Development Theory creates as guideline to how to assist a student based

on their position in development (as cited in Patton, Renn, Guido, & Quaye, 2016). This theory

was chosen as students transitioning into their career as a student are at the beginning of their

development of their identity. This theory is split into seven vectors that describe different
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places a student can reside while they are developing their identity as a student. In an article

focusing on the positives of teaching Chickering’s Identity Development Theory, Schuh (1989)

states that “participants who are pursuing degrees in college student personnel have indicated

that it was the best approach to describing practical applications of student development theory

in which they have ever participated” (p. 298). Within this paper, the focus will be on the

following vectors: managing emotions, moving through autonomy towards interdependence, and

developing purpose.

Managing Emotions

An important key to Chickering’s Identity Development Theory is the label as vectors,

utilized to describe the students’ development does not occur linearly (Patton et al., 2016). This

means that a student can experience a number of vectors at different points of their development,

ranging on the effect it has on their identity.

The first vector utilized to analyze the student’s experience at orientation is managing

emotions. Patton et al. (2016) describe that “in this vector, students develop the ability to

recognize and accept emotions, as well as to appropriately express and control them” (p. 298).

Prior to knowing this student’s individual situation, higher education professionals must

understand the student’s position in development at various crucial moments in college (such as

orientation) to assist students. Orientation can be overwhelming, which is why staff should be

prepared to assist a student throughout the program. As emotions may be high already, learning

the student’s situation means they need more assistance with transitioning to a life in college and

a life without their parent.

In a study conducted by Liversage, Naudé, and Botha (2018), reflections from students in

their first year showcased a number of feelings as they identified their position in the seven
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vectors of Chickering’s Identity Development Theory. Liversage et al. (2018) expressed that

“while for some participants these emotions related to academic frustrations and feeling of being

underprepared for higher education, for others it centered on interpersonal problems such as

isolation and loneliness” (p. 75). Just as these incoming students have not yet started their career

as a student, the student in question will begin their career without their support system.

Managing their emotions prior to being a student is a difficult thing to expect, so it is our jobs as

professionals to understand where the student is at to be able to support them through their

transition. Additionally, Liversage et al. (2018) express “the majority of the participants had

mentors and role models during the first year, which could have made them aware of and

motivated them to change their negative perceptions (p. 76). Northern Illinois University seeks

to provide more resources to students during their first year, such as a first-year seminar,

programs designed towards first-year students, and early programing in the semester geared

towards mentorship. These opportunities can provide student additional support as they navigate

their new environment. Student affairs professionals may not directly affect a student’s academic

experience, but their position as a role model and mentor can support a student through their

journey as a student.

Moving Through Autonomy Toward Interdependence

Another vector focuses on moving a student through autonomy toward interdependence.

Patton et al. (2016) describe this vector as when students “come to recognize and accept the

importance of interdependence, an awareness of their interconnectedness with others” (p. 298).

Balancing the line between being independent and working with others to meet your goals can be

a thin one, especially for incoming college students. The student at orientation with their mother

has decided to continue their education, despite knowing that it will be without their mother.
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This unplanned independence may require this student needs additional attention during their

first semester, so it is necessary to be as open as possible. This may be difficult, however, with

students proving to allow for this reliance on others to limit their independence. Liversage et al.

(2018) express that “while the majority of the participants strived to manage their independence

with responsibility, some participants associated greater independence with an opportunity to

abandon their responsibilities” (p. 76). It is crucial for admissions, orientation, and other first-

year initiative staff to encourage independence with the idea students can still ask for help. This

can be best shown through examples and personal experiences to help understand humans can

make mistakes, and that the student can do the same.

Developing Purpose

The final vector used as a focus in this scenario is developing purpose. This vector can be

described as “developing clear vocational goals, making meaningful commitments to specific

personal interests and activities, and establishing strong interpersonal commitments” (Patton et

al., 2016, p. 299). Beginning a career towards a new education is more than earning a degree: it

is a student finding a passion, learning their niche in society, and learning who they are outside

of a classroom. The student at orientation is on their journey towards doing all of these things

but must be open to doing so. It was obvious in their face that they had concerns because of their

mother’s queries. As a professional, it is important to ask questions and understand the

individual’s goals. Motivation towards a goal can come from family members and other forms of

support, but the goal must be what the student wants. Helping the student find that goal can assist

them with their confidence and commitment towards completion of the degree. In their study

about why students are not coming back after their first semester at college, Liversage et al.

(2018) expressed that “participants found it difficult to connect their academic paths, degree
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choices, and career aspirations. Consequently, the majority of the participants decided on fields

of study without considering vocational plans” (p. 78). Just as it is shown in that study, students

need to be supported when learning what they want to do with their career. Outside factors can

easily influence a student’s decision, but it is the student’s choice on whether they want to be

influenced. Developing purpose requires a high level of independence as it is tied so closely to

who the person is and wants to be.

Helping Skills

As stated above, the primary helping skills utilized to best assist the student at orientation

are listening, clarifying, and determining action plans. Orientation programs are designed to

inform students about what they need to do to succeed as a student and educate them on the

resources available to them. In this student’s unique situation, these three helping skills are most

important to support and encourage the student and the family member to finish the day on a

good note.

Listening

This helping skill was chosen for this situation because frustration from a student or

family cannot immediately be met with more words. Taking the time to listen to the students

concerns and the mother’s frustrations with the program allows for them to feel more in control

of the situation. Prior to asking for help, this family may have felt differently. Once the situation

is out in the open, the professional can step in and help give guidance. Reynolds (2009) states

that “with experience, helpers can become skilled at “turning down the volume” around them—

both internally and externally—and minimizing the influences outside the immediate helping

conversation; they can learn to be fully in that moment” (p. 146). When beginning to help the

student, it was important to provide total focus on them to make sure they were supported. As
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orientation programs are extensive and can include a long day of stress and movement across

campus, it is important to not let internal or external distractions keep the professional from

assisting. Listening and giving full attention can provide this clarity.

Clarifying

Another helping skilled used in this situation can be asking for clarification on the

situation. After listening to the student and their parent, the power must remain in their hands.

Asking a question immediately after they are done talking could make the student and mother

feel they do not have control over their situation. Reynolds (2009) continues by saying “a very

effective approach is to offer a restatement or reflection first and then follow with a question” (p.

150). When asking this question after restating their thoughts, it ensures the student and parent

feel understood and respected in their concerns. Clarifying their thoughts offered the chance for

the helper to be wrong in case they misunderstood the situation. Helpers cannot assist until all

parties are on the same page. Once this has been addressed, the student affairs professional can

provide some clarity on some policies for the program and answer explicit questions about why

the program is set up the way it is.

Determining Action Plans

Once the student has expressed their concern and the helper has clarified the situation, the

student affairs professional can help the student create a plan on how to move forward. It is

important to include the family member in these plans in this case as that is one of the original

main concerns the parent had in the beginning. As it is important for the family member, the

student is in control of the outcome. Reynolds (2009) expresses that “developing an action plan

helps a student break down a challenging primary goal into a manageable series of subgoals and

action steps” (p. 157). Assisting with the student with the goals the student can accomplish
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during their time at orientation created a future where the student can accomplish goals on their

own. Just as creating these plans is important, asking again for clarification can ensure the

student know what they need to do to be successful. Hearing the student explain their plan

moving forward gives the student confidence in their ability and can give peace of mind to the

family member once the student is alone.

Conclusion

When the student and parent approached with concerns at the end of the orientation

program, it could have easily been met with short answers that directed them toward a different

resource on campus. Upon listening to the situation and concerns of the pair, it became clear that

additional support was needed. As described through Chickering’s Identity Development

Theory, students develop differently and require support depending on their individual situation.

Listening, clarifying, and determining action plans can help students and family member like this

to feel confident in their abilities and relieve stress that may have built up over time. Orientation

is just the beginning for this student, so we must be ready to meet them where they are at and

continue this journey with them.

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References

Liversage, L., Naudé, L., Botha, A. (2018). Vectors of identity development during the first year:

black first-generation students’ reflections. Teaching in higher education, 23(1), 63-83.

https://www.ulib.niu.edu:2571/10.1080/13562517.2017.1359159

Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college:

Theory, research, and practice. (3nd Edition) San Francisco: Jossey-Bass.

Reynolds, A. L. (2009). Helping college students: Developing essential support skills for student

affairs practice. San Francisco, CA: Jossey-Bass

Schuh, J. H. (1989). A student development theory to practice Workshop. Journal of counseling

& development, 67(5), 297. https://www.ulib.niu.edu:2571/10.1002/j.1556-

6676.1989.tb02606.x