The student Affairs Role

The student Affairs Role

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Question 1

The role of the students is to learn while parents are charged with the responsibility to provide for fees and other support services for their children. However, there are other parents besides paying the fees and other wants, they regularly check on how the students are faring in school to evaluate what is happening. First, I will employ the power of objectivity to make sure that the student understands the aim of the parent despite the hovering habit. The parents exist in life to protect and show the students the right paths to follow despite the fact they are not in school. When the student understands the sole aim of the parent, they will just concentrate on their studies if the hovering process does not interfere with the learning ability and success. In the case it hinders them from learning; it’s an external hindrance that can be dealt with efficiently (Winston, Creamer & Miller, 2013).

The next strategy is nature oriented. All the parents are protective and concerned; they tend to protect their children especially the one they love most. They are capable of doing anything for the student to be in line with education. Therefore, this will allow the student to be the positive aspect of the parents being ‘’ helicopter or hovering’’ than just the downside as far as freedom is concerned. Most of the students today expect their parents to be like them and therefore to consider some and leave them to find others. Therefore, a particular understanding of the parents will make learning effectively through a rightful corporation of the both the parents, lecturers and the students with a common agenda for bettering the education system of the parents.

References

American Psychological Association. (2010). Publication manual of the American Psychological

Association (6th ed.). Washington, DC: Author.  ISBN: 978-1-4338-0561-5

Winston, R. B., Creamer, D. G., & Miller, T. K. (2013). The professional student affairs administrator: Educator, leader, and manager. Routledge.

Question 2

Conflict dynamic is the process of developing and enhancing conflict management and dispute resolution to the individual to give them the power to understand every situation (Prendergast & Abelmann, 2006). The conflict dynamic is to be a critical thinker while in the situation and also being fair in the same position by understanding both sides of the coin. The situation according to the case study allows the people or the parties to meet come together and share the issue at hand in an amicable way. The tension experienced in the situation led to a positive influence on the abilities to join hands and thinks creatively on the matter to conclude. Therefore, based on the case study and the reasoning the situation is positive since it leads to positivity.

Due to the nature of the situation in the case study, both parties involved in the conflict will benefit. The students participating in the case will have understood through an active critical thinking that will ensure that am the amicable result is found (Wells, 2015). The parents, on the other hand, will also benefit from the situation due to the corporation that is entailed through fair though on how they treat the students in the school. The parents will understand that the students’ needs some freedom to study and not being followed up adequately. Moreover, through the situation and its positivity, the lecturers will benefit in the connection of the enhancement between the student-parents relationship. The corporation is, therefore, an advantage to the teachers and the school at large as the parents will be committed to paying for the fees and another requirement for the student.

References

Wells, J. B. (2015). CAS professional standards for higher education (9th ed.). Washington, DC: Council for the Advancement of Standards in Higher Education. ISBN: 9780985881924

Prendergast, C., & Abelmann, N. (2006). Alma Mater College, Kinship, and The Pursuit of Diversity. Social Text, 24(1 86), 37-53.

Question 3

Clark (2008) stated that assisting is a multistage and making a creative model. However, the essential aspect of helping the student with such problems mentioned is to make contact with the student. The other aspects are; having empathy, involving counselor congruence and the use of unconditional positive regards. The student with parental pressure can fail through the entire education process, and the fast assistance can rescue the situation (Oetzel  & Ting-Toomey, 2003).  The parents who are single always strive to get the money for fees, and that is why they may be nagging depending on the performance of their children. Therefore, a student in the same situation would need unconditional positive regards based on the status of the parents to create an enabling environment. The relationship between the parents and the student is sufficient for success in the studies.

The students from such backgrounds tend to lack confidence and self-esteem. Therefore, the lectures and the student affairs professionals should learn to keep contact with the student. The enhanced communication will ensure that they don’t feel neglected and have the power of having people who are concerned about them in school despite the pressure from the families. The contact is enhanced through a constant communication between the student and the leaders to acquire and get information that is necessary for solving their issue through involving a counselor. The lectures are needed to empathize with such students to bring them to life and self-worth that is essential to the success of the student. All the examples, in this case, had brought much of the students to the line of worth despite the challenges (Schuh, Jones & Torres, 2016).

References

Schuh, J., Jones, S., & Torres, S. (2016). Student services: A handbook for the profession (6th ed.).  San Francisco, CA: Jossey-Bass. ISBN: 9781119049593.

Oetzel, J. G., & Ting-Toomey, S. (2003). Face concerns in interpersonal conflict: A cross-cultural empirical test of the face negotiation theory. Communication research, 30(6), 599-624.