Relationship building for student resilience and success
By Ruth Burkhart, DNP, MSN, MA, RN-BC, LPCC, Director of Nursing & Associate Professor, Ottawa University
It begins with the first student contact and extends to the last. Advisors are generally the first point of student contact, and at some universities such as Ottawa University, the advisor stays proactively connected with the student throughout the higher education journey. Upon arriving to my dual position of Director of Nursing and Associate Professor at Ottawa University (OU), it did not take long to realize that the role of the student advisors, a role initially perceived as expanded, was very helpful in maintaining student engagement and enrollment. As time went on and I worked closely with some of the advisors, I became aware that the “OU way” of envisioning the advisor role was key to online student success, and opened another dimension to student engagement and the professor-to-student relationship building. Student-advisor and student –professor relationship building begins with a genuine, caring relationship (George, 2019), and contributes significantly to skill development in three areas crucial to academic and life success, but it begins with a genuine, caring relationship. These three areas are Resiliency, Self-Efficacy, and Emotional Intelligence (EI) (Brown & Kafka, 2020; Cahill, Beadle, Farrelly, Forster, & Smith, 2012; Domenech-Betoret, Abellan-Rosello, & Gomez-Artiga, 2017; Lopez-Garrido, G., 2020; MacCann, 2020; The Highly Effective Teacher, 2021).
A positive advising relationship can provide support, promote a sense of belonging and hope, build perseverance, and assist a student to find meaning and purpose in suffering and losses, for academic success. In light of the impact of the Covid-19 pandemic on students, Brown and Kafka (2020) recommend that those working with students in higher education expect resilience, and focus on student strengths while supporting the emotions involved in the grieving process (The Highly Effective Teacher, 2021). The question at hand is how can the student advising experience, whether offered by someone in an official advising role, or by faculty, mentor, or someone in another position, help build what is known as “grit, described as mental toughness and resiliency (Brown & Kafka, 2020; Fink & Firestein, 2020)? You might be thinking that the distance education advising experience is not a suitable format for resilience and “grit” building. Let’s look at what the experts and literature say about an effective advising role in higher education, whether online or not. First of all, it is important to be clear about the nature of the position and advising role with the student, and to ensure advising activities fit within that role. Then the following is offered in the way of tips for the advisor:
As can be seen, the above listed advisor activities require self-awareness and an open, authentic, relationship approach, one which seeks to engage the student as a primary goal for the advising experience, not just the dispensing of information to the student. The distance education format for higher education need not be a barrier to this. Building positive advising relationships – for all those on the path of student’s higher education journey - is a necessary component of academic success. Whatever your position and role within higher education, I hope you will find the information contained in this short article a helpful addition to your advising toolkit. pamoja tutaushinda (together we will win – kiSwahili).
Baum, S., and McPherson, M.S. (2019). The human factor: The promise & limits of online education. The American Academy of Arts & Sciences. https://doi.org/10.1162/DAED_a_01769
The Highly Effective Teacher. (2021). Is resilience the key to student success? https://thehighlyeffectiveteacher.com/how-to-promote-resilience-in-your-students/
The global pandemic of the past year highlights the difference between emergency remote learning and the type of online learning or distance education solidly grounded in higher education for many years (Adedoyin & Soykan, 2020).
Online learning in and of itself is utilization of certain technologies, such as electronic devices and the internet, to develop and deliver instructional material for educational purposes. So, though both are legitimately a form of online learning, the key distinction of the traditional distance learning courses and programs designed for higher education is the planned, scaled, learning outcome driven nature of a curriculum toward an end goal, such as graduation from a certificate or degree program. Regulatory and accrediting standards governing curriculum and organizational management require adherence to the highest academic standards. With standards for academia held in check by external regulatory forces, sometimes compliance with that aspect of higher education can cause a defocus on the human element of online learning.
After all, do external regulatory requirements emphasize the need for human interaction within a curriculum, either faculty to student or student to student, in order for effective online learning to occur? Do online students actually need human interaction for effective learning? According to Baum and McPherson (2019), students do need that human interaction for effective learning, and planned human interactions can reduce the disparities of both educational opportunities as well as achievement of learning outcomes. Let’s find out more about those skilled, planned human interactions which have potential to create opportunities for enhanced student learning, as well as reduce disparities within higher education online or distance education.
Building a Relationship-Centric Online Campus
It begins with the first student contact and extends to the last. Advisors are generally the first point of student contact, and at some universities such as Ottawa University, the advisor stays proactively connected with the student throughout the higher education journey. Upon arriving to my dual position of Director of Nursing and Associate Professor at Ottawa University (OU), it did not take long to realize that the role of the student advisors, a role initially perceived as expanded, was very helpful in maintaining student engagement and enrollment. As time went on and I worked closely with some of the advisors, I became aware that the “OU way” of envisioning the advisor role was key to online student success, and opened another dimension to student engagement and the professor-to-student relationship building. Student-advisor and student –professor relationship building begins with a genuine, caring relationship (George, 2019), and contributes significantly to skill development in three areas crucial to academic and life success, but it begins with a genuine, caring relationship. These three areas are Resiliency, Self-Efficacy, and Emotional Intelligence (EI) (Brown & Kafka, 2020; Cahill, Beadle, Farrelly, Forster, & Smith, 2012; Domenech-Betoret, Abellan-Rosello, & Gomez-Artiga, 2017; Lopez-Garrido, G., 2020; MacCann, 2020; The Highly Effective Teacher, 2021).
Looking at factors and situations known to hinder university student success is helpful to any discussion on this topic. At the top of the list of barriers to student success – the # 1 factor – is mental health (Son, Hegde, Smith, Wang, & Sasangohor, 2020). Positive relationships are key to good mental health, to meeting student socialization needs, and in skill building in key areas known to promote student success (Goodman, Saichale, & Pascarella, 2010). Positive relationships and socialization are important to help university students cope with the stresses and adjustments related to academic pressures and deadlines, while managing the new realities of university life and living. The majority of socialization needs among university students are met not through sources external to academic peers (Lupton, 2007). Support, socialization, and positive relationships build the resiliency needed for academic success, and all of these build what is known as “grit”, the mental toughness, perspective, and determination needed to “stay in the game” during the long and arduous journey of a university education (Brown & Kafka, 2020).
Concern for Student Mental Health
Even before the Covid-19 pandemic, student mental health was becoming an increasing concern on U.S. university campuses, particularly anxiety (Son, Hegde, Smith, Wang, & Sasangohor, 2020). As the pandemic continued, it became clear that the impact of Covid-19 was the great equalizing factor on university student mental health and student success. Rising numbers of students experienced severe and disabling anxiety, chronically impaired sleep, depression, and suicidality. Some students with prior mental health issues rose to the occasion, such as university student, Ai Bui, who was surprised with the resilience developed in dealing with fear, anxiety, and depression, and the success in staying on track with the degree plan. Ai Bui’s story of overcoming the trauma of sexual abuse, and anorexia, bulimia, depression, and anxiety, only to be immersed in the terror of a global pandemic, is recounted in The Chronicle of Higher Education (Brown & Kafka, 2020).
Other students have not managed to surmount the added anxiety and stress generated by the pandemic, and have slipped into the maladaptive coping behaviors of disengagement and denial. The distinguishing factor between those who persevered, and those who did not, has been identified as resilience, closely related to “grit.” Positive, supportive human relationships has been shown to align with the building of resilience and grit, and building resilience promotes the adaptive coping skills of acceptance and proactivity. Students who develop resilience in the midst of increased stress and demands are able to view themselves as survivors, not victims, and manage fear and anxiety through self-perception of personal power and capacity to effectively deal with anything which arises (Brown, & Kafka, 2020; Fink & Firestein, 2020; Son, Hegde, Smith, Wang, & Sasangohor, 2020).
The story of Ai Bui recounts the story of an at-risk university student whose self-perception went from victim to survivor as the trials mounted. This student developed self-efficacy, seeing self as adequate and powerful, as a survivor and not a victim, because of the capacity to overcome terrible events and circumstances (Brown & Kafka, 2020). Doing so enabled the student to view personal suffering as one bearing purpose and meaning, leading to the development of a stronger person with amazing survival skills, and creating hope for a better future.
Student Resiliency and Self-Efficacy
Resiliency and self-efficacy skills were previously noted to be necessary factors in university student academic success. It is well known that every person has a “breaking point,” so to speak, where the level of demand and stress overwhelms adaptive coping skills. The “breaking point” may be due to loss, a traumatic event, a sudden event, or cumulative stressors. Certain vulnerability factors which can become barriers to successful coping in times of high demand and stress include excessive anxiety, negative or self-limiting/self-constricting/self-defeating thought patterns, unmediated perfectionistic, unrealistic expectations of self and/or others or timeframes, weak step-by-step problem solving skills, dependent personality traits, and viewing self as a victim and not a survivor. Resiliency, simply stated, is the capacity to rise above challenging circumstances and life events, those commonly considered as difficult challenges to overcome.
Resiliency is a skill set which promotes adaptability and the mental toughness needed to overcome adversity (Brown & Kafka, 2020; Cahill, Beadle, Farrelly, Forster, & Smith, 2012; The Highly Effective Teacher, 2021). The Ai Bui story (Brown & Kafka, 2020) demonstrates that the above named vulnerability factors, and any not listed, do not prevent the building of resiliency and self-efficacy. Rather, these factors create a potentially higher risk for lack of academic success, especially as stressors mount. With the support and inspiration offered by positive human relationships, additional positive coping skill building is possible, and with it the diminishment of risk.
Self-efficacy is one of the skill sets known to build resilience. Self-efficacy is a belief in one’s capacity to accomplish and achieve, rooted in a self-perceived view of mastery from prior attempts and accomplishments, persuasion by external forces, engagement and modeling of others, and emotions (Domenech-Betoret, Abellan-Rosello, & Gomez-Artiga, 2017; Lopez-Garrido, G., 2020). Aligned with self-efficacy, and a fellow resiliency builder, is emotional intelligence. Emotional intelligence (EI) is another skill set which includes self-awareness, effective management of emotions, and effective use of verbal and non-verbal communication (MacCann, 2020). Emotional intelligence helps prevent misunderstanding and misinterpretation of events, which builds self-efficacy and self-advocacy and promotes relationship skills and meeting of psychosocial and spiritual needs.
Emotional Intelligence
In an older, but enlightening article by Brandt and O’Neil (1996), who cite the book authored by Daniel Goleman (1996), “Emotional Intelligence: Why it Can Matter More than IQ,” emotional intelligence is stated as an essential component of learning, one with equal importance to the acquisition of traditional knowledge and skill. Development of empathy, management of emotions, reactions to others, and effectively managing relationships, is key to academic success. Emotional intelligence, summed up, is developing self-awareness, effective management of emotions, and effective use of verbal and non-verbal communication. It is social intelligence but more.
Emotional Intelligence (EI) can help prevent misperception, misinterpretation and misunderstanding in relationships, promote the capacity for self-advocacy and getting one’s needs met, and assist in finding deeper meaning in life’s events (McCann, 2020). Thus, EI can promote self-empowerment and prevent disabling discouragement and demotivation. A sense of self-competency, belonging, usefulness, empowerment, and optimism are necessary for productive use of life challenges.
Positive Advising Relationships
- Don’t be afraid to reach out. The goal is engagement and support for success (Love, 2020)
- Be genuine and sincere in student interactions. Do not be afraid of warm and positive interactions
- Refer & connect the student with resources (George & Braun, 2019)
As can be seen, the above listed advisor activities require self-awareness and an open, authentic, relationship approach, one which seeks to engage the student as a primary goal for the advising experience, not just the dispensing of information to the student. The distance education format for higher education need not be a barrier to this. Building positive advising relationships – for all those on the path of student’s higher education journey - is a necessary component of academic success. Whatever your position and role within higher education, I hope you will find the information contained in this short article a helpful addition to your advising toolkit. pamoja tutaushinda (together we will win – kiSwahili).
References
Adedoyin, O. B., and Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, DOI: 10.1080/10494820.2020.1813180
Brandt, R., & O’Neil, J. (1996). Creating a climate for learning, http://www.ascd.org/publications/educational-leadership/sept96/vol54/num01/abstract.aspx#Building_Resiliency_in_Students
Brown, S., & Kafka, A. (2020, July 2023). Covid-19 has worsened the student mental-health crisis. Can resilience training fix it? https://www.chronicle.com/article/covid-19-has-worsened-the-student-mental-health-crisis-can-resilience-training-fix-it/
Cahill, H., Beadle, S., Farrelly, A., Forster, R., and Smith, K. (2012). Building resilience in children and young people. https://www.education.vic.gov.au/Documents/about/department/resiliencelitreview.pdf
Domenech-Betoret, F., Abellan-Rosello, L & Gomez-Artiga,A. (2017). Self-efficacy, satisfaction, and academic achievement: The mediator role of student’ expectancy-value beliefs. Frontiers in Psychology. https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01193/full
Fink, N., & Firestein, C. (2020, December). Advising generation z students during COVID19 and beyond. Academic Advising Today, 43(4). https://nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Advising-Generation-Z-Students-During-COVID19-and-Beyond.aspx
George, A., & Braun, M. (2019). Encouraging student success through a relationship-centric campus culture. https://sunysail.org/2019/09/24/encouraging-student-success-through-a-relationship-centric-campus-culture/
Goleman, D. (1996). Emotional intelligence: Why it matters more than IQ. Bloomsbury Publishing.
Goodman, K.M., Saichale, K., and Pascarella, E. (2010). The impact of college student socialization, social class, and race on need for cognition. New Directions for Institutional Research, 145, 99-111.
Lopez-Garrido, G. (2020). Self-efficacy theory. https://www.simplypsychology.org/self-efficacy.html
Love, I. (2020). Advising and supporting our students in the time of Covid-19. http://perspectives.acct.org/stories/advising-and-supporting-our-students-in-the-time-of-covid-19
Lupton, N.A. (2007). The psychosocial development experiences of adult learners enrolled in an online undergraduate degree program. The University of Nebraska – Lincoln. https://digitalcommons.unl.edu/dissertations/AAI3255222/
MacCann, C. (2020). Why you need emotional intelligence to succeed at school. https://www.psychologytoday.com/us/blog/dealing-emotions/202006/why-you-need-emotional-intelligence-succeed-school
Son, C., Hegde, S., Smith, A., Wang, X., and Sasangohor, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: Interview survey study. Journal of Medical Internet Research, 22(9): e21279.
About the Author
Ruth Burkhart, DNP, MA, RN- BC, LPCC. Ruth holds a doctorate degree in nursing (doctor of nursing practice), a master’s degree in nursing administration, and a master of arts degree in counseling. She is licensed as a Registered Nurse and Licensed Professional Clinical Counselor, and is a certified psychiatric/mental health nurse by the American Nurses Credentialing Center. Dr. Burkhart’s professional background includes psychiatric nursing, counseling, nursing and health care administration, staff development, education, and conference speaker. Dr. Burkhart’s experience as an educator includes a three-year college/university teaching assignment in East Africa and as nursing faculty in the United States since 2007, teaching at the undergraduate and graduate levels of education, and holding combined administrative and educator positions for part of that time. Dr. Burkhart was faculty at New Mexico State University in Las Cruces, New Mexico for several years, and currently is in the position of Director of Nursing and Associate Professor of Nursing position Ottawa University, Overland Park, Kansas, campus.
Dr. Burkhart has had several professional appointments to local, state, national and international councils and coalitions, including a past appointment to the New Mexico Governor’s Mental Health Planning Council, and a two-year appointment to the Council of an international university in East Africa. She is a past White House appointee as Native American Representative to the Binational Substance Abuse Coalition (US/Mexico border). Dr. Burkhart’s public speaking experience is in the areas of mental health, substance abuse, and cultural competency. She has been a faculty advisor of the Student Nurses Association, a Sigma Theta Tau and Pi Omega (international nursing honor society) board member, member of the American Nurses Association, past president of District 14 and state board member of the New Mexico Nurses Association, member of the National Alliance for Mental Illness (NAMI), and co-founder and faculty advisor for NAMI on Campus New Mexico State University (NMSU). She was a participant in New Mexico’s health care reform initiative, Health System Innovation, and regional implementation with this initiative through the Dona Ana Wellness Institute.
Dr. Burkhart has had several professional appointments to local, state, national and international councils and coalitions, including a past appointment to the New Mexico Governor’s Mental Health Planning Council, and a two-year appointment to the Council of an international university in East Africa. She is a past White House appointee as Native American Representative to the Binational Substance Abuse Coalition (US/Mexico border). Dr. Burkhart’s public speaking experience is in the areas of mental health, substance abuse, and cultural competency. She has been a faculty advisor of the Student Nurses Association, a Sigma Theta Tau and Pi Omega (international nursing honor society) board member, member of the American Nurses Association, past president of District 14 and state board member of the New Mexico Nurses Association, member of the National Alliance for Mental Illness (NAMI), and co-founder and faculty advisor for NAMI on Campus New Mexico State University (NMSU). She was a participant in New Mexico’s health care reform initiative, Health System Innovation, and regional implementation with this initiative through the Dona Ana Wellness Institute.
Her email is ruth.burkhart@ottawa.edu.
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