1. 1 DIFFICULT COLLEGE COUNSELING CASES A WORKING MODEL

2. 2 Overview Goal Confusion Underachievement Unconventional School History

3. 3 Psychological Factors Attitudes, beliefs and values Personal development Emotional stability vs. lability Identity problems Anxiety related problems Impulse control problems

4. 4 Environmental Factors 1.School environment - Appropriateness of the academic fit - Social adaptation - Logistical factors - Existence of necessary academic and/or emotional supports

5. 5 Environmental Factors 2.Family environment - Single parent families - Effects of divorce - Relationships with and comparison to siblings - Appropriateness of expectations - Educational values

6. 6 Environmental Factors 3.Economic environment - Level of family income - Necessity of financial aid for college - Necessity for work interfering with time for study 4. Physical handicaps or serious illness

7. 7 Goal Confusion Variable: Family confusion over next step First Factor: Communication problems Subject to influence of: Realism about choices Actions to consider: Facilitate direct communication between family members Take student advocacy role Provide information about realistic choices

8. 8 Goal Confusion Variable: Emotional baggage interference First Factor: Psychological factors Subject to influence of: Environmental Factors Actions to consider: Expanded counseling w/student and/or family Referral to counseling Communicate student needs to colleges

9. 9 Goal Confusion Variable: Physical immaturity First Factor: Developmental/family history Subject to influence of: Self-esteem issues Actions to consider: Structured program Delay college Postgraduate year

10. 10 Goal Confusion Variable: Generalized or specific anxiety First Factor: Psychological factors/reaction to stressors Subject to influence of: Environmental factors: home, school, social Actions to consider: Isolate primary stressors; Counseling/therapy; Low pressure placement w/counseling available

11. 11 Underachievement Variable: Academic problem underachiever First Factor: Motivation Subject to influence of: Psychological/Environmental Factors Actions to consider: Determine what motivates student to underachieve; help student establish his own goal; link rationalizations w/consequences; call for action from student; study skills tutoring

12. 12 Underachievement Variable: Consistent failure in certain areas First Factor: Specific Learning Disability Subject to influence of: Motivation or psychological factors Actions to consider: Psychoeducational assessment; remedial help; interest testing; evaluation of long and short term goals; college with flexible curriculum

13. 13 Underachievement Variables: Daily work and exam results at different levels First Factor: Poor study habits Subject to influence of: Specific learning disability Actions to consider: study skills tutoring; organizational & time mgmt counseling; LD screening; relaxation techniques; hypnosis; colleges with alternative exam options

14. 14 Underachievement Variable: Conduct Disorder underachiever First Factor: Psychological factors (issues of power and control, pursuit of immediate gratification, antisocial behavior, manipulation, lack of guilt or remorse) Subject to influence of: Environmental factors Actions to consider: Residential treatment placement, indiv or group counseling, etc.

15. 15 Underachievement Variable: Identity Disorder underachiever First Factor: Confusion over long term goals, friendship patterns, sexual orientation and behavior Subject to influence of: Moral value system and group loyalties Actions to consider: Client-centered counseling, peer counseling, delay college, etc.

16. 16 Unconventional school history Variable: Alternate family lifestyles, fragmented family systems First Factor: Environmental factors Subject to influence of: Gaps in knowledge Actions to consider: Diagnostic achievement testing, specialized college placement, provide structure and counseling

17. 17 Unconventional School History Variable: Residential Treatment First Factor: Psychological and environmental factors Subject to influence of: Gaps in knowledge, dependence Actions to consider: danger of “overplacement,” communicate needs to colleges after decision, openly discuss concerns based on history

18. 18 Unconventional School History Variable: Gaps in school attendance First Factor: Physical or psychological factors Subject to influence of: Gaps in knowledge Actions to consider: Diagnostic achievement testing, consider may need remedial courses to fill gaps, post graduate year

19. 19 Decision Tree Classify Problem Identify Variable(s) Isolate Key Factor(s) Identify Influence(s) Determine Actions to Consider