A Guide for Supervisors Working with · 2020-04-08 · Reality Therapy: A New Approach to Psychiatry. Colophon Books. William Glasser, founder of reality therapy, talks about the

A Guide for Supervisors

Working with Staff from

Home

Scott LewisBrian Van Brunt

A GUIDE FOR SUPERVISORS

Copyright 2020 NaBITA

Table of Contents

Using Reality Therapy with Students & WDEP Worksheet 1

Prochaska and DiClemente: Change Theory 3

Addressing Common Staff Problems 4A Guide to Leadership and Management in Higher Education by Poppy Fitch and Brian Van Brunt

Ten Principles 22A Guide to Leadership and Management in Higher Education by Poppy Fitch and Brian Van Brunt

A Guide for Supervisors Working with Staff from Home Slides 36

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Using Reality Therapy with Students

Glasser, A. (2001). Counseling with Choice Theory: The New Reality Therapy.Glasser, A. (1975). Reality Therapy: A New Approach to Psychiatry. Colophon Books.

William Glasser, founder of reality therapy, talks about the importance of creating plans and goals to en-sure success. He offers a system based on the Wants, Direction and Doing, Evaluation, Planning (WDEP).

W = explore the student’s wants & needs. Look for the desires & direction the student wants to head in. D = direction & doing: Faculty assesses what the student is doing & the direction these behaviors are taking them. E = evaluation: Evaluate the student’s behavior. Is it taking them closer to their wants & needs?P = Planning & commitment: help student formulate realistic plans & make a commitment to carry them out.

When making a plan with students…make it:• Simple: broken into small, easy pieces. A plan that is too big or unwieldy is a plan that will not

work. Too often we set up plans focused on distant goals that give us little direct feedback. Create plans that are straightforward and easy to understand.

• Attainable: realistic. Create a plan that contains goals that can be reached.• Measurable: assessed & evaluated. Create a plan that can be monitored and understood.

Students plan to improve their grades – but we don’t always identify the exact problem. Are they missing class, not studying for tests, studying the wrong things or not motivated to be in school?

• Immediate: short-term goals. Have opportunities for mid-course corrections. Think of a dash-board on a car. We need to see progress and have feedback to reach overall goals. We can create goals that are too distant, or they are great ideas – but the student isn’t on board with them. They may be too vague; difficult to determine if they are progressing or not.

• Controlled by the planner: ensure buy-in, offer chances for corrections. Does the student have the ability to adjust and adapt the plan to meet new obstacles?

• Consistently practiced: repeat = habit. Is there a chance in the plan for repeatable good habits to form with practice?

• Committed to: buy-in & investment. If a plan is created that the student doesn’t want to do, the plan will not work. A plan is not a plan without student buy-in.

Notes


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WDEP Worksheet

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Prochaska and DiClemente:Change Theory

Prochaska, J., Norcross, J. & DiClemente, C. (1994). Changing for Good. Harper Collins. ISBN 0-380-72572-X

Change Theory was introduced by Prochaska and DiClemente as an approach that outlines how people move through various stages before becoming ready to make lasting change in their lives.

Pre-contemplation: At this stage, the student is unaware that there is a problem and hasn’t thought much about change. Faculty can help the student increase their awareness of their need for change through discussion. They can also help the student understand how their behaviors may be impacting their life.

Contemplation: This is the most common stage of change for students to be in. The student has thought about change and is getting ready for movement in the near future. The student realizes their current behavior is not in their best interest, but is not yet ready to begin their plan to change. The student isn’t happy about their current state and wants things to be different, but has not yet explored how to do things differently or take action to make change in their lives.

In this stage, faculty can motivate the student and encourage them to think in more detail about how their behavior is having a negative impact in their life. They should explore ways they might plan for change and what resources could be helpful in implementing change.

Preparation for Action: In this stage, the student is aware of a problem and is ready to actively create goals to address the problem behavior in their life. Plans and goals should be focused, short term and designed to be updated and altered to ensure their success. Plans should be measureable and something the student can monitor and understand if they are moving forward, static or moving backward. Faculty can help the student brainstorm and update their plans to ensure a better chance of success.

Action: This stage of change is where the student puts their plans into action in order to change behavior. The student will attempt to alter their negative behavior and develop new positive behaviors to replace them. Faculty can support the student in trying out these action steps and encourage them to keep trying, despite setbacks and the potential failures they may encounter.

Maintenance and Relapse Prevention: Here the goal is to continue successful plans and repeat those action steps that work, while adjusting things that don’t. Change has occurred for the student, and there has been a reduction in problem behavior. They need to maintain their successful change and reduce the risk of falling back into bad habits. Faculty can help bolster the student’s success and develop awareness of potential obstacles that could lead to relapse.

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Documents

A Guide for Supervisors Working with · 2020-04-08 · Reality Therapy: A New Approach to Psychiatry. Colophon Books. William Glasser, founder of reality therapy, talks about the