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Running head: Learning Outcome

Learning Outcome 3

Daron Brown

Northern Illinois University

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Learning Outcome

In this paper I will be summarizing Learning Outcome 3 and applying this to my

experience in previous classes taken prior to this course. Learning Outcome 3 is when you

utilize theory to practice models in a higher education setting. I will go into depth about how

the HESA 562 course, which is Helping Skills Practice, has helped me gain competent knowledge

of Learning Outcome 3. I then will compare my thoughts about the assignment used in HESA

562 and how I learned to develop an understanding of how to utilize theory to practice.

HESA 562

Upon enrolling to HESA 562 we were able to learn about and gain helping skills through

the theory to practice model. We would be given select readings and have the opportunity to

learn about different helping skills that would allow us to be prepared to help students in

different scenarios. In class, our professor would provide opportunities to play these scenarios

out in class and get some practice on what we already have been learning through different

group activities. When giving these scenarios we were to apply the theories and skills that we

read about appropriately, and to give a proper understanding of the skills and theories. We

were giving one particular assignment where we were paired with a classmate where we had

to do a recording and reflection paper. In this recording I played an academic advisor for

student athletes, and had to utilize micro counseling skills I learned through the semester to

guide me through the scenario. Then I was charged with critiquing myself about room for

improvement which is shown in the video.

Learning Outcome
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Learning Outcome
In my graduate assistantship, I was able to actually utilize particular helping skills in a

scenario, where I as the graduate assistant had to defuse a situation between a student and

tutor. There was a tutor who had become extremely irate after dealing with a student-athlete

he felt was disrespectful and wasting his time. The student felt as if the tutor was overreacting

and not being fair with him as students before him had done what he described as worse things

than he did.

The first micro counseling skill that I thought was important to use right away was

adopting a relaxed and open body posture. When adopting a relaxed and open body posture

you come off as more receptive to that message that is trying to be conveyed to you in a

helping situation. According to Nelsen-Jones (2016) being genuine is important in all aspects. It

should go from body signals to verbal communication. The more consistent one is with being

genuine, it increases the chances of one being perceived as an active, engaged listener.

The second micro counseling skill that I thought I could utilize was paraphrasing.

Paraphrasing, also reflecting and summarizing, is essential in this scenario to show that I am

actually listening and attempting to understand before I try to solve or move forward in the

scenario. As stated by Nelson-Jones (2016) paraphrasing aids in helping people feel understood

and seen while allowing a space for clarity.. These helping skills allowed for the two individuals

stated in my scenario before to respectfully tell their sides, and guage a better understanding of

what each other was trying to say and ultimately provide a better work environment for the

both of them.

Conclusion
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Learning Outcome
When completing the course and the assignment, I was able to learn a plethora of

helping skills with adequate practice behind it that allowed for me to be better prepared for

professional settings and real life scenarios. As stated by Reason and Kimball, “Practitioners’

reactions, informal and formal assessments, and student feedback reinforce or change

practitioners’ understanding of the informal theories with which they work.” (p. 370) This

stresses the importance of how theories and frameworks can guide practice, but also give room

to make the practices applicable to the institution and environment I am in. Instead of following

straight guidelines from the theories I can look at those as a framework, but now I can also

engage in reflective practices that maximize my connection to the students and my peers.

Instead of assuming that I know the best practices for all situations, I now know to keep my

mind open to criticism on all levels. With constructive criticism I am able to push past the

discrepancies a theory may not provide to truly assess each person that I interact with as an

individual.
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Learning Outcome

References

Nelson - Jones, R. (2016) Basic Counseling Skills: A helper’s Manual (4th ed.)
London, UK: Sage.

Reason, R.D. & Kimball, E. W., (2012) A New Theory-to-Practice Model for Student
Affairs: Integrating Scholarship, Contect and Reflection, Journal of Student Affairs
Research and Practice 49:4 359-376