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Case Study Analysis: Applying Helping Skills and Utilizing Student Development Theory

to Become an Educated Helper

EmmaLea M. Bittner

College of Education, Northern Illinois University

HESA 562: Helping Skills for Student Affairs Professionals

Dr. Quortne Hutchings

April 15, 2022

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The objective of this paper is to analyze and provide support to a hypothetical student

scenario from the point of view of the helper. In the sections following, I will justify the

application of various micro-counseling skills I would use as the helper. I will also connect

theory to practice by identifying student development theories that may be at work in the

students’ life. Lastly, I will provide scholarly research to support my decisions as a helper in this

scenario.

The scenario is set at a highly selective private institution located in the Northeast. I have

a pre-existing relationship with this student. The student’s current career aspirations are Pre-

Med, based on influence of close family and friends. The student is seeking advice regarding

their career path.

Micro-counseling Skills

In this section, I will describe what the conversation with the student would look like. I

will highlight two specific micro-counseling skills and why I think they would be beneficial in

this particular scenario. I have chosen to employ asking open-ended questions and active

listening. Each of these skills will allow me to create an environment in which the student feels

comfortable and affirms the opportunity for the student to conduct self-exploration.

I would begin our meeting with a check-in. Since I have a pre-existing relationship with

the student, the check-in would allow the student to provide any updates, whether academic or

personal. Depending on how the student responds, I would be able to ask the student a series of

probing open-ended questions and be able to reaffirm the students’ feelings.

Asking open-ended questions is a great way of allowing a student to do self-discovery.

According to Nelson-Jones (2015), there are three types of questions that would be beneficial to

ask: questions about feelings, questions about thinking, and questions about behavior. The
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biggest benefit of asking these types of questions, is that they keep the student in the driver’s seat

during the appointment. As a helper, my focus should be on the student and what the student

needs. In this scenario the student is reconciling the career aspirations of family and friends and

prioritizing that over what career choice they truly aspire to. By asking questions about their

feelings, it allows the student to express themselves without fear of disappointment from those

closes to them. By asking questions about thinking, it can allow the student to gain agency in

their decisions. By asking questions about their behavior, it allows them to reflect on their

actions and how that contributes to the situation. All of these questions are aimed at empowering

the student to make decisions that are best for them.

Another micro-counseling skill that goes hand in hand with asking open-ended questions,

according to Nelson-Jones (2015), is to employ active listening skills. For me, active listening is

where one listens to understand and not to respond. One way I exhibit active listening is by using

nonverbal cues, such as using eye contact and nodding in agreement, and validating the students’

feelings. By doing so, I hope to empower the student to make their own decisions based on what

they think is best for them, and not what those closest to the student think is best. In coordination

with active listening, I would also summarize and paraphrase what the student was telling me.

Student Development Theories Application

In order to help a student to the best of ones’ ability, it is imperative student affairs

professionals have a strong foundation in student development theory. This background

knowledge provides a foundational understanding of where the student is at developmentally,

and allows a practitioner to meet the student where they are at. Although the scenario is limited

in its description, the student is in their first year of college and has expressed their career
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aspirations are not their own. Given that information, two student development theories that may

be applicable to this situation are emerging adulthood and self-authorship.

Emerging Adulthood

The first student development theory that may be at work in the students’ life is emerging

adulthood. Coined by Arnett (2011), and based on work from Erikson, “emerging adulthood is

the period from (roughly) ages 18-25, [where] most identity exploration takes place” (p.154).

Since the student is a first year student, it is safe to assume they are between the ages of 18-20,

and right at the beginning stages of emerging adulthood.

Arnett (2011) states that identify development happens in terms of a person’s choice of

romantic relationships, career choice, and how they construct the world based on how they have

navigated various systems in place. As it is related to identity development in the vein of career

choice, Arnett (2011) also states that emerging adulthood focuses on career exploration and uses

previous work experiences as a foundation for work after college. In this scenario, the student is

questioning their career choice, which is to be expected during emerging adulthood. As a helper,

it is important for me to understand this student development theory and apply it in practice

because it will allow me to meet the student where they are and to provide them with beneficial

resources, such as a career exploration survey and/or an interest inventory survey. Additionally,

it’s important to reassure the student that it is okay and normal to be questioning their career

choice.

Self-Authorship

The next student development theory applicable to this situation is self-authorship. Baxter

Magolda (2009) defines self-authorship as “the internal capacity to define one’s beliefs, identity,

and relationships” (p.631). Baxter Magolda (2009) also states the importance of making meaning
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and how a person is able to “renegotiate the relationship of their internal voices and external

influence” (p.625). This student development theory is so important because it encourages

students’ agency and empowers them to make their own decisions.

In the scenario, the student is trying to find their internal voice as it relates to their career

aspirations. They are struggling with reconciling the external feedback from their family about

being on the Pre-Med track and what their true career goals are. As a helper, it is vitally

important that I reaffirm the students’ feelings, in hopes of helping them find and use their

internal voice. An additional support to help the student strengthen their internal voice would be

to help the student role play the scenario of telling their parents’ about their decision to change

their major. I would not recommend that in this appointment, but would want to offer that during

a future session

Scholarly Research to Support

By staying current on research in the field of academic advising and student development

theory, I will be able to continue to grow and learn as a practitioner. Below are three scholarly

research papers to support the application of emerging adulthood and self-authorship, which

have been previously identified as potential student development theories the student could be

experiencing based on the scenario.

Assisting Students as they Navigate Identity Development

In an article authored by Rosemond and Owens (2018) the focus is on how a students’

identity, which is formed during emerging adulthood, impacts their career choices. Given that

emerging adulthood is easily defined as the developmental period of 18-25 years of age,

Rosemond and Owens (2018) lean on the scholarship of Chickering and Erikson and integrative

approaches such as Self-Authorship, Schlossberg’s Transition Theory, Fowler’s Faith

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Development Theory, and The Complexity of Self Identification Process to support how student

development impacts career choices. One recommendation from Rosemond and Owens (2018)

that I would implement during this student scenario would be to apply the Narrative Career

Theory, which encourages students to connect meaning from life experiences to potential career

choices.

Encouraging Students to Engage in Self-Authorship

The Women in Information Technology Project conducted by Laughlin and Creamer

(2007), validates the approach I took as it related to the student navigating making a career

choice decision in the lens of self-authorship. The study employed a mixed methods approach,

which allowed researchers to gain insight in how students approach decisions based on where

they are at on the continuum of self-authorship (Laughlin & Creamer, 2007). The study reaffirm

the importance of using open-ended questions on how the student reached a decision is more

beneficial than the decision itself (Laughlin & Creamer, 2007).

The focus of the article by Magolda and King (2008), are the academic advising

approaches to promote self-authorship. Based on the Wabash National Study Conversation

Guide, Magolda and King (2008) recommend advisors follow these four phases when meeting

with students: get to know your student and build a foundation for a relationship moving

forward, ask the student to reflect on experiences that have impacted their life, help students

make meaning of their experiences, and ask students how they have made connections between

their experiences and how they understand their identities. This approach is centered on open-

ended questions and helping students develop their internal voice.

Conclusion
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As helpers, it is important to marry micro-counseling skills with student development

theory in order to best support students. In this hypothetical student scenario, the advising

approach I used employed the micro-counseling skills based on the student development theories

of emerging adulthood and self-authorship, which were supported by research. Although every

student develops at their own pace based on their unique experiences, the advising approach can

be transferrable and adjusted to meet the student where they are and encourage them to continue

towards self-authorship.
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References

Arnett, J. J. (2011). Emerging adulthood: A theory of development from the late teens through
twenties. In M. E. Wilson (Ed.) ASHE reader series: College student development theory
(pp. 149-164). Learning Solutions.

Baxter Magolda, M. B. (2009). The activity of meaning making: A holistic perspective on

development. Journal of College Student Development, 50(6), 621-639.

Laughlin, A., & Creamer, E.G. (2007). Engaging differences: Self-Authorship and the decision-
making process. New Directions for Teaching & Learning, 2007(109), 43-51.

Magold, M. B.B., & King, P. M. (2008). Toward reflective conversations: An advising approach
that promotes self-authorship. Peer Review, 10(1), 8-11.

Nelson-Jones, R. (2015). Basic counselling skills: A helper's manual. Basic Counselling Skills, 1-
216.

Rosemond, M. M., & Owens, D. (2018). Exploring career development in emerging adult
collegians. Education, 138(4), 337-352.