Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Additionally, Cherry (2011) states that child must have a conscious sense of self that is developed through social interaction. A child's ego identity is constantly evolving as he or she acquires new experiences and information. Processing these new experiences and information embodies and shapes one's sense of self.
According to Piaget's Stages of Cognitive Development (Berger, 2010), thoughts and expectations profoundly affect attitudes, beliefs, values, assumptions, and actions. In turn, these factors have a direct correlation to the sense of self that motivates competence, positive behaviors, and actions. If a void occurs in developing a sense of self relative to others, he or she will have psychological barriers that are translated into a defense mechanism to conceal one's lack of motivation, fear of failure, and social dysfunction (Berger, 2010). Lowering the affective filters are critical to foster social development and to eliminate identity confusion. Without knowing Esteban's interest or reason for the lack of motivation, the educator needs to build a relationship with Esteban. Holding a discovery discussion will provide insights as to his interests, desires, and abilities; this will allow the educator to facilitate student engagement. By observing modeled behavior and given an opportunity to practice in a nonthreatening environment, Esteban will develop the self-efficacy needed to establish self-identity.
Remediation & Retention
With respect to high school dropout rates, there is a direct correlation to social and academic factors (Berger, 2010). Students who drop out of high school are disengaged with his or her environment. Based on social factors according the Berger, Esteban would benefit from a smaller school environment, extra-curricular activities, and an Ambassador (2010). Each facet will assist with social development, as aligned with the
Lowering the affective filters and providing the necessary support paves the way for behavior modification (Berger, 2010). An avenue to explore is the use of an Attitude and Interest survey. Conducting this survey before the discovery discussion will be an effective method to gain additional insights into Esteban. Additionally, the educator may discover extra-curricular activities that interest Esteban, and perhaps, the educator may serve as a catalyst for the student's engagement. Finding an outlet for expression will be the beacon needed to build his self-esteem, self-concept, and self-confidence. Last, providing an Ambassador (peer buddy for social acclimation) will add a layer of support and encouragement in various activities. Such operant conditioning and social learning will segue into the desired behavior, encouraging Esteban to change. Ultimately, this may inspire Esteban to improve his engagement and to inspire his life.
References
Berger, S. (2010). The developing person: Through childhood and adolescence. New York: Worth Publishers
Cherry, K. (2011). Erikson's theory of psychosocial development. Retrieved from http://psychology.about.com/od/psychosocialtheories/a/psychosocial.htm
The next three categories deal with the lack of information: 4) lack of information about the career decision-making process, itself; 5) lack of information about one's own capabilities, personal traits or interests; 6) lack of information about occupations and what work is involved and the type of work available; and 7) lack of information about ways of obtaining career information. The final three categories deal with the inconsistent information
There is also a definitely a positive correlation between extracurricular activities and retention and academic performance. By creating appropriate, engaging, and entertaining extra curricular activities and by involving all the students, schools could not only expect to increase the learning outcomes of all the students, but most importantly, make the children to enjoy the learning process. Bibliography Alexa Lamm, Amy Harder, Dennis Lamm, Herb Rose & Glen Rask, (August 2005), 'Risk
• Feeling lack of control because of too many rules and regulations of white institutions. • Fitting in at school may fail to be a priority. • Lack of positive interracial relationships before and during college. • Lack of parental support. (Arnold, 1999). 3. Main Factors Affecting Retention and Attrition Many of the central factors affecting retention and attrition have already been discussed above. As was referred to, preparation is a central factor that was found
It must also be pointed out, as it is by Elder and Conger that fewer adult role models in rural settings are likely to have achieved any significant success in higher education, as they were often as limited as their children are for such opportunities. This malevolence about post-secondary education by default and by reality proves troubling as post-secondary achievement is often seen as the end game of a secondary
Student attrition is the reduction in the student population in a school because of dropouts or transfers. Student attrition has become an important concern for many colleges and universities that has resulted in much research because students who drop out normally suffer from personal disappointments, minimization of career and life goals, and financial setbacks. The research on student attrition or retention has mainly been on the basis of statistical analyses
Student Affairs as Both A Field of Study and a Profession What is Student Affairs? Tyrell (2014) believes student affairs professionals have a continually expanding and evolving role in community colleges, with recognition of increasingly complex student experiences and with broadening of community colleges' role in the way students are engaged outside of and within formal, institutional settings. The student affairs domain is an extensive and complex part of college campus operations, covering