Question

create a dialogue - a student recieved academic recognition from the school. How do you think a supportive parent would speak to the child?

Answer 1

Advisors in college and university settings are keenly aware of the strong relationship between this generation of students and their parents as witnessed by parental presence on campus and as reported by students in individual appointments. Parents are strong advocates for their children and often serve as informal advisors as their students make academic and career decisions. We find that their children welcome this level of involvement. Howe and Strauss (2000) in the book Millennials Rising: The Next Generation noted that Millennials, those born between 1982-2000, want to “feel protected” by their parents. They enjoy close relationships with their parents, strive for “balance” rather than “career success”. They accept their parents’ authority, “bask in the sense of being loved by parents” and rely on their advice for decision-making (pp. 179-186). Family involvement in education is simply second nature to these students.

This generation is in close contact with parents. Winogard and Hais (2008) noted that half of the  Millennials they surveyed said that they “see their parents in person every day”, while in this age of electronic devices, 45% talked with their parents daily (pg.83). At the same time, while this generation enjoys plenty of attention from their elders it is difficult to say if they are thriving or coddled as a result. A Canadian Broadcasting Corporation documentary, “Hyper Parents and Coddled Kids” stated that this generation experiences “higher levels of anxiety than any generation before them.”


How should advisors manage this close student-parent relationship so we can optimize students’ educational experiences?

Advisors generally recognize that these students love and respect their parents and do not want to disappoint them. Common topics in advising sessions include a change of program or career goal, lack of interest in a subject/major, or difficulties with academic performance. At times, students are not interested in the career path set for them by their parents. Reasons can vary for this change of course -- poor grades (e.g., lower grades than needed for entrance to medical school), lack of interest in the subject (e.g., the student likes the arts more than the sciences), misinformation, career or academic confusion, and increased self-awareness – all of these can contribute to a desire for change. This can be stressful for students who already cope with heavy academic demands and are now faced with informing, and potentially letting down, their parents.

The result can be increased anxiety levels for students. The worry of sharing or hiding information from their parents can be intense given the closeness of most relationships. This anxiety can interfere with academic performance and other aspects of students’ lives. It further can be a stumbling block to academic success and career development. 


 
Teaching Students to Communicate Effectively
To optimize students’ educational experiences, a dialogue must be created between parents and students. Effective communication can help academic success and career development for the students. Therefore, the second prong of our solution is aimed at equipping students with the communication tools necessary to engage their parents in productive conversations.  The fear of letting their parents down often prevents students from reaching out. To address this, a collaborative workshop led by UTSC advisors and personal counselors was created to teach students effective facilitation strategies for difficult conversations. The purpose of the workshop is to show students that they are not alone; many students struggle with sharing difficult news with parents for fear of disappointing them.

UTSC advisors created a quick tip reminder for good communication as part of the student “toolkit” distributed at the workshop. The acronym SMARTIES was created and is well received by students and colleagues:

S: Show Initiative

M: Manage Anxiety

A: Avoid Judgments

R: Research Options

T: Time it Well

I: I-statements

E: Empathize

S: Seek Support

This acronym is presented to students along with a package of “ Smarties” candy as a reminder of what they learn in the workshop. The first letter of the acronym encourages students to keep their parents informed along the course of the academic term. The more anxiety builds around a situation, the more avoidance and negative self-talk perpetuate anxiety (Bourne, 2005). Students were encouraged to take the first step in dealing with a sensitive issue. This first step for students could include informing themselves of academic regulations, program options, or career options; taking these actions can help students build confidence in approaching their parents and being clear with their message.



PLZ mark me as a BRAINLIST

Answer 2

mother: congratulations my dear daughter, i am so happy for you

daughter: thank you mum

mother: you have made us proud

daughter: thank you

mother: we should call your uncle and auntie and tell her the good news. they will be s happy

daughter: okay mum

mother: i will also plan a surprise for you to congratulate you. you have done me proud

daughter: no need mum. you have done enough for me already.

mum: i am so happy. i cannot contain my happiness

daughter: hahaha i am happy you are happy