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Research Paper in Student Assistant

In: Other Topics

Submitted By france22
Words 1992
Pages 8
ABRIO, RITHCHIL P.
ATILLO, FRANCESCA ARRIANA B.

Idea/QuestionIdea: The life and works of being student assistant in Lourdes College are Question: How will the student assistant manage/balance both performance and education? | Why this idea?To help student assistants cope on their stressful experience.To gain greater understanding of the situation. | Plan to discover(Idea/Question) * The strategies of the S.A students in balancing their work while studying.How will they manage the stressful task under student assistant program?Why are they under this program?What are their problems of being S.A? | What needs to be done * Conduct a survey to all S.A student * Conduct interview * Use book as a material for the research |

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CHAPTER 1
THE PROBLEM The student assistant is a student member of a college coaching staff, teaching assistance, resident assistant, a trained peer leader, within a college, university, or group housing facility. A student working as support assistance for the faculty and staff. Student assistantship is generally a part-time position. Job description includes technological support in class assistance, first-level computer support, etc. student assistant are also supposed to establish a good rapport with the faculty will not be disturbed and shy by their I.T- related problems. On the whole, it is quite demanding (Wikipedia, 2012).

In this process that being a student assistant is not an easy task because it takes time management to cope in their studies and sometimes it conflict to the activity when there are activities to be done with your fellow schoolmate. This study would be beneficial to all S.A students on how to cope up to their studies. The study provides quality information and assessment of the S.A student in school.

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CONCEPTUAL FRAMEWORK This study would help the S.A student on what strategies that make them balance their studies while working. Successful student grow in effectiveness throughout their motivation, intelligence, life experience, verbal and written communication, creativity, and problem-solving ability. According to Lazarus and Folkman’s model of stress revolves around the concept of threat. They believed that things stress us because they threaten our well-being in some way. Threat is a state of anticipated confrontation with a harmful condition and includes physical harm, emotional pain, and social discomfort. There are six types of coping resources health and energy, positive beliefs, problem-solving skills, social support, and material resources. Time management skills involves setting goals and prioritizing them, making schedules, saying no when that is appropriate, delegating tasks, reviewing materials only once, limiting interruptions, and assessing how time is now spent. For this study, the independent variables are namely: the demographic profile of the student assistant of Lourdes College in terms of age, sex, family background, personality, field of work. While coping mechanism is the dependent variable in terms of time management and stressor management.

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INDEPENDENT VARIABLES DEPENDENT VARIABLES S.A STUDENT’S PROFILE | COPING MECHANISM | AGESEXFAMILY BACKGROUNDPERSONALITYFIELD OF WORK | In terms of:TIME MANAGEMENTSTRESSOR MANAGEMENT |

Figure1. A Schematic Diagram Showing the Interplay between the Independent and Dependent Variables of the Study.

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STATEMENT OF THE PROBLEM

This study will seek to determine the coping mechanisms of the student assistant of Lourdes College.
Specifically, this study aims to answer the following questions: 1. What is the profile of the Student Assistant in Lourdes College in terms of: 2.1 Age 2.2 Sex 2.3 Family Background 2.4 Personality 2.5 Field of Work

2. What are the coping mechanisms of the student assistant in the areas of: 3.6 Time Management 3.7 Stressor management

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SIGNIFICANCE OF THE STUDY This paper is very useful not only for the S.A student but also student who have difficulty to cope up to their studies. This paper also important to the psychologies. It served as an idea how to handle people who do not know how manage their time because of conflict of schedule. Lastly, this paper is also beneficial to the readers especially those who are taking psychology as a course. They would gain idea on the need to understand on how coping would surely apply to every student

SCOPE AND LIMITATIONS OF THE STUDY
The researcher limited this paper to the importance of coping up resources to the S.A students, its effect to the organization and how to attain effective of coping up due to limited time. However, the researcher assured the readers accurate information. The researcher made sure that the information written is genuine and acknowledged its source in the bibliography entries.

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DEFINITON OF TERMS

Motivation- act to desired goal and elicit, controls, and sustains certain goal-directed behaviors. Intelligence- is defined as “the faculty of understanding the capacity to know or apprehend” Life experience- is a valuable intellectual resource. We draw from our past experience when evaluating present potential stressors. Verbal and written Communication- a person ability to communicate is directly related to that person’s vocabularies.
Creativity- is an intellectual resource that helps us discover new, innovations ways to perceive potentials stressors and cope with them.
Problem-Solving Ability- Problem solving and creativity go hand in hand. The more creative we are, the more options we can generate when tackling complex issues.
Student- a person following a course of study, as in a school, college, university, etc.

According to the National Student Assistance Association, a student assistance
Program (SAP) is a school- and team-based prevention and intervention program for students in Kindergarten through grade twelve (2003) that is designed to remove barriers to learning (Pennsylvania Department, 2004). Student assistance programs were first developed in the 1980’s, prompted by the concern of school officials that young people clearly in need of help were not being identified as at risk and being offered proper assistance during their formative school years (Griffin & Svendson, 1986). Prior to this period, most school systems in the United States focused solely on educational matters— for lack of a better description, the 3 Rs—without recognizing, acknowledging, or confronting the fact that their students’ educational capabilities could indeed shaped by a multitude of external factors, including chemical dependencies, family crises, and sexual issues (Griffin & Svendson, 1986). Once the validity of this fact was accepted, school officials recognized the need not merely for small-scale efforts but instead for a broad approach designed to help students experiencing problems (Griffin & Svendson, 1986).
Once begun, student assistance programs not only spread quickly across the United States but also expanded beyond the realm of the school systems themselves (Dean, 1989). In fact, in order to develop programs geared toward early identification of and assistance for at-risk students, schools often formed partnerships and exchanged information with treatment centers (Dean, 1989)
Pennsylvania became one of the first states to implement into its school systems such student assistance programs; in its 20-year history, it has serviced thousands of students (Caron Foundation, 2004). Soon after Pennsylvania’s success, other states, such as New York and Kentucky, created similar programs (NSAA, 2003). Now state chapters exist all over the country, in Alabama, Georgia, Illinois, Indiana, Kentucky,
Louisiana, Maryland, Pennsylvania, Nevada, New Hampshire, New Jersey, New York,
North Carolina, Oklahoma, Tennessee, Texas, Vermont, Virginia, Washington, and
Wisconsin. In Virginia, Roanoke County implemented a pilot assistance program in Fall
1987 (Atkinson, 1996). This program—funded by a federal grant from the Drug-Free
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Schools and Communities Act of 1986 (Lehman, 1992)—was established in order “to provide educational support for students affected by their own or others drug and alcohol related problems” (Atkinson, 1996, p. 3). Since its implementation, Roanoke County’s
SAP has grown and currently serves ten secondary schools (Atkinson, 1996; Lehman,
1992).
In the past 20 years, student assistance programs have changed greatly (Dean,
1989). While most such programs began with a focus on alcohol and drug abuse intervention, they have developed an awareness of the multiple facets of such problems and now address the underlying mental and emotional health issues that contribute to alcohol and drug use (Krzanowski, 2004). Today, although hundreds of SAP programs have been implemented across the country and the number climbs steadily each year, they all share a single goal: “to ensure student success through safe, disciplined and drugfree school and communities” (NSAA, 2003 p. 2). As long as such a need exists, student assistance programs will continue to be created (Fertman et al., 2003
The First Student Assistance Program Model
Student assistance programs were, in fact, modeled after employee assistance programs (EAP), which were created by corporations and businesses in the early 1970s in an effort to provide services to employees who had substance problems but were reluctant to seek medical treatment on their own (Morehouse & Tobler, 2000; Fertman et al., 2003; “Bridging the Gap,” 2004; Moore & Foster, 1993). As might be expected, such programs originated less in a desire to aid employees than in an effort to improve
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productivity, which employers found to be affected mightily by substance abuse
(Morehouse & Tobler, 2000). The first EAP in fact had its own model, one devised from the five-step Johnson Institute of Alcoholism Intervention Model (Moore & Forster,
1993). The Johnson Institute’s five-step procedure included documentation for impairment, confidentiality, objective resistance to impairment, recommendation for care, and continuing support group within the workplace (Moore & Forster, 1993).

Students characterized as first-generation college students as well as racial and ethnic minorities are especially considered academically “at-risk” and are potentially prone to academic failure and attrition (Museus and Ravello, 2010; Pizzolato, 2004; Tovar and Simon, 2006). According to Museus and Ravello (2010), more than half of minority undergraduate students will fail to complete a bachelor’s degree within six years of matriculation. Tovar and Simon (2006) found that about 39% of Latino freshmen were on academic probation after their first semester at large community colleges in California. They argued that students on academic probation are less likely to graduate since they might become disheartened and drop out or they may be academically dismissed. Consequently, teaching at-risk students to develop coping skills becomes important since it will affect what type of assistance they will pursue in order to be successful (Pizzolato, 2004).

Therefore, it becomes imperative that academic advisors provide support and guidance to assist this population with intellectual development by examining their whole life experiences. This population of students may question whether they belong in college, and the role of the advisor is to use theoretical frameworks as a tool for achieving student success. The academic advisor should be sensitive to the needs of this population, using developmental theories to assist students in developing strategies and coping skills. One theory that may be used to inform work with underprepared students on academic probation is Schlossberg’s transition theory.

Schlossberg’s Transition Theory

According to Tovar and Simon (2006), Schlossberg developed a transition model that can be adapted to apply to first generation and minority freshmen, addressing crises that may arise as they adjust to life in college. The model describes both anticipated and unanticipated events and non-events “that result in changed relationships, routines, assumptions and roles” (p. 550). In the life of freshmen, attending college may be an anticipated transition, but being on academic probation at the end of their first semester is an unexpected event. Schlossberg describes four sets of potential resources that advisors may use with freshmen to cope with this crisis. These include paying attention to the assets (gains) and liabilities (losses) that they bring to this transition in areas of self, strategies, situation and support (Evans, Forney, Guido, Patton and Renn, 2010; Tovar and Simon, 2006). These “Four S’s” provide the theoretical framework for students to assist them in evaluating their circumstances. This may require a new focus on self-control and students may ask themselves these questions: http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Teaching-Coping-Skills-to-First-Year-College-Students-on-Academic-Probation.aspx…...

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