Reflection of My Goals as a Peer Success Coach and My Action Plan from Fall 2016:

During the beginning of the Fall 2016 semester, I reflected on what I wanted to be and do for my students. My first action plan layout encompassed multiple smaller goals that would inevitably need time to be accomplished. Ultimately, I reached the decision for a finalized goal that would or would not reveal itself at the end of the semester.

I introduced my action plan with the statement, “As a Peer Success Coach, I want to be able to connect with a majority of my students.” Answering simple financial aid or class registration questions doesn’t constitute a strong connection between student and coach. While there is a subtle relationship that is built on trust of knowledge, I wanted to strive for more. I wanted there to be general trust. Listening attentively and patiently is crucial in establishing trust in a relationship, so I always gave my students that respect. I wanted to present myself as an approachable peer, to whom they could confide in. I had to make adjustments with how I carried myself in order to achieve this goal. Being introverted made it difficult for me to feel comfortable enough in starting conversations with them. I wasn’t comfortable because that leadership role was slightly out of my comfort zone – only because I hadn’t done much work related to that. Practicing to speak confidently and adding a few “ice-breakers” (jokes) to the mix helped lighten the room, which in turn aided in my comfortability. So, I was able to establish strong relationships with a few of my students. Conversations started off as friendly “hellos,” and soon built up to basic questions regarding tips on how to better manage time; how to go about looking for various opportunities around campus; etc. Soon, after that trust of knowledge was solidified, those students began to approach me with situations they were experiencing that they didn’t necessarily know how to resolve or manage. Often times, these conversations revolved around relationships and friendships – more personal stories, rather than simply academic.

One conversation in particular still holds a special place in my heart. Immediately after the election, the SASP family gathered together in order to express our emotions within the safe space we created. We were then encouraged to reach out to our students so they would also know of our non-judgmental, non-hostile place where their thoughts and feelings would be respected. One of my students came into the office to see me for a seemingly regular coaching meeting. I opened up the session with a simple but powerful check-up question; in other words, I asked how she was. I didn’t expect the response that I received, and my heart honestly ached for her. Though I’m typically an emotional person, I knew the bond I had with that student was incredibly strong because of the almost instant sense of protection I felt over her. She revealed to me that she was undocumented, which I hadn’t known prior to the meeting. While my inner mighty mouse wanted to jump right into solutions, I knew this was a vital point in the conversation. I knew I couldn’t simply dismiss her statement with resource information, though that was important. Open-ended questions and reflection of feeling were utilized in order for me to truly understand her feelings. At that point, I liked to think of myself as a safe haven for her thoughts and feelings, which was another smaller goal I outlined in my fall action plan.

My initial plan continued with my desires to be recognized as a reliable peer who always found time for students, which I accomplished. Text messages or emails that awakened my otherwise black phone screen during late night or early morning hours were not ignored. Though sometimes I became frustrated with that, I knew that I made a promise to them – that I would be there for them whenever they needed me, and I intended to keep that promise. For those who placed their trust in me, I made sure I had a positive impact on them. I constantly encouraged all of my students to get involved on campus. I will admit I bonded a little more with fellow forensic psychology majors, only because we shared similar interests and I knew more about the psychology department. So, a newer goal that I created for myself around the middle of the fall semester was to familiarize myself with the other majors and opportunities specific to them that surfaced. I wanted to embolden them to join various organizations on and off campus. Many of my students shared amazing academic and career-based goals with me, and those same students accomplished what they set their minds to do.

I wanted to be an inspiration – being someone who is perceived as reliable, trustworthy, knowledgeable, and successful. In order to personify myself with these characteristics, I didn’t brag; I simply made an effort to talk, joke around, and connect with my students (so as to decrease any ideas of an overwhelming power dynamic). I admitted to making mistakes and not being perfect. Struggling with time management skills granted me with a lot of nods and other various communications of agreement. Being able to show my students that I’m a student too, with things that I need to continue to work on, was the best approach in breaking down awkward barriers. One of my students very explicitly told me that I was an inspiration to her, which is why she’s now applying to become a peer success coach. I wanted my students to become more connected with the campus - through clubs, sports, honor societies, on-campus jobs. “Having multiple students approach me by the end of the semester and ask about opportunities to become a SASP Peer Success Coach will mean I did more than what is listed in my job description. Having that experience would mean I inspired someone. It would mean I reached my goal.” My ultimate goal was to have at least half of my mentees join a club or apply to an on-campus job, such as SASP, by the end of the Fall 2016 semester. Many of my students expressed interest in joining different organizations; some applied to remarkable opportunities and were accepted (jobs, workshop series in their field of study, sport teams); others joined clubs; and a few are applying to possibilities now, such as SASP.

So did I reach my goal? Yes. It took time building the relationships I have with most of them now, but it was worth it because of the trust that was established and the confidence that they began to see in themselves after the countless times we spoke or checked in with each other. Accomplishing every little goal helped me to achieve the essential goal that I set for myself as a peer success coach. The helping skills I learned in the CSL 210 course also contributed to my success. I utilized certain conversation tactics, such as open-ended questions and reflections of content and feeling, in order to encourage my students to continue on in explaining their passions or concerns. This seemingly small effort was actually the gateway to understanding.

Reflection of My Goals as a Student and My Action Plan from Fall 2016:

As a student, I wanted to maintain a 4.0 GPA throughout the Fall 2016 semester, which would inevitably bring my cumulative GPA up to a 3.9. Time management has always been a weakness of mine. I still struggle to find proper and effective balance in utilizing my time. During the fall semester, I was able to discipline myself in regard to getting assignments done with a little extra time for potential revisions. However, the discipline, if I’m being honest, didn’t last long. I continued to procrastinate beginning some projects which led to late nights spent trying to complete them. I noticed the discipline remained as I worked according to schedule, meaning I planned out when I would attempt and complete certain steps that would eventually combined to produce the finished product. In spite of this, the planning slowed down and gradually stopped altogether. I found most of the work easy, so I relied on that fact. I did achieve my goal, however, of maintaining my 4.0, thus raising my cumulative GPA to a 3.923! Staying up super late was not ideal, so I am definitely looking to change my time-managing behaviors this semester – though, I’m starting off a bit shaky.

In my initial personal action plan, I concentrated more on long-term goals. For example, I stated that by the beginning of the Spring 2017 semester, I would apply for the BA/MA Program with the focus in forensic psychology, and, with a strong application, be accepted into the competitive program by the Fall 2018 semester. I also mentioned that by the Spring 2017 semester, I would apply for and be accepted into the Psi Chi National Honor Society at John Jay. Since this goal couldn’t be completed in the fall semester, I don’t have much to reflect on about this, but I did begin the application process for the BA/MA Program. For the application, letters of recommendation are required, so during the fall semester I followed through on the part of my action plan that called for me to reach out to professors. I received emails back, so I ended my search with about four professors willing to write letters of recommendation for me. Additionally, with my acceptance into a prestigious graduate-level victimology-based research lab in the fall, I have acquired much more experience in inquiry and investigation that could be what sets me a part from other candidates applying to the BA/MA Program. Being involved in this research also helped me uncover a potential career path, which is explained more in the spring semester (CSL 211) action plan, part 2.

In regard to the Psi Chi Honor Society, I am currently working to complete that application by February 15th.

In order to ensure my success during the fall semester, I continually met with advisors – my ACE academic advisor, my athletic academic advisor, and Professor Dysart, the advisor and director of the Forensic Psychology BA/MA Program (I looked to her for guidance on what classes I needed to take during the spring semester). The constant support I received, along with my own dedication to upholding my strong academic standing, allowed me to remain focused.

Advice for Students:

Given what I’ve learned about goal-setting, action planning, and follow through, students who are also working towards their own goals should keep in mind certain points. Goals should be SMART – specific, measurable, attainable, realistic, and timely (which refers to adding a time frame – achieve by when? – pushes students to try to complete the task, and it may even result in time management in the form of a student breaking down a goal into smaller tasks along the way). It’s important to note that attainability and realism, or practicality, refer to goals that are out of reach for a specific reason; for example, a student who wants to get into the honors program, but they have a 1.8 GPA. Their goal of acceptance into honors isn’t necessarily attainable or realistic at that time. So, I would tell students not to be discouraged, and strive to accomplish big goals, as long as they are practical according to strengths present at the time of proposal. Anything is possible when you dedicate yourself to reaching the desired result. Additionally, students should aim for accountability, meaning they shouldn’t be the only ones who know about their goals. Confiding aspirations in other people gives them a chance to check in with you to make sure you’re still on the right path to achievement and success.