Educator: Maretta Hodges, Asst. Director, Educational Opportunity Fund, William Paterson University, NJ

Implementation: The majority of first generation college students come from lower socioeconomic backgrounds. These students often lack the benefit of having intergenerational knowledge about the culture of college. I use the 32-Day Commitment Form with these students to track specific behaviors. Each student is required to see me once per week in an individual counseling session where we review their 32-day commitment. At the end of 5 weeks, the student and I evaluate his/her progress in creating a supportive habit or eliminating a self-sabotaging habit.

3. Strategy: Affirmation
Application: Counseling with first generation students One-to-One Office Visit

Educator: Tere Francis, Faculty, Reading/Academic Specialist, Doane College, NE

Implementation: When I took the On Course I Workshop, I remember having grave doubts about the worth of the affirmation activity. I actually thought the strategy was a bit contrived and hoaky. I decided on the spot that this particular strategy was one I would never use with my own students. The facilitator had said at the start of the workshop that not all the strategies would appeal to everyone, and this one definitely did not appeal to me. However, less than a week later, a situation occurred that would forever change my mind about using affirmations. A young, bright, promising student in my study skills class came to my office to tell me she had to drop out of college. As she spoke, she used words to refer to herself like "loser," "stupid," "quitter," and "failure." The negative self-talk she was using about herself was astounding. Worse, she felt that that was what everyone else thought about her, too. I know that I couldn't let her leave my office on such a negative note. I mentally brainstormed how I could help her be more positive and the thing that came immediately to mind was...using affirmations!  I reached into my desk drawer and pulled out index cards. Before I gave them to her, I asked her what she really desired to happen concerning college. She responded that she really wanted to come back as soon as possible and continue studying to be a teacher. I then had her brainstorm a list of attributes that she felt she needed more of to achieve that goal. She quickly fired off a large list of attributes. I then had her pick three attributes that she most wanted to have and helped her create an affirmation. I told her, "This is my gift to  you. This is an affirmation that I want you to repeat to yourself every day until you believe it about yourself. Use it to stay on course to y our goal of returning to college." She took the card, burst into tears, and threw her arms around me. She said it was the best gift anyone had ever given her. She left my office smiling. Not once did I feel that what occurred during that interaction with her was contrived or hoaky. To the contrary, it was positive and empowering. I now teach the use of affirmations in all of my study skills classes with life-changing results. For many students it is an empowering opportunity for them to rewrite the negative self-talk learned and internalized from their childhood.