USING HOLISTIC SUPPORT SERVICES TO REDUCE SELF-SABOTAGING BEHAVIORS THAT IMPEDE LEARNING AMONG UNDERGRADUATE STUDENTS

Public perceptions, negative expectations, and familial attitudes often contribute to the development of self-sabotaging behaviors that hinder academic achievement among undergraduate students. Stereotypical attitudes about the educational abilities of certain groups form a historical context or expectation of failure that is constantly communicated to students who are members of those groups. As a result of these stereotypical attitudes and expectations, such students arrive on campuses with the mindset that they will be unable to handle the rigorous demands of college work. Without critical support services, many of these undergraduate students become disillusioned and “lost” in the higher education system. The effective use of support services to address students’ physical, mental, and social conditions can help to improve academic performance and ensure students’ success in completing their programs of study.

The present paper discusses a holistic support services program that utilizes academic achievement planning to enhance learning among undergraduate students. The academic achievement plan is designed to greatly reduce self-sabotaging behaviors, promote positive self-esteem, and encourage students to practice behaviors that are conducive to learning. The academic planning process includes gathering information on students’ previous educational experiences; academic transcripts; teacher expectations; family attitudes toward education; social environment; as well as any health issues that may contribute to students' poor academic performance. This holistic approach to undergraduate student learning is focused on “educating the whole person” rather that addressing one dimension of student education.