Supportive Accountability for Student Success Guides

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What is supportive accountability?

As an SSG, your role is to provide support for Learners and hold Learners accountable to their support plan and goals. This is called supportive accountability. In addition, you will also provide supervised practice, which means you will help learners to practice the skills they’re learning from the app together in real life.

Plans for providing supportive accountability are created collaboratively. SSGs and Learners should work together closely to determine challenges, goals, and a plan for support. Each feature within the MentorHub NU application is designed to help you provide this form of supportive accountability for your Learners so you can help them thrive during their first year at Northeastern University. 

Check out an example of a supportive accountability plan below for ideas.


anxiety

Example: Feeling anxious

Ava is in her first year of college and is really feeling anxious. She is a first-generation college student and feels a little out of place. She’s been struggling to keep up in virtual classes and doesn’t like to leave her dorm room. She’s anxious about getting good grades, but also putting off her work because she is in really challenging classes.

Ava is connected to her Student Success Guide, Mia. Mia doesn’t see Ava very often because Ava doesn’t like to leave her room, but Ava always responds to the secure chats through the MentorHub NU app. This week, Ava indicates on the Check-In that she’s struggling with wellness, and Mia reaches out to see how she’s doing. Ava admits that she is struggling with anxiety, and notices that the MentorHub app recommended both Smiling Mind and MindTrails.

Mia asks Ava if she’s interested in being referred to the college counseling center, and Mia says that she’s not comfortable talking to a therapist at this point. Ava and Mia decide it might be a good start to create a plan and set goals for using the recommended apps and go from there.

Step 1: Identify a challenge

As indicated through her Check-In scores, Ava is struggling with wellness.

Step 2: Identify a goal

Mia suggests that Ava uses the goal-setting feature so she can get a better sense of what her priorities are and what she wants to work on. Once identifying her priority, Ava and Mia look into Smiling Mind and MindTrails to get a better understanding of how they can help and what a reasonable goal for Ava is. 

Ava and Mia look at Smiling Mind and MindTrails and notice that the apps teach very different skills. Smiling Mind allows users to learn how to practice mindfulness, a helpful skill for calming anxious thoughts. On the other hand, MindTrails teaches users how to think more flexibly in anxiety-provoking situations. Ava thinks that both sound good, and she’s willing to try both each week. Ava and Mia come up with a plan for Ava to use MindTrails once per week and Smiling Mind every night before bed. Ava records her plan in her MentorHub app.

Step 3: Provide supportive accountability

Mia uses her MentorHub NU app to check in on Ava’s use of MindTrails and Smiling Mind. When she notices that Ava hasn’t opened her Smiling Mind app in a few days, she reaches out through the MentorHub app – “Hi Ava – I noticed you haven’t opened Smiling Mind in a while. I know you were really excited to try it every night. Is there something going on?” In this situation, Mia is providing gentle accountability for following through on agreed upon goals. Over time, Ava may find that she likes one app more than the other, or may find that she wants to change how frequently she uses each app. Ava edits her goals in the MentorHub app to reflect this change and records her progress when she can. Over the course of the semester, Ava and Mia continue to collaborate on app usage so that Ava can feel her very best.

Summary

Supportive accountability plans are created collaboratively and are meant to be flexible! Student Support Guides and Learners should identify a challenge, set goals, and work together through the MentorHub NU app.

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