Orientation's Role in Addressing the Developmental Stages of Parents

Abstract

Parents of traditional-age students confront many developmental challenges of their own when their children begin college. Yet, few parent orientation programs address these challenges during the orientation process. The current study was designed to determine how well two sessions that addressed the parents' developmental changes were evaluated compared to more traditional orientation activities. The two sessions were highly evaluated as parents cited these programs as two of the three most beneficial and named the speakers as the most helpful in orientation.

A naturalistic inquiry into community college transfer students' perception of adjustment when transferring to a larger research university

“…Further, frequent communication between college students and their parents provides one way to relieve adjustment challenges (Agliata & Renk, 2008). Today, disengagement from family and friends is not a viable strategy for successful adjustment to college, and research indicates parental support shapes student expectations of college, directly influences the degree of satisfaction students have with college (Jacobs & With, 2002), and students with strong family support are more likely to be successful (Cabrera, Nora, Terenzini, Pascarella, & Hagedorn, 1999). Parents remain a powerful influence on the lives of students as they transition to a more independent lifestyle.…”

“…Providing information to parents of prospective students seems to be one key to success for the orientation process. Jacobs and With (2002) stress that involved parents view their child's education as a partnership, and so engaging in the information gathering process is one way for them to further that relationship. As well, information allows parents to provide the best advice to their children.…”

“…Including parents in the orientation process often means the entire family, including siblings and other family members. Typical program offerings for siblings, for example, might include interactions with the institution mascot, tours, classroom visits, inspirational talks, or involvement with anything unique to the campus (Jacobs &With, 2002).…”

“…Family orientation programs are common practice across the country, varying in delivery and timing (Jacobs & With, 2002). As Ward-Roof, Heaton, and Coburn (2008) explain: Parents of traditional eighteen-to twenty-year-old students often will attend one-to two-day orientation programs with their students, whereas family members of nontraditional students may be more likely to attend a weekend or evening program.…”