Talking Stick - January/February 2019 - 22
RES LIFE
Best Intentions
With the WOOP process, students think
through a plan to achieve goals and see
improved results.
by Sean Abrahams
they encounter a challenge it can set
them off course or hold them back.
Therein lies the appeal in selecting
and adapting the WOOP process
because it offers a way for students
to mentally anticipate challenges that
may arise for them specifically on the
way to achieving their academic goals.
Empirical support exists for such a
process. A 2006 meta-analysis of 94
studies found that implementation
intentions make "an important
difference to whether or not people
achieve their goals." Additionally, a
2011 study showed that "teaching
students to mentally contrast a desired
future with its present reality resulted
in better academic performance than
teaching students to only think about
the desired future."
Practitioner-based evidence from
the University of Cape Town in
South Africa shows success with
this method as well. In adapting the
technique as part of their residence
orientation program, they asked firstyear residents to identify an academic
PHOTOpaired
COURTESY OF
As part of the WOOP process, students
together to refine their plans and asked
questions like, "Is this action the most effective
way to address the obstacle?"
PHOTO COURTESY OF THE UNIVERSITY OF CAPE TOWN
It's safe to say that virtually all
students begin their higher education
experience with the hope of success.
However, indulgent thinking or
fantasy is not a strategy. Fortunately,
a number of paradigms have been
created to help students grow and
enhance their chances for meaningful
success.
One such tool that can be applied
to the residential environment is the
WOOP (Wish, Outcome, Obstacle,
Plan) process, which the woopmylife.
org website defines as "a mental
strategy that people can use to find
and fulfill their wishes and change
22
KNOWLEDGE
DOMAINS
TALKING STICK
in this article
their habits." The strategy, researched
and devised by Gabriele Oettingen,
emanates from the field of positive
psychology and is more scientifically
known as Mental Contrasting with
Implementation Intentions (MCII).
With this technique, people can not
only identify a desired future but can
also consider relevant obstacles and
determine a plan to overcome them if
and when they occur.
Those who regularly work with
students know the value of such a
process. Students, with the best of
intentions, set academic goals and
have lofty aspirations, but the moment
. . . THE WOOP
PROCESS . . .
OFFERS A WAY
FOR STUDENTS
TO MENTALLY
ANTICIPATE
CHALLENGES THAT
MAY ARISE FOR
THEM SPECIFICALLY
ON THE WAY TO
ACHIEVING THEIR
ACADEMIC GOALS.
Resident Educational Services
Create environments and programs that support student development.
Talking Stick - January/February 2019
Table of Contents for the Digital Edition of Talking Stick - January/February 2019
Talking Stick - January/February 2019
Vision
Just In
Calendar
Your ACUHO-I
Transitions
Res Life
Academic Initiatives
Special Focus
Underlying Expectations
Private Matters
Conversations
First Takes
Around Student Affairs
New Members
Snapshot
Talking Stick - January/February 2019 - Intro
Talking Stick - January/February 2019 - BB1
Talking Stick - January/February 2019 - BB2
Talking Stick - January/February 2019 - Talking Stick - January/February 2019
Talking Stick - January/February 2019 - Cover2
Talking Stick - January/February 2019 - 1
Talking Stick - January/February 2019 - 2
Talking Stick - January/February 2019 - 3
Talking Stick - January/February 2019 - 4
Talking Stick - January/February 2019 - 5
Talking Stick - January/February 2019 - 6
Talking Stick - January/February 2019 - 7
Talking Stick - January/February 2019 - Vision
Talking Stick - January/February 2019 - 9
Talking Stick - January/February 2019 - Just In
Talking Stick - January/February 2019 - 11
Talking Stick - January/February 2019 - 12
Talking Stick - January/February 2019 - 13
Talking Stick - January/February 2019 - 14
Talking Stick - January/February 2019 - 15
Talking Stick - January/February 2019 - 16
Talking Stick - January/February 2019 - 17
Talking Stick - January/February 2019 - Calendar
Talking Stick - January/February 2019 - Your ACUHO-I
Talking Stick - January/February 2019 - Transitions
Talking Stick - January/February 2019 - 21
Talking Stick - January/February 2019 - Res Life
Talking Stick - January/February 2019 - 23
Talking Stick - January/February 2019 - 24
Talking Stick - January/February 2019 - 25
Talking Stick - January/February 2019 - Academic Initiatives
Talking Stick - January/February 2019 - 27
Talking Stick - January/February 2019 - 28
Talking Stick - January/February 2019 - 29
Talking Stick - January/February 2019 - Special Focus
Talking Stick - January/February 2019 - 31
Talking Stick - January/February 2019 - 32
Talking Stick - January/February 2019 - 33
Talking Stick - January/February 2019 - Underlying Expectations
Talking Stick - January/February 2019 - 35
Talking Stick - January/February 2019 - 36
Talking Stick - January/February 2019 - 37
Talking Stick - January/February 2019 - 38
Talking Stick - January/February 2019 - 39
Talking Stick - January/February 2019 - Private Matters
Talking Stick - January/February 2019 - 41
Talking Stick - January/February 2019 - 42
Talking Stick - January/February 2019 - 43
Talking Stick - January/February 2019 - 44
Talking Stick - January/February 2019 - 45
Talking Stick - January/February 2019 - 46
Talking Stick - January/February 2019 - 47
Talking Stick - January/February 2019 - Conversations
Talking Stick - January/February 2019 - 49
Talking Stick - January/February 2019 - 50
Talking Stick - January/February 2019 - 51
Talking Stick - January/February 2019 - First Takes
Talking Stick - January/February 2019 - Around Student Affairs
Talking Stick - January/February 2019 - 54
Talking Stick - January/February 2019 - New Members
Talking Stick - January/February 2019 - Snapshot
Talking Stick - January/February 2019 - Cover3
Talking Stick - January/February 2019 - Cover4
Talking Stick - January/February 2019 - CCover1
Talking Stick - January/February 2019 - CCover2
Talking Stick - January/February 2019 - C1
Talking Stick - January/February 2019 - C2
Talking Stick - January/February 2019 - C3
Talking Stick - January/February 2019 - C4
Talking Stick - January/February 2019 - C5
Talking Stick - January/February 2019 - C6
Talking Stick - January/February 2019 - C7
Talking Stick - January/February 2019 - C8
Talking Stick - January/February 2019 - C9
Talking Stick - January/February 2019 - C10
Talking Stick - January/February 2019 - C11
Talking Stick - January/February 2019 - C12
Talking Stick - January/February 2019 - C13
Talking Stick - January/February 2019 - C14
Talking Stick - January/February 2019 - C15
Talking Stick - January/February 2019 - C16
Talking Stick - January/February 2019 - C17
Talking Stick - January/February 2019 - C18
Talking Stick - January/February 2019 - C19
Talking Stick - January/February 2019 - C20
Talking Stick - January/February 2019 - C21
Talking Stick - January/February 2019 - C22
Talking Stick - January/February 2019 - C23
Talking Stick - January/February 2019 - C24
Talking Stick - January/February 2019 - C25
Talking Stick - January/February 2019 - C26
Talking Stick - January/February 2019 - C27
Talking Stick - January/February 2019 - C28
Talking Stick - January/February 2019 - C29
Talking Stick - January/February 2019 - C30
Talking Stick - January/February 2019 - C31
Talking Stick - January/February 2019 - C32
Talking Stick - January/February 2019 - 95
Talking Stick - January/February 2019 - 96
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