“It is not the strongest of the species that survives, it is the one that is the most adaptable to change.”
June 2021
CARES
– Darwin
...about Adaptability
In a typical year, the ups and downs of the university/college application process are anticipated. There may be the occasional last-minute college list modification, changes to personal statements, or unexpected requirements. ACS Athens has developed a program that serves as a “security net” for such situations; the Advisory program allows students to have time built into their schedule each year to meet with counseling staff as they navigate the world and decide on their best fit academic, university and career paths. Through experience, professional development, and a solid motivation to support students, counselors can smoothly navigate challenges as they come.
How do counselors best support students to make best-fit choices No one trains for a pandemic, however, and in the world of university/college applications, the question becomes: how do counselors best support students to make best-fit choices when they are unable to meet them face to face? Counselors worked swiftly, always with the student in mind, to devise a plan. Helen Seretis, Academy Guidance Specialist comments, “we increased our availability to the students virtually, and ensured a stronger collaboration, with heightened virtual communication within the
college planning team, keeping in mind the social-emotional vulnerability caused by the pandemic. Students showed grit as this process is stressful on its own, without the added burdens of a pandemic.” Danae Papaioannou, Academy Guidance Specialist, agrees that “constant communication with students and parents was key. We aimed to make them feel safe and secure within this process, while also ensuring a smooth collaboration between counseling staff and teachers”.
From the students’ perspective: 2021 graduate Stathis Plessas notes, “applying to universities may seem overwhelming at first, but with the proper guidance, the task becomes simple. As the search for universities continues and progresses, students become more and more comfortable with the online application platforms and acquaint themselves with the necessary paperwork and essay writing that needs to be submitted. As the process comes to an end, the students, with the help of the guidance counselors, become architects of their own learning and future”. Another graduate, Yun Zhang, mentions “University applications, epidemic, exams, IB, internal assessment, extended essay, standardized exams... all this is too heavy for me as I approach graduation. The word "future" is a synonym for "unknown"
to me, and I desperately need a guide to guide me through the fog. Luckily, Ms. Helen is. She's not a tough reviewer; she’s not a tough teacher...Talking to her makes me feel that we are equal, and she cares for me like a family member”. With the support of their counselors, teachers, and parents, a solid background of research from years of advisory and counseling appointments, students showed immense resilience and the results are spectacular. Applications were exceptionally diverse and students are headed to the United States, United Kingdom, Australia, Hungary, Spain, Italy, Greece, Canada and the Netherlands. They have received offers from over 50 UK universities and acceptances to over 40 colleges in the USA. They have qualified for scholarships, some even receiving a full scholarship to attend university in the USA. After this past year, what is most evident is that adaptability and flexibility on the part of students and school led to the greatest successes. Graduates should leave this year very proud of their accomplishments, as they have persevered in a time of crisis and immense change.
How to promote career adaptability: Career adaptability is especially important in the navigation of unexpected circumstances. Karacan-Ozdemir & Yerin-Guneri (2017) pinpoint three characteristics that promote career adaptability in High School students. Educators and parents alike may foster these characteristics when working with children to determine future university/career prospects: 1. Optimism 2. Perceived Social Support 3. General Self-Efficacy Contributors:
Anna Makris, makrisa@acs.gr
References: Karacan-Ozdemir, N. & Yerin Guneri, O. (2017). The factors contribute to career adaptability of high-school students. Eurasian Journal of Educational Research, 67, 183-198.