1. Student Development Theory
Undergraduate Academic Advising Collaborative
September 2017

2. Why Theory Matters Wait, does theory matter? Yes!
Theories do not inform us about what exactly to do, but provide student affairs educators with a way to think about how to interpret individuals, environments, and organizations.
Abes, E.S., Jones, S.R. (2011). The Nature and Uses of Theory. In College Student Development Theory: Ashe Reader Series (2nd ed., pp. 3-16). Boston, MA: Pearson Learning Solutions.
Yes!

3. Types of Student Development Theory
Developmental
Psychosocial
Cognitive
Social Identity
Integrative
Holistic Development
Organizations & Campus Environments

4. Types of Student Development Theory

5. Continued Reading
Abes, E. S., & Kasch, D. (2007). Using queer theory to explore lesbian college students' multiple dimensions of identity. Journal of College Student Development, 48(6), Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American psychologist, 55(5), 469. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4), Bennett, C. (2007). In practice‐Venturing into scary places: The minority experience. About Campus, 12(2), Brayboy, B. M. (2004). Hiding in the ivy: American Indian students and visibility in elite educational settings. Harvard Educational Review, 74(2), Cullaty, B. (2011). The role of parental involvement in the autonomy development of traditional-age college students. Journal of college student development, 52(4), Koh, C. (2012). Moral development and student motivation in moral education: A Singapore study. Australian Journal of education, 56(1), Love, P. G., & Guthrie, V. L. (1999). Synthesis, assessment, and application. New Directions for Student Services, 1999(88), Patton, L. D., McEwen, M., Rendón, L., & Howard‐Hamilton, M. F. (2007). Critical race perspectives on theory in student affairs. New Directions for Student Services, 2007(120), Renn, K. A., & Arnold, K. D. (2003). Reconceptualizing research on college student peer culture. The journal of higher education, 74(3), Torres, V., Jones, S. R., & Renn, K. A. (2009). Identity development theories in student affairs: Origins, current status, and new approaches. Journal of College Student Development, 50(6), Torres, V., & Hernandez, E. (2007). The influence of ethnic identity on self-authorship: A longitudinal study of Latino/a college students. Journal of College Student Development, 48(5), Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education, 8(1), Yosso, T. J. (2006). Critical race counterstories along the Chicana/Chicano educational pipeline. Routledge.

6. Chickering’s Theory of Identity Development
Psychosocial Theory.
Seven vectors of development.
Chickering (1969) labeled the seven dimensions vectors "because each seems to have direction and magnitude-even though the direction may be expressed more appropriately by a spiral or by steps than a straight line" (p. 8). 
Psychosocial Theory. Probably the best well-known. Building on the work of Erik Erikson.
Seven vectors of development. And each has several subcomponents
Chickering (1969) labeled the seven dimensions vectors "because each seems to have direction and magnitude-even though the direction may be expressed more appropriately by a spiral or by steps than a straight line" (p. 8).  Vectors occur at different rates and interact with each other, backslides can occur so students may revisit vectors previously worked

7. Chickering’s Theory of Identity Development
Vector 1:
Developing Competence
Vector 7:
Developing Integrity
Vector 2:
Developing Autonomy
Vector 5:
Establishing Identity
Vector 3:
Managing Emotions
Developing Competence: Intellectual + Physical/Manual + Social/Interpersonal = Sense of Competence
Managing Emotions
Moving through Autonomy toward Interdependence: Emotional Independence > Instrumental Independence > Recognition and Acceptance of Interdependence
Developing Mature Interpersonal Relationships: Increased Tolerance, Shift in Intimacy
Establishing Identity Leads to the next two vectors
Developing Purpose
Developing integrity: Humanizing Values, Personalized Values, Developing Congruence
Vector 6:
Developing Purpose
Vector 4:
Developing Mature Interpersonal Relationships
Time:
First Year
Sophomore
Junior
Senior
Beyond

8. Chickering’s Theory of Identity Development
Developing Competence
Intellectual
Physical and manual skills
Interpersonal
Managing Emotions
Acknowledgment and awareness
Expressing
Moving Through Autonomy Toward Interdependence
Emotional independence
Instrumental independence
Vector 1:
“stems from confidence that one can cope with what comes and achieve goals successfully” (chickering, 1993)
Intellectual: Knowledge and skills related to particular subject matter and increased skills in areas such as critical thinking and reasoning.
Physical: athletics, attention to wellness
Interpersonal: skills in communication, leadership, and working effectively with others
Vector 2:
Not trying to eliminate emotions but trying to grow awareness and encourage acknowledgement to finally appropriately expressing emotions
Vector 3:
“freedom from continual and pressing needs for reassurance, affection, or approval from others.” (Chickering & Reisser, 1993, p. 117)
self-sufficiency, to take responsibility for pursuing self-chosen goals, and to be less bound by others’ opinion
Emotional: freedom from continual and pressing needs for reassurance, affection, or approval.
Instrumental: the ability to organize activities and to solve problems in a self-directed way, and the ability to be mobile.

9. Chickering’s Theory of Identity Development
Developing Integrity
Involves three sequential and overlapping stages
Developing Mature Interpersonal Relationships
Establishing Identity
Tolerance and appreciation of differences
Capacity for intimacy
Developing Purpose
Establishing Identity: formation depends in part to the previous vectors.
Developing Integrity:
(1) humanizing values-shifting away from automatic application of uncompromising beliefs and using principled thinking in balancing one’s own self-interest with the interests of one’s fellow human beings, (2) personalizing values-consciously affirming core values and beliefs while respecting other points of view, and (3) developing congruence-matching personal values with socially responsible behavior.
Vocational plans and aspirations
Personal interests
Interpersonal and family commitments

10. Schlossberg’s Transition Theory

11. Schlossberg’s Transition Theory
Transition: “any event, or non-event, that results in changed relationships, routines, assumptions and roles”
Defined by the individual experiencing it
Anticipated
Personal
Unanticipated
Ripple
Nonevents
Resultant
Delayed
Adapted from Goodman et al. 2006

12. Schlossberg’s Transition Theory
Types (intimate relationships, family units, networks of friends, and institutions and communities)
Functions (affect, affirmation, aid, honest feedback)
Measurement (stable supports, role dependent, supports that are most likely to change)
Modify the situation
Control the meaning of the problem
Aid in managing the stress in the aftermath
Modes – information seeking, direct action, inhibition of action, intrapsychic behavior
Personal and demographic characteristics
Psychological resources
Trigger
Timing
Control
Duration
Previous experience
Concurrent stress
Assessment
Situation
Self
Support
Strategies

13. Applying Theory to Practice
How to Schlossberg your next student
Theories do not inform us about what exactly to do, but provide student affairs educators with a way to think about how to interpret individuals, environments, and organizations.
Abes, E.S., Jones, S.R. (2011). The Nature and Uses of Theory. In College Student Development Theory: Ashe Reader Series (2nd ed., pp. 3-16). Boston, MA: Pearson Learning Solutions.

14. Contrary to popular belief
Applying Theory to Practice
Contrary to popular belief
Advisors do not have all the answers
Theories guide us toward potential and plausible interpretations
but these should never be viewed as the one way to understand what is going on.
Abes, E.S., Jones, S.R. (2011). The Nature and Uses of Theory. In College Student Development Theory: Ashe Reader Series (2nd ed., pp. 3-16). Boston, MA: Pearson Learning Solutions.

15. Case Studies
What are possible issues that need to be addressed by the student?
What are goals that might apply to the student?
How does your group’s assigned theory (Schlossberg or Chickering) help you understand the student’s situation? How does it help in developing advising interventions or strategies with the student?
To what extent do diversity or multicultural issues need to be considered with the student? What are considerations related to this?
What are key considerations that would guide your advising with the student?

16. Share your thoughts