1. Applying student development theories to supervising students Gary Ratcliff, Ph.D. Assistant Vice Chancellor of Student Life October 31, 2008

2. Anatomy of a teenager’s brain

3. “In the teen years, the part of the brain that is helping organization, planning and strategizing is not done being built yet...” Neuroscientist Jay Giedd Chief, Brain Imaging Child Psychiatry Branch National Institute of Mental Health Began MRI scanning research in 1990s and showed for the first time that there is a wave of growth and change in the adolescent brain.

4. Executive suite of the brain continues to mature into the mid twenties

5. ADOLESCENCE - EARLY & MIDDLE TEENS Vunerability period Vunerability period Arousal is high, increased intensity of emotions, Arousal is high, increased intensity of emotions, Self-regulation is low, Self-regulation is low, Susceptibility to peer influence is high Susceptibility to peer influence is high Increased sensation-seeking Increased sensation-seeking Sensitivity to alcohol & drugs Sensitivity to alcohol & drugs Changes in sleep cycle Changes in sleep cycle A. Rae Simpson, Program Director, Parenting Education and Research, MIT

6. YOUNG ADULTHOOD - LATE TEENS & EARLY TWENTIES Greater complexity of thinking Greater complexity of thinking Development of critical thinking Development of critical thinking More empathetic and capable to see the viewpoint of others More empathetic and capable to see the viewpoint of others More integration of cognitive & emotional More integration of cognitive & emotional Relationships based on shared values, mutuality Relationships based on shared values, mutuality Respect for diversity Respect for diversity Modified risk-taking Modified risk-taking Decisions based on future consequences & impact on others Decisions based on future consequences & impact on others A. Rae Simpson, Program Director, Parenting Education and Research, MIT

7. MacArthur Juvenile Capacity Study cited in presentation by Laurence Steinberg, Professor of Psychology, Temple University, 2007

11. Classic Theories of Student Development

12. Developmental Tasks of College Students Education and Identity (1969) by Arthur Chickering

13. Forms of Intellectual and Ethical Development in the College Years William Perry (1968) Counselor and Professor of Education at Harvard in the 1950’s and 60’s Counselor and Professor of Education at Harvard in the 1950’s and 60’s Conducted 464 interviews with white, overwhelmingly male, upper-class students “the elite of his day” Conducted 464 interviews with white, overwhelmingly male, upper-class students “the elite of his day” Wanted to know students’ forms of thinking and how they come to understand the modern world Wanted to know students’ forms of thinking and how they come to understand the modern world

14. INITIAL STAGES - DUALISM INITIAL STAGES - DUALISM Right answers exist somewhere for every problem, they are out there to be found, and authorities know them. Right answers are to be memorized by hard work. Right answers are to be memorized by hard work. Division of meaning into two realms: Good vs. Bad, Right vs. Wrong, We vs. They.

15. Recognize the existence of differences of opinion, but they stand in opposition to it. Still loyal to authority. Recognize the existence of differences of opinion, but they stand in opposition to it. Still loyal to authority. Express fear, stress, and sadness when they realize the world may not be driven by absolutes. Express fear, stress, and sadness when they realize the world may not be driven by absolutes. Allow for uncertainties; however, uncertainty does not change the nature of truth Allow for uncertainties; however, uncertainty does not change the nature of truth No judgment can be made among them so "everyone has a right to his own opinion; none can be called wrong." No judgment can be made among them so "everyone has a right to his own opinion; none can be called wrong." MID-STAGES - MULTIPLICITY

16. Diversity of opinion, values, and judgment derived from coherent sources, evidence, logics, systems, and patterns allowing for analysis and comparison. Diversity of opinion, values, and judgment derived from coherent sources, evidence, logics, systems, and patterns allowing for analysis and comparison. Some opinions may be found worthless, while there will remain matters about which reasonable people will reasonably disagree. FINAL STAGES – RELATIVISM

17. Commitment in Relativism Students see that commitments will need to be made in order to establish their bearings in a relativistic world.

18. Generational Theories Influence of Nurture vs. Nature

19. Millennials Special Special Sheltered Sheltered Confident Confident Team Oriented Team Oriented Conventional Conventional Pressured Pressured Achieving Achieving Millennials Rising: The Next Great Generation (Paperback) by Neil Howe (Author), William Strauss (Author),Neil HoweWilliam Strauss

20. Millenials Talented in technology Talented in technology Eager for community activities Eager for community activities Busy in extracurricular activities Busy in extracurricular activities Respectful of norms and institutions Respectful of norms and institutions Close with parents Close with parents Very focused on grade performance Very focused on grade performance Demanding of secure, structure environment Demanding of secure, structure environment Millennials Rising: The Next Great Generation (Paperback) by Neil Howe (Author), William Strauss (Author),Neil HoweWilliam Strauss

21. We live in a time when high self- esteem is encouraged from childhood …. Today's young people have been raised to aim for the stars at a time when it is more difficult than ever to get into college, find a good job, and afford a house. Their expectations are very high just as the world is becoming more competitive, so there's a huge clash between their expectations and reality.

22. Trophy Kid Generation Every kid gets a trophy

23. Applying theories to supervising students

24. Workplace challenges Conflicting relationships with dualistic students Conflicting relationships with dualistic students I’m right (good), the supervisor is wrong (bad) I’m right (good), the supervisor is wrong (bad) The supervisor asks too much of me, the tasks are too complex The supervisor asks too much of me, the tasks are too complex The supervisor should be dismissed The supervisor should be dismissed Response to the student Response to the student Listen Listen Patience Patience Explain role of supervisor Explain role of supervisor Display support for the supervisor Display support for the supervisor Jean Twenge, Generation Me Presentation, UC San Diego, 2008

25. A. Rae Simpson, Program Director, Parenting Education and Research, MIT Challenge and Support

26. A. Rae Simpson, Program Director, Parenting Education and Research, MIT Challenge and Support

27. A. Rae Simpson, Program Director, Parenting Education and Research, MIT

28. Workplace challenges Requests for time off and flexible hours Requests for time off and flexible hours Inappropriate dress Inappropriate dress Make sure rules and regulations are spelled out very clearly Make sure rules and regulations are spelled out very clearly Be clear and consistent about expectations Be clear and consistent about expectations Advise on hiring Advise on hiring Don’t be tricked by overconfidence Don’t be tricked by overconfidence Ask about background and career goals Ask about background and career goals Hire students who want to help people Hire students who want to help people Jean Twenge, Generation Me Presentation, UC San Diego, 2008

29. Training Training for customer service needs to be more extensive now – spell it out Training for customer service needs to be more extensive now – spell it out Focus on putting customer first Focus on putting customer first Generation why? Generation why? Tell them why the key aspects of their job matters and why they are important Tell them why the key aspects of their job matters and why they are important Emphasize work place values first, then skills Emphasize work place values first, then skills Jean Twenge, Generation Me Presentation, UC San Diego, 2008

30. Motivating Make the work relevant for them in some way Make the work relevant for them in some way Use immediate and tangible payoffs Use immediate and tangible payoffs Try to link to their jobs to career goals and building their resume Try to link to their jobs to career goals and building their resume Find out what’s in it for them to do a good job Find out what’s in it for them to do a good job Respect them and their work Respect them and their work Involve them in decisions Involve them in decisions Facilitate employee problem solving Facilitate employee problem solving Jean Twenge, Generation Me Presentation, UC San Diego, 2008

31. Questions?

32. Developmental Tasks of College Students Education and Identity (1969) by Arthur Chickering Developing competence Intellectual, physical, interpersonal competence Managing emotions Allowing emotions into awareness and acknowledging them as signals Negotiating balance between self-control and self-expression Moving through autonomy toward interdependence Freedom from continual and pressing needs for reassurance, affection, or approval Ability to organize activities and solve problems in a self-directed way

33. Developmental Tasks of College Students Education and Identity (1969) by Arthur Chickering Developing mature interpersonal relationships Tolerance and appreciation of differences Capacity for intimacy Establishing identity Self-acceptance, comfort with gender, sexual orientation, ethnicity Developing Purpose Increasing ability to be intentional, assess interests and options, clarify goals, and make goals and persist