Chapters 8 and 9 take a look at student development theory and its use in the field of student affairs.
Chapter 8 focuses on the development of theory, citing the need for theory, the way theories are related, and how they can evolve over time.
Chapter 9 takes a glance at some of the most popular theories in practice with a focus on psychosocial, cognitive, and typological perspectives and has some overlap with what we have studied in ecology.
I would like to know what theories you have encountered during your time at your graduate assistantship or full time position. Please give a brief description of the theory if it is not listed in the chapters and why that theory is useful for your department in student affairs. If you have not identified a particular theory in your work, discuss a theory from chapter 9 that resonates with you and why (pgs 180-196).
Also, try and determine the subgroup that the theory falls in, such as "Identity Development" is a psychosocial development theory. (pgs 162-163)
In the Center for Leadership and Civic Engagement we tend to have a natural correlation with the social change model. The social change model is a leadership development model with an emphasis on positive social change. It uses the 7 "C's" of Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose, Controversy with Civility, and Citizenship to cover a core set of values.
We line up our programs with the social change model to ensure that we are providing a well rounded experience for our students that attempts to hit on all 7 C's. By correlating our programs to this model we give intentional opportunities for students to develop individual, group, and societal or community values. The end result is change, attempting to empower students to become catalysts for a better world for themselves and others.
I believe the social change model is a psychosocial development theory because it addresses "what students will be concerned about." I could definitely be wrong since I could not find any documentation to link the social change model to any theory subgroup.
I could easily give the same answer as Anthony as we are in the same department. But, to spread the love around a little, I'll share another theory that we practice in the the CLCE. We follow closely Sanford's suggestion that "a balance of challenge and support must be present for development to occur". Our students come to us for support, they want to be engaged in their organizations, the community, etc. They want to become leaders. Sometimes, however, there are challenges and obstacles that come along with those wishes and we continually challenge our students to be better people, better leaders, better community advocates, etc. So, I often practice Sanford's "Challenge and Support" model.
While it has not been made clear to me if certain theory models are utilized in the Honors College when working with students, the social identify development theory resonated with me when I considered the population of students I work with. The nineteen students I am responsible for are all part of the first-generation from their families to attend college. Many of them have also faced difficult challenges in their lives thus far; yet, here they are having earned a scholarship to college and trying to create a better life for themselves. The social identity development theory connects because many of these students encounter difficulties in identifying as an individual. Their home life is vastly different from what they encounter on a daily basis at USF. They struggle to maintain their cultural roots, while also fitting in. They want to uphold the values of their family, but also choose their own path. In response to these struggles, seminars are help for these students centered specifically on challenges that first-generation students face in the hopes that they will be able to acquire the skills they need to help them successfully transition.
This isn’t a theory mentioned in the book, but in Marshall Center Operations we are constantly looking for ways to give our student employees a sense of involvement and leadership in the building instead of them just seeing it as a job they clock in and out of. It’s a Theory we call Involvement vs. Employment. When a student has a sense of involvement and belonging, the whole operation becomes a mission for the student and they take the goals of the student center to new heights. The whole work environment changes for the better and it snowballs. We are always experimenting with new ideas to involve the student employees in as much as we can, getting feedback, and trying something else. We are always coming up with hypothesis, getting data, and revaluating.
First of all, I loved chapter 9! It was reminiscent of my psych studies in undergrad, and I could appreciate Evan’s approach to the various theories as they apply to student affairs work. The most applicable theory I think I’ve noticed I deal with the students on the executive board of the Honors Council is Sanford’s extension of Erikson’s work with the studies of challenge and support. As a student organization, the kids in my program are all hard-working individuals with a strong sense of purpose. They plan various events and activities for a larger student group and thus encounter all sorts of challenges as individuals and as a whole group. It is important for me, as their supervisor, to strike a balance between the amount of support I offer them as they come across an assortment of challenges. Along Erikson’s line of reasoning, the resolution of “moderate, growth-enhancing levels” of discomfort and challenge can promote development. According to Sanford, “creating an appropriate balance between challenge and support in the college environment is an important factor in facilitating student development” (1966). Of course, I constantly need to consider the students’ backgrounds, personalities, and previous experiences when I am deciding to further challenge or support the students. In addition, Sanford’s concept of “readiness” is something I try to bear in mind as well.
In Housing and Residential Education I see an eclectic approach to theories that are used. The most applicable theory I have experienced so far with RAs and residents is Sanford's model of Challenge and Support. There are times when my RAs feel overwhelmed with deadlines related to work and it is my job to help them realize they can get through it. Also, some RAs may struggle with one aspect of the job verses another ie. community building verses confronting conduct violations.
Also Schlossberg's Mattering and Marginality. Mattering is the idea of feeling like you belong and marginality is the idea of not belonging. This is both seen in my RAs and the residents as both want to feel valued and accepted. Showing my RAs that they matter individually is just as important as recognizing their role in the team dynamic. Residents feel valued through various ways ie. programming which creates a since of inclusion.
In ONS, I have noticed that, although it is not verbalized, we selectively utilize career development theories most frequently. I say selectively because we do not necessarily aid students as they progress through the stages, but ask them to guess what they will be like when they reach the final stages. The students we work with are asked to explain their long term career goals and explain (in detail) how they will achieve that goal within a specific timeframe. The problem that I have observed with this is that the students are sometimes overwhelmed; they cannot process thinking about their future in such detail and with such a strict timeline.
I think that Holland’s theory is closely related to my work in financial aid. In Holland’s theory there are six personality types. I think that there are individuals in my office that fit each of the six personality types, but the personality type that I work around the most is the conventional type. Most of my coworkers are very structured and we all work well within a system. In the work environment, we all are conscientious, efficient, and practical. Then the most obvious would be that people in financial aid work with numbers, records, and data.
In the Transitional Advising Center we work with students who are undecided or undeclared and in transition to a new major. Additionally, we also have the University Experience class under our office. The theory that speaks to both of these populations is Holland's Personality Types. In the UE book, there is an exercise that simplifies Holland's 6 personality and vocational interests into scenarios. The exercise calls the UE students to see which chararcteristic description most resonates with themselves as a way to explore what career and major path might be a good fit for themselves.
In the Marshall Student Center there is so much variety. From the clients and customers that use are facility to the students and student organizations that use our facility. In my graduate assistantship myself and co-workers work hard to make sure students develop holisticly. We want to have the environment where transferrable skills are developed for occupation purposes and purpose in life. I would say I see "Challenge and Support" in my assistantship. Not only with myself and the staff that I supervise, but also with myself and my supervisor. Believe it or not, when you have roughly 50 to 60 student staff employees simple tasks can be really difficult, but because I and my staff have an ample amount of support things are able to get done, programs are created, and the student employees gain confidence and develop. I would say that this approach would be under the developmental synthesis models.
In the Office of New Student Connections, Sanford's theory on Challenge and Support (general psychosocial development) represents our reason for existing. We do everything that we can to make sure that students are being supported throughout their time at USF. However, as the text says, "If there is too little challenge, the individual may feel safe and comfortable, and development will not take place." Hence, we challenge our students to take ownership and accountability of whatever situation they may encounter.
For instance, a student comes in with a problem about their Algebra class. We help/support them by way of recommending things that will help them succeed in the class (tutoring, spending more time studying, talking with the professor). Challenging comes in when we hold them to utilizing these resources. Such resources aren't given for a vain sake; they are intended to help people. So, with the support provided, we want to make sure that the follow-through is taking place.
In the end, as it is said in the text, "Individuals are unable to demonstrate particular behaviors unless they are physically or psychologically ready to do so." It is truly all in the timing for students to receive the support and accept the challenge. For some students, this aspect does take time while for others, they grasp on quickly.
A theory that I have encountered during my position as a graduate assistant in athletics is the typology perspective. I honestly have seen so many different types of people come in and out of the department, and it is interesting to me to sit back and watch how people operate. While this can be frustrating like the example used in the book of Mike and Carla, this is an everyday experience for me. There are people who work with me who aren’t fazed by anything. I on the other hand can easily stress and push myself to make sure I get things done. I agree with Jung that the way people operate does depend on their “mental functioning”. The beauty of it all is that in the end everyone comes together no matter what way of functioning.
In the Pre Education Advising office we encourage students to consider all of the many options available. There are many options to consider in the College of Education, such as choosing a specialization, and working towards completion of the completion of checklists to then apply to the admitted part of the COE. As students majoring in Education work through the progression of course work and internships, they experience the 7 vectors of Chickering and Reisser. The students experience the psychosocial development of these vectors without being aware. These vectors are very important in the development of a future teacher. The seven vectors help an individual develop into a well balanced individual. This is important for an Education major, because as they enter their professional life they will certainly will encounter many different elements in their work. As advisors in the Pre Ed office, we do not outwardly recommend that students be familiar with their preparation for psychosocial development; but we know that they will need to be open and adaptable in their career path.
Andrea and I work with similar students that have similar scholarships so I could also easily say the same thing. I would like to talk about Sanford's "Challenge and Support" model as well. The students that I work with have overcome some type of life changing adversity in their lives. Some have been through foster care, some have battled cancer, and some have been abused. Yet, they are all here striving for the same goals we are, but have that much more of a struggle. I help make sure that they are doing well academically, socially, and emotionally. Many of them don’t have support at home, therefore part of my job is to support them and to challenge them, as well, to get involved and continue making those efforts to do well.
In my assistantship at Outdoor Recreation the theory I have used and seen students use is Self-Evolution. In my assistantship, I along with student employees are Ropes Course Facilitators. Facilitating a ropes course can be one of the hardest duties of my job. We work with dozens of different types of people and the experience is different every time. With every group things are different and things more times than usual go differently than planned. Because of this the Self-Evolution theory can be seen when we work. Every time we finish working with a group we see what works and what does not work. We learn and shape ourselves to be better facilitators for the next group. Adding on and taking away what people like to do and like for us to do. We often engage in self-reflection and go on to consider new ways of doing things.
The subgroup this theory could fall in is Organizational Theories. I say this because we are constantly working with complex groups and organizations as Ropes Course Facilitators. When we work with groups we see their behavior and interactions with each other and help them work to become a better group or organization.
Working in the Career Center we use the Career Development theory by Super. Our career consolers help student's in the "exploration" stage as well as those in the "Establishment" stage. The "exploration" stage are those students who are looking for a part-time job, internship and co-op to gain work experience or a right fit area for them to move into. The "establishment" stage is the largest group that the consolers work with, this is when a student is looking for that full-time job. They are helped through resume review, workshops, career placement tests, and advise. In addition, they also prepare them for the "maintenance" stage, by making sure the career path they are on is a good fit for them.
I can agree with Megan’s perspective that Holland’s theory of personality types can be applied in the financial aid office. Although most of the staff would be considered conventional, I also work with many social personality types. Some of the people with social personalities are the financial aid counselors, who meet with students and families to help them understand the financial aid process. I have seen some other people with social personality types who enjoy helping students at the front counter or over the phone. I always find the typology perspectives interesting because it can help group interactions. As a resident assistant our staff used the Myers-Briggs type inventory to understand ourselves and how to work together more effectively.
Lyndsay is correct when she states that Holland’s theory best relates to what we do in financial aid. His theory postulates that different personalities are aspects of any work environment. There are several times in the year when things get pretty intense at my assistantship—especially at the start of each semester. I think that we are well-suited for the various tasks that arise before us. In order to function properly we have to have a solid foundation. And considering the monumental amounts of paper work and money that we process, I have to say that we are very efficient. This might be a surprise to some considering that we are a government institution, but this probably has more to deal with the fact that a university operates more like a corporation than a bureaucracy. The various components of the office are divided into teams; this is very resourceful and helps limit repetition and waste.
In the Bulls Business Community, we work with a unique population. The majority of these students are in their first-year of college, yet have already made the decision to be a business major. While there is not one theory that perfectly describes this population, a combination of them can help us advise these students in their current situation, and anticipate some future decisions they may make. Psychosocial development theories are very relevant, and Sanford’s theory regarding challenge and support is easily applicable to many students’ situations. They face the challenge of difficult classes and high expectations from the college. They also have a plethora of support from RA’s, mentors, and advisors associated with their living-learning community. Although this is a relatively new community, we have already seen students for whom the challenge has been too strong, resulting in a change of major. There are also students who have felt a balance between challenge and support, and they decide to return to the community for a second year. Returners demonstrate a commitment and ability to replicate the support they received, while still experiencing the challenges that their second year brings. This also supports Sanford’s concept of “readiness”.
In the intramural department I think challenge and support is most used with our students. At the start of their employment here, stuednts spend most of their time learning the ropes. After about a year they are challenged again when they apply to become a supervisor. When this position is attained, they support group increases but so does their work load and responsibilities. If they chose to continue to grad school, again their challenge increases but they become closer to their supervisors and their support increases again. This job is a climbing ladder and you can go as high as you would like with the correct amount of challenge and support.
In USF admissions as well as HCC, I have encountered many different personality types, including the ones identified by Holland. Similar to what some of you from financial aid said, there are many convential personalities in higher education. I think this way of thinking is vital to certain practices but that social personalities make envrionments more dynamic. Something which I have seen in my expereinces is challenge and support. While the challenges and responsibilites may increase as you move up the work ladder, supportive resources are everywhere to help with transitions, workload etc.
I also find Schlossber's theory Mattering and Marginality a very important one that we find often in H&RE. One of our main focuses is building community within our halls and this theory plays right into that goal. It is important that residents have a sense of inclusion and belonging in their community and that they have outlets and coping mechanisms when they feel as though they do not belong. Because I think that living environment can have a huge impact on other areas of a student's life, I would call this theory the most important to consider when working with students in Housing and Residential Education.
I have found in the Office of Orientation, Sanford's theory of challenge and support applies greatly to my everyday assistantship, as well as how we approach the training and employment of OTL's. The job itself is very demanding and challenging at times, however it is partnered with many levels of support and training so students are equipped to handle the stresses of the job. The stresses of the OTL position, as well my GA position, are those that create a stronger individual when they are through with the process. Stress and challenge forces the student to explore and figure out how to navigate through a situation. When one comes out of that situation, whether successful or not, they will have learned from either mistake or experience. The information was not handed to them in a comfortable environment, it was sought out and put to use by the student. Even though there are challenging independent situations, there is plenty of support and analysis provided by senior staff members or other team members to assist in growth and development, as well as keeping each other sane through the process.
In Student Government we don't have specific theories we follow but if I could narrow it down I would say we also use Sanford's theory of Challenge and Support. The reason I say this is because our Student Government for the most part is pretty self sufficient and we as graduate assistants are used more in an advisor role. They will come to us with ideas or questions and we are there to help guide them through everything.
So far in my GA position, I have not had opportunity to utilize development theory. Sanford’s Challenge and Support theory is the development theory that hits home for me. It was the model of training that I went through with my last company and was well suited for my development. As I put it into practice, I learned to recognize the importance of the readiness concept when identifying which students were read for this process. I also found challenge and support to be a great training aid with adult learners and in staff training settings. The difficult balance was helping the learner determine when to ask for help, and when to trust their own skills and knowledge to complete a task. Hopefully this falls under student success theory. I would hate to think that what I am utilizing is not benefitting the students. I feel like the application of this theory is limited as far as appropriate settings. I am more comfortable applying it when I would have the opportunity to help the student along their journey over an extended period of time. Otherwise, the challenge just feels like I am dumping something onto the student. The support piece is critical.
I’m also in Student Government, and I think challenge and support is a good one for our office. Chickering and Reisser’s Vectors of Development are also applicable in our office. The third stage jumped out at me, moving through autonomy toward interdependence. In a perfect day in SG I’d like to see all of them learn problem-solving skills while realizing the importance of working together. I also like the 7th stage, developing integrity, when values and actions become congruent. I’ve already seen it a few times in our office and hope to see it a lot more.
In the Center for Student Involvement I would also say we use the Challenge and Support model. During meeting times with our students a lot of the time is spent just listening and supporting them. Once they have given their update, it is then our turn to ask questions and challenge them on different points. This could be ensuring all of the small details have been thought of or could challenging them to take the next step. It is a delicate balance and each student has a different place where he/she can be challenged and just how far.
Similar to Aaron’s comments, I too encounter all different personality types and characteristics of individuals on a daily basis. These personality types are not just of students, but also of the faculty and staff members that I encounter on a daily basis. Although there isn’t a theory in the book that directly correlates with my office, one of the theories and traits that my office emphasizes is the holistic point of view. When we are reviewing candidates to be accepted into our medical program, we do not just look at grades and MCAT scores; we also look at community involvement, diversity, and the character of each individual applicant. We look at students from every point of view in order to have the best and most promising students within our program regardless of test scores. Understanding the holistic sides of things has helped me tremendously in the area of student affairs because it has triggered me to look at every aspect of students (i.e. schoolwork, family life, character, etc) as a means of truly understanding them and becoming a better problem solver.
In the Office of College Student Affairs, Career Development model is used. By choosing to apply and make the choice to attend graduate school, a student is developing their career. Career development is continuous stage throughout life that contains five stages (growth, exploration, establishment, maintenance, and decline) Exploration helps the student to discover which area of student affairs that they are interested in, and what areas they feel the best fit.
Mattering and Marginality resonated with me and is something I encounter often in my work with first-generation access students and initiatives. I think the Challenge and Support model is relevant to all students encountered--an appropriate balance between the challenge presented and support given is so necessary to student success. One quote that I liked was:
"The amount of challenge a person can handle is contingent on the amount of support available."
Because my work is so diverse, it would be hard to pinpoint exactly what model I have encountered the most. Most days, I think like Anthony we embrace the social change model because we work a lot of with community engagement and student development. While I've never literally used the 7 "C's", I can definitely see it in the programming and work I do. On other days however, I spend a lot of time also on the career development model by helping students get ready for graduate school or the workforce. A lot of time I also find my work straying into the challenge and support model, especially with our Lead, Learn, Serve students. We're constantly challenging and training these students to basically run philanthropy boards that give grants to local non-profits. We work on time management and problem solving to train them for professional development and future non-profit work.
Chapters 8 and 9 take a look at student development theory and its use in the field of student affairs.
ReplyDeleteChapter 8 focuses on the development of theory, citing the need for theory, the way theories are related, and how they can evolve over time.
Chapter 9 takes a glance at some of the most popular theories in practice with a focus on psychosocial, cognitive, and typological perspectives and has some overlap with what we have studied in ecology.
I would like to know what theories you have encountered during your time at your graduate assistantship or full time position. Please give a brief description of the theory if it is not listed in the chapters and why that theory is useful for your department in student affairs. If you have not identified a particular theory in your work, discuss a theory from chapter 9 that resonates with you and why (pgs 180-196).
Also, try and determine the subgroup that the theory falls in, such as "Identity Development" is a psychosocial development theory. (pgs 162-163)
In the Center for Leadership and Civic Engagement we tend to have a natural correlation with the social change model. The social change model is a leadership development model with an emphasis on positive social change. It uses the 7 "C's" of Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose, Controversy with Civility, and Citizenship to cover a core set of values.
ReplyDeleteWe line up our programs with the social change model to ensure that we are providing a well rounded experience for our students that attempts to hit on all 7 C's. By correlating our programs to this model we give intentional opportunities for students to develop individual, group, and societal or community values. The end result is change, attempting to empower students to become catalysts for a better world for themselves and others.
I believe the social change model is a psychosocial development theory because it addresses "what students will be concerned about." I could definitely be wrong since I could not find any documentation to link the social change model to any theory subgroup.
I could easily give the same answer as Anthony as we are in the same department. But, to spread the love around a little, I'll share another theory that we practice in the the CLCE. We follow closely Sanford's suggestion that "a balance of challenge and support must be present for development to occur". Our students come to us for support, they want to be engaged in their organizations, the community, etc. They want to become leaders. Sometimes, however, there are challenges and obstacles that come along with those wishes and we continually challenge our students to be better people, better leaders, better community advocates, etc. So, I often practice Sanford's "Challenge and Support" model.
ReplyDeleteWhile it has not been made clear to me if certain theory models are utilized in the Honors College when working with students, the social identify development theory resonated with me when I considered the population of students I work with. The nineteen students I am responsible for are all part of the first-generation from their families to attend college. Many of them have also faced difficult challenges in their lives thus far; yet, here they are having earned a scholarship to college and trying to create a better life for themselves. The social identity development theory connects because many of these students encounter difficulties in identifying as an individual. Their home life is vastly different from what they encounter on a daily basis at USF. They struggle to maintain their cultural roots, while also fitting in. They want to uphold the values of their family, but also choose their own path. In response to these struggles, seminars are help for these students centered specifically on challenges that first-generation students face in the hopes that they will be able to acquire the skills they need to help them successfully transition.
ReplyDeleteThis isn’t a theory mentioned in the book, but in Marshall Center Operations we are constantly looking for ways to give our student employees a sense of involvement and leadership in the building instead of them just seeing it as a job they clock in and out of. It’s a Theory we call Involvement vs. Employment. When a student has a sense of involvement and belonging, the whole operation becomes a mission for the student and they take the goals of the student center to new heights. The whole work environment changes for the better and it snowballs. We are always experimenting with new ideas to involve the student employees in as much as we can, getting feedback, and trying something else. We are always coming up with hypothesis, getting data, and revaluating.
ReplyDeleteFirst of all, I loved chapter 9! It was reminiscent of my psych studies in undergrad, and I could appreciate Evan’s approach to the various theories as they apply to student affairs work. The most applicable theory I think I’ve noticed I deal with the students on the executive board of the Honors Council is Sanford’s extension of Erikson’s work with the studies of challenge and support. As a student organization, the kids in my program are all hard-working individuals with a strong sense of purpose. They plan various events and activities for a larger student group and thus encounter all sorts of challenges as individuals and as a whole group. It is important for me, as their supervisor, to strike a balance between the amount of support I offer them as they come across an assortment of challenges. Along Erikson’s line of reasoning, the resolution of “moderate, growth-enhancing levels” of discomfort and challenge can promote development. According to Sanford, “creating an appropriate balance between challenge and support in the college environment is an important factor in facilitating student development” (1966). Of course, I constantly need to consider the students’ backgrounds, personalities, and previous experiences when I am deciding to further challenge or support the students. In addition, Sanford’s concept of “readiness” is something I try to bear in mind as well.
ReplyDeleteIn Housing and Residential Education I see an eclectic approach to theories that are used. The most applicable theory I have experienced so far with RAs and residents is Sanford's model of Challenge and Support. There are times when my RAs feel overwhelmed with deadlines related to work and it is my job to help them realize they can get through it. Also, some RAs may struggle with one aspect of the job verses another ie. community building verses confronting conduct violations.
ReplyDeleteAlso Schlossberg's Mattering and Marginality. Mattering is the idea of feeling like you belong and marginality is the idea of not belonging. This is both seen in my RAs and the residents as both want to feel valued and accepted. Showing my RAs that they matter individually is just as important as recognizing their role in the team dynamic. Residents feel valued through various ways ie. programming which creates a since of inclusion.
In ONS, I have noticed that, although it is not verbalized, we selectively utilize career development theories most frequently. I say selectively because we do not necessarily aid students as they progress through the stages, but ask them to guess what they will be like when they reach the final stages. The students we work with are asked to explain their long term career goals and explain (in detail) how they will achieve that goal within a specific timeframe. The problem that I have observed with this is that the students are sometimes overwhelmed; they cannot process thinking about their future in such detail and with such a strict timeline.
ReplyDeleteI think that Holland’s theory is closely related to my work in financial aid. In Holland’s theory there are six personality types. I think that there are individuals in my office that fit each of the six personality types, but the personality type that I work around the most is the conventional type. Most of my coworkers are very structured and we all work well within a system. In the work environment, we all are conscientious, efficient, and practical. Then the most obvious would be that people in financial aid work with numbers, records, and data.
ReplyDeleteIn the Transitional Advising Center we work with students who are undecided or undeclared and in transition to a new major. Additionally, we also have the University Experience class under our office. The theory that speaks to both of these populations is Holland's Personality Types. In the UE book, there is an exercise that simplifies Holland's 6 personality and vocational interests into scenarios. The exercise calls the UE students to see which chararcteristic description most resonates with themselves as a way to explore what career and major path might be a good fit for themselves.
ReplyDeleteThis is a typology model.
In the Marshall Student Center there is so much variety. From the clients and customers that use are facility to the students and student organizations that use our facility. In my graduate assistantship myself and co-workers work hard to make sure students develop holisticly. We want to have the environment where transferrable skills are developed for occupation purposes and purpose in life. I would say I see "Challenge and Support" in my assistantship. Not only with myself and the staff that I supervise, but also with myself and my supervisor. Believe it or not, when you have roughly 50 to 60 student staff employees simple tasks can be really difficult, but because I and my staff have an ample amount of support things are able to get done, programs are created, and the student employees gain confidence and develop.
ReplyDeleteI would say that this approach would be under the developmental synthesis models.
In the Office of New Student Connections, Sanford's theory on Challenge and Support (general psychosocial development) represents our reason for existing. We do everything that we can to make sure that students are being supported throughout their time at USF. However, as the text says, "If there is too little challenge, the individual may feel safe and comfortable, and development will not take place." Hence, we challenge our students to take ownership and accountability of whatever situation they may encounter.
ReplyDeleteFor instance, a student comes in with a problem about their Algebra class. We help/support them by way of recommending things that will help them succeed in the class (tutoring, spending more time studying, talking with the professor). Challenging comes in when we hold them to utilizing these resources. Such resources aren't given for a vain sake; they are intended to help people. So, with the support provided, we want to make sure that the follow-through is taking place.
In the end, as it is said in the text, "Individuals are unable to demonstrate particular behaviors unless they are physically or psychologically ready to do so." It is truly all in the timing for students to receive the support and accept the challenge. For some students, this aspect does take time while for others, they grasp on quickly.
A theory that I have encountered during my position as a graduate assistant in athletics is the typology perspective. I honestly have seen so many different types of people come in and out of the department, and it is interesting to me to sit back and watch how people operate. While this can be frustrating like the example used in the book of Mike and Carla, this is an everyday experience for me. There are people who work with me who aren’t fazed by anything. I on the other hand can easily stress and push myself to make sure I get things done. I agree with Jung that the way people operate does depend on their “mental functioning”. The beauty of it all is that in the end everyone comes together no matter what way of functioning.
ReplyDeleteIn the Pre Education Advising office we encourage students to consider all of the many options available. There are many options to consider in the College of Education, such as choosing a specialization, and working towards completion of the completion of checklists to then apply to the admitted part of the COE. As students majoring in Education work through the progression of course work and internships, they experience the 7 vectors of Chickering and Reisser. The students experience the psychosocial development of these vectors without being aware. These vectors are very important in the development of a future teacher. The seven vectors help an individual develop into a well balanced individual. This is important for an Education major, because as they enter their professional life they will certainly will encounter many different elements in their work. As advisors in the Pre Ed office, we do not outwardly recommend that students be familiar with their preparation for psychosocial development; but we know that they will need to be open and adaptable in their career path.
ReplyDeleteAndrea and I work with similar students that have similar scholarships so I could also easily say the same thing. I would like to talk about Sanford's "Challenge and Support" model as well. The students that I work with have overcome some type of life changing adversity in their lives. Some have been through foster care, some have battled cancer, and some have been abused. Yet, they are all here striving for the same goals we are, but have that much more of a struggle. I help make sure that they are doing well academically, socially, and emotionally. Many of them don’t have support at home, therefore part of my job is to support them and to challenge them, as well, to get involved and continue making those efforts to do well.
ReplyDeleteIn my assistantship at Outdoor Recreation the theory I have used and seen students use is Self-Evolution. In my assistantship, I along with student employees are Ropes Course Facilitators. Facilitating a ropes course can be one of the hardest duties of my job. We work with dozens of different types of people and the experience is different every time. With every group things are different and things more times than usual go differently than planned. Because of this the Self-Evolution theory can be seen when we work. Every time we finish working with a group we see what works and what does not work. We learn and shape ourselves to be better facilitators for the next group. Adding on and taking away what people like to do and like for us to do. We often engage in self-reflection and go on to consider new ways of doing things.
ReplyDeleteThe subgroup this theory could fall in is Organizational Theories. I say this because we are constantly working with complex groups and organizations as Ropes Course Facilitators. When we work with groups we see their behavior and interactions with each other and help them work to become a better group or organization.
Working in the Career Center we use the Career Development theory by Super. Our career consolers help student's in the "exploration" stage as well as those in the "Establishment" stage. The "exploration" stage are those students who are looking for a part-time job, internship and co-op to gain work experience or a right fit area for them to move into. The "establishment" stage is the largest group that the consolers work with, this is when a student is looking for that full-time job. They are helped through resume review, workshops, career placement tests, and advise. In addition, they also prepare them for the "maintenance" stage, by making sure the career path they are on is a good fit for them.
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ReplyDeleteI can agree with Megan’s perspective that Holland’s theory of personality types can be applied in the financial aid office. Although most of the staff would be considered conventional, I also work with many social personality types. Some of the people with social personalities are the financial aid counselors, who meet with students and families to help them understand the financial aid process. I have seen some other people with social personality types who enjoy helping students at the front counter or over the phone. I always find the typology perspectives interesting because it can help group interactions. As a resident assistant our staff used the Myers-Briggs type inventory to understand ourselves and how to work together more effectively.
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ReplyDeleteLyndsay is correct when she states that Holland’s theory best relates to what we do in financial aid. His theory postulates that different personalities are aspects of any work environment.
ReplyDeleteThere are several times in the year when things get pretty intense at my assistantship—especially at the start of each semester. I think that we are well-suited for the various tasks that arise before us. In order to function properly we have to have a solid foundation. And considering the monumental amounts of paper work and money that we process, I have to say that we are very efficient. This might be a surprise to some considering that we are a government institution, but this probably has more to deal with the fact that a university operates more like a corporation than a bureaucracy. The various components of the office are divided into teams; this is very resourceful and helps limit repetition and waste.
In the Bulls Business Community, we work with a unique population. The majority of these students are in their first-year of college, yet have already made the decision to be a business major. While there is not one theory that perfectly describes this population, a combination of them can help us advise these students in their current situation, and anticipate some future decisions they may make. Psychosocial development theories are very relevant, and Sanford’s theory regarding challenge and support is easily applicable to many students’ situations. They face the challenge of difficult classes and high expectations from the college. They also have a plethora of support from RA’s, mentors, and advisors associated with their living-learning community. Although this is a relatively new community, we have already seen students for whom the challenge has been too strong, resulting in a change of major. There are also students who have felt a balance between challenge and support, and they decide to return to the community for a second year. Returners demonstrate a commitment and ability to replicate the support they received, while still experiencing the challenges that their second year brings. This also supports Sanford’s concept of “readiness”.
ReplyDeleteIn the intramural department I think challenge and support is most used with our students. At the start of their employment here, stuednts spend most of their time learning the ropes. After about a year they are challenged again when they apply to become a supervisor. When this position is attained, they support group increases but so does their work load and responsibilities. If they chose to continue to grad school, again their challenge increases but they become closer to their supervisors and their support increases again. This job is a climbing ladder and you can go as high as you would like with the correct amount of challenge and support.
ReplyDeleteIn USF admissions as well as HCC, I have encountered many different personality types, including the ones identified by Holland. Similar to what some of you from financial aid said, there are many convential personalities in higher education. I think this way of thinking is vital to certain practices but that social personalities make envrionments more dynamic. Something which I have seen in my expereinces is challenge and support. While the challenges and responsibilites may increase as you move up the work ladder, supportive resources are everywhere to help with transitions, workload etc.
ReplyDeleteI also find Schlossber's theory Mattering and Marginality a very important one that we find often in H&RE. One of our main focuses is building community within our halls and this theory plays right into that goal. It is important that residents have a sense of inclusion and belonging in their community and that they have outlets and coping mechanisms when they feel as though they do not belong. Because I think that living environment can have a huge impact on other areas of a student's life, I would call this theory the most important to consider when working with students in Housing and Residential Education.
ReplyDeleteI have found in the Office of Orientation, Sanford's theory of challenge and support applies greatly to my everyday assistantship, as well as how we approach the training and employment of OTL's. The job itself is very demanding and challenging at times, however it is partnered with many levels of support and training so students are equipped to handle the stresses of the job. The stresses of the OTL position, as well my GA position, are those that create a stronger individual when they are through with the process. Stress and challenge forces the student to explore and figure out how to navigate through a situation. When one comes out of that situation, whether successful or not, they will have learned from either mistake or experience. The information was not handed to them in a comfortable environment, it was sought out and put to use by the student. Even though there are challenging independent situations, there is plenty of support and analysis provided by senior staff members or other team members to assist in growth and development, as well as keeping each other sane through the process.
ReplyDeleteIn Student Government we don't have specific theories we follow but if I could narrow it down I would say we also use Sanford's theory of Challenge and Support. The reason I say this is because our Student Government for the most part is pretty self sufficient and we as graduate assistants are used more in an advisor role. They will come to us with ideas or questions and we are there to help guide them through everything.
ReplyDeleteSo far in my GA position, I have not had opportunity to utilize development theory. Sanford’s Challenge and Support theory is the development theory that hits home for me. It was the model of training that I went through with my last company and was well suited for my development. As I put it into practice, I learned to recognize the importance of the readiness concept when identifying which students were read for this process. I also found challenge and support to be a great training aid with adult learners and in staff training settings. The difficult balance was helping the learner determine when to ask for help, and when to trust their own skills and knowledge to complete a task.
ReplyDeleteHopefully this falls under student success theory. I would hate to think that what I am utilizing is not benefitting the students. I feel like the application of this theory is limited as far as appropriate settings. I am more comfortable applying it when I would have the opportunity to help the student along their journey over an extended period of time. Otherwise, the challenge just feels like I am dumping something onto the student. The support piece is critical.
I’m also in Student Government, and I think challenge and support is a good one for our office. Chickering and Reisser’s Vectors of Development are also applicable in our office. The third stage jumped out at me, moving through autonomy toward interdependence. In a perfect day in SG I’d like to see all of them learn problem-solving skills while realizing the importance of working together. I also like the 7th stage, developing integrity, when values and actions become congruent. I’ve already seen it a few times in our office and hope to see it a lot more.
ReplyDeleteIn the Center for Student Involvement I would also say we use the Challenge and Support model. During meeting times with our students a lot of the time is spent just listening and supporting them. Once they have given their update, it is then our turn to ask questions and challenge them on different points. This could be ensuring all of the small details have been thought of or could challenging them to take the next step. It is a delicate balance and each student has a different place where he/she can be challenged and just how far.
ReplyDeleteSimilar to Aaron’s comments, I too encounter all different personality types and characteristics of individuals on a daily basis. These personality types are not just of students, but also of the faculty and staff members that I encounter on a daily basis. Although there isn’t a theory in the book that directly correlates with my office, one of the theories and traits that my office emphasizes is the holistic point of view. When we are reviewing candidates to be accepted into our medical program, we do not just look at grades and MCAT scores; we also look at community involvement, diversity, and the character of each individual applicant. We look at students from every point of view in order to have the best and most promising students within our program regardless of test scores. Understanding the holistic sides of things has helped me tremendously in the area of student affairs because it has triggered me to look at every aspect of students (i.e. schoolwork, family life, character, etc) as a means of truly understanding them and becoming a better problem solver.
ReplyDeleteIn the Office of College Student Affairs, Career Development model is used. By choosing to apply and make the choice to attend graduate school, a student is developing their career. Career development is continuous stage throughout life that contains five stages (growth, exploration, establishment, maintenance, and decline) Exploration helps the student to discover which area of student affairs that they are interested in, and what areas they feel the best fit.
ReplyDeleteMattering and Marginality resonated with me and is something I encounter often in my work with first-generation access students and initiatives. I think the Challenge and Support model is relevant to all students encountered--an appropriate balance between the challenge presented and support given is so necessary to student success. One quote that I liked was:
ReplyDelete"The amount of challenge a person can handle is contingent on the amount of support available."
Because my work is so diverse, it would be hard to pinpoint exactly what model I have encountered the most. Most days, I think like Anthony we embrace the social change model because we work a lot of with community engagement and student development. While I've never literally used the 7 "C's", I can definitely see it in the programming and work I do. On other days however, I spend a lot of time also on the career development model by helping students get ready for graduate school or the workforce. A lot of time I also find my work straying into the challenge and support model, especially with our Lead, Learn, Serve students. We're constantly challenging and training these students to basically run philanthropy boards that give grants to local non-profits. We work on time management and problem solving to train them for professional development and future non-profit work.
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