Ashley Lyn Taylor



Student Development- The ways a student grows, progresses or increases in his/her development capabilities.Environmental Factors Influencing DevelopmentChallenge & Support: The amount of challenge a student can tolerate is a function of the amount of support availableInvolvement: Investment of physical and psychological energy in various objectsMarginality & Mattering: Marginality is a sense of not fitting in and Mattering is the belief we matter to someone elseValidation: enabling, confirming and supporting a process initiated to foster academic and interpersonal developmentPsychosocial Theories (Purple): These theories examine the important issues people face in their lives progress, how to define themselves , and what to do with their lives. Helpful in understanding issues facing individuals at various points in their lives. Also provide guidance for programming and workshops for groups of students.Erikson's IDT StagesBasic trust vs. mistrust- "to get' from infantsAutonomy vs. shame & doubt- explorationInitiative vs. guilt-conscience becomes realIndustry vs. Inferiority- sense of industryIdentity vs. identity diffusion- defining oneselfIntimacy vs. Isolation- intimacy relationshipsGeneratively vs. stagnation-professional livesIntegrity vs. despair- examine lives and reflect Marcia's Ego Identity Foreclosure : No crisis/commitment- accept parental values without questionMoratorium: Crisis/no commitment- actively question parental to form identityIdentity Achievement: Crisis/commitment- identity is secure to investigate alternatives.Diffusion: No crisis/no commitment- refuse to or are unable to firmly commitGuardians: purveyors of heritage (Foreclosure)-Pathmakers: pavers of the ways (Identity achievement)Searchers: Daughters of the crisis (Moratoriums)Drifters: Lost and sometimes found (identity diffusion)Joselson's Theory (Women)Environmental InfluencesInstitutional objectivesInstitutional sizeStudent faculty relationshipCurriculumTeachingFriendships and student communitiesStudent development programs & servicesAdmonitionsIntegration of work & learningRecognition & respect for individualsAcknowledgment of the cyclical nature of learning & developmentVectorsDeveloping Competence- intellectual, physical and interpersonalManaging Emotions- ability to recognize and accept emotionsMoving through autonomy toward interdependence- freedom from reassurance, affection, or approval from othersDeveloping mature interpersonal relationships-tolerance and appreciation of differences and capacity for healthy relationshipsEstablishing identity- comfort with body and appearance, gender and sexual orientationDeveloping purpose- intentionally making and staying with decisionDeveloping integrity-humanizing values, personalizing values, and developing congruenceChickering's Theory of Identity DevelopmentCognitive Structural Theories (Orange): These theories examine the process of intellectual development in college. Focus on how people think, reason, and make meaning of experiences.Helpful in understanding decision making with regards to student's own lives, as well as students interaction with others. Also helps understand how students view situations they experience. Useful in workshop, class design, and advising.Nine Positions on a continuum Modes of Meaning MakingDuality- dichotomouslyMultiplicity- anything goesRelativism- need to support opinion Variables of Challenge & SupportStructure- framework & directionDiversity-alternatives & perspectivesExperiential Learning- concreteness, directness, and involvementPersonalism- creation of safe environmentPerry's Theory of Intellectual & Ethical DevelopmentLevels & Transition PeriodsLevel 1: Orientation to individual survival- self-centered and preoccupied with survival1st Transition: selfishness to responsibility- one's attachment & connection to others.Level 2: Goodness as self-sacrifice - survival becomes social acceptance2nd Transition: Goodness to truth- inclusion of their own needs on a par with othersLevel 3: The morality of nonviolence- avoiding hurt takes overGilligan's Theory of Women's Moral Development Stages of Moral ReasoningHeteronomous Morality- avoidance of punishmentIndividualistic, instrumental morality- follow rules only in best interest to do soInterpersonally normative morality- meeting expectations of those closest to themSocial systems morality-set of rules applying to all peoplehuman rights and social welfare morality-promote fundamental human rights & valuesmorality of universalizable, reversible, and prescriptive general ethical principles- equal consideration of points of view of all.Kohlberg's Theory of Moral DevelopmentIntegrative Theories (Black): These examine the factors in development that simultaneously occur. Useful in working with students to explore developmental environment through life histories. Also useful in assessment techniques, a design tool for development, RA programming efforts, and developing ongoing transition programs.Four ComponentsProcess-interactions between organism & environmentPerson-attributes of person that shape course of developmentContext- critical location for interactionsTime-Four Levels of ContextMicrosystems- activities, roles ect. in face to face setting either physical, social, or symbolic that invite, permit, or inhabit engagement.Mesosystems-linkage & processes between 2 or more settings containing the developing studentExosystems-exert an influence on environmentMacrosystems- overarching pattern of systemsBronfenbrenner's TheoryTransitionsEvents or nonevents resulting in changed relationships, routine, assumptions, and/or rolesType: anticipated, unanticipated, noneventContext: relationship to transition and the settingImpact: alterations in daily lifeCoping: influenced by ration of assets and liabilities in regard to four sets of factors.The 4 S'sSituation- trigger, timing, control, role change, duration, previous experience with a similar transition, concurrent stress, assessmentSelf-personal and demographic characteristicsSupport- intimate relationships, family units, networks of friends, and institutions and communities. Strategies-modify the situation, control the meaning of problem, aid in managing stress afterwards Schlossberg's Transition TheoryLearning Theories (Teal): These theories examine different ways in which individuals approach learning. Useful in structuring student learning in classroom. Also useful in group organization and one work.Four stage cyclesConcrete experience (CE)- unbiased involvement in learningReflective observation (RO)- contemplation of experiences from othersAbstract conceptualization (AC)- idea formulation and integrationActive experimentation (AE)- incorporation of new ideas into actionLearning StylesAC & AE- Converging: prefers technical task. Strengths in problem solving & decision makingCE & RO- Diverging: people and feeling oriented. Stregths in imaginative ability and awareness of meaning and valuesAC & RO-Assimilating: emphasize ideas rather than people. Strengths in inductive reasoning and integrating observationsCE & AE-Accommodating: Action oriented. Strengths in carrying out plans and adapting to changeOthersNortherners (feeling)- CE (Balance AE & RO)Easterners (reflection)- RO (Balance CE & AC)Southerners (thinking)-AC(Balance AE & RO)Westerners (action)-AE(Balance CE & AC)Kolb's Theory of Experiential LearningSexual Identity Theories (Green): Examines how people make meaning of their sexual orientation. Useful in identifying what stage student in if struggling with sexual identity. Also useful in personal life.StagesPrestage 1- heterosexual as preferred stateConfusion-first awareness behavior or felling could be labeled gay or lesbianComparison-accepted possibility and determine how to manage social alienationTolerance-acknowledged and seek out others to reduce feeling of isolationAcceptance-contact with others is frequent and disclosure to certain individuals occursPride- focus on gay issues and activities and minimizes contact with heterosexualsSynthesis-comfortable and secure with who they areCass's Model of Sexual Orientation Identity Social Identity Theories (Red): These theories examine how individuals and groups make meaning of the world they live in. Helpful in individual interactions and developing programming for certain groupsThree central concepts:Personal identity-traits and characteristicsReference group orientation-person's values, individual sees the world, lens for philosophical and political viewsRace salience-importance or significance of race in person lifeLife Span Model SectorsInfancy and childhood in early black identity developmentAdolescenceAdolescenceEarly AdulthoodAdult NigrescenceNigrescence recyclingCross & Fhagen-Smith's Model of Black Identity DevelopmentThree interrelated variables in identity formation: Personal actions and subjectivities- individuals perceptions and feelings about sexual identity Interactive intimacies - family, peer group and intimate partnershipsSociahistorical connections-social norms, policies, and lawsInteractive ProcessesExiting heterosexual identity - recognition on one's feelings and attractions are not heterosexualDeveloping a personal lesbian/gay/bisexual identity- determining oneself unique meaning of being L/G/B in their own livesDeveloping a social identity- creating a support network who know and accept sexual orientationBecoming a lesbian/gay/bisexual offspring- disclosing to parents and redefining relationshipsDeveloping intimacy status- having a intimate relationship and defining roles in relationshipEntering community- commitment to social and political actionsD'Augelli's Model of Lesbian, Gay, and Bisexual DevelopmentUnachieved white racial consciousnessAvoidant- have not thought about raceDependent-take no ownership of being white, depending on others for views and opinions they should possessDissonant-open to receiving information, confused by disconnection of perspective Achieved white racial consciousnessDominative-believe they are superior to people of colorConflictive-espouse justice and equality but discourage actions to achieve goalsReactive-recognize inequities and injustices exist. White's are afforded unearned privilege and work towards recognizing and addressing issuesIntegrative- committed to social change and engage in social activismRow, Bennet, and Atkinson's White Racial Consciousness ModelFassinger's Model of Gay & Lesbian Identity Two Parallel Processes:Individual sexual identityAwareness- perceiving oneself as differentExploration-actively investigate feelings for same sexDeepening/commitment- sense of self as gay or lesbian is strengthened and sexual identity is more secure and internalized Internalization/synthesis- sexual identity becomes part of one's overall identityGroup membership identityAwareness- existence of people with different sexual orientationsExploration- explore their relationship to gay and/or lesbian communityDeepening/commitment- make a personal commitment and accept negative consequences of being part of groupInternalization/synthesis- internalization of minority group across context ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download