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- Typical Student Development
Typical Student Development
Psychological development
Psychological Development of Late Adolescents and Young Adults
Chickering’s 7 Vectors of student development (1993) is based on the notion that development is a combination of internal maturation, appropriate challenges, and support from the environment. The model deals with self-identity and also establishing mature relationships and a personal value system. He strongly supports the notion of “interdependence” not “individual independence” as a psycho-social goal of development, which is useful in our international community in which some family structures may be more focused on collective (rather than individualistic) decision-making and action . Each vector involves developing a skill that answers a particular question and brings with it a sense of competence and confidence
Generally, in 1st and 2nd year among traditionally aged students (17-19 years) and young adult-aged students, the tasks are:
- Developing competence: (so that one can answer “yes” to the
question: “Can I do this?”
Confidence in intellectual, physical and interpersonal areas allows one to take risks and thus continue growing, and is achieved through academic work involving critical thinking and acquiring knowledge, physical and sport activity, social communication among classmates, teams or friends.
- Managing emotions: “How do I handle my feelings?”
Managing emotions requires self-awareness of one’s emotions, developing positive or constructive ways of expressing or controlling them, and handling conflict. Development includes dealing with anxiety, sexual impulses, aggression, room-mate and other interpersonal issues and managing these feelings with optimism and courage.
- Moving from autonomy towards interdependence: “Can I shift
focus
from family to peers?”
This stage focuses on development of emotional autonomy plus the recognition of one’s interdependence on others. “Tasks” include the decreased need for approval by others (moving from family to peers to self) and increased self-regulation. Usually the development includes the growth of independence and separation from family, growing self-direction, independent problem-solving, use of external resources followed by finding a middle ground allowing for interdependence on family and others.
- Developing mature interpersonal relationships: “Is there
someone
special for me?”
Satisfying adult relationships require that one develops non-judgmental tolerance and acceptance of differences among people, and the capacity for openness, trust, and reciprocity in relationships. Skills include the ability to listen, understand and empathize without passing judgment, and attitudes include acceptance, respect for differences, and appreciation of commonalities.
Generally, among 3rd and 4th year students, the developmental task focuses on:
- Establishing identity: “Who am I?”
The ability to express a clear, realistic and consistent self-portrait results in the formation of a unique identity. This includes developing commitments regarding core characteristics, values, and roles that include gender roles, sexual orientation, racial identity, religious affiliation, disability identity, and more. Identity becomes evident in how one dresses, with whom one socializes, and how one chooses to live.
For many, the early adult years following graduation focus on:
- Developing purpose “Why am I here?”
Discerning a sense of direction in relation to family, career, further study, lifestyle and a broader sense of one’s life-work may take several years.
- Developing integrity “Are my values, beliefs and actions
aligned?”
Mature adults have the ability to objectively resolve complex and conflicting issues in a manner congruent with their core values, and act accordingly.
Reference: Chickering, Arthur W., and Reisser, Linda,
Education and Identity, 1993, 2nd ed., San Francisco: Josey-Bass
Intellectual Development in University Years
Perry (1970) focused on intellectual development during the
college years among American male post-secondary students, and his
research has since been expanded to include female students. The work
allows faculty to understand the development of how the student
learns, reasons and understands so that curriculum can be shaped
accordingly. The ideas can be extrapolated to help parents understand
the changing way in which their student will think and understand their
world.
Generally, students engage in the following types of thinking as
they proceed through university, and beyond:
In 1st and 2nd year dualistic thinking (knowledge is absolute and knowable) predominates. The discussions you have with your student may reveal fairly fixed attitudes and opinions, which reflect an “all or nothing” or “right or wrong” style of thinking. With practice, and feedback they will begin to develop more complex forms of thinking and understanding.
In 3rd and 4th year, multiplistic thinking is developing. This involves recognizing that knowledge is diverse and uncertain. Your student may express greater interest in viewing an issue from many perspectives, or be uncomfortable with the new notion of “no single right way”. The deep questions of existence identified by Chickering suggest the ability of young people to engage in this complex, uncertain thinking.
Early in graduate school, students develop relativistic thinking (contextual thinking) in which circumstances take on greater importance than previously, and the merits of potentially opposing views can be evaluated. Discussions with your student may reveal thoughtful evaluation, including opinions that may differ from your own.
As a mature adult in the upper years of graduate school, or in the work-world, integrated thinking (constructed knowledge) may be achieved. The past experiences, personal awareness of priorities and values, and accumulated knowledge enable the individual to think in a rich and creative way and to accept the possibility of incomplete understanding. If the individual develops a world view or follows an approach to solving problems that is consistent with their beliefs, they demonstrate what Chickering refers to as integrity.