Applying Theory
Student developmental theories that guide, improve, and inform my practice of student affairs administration.
Amongst the multiple theories that provide a foundation for effective work in student affairs are those of psychosocial, decision-making, identity development, personality, and moral development. I often feel bogged down with the fact that there are many different developmental theories; however, I do believe it is necessary to have some knowledge of several of the specific theories. Two theories that always come to mind while I advise my students are Chickering's Theory of Identity Development and Schlossberg’s Transition Theory. I find that reflecting on these two theories help explain certain phenomena, and guide my interactions with students.
Chickering’s Seven Vectors (1969)
Well-known within the realm of student affairs in higher education is Chickering and the seven vectors of identity development which include the following: developing competence, managing emotions, moving through autonomy toward interdependence, developing mature interpersonal relationships, establishing identity, developing purpose, and developing integrity (Evans 2010). As we have learned in class, while working with students in certain situations, I have found that the vectors are not necessarily sequential but rather build on each other. For example, I advised a student officer who wasn't sure in herself and the role she has taken on as a student leader. During this time, I would place her in between vector 1 and 2. Recognizing this and knowing that this position was completely new to her, I felt what she really needed was time in the position and support. I worked very closely with this student throughout the semester in goal-setting and building relationships with the rest of SGA to assure that she moves forward in her development as a student leader. By the end of the academic year, she was able to define herself within the position and even re-ran for the next year. Using chickering, I was able to examine the important issues she was facing, such as how to define herself in her new role, and how to create relationships with others within her organization.
Schlossberg’s Transition Theory (1984)
Another major theory I try to apply within my work is Scholossberg’s Transition Theory which includes The 4 S’s: “4 major factors that influence a person’s ability to cope in transition (Evans 2010). I truly believe this is one of the more important theories of student development as it considers how student affairs professionals can be able to identify what a student needs to cope with during a major transition in their life. When I first took on the SGA advisory position during a Global Pandemic, I recognized immediately that not only were my students experiencing a new transition into school, but a new transition into their daily lives. I quickly found that SGA was not only a support for HCC student organizations, but an incredible support system within its members. SGA meetings became a space where students, who may have been isolated from usual classmate support because of online schooling, found their support and HCC community in their SGA peers. It was always important before we started each meeting that we began with a check-in on each student officer. Not a check-in on their work, but an intentional check-in on themselves and how they were doing as they navigated this very difficult year.
