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

Anatomy of a teenagers brain

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.

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

ADOLESCENCE - EARLY & MIDDLE TEENS

Vunerability period Arousal is high, increased intensity of emotions, Self-regulation is low, Susceptibility to peer influence is highIncreased sensation-seekingSensitivity to alcohol & drugsChanges in sleep cycleA. Rae Simpson, Program Director, Parenting Education and Research, MIT

YOUNG ADULTHOOD - LATE TEENS & EARLY TWENTIES

Greater complexity of thinkingDevelopment of critical thinkingMore empathetic and capable to see the viewpoint of othersMore integration of cognitive & emotionalRelationships based on shared values, mutualityRespect for diversityModified risk-takingDecisions based on future consequences & impact on othersA. Rae Simpson, Program Director, Parenting Education and Research, MIT

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

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

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

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

Classic Theories of Student Development

Developmental Tasks of College StudentsEducation and Identity (1969) by Arthur Chickering

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

INITIAL STAGES - DUALISMRight 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. Division of meaning into two realms: Good vs. Bad, Right vs. Wrong, We vs. They.

MID-STAGES - MULTIPLICITY

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.

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."

FINAL STAGES RELATIVISM

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.

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

Generational TheoriesInfluence of Nurture vs. Nature

Millennials SpecialShelteredConfidentTeam OrientedConventionalPressuredAchieving Millennials Rising: The Next Great Generation (Paperback)by Neil Howe (Author), William Strauss (Author),

MillenialsTalented in technologyEager for community activitiesBusy in extracurricular activitiesRespectful of norms and institutionsClose with parentsVery focused on grade performanceDemanding of secure, structure environment Millennials Rising: The Next Great Generation (Paperback)by Neil Howe (Author), William Strauss (Author),

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.

Trophy Kid GenerationEvery kid gets a trophy

Applying theories to supervising students

Workplace challengesConflicting relationships with dualistic studentsIm right (good), the supervisor is wrong (bad)The supervisor asks too much of me, the tasks are too complexThe supervisor should be dismissedResponse to the studentListen PatienceExplain role of supervisor Display support for the supervisor

Jean Twenge, Generation Me Presentation, UC San Diego, 2008

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

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

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

Workplace challengesRequests for time off and flexible hoursInappropriate dressMake sure rules and regulations are spelled out very clearly Be clear and consistent about expectationsAdvise on hiringDont be tricked by overconfidenceAsk about background and career goalsHire students who want to help people Jean Twenge, Generation Me Presentation, UC San Diego, 2008

TrainingTraining for customer service needs to be more extensive now spell it outFocus on putting customer firstGeneration why?Tell them why the key aspects of their job matters and why they are importantEmphasize work place values first, then skillsJean Twenge, Generation Me Presentation, UC San Diego, 2008

Motivating Make the work relevant for them in some wayUse immediate and tangible payoffsTry to link to their jobs to career goals and building their resumeFind out whats in it for them to do a good jobRespect them and their workInvolve them in decisionsFacilitate employee problem solving Jean Twenge, Generation Me Presentation, UC San Diego, 2008

Questions?

Developmental Tasks of College StudentsEducation and Identity (1969) by Arthur Chickering

Developing competenceIntellectual, physical, interpersonal competence

Managing emotionsAllowing emotions into awareness and acknowledging them as signalsNegotiating balance between self-control and self-expression

Moving through autonomy toward interdependenceFreedom from continual and pressing needs for reassurance, affection, or approvalAbility to organize activities and solve problems in a self-directed way

Developmental Tasks of College StudentsEducation and Identity (1969) by Arthur ChickeringDeveloping mature interpersonal relationshipsTolerance and appreciation of differencesCapacity for intimacy

Establishing identitySelf-acceptance, comfort with gender, sexual orientation, ethnicity

Developing PurposeIncreasing ability to be intentional, assess interests and options, clarify goals, and make goals and persist