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

Applying student Applying student development development theories to theories to supervising supervising

studentsstudentsGary Ratcliff, Ph.D.Gary Ratcliff, Ph.D.

Assistant Vice Chancellor of Assistant Vice Chancellor of Student Life Student Life

October 31, 2008 October 31, 2008

Anatomy of a teenager’s Anatomy of a teenager’s brainbrain

“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 & ADOLESCENCE - EARLY & MIDDLE TEENSMIDDLE TEENS

Vunerability period Vunerability period Arousal is high, increased intensity of Arousal is high, increased intensity of

emotions, emotions, Self-regulation is low, Self-regulation is low, Susceptibility to peer influence is highSusceptibility to peer influence is high

Increased sensation-seekingIncreased sensation-seeking Sensitivity to alcohol & drugsSensitivity to alcohol & drugs Changes in sleep cycleChanges in sleep cycle

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

YOUNG ADULTHOOD - YOUNG ADULTHOOD - LATE TEENS & EARLY LATE TEENS & EARLY

TWENTIESTWENTIES Greater complexity of thinkingGreater complexity of thinking Development of critical thinkingDevelopment of critical thinking More empathetic and capable to see the More empathetic and capable to see the

viewpoint of othersviewpoint of others More integration of cognitive & emotionalMore integration of cognitive & emotional Relationships based on shared values, mutualityRelationships based on shared values, mutuality Respect for diversityRespect for diversity Modified risk-takingModified risk-taking Decisions based on future consequences & Decisions based on future consequences &

impact on othersimpact on others


MacArthur Juvenile Capacity Study cited in presentation by Laurence

Steinberg, Professor of Psychology, Temple University, 2007







Classic Theories Classic Theories of Student of Student

DevelopmentDevelopment

Developmental Tasks of College Students

Education and Identity (1969) by Arthur Chickering

Forms of Intellectual and Ethical Forms of Intellectual and Ethical Development in the College Years Development in the College Years

William Perry (1968)William Perry (1968) Counselor and Professor Counselor and Professor

of Education at Harvard of Education at Harvard in the 1950’s and 60’sin the 1950’s and 60’s

Conducted 464 Conducted 464 interviews with white, interviews with white, overwhelmingly male, overwhelmingly male, upper-class students “the upper-class students “the elite of his day”elite of his day”

Wanted to know Wanted to know students’ forms of students’ forms of thinking and how they thinking and how they come to understand the come to understand the modern worldmodern world

INITIAL STAGES - DUALISMINITIAL STAGES - DUALISM

Right answers exist Right answers exist somewhere for every somewhere for every problem, they are out problem, they are out there to be found, and there to be found, and authorities know them.authorities know them.

Right answers are to be Right answers are to be memorized by hard work. memorized by hard work.

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

Recognize the existence of Recognize the existence of differences of opinion, but they differences of opinion, but they stand in opposition to it. Still stand in opposition to it. Still loyal to authority.loyal to authority.

Express fear, stress, and sadness Express fear, stress, and sadness when they realize the world may when they realize the world may not be driven by absolutes.not be driven by absolutes.

Allow for uncertainties; however, Allow for uncertainties; however, uncertainty does not change the uncertainty does not change the nature of truthnature of truth

No judgment can be made among No judgment can be made among them so "everyone has a right to them so "everyone has a right to his own opinion; none can be his own opinion; none can be called wrong."called wrong."

MID-STAGES - MID-STAGES - MULTIPLICITYMULTIPLICITY

Diversity of opinion, Diversity of opinion, values, and judgment values, and judgment derived from coherent derived from coherent sources, evidence, sources, evidence, logics, systems, and logics, systems, and patterns allowing for patterns allowing for analysis and comparison. analysis and comparison.

Some opinions may be Some opinions may be found worthless, while found worthless, while there will remain there will remain matters about which matters about which reasonable people will reasonable people will reasonably disagree.reasonably disagree.

FINAL STAGES – FINAL STAGES – RELATIVISMRELATIVISM

Commitment in RelativismCommitment in Relativism

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

Generational Generational TheoriesTheories

Influence of Nurture vs. NatureInfluence of Nurture vs. Nature

Millennials Millennials

SpecialSpecial ShelteredSheltered ConfidentConfident

Team OrientedTeam Oriented ConventionalConventional

PressuredPressured Achieving Achieving

Millennials Rising: The Next Great Generation (Paperback)

by Neil Howe (Author), William Strauss (Author),

MillenialsMillenials

Talented in technologyTalented in technology Eager for community activitiesEager for community activities Busy in extracurricular activitiesBusy in extracurricular activities Respectful of norms and institutionsRespectful of norms and institutions Close with parentsClose with parents Very focused on grade performanceVery focused on grade performance Demanding of secure, structure Demanding of secure, structure

environment 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 GenerationTrophy Kid GenerationEvery kid gets a trophyEvery kid gets a trophy

Applying theories Applying theories to supervising to supervising

studentsstudents

Workplace challengesWorkplace challenges Conflicting relationships with dualistic Conflicting relationships with dualistic

studentsstudents I’m right (good), the supervisor is wrong (bad)I’m right (good), the supervisor is wrong (bad) The supervisor asks too much of me, the tasks are The supervisor asks too much of me, the tasks are

too complextoo complex The supervisor should be dismissedThe supervisor should be dismissed

Response to the studentResponse to the student Listen Listen PatiencePatience Explain role of supervisor Explain role of supervisor Display support for the supervisorDisplay support for the supervisor

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


Challenge and Support


Challenge and Support


Workplace challengesWorkplace challenges Requests for time off and flexible hoursRequests for time off and flexible hours Inappropriate dressInappropriate dress Make sure rules and regulations are Make sure rules and regulations are

spelled out very clearly spelled out very clearly Be clear and consistent about Be clear and consistent about

expectationsexpectations Advise on hiringAdvise on hiring

Don’t be tricked by overconfidenceDon’t be tricked by overconfidence Ask about background and career goalsAsk about background and career goals Hire students who want to help people Hire students who want to help people


TrainingTraining

Training for customer service needs Training for customer service needs to be more extensive now – spell it to be more extensive now – spell it outout

Focus on putting customer firstFocus on putting customer first Generation why?Generation why?

Tell them why the key aspects of their Tell them why the key aspects of their job matters and why they are importantjob matters and why they are important

Emphasize work place values first, then Emphasize work place values first, then skillsskillsJean Twenge, Generation Me Presentation, UC San

Diego, 2008

Motivating Motivating Make the work relevant for them in some wayMake the work relevant for them in some way Use immediate and tangible payoffsUse immediate and tangible payoffs Try to link to their jobs to career goals and Try to link to their jobs to career goals and

building their resumebuilding their resume Find out what’s in it for them to do a good jobFind out what’s in it for them to do a good job Respect them and their workRespect them and their work Involve them in decisionsInvolve them in decisions Facilitate employee problem solving Facilitate employee problem solving


Questions?Questions?



Developing competence Intellectual, physical, interpersonal competence

Managing emotions Allowing emotions into awareness and acknowledging

them as signals Negotiating balance between self-control and self-

expression

Moving through autonomy toward interdependence Freedom from continual and pressing needs for

reassurance, affection, or approval Ability to organize activities and solve problems in a self-

directed way



Developing mature interpersonal relationships Tolerance and appreciation of differences Capacity for intimacy

Establishing identity Self-acceptance, comfort with gender, sexual

orientation, ethnicity

Developing Purpose Increasing ability to be intentional, assess interests

and options, clarify goals, and make goals and persist

Documents

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