Student development theory cheat sheet, Cheat Sheet of Psychology

Download Student development theory cheat sheet and more Cheat Sheet Psychology in PDF only on Docsity!   1     Student Development Theory – Cheat Sheet Psychosocial Theories: Examine the content of development, the important issues people face as their lives progress, such as how to define themselves, their relationships with others and what to do with their lives. Chickering’s Theory of Identity Development - The Seven Vectors: 1. Developing Competence – Intellectual & interpersonal competence, physical & manual skills 2. Managing Emotions – Recognize & accept emotions and appropriately express and control them 3. Moving Through Autonomy Toward Interdependence – Increase emotional freedom 4. Developing Mature Interpersonal Relationships – Develop intercultural & interpersonal tolerance, appreciate differences; create healthy, intimate relationships 5. Establishing Identity – (Uses the vectors before it) Acknowledge differences in identity development based on gender, ethnic background & sexual orientation 6. Developing Purpose – Develop career goals, make commitments to personal interests & activities, establish strong interpersonal commitments 7. Developing Integrity – Humanize & personalize values & develop congruence Applications: Programming, Evaluation of programming, “Residential Learning Contract” Josselson’s Theory of Identity Development in Women - Themes: 1. Foreclosures: Purveyors of the Heritage – Women who graduate from college with identity commitment with no experience in identity crisis, little identity change, seek security in relationships 2. Identity Achievements: Pavers of the Way – Break psychological ties to childhood & form separate, distinct identities, reorganize sense of self and identity, commit to who they are in relation to others & decide how they want to contribute to other’s lives 3. Moratoriums: Daughters of the Crisis – Unstable time of experimenting & searching for new identities, internalize the paradox there are many ways to be right, sticks with one way and if challenged, crisis will ensue. 4. Identity Diffusions: Lost and Sometimes Found – Lack of crisis & commitment, low ego development, high anxiety, withdraws from situations, fails to internalize varied experiences, little attachment to inner self Applications: Participation in college activities = achievement identity, student affairs, structure, facilitation, guidance Racial and Ethnic Identity Development: (3) The Cross Model of Psychological Nigrescence: (Stages) 1. Preencounter – Race is unimportant, prefer to be accepted as “human beings” 2. Encounter – Undergoes an encounter & powerfully affected by it 3. Immersion-Emersion – Discard remnants of old identity, commits to personal change Phase 1: Total immersion into blackness while withdrawing from other groups Phase 2: Progression out of dualistic reactionary mode into more critical analysis of black identity 4. Internalization – Beginning of resolution involving old identity and new black worldview 5. Internalization-Commitment – Translates new identity into meaningful activities that address concerns and problems shared by African Americans Helm’s White Identity Development Model: Phase 1: Abandonment of Racism Status 1: Contact – Encounter the idea of black people Status 2: Disintegration –Conflicted acknowledgement of whiteness while recognizing moral dilemmas associated with being white   2     Status 3: Reintegration –Acknowledge white identity while attending information confirming stereotypes of African Americans Phase 2: Defining a Nonracist White Identity. Status 4: Pseudo-Independence – Acknowledging responsibility for racism while trying to understand which ways white people perpetuate racism Status 5: Immersion-Emersion – Whites replace stereotypes with more accurate information about being white in the U.S. Status 6: Autonomy – Requires white people to internalize, nurture, and apply new definition of white identity Phinney’s Model of Ethnic Identity Development: Stage 1: Diffusion-Foreclosure – Not explored feelings, attitudes regarding own ethnicity Stage 2: Moratorium – Becomes increasingly aware of ethnic identity issues, exploration starts Stage 3: Identity Achievement – Achieves a healthy bicultural identity Applications: Professors are encouraged to use to improve classroom climate, useful for understanding of white privilege Gay, Lesbian, and Bisexual Identity Development: (2) Cass’s Model of Homosexual Identity Formation: Stage 1: Identity Confusion – First awareness of gay, lesbian, bisexual (GLB) thoughts, feelings, attractions; with confusion & anxiety Stage 2: Identity Comparison – Accept possibility they might be GLB, confronted with issue of how to manage social alienation that accompanies a GLB identity Stage 3: Identity Tolerance – Acknowledge they are GLB and seek out others to reduce feeling of isolation Stage 4: Identity Acceptance – Positive connotation on GLB, become comfortable with self and others Stage 5: Identity Pride – Individuals focus on GLB issues and activities Stage 6: Identity Synthesis – GLB & heterosexual worlds are less dichotomized and individuals are judged on basis of their personal qualities not sexual identity D’Augelli’s Model of Lesbian, Gay, and Bisexual Development: (processes) 1. Exiting heterosexual identity – Recognition that feelings and attractions are not heterosexual, coming out 2. Developing a personal lesbian/ gay/ bisexual identity status – Challenge myths about being GLB 3. Developing a GLB social identity – Create a support network of people who know and accept sexual orientation 4. Becoming a GLB offspring – Disclose identity to parents and redefining relationship 5. Developing a GLB intimacy status – Establish first meaningful relationship 6. Entering a GLB community – Make commitment to social and political action Applications: Counseling GLB individuals, providing healthy and supporting student groups in support of the GLB lifestyle Scholossberg’s Transition Theory The 4 S’s: “4 major factors that influence a person’s ability to cope in transition” Situation – Trigger & timing of situation, person’s control, if situation causes a role change, duration, previous experience with transitions, concurrent stress, & assessment of transition. Self – Personal and demographic characters: affecting how an individual views life. Psychological resources: Aids in coping with transition Support – Type, function & measurement of support as well as intimate relationships, family units, networks of friends, institutions and communities Strategies – Those that modify the situation, those that control the meaning of the problem, and those that aid in managing the stress in the aftermath Applications: Attendance, developmental interventions, consulting, advocacy, and self-help groups, orientation programs, counseling