Vector one,
developing competence. There's three types
of competence that, uh, a student would
develop in college. Intellectual, physical
and manual skills, and interpersonal. So the intellectual involves
the acquisition of knowledge and skills related
to particular subject manner. Development of intellectual, cultural, and aesthetic sophistication would
come under this, uh, subsection of vector one. Physical competence
comes through athletic and recreational activities,
attention to wellness and involvement in artistic
and manual activities and interpersonal competence involves skills
in communication, leadership, and working
effectively with others. Vector two, managing emotions. In this vector a student would
develop flexible controls of their emotional capacity, they'd get in touch
with the full range and variety of their feelings and balance that self-assertiveness tendencies with, um, the needs
of other people. Students would
develop the ability to recognize and accept emotions as well as appropriately
express and control them. They learn to act on feelings
in a responsible manner. These feelings can include anxiety, depression,
anger, shame, guilt as well as more positive emotions such as caring, optimism, and inspiration. The third vector, moving through
autonomy toward interdependence. In this, it involves
emotional, um, interdependence and being able to separate yourself from others in a healthy way. The aspect of development results in an increased emotional independence
which is defined as freedom from continual
and pressing needs for reassurance, affection,
or approval from others. Students develop instrumental
independence that includes self-direction, problem solving,
problem solving ability and lastly they come
to recognize and accept the importance
of interdependence which is awareness of their interconnectedness with others. Vector four, developing mature
interpersonal relationships. Experiences with relationships
contribute significantly to the development
of the sense of self. Both tasks listed here
involve the ability to accept individuals for who they
are, to respect differences, and to appreciate commonalities. Vector five,
establishing identity. In this revised theory,
this vector added, took on added complexity to acknowledge differences
in identity development that were based on gender, ethnic background and sexual orientation. The first four vectors actually
culminate in establishing identity so that, um, this
is a cri-critical pivitol, uh, vector that students
would-would resolve. Vector six, developing purpose. This vector consists
of developmental of-of developing
clear vocational goals, making meaningful commitments to specific personal
interests and activities, it also includes
intentionally making and staying with decisions even
in the face of opposition. The establishment
of a secure identity will ultimately influence
ones life's purpose. An example of a student
who's working on vector six, um, because it deals
with developing purpose it very much aligns
with career development and, um, career,
uh, exploration, um, for college students they
are what they major in and they feel that if they
make a commitment to a major that will automatically translate into a career. That can cause
a great deal of anxiety especially helping
them understand that one they're probably going to be in a lot of careers over their lifetime and two you want to help them think about what sorts of things
are they enjoying, where do their interests lie, where do they feel
of a vocational call, uh, what-what parts
of themselves can they develop apart from necessarily a major and then from there the rest will, the rest will flow. So having that sense of purpose
and what will I do will can often be divorced
from how will I make a living and I think that's a good way
to help students move through this vector, develop their
sense of who they are, um, apart from worrying so much
about what their degree will be and what job they will get. And the last vector, vector
seven, developing integrity. In this vectors student progress
from rigid moralistic thinking to the development
of a more humanized value system in which the interests of others are balanced
with their own interests. Next, a personalized
value system is established in which core values
are consciously affirmed and beliefs of others
are acknowledged and respected. And lastly values and actions
become congruent and authentic as self-interest is balanced with the sense
of social responsibility. Then an example of a student who's grappling
with developing integrity, generally these may not be, uh, huge life altering events very often they come up in areas where the student now
has to make a decision that they didn't really
know they'd have to make. Maybe they're involved
with friends, um, or associates that're-that're doing things that maybe they don't
think are appropriate so now they have to decide
do I want to be with my friend, do I want
to support that person, do I want to distance
myself from that? I don't want
to be considered a goody-goody how do I resolve that, um, so they-they
have to figure out what's true to themselves
and-and manage that and-and some students
really do struggle in fact some reactions
to that is to just pull away. They may stop being involved so they don't need
to make that decision, uh, they-they may be, uh, feeling that their friends are requiring them
to pick a side and they may not
be ready to, um, they-they may seek
a lot of information but they might not
be ready to commit to that and-and that's okay. So students
struggling with this, they really are trying
to figure out who they are independent of their
role as a child or as a sister
or a grandchild but who they
are as young adults and, um, the support that
we can give them with that and usually help them move through this
vector successfully. What are the take-
aways form this? In reviewing this
one theory, uh, since there are many others it is important to remember
that student are individuals so that there's-you cannot
apply a theory to a student as a group or a monolithic
group of students. There is no one theory
that explains everything so most professionals do sample from a broad range of theories depending on the situation. It's also important that
practitioners acknowledge that their own perspectives,
biases, and assumptions can creep into that,
uh, their decisions and so we need
to be constantly mindful of-of our own positionality and how that plays
into our work with students. And probably most importantly that developmental
process is not linear and that even though many
of these theories present stage and phase models that
that is conceptual but that's not actually
the way things work, uh, so it's important that we think
about students moving through, uh, sort of a swirling fashion
and-and not necessarily progressing in a linear way
from one point to another.