Theories Flashcards
Organizational Theory Frames
(Leadership)
- Structural
- Human Resources
- Political
- Symbolic
Structural Frame
(Leadership)
6 Assumptions:
1. Orgs. exist to achieve established goals and create strategies to reach those goals
2. Orgs. increase efficiency/performance through specializations and appropriate division of labor
3. Suitable forms of coordination and control ensure diverse efforts of individuals and units mesh
4. Orgs. work best when rationality prevails over personal agendas and extraneous pressures
5. Effective structures fit an org.’s current circumstances
6. When performance suffers from structural flaws, the remedy is problem solving and restructuring
Human Resource Frame
(Leadership) 6 Principles 1. Build and implement a HR strategy -develop a clear philosophy for managing people -build systems and practices to implement philosophy 2. Hire the right people -know what you want -be selective 3. Keep them -reward them well -protect jobs -promote within -share the wealth 4. Invest in them -invest in learning -create development opportunities 5. Empower them -provide info and support -encourage autonomy and participation -redesign work -foster self-managing teams -promote egalitarianism 6. Promote diversity -be explicit and consistent about org's diverse philosophy -hold managers accountable
Shared Leadership
5 CONDITIONS:
1. Team Environment: common purpose, support, allow everyone to provide input and participate
2. Support of Positional Leaders: formal leaders can play a critical role by adapting an empowerment approach; encourage autonomy and collab, support
3. Interdepence of Work: members recognize need to work together and work functions interdependent
4. Team Tenure: well-established teams less likely to manifest shared leadership (possible due to routines or less interdependency of work)
5. Collective Efficacy: captures communal belief inlikelihood of scuess–>serves as a source of agency and motivation
KEY ASPECTS:
-influence can come from any direction in the group
-leadership owned by everyone in group
-leadership reflects shared beliefs and commitments
-focus on building agency of individuals and the group
Tinto’s Theory of Student Departure
3 Major Sources of Student Departure:
- Academic difficulties
- inability to resolve their educational and occupational goals
- failure to become or remain incorporated in the intellectual and social life of the institution
Students Need Integration into:
- formal (academic performance) and informal (faculty/staff interactions) academic systems
- formal (extracurricular activities) and informal (peer-group interactions) social systems
Astin’s Theory of Student Involvement
-Theory explains how the desirable outcome for institutions of higher ed are viewed in relation to how students change and develop in result to being involved in cocurriculars
3 ELEMENTS:
- Student Input: demographics, background, previous experiences
- Environment: student’s experiences while at college
- Outcome: student’s characteristics, knowledge, attitudes, beliefs, and values that exist after graduation
5 BASIC ASSUMPTIONS:
- Involvement requires an investment of psychological and physical energy
- Involvement is continuous, and that the amount of energy invested varies from student to student
- Aspects of involvement may be qualitative and quantitative
- What a student gains from being involved (or their development) is directly proportional to extent to which they were involved (both quality and quantity)
- Academic performance is correlated with student involvement
Yosso’s Community Cultural Wealth Model
(Student Dev. Theory)
- Aspirational Capital: hopes and dreams; remain positive and hopeful when faced with difficulty
- Navigational Capital: skills used to navigate social institutions
- Linguistic Capital: language and communication skills brought with them to college; bilingual or multilingual abilities
- Familial Capital: social and human capital students acquire before attending college
- Social Capital: peers and social contact; relationships used by students to access college resources and react to social situations/institutions
- Resistance Capital: experiences of people of color in obtaining equal rights and collective freedom
-These 6 types of cultural capital overlap and complement one another
Baxter Magolda’s Self-Authorship Theory
(Student Dev. Theory)
-internal capacity to define one’s beliefs, identity, and social relations
-can move within phases
4 PHASES:
1. Following Formulas: allow others to define who you are; young adults follow plan laid out for them, assuring themselves they created the plan (ex: pick major based on what parents did/suggested)
2. Crossroads: initial plan doesn’t seem to fit anymore; recognize need for new plan; student dissatisfied with self (ex: decide they dislike major, now what? Who am I? What do I do now?)
3. Becoming the Author of One’s Life: create ability to choose one’s beliefs and stand up for them (particularly when facing conflict or opposing views) (ex: choose program because you like it, then facing external conflicts; self-sabotaging thoughts)
4. Internal Foundation: grounded in self-determined belief system in their sense of who they are and the mutuality of their relationships (ex: life decisions made by you and strong sense of self; non-wavering inner voice
Rogerian Person-Centered Therapy
-Goal: to create an environment where client feels safe and trusts counselor
-Environment is a place for self-awareness and development
-believe individuals to be self-actualizing
THERAPEUTIC RELATIONSHIP:
-build trusting relationship so client can develop new self-concept in order to change beh.
-counselor expresses empathy, unconditional positive regard, and genuineness
-client directs conversation
NOT SPECIFIC TECHNIQUES:
-focus on therapeutic relationship
-practice empathy, unconditional positive regard, genuineness, and non-judgmental active listening
-does NOT asking probative questions; only reflects and clarifies
6 KEY FACTORS:
1. Therapist-Client Psychological Contact: therapeutic relationship
2. Client Incongruence or Vulnerability (related to mental health): a discrepancy between client’s self-image and actual experience leaves them vulnerable to fears and anxieties; incongruence can lead to anxiety, depression, and defensiveness
3. Therapist Congruence or Genuineness: therapist should be self-aware, genuine, and congruent; does not imply perfection, rather they be true and authentic within the therapeutic relationship
4. Therapist Unconditional Positive Regard (UPR): client’s experiences accepted by the therapist without any condition or judgment; this way, client may express themselves without feeling like they are being judged
5. Therapist Empathy: therapist demonstrates empathic understanding of client’s experiences and recognizes the emotional experience without getting emotionally involved
6. Client Perception: client perceived therapist’s UPR and empathy; communicated through therapist’s words and beh.
LIMITATIONS:
-discounts significance of past; only focuses on present
-students in crisis may need more direct measures and support
-some cultures may seem counselor’s lack of direction and structure as unacceptable
-not for those seek help and immediate answers
-clear lack of challenge and direction from therapist, however does provide support
STRENGTH:
-focus on breaking cultural barriers and facilitating open dialogue
-respect for client’s values, active listening, welcoming differences, non-judgmnetal
Marcia’s Ego Identity Status
(Student Dev. Theory)
~Don’t Forget My Apples~
-Used to explain how young adults experience and resolve conflicts
-2 main aspects:
1. Exploration (crisis): question values and goals defined by authority figures and weigh various identity alternatives
2. Commitment: attach ownership to choices/goals/values they are confident in
4 STATES: (no progressive or permanent)
1. Identity Diffusion (no crisis, no commit): overwhelmed by identity development so they just stand still; no exploration or commitment
2. Foreclosure (no crisis/commit): commit without exploring alternatives; blindly follow authority figures; will remain here as long as have strong authority in life; unable to adapt and handle crisis on own.
3. Moratorium (crisis/no commitment): question parental values effecting their identity but don’t want to commit or vaguely define commitment
4. Identity Achievement (crisis, commit): period of exploration/crisis leads to strong commitments; viewed as healthiest psychological status
Adlerian Therapy
-people are primarily social beings, influenced and motivated by societal forces
-Focus: unity of person (holistic approach), understanding individual’s subjective perspective and on the importance of life goals that give direction to beh.
4 STAGES OR THERAPY:
1. Engagement: therapeutic relationship formed between client and therapist in agreement to effectively address problem
2. Assessment: therapist invites client to discuss personal history, family, early recollections, beliefs, feelings, and motives; helps reveal client’s lifestyle pattern, particularly aspects initially thought as insignificant
3. Insight: help client develop new ways of thinking about situation
4. Reorientation: encourage client to engage in satisfying and effective actions that reinforce new insight or facilitate further insight
THERAPEUTIC RELATIONSHIP:
-cooperation
-mutual trust
-respect
-confidence
-collaboration
-alignment of goals
-value leader’s model of communication and acting in good faith
TECHNIQUES:
-attending
summarizing
-providing confrontation and support
-gather life history data
-birth order
-lifestyle analysis
-suggestions
-encouragement
-HW assignments
-assist in search for new possibilities
-interpret beh. and underlying themes
Donald Super’s Theory of Career Development
5 STAGES of LIFE SPAN (i.e., LIFE RAINBOW)
1. Growth (birth - mid-teens): major developmental tasks converted into self-concept; play becomes work
2. Exploration (mid-teens to early 20s): major tasks developed into vocational preferences
3. Establishment (mid 20s - 40s): securing niche tasks and advancing within field
4. Maintenance (40s-50s): task is to preserve current gains, little advancement beyond this point; continues work and behavior patterns
5. Disengagement or Decline (late 60s - retirement): tasks slow down, begin disengagement from career
DEVELOPMENTAL TASKS:
1. Crystallization: form general vocational goal (i.e., pick Major)
2. Specification: move from tentative to specific preference (i.e., specify an emphasis)
3. Implementation: create training; enter employment (i.e., Internship)
4. Stabilization: confirm choice through work experience
5. Consolidation: advance through career
KEY COMPONENTS:
- Career dev. is a lifelong process
- we develop and change to end up in job that makes us happy
- go through stages with each career
- emphasizes personal experiences interact with occupational preferences in creating one’s self-concept
- successful careers use as much of our self-concept as possible
LIMITATIONS: -studies not carried out on a broad enough sample ADVANTAGES: -considers individuals change over time -helps students clarify self-concept -clear stages of dev.
John Holland’s Theory of Career Choice
(Career Theory)
-occupation choice is an expression of personality; not random
-members of an occupational group have similar personalities
-people in each group will respond similarly in situations
-occupational achievement, stability, and satisfaction depends on congruence between one’s personality and job environment
-the Strong Interest Inventory has Holland’s code incorporated
-seek to find a students top 3 personality traits
TERMS:
-Differentiation: amount of spread between one’s first and second code letters; denotes how clear their type is
-Incongruence: lack of fit between one’s type and job environment
-Consistency: closeness on hexagon of one’s 1st and 2nd choices; higher one’s consistency, the more integrated one’s characteristics (values, interests, traits) and greater one’s vocational maturity, persistence, and achievement
6 TYPES: (RIASEC)
1. Realistic: work with hands, machines, tools; adventurous; active; practical (Occupations: construction, farming, architecture, truck driving, mail carrier)
2. Investigative: thoughtful, analytical approach, explore, knowledge, ideas, not social; scholarly, intellectual, critical (Occupations: biologist, chemist, dentist, vet, programmer)
3. Artistic: literary, musical, artistic activities, emotional, creative; open, expressive, creative, spontaneous (Occupations: artist, musician, poet, interior design, writer)
4. Social: train, inform, educate, help, supportive, avoid technical skills, empathetic; cooperative, friendly, humanistic (Occupations: social work, counseling, cop)
5. Enterprising: verbally skilled, persuasive, direct, leader, dominant; ambitious, adventurous, energetic (Occupations: lawyer, business exec., politician, TV producer)
6. Conventional: rules and routines, provides order or direct structure, great self-control, respects power and status, punctual and orderly; stable, efficient, dependable, controlled (Occupations: data entry, secretarial work)
ADVANTAGES:
-help understand work environments
-easy to understand
-types are intuitively appealing and easily shared with students
DISADVANTAGES:
-no insights on how types develop
-no guidance on how to work with students
Duty to Warn & Protect
- responsibility of counselor to inform 3rd parties or authorities if a student poses a threat to self or others
- gives counselors right to breach confidentiality if student poses risk to another
- protects counselor from prosecution for breach of confidentiality if they have reasonable suspicion that student might be a risk to self or others
Ethical Principles of Student Affairs Professionals
- Respect Autonomy: respect the right of each person to make his/her own choices with as little interference as possible
- Do No Harm: best interest of student
- Benefit Others: help individuals in all facets & contribute to institution overall
- Be Just: fairness, impartial, equality, follow rules/policies
- Be Faithful: be accurate in presentation of facts; honor agreements
- Veracity: be truthful
