Student developmental theories fall within three traditional categories: psychosocial development, social identity development, and cognitive-structural development. Of these categories, psychosocial development (i.e., the theories concerned with the growth or change of how students view themselves and their abilities, the relationships they have with others in their lives, and the future direction of their lives (Gardner, 2009)) houses the process of career development.

 

A major theory that is especially salient to understanding the developmental goal of career services is that of Chickering's seven vectors of development. His work with Reisser (1993) focuses on the major highways for journeying toward individuation— the discovery and refinement of one’s unique way of being—and also communion with other individuals and groups (Gardner, 2009). The seven vectors are summarized as follows (descriptions adapted from Gardner, 2009):

 

1. Developing competence- Chickering identifies three types of competence that college students develop, including intellectual, manual skills, and interpersonal competences. Intellectual competence includes skills of the mind such as mastering content in a specific subject area as well as critical thinking and reasoning abilities. Physical and manual competence comes through athletic and recreational activities, fitness, and self-discipline; interpersonal competence comes through effective communication skills, leadership skills, and being able to work with others.

 

2. Managing emotions- College students face a wide variety of emotions, and through this vector, become aware of their emotions and how to manage them. Examples of this management include effectively coping with fears, stresses, and irritations before they become problematic in one’s life or relationships as well as balancing selfish needs with the needs of others.

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3. Moving through autonomy toward interdependence- Through this vector, college students become free from continual and pressing needs for reassurance, affection, or approval from others. This vector also includes a focus on the need for self-direction, problem-solving strategies, and the need to understand and value one’s connectedness with others.

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4. Developing mature interpersonal relationships- This vector requires the ability to be intimate and the ability to accept and celebrate unique differences.  College students have the opportunity to meet a wide variety of people, with a variety of different beliefs, values, and backgrounds, thus, this exposure helps students gain tolerance of unique differences. Skills included in this vector are awareness, respect, openness, curiosity, objectivity, empathy, and altruism.

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5. Establishing identity- Through this vector, students develop an understanding and acknowledgment of one’s personal identity based on gender, ethnic background, and sexual orientation as well as comfort with one’s appearance, sense of self in light of feedback from others, and personal stability and integration—in other words, a true sense of self.

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6. Developing purpose- This vector encompasses clear vocational goals, strong commitments to one’s interests, and “making and staying with decisions, even in the face of opposition” (Evans, Forney, and Guido-DeBrito, 1998, p. 40; as cited in Gardner, 2009).

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7. Developing integrity,- This vector is closely related to the previous one, as it is the ability for students to humanize values, personalize values, develop congruence and apply them to their own behavior.

 

 

Vector Six: Developing Purpose

 

Of the seven vectors, "developing purpose" is most relevant to the work carried out by career services as it "entails the increasing ability to be intentional, to assess interests and options, to clarify goals, to make plans, and to persist despite obstacles," (Chickering & Reisser, 1993, p.209).

 

Developing purpose requires formulating plans for action and a set of priorities that integrate four major elements:

 

1. Vocational Plans and Aspirations

2. Personal Interests

3. Interpersonal and Family Commitments

4. Intentionality in Exercising Personal Will

 

Career services professionals must be intentional in helping students work through this vector by: 

• Helping students choose their priorities (e.g., career choices or other)

• Assisting students in aligning their actions with purpose (e.g., aligning co-curricular activities or experiential learning opportunities with academic and career interests)

• Motivating students towards reaching their goals

• Advocating for perseverance despite barriers or setbacks students may face