It’s been a good while since we last explored Chickering’s 7 Vectors of Development. So long, in fact, that a good review of the series would probably be useful. Check out this useful summary from Cabrini College if you need to review the highlights of the theory. The section on Developing Integrity is included below.
Developing Integrity. Developing integrity is closely related to establishing identity and clarifying purposes. Our core values and beliefs provide the foundation for interpreting experience, guiding behavior, and maintaining self-respect.
Developing integrity involves three sequential but overlapping stages:
- Humanizing values-shifting away from automatic application of uncompromising beliefs and using principled thinking in balancing one’s own self-interest with the interests of one’s fellow human beings,
- Personalizing values-consciously affirming core values and beliefs while respecting other points of view, and
- Developing congruence-matching personal values with socially responsible behavior.
To put this in laymen’s terms: it’s the time when students start questioning their beliefs and moving beyond their personal frames of reference. They start seeing that the way they were raised is not the only way, and that the things they believed without question are indeed, very much open to question.
So they question. They experiment. They start to ask others where their beliefs come from, or having to answer for their beliefs, in the face of questions from others. They evaluate what they learn and experience, against other things they know, believe, and value.
This period is marked by frequent fights with conscience, customs, and upbringing, and it can be really difficult and anxiety-producing. As younger children, they learned that differences in opinions, customs, and ways of doing things might result in punishment, ostracism, or the loss of relationships.
As they develop their personal perspectives, the weight they place on the opinions is lessened, and they learn to stand on their own, clearer in their own convictions. This allows congruence…the alignment of actions and choices with personal values.
A format for exploring questions, examining values, and developing their integrity:
- What do I believe about a given issue (for example…the existence of God, the purpose of education, the value of hard work, etc.)?
- What sources did I draw upon when developing this belief? (Parental advice, direct personal experience, teachings at school, church or through organizational involvement, reading, research, etc.)?
- What evidence supports my belief? Contradicts my belief?
- Do I need direct evidence to support my belief? To be open to changing it?
- Am I comfortable with my point of view?
What Parents, Mentors, Faculty and Staff can do to support students in their quest for integrity:
- Don’t just allow questions. Encourage them.
- Ask your students what they believe, and why they believe it.
- Urge your student to engage with others and try to understand their beliefs. This will help them understand their own frame of reference.
- Accept the fact that your student will develop his or her own set of values, and those values may not match your set of values.
- Understand that your student will go through ups and downs during this time and that their beliefs may change over time as well. Be an active partner in your student’s learning, and allow the space and time they need. Developing integrity is a long-term process. If your student has “gone astray” in your mind, give the freedom to explore beliefs further.
- Support the journey, by asking questions and sharing your points of view, but refrain from condemning your student for having questions. It will close off the conversation.
- Be a role model for your student. Listen more than you talk. Ask questions more than you share opinions. Be ready to learn and change yourself, if the situation warrants.
Sean Cook, M. Ed., Certified Life Purpose and Career Coach
Sean Cook is a Certified Life and Career Coach from Athens, GA, who specializes in working with college students, their parents and higher ed professionals. He publishes articles on college life and transitions here at HigherEdLifeCoach.Com and on career development and job searching at our companion site, HigherEdCareerCoach.Com.
Sean will be facilitating group coaching experiences for college students and their parents beginning this Fall, and is available for 1-0n-1 life coaching for students dealing with transitions to college, from college to career, and for parents experiencing difficult transitions as their students go off to college. Check back soon for details.
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