Triggers, Timing and Type: Exploring Developmental Readiness and the Experience of Consciousness Transformation in Graduates of Australian Community Leadership Programs

Vincent, Niki; Denson, Linley A.; Ward, Lynn

doi:10.1007/s10804-015-9211-8

Cited by 5 publications

(4 citation statements)

References 51 publications

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“…Nontraditional students may be especially eager to take advantage of advising resources (Vincent et al, 2015). Complexities of advising exist for nontraditional students because on many college campuses, and in particular at the most selective campuses, they make up a small percentage of the student body.…”

Section: Resultsmentioning

confidence: 99%

“…(para. 6) Proactive, or intrusive, advising has been found especially beneficial because, using this strategy, advisors approach students to offer insights and options before problematic issues arise (Varney, 2012). Proactive advising is associated with helpseeking behavior and confidence building among students (Donaldson, McKinney, Lee, & Pino, 2016) and improved retention (Rodgers, Blunt, & Trible, 2014).…”

Section: Nontraditional Studentsmentioning

confidence: 99%

“…Advising, as an inherently interpersonal relationship, requires intentionality to overcome social challenges. Therefore, advisors may benefit from engaging in metacognitive reflection about their processes and prior knowledge (Hollis, 2009) and deepening their knowledge of adult development (Vincent, Denson, & Ward, 2015). Toward this end, Ryan et al (2011) emphasized that advisors need to learn about campus resources, citing that advisors working with veterans need to know whether the campus has a veteran's office, a licensed counselor to work with veterans, or specialized enrollment and financial services for veterans.…”

Section: Implications For Practicementioning

confidence: 99%

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Nontraditional Women Students' Experiences of Identity Recognition and Marginalization During Advising

2018

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Nontraditional women students, defined as older than 24 years, parents, or veterans, compose a fast-growing higher education population. Many face identity-related challenges when interacting with advisors. From 2 northeastern U.S. women's colleges, 42 nontraditional women students participated in phenomenological interviews focused on their advising experiences, including the way advisors engaged with their identities. We classified 6 themes, 3 positive (guidance, identity recognition, advocacy) and 3 negative (indifference, identity marginalization, gatekeeping), that underscored the centrality of advisor engagement with identity for advisee-defined experiences. Advisors encouraged nontraditional women when recognizing intersectional identities as assets but also marginalized students through stereotyping or communicating low expectations. We highlight implications for future research and practice in this domain.

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Section: Resultsmentioning

confidence: 99%

Section: Nontraditional Studentsmentioning

confidence: 99%

Section: Implications For Practicementioning

confidence: 99%

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Nontraditional Women Students' Experiences of Identity Recognition and Marginalization During Advising

2018

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“…In this way, interindividual differences in the amount of assimilative and accommodative processes could be investigated. Eight studies applied this approach empirically, using mixed (e.g., Hart et al, 1998), quantitative (e.g., Ying, 2002), or qualitative (Vincent et al, 2015) designs.…”

Section: Personality and Identitymentioning

confidence: 99%

Assimilation and Accommodation

Hanfstingl

Arzenšek

Apschner

et al. 2022

European Psychologist

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Abstract. This research provides a systematic overview of psychological areas using assimilation and accommodation to explain development and adaptation processes from 1998 to 2018. We primarily aimed to identify the main psychological research areas connected to assimilation and accommodation. We used assimilation and accommodation as keywords to extract data from SpringerLink, PsycINFO, and PsycARTICLES. Of 500 articles, 473 were included in the analysis. Ten categories were identified to allow systematization along with different research areas and development trajectories. The meanings of these terms were analyzed in terms of scientific impact, their connection to Piaget and Baldwin, application, and research methods. Our analysis has distilled the most driving and scientifically relevant approaches to assimilation and accommodation within psychological research, with the work of Baldwin and Piaget influencing practically all views. Thus, we have identified a common understanding of assimilation and accommodation, although the direction of the adaptation process should be made explicit in the future. Based on our analyses, we were able to identify white spots on the research map that should be focused on in future work: the need to better understand the interdependence and synchronicity of both processes, the connection to affects and emotions, and the potential co-research with artificial intelligence.

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The confidence to speak: Measuring impacts of a community leadership program on community leadership skills and self-identification

Prado

Cushing

Figueroa³

et al. 2021

Community Development

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Triggers, Timing and Type: Exploring Developmental Readiness and the Experience of Consciousness Transformation in Graduates of Australian Community Leadership Programs

Abstract: This paper reports on leadership program participants

Cited by 5 publications

References 51 publications

Nontraditional Women Students' Experiences of Identity Recognition and Marginalization During Advising

Nontraditional Women Students' Experiences of Identity Recognition and Marginalization During Advising

Assimilation and Accommodation

The confidence to speak: Measuring impacts of a community leadership program on community leadership skills and self-identification

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