APCA 2015 Conference Presentation

1. Nate Cradit, MA | Michigan State University
ACPA 2015 Annual Convention
Toward a New Model of Self-Authorship
for Grieving Undergraduates

2. 2
A look at our presentation outline
Today’s Agenda
Opening
Agenda
&
outcomes
Introduction
Topic
&
presenter
context

3. 3
Theoretical Framework
Overview
of
current
theory
of
self-­‐authorship
and
emerging
adulthood
Student Population
Discussion
of
popula=on
characteris=cs
for
grieving
undergraduates
Core Question
How
is
the
journey
toward
adulthood
different
for
students
in
the
popula=on?
Limitations & Fit
Limita=ons
of
current
theory
for
these
students

4. 4
Significance
Why
does
this
popula=on
and
issue
maDer?
Practical Steps
Ways
for
student
affairs
educators
to
assist
students
in
the
popula=on.

5. 5
A look at our presentation outline
Today’s Agenda
New Model
Proposed
new
theore=cal
model
and
visual
representa=on
Closing
Discussion
and
ques=ons

6. INTRODUCTIONS
Who am I, and where did this topic
originate?

7. 7
What did you value? How did you know?
Who were you at 18?
And
how
did
that
change
over
0me?
How
do
you
define
yourself
today?
Please
take
a
moment
to
consider
your
personal
development,
and
discuss
with
colleagues
to
the
degree
you
feel
comfortable.

8. 8
An overview of the existing framework: Key terms
Self-Authorship Theory
Cognitive Development
How
do
I
come
to
know
what
I
know?
Are
my
beliefs
true
and
valid?
According
to
whom?
Intrapersonal Development
Who
am
I,
and
what
do
I
use
to
create
an
acceptable
defini=on
of
myself?
Interpersonal Development
What
is
my
place
in
rela=on
to
the
social
world
around
me?
What
is
the
nature
of
my
rela=onships?
Following External Formulas
What
authority
figures
believe
is
correct,
by
virtue
of
their
posi=on.
Rela=onships
are
for
seeking
approval,
and
my
sense
of
self
is
defined
by
those
around
me.
Crossroads Experience
Challenging
moment
calls
external
formulas
and
defini=on
of
self
into
ques=on.
Am
I
who
I
think
I
am?
What
do
I
believe,
and
who
am
I
becoming?
Authoring One’s Life
Recognizing
the
need
to
operate
more
authen=cally
on
all
three
dimensions,
individuals
begin
to
choose
their
own
beliefs,
values,
and
iden=ty.

9. 9
Internal
Founda<on
My
internal
belief
system
is
strong
and
grounded.
Author
of
One’s
Life
I
need
to
develop
authen=city
and
choice.
Crossroads
External
defini=ons
for
my
life
may
not
be
best
fit
Defining
myself
through
others
Following
Formulas
The
sample
was
diverse,
the
methods
sound,
and
the
theory
is
certainly
valuable.
It
does
not,
however,
fit
for
all
students.
An
element
is
missing
for
students
who
have
lost
a
parent.
The
exis=ng
theory
was
developed
over
a
thirty-­‐plus
year
longitudinal
study,
wherein
individuals
were
interviewed
annually.30+
Theoretical Framework
An overview of the existing framework: Visual model
Self-Authorship Theory

10. The
Popula<on
Defining as 18-22, losing a parent during or before college years.
5% of U.S. undergraduate population

11. 11
Key points from the literature
Parental Loss Research
Goals,
priori=es,
and
sense
of
self
become
ques=oned,
reflected
upon,
and
possibly
changed.
Wheaton & Gotlib1997
A
process
of
benefit-­‐finding
can
emerge
to
compensate
for
a
lack
of
meaning
in
the
loss
Neimeyer & Anderson 2002
1990s

12. 12
“…witnessing
a
parent’s
death
means
witnessing
the
death
of
a
part
of
oneself.”
Umberson2003, p. 17
“…more
confronta=onal
than
other
deaths
because
children
so
strongly
iden=fy
with
parents.”
Umberson 2003, p. 17
Self-­‐authorship
can
actually
regress,
especially
when
young
adults
experience
marginalizing
events.
Pizzolato2004
There
is
no
singular
path
for
this
process
to
take.
It
can
be
isola=ng
and
marginalizing
for
young
adults.
Lawrence et al. 2006

13. 13
2015
Con=nued,
cul=vated
connec=on
to
the
deceased
is
a
healthy
facilitator
of
posi=ve
adjustment.
Neimeyer2008
Their
very
understanding
of
the
world
oYen
no
longer
feels
valid.
Redefining
the
rela=onship
is
key.
Neimemeyer et al. 2008

14. 14
Summary Factors
Parental Loss is Unique
An
off-­‐=me
transi=on,
and
poten=al
source
for
new
marginality
and
spotligh=ng
or
pain.
Self
authorship
may
regress
as
a
result
(Pizzolato,
2004)
Psychological Stress
Goals,
priori=es,
sense
of
self
become
ques=oned
aYer
oYen
significant
reflec=on.
Rapid, Jarring Cognitive Change
Immediate
sense
of
“adulthood”
regardless
of
age
Important Note
Not
all
who
lose
a
parent
have
the
same
rela=onship.
For
some,
this
may
be
a
varied
experience.

15. 15
Key limitations for this population
Self-Authorship Theory
1.Slow,
oYen
years-­‐long
process.
Most
students
do
not
reach
the
laDer
stages
during
college.
2.Focused
on
iden=fiable
change
3.No
accoun=ng
for
gender
4.Poten=al
conflict
between
posi=ve
grieving
process
and
internal
defini=ons/external
formulas
-­‐
can
the
two
processes
be
integrated?

16. 16
Does parental loss fit?
The Crossroads Experience
A point at which external formulas
are viewed, considered, and
gradually accepted or modified
Baxter Magolda, 2008

17. Core
Ques<on
What happens when the anchoring reference
point in a young adult’s life is removed instantly,
rather than slowly, voluntarily phased out?
?

18. 18
An Integrative Model
Self-authorship among grieving undergraduates
Entirely externally
dependent External
Formulas
Challenge
Cultivated Identity Internal Foundation
Childhood
Growth through
young adulthood
Erosion has exposed more roots.
Cultivation is essential. By whom?
Roots in place, a tree has formed
thanks to instant fertilizer.
Branches begin to take shape,
representing internal voice.
Roots expanded, multiple
branches and full leaves
(social relationships).

19. 19
Practical steps for student affairs educators
Key Recommendations
1.Recognize
the
immediacy
of
poten=al
change.
2.Meaning
making
or
benefit
finding?
(Or
a
brief
distrac=on?)
3.Allow
for
unique
individual
processes
and
circumstances.
4.Consider
the
roots.
And
the
counseling
center
on
your
campus.
5.Integra=on
{grief
+
self-­‐authorship}
is
essen=al.

20. 20
Slides
available
at
www.natecradit.com
craditna@msu.edu
Questions