Toward a new model of self-authorship for grieving undergraduates

Nate Cradit, MA | Michigan State University ACPA 2015 Annual Convention

Toward a New Model of Self-Authorship for Grieving Undergraduates

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A look at our presentation outlineToday’s Agenda

OpeningAgenda & outcomes

IntroductionTopic & presenter context

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Theoretical FrameworkOverview of current theory of self-‐authorship and emerging

adulthood

Student PopulationDiscussion of popula=on characteris=cs for grieving undergraduates

Core QuestionHow is the journey toward

adulthood different for students in the popula=on?

Limitations & FitLimita=ons of current theory for these students

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SignificanceWhy does this popula=on and

issue maDer?

Practical StepsWays for student affairs educators to assist students in the popula=on.

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A look at our presentation outline

Today’s Agenda

New ModelProposed new theore=cal

model and visual representa=on

ClosingDiscussion and ques=ons

INTRODUCTIONSWho am I, and where did this topic

originate?

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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.

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An overview of the existing framework: Key termsSelf-Authorship Theory

Cognitive DevelopmentHow do I come to know what I know? Are my beliefs true and valid? According to whom?

Intrapersonal DevelopmentWho am I, and what do I use to create an acceptable defini=on of myself?

Interpersonal DevelopmentWhat is my place in rela=on to the social world around me? What is the nature of my rela=onships?

Following External FormulasWhat 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 ExperienceChallenging 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 LifeRecognizing the need to operate more authen=cally on all three dimensions, individuals begin to choose their own beliefs, values, and iden=ty.

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Internal Founda<onMy internal belief system is

strong and grounded.

Author of One’s LifeI need to develop

authen=city and choice.

CrossroadsExternal 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 modelSelf-Authorship Theory

The Popula<onDefining as 18-22, losing a parent during or before college years.

5% of U.S. undergraduate population

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Key points from the literatureParental 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

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“…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

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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

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Summary FactorsParental Loss is UniqueAn 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 StressGoals, priori=es, sense of self become ques=oned aYer oYen

significant reflec=on.

Rapid, Jarring Cognitive ChangeImmediate sense of “adulthood” regardless of age

Important NoteNot all who lose a parent have the same rela=onship. For some, this

may be a varied experience.

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Key limitations for this populationSelf-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?

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Does parental loss fit?The Crossroads Experience

A point at which external formulas are viewed, considered, and

gradually accepted or modified

Baxter Magolda, 2008

Core Ques<onWhat happens when the anchoring reference

point in a young adult’s life is removed instantly, rather than slowly, voluntarily phased out?

?

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An Integrative ModelSelf-authorship among grieving undergraduates

Entirely externallydependent External

FormulasChallenge

Cultivated Identity Internal Foundation

Childhood

Growth throughyoung 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).

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Practical steps for student affairs educatorsKey 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.

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Slides available at [email protected]

Questions

Education

Toward a new model of self-authorship for grieving undergraduates