Running head: LCS ADAPTATION OF CHICKERINGS VECTORS 1

Laurens Adaptation of Chickering and Reissers Developmental Vectors

Lauren Christiansen
Western Carolina University
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The Theory

Arthur Chickering introduced his psychosocial development theory in 1969. In this

theory, he discussed the developmental issues that college students face and the environmental

conditions that impact their development. Chickerings original study was targeted to university

Faculty members to assist with the development of their educational programs in the hopes it

would enhance student development more systematically. His original theory presented seven

vectors that he believed contributed to the formation of identity. A notation made to support the

validity of these vectors with regard to the uniqueness of all students is that the vectors are not

linear. Although they build on each other, they can be experienced at different times, multiple

times, and at different rates. It is also noted that his work takes into consideration emotional,

interpersonal, ethical, and intellectual aspects of development (Patton, Guido, Renn, & Quaye,

2016).

In 1993 Chickerings revised theory, stemming from a partnership with Linda Reisser,

was adapted based on new research while maintaining the core of his original theory based on

the seven vectors. The results posed the seven vectors as: Developing competence, managing

emotions, moving through autonomy toward interdependence, developing mature interpersonal

relationships, establishing identity, developing purpose, and developing integrity. Chickering

and Reisser surmise that the combination of competence, managing emotions, autonomy, and

interpersonal relationships will result in the development of identity which will allow students to

move forward with developing a purpose and then their integrity. Chickering first introduced his

theory in the book, Education and Identity. It was here that he also suggested that educational

environments were influential on college student development and proposed key influences

within the environment (Patton et al. 2016). His key influences are based on relationships,
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teaching, and programs. Each of these influences is addressed throughout different stages of his

vectors.

The Gap

Chickerings revised theory in conjunction with Reisser is very well thought out for

students. It allows for flexibility in students ability to see themselves in varying stages and

identify their growth or regression based on their current situation. This theory, however, does

not consider those students who suffer with mental illness that prohibits certain cognitive

advances. For the purposes of this paper, I will focus primarily on students with diagnosed or

undiagnosed bipolar disorder.

Bipolar disorder effects nearly 2% of the population, or approximately 150 million

people (Mondimore, 2014). Currently in the U.S., there are an estimated 20.5 million people

attending colleges or universities (NCES, Fast Facts, 2015). A study, Perceptions and Impact of

Bipolar Disorder: How Far Have We Really Come?, indicated that nearly 69% of people with

this disorder are misdiagnosed and most are not diagnosed for more than 10 years after

symptoms begin which means many students who may suffer from the disorder, are unaware

(Hirschfeld, Lewis, & Vornik, 2003). Most college students are still developing cognitively and

socially, so behaviors such as depression, feelings of disconnectedness, irrational decisions, and

changing moods can be common occurrences making the detection of bipolar disorder difficult.

Mood is generally defined as happiness or sadness, state of optimism or pessimism,

feelings of contentedness or dissatisfaction with a situation, and emotional comfort or

discomfort (Mondimore, 2014). Students with bipolar disorder often experience two distinct

moods. Depression and Mania. When in a manic state, students can have heightened
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concentration and experience uncontrollable irritability which effects their ability to build

positive relationships. Students in a depressive state are unable to concentrate, they have

memory challenges and experience extreme social withdrawal. While a manic state can produce

feelings of euphoria and actually allow the student to move forward through the development of

intellectual competence, the frequent shifts between mania and depression can keep the student

in a regressive state which will negatively impact the development of their emotional

competence (Mondimore, 2014). Given the extreme nature of the fluctuating feelings associated

with bipolar disorder, it would be easy for a student suffering with this illness to become

disconnected, and struggle with commitments made to their academics and activities. This

illness creates hardships on the student, their family, and their academic and professional careers.

The fundamental difference between a student and a student with bipolar disorder is the inability

to develop coping skills without some form of specific guidance, treatment or acknowledgement.

The Proposal

As higher education practitioners, we are not qualified to diagnose students, however, it

is imperative that we are able to identify extreme behavior and adapt our practice to benefit the

student. The American Journal of Psychiatry states that a calm and highly structured

environment is optimal for managing bipolar disorder (p. 7). Although higher education

practitioners are in no way managing a psychiatric condition, we are meeting students where

they are in order to assist them with a richer, better-rounded college experience. Chickering and

Reissers revised theory state that the path from vector to vector is not fluid. It is possible to

move between them and back and forth as your life changes. My interpretation of the theory,

however, is that once you have passed through the vectors, if you revisit them, you do so with a
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slightly different perspective and with a stronger resolve for coping during your transitions. The

current structure shows that developing competence, managing emotions, becoming autonomous,

and building relationships yields some level of establishing an identity. However, the fluidity of

the vectors seems to show that the individual development is amorphous. This is problematic for

a student who is unable to cope with certain elements of development within the vector.

Merriam-Webster (2017) defines identity as the distinguishing character or personality

of an individual. This definition describes identity as an inherent part of who someone is. The

ability to develop competence, manage emotions and build relationships yields a better

understanding of a students identity rather than being a core factor of establishing the identity.

In student affairs we use goals to develop programs that will achieve a pre-determined outcome.

It is these two concepts that informed my adaptation to Chickerings theory. My first proposal is

to move Vector 6, developing a purpose, to Vector 1. I believe that a person can articulate their

goals and interests without having fully established their identity. Developing a purpose states

the vector consists of clear vocational goals, making meaningful commitments to specific

personal interests and activities, and establishing strong interpersonal commitments (Patton et

al., p. 299). On the surface, it would appear this would be the biggest challenge for students

suffering with symptoms of bipolar disorder. However, defining a purpose for various aspects of

a students life creates a structure for achieving a goal. For these students, the primary goal is

helping them find creative ways to develop coping skills so they can progress through

developing their emotional competence and managing their emotions; ultimately leading to a

deeper understanding of their identity. Although commitments can be overwhelming and cause

internal stress, I have noticed with several of my students that small points of focus creates

energy and allows them to develop confidence. This confidence acts as a buffer and helps clear
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the haze of a manic or a depressive state. Small structured goals also have less of a negative

impact when the student is unable to adhere to a timeline and the ability to revisit that goal is less

overwhelming.

My second proposal is to apply a concept introduced by Abes, Jones, & McEwen (2007)

in their Reconceptualized Model of Multiple Dimensions of Identity. The meaning making

filter, for this adaptation, would be placed at the transition of developing competence and

managing emotions to establishing identity (Patton et al. 2016). Abes et al. (2007) states the

meaning making filter acts as a sieve, and depending on complexity, contextual influences pass

through to different degrees influencing identity self-perceptions (Patton et al. 2016, p.89).

This filter would allow students to have a richer understanding of the different development

stages they are experiencing. The meaning making filter also acts as a way for these students to

see themselves in the process, allowing them an opportunity to gain better understanding and

begin working through their development.

The Synthesis

Bipolar disorder effects millions of Americans and is generally diagnosed after many

years of undetected symptoms. This disorder has profound and lasting effects including some

forms of cognitive development impairment. The symptoms of bipolar disorder are similar to

many symptoms college students will face and therefore are incredibly hard to distinguish. As

practitioners, we do not diagnose mental illness, but we are able to identify patterns of behavior

that can prove to be problematic for our students. Chickering and Reissers (1993) revised seven

vectors are imperative in assisting students with their identity development; however, a

modification to this theory would make it more applicable to students with mental illness,
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specifically bipolar disorder. While this change would be beneficial for these students, the

change does not affect students without mental illness making it applicable to all students who

are in a stage of development.

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References

American Psychiatric Association (2002). Practice Guideline for the Treatment of Patients with

Bipolar Disorder (Revision), 159(4)

Hirschfeld, Robert M. A.; Lewis, Lydia; Vornik, Lana A. (2003). Perceptions and impact of

bipolar disorder: How far have we really come? Results of the National Depressive and

Manic-Depressive Association 2000 survey of individuals with bipolar disorder. The

Journal of Clinical Psychiatry, Vol 64(2), 161-

174. http://dx.doi.org/10.4088/JCP.v64n0209

Identity. (2017). In Merriam-Webster's dictionary (11th ed.). Springfield, MA: Merriam-Webster

Mondimore, F.M. (2014). Bipolar Disorder: A Guide for Patients and Families (3rd ed.).

Baltimore, MD: Johns Hopkins University Press

Patton, L. D., Guido, F. M, Renn, K. A., & Quaye, S. J. (2016). Student Development in College:

Theory, Research, and Practice (3rd ed.). San Franscico, CA: Jossey-Bass & Pfeiffer

U.S. Department of Education, National Center for Education Statistics. (2015). Fast

Facts [Chart showing enrollment as undergraduate from 1990-2022]. NPSAS:2015

Undergraduate Students. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=372