Document Type
Article
Publication Date
1994
DOI
10.12930/0271-9517-14.1.25
Publication Title
NACADA Journal
Volume
14
Issue
1
Pages
25-31
Abstract
Advisors can enhance development by, first, identifying student's meaning-making assumptions and, second, challenging those assumptions while offering support as students struggle to increase the complexity of meaning making. Constructive developmental theory is offered as a useful framework from which to encourage greater student ownership of the educational planning process. Methods of assessing and enhancing development are suggested. Two cases that depict advising from the constructive developmental perspective are offered.
Original Publication Citation
McAuliffe, G. J., & Strand, R. F. (1994). Advising from a constructive developmental perspective. NACADA Journal, 14(1), 25-31. doi:10.12930/0271-9517-14.1.25
Repository Citation
McAuliffe, Garrett J. and Strand, Roger F., "Advising From a Constructive Developmental Perspective" (1994). Counseling & Human Services Faculty Publications. 47.
https://digitalcommons.odu.edu/chs_pubs/47
Comments
Posted with the permission of the publisher.