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
McAuliffe, Garrett J. and Strand, Roger F., "Advising From a Constructive Developmental Perspective" (1994). Counseling & Human Services Faculty Publications. 47.