Define: Self-authorship is the “capacity to internally generate ones beliefs, values, identity, and relationships” (Baxter Magolda, 2009). Self-authorship utilizes a cognitive-developmental framework, and indicates that as individuals develop they pass through a series of increasingly complex stages from an external definition of the self that is defined by others to an integral definition that is generated through self-reflection.
Apply: A community developer is working with a group of high-school students to create a foster care peer support network. Realizing that most of the group has not reached self-authorship, the developer decides not to ask them directly about their vision for the group. Instead he creates a series activities where he can model to the students what this decision making process would look like and allow the students to to engage in the process in a more structured way. Instead of assuming that the students were ready to make these decisions on their own, he took time to meet the students where they were developmentally.
Adapt: In higher education, a judicial affairs officer chooses to offer a range of sanctioning options rather than a set policy for all students. This allows for the introduction of restorative justice practices that gives the officer the opportunity to co-create a plan with the student. This allows the student to learn from their action in a way that is developmentally appropriate.
Source:
Apply: A community developer is working with a group of high-school students to create a foster care peer support network. Realizing that most of the group has not reached self-authorship, the developer decides not to ask them directly about their vision for the group. Instead he creates a series activities where he can model to the students what this decision making process would look like and allow the students to to engage in the process in a more structured way. Instead of assuming that the students were ready to make these decisions on their own, he took time to meet the students where they were developmentally.
Adapt: In higher education, a judicial affairs officer chooses to offer a range of sanctioning options rather than a set policy for all students. This allows for the introduction of restorative justice practices that gives the officer the opportunity to co-create a plan with the student. This allows the student to learn from their action in a way that is developmentally appropriate.
Source:
Baxter Magolda, M.B. (2009). Promoting self-authorship to promote liberal education. Journal of College and Character, X(3), 1-6.
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