Using Reflection to Reframe Theory-to-Practice in Student Affairs

The authors, Patton and Harper, rejected five theoretical resistances or misconceptions:
1. ‘Theory” was a course taught in graduate school
2. Theory is boring
3. Practical experience supersedes theoretical insight
4. Classic theories are useless in contemporary contexts
5. Simply knowing theory assures its use in practice

The authors presented “an overview of theories that inform student affairs practice” as follows: Psychosocial Development Theories, cognitive Development Theories and environmental Theories. These theories listed above will help student affairs personnel in their dealing with students and school related issues involving students. As I reflect on the many issues involving students that I have dealt with, knowledge of these theories will be helpful in my future dealing with students. By having a researched knowledge on student theories, I will be better equipped to help student succeed.

I have found it interesting that the author at the beginning of the chapter listed the misconceptions about theories. Most individuals do not think that theories are helpful to real life issues. I believe knowing the theories listed will help us better understand students’ needs. Furthermore, they can help us better serve them based on their needs and situations. There seems to be a disconnect between what students learned in school and what is going on in the real world. If the theories listed above are applied, student service professionals will be able to better serve their students.