The college years as a mini-life cycle: developmental tasks and adaptive options.

Abstract

Abstract This paper presents an analysis of the four years of an undergraduate college experience in terms of discrete developmental tasks which are optimally addressed in an ordered temporal sequence. The central developmental tasks for each period of the college life cycle are characterized as: 1) divestment (of childhood ties) and investment (in college life) during the freshman transition from home to college; 2) consolidation (of the separation task) and choice (of interests and goals) during the sophomore year; 3) mastery of and commitment to work during the junior year; and 4) anticipation of the future during the senior transition. Adaptive responses to these tasks are identified and typical maladaptive task-avoidant defenses employed by college students who seek counseling are described. It is suggested that by formulating a college student's developmental tasks in terms of the concrete issues posed by the student's social reality, a more precise understanding of his developmental conflicts can b...