In response to:
You wrote, “Although none of these students would fit into the nicely constructed stages or levels of Paiget (1932), Kohlberg (1984), or Chickering (1969), perhaps creating these theoretical possibilities of student evolution might be worth the effort and increase the value of these theories in these highly stressed times.”
According to Hudd, Dumlao, and Erdmann-Sager (2000), role conflict is a common part of the college experience, and stress is an individualized phenomenon, unique to each person and setting. Pearlin (1989) has suggested that there are two major types of stressors: life events and chronic strains. Life events research considers the extent to which the accumulation of a series of experiences can create a stressful impact (Hudd et al., 2000). Being able to manage one’s job, family and additional responsibilities is paramount. Stress from chronic strain results in role overload: conflicting roles in an individual's life that produce competing, and potentially conflicting, demands over time (Hudd et al., 2000).
As doctoral students must learn to balance the competing demands of academics, developing new social contacts and being responsible for our own daily needs(Hudd et al., 2000).
Chickering, A. W. (1969). Education and Identity. San Francisco, CA: Josset-Bass.
Kohlberg, L. (1984). The nature and validity of moral stages. New York, NY: HarperCollins.
Piaget, J. (1932). The moral judgment of a child. Orlando, FL: Brace Jovanovich.
Hudd, S.S., Dumlao, J.C., & Erdmann-Sager, D. (2000). Stress at College: Effects on Health Habits, Health status and self-esteem. College Student Journal, 34(7), 217.
Pearlin, L.L. (1989). The sociological study of stress. Journal of Health and Social Behavior, 30, 241-256.