Forensic educators have long struggled to communicate the value of forensic participation to those not familiar with the activity. Drawing from literature in the field of counseling and student personnel, this paper argues participation in individual events is beneficial because it allows students to engage in what Baxter Magolda (2001) refers to as self-authorship among good company. Using interviews and autoethnographic methods, I investigate how participation in competitive forensics helps students meet personal growth needs. I conclude with suggestions for how forensic educators can communicate the student development goals achieved through forensic participation.



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