Transition theory
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This document provides an overview of Nancy Schlossberg's Transition Theory. The theory examines factors that influence a person's ability to cope with transition, defined as any event or non-event that results in changed relationships, routines, assumptions, and roles. The theory identifies three types of transitions (anticipated, unanticipated, and nonevents), three adaptation outcomes, and four factors (situation, self, support, and strategies) that influence a person's ability to cope with transition. The theory has applications for student affairs professionals in helping students and adult learners cope with transitions.
Transition theory
- 1. Schlossberg’s Transition Theory Jim Badger, Courtney Smith, Nick Hoover
- 2. Outline History & Background of Theory Adult Development Theory What is a Transition? 3 Types of Transition 3 Adaptations 4 Factors for Coping Questionnaire & Group Discussions SAHE Applications
- 3. Schlossberg Dr. Nancy K. Schlossberg Bernard College, 1951 B.A. Sociology Teachers College, Columbia University, 1961 Ed.D Counseling University of Maryland Professor Emeritus Department of Counseling and Personnel Services
- 4. History of the Theory “A model for analyzing human adaptation” in The Counseling Psychologist, 1981 Revised in 1989 and 1995 Influenced by Erickson, Chickering, and several others
- 5. Adult Development Perspectives: Contextual (impact of org on person) Developmental (age, stage, domain) Life Span (evaluate life experiences) Transitional (cultural & social norms)
- 6. The Theory Transition: Any event or non-event that results in changed relationships, routines, assumptions and/or roles Positive or Negative Perception is key The transition must be analyzed
- 7. Relevance Insight into factors related to transition the individual, the environment & the magnitude of the impact Strategies to assist the transitioner Learn of support available for coping Learn to cope with life & the inevitable transitions
- 8. 3 Types of Transition 1st Type Anticipated transition: Occur predictably Examples of college student anticipated transition?
- 9. Anticipated Transitions Graduation From College, Living Situation (move)
- 10. 3 Types of Transition 2nd Type Unanticipated transition: Not predictable or scheduled Examples of college student unanticipated transition?
- 12. 3 Types of Transition 3rd Type Nonevents: Expected transitions that don’t occur 4 categories of non-events
- 13. Nonevents con’t Personal: individual aspirations Ripple: experienced because of a nonevent of someone close Resultant: caused by an event Delayed: anticipation of an event that might still happen -nonevents deal with probability and not so much possibility (event has to be likely to occur Examples of nonevent transitions?
- 14. Job Offer, Promotion, Personal Life Milestones (marriage, children)
- 15. Group Activity & Discussion Case Studies What kind of transition(s) for Amanda? For Jacob? For Pat?
- 16. Context and Impact Context- one’s own relationship to the transition and the setting Work Personal Relationships Impact- degree to which the transition alters daily life
- 17. Transition Process Growth or decline, occurs over a period of time Series of phases including moving in, moving through, and moving out Effectiveness in coping depends on “assets” & “liabilities” Four Factors that influence coping, The 4 S’s Situation Self Support Strategies
- 18. Situation Trigger (what caused the transition) Timing (social view of, is it on time or not? Good or bad?) Control (what aspects of transition can the individual control? The transition itself or their reaction?) Role change (has their role changed? Is it good/gain or bad/loss?)
- 19. Situation con’t Duration (permanent, temporary, or unknown?) Previous experience w/ similar transition (able to cope before?) Concurrent stress (other stressors?) Assessment (who is seen as responsible for the transition & how is behavior affected by this perception?)
- 20. Self Personal & demographic characteristics (how does individual view life) Socioeconomic status, gender, age, stage of life, health, ethnicity Psychological resources (aid for coping) Ego development, outlook, commitment, values
- 21. Support Types (intimate, family, friends, institutional/community) Functions (affect, affirmation, aid, honest feedback) Measurement (role dependent, stable & changing supports)
- 22. Strategies This is the Coping Response Categories (modify situation, control meaning, manage stress in aftermath) Coping modes (information seeking, direct action, inhibition of action) Multiple Methods + Flexibility = Effective Coper
- 23. Appling the 4 S’s Situation, Self, Support & Strategies Revisit Case Studies
- 24. Adaptation 3 variables Individual’s perception of the transition Characteristics of pre- and post-transition environments Characteristics of the individual experiencing the transition
- 25. Integrating with Counseling Relationship building (listening skills) Assessment (environment, resources & coping skills) Goal setting (use 4 S’s; modify environment-situation; regain balance-self; support; develop a plan-strategy) Interventions (change interpretation of meaning; assess assets-self; referral to support group-support; problem solving- strategy) Termination & follow-up (review what has happened & plan for next step)
- 26. Assessment Techniques Transition Coping Questionnaire and Transition Coping Guide are 2 tools available Consider the transition and answer Likert scale questions on the 4 S’s.
- 27. Possible limitations Not focusing on specific populations GLBTQ Students of color Students with disabilities International students
- 28. Relevance to SAHE Professionals Increase in adult learners Transition can be the reason for enrollment in higher education Aiding a transition can improve retention, involvement, alumni support Support/assessment for college athletes (injury, not making team) Taught to RAs, student org officers, student leaders, orientation/ FYE programs, graduating seniors Numerous applications for adult students and for traditionally-aged students Facilitates understanding and action for resolution & growth!
- 29. Conclusion Thank you for your time, participation, and attention! Questions? References: Chickering, A. W., Schlossberg, N. K. (1998). Getting the most out of college. Boston: Allyn and Bacon. Evans, N. J., Forney, D. S., Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey- Bass. Schlossberg, N. K. (1989). Overwhelmed: Life’s ups and downs. Lexington, MA: Lexington Books.