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    Schlossbergs Theory Slides

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    Schlossberg's Transition Theory provides a framework for understanding adults in transition and facilitating their ability to cope. The theory defines a transition as any event or non-event that results in changed relationships, routines, roles, and assumptions. It examines four main factors (4 S's) that influence a person's ability to cope with a transition: situation, self, support, and strategies. A key part of the theory is that perception is important in determining the impact of a transition.

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    Schlossbergs Theory Slides

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    134 views20 pages
    Schlossberg's Transition Theory provides a framework for understanding adults in transition and facilitating their ability to cope. The theory defines a transition as any event or non-event that results in changed relationships, routines, roles, and assumptions. It examines four main factors (4 S's) that influence a person's ability to cope with a transition: situation, self, support, and strategies. A key part of the theory is that perception is important in determining the impact of a transition.

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    Schlossberg's Transition Theory provides a framework for understanding adults in transition and facilitating their ability to cope. The theory defines a transition as any event or non-event that results in changed relationships, routines, roles, and assumptions. It examines four main factors (4 S's) that influence a person's ability to cope with a transition: situation, self, support, and strategies. A key part of the theory is that perception is important in determining the impact of a transition.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    134 views20 pages

    Schlossbergs Theory Slides

    Uploaded by

    api-327238966
    Schlossberg's Transition Theory provides a framework for understanding adults in transition and facilitating their ability to cope. The theory defines a transition as any event or non-event that results in changed relationships, routines, roles, and assumptions. It examines four main factors (4 S's) that influence a person's ability to cope with a transition: situation, self, support, and strategies. A key part of the theory is that perception is important in determining the impact of a transition.

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    Schlossbergs

    Theory
    Cody, Jenn, Jessica, Lindsey, Megan

    Learning Outcomes
    Apply the theory to a real life example

    See how the theory is versatile

    Be able to recognize when students are in a transitional period


    Means more than just students transitioning from high school to college

    History
    Facilitate an understanding of adults in transition and aid them in
    connecting to the help they needed to cope with the ordinary and
    extraordinary process of living (p. vii)

    A vehicle for analyzing human adaptation to transition (p. 2)

    Application to Student Affairs


    Adult development and college student
    development are not mutually exclusive
    Research has addressed both adult learners and
    traditional undergraduate students

    Transition Defined
    Any event, or non-event, that results in
    changed relationships, routines,
    assumptions and roles (Schlossberg,
    1984)

    In this theory,
    PERCEPTION is key

    Application
    Meaning for the individual based on
    Type: anticipated, unanticipated, nonevent
    Context: relationship to transition and the setting
    Impact: alterations in daily life

    Types
    Anticipated- Occur predictably, as expected
    -Getting married, going to college, eating dinner

    Unanticipated- Are not predictable


    -Sudden death, winning the lottery, getting fired without notice

    Nonevent- Transitions that are expected, but do not occur


    -Not being admitted into medical school, not getting a specific Graduate Assistantship
    *An event must be likely to happen in order to qualify as a non-event when it fails to occur*

    Context & Impact


    Applying ones own relationship to
    the transition and setting
    -Work
    -Personal
    -Relationships

    Degree to which the transitions


    alters daily life

    Transition Process
    Dealing with a transition = a process that extends over time
    Move from a preoccupation with transition to integration of transition
    Transitions consist of series of phases
    moving in
    moving through
    moving out

    Coping: The 4 Ss
    4 major sets of factors influencing ability to cope with a transition:
    Situation
    Self
    Support
    Strategies

    Appraisal of transition = important determiner of coping process


    2 types of appraisals made
    Primary: ones view of the transition itself (positive, negative, irrelevant?)
    Secondary: self-assessment of ones resources for coping with the transition

    Situation
    Several important factors when examining the situation
    Trigger: what precipitated the transition?
    Timing: Is this a good or bad time for the individual? Is this on or off in regards to
    their social clock?
    Control: What does the individual perceive to be in their control?
    Role Change: Is a role change involved? Is this change seen as a gain or a loss?
    Duration: Is this situation considered as permanent, temporary, or uncertain?
    Previous Experience with Similar Transition: How effectively did the individual cope
    with the similar transition, and what are the implications for the current transition?
    Concurrent Stress: Are multiple sources of stress present?

    Self

    Factors considered important in relation to self are classified into 2


    categories:
    1) Personal and Demographic Characteristics: This category affects how an individual
    views life, including: socioeconomic status, gender, age (emphasis on psychological,
    social, and functional age chronologically), stage of life, state of health, and
    ethnicity/culture
    2) Psychological Resources: This category helps aid the individual with coping, including:
    ego development, outlook (emphasis on optimism and self-efficacy), commitment &
    values, and spirituality & resiliency

    Reflection Exercise
    *Using the handout provided, take a
    few minutes to reflect on yourself

    *Think, pair, share

    Support
    Refers to social support
    3 facets:
    Types
    Functions
    Measurement

    Four Types
    Intimate relationships
    Family units
    Networks of friends

    Support
    Functions of support:
    Affect
    Affirmation
    Aid
    Honest Feedback

    Measured by identifying individuals:


    Stable supports
    Supports that are to some degree role dependent
    Supports most likely to change

    Strategies
    Coping responses fall into 3 categories:
    Those that modify the situation
    Those that control the meaning of the problem
    Those that aid in managing the stress in the aftermath

    4 coping modes:
    Information seeking
    Direct action
    Inhibition of action
    Intrapsychic behavior

    Example
    It has been a difficult semester for Eric, a 21-year-old senior. Within the past
    two months , his father was killed in an automobile accident, and he failed to
    gain acceptance to any of the medical schools to which he applied. To become
    a doctor was a lifelong dream for Eric, a dream for him that his family shared.
    Eric thought things were getting a little brighter when he began going out with
    Jason, but Jason has since indicated that he does not wish to pursue their
    relationship.

    YOUR TURN
    Test your knowledge on another example!

    References
    Coccarelli, J. L. (2010). Applying Schlossberg's transition theory to students with learning disabilities in the transition from
    high school to college.
    Combs, W. A. (2015). Academic coaching practices for students with learning disabilities and differences. (Doctoral
    dissertation).
    DeVilbiss, S. E. (2014). The transition experience: Understanding the transition from high school to college for
    conditionally-admitted students using the lens of Schlossberg's transition theory (Doctoral dissertation).
    Lenz, B. (2001). The transition from adolescence to young adulthood: a theoretical perspective. Journal Of School Nursing
    (Allen Press Publishing Services Inc.), 17(6), 300-306 7p. doi:10.1177/10598405010170060401
    Peters, J. (2011, January 1). Transition Skills of First-Year College Students with Learning Disabilities. ProQuest LLC.

    References
    Rodriguez-Kiino, D. (2013). Supporting Students in Transition: Perspectives and Experiences of Community College
    Transfer Students. Journal Of Applied Research In The Community College, 20(2), 5-14.
    Schlossberg, N. K. (2011), the challenge of change: the transition model and its applications. Jnl of Employment
    Counseling, 48: 159162. doi: 10.1002/j.2161-1920.2011.tb01102.x
    Taub, D. J. (2008). Exploring the Impact of Parental Involvement on Student Development. New Directions For Student
    Services, (122), 15-28.
    Workman, J. L. (2015). Exploratory Students' Experiences With First-Year Academic Advising. NACADA Journal, 35(1), 512. doi:10.12930/NACADA-14-005
    Workman, J. L. (2015). Parental Influence on Exploratory Students College Choice, Major, and Career Decision Making.
    College Student Journal, 49(1), 23-30.

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