Schlossberg’s Transition Theory

Jim Badger, Courtney Smith, Nick Hoover

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

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

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

Adult Development

Perspectives: Contextual (impact of org on person)

Developmental (age, stage, domain)

Life Span (evaluate life experiences)

Transitional (cultural & social norms)

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

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

3 Types of Transition

1st Type

Anticipated transition: Occur predictably

Examples of college student anticipated transition?

Anticipated Transitions

Graduation From College, Living Situation (move)

3 Types of Transition

2nd Type

Unanticipated transition: Not predictable or scheduled

Examples of college student unanticipated transition?

Unanticipated Transitions

Deaths, Break-ups, Social Tragedies

3 Types of Transition

3rd Type

Nonevents: Expected transitions that don’t occur

4 categories of non-events

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?

Job Offer, Promotion, Personal Life Milestones (marriage, children)

Group Activity & Discussion

Case Studies What kind of transition(s) for Amanda? For Jacob? For Pat?

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

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

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?)

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?)

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

Support

Types (intimate, family, friends, institutional/community)

Functions (affect, affirmation, aid, honest feedback)

Measurement (role dependent, stable & changing supports)

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

Appling the 4 S’s

Situation, Self, Support & Strategies

Revisit Case Studies

Adaptation

3 variables Individual’s perception of the transition

Characteristics of pre- and post-transition environments

Characteristics of the individual experiencing the transition

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)

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.

Possible limitations

Not focusing on specific populations GLBTQ Students of color Students with disabilities International students

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!

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.