Welcome to the University of You Will Succeed UYWS Welcome to the University of You Will Succeed Leadership Development: Freshmen Transitions Dr. Rhea Richards, Coordinator of Student Professional Development Dr. Megan Bridges, Professor of Leadership Development Dr. Daniel Mendoza, Professor of Leadership Development Dr. Sylvia Pinedo, Coordinator of Student Transitions

LD 101- Moving In This course is designed to assist you in transitioning between high school and college. In this course we will cover a variety of issues and strategies to ease you through the transitions you will face This class is Fundatory The class is a prerequisite to the courses moving through and moving out M

Student outcomes Students will learn to assess situations caused by transitions; such as role change, control, timing, etc. Students will be able to assess how they view life, and use personal resources to deal with transitions Students will create a network of support to deal with transitions Students will learn healthy coping methods to stressors caused by transition Students will effectively transition into a higher education institution Students will be able to create own plan of action to deal with transitions M

Ice Breaker Creating a Chain of support M

Support system analysis Strategic Plan Revised Reflection Paper Situation Assessment Self-assessment Support system analysis Strategic Plan Revised Reflection Paper Final Presentation M

Transition Any event, or non-event, that results in changed relationships, routines, assumptions, and roles R

Situation-the transition Things to consider Was this expected? Was the timing for this transition good? Could you control it? Was there a role change? Is the a permanent problem? Have you experienced an event similar to this? R

Self-are you prepared Things to consider How does your culture play into this What coping skills to you currently possess What are you commitment to values Does you socioeconomic status factor into the situation Is your health affected by this situation Does your spirituality assist in dealing with the situation

Support-who can help Things to consider Family supportive vs. non-supportive Friends Community Intimate relationships Institutions R

Strategies-your plan of action Things to consider Are you seeking information that will help Can you modify the situation Can you control the situation Can you manage the stress Are you failing to act What methods can you use R

Readings due for next week The 90/10 worksheet is due Start working on reflection paper (due Sept. 19th) R

Back To Reality

Schlossberg’s Transition Theory “Moving in, Moving through, and Moving out Theory and reasoning for intervention

Provides insights into factors related to the transition, the individual, and the environment that are likely to determine the degree of impact a given transition will have at a particular time The nature of the supports available to facilitate coping, as well as strategies that can be used to assist those experiencing change, is also addressed D

She believed a framework was needed to facilitate an understanding of adults in transition and aid them in connecting to the help they needed to cope Transition provides an opportunity for growth and development, but a positive outcome for the individual cannot be assumed Also introduced Cormier and Hackney counseling model as a means to support individuals in transition D

History Continued Adaptation Overwhelmed (Schlossberg, 1989b) Schlossberg asserted that adaptation was affected by the interaction of three sets of variables (coming from her book Counseling Adults in Transition) The individual’s perception of the transition Characteristics of the pre-transition and post-transition environments Characteristics of the individual experiencing the transition Overwhelmed (Schlossberg, 1989b) Presented the transition process as having three components Approaching change Taking stock (here is where the 4 S’s were introduced) Taking charge “moving in”, “moving through”, and “moving out” describe the phases of transition D

History Continued 4 S’s An individual’s effectiveness in coping with transition depends on his or her resources in these 4 areas: Situation Self Support Strategies Appraisals Primary – one’s view of the situation; positive? Negative? Or irrelevant? Secondary- self assessment of one’s resources for coping with the transition The 4 S’s provide a framework for an individual’s appraisal process D

4’s 3. Support (social support) 1. Situation 4. Strategies 2. Self D Types Intimate relationships Family units Network of friends Institutions and communities Functions Affects Affirmation Aid Honest feedback Measurement 4. Strategies Coping responses Modify the situation Control the meaning of the problem Aid in managing the stress in the aftermath Coping modes Information seeking Direct action Inhibition of action Intrapsychic behavior 1. Situation Factors to be considered Trigger- what made it occur? Timing- “good” or “bad” timing? Control- what is in the individual’s control? Role change- has one occurred? Is it viewed as a gain or a loss? Duration- permanent? Temporary? Uncertain? Previous experience with a similar transition- how did you cope? Concurrent stress- multiple sources of stress present? Assessment-who/what is responsible for this transition? 2. Self Personal and demographical characteristics How an individual views life. This could include gender, age, stage of life, state of health ,etc Psychological resources Aid to coping. Includes ego development, outlook, in particular optimism, commitment and values; etc D

Summary of theory “A transition is an event or nonevent that results in change. Dealing with such changes is a process that evolves and includes the moving-in, moving-through, and moving-out phases. Perceptions always plays a crucial role in how the individual’s ratio of assets and liabilities in terms of situation, self, supporters, and strategies determine his or her coping effectiveness. The process of providing assistance to individuals in transition can be guided by counseling models such as those provided by Cormier and Hackney (1993), Hackney and Cormier (2005), or Egan (2007).” (p.221) D

What this means to Student Affairs Professionals Teaching this Course Intervention took place in a living-learning environment In the growing age of technology, it is a great way to connect students Online polls Blogs Face book pages Interactive media Ways to find support outside of the university S

Why a living-learning Environment The development of the psychosocial self and with the transition period to college students can have major hurdles to face such as achieving competence, managing emotions, and moving though autonomy toward interdependence These tasks affect one another to help foster student development. Living Learning programs help facilitate this kind of growth, while assisting the students grow in other areas such as critical thinking, self-confidence and the appreciation of diversity. S Inkelas, Vogt, LongerBeam, and Owen, 2006

Why living learning Environments? Living learning programs were created to integrate in-class and out-of-class experiences Living learning programs provide a community which creates better faculty and peer interactions, an increased opportunity for coordinated learning activities, and an academically and socially supportive living environment S (Inkelas and Weisman, 2003).

Why collaboration between academic and student affairs? Collaboration between academic and student affairs, leads to a positive experience for students Its fosters student development in 3 areas: Effective transitioning Feeling a sense of community Students persisting through college Our intervention involves student affairs professionals and faculty collaborating together to create a seamless living-learning environment for students S (Nesheim, Guentzel, Kellogg, McDonald, Wells, & Whitt, 2007).

References Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Schlossberg's transition theory. In Student development in college:Theory, research, and practice (2 ed., pp. 212-226). San Francisco, CA: Jossey-Bass. Inkelas, K., Vogt, K., Longerbeam, S., Owen, J., & Johnson, D. (2006). Measuring outcomes of living learning programs: Examining college environment and student learning and development. The Journal of General Education, 55(1), 40-76. Inkelas, K., & Weisman, J. (2003). Different by design: An examination of student outcomes among participants in three types of living learning programs. Journal of College Student Development, 44(3), 335-368. Nesheim, B. E., Guentzel, M. J., Kellogg, A. H., McDonald, W. M., Wells, C. A., & Whitt, E. J. (2007). Outcomes for students of student affairs-academic affairs partnership programs. Journal of College Student Development, 48(4), 435-454. Zeller, W. (2008). Living-learning programs in the digital age. Journal of College and University Student Housing, 35(1), 66- 37.