Nancy Schlossberg’s Transition Theory F. E. A. R. Presented by: Jared Cates SAE Baumann Past Future Present

Accomplishments and recognition  Former president of the National Career Development Association (NCDA)  Current co-president of a consulting group, TransitionWorks  Professor in the Department of Counseling and Personnel Services at Maryland University  Author of 10 books  Many of her articles have been published in USA Today, The Wall Street Journal, and The New York Times

Historical Overview  Transition defined: “any event, or nonevent, that results in changed relationships routines, assumptions, and roles” (Evans et al., 2010).  Schlossberg began her research in 1981 (The Counseling Psychologist)  Mission: gain a better understanding of adults in transition and provide ways to help them adapt with the “ordinary and extraordinary processes of living” (Evans et al., 2010)  Adaption process was affected by three sets of variables: 1.Perception of the Particular Transition (produces a degree of stress) 2.Characteristics of Pre- and Post- Transition Environments 3.Characteristics of the Individual

Tonight’s Study F.E.A.R.  Focusing on the Three Transitional Types  Examining Goodman’s “4 S’s”  Analyzing Schlossberg’s Three Sets of Variables in the Adaptation Process  Relevance to Today’s College Generation

Focusing on the Three Transitional Types  Anticipated Transition: a change that is predictable in an individual’s life.  Unanticipated Transition: a change that is not predictable in an individual’s life  Nonevent: a change that is expected to occur but do not

Examining Goodman’s “4 Ss” 1.Situation: Perception of the Particular Transition 2.Self: Characteristics of the Individual 3.Support : Characteristics of the Pre – and Post – Transition Environment 4.Strategies: Overcoming and Adaptation to the Transition

Analyzing Schlossberg’s Three Sets of Variables in the Adaptation Process Perception of the Particular Transition (Produces a Degree of Stress)  Role Change (Situation): Gain: getting married, taking a new job, or becoming a parent Loss: getting divorced, retiring Schlossberg suggests that regardless of a gain or loss, some degree of stress accompanies it.

Analyzing Schlossberg’s Three Sets of Variables in the Adaptation Process Continued  Affect (Situation): Positive: child graduates high school Negative: a parent may look forward to a child leaving to go to college, but may result in feelings of pain once he or she leaves

Analyzing Schlossberg’s Three Sets of Variables in the Adaptation Process Continued  Source (Situation): Internal: retiring voluntarily External: Having to move because a spouse received a job in a new location Schlossberg hypothesized that individual’s adapt more easily in which the source is internal. When we revisit the internal example, a worker who retires voluntarily instead of age limit may find it easier to adapt.

Analyzing Schlossberg’s Three Sets of Variables in the Adaptation Process Continued  Timing (Situation): On-time: associated with age (graduation, having kids, etc.) Off-time: early or late Schlossberg suggested individual’s follow a “social clock” approach to life. To be “off-time,” whether early or late, can lead to a much more difficult transition. This transition is considered to be unexpected.

Analyzing Schlossberg’s Three Sets of Variables in the Adaptation Process Continued  Onset (Situation): Gradual: college student anticipates graduation and getting a job Sudden: Natural disasters Some of life’s transitions are inevitable. The transitions that are gradual are easier for a student to adapt to because he or she has had time to prepare for it.

Analyzing Schlossberg’s Three Sets of Variables in the Adaptation Process Continued  Duration (Situation): Permanent: nursing home Temporary: hospital surgery Uncertainty: illness or cold Which of these transition types do you think would be easiest to adapt to?

So how do people get through this “transition” period?......

Characteristics of Pre – and Post – Transition Environments Internal Support Systems (Support):  Intimate Relationships  Family Unit  Network of Friends

Characteristics of Pre – and Post – Transition Environments Continued Institutional Supports (Support):  Occupational Organizations  Church  Community Involvement  Support Groups

Characteristics of Pre – and Post – Transition Environments Continued Physical Setting (Support):  Comfort  Privacy  Living Arrangements

Characteristics of Individual Psychosocial Competence (Self):  Self- Attitudes  World Attitudes  Behavioral Attitudes Schlossberg offers insight on how the individual must do a self- evaluation in this stage of transition. Does the individual have a high level of self- esteem and personal worth? Do they value these things?

Characteristics of Individual Continued Sex ( Sex-Role Identification) (Self) Schlossberg believes…  Men: hide emotions and deny problems  Women: express feelings and have a greater capacity for intimacy Interesting………………………..

Characteristics of Individual Continued Age (Life Stages) (Self)  Biological Age  Psychological Age  Social Age  Functional Age Things to consider: How do individual’s respond to societal pressures? Do individual’s participate in roles assigned by society? Does the individual posses the ability to function or perform as expected in his or her particular age bracket?

Characteristics of Individual Continued State of Health (Self) Question: Is the individual’s health affecting his or her coping ability? Race/Ethnicity (Self)  Values  Cultural Norms  Extension or Isolation from Family

Characteristics of Individual Continued Socioeconomic Status (Self)  Income  Education  Wealth These three factors will certainly affect an individual’s progression to adaptability.

Characteristics of Individual Continued Value Orientation (Self)  Materialistic  Religious Beliefs These attributes, among others, certainly will affect the transitional process.

Relevance to Today’s College Students Schlossberg focused on the adult transitional process. Schlossberg’s ultimate end result: Adaptation -Is the individual’s perception altered? -Did the individual experience growth or deterioration in the process? Questions for Discussion:  How can we, as student affairs professionals, make the transition for students easier or more effective?  Comments or critiques of Schlossberg’s theory?

References  Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college. San Francisco, CA: Jossey-Bass.  Schlossberg, Nancy K. (1981). A model for analyzing human adaptation to transition. The Counseling Psychologist, 9(2),  Schlossberg, Nancy K. (n. d.). Nancy K. Schlossberg’s full bibliography. Retrieved from