Joan Miller and Priscilla Moreno Student Development

Change

High School  College

 Goal: “operationalize variability” (Schlossberg,1984) Framework to understand and aid adults in transition  Borrowed and expanded ideas from others (Levinson, Neugarten) and worked with others on revisions: ( (Goodman)  Theory evolved over time through various revisions: The Counseling Psychologist (1981) Counseling in Transition (1984) Overwhelmed (1989) Counseling in Transition (1993, 1995)

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

Transitions (Moving In) The Transition Process (Moving Through) Coping with Transition (Moving Out)

Three types of Transitions: Anticipated Transitions Unanticipated Transitions Non-events Personal Ripple Resultant Delayed

Support (Social Supports) Type Function Measure Strategies to modify to control the problem to aid with stress Self Personal/Demographic Characteristics Psychological Resources Situation - Trigger, timing- Duration - Level of control - Role Change - Similar Experience - Other stresses

 Transitions in Living Arrangements – Residential Life, Orientation  Transitions in Education – Larger Class Sizes, Different Pedagogical Expectations  Transitions in Peer Group – Loss of Old Friends, Navigating New Peer Group, Change in Social Status  Transitions in Self-Efficacy – Need to develop skills to manage self  Transitions in Self-Esteem – Difficulty with academics, Difficulty with workload.

 What kinds of transitions do students with whom you work experience?  How can you help support them through this experience?  What in particular in Schlossberg’s theory do you feel would be of particular help?

 Know that different students view transitions differently – one size does not fit all.  Know factors that can influence and affect student transitions – such as capital they bring.  Know how to help students assess their assets and liabilities; know how to help them set goals to cope with difficult transitions.  Know that students’ transition to college is not one big change, but a series of many smaller ones. A well adjusted student may not remain well adjusted.  Know resources to which students can be referred if they need more help than you can give.

 Current theories related to adulthood offer ‘interesting but essentially untested predictions about the course of adult life’  Excellent model to understand/support transitions.  Integration of many theories resulted in a dynamic model for practice – useful in many situations, fields of work.  Schlossberg’s openness to suggestion resulted in many helpful revisions.  Theory is based on individuals and thus friendly to individual and cultural differences. Theory lacks validation by empirical quantitative research. Supportive assessment tools should be developed. More research is needed to increase the understanding of various transitions specifically related to diverse student populations