1. 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

2. 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

3. 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

4. Ice Breaker
Creating a Chain of support M

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

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

7. 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

8. 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

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

10. 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

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

12. Back To
Reality

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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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).

23. 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).

24. 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 ). 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),
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),
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),
Zeller, W. (2008). Living-learning programs in the digital age. Journal of College and University Student Housing, 35(1),