Nancy Schlossberg’s Transition Theory F. E. A. R.
Presented by: Jared Cates
SAE 723 - Baumann
Past
FuturePres
ent
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), 1-18.
Schlossberg, Nancy K. (n. d.). Nancy K. Schlossberg’s full bibliography. Retrieved from http://www.transitionsthroughlife.com/bio/full-biography/