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/