Schlossberg’s Transition Theory Student Athletes

Amber Anderson

Benny Balderrama

Christa Steiner

Ki Williams

Event- An event that you would consider a transition during your undergraduate career?

Situation- Was this transition expected/unexpected?

Self- Did this event align with your desires at the time?

Support- Who supported you in this transition, if anyone?

Strategies- In reacting to this event, did you try to modify the situation, control the situation, or manage yourself?

Was the way you reacted to and handled the event impacted by the situation, support, strategies and ways of coping?

Activity

Introduction to Schlossberg’s Transition Theory • Theory provides insight into the factors related to the transition,

the individual and the environment.

• Factors determine the degree of impact a given transition will have at a particular time.

• Categorized as a theory of adult development but relevant for college students.

• Transitions provide opportunities for growth and development where positive outcomes cannot be assumed.

• Schlossberg defines transition as “any event, or non-event, that results in changed relationships, routines, assumptions and roles”

• Stresses the role of perception in transitions

Types, Context and Impact of Transition

Transitions • Anticipated: ones that occur predictably

Example: Graduation from high school • Unanticipated: not predicted or scheduled

Example: Divorce or significant illness • Non-Event: expected but do not occur

Example: Desire to have a child and inability to conceive

Types, Context and Impact of Transition Non-Events • Personal: related to individual aspirations Example: Getting a promotion

• Ripple: felt due to non-event of someone close Example: Best friend miscarries a child

• Resultant: caused by an event Example: 9-11

• Delayed: anticipated event that still might occur Example: Retirement

Types, Context and Impact of Transition Context • Refers to one’s relationship to the transition and the setting.

Impact • Alteration in one’s daily life • Can be positive and negative transitions, equal stress

The Transition Process

• Reactions over time • Moving in, moving through, and moving out

The Four S's

• Situation • Self • Support • Strategies

Situation • Trigger • Timing • Control • Role Change • Duration • Previous Experience with a Similar

Transition • Concurrent Stress • Assessment

Self

• Two Categories • Personal and Demographic Characteristics How an individual views life • Psychological Resources • Ways of Coping

Support *Social support*

• Intimate relationships • Family units • Network of Friends • Institutions and Communities • Type • Functions • Measures

Strategies

• Modify the situation • Control the meaning of the problem • Aid in managing the stress in the

aftermath

Athletes in Transition Theory

• Relevant to student- athletes based on cognitive appraisal and nonevents

• Player to non-player transition • Theoretical Models and Empirical Models

The transition process will be difficult for athletes who: 1. Have most strongly and exclusively based their identity on

athletic performance 2. Have the greatest gap between level of aspiration and level of

ability 3. Have had the least prior experience with the same or similar

transitions 4. Are limited in their general ability to adapt to change because

of emotional and/or behavioral deficits 5. Are limited in their ability to form and maintain supportive

relationships 6. Must deal with the transition in a context (social and/or

physical) lacking material and emotional resources that could be helpful

Theoretical Models

• Stage Models • Denial • Anger • Bargaining • Depression • Acceptance

Developmental Models

• Takes into account diversity of individual and environmental factors

• Adaptation to Transition • Individual Characteristics • Environmental factors • Several other factors should have been

suggested (i.e. status loss, confidence, loss of control)

Life Developmental Intervention

• Links transitional theory to an intervention framework • Enhancement: prepares student athletes to cope with future events • Supportive: buffer the impact of any stressful aspects of a transition • Counseling: assists with the difficulty of coping with the aftermath

of the transition Empirical Perspectives

• Quality of Adjustment • Context in which termination occurs • Moderators of Adjustment • Athletic Identity – athletic role as source of self-worth

How to Support our Student Athletes

• Making the Jump • Athletes in Transition • CATS

Theory to Practice recommendations

CLASS ACTIVITY:

Week Of Welcome! Class of 2017

• Divide class into six groups • Elect Orientation Group Leader • Choose a student population envelope • Create Orientation break-out session for your

population using the Transition Theory

References Comeaux, E. & Harrison, K. (2011). A conceptual model of academic success for student athletes. Educational Researcher. 40(5): 235-245. Evans, N., Forney, D., & Guido-Dibrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey-Bass. Pearson, R. & Petitpas, A. (1990). Transitions of athletes: Developmental and preventative perspectives. Journal of Counseling and Development. (69(1): 7-11. Petitpas, A.J., Brewer, B.W., & Van Raalte, J.L. (1996). Transitions of the student-athlete: Theoretical, empirical, and practical perspectives. In E.F. Etzel, A.P. Ferrante, & J.W. Pinkney (Eds.), Counseling college student-athletes: Issues and interventions (2nd ed., pp. 137-156). Morgantown, WV: Fitness Information Technology. Samuel, R. & Tenenbaum, G. (2011). How do athletes perceive and respond to change-events: An exploratory measurement tool. Psychology of Sport and Excercise. 12(4): 392-406. Retrieved from http://www.sciencedirect.com/science/article pii/S1469029211000288 Schlossberg, N. (2012). Major contributions: A model for analyzing human adaptation to transition. The Counseling Psychologist, 9(2): 2-18. Simons, H.D., Van Rheenen, D., & Covington, M.V. (1999). Academic motivation and the student athlete. Journal of College Student Development, 40(2), 151-162.