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Transitioning into College

Student Development . Transitioning into College. Joan Miller and Priscilla Moreno. Change. High School  College. Historical Context. Goal: “operationalize variability” (Schlossberg,1984) Framework to understand and aid adults in transition

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Transitioning into College

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  1. Student Development Transitioning into College Joan Miller and Priscilla Moreno

  2. Change

  3. High School  College

  4. Historical Context • 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)

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

  6. TheoryTransition: A Three Part Process Transitions (Moving In) The Transition Process (Moving Through) Coping with Transition (Moving Out)

  7. TheoryForms of TransitionMoving in Three types of Transitions: Anticipated Transitions Unanticipated Transitions Non-events Personal Ripple Resultant Delayed

  8. TheoryTaking Stock: the 4 S’sMoving through • Situation • - Trigger, timing - Duration • Level of control - Role Change • Similar Experience • - Other stresses • Self • Personal/Demographic Characteristics • Psychological Resources • Support (Social Supports) • Type • Function • Measure • Strategies • to modify • to control the problem • to aid with stress

  9. TheoryCounseling Models Moving Out Cormier and HackneyEgan

  10. Theory to Practice: APPLICATION TO STUDENT AFFAIRS

  11. High School Student IssuesTransitioning to College • 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.

  12. Think About. . . • 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?

  13. Implications for Higher Education Faculty, Staff and Student Affairs • 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.

  14. Critiques/Limitations • 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

  15. Questions?

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