TRANSITIONING INTO COLLEGE

Joan Miller and Priscilla Moreno

Student Development

Change

High School

College

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)

THEORYMEANING OF TRANSITION

Transition:

Any event, or non-event, that results in changed relationships, routines, assumptions, and roles

TheoryTransition: A Three Part

Process

Transitions(Moving In)

The TransitionProcess (Moving

Through)

Coping with Transition (Moving Out)

THEORYFORMS OF TRANSITION

MOVING IN

Three types of Transitions: Anticipated Transitions Unanticipated Transitions Non-events

PersonalRippleResultantDelayed

THEORYTAKING STOCK: THE 4 S’S

MOVING THROUGH

Support (Social Supports)

• Type

• Function

• Measure

Strategies

• to modify

• to control the problem

• to aid with stress

Self

• Personal/Demographic Characteristics

• Psychological Resources

Situation

- Trigger, timing - Duration

- Level of control - Role Change

- Similar Experience

- Other stresses

THEORY COUNSELING MODELS

MOVING OUT

CORMIER AND HACKNEY

EGAN

THEORY TO PRACTICE: APPLICATION TO STUDENT

AFFAIRS

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.

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?

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.

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

QUESTIONS?