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Dorm Edition

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by

Karissa Perez

on 25 October 2013

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Transcript of Dorm Edition

Residence Halls Edition
The Intervention
Schlossberg's Transition Theory
Any event, or non-event, that results in changed relationships, routines, assumptions, and roles.
Lets do some research!
Are you a first-time freshman living on campus?
What are the concerns and challenges you are facing right now?
Being Independent
What on-campus resources are you most looking forward to or believe you will be taking advantage of?
Office hours
Making Friends
Time Management
Balance
Getting Involved
Homework
Classes
Studying
Fitting In
Staying Focused
Figuring my life out!
God First
Roommates
Stress
Shy
Finances
Relationships
Failing
Losing my high school friends
My major
Job applications
No car!
Types of Transitions
Anticipated

Unanticipated

Nonevents
The 4 S's
Factors to consider:
Trigger
Timing
Control
Role Change
Duration
Concurrent Stress
Assessment

Personal and demographic characteristics
How and individual views life

Psychological resources
Aides to coping
Types: intimate, family, friends, institutional

Functions: affect, affirmation, aid, honest feedback

Measurement: stable and changing supports
Coping responses to transitions
Those that modify the situation
Those that control the meaning of the problem
Those that aid in managing the stress in the aftermath

Four coping models:
Information seeking
Direct action
Inhibition of action
Intrapsychic behavior
Situation
Self
Support
Strategies
Situation #3
Situation #1
Situation
#4

Situation#2
Dorms
Library
Shuttle
Recreational Center
The Writing Center
Tutors
Gym
Cafeteria
Credit Union
Club and Activities
Study Abroad
Counseling
Career Center
Financial Aid
Ministry
Athletic Facilities
Wi-Fi
Assume the role of a Resident Director
Evaluate how you will help these incoming freshmen as they are transitioning from high school to college
Educate, provide, & empower
Holistic perspective on college student development

Articles
(Mattanah 2010) "...more than 40% of students fail to complete college (Murtaugh, Burns, & Schuster, 1999), and much of this attrition occurs in the first year (Hamilton & Hamilton, 2006). In fact, more than half of all students who leave college do so in the first 6 weeks (Levitz & Noel, 1989).".
“The transition to college is not something that just happens; it is something that students build. It is largely the result of conscious and intentional efforts to address challenges and pursue goals" (Clark, 2005).
"Making the transition to college also requires that students negotiate challenges and influences in their lives outside of college. In order to facilitate students' success in college we must appreciate the complexity of their lives" (Clark, 2005).

References


Bolle, M.B., Wessel, R.D., Mulvihill, T.A. (2007). Transitional experiences of first-year college students who were homeschooled. Journal of College Student Development, 48 (6), 637-654

Clark, M. R. (2005). Negotiating the freshman year: challenges and strategies among first-year college students. Journal of College Student Development, 46 (3), 296-316.

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student
Development in College: Theory, Research, and Practice (2nd ed.). San Francisco: Jossey-Bass.

Mattanah, J. F. & Ayers, J. F. & Brand, B. L. & Brooks, L. J. & Quimby, J. L. & McNary, S.
W.(2010). A Social Support Intervention to Ease the College Transition: Exploring Main
Effects and Moderators. Journal of College Student Development 51(1), 93-108. The Johns Hopkins University Press. Retrieved October 20, 2013, from Project MUSE database.

Swenson, L. M., Nordstrom, A., & Hiester, M. (2008). The role of peer relationships in adjustment to college. Journal of College Student Development, 49(6), 551-567.


Adolescents enter the emerging adulthood age period, which by definition is a period of instability and exploration during which they must adjust to an unfamiliar environment that consists of different academic and social relationships, identity explorations, and possible changes in self–concept (Swenson, Nordstrom, & Hiester 2008).
In a study of the role of peer relationships in adjustment to college, researchers found that quality peer relationships positively impacted several types of college adjustment, including academic, social, emotional/personal, and institutional attachment (Swenson, Nordstrom, & Hiester 2008).
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