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Nancy Schlossberg's Theory of Transitions
Transcript of Nancy Schlossberg's Theory of Transitions
The 4 S's
This theory of transition provides four vital factors that help individuals cope with the process of transition.
First Generation Students
First-generation status appears to be a disadvantage throughout post secondary education that is independent of other background and enrollment factors" (Choy, 2001, p. 25). Low income and first generation college student retention and graduation rates are lower than the rest of the student body, while enrollment of these students is increasing.
Schlossberg's Theory of Transitions can be adapted to apply to low income and first generation students, addressing issues that may arise as they acclimate to college life.
For example, going to college can be
an anticipated transition, falling in love and getting married while in college can be unanticipated. Nonevents are transitions that were anticipated but did not occur (Chickering & Schlossberg, 1995).
Supporting low income and first generation college students in their transition into higher education is done through bridge programming and summer orientation programs geared toward the specific needs of this demographic.
Previous Experience with a Similar Transition
Personal and demographic characteristics
networks of friends
institutions and communities
Some modify the situation
Some control the meaning of the problem
Others aid in managing the stress
Dr. Nancy Schlossberg’s Theory of Transition (1984) is a psychosocial model of development that examines life events which affect various aspects of an individual’s life and their societal roles.
Student Affairs Implications
Definition of Transition:
“Any event, or non-event, that results in changed relationships, routines, assumptions and roles.”
The person’s perception of the transition is as important to understanding how a person is affected by the changing life events such as the type, context and impact of the transition.
Types of Transitions:
Choy, S. (2001). Students whose parents did not go to college: Postsecondary access, persistence, and attainment. Washington, DC: National Center for Education Statistics.
Cox, J.A. (2003, December). Teaching coping skills to first-year college students on academic probation. Academic Advising Today. 36 (4).
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student development in college: Theory and practice (2nd ed.). San Francisco, CA: Jossey Bass.
Josey-Pizzolato, J.E. (2004). Coping with conflict: Self-authorship, coping, and adaptation to college in first-year, high-risk students. Journal of College Student Development, 45(4), 425-442.
Tovar, E. & Simon, M. (2006). Academic probation as a dangerous opportunity: factors influencing diverse college students' success. Community College Journal of Research and Practice, 30, 547-564.
Inhibition of action
4 Coping Modes:
3 Coping Responses:
Age (psychological not chronological
State of life and health
Outlook in optimism and self-efficacy
Commitment & Values
Developmental Advising is a student-centered approach toward developing a relationship among students, faculty and other college professionals.
Developmental Advising is an ongoing growth process which assists students in the exploration, clarification, communication, and implementation of realistic choices based on self-awareness of abilities, interests, and values.
Moving In, Moving Through, and Moving Out