Schlossberg’s
Transition Theory
Jim Badger, Courtney Smith,
Nick Hoover
Outline
 History & Background of Theory

Adult Development Theory
 What is a Transition?


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3 Types of Transition
3 Adaptations
4 Factors for Coping
 Questionnaire & Group Discussions
 SAHE Applications
Schlossberg
Dr. Nancy K. Schlossberg
 Bernard College, 1951

B.A. Sociology
 Teachers College, Columbia University, 1961

Ed.D Counseling
 University of Maryland

Professor Emeritus

Department of Counseling and Personnel Services
History of the Theory
 “A model for analyzing human adaptation” in
The Counseling Psychologist, 1981
 Revised in 1989 and 1995
 Influenced by Erickson, Chickering, and
several others
Adult Development
 Perspectives:

Contextual (impact of org on person)

Developmental (age, stage, domain)

Life Span (evaluate life experiences)

Transitional (cultural & social norms)
The Theory
 Transition:

Any event or non-event that results in changed
relationships, routines, assumptions and/or
roles

Positive or Negative

Perception is key

The transition must be analyzed
Relevance
 Insight into factors related to transition

the individual, the environment & the
magnitude of the impact
 Strategies to assist the transitioner
 Learn of support available for coping

Learn to cope with life & the inevitable
transitions
3 Types of Transition
 1st Type
 Anticipated
transition:

Occur predictably

Examples of college student anticipated
transition?
Anticipated Transitions
Graduation From College, Living Situation (move)
3 Types of Transition
 2nd Type
 Unanticipated
transition:

Not predictable or scheduled

Examples of college student
unanticipated transition?
Unanticipated Transitions
Deaths,
Break-ups,
Social
Tragedies
3 Types of Transition
 3rd
Type
 Nonevents:

Expected transitions that don’t occur
 4 categories of non-events
Nonevents con’t
Personal: individual aspirations
 Ripple: experienced because of a
nonevent of someone close
 Resultant: caused by an event
 Delayed: anticipation of an event that
might still happen
 -nonevents deal with probability and
not so much possibility (event has to
be likely to occur
Examples of nonevent transitions?

Job Offer, Promotion, Personal Life
Milestones (marriage, children)
Group Activity & Discussion
 Case Studies


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What kind of transition(s) for Amanda?
For Jacob?
For Pat?
Context and Impact
 Context- one’s own relationship to the
transition and the setting



Work
Personal
Relationships
 Impact- degree to which the transition alters
daily life
Transition Process
 Growth or decline, occurs over a period of time
 Series of phases including moving in, moving
through, and moving out
 Effectiveness in coping depends on “assets” &
“liabilities”
 Four Factors that influence coping, The 4 S’s


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Situation
Self
Support
Strategies
Situation

Trigger (what caused the transition)

Timing (social view of, is it on time or
not? Good or bad?)

Control (what aspects of transition can
the individual control? The transition itself
or their reaction?)

Role change (has their role changed? Is
it good/gain or bad/loss?)
Situation con’t

Duration (permanent, temporary, or
unknown?)

Previous experience w/ similar transition
(able to cope before?)

Concurrent stress (other stressors?)

Assessment (who is seen as responsible
for the transition & how is behavior
affected by this perception?)
Self

Personal & demographic characteristics
(how does individual view life)


Socioeconomic status, gender, age, stage of
life, health, ethnicity
Psychological resources (aid for coping)

Ego development, outlook, commitment,
values
Support
 Types (intimate, family, friends,
institutional/community)
 Functions (affect, affirmation, aid, honest
feedback)
 Measurement (role dependent, stable &
changing supports)
Strategies
 This is the Coping Response
 Categories (modify situation, control
meaning, manage stress in aftermath)
 Coping modes (information seeking, direct
action, inhibition of action)
Multiple Methods + Flexibility = Effective Coper
Appling the 4 S’s
 Situation, Self, Support & Strategies
 Revisit Case Studies
Adaptation
3 variables
 Individual’s perception of the transition
 Characteristics of pre- and post-transition
environments
 Characteristics of the individual experiencing
the transition
Integrating with Counseling
 Relationship building
 Assessment
(listening skills)
(environment, resources & coping skills)
 Goal setting
(use 4 S’s; modify environment-situation;
regain balance-self; support; develop a plan-strategy)
 Interventions
(change interpretation of meaning; assess
assets-self; referral to support group-support; problem solvingstrategy)
 Termination & follow-up
& plan for next step)
(review what has happened
Assessment Techniques
 Transition Coping Questionnaire and
Transition Coping Guide are 2 tools available
 Consider the transition and answer Likert
scale questions on the 4 S’s.
Possible limitations
 Not focusing on specific populations

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GLBTQ
Students of color
Students with disabilities
International students
Relevance to SAHE Professionals
 Increase in adult learners
 Transition can be the reason for enrollment in higher

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

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education
Aiding a transition can improve retention,
involvement, alumni support
Support/assessment for college athletes (injury, not
making team)
Taught to RAs, student org officers, student leaders,
orientation/ FYE programs, graduating seniors
Numerous applications for adult students and for
traditionally-aged students
Facilitates understanding and action for resolution &
growth!
Conclusion
 Thank you for your time, participation, and
attention!
 Questions?
 References:
Chickering, A. W., Schlossberg, N. K. (1998). Getting the most out of college.
Boston: Allyn and Bacon.
Evans, N. J., Forney, D. S., Guido-DiBrito, F. (1998). Student development in
college: Theory, research, and practice. San Francisco: JosseyBass.
Schlossberg, N. K. (1989). Overwhelmed: Life’s ups and downs. Lexington,
MA: Lexington Books.