Student Development
Joan Miller and Priscilla Moreno
Change
High School

College

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)
Transition:
Any event, or non-event, that
results in changed relationships,
routines, assumptions, and roles
Theory
Transition: A Three Part Process
Transitions
(Moving In)
The Transition
Process (Moving
Through)
Coping with
Transition
(Moving Out)
Three types of Transitions:
Anticipated Transitions
Unanticipated Transitions
Non-events
Personal
Ripple
Resultant
Delayed
Situation
Self
- Trigger, timing
- Duration
- Level of control
- Role Change
-
Similar Experience
•Personal/Demographic
Characteristics
•Psychological Resources
- Other stresses
Support (Social Supports)
Strategies
•Type
• to modify
•Function
• to control the problem
•Measure
• to aid with stress
High School Student Issues
Transitioning 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.
Current theories related to
adulthood offer ‘interesting but
essentially untested predictions
about the course of adult life’
• Theory lacks validation by empirical
quantitative research.

Excellent model to
understand/support transitions.
• More research is needed to increase
the understanding of various
transitions specifically related to
diverse student populations

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.

• Supportive assessment tools should
be developed.