schlossberg’s transition theory student athletes amber anderson benny balderrama christa steiner...
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Schlossberg’s Transition Theory
Student Athletes Amber Anderson
Benny Balderrama Christa Steiner
Ki Williams
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Event- An event that you would consider a transition during your undergraduate career?
Situation- Was this transition expected/unexpected?
Self- Did this event align with your desires at the time?
Support- Who supported you in this transition, if anyone?
Strategies- In reacting to this event, did you try to modify the situation, control the situation, or manage yourself?
Was the way you reacted to and handled the event impacted by the situation, support, strategies and ways of coping?
Activity
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Introduction to Schlossberg’s Transition Theory
• Theory provides insight into the factors related to the transition, the individual and the environment.
• Factors determine the degree of impact a given transition will have at a particular time.
• Categorized as a theory of adult development but relevant for college students.
• Transitions provide opportunities for growth and development where positive outcomes cannot be assumed.
• Schlossberg defines transition as “any event, or non-event, that results in changed relationships, routines, assumptions and roles”
• Stresses the role of perception in transitions
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Types, Context and Impact of Transition
Transitions• Anticipated: ones that occur predictably
Example: Graduation from high school
• Unanticipated: not predicted or scheduled Example: Divorce or significant illness
• Non-Event: expected but do not occur Example: Desire to have a child and
inability to conceive
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Types, Context and Impact of Transition
Non-Events• Personal: related to individual aspirations
Example: Getting a promotion
• Ripple: felt due to non-event of someone close
Example: Best friend miscarries a child
• Resultant: caused by an eventExample: 9-11
• Delayed: anticipated event that still might occur Example: Retirement
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Types, Context and Impact of Transition
Context• Refers to one’s relationship to the transition
and the setting.
Impact• Alteration in one’s daily life• Can be positive and negative transitions, equal
stress
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The Transition Process
• Reactions over time• Moving in, moving through, and moving
out
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The Four S's
• Situation• Self• Support• Strategies
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Situation• Trigger• Timing• Control• Role Change• Duration• Previous Experience with a
Similar Transition• Concurrent Stress• Assessment
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Self
• Two Categories• Personal and Demographic
CharacteristicsHow an individual views
life• Psychological Resources• Ways of Coping
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Support *Social support*
• Intimate relationships• Family units• Network of Friends• Institutions and Communities• Type• Functions• Measures
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Strategies
• Modify the situation• Control the meaning of the
problem• Aid in managing the stress in the
aftermath
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Athletes in Transition Theory
• Relevant to student- athletes based on cognitive appraisal and nonevents
• Player to non-player transition• Theoretical Models and Empirical
Models
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The transition process will be difficult for athletes who:1. Have most strongly and exclusively based their
identity on athletic performance2. Have the greatest gap between level of aspiration
and level of ability3. Have had the least prior experience with the
same or similar transitions4. Are limited in their general ability to adapt to
change because of emotional and/or behavioral deficits
5. Are limited in their ability to form and maintain supportive relationships
6. Must deal with the transition in a context (social and/or physical) lacking material and emotional resources that could be helpful
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Theoretical Models
• Stage Models• Denial• Anger• Bargaining• Depression• Acceptance
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Developmental Models
• Takes into account diversity of individual and environmental factors
• Adaptation to Transition• Individual Characteristics• Environmental factors• Several other factors should
have been suggested (i.e. status loss, confidence, loss of control)
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Life Developmental Intervention• Links transitional theory to an intervention
framework• Enhancement: prepares student athletes to cope
with future events• Supportive: buffer the impact of any stressful
aspects of a transition • Counseling: assists with the difficulty of coping with
the aftermath of the transition
Empirical Perspectives• Quality of Adjustment• Context in which termination occurs• Moderators of Adjustment• Athletic Identity – athletic role as source of self-worth
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How to Support our Student Athletes
• Making the Jump• Athletes in Transition• CATS
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Theory to Practicerecommendations
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CLASS ACTIVITY:
Week Of Welcome! Class of 2017
• Divide class into six groups • Elect Orientation Group Leader• Choose a student population
envelope• Create Orientation break-out
session for your population using the Transition Theory
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ReferencesComeaux, E. & Harrison, K. (2011). A conceptual model of academic success for student athletes. Educational Researcher. 40(5): 235-245.Evans, N., Forney, D., & Guido-Dibrito, F. (1998). Student development in college:
Theory, research, and practice. San Francisco, CA: Jossey-Bass.Pearson, R. & Petitpas, A. (1990). Transitions of athletes: Developmental and preventative
perspectives. Journal of Counseling and Development. (69(1): 7-11.Petitpas, A.J., Brewer, B.W., & Van Raalte, J.L. (1996). Transitions of the
student-athlete: Theoretical, empirical, and practical perspectives. In E.F. Etzel,
A.P. Ferrante, & J.W. Pinkney (Eds.), Counseling college student-athletes: Issues and interventions (2nd ed., pp. 137-156). Morgantown, WV: Fitness Information Technology.Samuel, R. & Tenenbaum, G. (2011). How do athletes perceive and respond to change-events: An exploratory measurement tool. Psychology of Sport and Excercise. 12(4): 392-406. Retrieved from http://www.sciencedirect.com/science/article pii/S1469029211000288 Schlossberg, N. (2012). Major contributions: A model for analyzing human adaptation to transition. The Counseling Psychologist, 9(2): 2-18.Simons, H.D., Van Rheenen, D., & Covington, M.V. (1999). Academic motivation and the student athlete. Journal of College Student Development, 40(2), 151-162.