Transition Theory When examining the theoretical framework of veterans transitioning to higher educations, the theories developed by Schlossberg, Waters, and Goodman (1995) are most appropriate. Specifically, Transition Model (TM) and Integrative Model (IM) of the transitioning process. Prior to covering theoretical models the three types of transitions should be identified. Schlossberg outlines four types of transitions: Anticipated Transitions (AT), Unanticipated Transitions (UT), Chronic-Hassles (CH), and Non-Event Transitions (N-ET). AT occur when a person is expecting changes, such as getting a new job or buying a house. UT are events that is not prepared for and typically involve crises, such as getting fired from your job or if the
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(1995) also describes the Integrative Model of the transitioning process, frequently referred to as: Moving-In (MI), Moving-Through (MT), and Moving-Out (MO). The MI phase is the opening where a person gradually becomes more acquainted with norms and expectations. This phase can be described as when the civilian enlists in the military and transitions to service member or the veteran enrolls in college and transitions to a student-veteran. The MT involves relinquishing past roles. This phase happens after the service member or student-veteran has adjusted to their new environment(s) and begins to assess the importance of their new life role. This can be a protracted process and the service member or student-veteran may question their decision to serve or pursue a higher education. MO is where the person is preparing to close a certain chapter in their life. In the military it is being discharged from service, in an academic setting usually means degree completion and …show more content…
The center of this method was identifying and tracking student-veterans as they enrolled in school. The tracking and identification allows student affairs administrators to be coordinate and cater student services directly to the student-veteran population. The key components of this methodology included: financial aid support, counseling, student organization involvement, disability support, academic advising, faculty support, and institutional research. The institutions should also train veteran friendly faculty to act as mentors and advocates, to ensure that the student-veterans are receiving the appropriate
(1995) also describes the Integrative Model of the transitioning process, frequently referred to as: Moving-In (MI), Moving-Through (MT), and Moving-Out (MO). The MI phase is the opening where a person gradually becomes more acquainted with norms and expectations. This phase can be described as when the civilian enlists in the military and transitions to service member or the veteran enrolls in college and transitions to a student-veteran. The MT involves relinquishing past roles. This phase happens after the service member or student-veteran has adjusted to their new environment(s) and begins to assess the importance of their new life role. This can be a protracted process and the service member or student-veteran may question their decision to serve or pursue a higher education. MO is where the person is preparing to close a certain chapter in their life. In the military it is being discharged from service, in an academic setting usually means degree completion and …show more content…
The center of this method was identifying and tracking student-veterans as they enrolled in school. The tracking and identification allows student affairs administrators to be coordinate and cater student services directly to the student-veteran population. The key components of this methodology included: financial aid support, counseling, student organization involvement, disability support, academic advising, faculty support, and institutional research. The institutions should also train veteran friendly faculty to act as mentors and advocates, to ensure that the student-veterans are receiving the appropriate