This semester we have covered numerous development theories than can be applied to the higher education field. Theories are not instruction books on how to handle student, but a resource to help us better understand the population we seek to assist. I found Nancy Schlossberg’s transitional theory to be very useful when working with college students because everyone goes through transitions in their life.
Schlossberg highlights the impact on the individual when faced with a major change in their life. The specific transition, environment and the individual are all factors that need to be taken into consideration. Gong through college is a major transition in itself meant to provide opportunities for learning and growth. At times this growth …show more content…
Anticipated events are events that are expected to happen, such as graduation from high school and preparing for college. An example of an unanticipated event would be the loss of a job. Nonevents are when a person is expecting something to happen but it does not, such as not receiving a callback after interviewing for a job. All 3 types can have an effect on the person’s daily life, this is referred to as impact.
Transitions can have a large impact on one’s life yet there is no way to avoid it. Coping with transitions is a process that student affairs practitioners can help students go through. The four S’s of transitional theory, situation, self, support and strategies are the major factors the influence the student’s ability to cope.
Situation refers to the factors that triggered the transition, when and how the transition happened, how much control one has over the situation, previous experience, if there was a role change and how long this change will last. Personal and demographic characteristics can affect how the individual views the situation and therefore becomes just as important to consider as the change …show more content…
These are steps a learner should take in order to have full understanding rather than a developmental stage. It may be hard for a student to be able to master all 4 stages, because they use different abilities. For example, a student may be able to understand a concept as the teacher performs the task (observation) and can even do the task themselves (active experimentation) , but they may have difficulty knowing when to apply the knowledge to real life situations which is abstract
Schlossberg highlights the impact on the individual when faced with a major change in their life. The specific transition, environment and the individual are all factors that need to be taken into consideration. Gong through college is a major transition in itself meant to provide opportunities for learning and growth. At times this growth …show more content…
Anticipated events are events that are expected to happen, such as graduation from high school and preparing for college. An example of an unanticipated event would be the loss of a job. Nonevents are when a person is expecting something to happen but it does not, such as not receiving a callback after interviewing for a job. All 3 types can have an effect on the person’s daily life, this is referred to as impact.
Transitions can have a large impact on one’s life yet there is no way to avoid it. Coping with transitions is a process that student affairs practitioners can help students go through. The four S’s of transitional theory, situation, self, support and strategies are the major factors the influence the student’s ability to cope.
Situation refers to the factors that triggered the transition, when and how the transition happened, how much control one has over the situation, previous experience, if there was a role change and how long this change will last. Personal and demographic characteristics can affect how the individual views the situation and therefore becomes just as important to consider as the change …show more content…
These are steps a learner should take in order to have full understanding rather than a developmental stage. It may be hard for a student to be able to master all 4 stages, because they use different abilities. For example, a student may be able to understand a concept as the teacher performs the task (observation) and can even do the task themselves (active experimentation) , but they may have difficulty knowing when to apply the knowledge to real life situations which is abstract