Reconceptualising Transitions: Whose Transition is it Anyway? Professor Divya Jindal-Snape Transformative Change: Educational and Life Transitions (TCELT) Research Centre

Conceptualisation of Transitions Transition is an on-going process that involves moving from one context and set of interpersonal relationships to another (Jindal-Snape, 2010).Jindal-Snape, 2010 CONTEXTUAL TRANSITIONS –new city –new educational system & level of study –new organisational culture INTERPERSONAL RELATIONSHIPS –leaving family and school friends –making new friends –new relationships with staff & community

Transition Experiences Students might experience differences in: –social and organisational cultures of the institutions –increased academic as well as interpersonal expectations –dealing with daily life issues They are not only going through educational transitions but also life transitions.

Educational and Life Transitions (ELT) model* (Jindal-Snape, 2012) *This is conceived as a dynamic model.

Transitions Transition is a positive process, satisfying and fulfilling (Jindal- Snape, 2010) –reflective of a fulfilment of their aspiration to study on programmes of their choice –an indicator of being held in high academic esteem Transitions and change can also incur stress (e.g., Lazarus & Folkman, 1984) –substantial social and emotional costs resulting from isolation fear of failure impact of their choices on their personal and academic life, and employment

(Participants could choose more than one option) What students most looked forward to about university life* *Unpublished study, Muszynski & Jindal-Snape,

(Participants could choose more than one option) Perceived challenges in university life

Resilience Resilience is “a phenomenon or process reflecting relatively positive adaptation despite experiences of adversity or trauma,” Luthar (2003, p. 6).* Cited in Jindal-Snape, D. & Miller, D.J. (2010). Understanding Transitions through Self- Esteem and Resilience. In D. Jindal-Snape (Ed.), Educational Transitions: Moving Stories from around the world. New York: Routledge.

Protective processes to facilitate resilience Rutter (1987)* suggested four main protective processes which mediate risk at key life turning points to lessen the impact of risk by altering the experience of risk or exposure to the risk to decrease the number of risk factors in order to avoid an accumulation of unmanageable risks to increase self-esteem and self-efficacy, in order to create a positive chain reaction in the young person’s life to provide access to opportunities such as part-time work and out of school activities, to increase confidence Cited in Jindal-Snape, D. & Miller, D.J. (2010). Understanding Transitions through Self-Esteem and Resilience. In D. Jindal-Snape (Ed.), Educational Transitions: Moving Stories from around the world. New York: Routledge.

Resilience & Transitions Transition research suggests several such stressors for a university student at this time –Discontinuity –Change in expectations –Change in organisational culture –Peer relationships To minimise risk or stressors, research emphasises the importance of –Internal protective factors (for example, self-esteem) –External protective factors (such as positive relationships at home and university)

Support for an academic issue Support for a personal issue (Participants could choose more than one source of support)

Families experiencing Transitions If parents/carers are not supported in their transition, how will they support their children?

Multi-dimensional and Multiple Transitions (MMT Model, Jindal-Snape, 2012)

What seems to really work during transition Autonomy Active learning agency Voice Active Participation Familiarisation Knowledge of the new context Rehearsing in a safe environment Opportunity to discuss concerns