1. Schlossberg’s Transition Theory Student Athletes Amber Anderson Benny Balderrama Christa Steiner Ki Williams

2. 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

3. 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

4. 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

5. 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 event Example: 9-11 Delayed: anticipated event that still might occur Example: Retirement

6. 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

7. The Transition Process Reactions over time Moving in, moving through, and moving out

8. The Four S's Situation Self Support Strategies

9. Situation Trigger Timing Control Role Change Duration Previous Experience with a Similar Transition Concurrent Stress Assessment

10. Self Two Categories Personal and Demographic Characteristics How an individual views life Psychological Resources Ways of Coping

11. Support *Social support* Intimate relationships Family units Network of Friends Institutions and Communities Type Functions Measures

12. Strategies Modify the situation Control the meaning of the problem Aid in managing the stress in the aftermath

13. Athletes in Transition Theory Relevant to student- athletes based on cognitive appraisal and nonevents Player to non-player transition Theoretical Models and Empirical Models

14. The transition process will be difficult for athletes who: 1.Have most strongly and exclusively based their identity on athletic performance 2.Have the greatest gap between level of aspiration and level of ability 3.Have had the least prior experience with the same or similar transitions 4.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

15. Theoretical Models Stage Models Denial Anger Bargaining Depression Acceptance

16. 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)

17. 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

18. How to Support our Student Athletes Making the Jump Athletes in Transition CATS

19. Theory to Practice recommendations

20. 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

21. References Comeaux, 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.