Applying the Schlossberg 4S Transition Model to Retired University Faculty: Does It Fit?

Abstract

The authors sumeyed university faculty t o investigate whether the Schlossberg 4s Transition Model was a usefil way to look at retirement aajustment.Participants were asked questions regarding aspects of situation, self, support, and strategies before and a j e r retirement. Results are described in relation to overall retirement satisfaction.

Career Awareness, Career Planning, and Career Transition Needs Among Sports Coaches

“…The questionnaire contains 58 items that ask the respondent to rate themselves on 5-point Likert scales in the following four areas, with higher scores predicting a more successful adjustment to a transition: (1) how they see the transition that they are currently facing (Situation Scale = 8 questions; Range = 8-40); (2) the personal characteristics that they bring to the transition (Self Scale = 10 multi-part questions; Range = 10-50); (3) what help they have from significant others (Support Scale = 15 multi-part questions; Range = 15-75); and (4) how they tend to cope with transitions generally (Coping Scale = 25 questions; Range = 25-125). Schlossberg and colleagues (Schlossberg, 1993;Schlossberg et al, 1995) has demonstrated strong internal consistency reliability for this questionnaire with consistency coefficients ranging from 0.74 to 0.88 (Goodman & Pappas, 2000;Lavallee, 2005;Schlossberg et al, 1995;Weisenberg, 2001). The alpha coefficients in the present study were found to be acceptable across the four subscales (see Table 1).…”

Continuing the Connection: Emeriti/Retiree Centers on Campus

“…Related articles discuss perks and privileges bestowed on emeriti and the value of their continued contributions: Auerbauch (1986), Jaffe (1993), Mauch, Birch, and Mathews (1993), Ferren (1998), and Tizard and Owen (2001). Articles by Walz, Craft, and Blum (1991), Dorfman (2000), and Goodman and Pappas (2000) provide overviews of what has been written about academics after retirement.…”

It Takes an Institution's Village to Retain a Student: A Comprehensive Look at Two Early Warning System Undergraduate Retention Programs and Administrators' Perceptions of Students' Experiences and the Retention Services they Provide Students in the Early Warning System Retention Programs

“…and have more strategies they can use to navigate, manage, cope with, and maintain stability in the college environment (Goodman & Pappas, 2000;Schlossberg, 1990;Tovar & Simon, 2006). This concept supports the claims made earlier that individualized approaches such as student success/life coaching that focus on heightened executive skill function, and highly trained college psychotherapy/psycho-educational counselors who are cognizant of students' diverse and complex issues, crisis situations, lack of academic self-concept and motivation, etc., are vital to the success of EWS (Tovar & Simon, 2006).…”

“…The trigger (what caused the transition event), timing, internal and/or external source, role change, duration (temporary, permanent, or uncertain), previous experience with similar transitions, and other stresses the individual experiences while going through the transition event, must all be taken into consideration during the transition process (Dean & Eriksen, 1984;Schlossberg and others, 1985 blame from themselves) and stress management (e.g., jogging or meditating to cope with the event) are used to change the situation? (Sargent & Schlossberg, 1988;Schlossberg, 1990;Schlossberg & others, 1985) For example, at-risk students differ from non at-risk students in terms of how academically motivated they are, their general coping skills/strategies, how they perceive and react to personal and university support services, and the assets and life stresses/liabilities (e.g., biological, personal/psychological, physical/environmental, and social/cultural) they bring or encounter in the at-risk situation/transition (Goodman & Pappas, 2000;Schlossberg, 1990;Tovar & Simon, 2006; (1988, pp.58-60) In their study, Tovar and Simon (2006) use Schlossberg's transition theory and the CSI to assess how minority students differ from other students in terms of academic motivation, general coping skills/strategies, and receptivity to support services; in order to help Latino students on academic probation actively evaluate these variables during counseling interventions, so they gain a better understanding of how their background characteristics and college perception influence their academic standing. Dean and Eriksen (1984) make the claim that many students are aware of issues (situations/transitions) affecting them, but are often confused.…”

“…(Goodman & Pappas, 2000;Schlossberg, 1990) Strategies such as approaching change, taking stock of one's resources, and taking charge; along with the remaining 3 Ss (situation, self, and support) discussed earlier, are vital to students successfully mastering change. Students who have a good understanding of the 4 Ss needed to successfully transition through and master change, will become more academically and socially resilient; have more positive and supportive supports/relationships, routines, assumptions, self-concept, locus of control, and roles;…”