Schlossberg’s 4 "S’s" to Mentor & Guide: Strategies & References (5/5)
Strategies
Now comes the opportunity to the student to employ
potential strategies to “modify the situation, control the meaning of the
non-event, and managing the post-transition stress” (Griffin & Gilbert,
2015 p.75).
You as the educator/mentor now have the privilege
to guide the student in potential strategies to employ while promoting
flexibility and encouraging the use of several tools (Goodman, 2006).
Consider the following while using Socratic
questioning when addressing the student concerning STRATEGIES:
What
additional information do you need to best make meaning of the
transition?
What
additional information do you need to manage stress of the
change?
How
ready are you to take action or non-action to modify the
situation?
How
prepared are you to take action or non-action to modify the
situation?
How
ready are you to best make meaning of the transition?
How
prepared are you to best make meaning of the transition?
How
ready are you to manage stress of the change?
How prepared are you
to best manage stress of the change?
Example: A student is considering a second job
while attending night school due to the soon arrival of a new baby. The educator is able to use effective
questioning to open the students aperture to see if a thorough budget review
was accomplished as to potentially not need a second job, to see the event of a
child as an exciting, happy occasion and to best manage the stress of the new
situation. Determined from that
analysis, the student may deem it necessary to take a break from school, work
both jobs as to be able to see the wonderment of the situation and remove
additional stressors
Conclusion
Your time addressing transition with a student helping them understand that
change is necessary, change is needed (Tozer, A.
(2013), and change is constant can give them the wherewithal to grow, mature
and strive in the face of stress. When used effectively, Schlossberg’s Four Ss can serve as a tool to
accomplish this privilege.
References
Anderson, M., Goodman, J., & Schlossberg, N. (2012). Counseling Adults in Transition, Fourth Edition: Linking Schlossberg's Theory With Practice in a Diverse World. New York: Springer Publishing Company.
Bandler, R., Grinder, J., & Andreas, S. (1982). Neuro-linguistic programming and the transformation of meaning. Real People, Moab.
Champagne, D., & Petitpas, A. (1989). Planning developmental interventions for adult students. NASPA Journal, 26, 65-271.
Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2009). Student Development in College:Theory, Research, and Practice. (2nd Ed.). Somerset, US: Jossey-Bass
Goodman, J. (2006). Toward a holistic view. In D. Capuzzi & M. D. Gross (Eds.), Career counseling: Foundations, perspectives, and applications. Boston, MA: Pearson.
Griffin, K., & Gilbert, C. (2015). Better transitions for troops: An application of Schlossberg's transition framework to analyses of barriers and institutional support structures for student veterans. The Journal of Higher Education, 86(1), 71-97. doi:10.1080/00221546.2015.11777357
Paul, R., & Elder, L. (2008). Critical thinking: The art of Socratic questioning, part III. Journal of Developmental Education, 31(3), 34-35.
Saifer, S. (2011). Culturally Responsive Standards-Based Teaching: Classroom to Community and Back. Thousand Oaks, Calif: Corwin.
Tozer, A. (2013). My Daily Pursuit. Ada, MI: Baker Publishing Group
Turkcapar, M. H., Kahraman, M. S., & Sargin, A. E. (2015). Guided discovery with Socratic questioning. Journal of Cognitive-Behavioral Psychotherapy and Research, 4, 47-53.
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