S9. Transitions

Extracted Annotations (11/6/2017, 8:31:00 AM)

"Many adults today are finding themselves charting unfamiliar and unexpected waters while striving to cope with the impact of living with uncertainty for themselves and their families. Discontinuities are created by a number of factors, including the shifting and globalization of business environments, the increasing multiculturalism of many nations, and other geographical and political events. As escalating and sweeping changes have become the norm, life can feel increasingly complex and unsettling. The fact that people today are living in rapidly changing times has been increasingly accepted, and the world is often experienced as complex, changing, and inherently unpredictable (Bright & Pryor, 2008)." (Anderson et al 2012:20)

"All of us are theorists. We are continually making assumptions about ourselves, our partners, our children, our parents, or our friends. The assumptions we make reflect our theories about adult behavior." (Anderson et al 2012:21)

"The Developmental Perspective The first perspective, the developmental perspective, emphasizes the sequential nature of adult development and is the one most familiar to both counselors and the lay public. Stage theories of development can be categorized into three types: normative-crisis models based on the resolution of specific, crucial issues; life-span models based on individuality and change over the course of life; and domain-specific theories that are related to the unfolding of ethical and moral, cognitive, ego, or various kinds of identity development." (Anderson et al 2012:22)

"Traditional normative-crisis models of adulthood view development as relatively universal across the lifespan, with each stage related to a specific crisis that must be resolved. These theories have been generally accepted as a comprehensive mapping of the stages of adulthood." (Anderson et al 2012:22)

"This view of adult development is based on the assumption that human beings pass through an invariable sequence of developmental stages that are not necessarily linked exactly with chronological age." (Anderson et al 2012:23)

"The adult stages involve the issues of identity (vs. confusion), intimacy (vs. isolation), generativity (vs. stagnation), and ego integrity (vs. despair)." (Anderson et al 2012:23)

"Erikson (1968) conceptualized identity as a sense of self-sameness that continues over time, and he described three interacting elements that shape one's sense of identity: biological characteristics, psychological factors (needs, interests, and defenses), and cultural contexts that serve to shape identity." (Anderson et al 2012:23)

"Levinson (1978, 1986) focused on relatively universal, age-linked developmental periods of adulthood that unfurl in an orderly sequence" (Anderson et al 2012:26)

"1. Early Adult Transition on Leaving the Family (ages 16-20) 2. Entering the Adult World (ages 21-29) 3. Settling Down (ages 30-34) 4. Becoming One's Own Person (ages 35-39) 5. Midlife Transition (ages 40-42) 6. Restabilization (ages 43-50)" (Anderson et al 2012:26)

"Ross (1984) found in a study of Mexican immigrants that subjects followed the general sequence hypothesized by Levinson but differed dramatically in attained education (which influenced occupational choices), mentoring (with family members filling this role), occupational goals (with focus on providing security and independence), family (with strong ties to extended family), and transition (with transition to a new culture overshadowing later life transitions). In studies of Levinson's model" (Anderson et al 2012:27)

"Based on extensive interviews with women, Belenky, Clinchy, Goldberger, and Tarule (1999) proposed a developmental progression by which women view the world: 1. Silence, a voiceless position in which all knowledge is subject to external authority. 2. Received knowledge, in which the individual can receive and reproduce but not create knowledge. 3. Subjective knowledge, in which knowledge is personal and private, subjectively known or intuited. 4. Procedural knowledge, in which there is investment in objective procedures for obtaining and communicating knowledge. 5. Constructed knowledge, in which knowledge is seen as contextual, objective and subjective strategies are valued, and the individual can see herself as a creator of knowledge." (Anderson et al 2012:30)

"Somewhat related to moral development are stages of spiritual faith development, one of which was proposed by Fowler (1991). Fowler's seven stages embrace the formal structural-developmental models proposed by Kohlberg and Piaget but differ in their emphasis on emotions, feelings, and imagination. Fowler's stages move from the symbolic images of childhood to the critical reflection, personal responsibility, awareness of paradox and polarity, and selfless devotion that aware adults are capable of experiencing." (Anderson et al 2012:31)

"One group of such theories is related to racial/ethnic identity development" (Anderson et al 2012:32)

"Helms (1995) pointed out that racial identity models posit five stages and propose an ongoing conflict between one's internal views of two groups—one's own and that of the dominant culture. These models also assume that the identity transformation process is set in motion by a social movement that makes it possible for minority group members to rebel against socialization experiences and seek new ways of being. Assumptions that underlie these models include the following (Helms, 1995): 1. The notion of biculturality: the idea that minority groups develop model personality patterns in response to White racism. 2. The belief that some styles of identity resolution are healthier than others. 3. The sense that these stages are distinguishable and can be assessed. 4. The assumption that affective, cognitive, and behavioral elements are involved. 5. The conviction that the cultural identifi cation aff ects both intraand inter-cultural interaction" (Anderson et al 2012:32)

"The Contextual Perspective In the second perspective we will discuss—the contextual perspective— adulthood is viewed primarily in relation to the context within which it occurs. People live, grow, and experience changes within the social context around them. Individuals experience career transitions, choices, and stability, as these are all incorporated into the daily contextual issues of everyday life." (Anderson et al 2012:35)

"Black and Latino young adults, the transition to the world of work can be influenced by a number of internal and external contexts, including educational experiences, cultural and family influences, and perceptions of barriers to educational and vocational goals (Constantine et al., 2007). Many Black and Latino students are confronted with expectations that they will not succeed and may feel anxiety around contradicting this stereotype while they also anticipate the potential impacts of racism and discrimination. Challenges for Latino adolescents may include psychosocial factors, such as acculturation stress, language barriers, incongruity between cultural values and the values of educational institutions, academic isolation, and socioeconomic inequities." (Anderson et al 2012:37)

"Yet individual differences may also play a role. Exposure to positive racial messages and possessing high cultural self-esteem can influence perceived barriers and career-related outcomes. Contextual factors, such as formal and informal mentorships and learning experiences, have been shown to improve career-related and academic self-efficacy and may be helpful in dealing with the profound social costs that can be experienced when pursuing higher education. In other words, for some Blacks and Latinos, pursuing college could result in changing contextual factors, such as physical and emotional distance from their families and communities (Niemann, Romero, & Arbona, 2000)." (Anderson et al 2012:37)

"The Life-Span Perspective The third perspective on our continuum—the life-span perspective— focuses on individuality and issues of continuity and change. Development is viewed as a process of adaptation taking place within multiple contexts that vary for individuals, thus leading to very different pathways through the lifespan. Some theorists see continuity among individuals over the course of life, whereas others see so many individual pathways that variability becomes the cornerstone of adulthood." (Anderson et al 2012:43)

"Neugarten (1982) also emphasized variability, which she called individual fanning out. She pointed out, for example, that 10-year-olds are more similar to each other than are 60-year-olds, and stated: Perhaps the most consistent finding to emerge from the study of aging is that people grow old in very different ways. [There are] . . . striking variations between successive groups who reach old age . . . between ethnic . . . urban and rural, and . . . socioeconomic groups. This is to say nothing of the idiosyncratic sequences that widen the divergence among individuals. The result is that" (Anderson et al 2012:43)

"A key aspect of life-span developmental theory is the role of adaptation to the continuous influences on people's lives. Adaptation can take different forms, including growth, maintenance/resilience, and regulation of loss. Growth involves adding new characteristics, understandings, and skills, whereas maintenance/resilience involves finding ways to continue functioning when facing challenges or suffering a loss. Regulation of loss involves adjusting expectations and accepting a lower level of functioning." (Anderson et al 2012:44)

"The Transition Perspective The fourth theoretical perspective in adulthood—the transition perspective—focuses on life events entailing change." (Anderson et al 2012:46)

"The researchers concluded that it is less important to know that a person is 40 years old than it is to know that a person is 40 years old, has adolescent children, is recently divorced, is about to retire, and so on." (Anderson et al 2012:46)

"Schlossberg (e.g., 1981, 1991) presented a transitional model that incorporated both anticipated transitions—the scheduled, expected events that are likely to occur for the individual and that can be anticipated and rehearsed—and unanticipated transitions—the nonscheduled events that are not predictable." (Anderson et al 2012:47)

"OVERVIEW OF THE TRANSITION MODEL The transition model provides a systematic framework for counselors, psychologists, social workers, and other helpers as they listen to the many stories—each one unique—of colleagues, friends, and clients. The transitions differ and the individuals differ, but the structure for understanding individuals in transition is stable. The transition model has three major parts: 1. Approaching Transitions: Transition Identification and Transition Process 2. Taking Stock of Coping Resources: The 4 S System 3. Taking Charge: Strengthening Resources" (Anderson et al 2012:55)

"In broad terms, a transition is any event or nonevent that results in changed relationships, routines, assumptions, and roles." (Anderson et al 2012:56)

"Transitions have been placed conceptually within a developmental framework, described as turning points or as a period between two periods of stability (Levinson, 1986)." (Anderson et al 2012:56)

"There is also a wealth of literature dealing with human adaptation to specific types of transitions that presupposes a series of phases. For example, based on her work with terminal cancer patients, Kübler-Ross (1969) identified five stages experienced by people who realize they are dying: Denial and isolation Anger and resentment Bargaining Preparatory" (Anderson et al 2012:67)

"Endings involve disengagement, disidentification, disenchantment, and disorientation (1980, p. 92). Not everyone experiencing an ending has to go through these in any prescribed sequence, however; nor does everyone have to go through all four aspects." (Anderson et al 2012:68)

"Neutral Zones Disenchantment and disorientation are preludes to the next phase, neutral zones." (Anderson et al 2012:68)

"Frederick Hudson—Cycle of Renewal Frederick Hudson (1991, 1999) conceptualized transitions as a normal and inevitable part of living. He defined a transition as "a natural process" (Anderson et al 2012:69)

"Chapter 2. The Transition Framework 53 of disorientation and reorientation that alters the perception of self and world and demands changes in assumptions and behavior" (1991, p. 96)." (Anderson et al 2012:70)

Frederick Hudson—Cycle of Renewal

Frederick Hudson (1991, 1999) conceptualized transitions as a normal

and inevitable part of living. He defined a transition as “a natural process

of disorientation and reorientation that alters the perception of self and

world and demands changes in assumptions and behavior” (1991, p. 96). (note on p.70)

"Bloch and Richmond—Hope and Spirituality According to Bloch and Richmond (1998), energy is used in all situations involving change, and a person's assumptions are central to a positive outcome. They also stated that those who meet the challenges will hold the assumption that the universe always works for us." (Anderson et al 2012:70)

"Furthermore, those who have hope are more apt to deal with transitions by utilizing productive" (Anderson et al 2012:70)

"strategies. These strategies require abandoning old, tightly held images, letting go of the familiar, and trusting ourselves and the world around us. This adaptation requires inner work and going deep within to find the strength to make the change. It is really about having a sense of hope: "When we have hope, our spirits are tuned in to the spirit of the universe" (p. 71)." (Anderson et al 2012:71)

"Chaos Theory of Transitions Chaos theory (Lorenz, 1993) has provided a theoretical underpinning that considers concepts such as disorder, unpredictability, and lack of control as normal parts of the transition process. The chaos model of transitions utilizes the nonlinear dynamics of chaos theory to view how people engage in healthy and normative change processes (Bussolari & Goodell, 2009). Bright and Pryor (2008) built on the concepts of chaos theory to promote adaptation to the changes and uncertainties of human experience and emphasize the skills needed in a complex, dynamic environment." (Anderson et al 2012:71)

"Unifying Themes—An Integrated Model Each of the preceding theorists defined transitions as an integral aspect of human development and as a challenge to personal transformation and growth." (Anderson et al 2012:72)

"The goal within each of these theories is adaptation and further development through working through the phases of the transition. All agree that people will react individually in how they move through them. Successful outcomes are seen as dependent on the person's perceptions of the transition, their resources and limitations, and their overall ability to cope with the transition." (Anderson et al 2012:72)

"The 4 S model then, rather than assessing a person's mental condition in terms of health or sickness, employs a ratio of assets to liabilities and allows for changes in the ratio as an individual's situation changes." (Anderson et al 2012:80)

"Appraisal of Transitions Lazarus and Folkman (1984) defined a transition as a transaction between individuals and their environment. The individual's appraisal of the transition is key. An individual's appraisal will clearly influence how that individual feels and copes with the transition event or nonevent." (Anderson et al 2012:80)

"Lazarus and Folkman suggested that individuals make two types of appraisals simultaneously" (Anderson et al 2012:81)

"Primary appraisal refers to the perception of the transition itself—is it positive, negative, or irrelevant?" (Anderson et al 2012:81)

"In addition, individuals engage in secondary appraisal during which they assess their resources for coping with the transition. These coping resources include the 4 S's—Situation, Self, Support, and Strategies." (Anderson et al 2012:81)

"Sussman developed "an option-maintenance model," stating that the central variable in determining whether people feel successful when coping with a transition resides in the number of options that people feel they can exercise. Sussman further contended that options are directly related to self-esteem." (Anderson et al 2012:82)

"Sussman discussed two levels of options: structural and psychological. Structural options are related to the availability of options. When unemployment is structural, more people are affected and the individual alone can do less about it. Opening up the opportunity structure through legislative action, such as job creation plans or trade agreements, can change the options available for people. Psychological options are related to the individual's skill in perceiving and utilizing alternatives (Sussman, 1972)." (Anderson et al 2012:82)

"A key area to consider is a person's worldview, which may be strongly influenced by sociocultural factors." (Anderson et al 2012:83)

"THE 4 S SYSTEM: A DETAILED VIEW Situation Every individual's situation varies according to the following factors: • Trigger—What set off the transition? • Timing—How does the transition relate to one's social dock? • Control—What aspects of the transition can one control?" (Anderson et al 2012:84)

"Role change—Does the transition involve role change? • Duration—Is the transition seen as permanent or temporary? • Previous experience with a similar transition—How has the individual met similar transitions? • Concurrent stress—What and how great are the stresses facing the individual now, if any? • Assessment—Does the" (Anderson et al 2012:85)

"Aslanian and Brickell (1980) differentiated transitions from triggers: A transition is a "change in status . . . that makes learning necessary. The adult needs to become competent at something that he or she could not do before in order to succeed in the new status" (pp. 38-39). A trigger, however, is a specific life event that precipitates "the decision to learn at that point in time" (p. 39). The trigger is not necessarily directly related to the transition," (Anderson et al 2012:85)

"Timing As noted, most adults have built-in social clocks that are their barometers to judge whether they are "on time" or "off time"" (Anderson et al 2012:85)

"Control The source of some transitions is internal, a deliberate decision on the part of the individual, whereas the source of others is completely external and the transition is forced upon the individual by other people or by circumstances." (Anderson et al 2012:86)

"Role Change Many, but not all, transitions involve role change. We have already noted that role changes are an important aspect in determining the impact of a transition. Fiske and Chiriboga (1990) distinguished between role gains (such as getting married, becoming a parent, taking a job, or getting a job promotion) and role losses (such as getting divorced, retiring, or being widowed)." (Anderson et al 2012:87)

"Duration The expected duration of the transition affects the ease or difficulty of assimilating the transition. A change that is regarded as permanent will be perceived differently from one that is viewed as temporary." (Anderson et al 2012:88)

"Previous Experience With a Similar Transition It is generally assumed that the individual who has successfully weathered a particular kind of transition in the past will probably be successful at assimilating another transition of a similar nature. Conversely, the person who has been defeated by a situation may become more vulnerable and less able to cope in the future. Past experiences to some extent determine the person's mental set, and if that past experience was unfavorable, then the mental set may be something of a self-confirming prophecy." (Anderson et al 2012:88)

"Concurrent Stress Often transitions in one area stimulate other stresses and transitions." (Anderson et al 2012:89)

"Assessment An individual's view of who or what is responsible for the transition affects how that individual appraises the transition (and himself or herself and the environment)." (Anderson et al 2012:89)

"Situation Review Each transition event or nonevent is different." (Anderson et al 2012:89)

"• What triggered it? • Was it at a good time in the individual's life?" (Anderson et al 2012:89)

"• Did the individual initiate the transition or did it happen to him or her? • Did the individual experience a role change? Is the transition permanent or temporary? • Has the individual had previous experience with similar transitions, and if so, were they helpful or harmful? • Is the individual experiencing stress in other areas of life? • Does the individual assess the transition as positive, negative, or benign?" (Anderson et al 2012:90)

"Self We stated earlier that every individual has both assets and liabilities; resources and deficits." (Anderson et al 2012:90)

"• Socioeconomic status • Gender and sexual orientation • Age and stage of life • State of health • Ethnicity/culture • Psychological resources • Ego development • Outlook—optimism and self-efficacy • Commitment and values • Spirituality and resilience" (Anderson et al 2012:90)

"Traditional deficit models regarding the challenges" (Anderson et al 2012:91)

"by at-risk populations have been mediated by more recent strength-based models ( Bowman, 2006) that include concepts of resiliency and systemic change." (Anderson et al 2012:92)

"Tannen wrote: If women speak and hear a language of connection and intimacy, while men speak and hear a language of status and independence, then communication between men and women can be like cross-cultural communication, prey to a clash of conversational styles. Instead of different dialects, it has been said they speak different genderlects. ( p. 42)" (Anderson et al 2012:92)

"Also, the wealth of data about the relation between age and ability to assimilate transitions precludes all but a cursory discussion here. One point that makes analysis difficult is that most experts agree that chronological age is relatively unimportant compared to psychological age ("the capacity to respond to societal pressures and the tasks required of an individual"), social age ("the extent to which an individual participates in roles assigned by society"), and functional age ("the ability to function or perform as expected of people in one's age bracket, which in turn, depends on social, biological and personality considerations")" (Anderson et al 2012:93)

"People approach the same transition from different frames of reference" (Anderson et al 2012:95)

"Loevinger (1976) used the term ego development to describe this process and identified several levels of maturity. At a low level, the conformist will think in stereotypes, conform to the rules, and follow instructions without question. At a higher level, autonomous individuals are more critical and better able to tolerate ambiguity." (Anderson et al 2012:95)

"Another way to understand clients is by knowing whether they see life as a glass that is half-full or half-empty. Thus, an individual's outlook, itself a result of the complex interplay of many factors, colors the way change is viewed. Optimism and self-efficacy are two critical aspects of one's outlook." (Anderson et al 2012:95)

"A related concept and one that predicts how one will negotiate transitions is self-efficacy. "Bandura has argued that, among the different mechanisms of personal agency, none is more pervasive than people's beliefs in their capabilities to exercise control over their own motivations and behaviors and over environmental demands. Self-efficacy depends on the individual's belief that he or she can cause an intended event to occur and can organize and carry out the courses of behavior necessary to deal with various situations" (Rodin, 1990, p. 2)." (Anderson et al 2012:96)

"Taylor (1989) wrote: "My task . . . is to persuade the reader that normal human thought and perception is marked not by accuracy but by positive self-enhancing illusions about the self, the world, and the future. . . . These illusions [are] . . . adaptive, promoting . . . good mental health"" (Anderson et al 2012:97)

""What is the main purpose in life?" Fiske and Chiriboga (1990) developed a seven-category value typology: 1. Achievement and work (economic competence, rewards, success, social status) 2. Good personal relations (love and affection, happy marriage, friends) 3. Philosophical and religious (including concern with the meaning of existence and an adherence to an ethical code) 4. Social service (helping others, community service . . .) 5. Ease and contentment (simple comforts, security, relaxation) 6. Seeking enjoyment (recreation, exciting experiences . . .) 7. Personal growth (self-improvement, being creative) (p. 216)" (Anderson et al 2012:98)

"Another concept to consider is spirituality, which is closely related to religion yet can be understood as a distinct phenomenon" (Anderson et al 2012:98)

"When counseling adults in transition, it is important to look at resilience. Resilient people have been described as those "who are able to weather a storm in their lives, bounce back from adversity, or grow stronger in the face of adversity" ( Bosworth & Walz, 2005, p. 1)." (Anderson et al 2012:99)

"resilience is related to its use in physics as the ability to return to an original form after being "bent, compressed or stretched"" (Anderson et al 2012:100)

"Review of the Self Every person brings different assets to a transition. The following are some ways to assess clients. • Are they able to deal with the world in an autonomous way? Can they tolerate ambiguity? • Are they optimists? Do they see the glass as half-full or half-empty? • Do they blame themselves for what happens? • Do they feel in control of their responses to the transition? • Do they believe that their efforts will affect the outcome of a particular course of action? • Do they have a sense of meaning and purpose? • Do they have characteristics that contribute to resiliency?" (Anderson et al 2012:100)

"Support Social support is often said to be the key to handling stress. Support, however, needs to be defined operationally because it comes in many sizes and shapes and can be for better or for worse." (Anderson et al 2012:100)

"Support Summary In summary, to take stock of their clients' supports counselors can ask the following: • Is this client getting what he or she needs for this transition in terms of affect? Affirmation? Aid? • Does the client have a range of types of support—spouse or partner, other close family or friends, coworkers? Colleagues? Neighbors, organizations, strangers, and institutions? • Has the client's support system or "convoy of social support" been interrupted by this transition? • Does the client feel the support system for this transition is a low or a high resource?" (Anderson et al 2012:104)

"Strategies "By coping we refer to the things people do to avoid being harmed by life strains" (Pearlin & Schooler, 1978, p. 1). Another definition is that "coping is the overt and covert behaviors individuals use to prevent, alleviate, or respond to stressful situations. . . . Coping can occur before, during, or after a stressful or challenging situation" (George & Siegler, 1981, p. 37). And yet another view: "In my view, stress itself as a concept pales in significance . . . compared with coping. . . . Stress is ubiquitous, an inevitable feature of normal living. . . . What makes the difference in adaptational outcome is coping" (Lazarus, 1980, p. 52)." (Anderson et al 2012:104)

"1. Responses that modify the situation and are "aimed at altering the source of strain." (p. 20) • Negotiation. "How often do you try to find a fair compromise, . . . sit down and talk things out?" • Optimistic action. "When you have difficulties in your work situation, how often do you take some action to get rid of them, or to find a solution?" • Self-reliance versus advice-seeking. "In the past year . . . have you asked for the advice of friends . . . relative . . . doctor . . . or other professional?" • Exercise of potency versus helpless resignation. "How often do you decide there's really nothing you can do to change things?" 2. Responses that control the meaning of the problem to cognitively neutralize the threat. (p. 6) • Positive comparisons. "A device . . . [to enable] a temporal frame of reference, . . . captured in such idioms as count your blessings." • Selective ignoring. A "positive attribute . . . within a troublesome situation. When you have difficulties in your work situation, how often do you tell yourself that they are unimportant [and] try to pay attention only to your duties and overlook them?" • Substitution of rewards. "Hierarchical ordering of life priorities . . . to keep the most strainful experiences within the least valued areas of life. If I have troubles at work, I value other areas of life more and downplay the importance of work." 3. Responses that help the individual manage stress after it has occurred to help "accommodate to existing stress without being overwhelmed by it." (p. 7) • Emotional discharge. "Expressive ventilation of feelings: How often do you yell or shout to let off steam?" • Self-assertion. "When you have differences with your spouse, how often do you fight it out?" • Passive forbearance. "When you have differences with your spouse, how often do you keep out of his or her way?"" (Anderson et al 2012:106)

"Mattering Mattering, the need to be appreciated, noticed, and acknowledged, is a concern of people at all stages of life and can strongly influence behavior." (Anderson et al 2012:170)

"Schlossberg, Lynch, and Chickering (1989) gave examples of how adult learners might be helped to feel they matter to the school, basing their discussion on five dimensions of mattering identified by Rosenberg and McCullough (1981): attention, importance, dependence, ego-extension, and appreciation" (Anderson et al 2012:172)

"Lovén (2003) found that clients wanted their counselors to "fix everything," whereas counselors were trying to teach the clients self-directedness in their career decision making. Lovén described this as a conflict "between a post-modern view in research and international debate and a counsellor's [sic] everyday practice, which is still based in the 20th century" (p. 126)." (Anderson et al 2012:184)

"In developing their instrument for assessing career adaptability among young adult blue-collar workers, Super and Knasel (1979) interviewed a number of Canadian workers. They culled seven dimensions of adaptability from these interviews: • work values and work salience; • autonomy or sense of agency; • planfulness or future perspective; • exploration and establishment; • information; • decision making; and • reflection on experience." (Anderson et al 2012:192)

"Locke and Parker (1994) identified five areas of cultural assumptions and values for counselors to think about as they work with clients. They are the following: 1. Activity: How do people approach activity? How important are goals in life? Who makes decisions? What is the nature of problem solving? 2. Definitions of social relations: How are roles defined? How do people relate to those whose social status is different? How are sex roles defined? What is the meaning of friendship? 3. Motivation: What is the achievement orientation of the culture? Is cooperation or competition emphasized? 4. Perception of the world: What is the predominant worldview? What is the predominant view on human nature? What is the predominant view on the nature of truth? How is time defined? What is the nature of property? 5. Perception of self and the individual: How is self defi ned? Where is a person's identity determined? What is the nature of the individual? What kinds of persons are valued and respected? (pp. 42-43)" (Anderson et al 2012:221)

"Interventions Individuals often need help in identifying options." (Anderson et al 2012:233)

"Affective Interventions Affective interventions are often the most appropriate for those issues relating to identity, autonomy, and meaning making." (Anderson et al 2012:234)

"Cognitive Interventions Many counselors find cognitive interventions to be a useful way of helping adults navigate transitional experiences." (Anderson et al 2012:237)

"Distracting oneself:" (Anderson et al 2012:239)

"The imaginary umbrella stand:" (Anderson et al 2012:239)

"Disputation:" (Anderson et al 2012:239)

"Looking for alternative explanations:" (Anderson et al 2012:239)

"Decatastrophizing:" (Anderson et al 2012:240)

"Modeling, Role Play, and Rehearsal These closely related techniques provide ways for clients to see others or see themselves performing desired behaviors." (Anderson et al 2012:241)

"Imagery Training" (Anderson et al 2012:242)

"Assertion Training" (Anderson et al 2012:242)

"Anxiety-Reduction Techniques" (Anderson et al 2012:243)

"Problem-Solving Interventions Force-field analysis, originally developed by Kurt Lewin in 1943, provides a method for analyzing the steps needed to reach a goal. The steps include (a) stating a goal or desired outcome, (b) identifying all of the pathways or methods you now know to reach the goal, (c) identifying all the actual or potential barriers that may prevent you from reaching your goal, (d) picturing the pathways and barriers as forces or vectors operating in opposite directions, and (e) discussing ways to increase the pathways or reduce or overcome the barriers." (Anderson et al 2012:244)

"Solution-Focused Brief Counseling" (Anderson et al 2012:246)

"Play Therapy" (Anderson et al 2012:246)

"Developing Rituals" (Anderson et al 2012:246)

"Personal nonevents refer to individual aspirations" (Anderson et al 2012:251)

"Ripple nonevents refer to the unfulfilled expectations of someone close to us, which in turn can alter our own roles, relationships, and assumptions." (Anderson et al 2012:251)

"Resultant nonevents start with an event that leads to a nonevent." (Anderson et al 2012:251)

"Delayed events are paradoxical." (Anderson et al 2012:252)

"Schlossberg, Lissitz, Altman, and Steinberg (1992) found that nonevents differ in three critical ways: They can be hopeful or hopeless, sudden or gradual, or in or out of one's control." (Anderson et al 2012:252)

"Discovering" (Anderson et al 2012:254)

"Usually the first step is to discover the nonevent and give it a name. This has the double effect of diluting the power a nonevent can have and of helping an individual to take control of the situation." (Anderson et al 2012:254)

"Grieving" (Anderson et al 2012:255)

"Many respondents reported the need to grieve for the loss of a dream." (Anderson et al 2012:255)

"Refocusing" (Anderson et al 2012:256)

"The next part of the process can be difficult because it requires letting go of old expectations and reframing the nonevent." (Anderson et al 2012:256)

"Reshaping" (Anderson et al 2012:257)

"Shifting focus is necessary as we shape new goals by reframing our future selves and forcefully identifying a new dream, a new vision, and a new" (Anderson et al 2012:257)

"Lesson 1: Always Have a Plan B" (Anderson et al 2012:259)

"Lesson 2: Challenge Assumptions About "Age-Appropriate Behavior"" (Anderson et al 2012:260)

"Lesson 3: Explore Options Even if You Think There Are None" (Anderson et al 2012:260)

"Lesson 4: It Is Never Too Late to Put Meaning Back in Your Life" (Anderson et al 2012:261)

"Therapeutic Factors in Group Counseling Let us consider how Yalom's (1985) discussion of the therapeutic factors in group therapy applies to adults in transition. He identified 11 therapeutic factors: instillation of hope, universality, imparting information, altruism, corrective recapitulation of the primary family group, development of socializing techniques, imitative behavior, interpersonal learning, group cohesiveness, catharsis, and existential factors." (Anderson et al 2012:264)

"Universality As they move into or out of any particular situation, adults can benefit from discovering their commonalities and realizing that they are not alone." (Anderson et al 2012:265)

"Imparting Information We can hardly overestimate the value to clients of gaining information about the transition they are experiencing or anticipating." (Anderson et al 2012:266)

"Altruism Helping each other relates to Yalom's (1985) fourth therapeutic factor, altruism." (Anderson et al 2012:266)

"Corrective Recapitulation of the Primary Family Group In Yalom's (1985) view, a major value of therapy groups is that they help patients relive and correct problems stemming from their original family groups." (Anderson et al 2012:267)

"Development of Socializing Techniques Groups can serve as a meaningful laboratory for learning social skills. Some groups may focus on social skills directly, with interventions, such" (Anderson et al 2012:267)

"Imitative Behavior In groups, members have an opportunity to model themselves after the group leader and/or other members." (Anderson et al 2012:268)

"Group Cohesiveness Cohesion refers to the "groupness" or "weness" of the group and can be considered how members find the group to be attractive." (Anderson et al 2012:269)

"Catharsis" (Anderson et al 2012:270)

"Existential Factors Acknowledging that the term existential is hard to define, Yalom (1985) related it to "the central features that make us human—that is purpose, responsibility, sentience, will, values, courage, spirit"" (Anderson et al 2012:271)

"Cultural identity directly influences the way a person interacts with others as well as group process factors such as proxemics (emotional and physical distance), unconscious behavior, emotional intensity, and silence as a form of communication" (Anderson et al 2012:274)

"advocate is defined as "one who defends, vindicates or espouses a cause."" (Anderson et al 2012:309)