Veteran College Students - Essay Example

Schlossberg’s Transition Theory

According to Schlossberg, the transition is associated with changes in routines, relationship, assumptions and roles whether it is an event or non-event. Perception is a major consideration in transition according to this theorist as it all depends on the individual undergoing the transition (Summerlot, Green, & Parker, 2009). This theory applies in the case of veteran students' transition as it avails a structure that is adaptable to a change in lifestyle. This is achieved through the consideration of the following four factors; self, situation, support and strategies (Ryan, 2010).

Situation

Veteran students are moving from services of armed forces to higher education, which is a unique situation to them. Their unequal experiences, concerning their peers, makes them appear special in the rank of the college. Schlossberg's transition theory examines situation by considering the extent of influence enhanced by triggers (initiators of the transition), control that the affected person has, duration whether permanent or temporal, the role of the change, similar experiences and concurrent stress.

Self

The personal experiences of the veteran students, gained prior, affects the colligate career. Although, they get to the learning institution with experiences that are meaningful, and that is lacking in their peers who are non-veteran. Some of these include stressful conditions of travel, job responsibility, and combat endurance among others. For that reason, this theory highlights two categories of ‘self'; psychological self and demographic and personal self. In as much as several elements of ‘self' differ among the veteran students, there are some aspects that are common, and differentiate them from the non-veteran students.

Support

The assistance offered during transition process is an important ingredient for the success of the whole process. According to Schlossberg, support can be classified as institutions that one is involved, family units, friends' network and intimate relationships among others. The higher the level of support that the veteran gets, the smoother the transition process to the higher education life.

Strategies

Strategies in this context refer to the ability of everyone to identify and modify their effectiveness of coping processes and responses (Schlossberg, waters, & Goodman, 1995). Further, it entails what the administrators and other advisors can offer with the assistance of the veteran students to develop techniques that facilitate the transition process. Since there is variation in coping mechanisms among different veteran students, authorities in the higher education institutions should avail and promote resources that are important in assisting the veteran students.

Chickering's Theory of Identity Development

Chickering has proposed seven vectors that help in monitoring development of identity. As students, in this case, veteran, move from one vector to the next they may notice that the vectors are not rigid in their sequences (Arthur, 2007). The vectors are also followed:

Developing Competence

Competence development involves the development of the intellect, manual and physical, and the interpersonal competence. This vector enables the veteran student on the transition to acquire skills that enhance their ability to handle negative and positive situations, which tend to emerge in the process of transition. The then gain confidence to survive the situations. Intellectually, during such situations, they can critically think and make the right judgement, after which they draw necessary conclusions. The situation, in this context, relates to the situation highlighted in Schlossberg's transition theory.

Emotions Management

Managing emotions involves the development of abilities associated with emotional reorganization and acceptance. Besides, one needs to control and express them. The veteran students should reorganize and accept their emotions to fit their new environment, as they leave those that they had from the military environment.

Movement through Autonomy to Interdependence

The movement entails increment in the emotional interdependence. This is the achievement of instrumental and emotional autonomy, as one gain support from others. As highlighted in Schlossberg's transition theory, support is important to the veteran student during the transition as it smoothens the process hence a motivation to the veteran students.

Development of Mature Interpersonal Relations

This is mainly associated with tolerating interpersonal and intercultural status and appreciating the diversities accompanying them. This should be accompanied with honesty in communication, trust and positive regard. When the veteran students in transition regard this vector, they tend to gain the capacity for a lasting healthy relationship with their peers, who in return assist them cope.

Identity Establishment

This vector entails gaining comfort with one's sexual orientation, appearance and body (Abes & Jones, 2007). At this point, the veteran student becomes established about his sense of cultural and social heritage, self-concept, self-esteem, self-confidence and personal stability among forms of identity. Eventually, they gain a realistic self-image (Jones & McEwen, 2000).

Purpose Development

This vector involves developing specific vocational and educational goals, committing oneself to strong interpersonal relations and identifying lifestyle choices. At this stage, the veteran student should begin exploration of what he thinks is vital to life, and the meaning of life.

Integrity Development

Humanization and personalization of values are the key components of this vector. The veteran student gains an opportunity to progress from the rigid moral method of thinking to think in a manner that considers system of humanized value. This affirms their core value consciously of acknowledging and respecting their peers.

Erikson's Development Theory

Erikson's real-life story is the backbone of his development of the eight stages of personal development (James, 2004). The eight stages relate to the transition process of veteran students as summarised below.

Trust versus Mistrust

This stage is mainly based on expectation or hope that life challenges and difficulties will eventually lead to a positive outcome. The developed sense of hope enables the veteran students to possess positive attitude at their latter development during the transition. Just as mother figure or mother is important in the development of a child, the veteran students need close assistance from their non-veteran peers to enhance their transition development.

Autonomy versus Same and doubt

This stage gives a picture of a toddler who is trying to gain a sense of control and autonomy of the functions of the body. The toddler tries to do much by him or herself, though still requires help. In comparison to the transition from the veteran student, this is the point that he tries to fit in the new environment, though may still experience challenge. At the points of the challenge is where the support comes to enhance smoothness.

Initiative versus Guilt

This stage unveils the various social factors. This refers to a point in which the child is maturing up, and the parents view him as big and powerful, as his capabilities are more enhanced. This specifically reveals a stabilizing veteran student in the environment of learning. His non-veteran peers have started considering him as part of them, and their uniqueness fades away. The main important thing at this stage is a sense of purpose, through inhibition may be a weakness.

Industry verse Inferiority

This stage in life development is associated with productiveness, which initiates one's importance. When applied to the veteran students on transition, at this stage they may have developed capabilities of good performance in class. This stage of them is composed of calm, and much learning as they become more productive.

Confusion of identity verse role

The theory considers this stage to be that of adolescence. It associated with great visible change. At this stage, about the student on transition, he becomes more independent and does not require much support. They are sure and confident about their decisions.

Intimacy versus Isolation

This stage is when a person engages in mutual sharing and becomes close to another. This is a strength. However, if the development is not appropriate the stage may entail much isolation. To the veteran student, this stage compares to a point at which they have gained a strong identity and are comfortable to relate to their peers.

Generativity versus Stagnation

This stage is composed of acts of giving back and offering assistance. The person portrays care and production. At this point, the student can be considered a resource and becomes dependable. He becomes involved in major events of the institution, and his line of distinction is never affected, this progress.

Integrity versus Despair

This refers to the late sessions of life when one appreciates his achievements and purpose in life. If not well lived, ones are full of despair at this stage. This may refer to late lives of the veteran student in the learning institution when he relooks at his development in the new environment. If positively transitioned, he tends to count his achievement.

Often, the veteran students form a group of individuals with conflicts among themselves. This concept does not aim at stereotyping the military veteran or even reducing the complex group into generic mass, for easing categorization (Jones, 2013). However, it reveals the fact that ending a military service is associated with the termination of something that is more than employment. It involves termination of a given form of perception from the world. The transition involves reconceptualization of not only their responsibilities but also what they believe in and who they are. They experience simultaneous work, relationship and individual transitions due to different functions, environments and roles of identify associated to those aspects of life (Rumann & Hamrick, 2010). The evident reduction in the military deployment is a clear indication of an increase in the number veteran students in most universities. The level of preparation that such learning institutions have in enhancing the veteran students' transition, really matters to them. The enhancement should ease their process of adapting, or re-adapting to the civilian identity and appreciate the role of higher education in the process of acculturation to the civilian (DiRamio & Jarvis, 2011). Besides, such students also expect the institutions' administrators to comprehensively define the required services for them.

Reference

Abes, E., & Jones, S. (2007). Reconceptualizing the model of multiple dimensions of identity. Journal of College Student Development, Vol.48, No.1, 1-22.

Arthur, W. (2007). Identity Development Among College Students. PaperClip Communications.

DiRamio, D., & Jarvis, K. (2011). When Johnny and Jane come marching to campus. ASHE Higher Education Report, 37(3).

James, S. (2004). Erikson's Psychosocial Development Stages. New York.

Jones, K. (2013). Understanding Student Veterans in Transition. The Qualitative Report, Vol.18, No.37., 1-14.

Jones, R., & McEwen, M. (2000). A conceptual Model of multiple Dimensions of Identity. Journal of College Student Development, Vol.41, No.4, 405-414.

Rumann, C., & Hamrick, F. (2010). Student Veterans in Transition: Re-enrolling after War zone Deployment . Journal of Higher Education, Vol.81, No.4., 431-45.

Ryan, S. (2010). From Boots to Books: Applying Schlossberg Transition Model to the Transition of Today's American Veterans to Higher Education. Oklahoma State University Press.

Schlossberg, N., waters, E., & Goodman, J. (1995). Counselling adults in transition. New York: Springer.

Summerlot, J., Green, S., & Parker, D. (2009). Student veterans Organizations. New Directions for Students, 71-79.

Developing Competence

Competence development involves the development of the intellect, manual and physical, and the interpersonal competence. This vector enables the veteran student on the transition to acquire skills that enhance their ability to handle negative and positive situations, which tend to emerge in the process of transition. The then gain confidence to survive the situations. Intellectually, during such situations, they can critically think and make the right judgement, after which they draw necessary conclusions. The situation, in this context, relates to the situation highlighted in Schlossberg's transition theory.

Emotions Management

Managing emotions involves the development of abilities associated with emotional reorganization and acceptance. Besides, one needs to control and express them. The veteran students should reorganize and accept their emotions to fit their new environment, as they leave those that they had from the military environment.

Movement through Autonomy to Interdependence

The movement entails increment in the emotional interdependence. This is the achievement of instrumental and emotional autonomy, as one gain support from others. As highlighted in Schlossberg's transition theory, support is important to the veteran student during the transition as it smoothens the process hence a motivation to the veteran students.

Development of Mature Interpersonal Relations

This is mainly associated with tolerating interpersonal and intercultural status and appreciating the diversities accompanying them. This should be accompanied with honesty in communication, trust and positive regard. When the veteran students in transition regard this vector, they tend to gain the capacity for a lasting healthy relationship with their peers, who in return assist them cope.

Identity Establishment

This vector entails gaining comfort with one's sexual orientation, appearance and body (Abes & Jones, 2007). At this point, the veteran student becomes established about his sense of cultural and social heritage, self-concept, self-esteem, self-confidence and personal stability among forms of identity. Eventually, they gain a realistic self-image (Jones & McEwen, 2000).

Purpose Development

This vector involves developing specific vocational and educational goals, committing oneself to strong interpersonal relations and identifying lifestyle choices. At this stage, the veteran student should begin exploration of what he thinks is vital to life, and the meaning of life.

Integrity Development

Humanization and personalization of values are the key components of this vector. The veteran student gains an opportunity to progress from the rigid moral method of thinking to think in a manner that considers system of humanized value. This affirms their core value consciously of acknowledging and respecting their peers.

Erikson's Development Theory

Erikson's real-life story is the backbone of his development of the eight stages of personal development (James, 2004). The eight stages relate to the transition process of veteran students as summarised below.

Trust versus Mistrust

This stage is mainly based on expectation or hope that life challenges and difficulties will eventually lead to a positive outcome. The developed sense of hope enables the veteran students to possess positive attitude at their latter development during the transition. Just as mother figure or mother is important in the development of a child, the veteran students need close assistance from their non-veteran peers to enhance their transition development.

Autonomy versus Same and doubt

This stage gives a picture of a toddler who is trying to gain a sense of control and autonomy of the functions of the body. The toddler tries to do much by him or herself, though still requires help. In comparison to the transition from the veteran student, this is the point that he tries to fit in the new environment, though may still experience challenge. Read More