Introduction

Transition and change are a part of life and the human experience.
Ready or not, we all go through numerous transitions in our lives. All of life
is ever changing.
These become awkward emotional spaces where we have cut ties with
what we know and have not quite settled into what is new .Transition and
change come in many forms and can be sudden or gradually evolving,
stressful, pleasurable, or a mixture of both.
We change our relationships, career, move to new place, sometimes our
values and beliefs, our goals in life; as well as changes in health.
Transition comes with price, we change our attitude, do some adjustment
and having new responsibilities. For instance, living high school to go to
university or join work field, changing jobs, getting married, having
children. Sometimes it happened by choice, by opportunity or come from
natural ends. No matter what the circumstances, find the way of
transitions can be difficult, presenting us with new problems and
demanding us to respond in new ways.

Literature review

Understanding life transition

Transition is often seen as being synonymous with change. As a

term, transition tends to have a more organic quality to it (as distinct
from a mechanical quality), reflecting in human terms a change in a
persons life situation and journey through life. Transition can also mean
something different to being transformed, although transformation can
and often does occur for many people (Australian Institute of Professional
Counselor,2008). However, not everyone becomes transformed into
someone positive and new because of changing situations or
circumstances. People choose to live in their own comfort shell, just as
snail and tortoise.

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 Some people cling desperately to the world that they know, to their
habits and patterns of thinking and behaviour, even if the world and many
people in it are changing around them. They are likely to have lots of
difficult problems in life, including social and emotional ones. This is
supported by research conducted by Tobell, O Donnell and Zammit in
2010. The result showed, there is a need for more understanding of
difficulties faced in a postgraduate students transition experience due to
they have change suddenly thrust so that they have little time to
effectively adapt and harness their individual resources. Some people
thrive with change, and some may even lead change for themselves and
others.

Although on the surface the transition from undergraduate college

to graduate school seems similar to the many steps in rank that have
come before it, this transition is vastly different and requires a significant
shift in attitude (Fischer & Zigmond, 1998 as cited Heussi 2012). For many
people, admission to graduate school marks the beginning of a period of
major, unavoidable life changes (Goplerud, 1980 as cited Lopez 2013)

Transition and change are an inevitable part of human lives. Our

lives are ever changing especially in our highly technological, highly
communicable, and consumerist world. In any case our physical bodies
are constantly changing from birth until death. Some transitions or change
can be quite sudden or unexpected and can be stressful for instance the
death of beloved one, while exciting transition like pregnant or achieve an
award or prize. Some transitions can be gradual, almost unnoticeable or
insidious. Even with a change that is exciting or wonderful, change can
still be stressful. (Herzog & Marcus)

Perception on transition from undergraduate to postgraduate study

An effective transition into graduate school is considered a good

beginning that helps students make informed, early decisions in response
to the socialization challenges they face. Bad beginnings delay
students ability to answer key questions or they provide experiences that

2
inaccurately reflect student and professional life (Golde, 1998 as cited
Lopez 2013).Some assumptions are faculty and staff expect more out of
the graduate student than of the undergraduate student because it is not
the graduate students first time going through this type of process
(Ramler.R.T, Tennison.L.R & Murphy.P (2015).

Two expectations of graduate students are to know how to navigate

their way through graduate school and to complete the program.
Conversely, after admission into a graduate program, it is expected that
the graduate student knows what to do, how to prepare for class, and
what study habits and tools they will need to succeed. Strong writing,
presentation, and time management skills are more preconceptions of the
graduate students abilities (Smallwood, 2013)

Research conducted by Tobell, O Donnell and Zammit in 2010 found

that transitions can be affected by external commitments and experiences
outside of the university. For example, they found the transition to be
difficult because of their complex lives in which employment supports
their studies. However some even struggled with the transition in terms
of understanding what is required of them. Therefore it is evident that the
transition is not one to be taken lightly. Alongside the transition being
difficult, it appears that not enough support is being given to students to
facilitate their transition. As a result of such lack of support, some
students were left feeling isolated and struggling to understand what they
had to do to succeed in their studies. (Heussi, 2012)

Schlossberg transition theory

Schlossberg (1981) describe a transition theory as one that focuses

on life events that require change. Papay explained in her article, topic on
Schlossbergs transition theory, she believe the transition theory was
created because a need existed to develop a framework that would
facilitate an understanding of adults in transition and aid them in
connecting to the help they needed to cope with the ordinary and
extraordinary process of living.

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 The transition from undergraduate to postgraduate study is unique
because it involves guide young individuals into adulthood. Several
changes that take place during this period may include leaving behind the
role of a college student, assuming professional roles, taking up adulthood
responsibilities such as marriage and parenthood, becoming economically
independent as well as psychosocial development, among others.

These changes cause many uncertainties that lead to anxiety and

stress on the individual and, therefore, to navigate this phase, the
postgraduate students must develop ways of coping. Gitonga (2014)
suggested few ways of coping ways while dealing with this issue, it
includes (a) being aware of the possible changes to be able to anticipate
events that are likely to happen during this phase; (b) preparing for
unanticipated events; (c) ensuring that one has the proper attitude to
tackle the frustrations emanating from failure to realize the anticipated
events.

According to Schlossberg transition theory, the first stage, in any

transition, is either moving in or moving out. When moving into a new
situation, people must become familiar with new roles, relationships, and
routines. (Anderson, Goodman & Schlossberg, 2012). Once people know
the ropes they experience the moving through period. Adults confront
issues such as how to balance their activities with other parts of their lives
and how to feel supported and challenged during their new journey,
Moving out, Schlossberg explains, is when people end one series of
transitions and start to look forward to the next thing.(Schlossbergs
transition theory,n.d)

The 4 S System Schlossberg identifies four major sets of factors that

influence a persons ability to cope with a transition: Situation, Self,
Support, and Strategies. They are known as the 4 Ss (Gitonga,2014).
Each of these sets is the determinants for evaluating how well they will
cope with the transition. Different individuals will react differently to the
same type of transition and the same person reacts differently at different
times.

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Gitonga has stated 4 factor contribute to person ability in managing their
transition based on Schlossberg transition theory. Firstly is
situation:trigger: What set off the transition; timing: How does the
transition relate to ones social dock; control: What aspects of the
transition can one control; role change: Does the transition involve a role
change; duration: Is the transition seen as permanent or temporary;
concurrent stress: What and how great are the stresses facing the
individual now, if any; assessment: Does the individual view the situation
positively, negatively, or as benign.

The second S is Self. The two areas under self to consider are
personal and demographic characteristics and psychological resources of
an individual. Personal and demographic characteristics such as gender,
socioeconomic status, stage of life, state of health, and ethnicity, and age
will directly effects how a person perceives and assesses life. According to
Gitonga in Schlossbergs theory, age is not defined by actual age but
considers where people are in life based upon their functional, social and
psychological age.

The third S is Support. Social support, which is often viewed as

the key to handling stress, can include, intimate relationships, family,
friends, co-workers, and communities. The fourth S is Strategies.
Schlossberg cites three main coping responses identified in the Pearlin
and Schooler (1978) study: responses that modify the situation,
responses that control the meaning of the problem, and responses that
help the individual manage stress after it has occurred to help
accommodate to existing stress without being overwhelmed by it
(Gitonga, 2014)

Rationale

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 A psycho educational/support group will enable students to increase
their self-worth, prevent future developmental conflicts, strengthen coping
skills, and self-esteem in a holistic manner that allows for cognitive
development. In creating this group, members will be able to increase
their support networks, acclimate to their new campus, express their
challenges and concerns, connect with resources, and be able to address
and identify their needs academically and personally. This will act as a
foundation to their development as students and will reinforce their ability
and determination in successfully completing their postgraduate level at
IIUM.

Objectives

The aim of the group is to

1. Explore members current strengths and skills and introducing new

skills.
2. Help manage and maintain effective coping mechanisms that allow
for applying the knowledge they gain to their everyday life.
3. Foster their growth and helping members enhance their
competencies as students.

4. Know the solving strategies to assist in make the best choices for
their academic, personal/social, and career development.

Target and types group

A. Target Population

Target population for this group counselling is university student who have
experienced transition in life. Members are from master students.
Counseling session will take place in counselling and therapy lab Kuliyyah
of Education, IIUM Gombak. It is important for members to feel
comfortable, safety and feel private during the session.

6
B. Types and composition of group

Members are consisting of 6 students in age of 25 and 26 year old.

Members are both female and male students; the orientation for this
group is development group, focusing on developing members cognitive,
affective, and behavioural skills through a structured set of procedures.
Sessions will be designed around different themes and in a structured
format. This session will be facilitated by trainee counselor.

C. Logistics

Recruitment- Identified potential candicates can be personally invited to

join the group.

Screening and Selection Process- Interested students will participate in a

short (30 minute) screening process. Potential participants will be given
an opportunity to discuss their expectations of such a group, including any
issues or concerns. The counselor will disclose the intended nature of the
group, screening process is important for both the participant and the
counselor. It allows participants to make an informed choice in deciding
whether or not to join. It also provides the counselor with a chance to
control group dynamics to some extent. The counselor will assemble a
group composed of members whose needs are compatible with the group
and whose well-being will not be jeopardized by the group experience. In
addition, the counselor may seek members with varying degrees of
personality (i.e. extroverted and introverted) and different levels of
motivation (i.e. identity confusion and identity acceptance). Chosen
members will be asked to consent to join the group.

Frequency and Duration of Group Sessions The group will meet every
Monday at 2 pm in the Counseling and Therapy Lab. This schedule will
allow for approximately five sessions. The session will start middle of
March 2017 and end on April 2017. This is a voluntary group counselling
and oriented based on development type of programme.

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Schedule

Session Date and day Theme

th
Screening process 16 March 2017/
Thursday
First session 20th March Getting to know
-Introduction phase 2017/Monday

Second session 27th March Preparing for change

- Transition phase 2017/Monday
rd
Third session 3 April 2017/Monday Chill
- Working stage
Fourth session 10th April 2017/Monday A new beginning
-Working phase
Fifth session 17th April 2017/Monday Graduation
- Termination phase

Program characteristics

Group counseling in university level is effective because the

student is constantly concerned about the choices they make and the way
they measure up to the perceptions of their peers. The small group allows
them to relate with their peers and brainstorm realistic ways to achieve
their goals in an environment that is supportive and non-threatening.

It is important when conducting the counseling sessions that the

counselor understands that the students are going through many other
changes and transitions in their life such as puberty and identity
formation. Current stage of life that the students are in may be
contributing to their self esteem. It is important for the counselor to be
empathetic in handling these adulthood issues.

8
 The following unit consists of five sessions that address transition
issue among postgraduate students.

Contents/Procedures:

Group process
Content/ses Goals Methods/ Closing Resourc Time Theory
sion techniques es
First 1. To help Introduction 1.Remind 1. 5M Person
session members get to 1. Leader greets members Colour Centred
know each other members about
pencils Theory
Introductio 2. To identify warmly and confidential
ity (PCT)
n phase group goals and smiles.
2. A4 -Basic
individual goals 2. Leader give
2.Giving paper skills
3. To select and some overview homework 1.
discuss about about the group
3. Dice Congruence
the appropriate 3. Leader tell 2.
ground rules for members about Uncondition
the group the al positive
session. confidentiality 20 regard
and group norms M 3.Empathy

Ice breaking
1. Group session
will start with ice
breaking
2. Leader will
ask members to
introduce
themselves
3. Members will
share about
themselves.
30
Activity : Draw M
object/s to
represent
yourself

Discussion

1. Leader will
brief members
reason they are
in group
2. Leader
discuss the

9
 purpose of group
counselling
3. Introduce 5M
group
discussion: What
is life transition?

Closing:
1. Close session
by discussing
one goal for
each member
while they are in
the group. For
example, use
their own
strength to
improve self.

2.Restate briefly
what has
happened and
what the
members are
hoping to
achieve

3.Leader end
session with a
positive note

4.Leader set the

next
appointment
time

Second Introduction 1.Remind Mirror 5M Person

session 1. To help members Centred
members identify 1. Leader greets about
Transition Theory
confidential
stage some things that will members (PCT)
ity
be different in warmly and
-Basic
postgraduate smiles.
2.Giving skills
stage 2. Leader will homework 1.
explain todays
Congruence
2. To identify ways session objective 2.Unconditio
of adjusting and 3. Leader will nal positive
coping with change. remind about regard

10
 group rules and 3.Empathy
Based on objective 1 confidentiality. 15M
Solution
Ice breaking: Focused
What change? Brief
Therapy
1. Members will
(SFBT)
tell everything
-Resilience
that they notice
about their 35M
appearance.

Discussion:
Think about when
you transitioned
from primary
school to high
school, from
high school to
university. Do you
remember some of
those changes? What 5M
were they? How did
they feel? How did
you manage them?

Closing:
1. Close session
by discussing
one skill they
learn and can
use to improve
self.

2.Restate briefly
what has
happened and
what the
members is
hoping to
achieve

3.Leader end
session with a
positive note

4.Leader set the

next

11
 appointment
time

Third To identify areas of Introduction 1.Remind 1.Emoti 5M Person

session their life that members on scale Centred
causes them stress. 1. Leader greets about
Working sheet Theory
members confidential
stage ity (PCT)
To identify ways of warmly and
2.Relaxi -Basic
managing stress smiles.
2.Giving ng skills
at university, at 2. Leader will homework techniqu 1.
home, in their explain todays
e video Congruence
communities, and session objective 2.Unconditio
with friends. 3. Leader will nal positive
remind about 3.Deep regard
Based on group rules and breathin 15M 3.Empathy
objective 2 confidentiality. g sheet
Cognitive
Ice breaking: Behaviour
Ask members to Therapy
choose the emotion
(CBT)
that best represents
how they are feeling
at that moment, and -Stress
to think about where managem
in their bodies they ent
are feeling this
emotion. Have
participants take
turns sharing with 35M
the group.

Discussion:

What are some

things you all do to
prevent stress or
manage it? What
skills have we
learned in group so
far that can help you
5M
manage stress?

Closing:

1. Close session
by discussing

12
 one skill they
learn and can
use to improve
self.

2.Restate briefly
what has
happened and
what the
members is
hoping to
achieve

3.Leader end
session with a
positive note

4.Leader set the

next
appointment
time

Fourth Introduction: 1.Remind 1.Chair 5M Person

session To articulate some members 2. I Centred
of their academic and 1. Leader greets about
Working wish Theory
career goals. members confidential
stage ity board (PCT)
warmly and
3.Goal -Basic
To identify strategies smiles.
2.Giving for skills
to reach their goals. 2. Leader will homework future 1.
explain todays
sheet Congruence
Based on objective 4 session objective 2.Unconditio
3. Leader will nal positive
remind about regard
group rules and 3.Empathy
confidentiality. 15M
Reality
Ice breaking: Therapy
Arrange chairs in a -Using
circle. WDEP
Have members
technique
stand in front of the
s
chairs, with one
participant in the
middle.

Middle participant
makes an I wish

13
statement; for
example, I wish I
could fly, I wish
everyone was nice,
I wish I had a pet,
and all members
who wish the same
thing must find a
new chair.
Members cannot
take the seat
immediately next to
them. Whoever does
not have a chair goes
to the middle.
35M
Leader can go first
to provide a
demonstration.

Discussion:
This group has spent
a lot of time talking
about how to prepare
for postgradute and
last session we talked
about skills for doing
well in university;
today, were going to
spend time
visualizing goals for
the future beyond,
and thinking about 5M
strategies that will
help you reach those
goals.

Closing:
1. Close session
by discussing
one skill they
learn and can
use to improve
self.

2.Restate briefly
what has
happened and
what the

14
 members is
hoping to
achieve

3.Leader end
session with a
positive note

4.Leader set the

next
appointment
time

Fifth To identify skills Introduction: 1.Remind 1.Yearbo 5M Person

session and strategies members ok Centred
learned from group. 1. Leader greets about certificat
Final Theory
confidential
stage members e (PCT)
ity
To celebrate each warmly and a. A4
-Basic
others participation smiles. paper
2.Give skills
and contribution to 2. Leader will evaluation b. Colour
1.Congruenc
the group. explain todays form pencil
e
session objective 2.Unconditio
3. Leader will nal positive
Based on objective remind about regard
1 group rules and 3.Empathy
confidentiality. 15M
Narrative
Ice breaking: Therapy

Ask members to
take turns sharing
how they are
currently feeling and
their feelings about
the future, in the
form of a weather
report (e.g., Sunny,
but possible
thunderstorms
ahead). Leader
35M
can demonstrate first.

Discussion:

The weather report

isnt always right,
but we check it
anyway and plan

15
accordingly; we
bring an umbrella,
wear flip flops, or go
to the movies instead
of the beach.
Usually, our plans
work out better if we
consider what might
be coming and plan
for it. Thats what
this group hoped to
do.
Today, were going
to reflect back on
what weve learned
and celebrate each
other.
5M

Closing:
1.Leader ask
members to
take a moment
to reflect on
any new
knowledge or
approaches
they have
learned
2. Leader
encourages
members in
their efforts to
improve
themselves.
3.Leader
encourage
members to
apply some of
the strategies
that they
learned into
their daily
schedules
4. Leader

16
 emphasizes
the importance
of continuing
to support one
another.
5.Leader will
ask members
opinion and
feeling for the
last time
6. Leader wrap
the session
with asking
them to fill the
evaluation
form.

Activity are adopted from http://arkansased.org/parental_involvement/transitions/elem-

mid.ppt

http://www.nmsa.org/AboutNMSA/PositionStatements/TransitioningStudents Social Skills

Lesson and Activities by Weltman.

Roles and responsibilities of the leaders and members

Group Therapy Guidelines and Expectations Many groups have found an increased sense of
safety and therapeutic value when there are specific group guidelines. Your group will be able
to discuss these guidelines and any others you would like to implement. Common guidelines
include:

1. . Maintain Confidentiality. Group members and leader(s) commit to keeping

everything discussed in group private. This means not sharing or talking about the
other members or their experiences, including any identifying information. You
are, however, encouraged to speak about your personal experiences in group (e.g.
feedback you received) with people you feel close to.

2. Commitment to Attendance. When you commit to joining a group, your spot is

reserved for the entire semester. Since each group only accepts between 6-10
members, the group recognizes and misses each other when someone is not
present. It is important that you are able to attend every session, come on time,
and stay the entire length of the group. The group process becomes interrupted
when there is irregular attendance, or when people are coming late or leaving

17
 early. If you are aware that you will be missing a group session, you are asked to
inform the group leader(s), or if possible, to tell the group the week prior. All
group members are fellow students (and are also very busy!), so we ask you to
schedule your time so that even during busy weeks of the semester (e.g.
midterms), you make the commit to attend.

3. Socializing with Group Members. In order to maintain as therapeutic an

environment as possible, remember that group therapy is a treatment setting, and
not a social activity. Group members are asked to keep their interactions within
the group setting. Thus, you are encouraged to avoid spending time outside of
group together (e.g. Facebook; texting; meeting for dinner). When members have
out of group contact they often find that their special relationship may interfere
with their ability to utilize group in the way that may be most helpful for them. If
you happen to have an extended interaction with a member outside of group, both
members are asked to inform the group at the next session. Upon the completion
of the group, you are welcome to continue any friendships you made in the group
as long as you are both not in a future group together. You are encouraged to
discuss the pros and cons of this guideline as a group, particularly since certain
themed groups may alter this guideline.

4. Putting Feelings into Words Not Actions. Strong emotions often arise in group
therapy. Members are asked to express themselves with their words rather than
through physical actions (e.g. hug). All members react differently to physical
touch, so expressing yourself with words is encouraged.

5. Role of Leader(s) and Members. The role of the group leader(s) includes using
their training to facilitate therapeutic experiences in the group setting. This may
include sharing observations, providing feedback and support, creating a safe
atmosphere, discussing group dynamics, and finding a balance so all members has
the time to participate. You are encouraged to share your reactions about the group
leader(s) role and interventions in group, or to request assistance during the group
sessions. Members are asked to commit to actively participating, informing the
leaders (and group) if something comes up for you that requires additional
attention, remembering and working on your group goals each sessions, and
following the guidelines above.

Limitation

In this group counselling, there are several limitation that needed improved by the counselor.
The time for session is not suitable due to different classes. There is a point when client
refused to come to avoid miss the class. The counselor needs to have extra knowledge about
postgraduate level and expecting members to have prior knowledge and certain idea about
discussion. The members may not exposed to counselling techniques and refuse to do certain
activity that seems childish as they are in postgraduate level and in adulthood.

18
 Evaluation

At the end of the session, members will be given evaluation form. The evaluation form is
crucial for helping the leader identify any mistake, ineffective and issue arise that the leader
may doesnt aware of. The evaluation may help to improve the session and can be used in the
future.

References

Anderson, M.L., Goodman, J. & Schlossberg, N.K. (2012). Counseling adults

in transition: Linking Schlossbergs theory with practice in a diverse world,
4th Ed. New York: Springer Publishing Company, LLC.

Australian Institute Professional Counselor (2008) Coping with transition in

life: A life effectiveness guide. J & S Garrett Pty Ltd

Gitonga.W.K (20)14) Navigating the transition from college to work: A

study of baccalaureate graduates of private university in Kenya.(PHD
dissertation). University of Illinois.

Herzog, A. & Marcus, H., 1999, The self-concept in life-span and ageing
research, in Handbook of Theories of Ageing, L.Vern Bengston & K Warner
Schaie (eds.), Springer Publishing Company, New York, pp. 227-252.

Heussi. A (2012) Postgraduate student perceptions of the transition into

postgraduate study.Student Engagement and Experience Journal Volume
1, Issue 3 ISSN (online) 2047-9476

Lopez.K.T (2013) Promoting and enhancing the graduate student

transition experience: an exploratory study of Kansas state university.
(Master thesis). New Mexico state university

Mindfulness and the College Transition: The Efficacy of an Adapted

Mindfulness-Based Stress Reduction Intervention in Fostering Adjustment
among First-Year Students

19
Papay. J (n.d) Schlossbergs Transition Theory .The Pennsylvania State
University

Ramler.R.T, Tennison.L.R & Murphy.P (2015) Mindfulness and the college

transition: The eficaty of an adapted mindfulness-based stress reduction
intervention in fostering adjustment among first-year students. Science
Business Media New York

Schlossberg.K.N (1981) A Model for analyzing human adaptation to

transition. The Counseling Psychologist. Sage publication

Smallwood.A.M (2013) The value of graduate student transitional

resources: A study focusing on masters student. University of central
Arkansas.

Tobbell, J., ODonnell, V., & Zammit, M. (2010). Exploring Transition to

Postgraduate study: Shifting Identities in Interaction with Communities,
Practice and Participation. Educational Research Journal, 36 (2), 261-278

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