Types of Transitions
Merriam
(2005) identifies four types of life transitions; the anticipated transitions,
unanticipated transitions, nonevent transitions and sleeper transitions.
Anticipated Transitions: The anticipated is a transition that is expected to occur in an adult’s life. Often these transitions are planned and believed to be part of the natural life cycle. Within cultures these transition points can be fairly predictable. Examples of this type of transition are graduating from school, finding a job, getting married, having a children. The timing of the anticipated transitions can impact the potential for learning. If the transition occurs close to the expected time, based on the normative pattern found in the context in which it is occurring more support may be available to the individual to work through the transition. For example, having children when others in our social circle are having children provides us with support through a common experience. If the transition occurs at time that is not in keeping with the normative pattern, the individual may find there is little support available and this transition may become a crisis.
Unanticipated Transitions: A second type of transition is the Unanticipated Transition. This type of transition involves events that are not expected and do not follow any particular time line in an adult’s life. Examples may include becoming ill, having a car accident that causes you to be unable to work or the downsizing of a company resulting in job loss. What is interesting about this type of transition is that it may be much more stressful than an anticipated transition but the potential for learning and personal growth may be greater than when experiencing an anticipated transition.
Nonevent Transitions: Nonevent transitions are those transitions that we expect to occur but do not. Examples include, not having children, when you had always expected to become a parent or expecting to be able to retire at sixty only to realize that you unable due to personal finances. Merriam points out that this type of transition has not really been recognized by educators, but may be significant in stimulating learning. There are four types of nonevent transitions. The first, personal nonevents, are those events that one expects to experience in their life but do not occur. An example may be getting married and having a family. The second type is a ripple event. These events are the results of someone close to us not having their personal expectations met. For example a spouse or partner not completing an educational program or not getting a promotion at work. Resultant nonvevents are not directly experienced by the individual but are the results of decisions made by those close to the individual. For example, a child leaving school and moving back home because of financial difficulties. The fourth type, delayed nonevent transitions, are those events that have not occurred in the time frame expected but occur at a later date. An example of the type of transition would be having a child later in life.
Sleeper Transition: A final type, the sleeper transition, occurs gradually and the individual may not be aware of the progression. This might involve becoming more competent in the skills needed to complete an academic program or a new job, or parenting. This also could take on a negative form and for example the ending of a relationship.
All transitions have a common impact in that our roles, relationships and routines have been altered. It is not the type of transition that is critical, but how it changes the relationships, roles and assumptions of the individual experiencing the transition. This may explain why, even when we choose the transition, it still may be upsetting.
Anticipated Transitions: The anticipated is a transition that is expected to occur in an adult’s life. Often these transitions are planned and believed to be part of the natural life cycle. Within cultures these transition points can be fairly predictable. Examples of this type of transition are graduating from school, finding a job, getting married, having a children. The timing of the anticipated transitions can impact the potential for learning. If the transition occurs close to the expected time, based on the normative pattern found in the context in which it is occurring more support may be available to the individual to work through the transition. For example, having children when others in our social circle are having children provides us with support through a common experience. If the transition occurs at time that is not in keeping with the normative pattern, the individual may find there is little support available and this transition may become a crisis.
Unanticipated Transitions: A second type of transition is the Unanticipated Transition. This type of transition involves events that are not expected and do not follow any particular time line in an adult’s life. Examples may include becoming ill, having a car accident that causes you to be unable to work or the downsizing of a company resulting in job loss. What is interesting about this type of transition is that it may be much more stressful than an anticipated transition but the potential for learning and personal growth may be greater than when experiencing an anticipated transition.
Nonevent Transitions: Nonevent transitions are those transitions that we expect to occur but do not. Examples include, not having children, when you had always expected to become a parent or expecting to be able to retire at sixty only to realize that you unable due to personal finances. Merriam points out that this type of transition has not really been recognized by educators, but may be significant in stimulating learning. There are four types of nonevent transitions. The first, personal nonevents, are those events that one expects to experience in their life but do not occur. An example may be getting married and having a family. The second type is a ripple event. These events are the results of someone close to us not having their personal expectations met. For example a spouse or partner not completing an educational program or not getting a promotion at work. Resultant nonvevents are not directly experienced by the individual but are the results of decisions made by those close to the individual. For example, a child leaving school and moving back home because of financial difficulties. The fourth type, delayed nonevent transitions, are those events that have not occurred in the time frame expected but occur at a later date. An example of the type of transition would be having a child later in life.
Sleeper Transition: A final type, the sleeper transition, occurs gradually and the individual may not be aware of the progression. This might involve becoming more competent in the skills needed to complete an academic program or a new job, or parenting. This also could take on a negative form and for example the ending of a relationship.
All transitions have a common impact in that our roles, relationships and routines have been altered. It is not the type of transition that is critical, but how it changes the relationships, roles and assumptions of the individual experiencing the transition. This may explain why, even when we choose the transition, it still may be upsetting.