Leader’s Guide
For veterans and spouses workshop
TRANSITIONING
TO CIVILIAN LIFE
AND THE RELATED GRIEVING PROCESS
Workshop developed by Cynthia Vignet and Danielle Lemelin during an
internship for a Master’s degree in career development at Université Laval.
Adapted by Cindy Girard-Grenier and Danielle Lemelin, guidance counsellors
in the FORT Program at the Valcartier Family Centre.
© Valcartier Family Centre, April 2016
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TABLE OF CONTENTS
MATERIAL REQUIRED ....................................................................................... 4
PREPARATION OF THE ROOM............................................................................. 4
PART 1
WELCOME........................................................................................................
10 MINUTES.....................................................................................................
MEETING SCHEDULE.........................................................................................
ICE BREAKER ACTIVITY .....................................................................................
1. ACTIVITY INTRO: THE WORD TREE ...................................................................
2. BRIDGES THEORY ON TRANSITIONING (2006) ...................................................
3. ACTIVITY TO LOCALIZE YOUR PLACE IN THE TRANSITION:
WHAT SEASON ARE YOU LIVING IN? ....................................................................
4. LIFE LINE ACTIVITY ......................................................................................
PART 2
REVIEW OF THE TRANSITIONING THEME ..............................................................
5. INTRODUCTORY ACTIVITY ON GRIEVING: CASE STUDIES .....................................
6. KÜBLER-ROSS GRIEVING THEORY (1975)..........................................................
7. GRIEVING STAGE DISCOVERY ..........................................................................
8. SCHLOSSBERG RESOURCE THEORY (4S) ..........................................................
9. RESOURCE INVENTORY ACTIVITY ....................................................................
EVALUATION OF TRAINING ................................................................................
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6
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7
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16
18
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21
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25
28
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REFERENCES................................................................................................... 31
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MATERIAL REQUIRED
☐ Conference room (to accommodate about 10 people)
☐ Leader’s guide for each trainer (the workshop was developed for two trainers)
☐ Participant’s workbook x the number of participants
☐ PowerPoint Presentation
☐ Printing of “Documents to be printed” x the number of participants
☐ A computer
☐ A projector
☐ Whiteboard or blackboard
☐ Erasable markers or white chalk
☐ Oval or rectangle tables formed in a U and chairs (for 6 to 8 participants)
☐ Material required for the various activities (Pens, pencils, highlighters, different coloured pencils times
the number of participants)
PREPARATION OF THE ROOM
• Set up the room (tables and chairs) so as to facilitate participation by everyone. A “U” formation is suggested.
• At each place set a participant guide, a pen, pencil, eraser, highlighter and place card.
• The trainer(s) place cards should be labelled and already in place on the table.
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PART 1
WELCOME
10 MINUTES
• Introduction of trainers, their professional qualifications and their coaching role throughout the workshop.
• Description of goals for the workshop:
1- To recognize the stages involved in transitioning and determine at what point participants find themselves.
2- To analyze previous transitioning experiences in order to identify the tools which were used in the past.
3- To recognize the stages in the grieving process and discover at which stage each participant currently is.
4- To be able to identify one’s resources (personal, social, institutional, etc.).
• Presentation of the workshop schedule.
• The consent form is then distributed to participants for reading and signature.
MEETING SCHEDULE
Part 1 (3:00)
Welcome
10 minutes
Ice breaker activity
15 minutes
Activity intro (the word tree)
15 minutes
Bridges theory on transitioning
25 minutes
Transition stage discovery
20 minutes
BREAK
15 minutes
Life line activity
80 minutes
Lunch
Part 2 (2:15)
Review of the transitioning theme
5 minutes
Introductory activity on grieving
30 minutes
Kübler-Ross theory on grieving
15 minutes
Grieving stage discovery
20 minutes
BREAK
15 minutes
Schlossberg resource theory (4S)
15 minutes
Resource inventory activity
30 minutes
Evaluation of training
5 minutes
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ICE BREAKER ACTIVITY
15 MINUTES
Objectives
• To enable participants to get to know each other well by exchanging names and some life details.
• To introduce the opportunity for learning by putting participants at ease and facilitating sharing of
information.
• To facilitate immediate participation for all, without intimidation or too much pressure.
Material required and procedure
• The choice of activity is at the discretion of each leader, who is responsible for finding the necessary material
and presenting the group activity. • Ask participants to write their names on their place cards.
1. ACTIVITY INTRO: THE WORD TREE
15 MINUTES
Objectives
• To be able to reframe beliefs in terms of the transition and the related grieving as well as checking participant
expectations.
• To explore participants’ expectations in terms of the themes introduced (transition and grieving) in the
workshop.
•
Material required
• Board with chalk / markers
Procedure
• Participants are invited to look at activity 1 in their guide.
• On this sheet, they are invited to write individually on the tree, in brain-storming fashion, various words, short phrases or ideas they have when they think of the subjects to be covered (transition and grieving).
(5 minutes)
Review
• On the board, make a list of the items the participants have thought of grouping them by theme (Transition,
Grieving and Resources).
• Take note of the participants’ beliefs and anticipations in terms of the themes presented.
• Reframe any false beliefs or prejudices presented.
Source: The activity is inspired by: West, E. (1997).
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2. BRIDGES THEORY ON TRANSITIONING (2006)
25 MINUTES
Objective
• Be able to understand well what transitioning means and the various stages related to it.
Material required
• Visual reminder
Procedure
• Participants are invited to look at the pages indicated in their workbook and add any personal notes.
• A PowerPoint presentation will be used.
• Participants will be invited to answer certain questions and share their own queries in the course of the
presentation.
Introduction
In order to reach the objectives of the workshop, to recognize the stages in a transition and to determine at which
stage a person is, it is important to understand well what a transition is and what might be experienced at each
stage. Situation
For this purpose, a more theoretical presentation is done. However, in order to make it more engaging, participants
are invited to share their observations and/or questions throughout the time given to this activity. (See the
“theoretical content” section for information to be given to participants and the PowerPoint visual presentation).
Review
Check with the participants in case they want clarification about certain ideas. Participants will be told that an
activity will be presented to transfer the things they have learned to real life.
Theoretical content
1- What is a transition?
According to the Merriam Webster Collegiate Dictionary, it is the “passage from one state, stage, subject or place to
another.” (Def. 1, p.1329)
According to other authors, a transition is “any event or non-event that results in changed relationships, routines,
assumptions, and roles” (Goodman, Schlossberg and Anderson, 2006, p.33).
2- Change vs Transition
According to William Bridges (2006), a “change is a move, a new job, the birth of a child, the death of a father, the
arrival of a new superior in the hierarchy or perhaps a merger in the company where you work. The term marks a
concrete, objective reality” (p.2, free translation).
A “transition designates a subjective psychological reality. It does not apply to external events, but to internal
adaptations which these events imply. A change only “takes” in fact when it is assimilated by an individual thanks
to a transition” (Bridges, 2006, p.2, free translation). The transition begins with a renunciation of the things which
will no longer be adaptable to the new phase of life which is beginning.
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3-The three phases
▶ Give out the visual reminder to enable participants to follow as theories are explained.
For Bridges (2006), every transition involves 3 phases:
1- An end
2- A neutral zone
3- A new beginning
Figure 1: The stages of transition (National Defence, 2005, p.154)
IMPACT
Stage 3
A new beginning
Stage 2
The neutral zone
Stage 1
The end
TIME
Step 1: The end
For Bridges, every transition starts with an end. “To be able to open a new chapter, one must know how to close
the previous one.” (Bridges, 2006, p.15). Thus, the first thing a person must do is to renounce old habits and even a
certain self-image.
As in baseball, you cannot steal second base with one foot on first!
In the “end” stage, there are five aspects which the person will experience in the process (Bridges, 2006, p.115):
I. Disengagement
The triggering event (for example, the loss of a job, a move) will have the effect of disengaging the person
from the context he or she has known so well and destroying the automatisms that governed the roles and
behaviours which had been adopted. In this way, the effect of disengagement is to trigger, of necessity, a role
change and thus an identity change because the usual reference points have been lost. It is difficult for the
person to imagine any other way of life or any other identity. Disengagement triggers a forced change process. 8
II. Dismantling
This aspect involves destroying or modifying, one by one, the old habits which have been developed to
support the person’s identity. It’s a process where the person puts an end to his or her identity as they knew it.
In a metaphoric manner, in home renovation, dismantling can represent the stage between the moment when
you have finished removing the siding, when you see only beams and bare walls, and the start of the process
to put on new siding or build a new room, You can still see what the house looked like before, but day after
day, by adding new materials, you can see the “new” house. So, there is an end that comes and destroys what
was. Then there is an in-between where things are no longer as they were (Bridges, 2006, p.108). III.“De-identification”
The person becomes aware that they have lost their identity or that they no longer play the same role. This is
an important stage to analyze when a person in transition identified himself or herself according to his or her
previous role. It is important to detach yourself from what you thought you were in order to evolve toward a
new identity. You can get the feeling that you no longer know who you are.
IV. Disenchantment
The person realizes, to some extent, that their old world no longer exists. In other words, the person considers
that the perception they had of things in the past was of value to them, but that now it no longer makes sense,
in terms of the new information. The person might feel disappointment or loss, but when they find they are at
this stage, it means they are ready to move on and adopt a new vision.
For example, when you were a child, you may have experienced disenchantment when you learned that Santa
Claus didn’t exist.
Life is one long succession of disenchantments. Suffice it to say, disenchantment is an experience which
repeats over time for every person who has ever had the courage to believe in something. In a transition, it
can take time before we understand the sense and value of the disenchantment, since it is at that moment
that the person turns the page on what they have been living.
V. Disorientation
This is a synonym for the loss of points of reference because a person gives up his or her former reality. It is a
difficult stage to live through, but with time, it can be analyzed as a positive event in the course of life. During
this stage, a person will be confused, will have the feeling of existing in nothingness and things which were
important in the past no longer have any value. Bridges adds that “future projects are the first victims of
disorientation” (2006, p.115)
IN A NUTSHELL
When a person gets fired (disengagement) or gets refused a promotion (disenchantment), he or she
runs the serious risk of taking no further interest in projects and life goals. In summary, when the person
is in the end stage, they must learn to renounce something which is no longer adapted for the next
existential phase which is foreseen (Bridges, 2006).
The five aspects of “the end” are mixed together. This means after identifying the element that has
brought on the disengagement, which is a reality exterior to the individual who has more or less control
over the triggering event, the four elements all develop alongside each other. They refer to internal
realities and so each transition is unique to the person who experiences it.
During this stage, reactions can resemble a roller coaster. The person can experience a real feeling of
loss and sadness and go from joy to anxiety given the perspective of a new way of life.
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Example for a group of veterans
When a member has spent all their life in the military, he or she is asked not only to abandon personal
preference but also to give up a way of conceiving or achieving tasks which, to that point, had been
successful. They are asked to give up the entirety of their experiences, their feeling of identity and even
its reality (National Defence, 2005, p.153).
Example for a group of spouses
When a spouse must leave a job for reasons beyond their control, for example, transfer, sick leave,
informal caregiving (illness in the family), they are asked to give up their job but also to give up their
lifestyle, their level of well-being and even their occupational identity.
This is the stage where a person must bid farewell to a former way of living, a job, etc. They must agree
to give up certain things and even part of their identity. The end stage must be seen as the start of a
process.
Feelings which are experienced may include: denial, anger, frustration, fear, grief, confusion, a desire,
etc.
Step 2: The neutral zone
The neutral zone phase represents a moment when a person will have the impression of experiencing an emptiness
and will question everything. People sometimes tend to move more quickly through this phase in order to deal
with the discomfort that it engenders. It is also possible to see that the person wants to be alone in order to reflect
better on what they are living through and thus get out of their usual ways of thinking. Some people pass through a
kind of void where nothing interests them. One of the main purposes of this phase involves abandoning oneself to
the void and stopping resistance to it. This stage can bring fear due to a kind of chaos that gives rise to such. On the
other hand, by understanding that the chaos is only one viewpoint of a life, which is not yet modeled by objectives
and an identification, accepting the chaos can enable a person to let go.
IN A NUTSHELL
The neutral zone separates the old life from the new, allowing for growing awareness because there is
an emotional detachment which is produced. However, the moment that the person finds himself or
herself in the neutral zone can only be roughly defined because it can start while the person is still in the
end zone or it can overlap into the new beginning zone because, for this person, the new situation has
not really started.
The main emotions felt include impatience, skepticism, confusion and uncertainty. People feel tired,
disorganized, incapable of moving ahead and have the impression of wasting their time. Since it is an
unpleasant zone, people want to get out of it as soon as possible. Some will get creative to get through
it. Acceptance is also an element which enables people to move on.
Bridges (2006) gives different kinds of advice to help find some meaning in this phase (Bridges, 2006, p.134-140):
• Admit that you need the neutral zone: The person must understand what this zone is and why they are
in this situation, or, in other words, why they don’t seem any longer to be moving ahead while others are
experiencing change.
• Make the most of regular periods of quiet: Often people in transition will tend to seek social contact through
activities that they used to be involved in. It is recommended that the person takes time to be alone for
renewal (ex. getting up 30 minutes before the rest of the family to drink a coffee alone, running half an hour
every evening, transforming a storage area into a den, etc.).
• Keep a journal of your experiences in the neutral zone: This journal will enable a person to remember the
important moments during the previous week. Too often one tends to forget feelings or experiences. The
journal should make it possible to respond to questions, such as: “What was your mood? What were you
thinking about, perhaps unconsciously? What happened that was surprising or unusual? What decisions
would you like to have been able to make? What dreams do you recall?”(p.135) In this way, the person slows
the rhythm of what he or she is experiencing and forces himself or herself to put words with emotional
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experiences. The journal must be kept with the idea of putting experience into words without, necessarily,
looking for an answer.
• Take advantage of this break in your life to write your autobiography: To know where someone is heading, it
is important to know where they have come from. A person also becomes aware that the past is undergoing
change and the interpretation they have of certain events while in the neutral zone will enable them to
embrace a different vision, since the experiences which occur in the end zone have enabled the person to see
them from a different perspective.
• Take advantage of the opportunity to discover what you really want: As a person is in transition, there is
a change present which previously would have troubled the person who believed they were incapable of
getting what they really wanted. In this way, the end process enables the setting aside of those obstacles
which the person would normally identify. In asking questions about what the person would really like, what
would remain unfinished, it is possible to highlight the possibilities available, thanks to the transition now in
progress.
• Devote a few days to performing your own rite of passage: It is advised to spend a few days alone to reflect
on the transition process which is going on and, at the same time, to set aside your personal preoccupations.
This rite of passage can act as a symbol of passing into the neutral zone thus enabling you to gain a fresh
perspective on reality.
Step 3: The zone of new beginning
In the zone of new beginning, a person feels ready to take the new opportunity that is ahead. It is important for the
person to listen to the internal signals in order to detect whether he or she is ready for this fresh start.
The most important signs are:
• a distinct impression of change;
• an impression of renewal;
• a new sign of the times. All the signals are very subtle when a person is surrounded by multiple stimuli. Certain clues can indicate the
presence of these signs:
• ideas;
• images or impressions of desires.
Furthermore, for success in this stage, it is important for the person to understand what pushes them toward
discouragement or self-doubt, in order to distance themselves as necessary. During this stage, the person comes
out of their isolation and lack of involvement in order to put their new ideas into practice. There will be a merging
of their new identity and certain elements of their old one to enable them to return to reality and put an end to the
transition process. “When a person is ready to make a new start, the opportunity presents itself quickly” (Bridges,
2006, p.149). On the other hand, the event has to fit perfectly into the transition phase currently being experienced.
If you use the right key, the door will open!
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IN A NUTSHELL
Certain people will fail in their transitioning, because they will be unable to give up their old habits,
unable to put a line through their past. Others will not spend enough time in the neutral zone due
to fear or confusion, and still others will put off their new beginning in order to study how others are
approaching this third stage. On the other hand, most will succeed even if, at the outset, they have
doubts about their abilities and their value.
It is the stage of hope, of anxiety, of enthusiasm and of energy for the new life project.
4- Occupational transitioning: a few particulars
The phases related to transitioning will be experienced with more or less difficulty depending on “the importance
of the reorientation trigger and the extent to which it parallels a transition in your personal life”
(Bridges, 2006, p.78).
Bridges suggests two questions in order to better situate the transition within the career (Bridges, 2006, p.83-84):
• What is it that it is time to give up? This question makes it possible to distinguish between a change and a
transition, since a transition requires renouncing an attitude, a belief, an objective, a dream or an impression.
• What is there now behind the scenes in my life that is waiting to make an appearance? The answer to this
question will be internal and subjective; in other words, only the person experiencing the transition will really
be able to answer this question.
Bridges adds that the movement back and forth occurs often between these two questions thus allowing for
reflection to make progress.
Furthermore, Bridges (2006) adds that every person is not considered as a totally autonomous entity since they
are part of a system where each influences the other to a greater or lesser degree. Thus, it is important to consider
the impacts imposed on both spouse and family through the transition process. When a person experiences a
transition, they will, of necessity, have to renegotiate their role in the family and this will result in a renegotiation of
roles as well for other family members.
IN A NUTSHELL
Although the transition is experienced at a personal level, it is important to take into consideration the
impacts that such will bring to bear on the family system, in order to bring the transition to a successful
conclusion. 5- Summary
Table 1: Transitioning according to Bridges
The end
The neutral zone
The new beginning
Saying good-bye to a former
lifestyle, job, etc.
The here and now.
New beginnings.
Letting go in terms of an important
element.
Uncomfortable.
Regular and effective
communication with oneself.
Giving up a part of one’s identity.
A feeling of emptiness.
Waiting to see how others
will begin everything.
Start of a process
Awareness
Implementation
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Table 2: Emotions
The end
The neutral zone
The new beginning
Denial
Anger
Frustration
Fear
Grieving
Confusion
A desire
Impatience
Skepticism
Confusion
Uncertainty
Fatigue
Disorganization
Inability
Creativity
Acceptance
Hope
Anxiety
Enthusiasm
Energy
Sources : The notes on theory are taken from Bridges (2006); National Defence (2005, p. 153-154); Goodman, J.,
Schlossberg, N. K., & Anderson, M. L. (2006, p.42-45); Transition (2003).
3. ACTIVITY TO LOCALIZE YOUR PLACE IN THE TRANSITION:
WHAT SEASON ARE YOU LIVING IN?
20 MINUTES
WinterSpringFall
Objectives
• To become aware of the various dimensions affected by transitioning.
• To recognize the stages in a transition and enable participants to identify their position in the stages of the
present transition.
Procedure
Introduction
The goal of this activity is to enable participants to recognize at what stage in their transition they find themselves
and to become aware of the various dimensions which are affected.
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Situation
• Present a picture of an apple tree during the three seasons: winter, spring, autumn.
• Observation and analysis of the illustration: In winter, the apple tree goes through a period of hibernation in
which it is gathering strength for its flowering and its production of fruit; in spring, the beauty of the apple
tree in blossom enshrouds the orchard in its perfume; but it is in autumn, in the harvest period, that the tree is
at its best. In the same way, for all living creatures, each element comes in its time and there is a time for each
thing (Beaulieu, 2000, p.135).
• Present the explanatory sheet “Phases in transitioning” (Michaud, Dionne & Beaulieu, 2007, p.137) based on
Bridges’ model (1980) as adapted by Roberge (1998), then indicate the page in the participant workbook.
• Present the situation for the activity.
• Present for reflection the questions they will have to answer (Participant workbook). To facilitate reflection,
participants are invited to take their inspiration from the items in the table Phases in transitioning which
correspond to themselves.
Ask the participants to consider individually which season in this approach best reflects what they are living at the
moment in their transition by answering the reflection questions.
Advise the participants that there will be an opportunity for a group review in order for them to share their thoughts
or to respond to any queries that might arise during the activity.
Situation
Most people make great efforts to secure a good job, for example, adequately satisfying all the expectations of their
employer, upgrading their skills to improve performance and get a promotion or a salary raise, etc. However, some
of them don’t succeed, despite this investment and all the overtime they are willing to give, in getting the desired
results according to their time frame. It should then be remembered that everything comes in its time and that
patience is one of the most precious of virtues. Pursuing one’s studies and working at the same time or reorienting
one’s career are long-term strategies which don’t necessarily provide immediate payback. They compare, rather, to
the size of the apple tree or the care the grower gives it in the fall (Beaulieu, 2000, p.135).
Questions for reflection
1. At present, which season are you experiencing at work? Why?
2. How do you see yourself in this season: in flower, giving fruit, in hibernation? If you are producing fruit, do you
fully appreciate the fact? If not, are you doing all you should to improve your future harvest?
Review
• Ask the participants which season best reflects what they are living in their present transition.
• Ask the participants to explain how they arrived at identifying this particular season.
Sources : The activity is inspired by: Beaulieu (2000, p.135) and Michaud, Dionne, & Beaulieu, (2006, p.134-137).
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Phases in transitioning
The end
Autumn
The neutral zone
Winter
The new beginning
Spring
Feelings of loss, of alienation,
of the end.
Period of indecision, vagueness,
emptiness and
seeming non-productivity.
Beginning of renewal.
Cleaning up to make place
for the new
Period of introspection, selfdiscovery and opening to the world.
Period of hope.
Possibility that other uncompleted
transitions resurface.
Moment when new habits begin
to take shape.
Alternating of times of joy and
anxiety (insecurity).
Difficulty in defining oneself,
confusion, questioning current
benchmarks.
Moment of pure energy
and creativity.
Taking action
Disengagement, “de-identification,”
disorientation, disenchantment.
IMPORTANT
Taking back one’s past, one’s
achievements, one’s skills, one’s
personal and professional baggage.
Experiencing the void and allowing
oneself to be guided toward the
discovery of one’s inner desires.
Being attentive to the resurfacing of
old cognitive patterns.
Giving oneself the right to live
through the loss.
Putting up with the seeming
inaction without trying to fill the
void.
Daring, planning, moving ahead,
Creating an opening, trusting.
Tracing the path with flexibility.
BREAK
15 MINUTES
15
4. LIFE LINE ACTIVITY
80 MINUTES
Objectives
• To develop the ability to explore and understand present or past transitions and their impacts on one’s life
experience (emotions, thoughts, behaviours, physiological manifestations, etc.).
• To develop the ability to identify one’s resources and one’s personal and environmental limitations in a period
of transition.
Procedure
LIFE LINE
• Ask participants to describe reactions which can result from a transition (emotions, thoughts, etc.).
• Invite participants to identify events or significant facts in their personal or occupational life by placing a
point on the line which corresponds to the age where they occurred and the evaluation they assign them
(positive or negative). Mention that they can also write a few words to specify the event in question. Then, join
the points to trace the transition curve of their personal and occupational life.
• To make the activity easier to understand, it is possible for the leader to show participants an example of his
or her own life line.
• To make coaching easier, the leader can read, ahead of time, the section: Theoretical content to assist leaders
to better assess the life line according to the Schlossberg’s Theory of Transition (2011).
Review
• When the curve is traced, ask participants to write down what they notice overall in their transition curve:
1. What are the main things you notice?
2. What situations that you have experienced, both personal and occupational, triggered a transition?
3. Identify the transitions chosen or undergone.
4. Do you see connections between the transitions and the ages where they occurred?
• Suggest that those forces, resources and limitations be identified which helped or hindered the transitions
and mention that an opportunity will be given at the end of the day to review these resources. Ask
participants to share with the whole group the things they noticed along their life line or present an imaginary
life line.
Source : This activity is inspired by: Michaud, Dionne, & Beaulieu, (2006, p.133-136).
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Theoretical content to assist leaders to better assess the life line according to the
Schlossberg’s Theory of Transition (2011)
According to Schlossberg (2011), all people experience transitions whether anticipated or not, whether foreseen or
not. In fact, transition contains a subjective element. And no matter what the transition, one of its consequences
will be to change the person’s life as much in the roles they play in society as in their interpersonal relations, their
routines and so forth.
In this way, a first job and a career change are both types of transitions which, while their impact is different, still
have something in common: they change the person’s life. A transition will be considered as such if, and only if, the
person experiencing the transition defines it as such.
The process linked to transitions is long and the reactions of people will vary, both positively and negatively
throughout the transition. Every transition requires a new kind of behaviour, bringing with it new benefits but also
costs for the person (Goodman, Schlossberg, & Anderson, 2006).
Although situations might seem similar, it is important to analyze each situation according to the type of transition,
the context in which occurs and the impact it produces in order to understand well how the person deals with it
(Goodman, Schlossberg, & Anderson, 2006; Schlossberg, 2011).
The example of retirement
A planned retirement will be considered as anticipated. Retirement following the elimination of one’s
position will be considered as not anticipated or as unforeseen. Whereas a person who must keep
working to meet their needs, even though they have reached retirement age and would like to retire
now, such would be termed a transition anticipated but unrealized. Questions for reflection
1. Did the first event begin with the individual (an illness) or with another person (the illness of their boss)?
2. Is the transition personal (the person lost their job) or interpersonal (the person had a disagreement with
their employer)?
3. Does the transition involve the public or the community (does the person feel looked down on at being
jobless and living on employment insurance)?
(Goodman, Schlossberg, & Anderson, 2006, p. 36, free translation)
Summary
Every transition, anticipated or not, will be experienced in a different way according to the person who is going
through the experience. As a result, it is important to understand well what is influencing him or her to adequately
evaluate the impacts to be expected.
Figure 2: The individual in transition (free translation)
(Goodman, Schlossberg, & Anderson, 2006, p.33 & 56)
Source : The theoretical notes are taken from Goodman, Schlossberg, & Anderson (2006); Schlossberg (2011).
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PART 2
REVIEW OF THE TRANSITIONING THEME
5 MINUTES
Objective
• Check whether participants have questions remaining about the ideas presented in the first part of the group
session.
Procedure
• Ask participants to share their impressions and their queries on the theme of transitioning.
• Present Figure 1 of section 2 “Stages in transitioning” as a visual aid.
Figure 1: The stages of transition (National Defence, 2005, p.154)
IMPACT
Stage 3
A new beginning
Stage 2
The neutral zone
Stage 1
The end
TIME
5. INTRODUCTORY ACTIVITY ON GRIEVING: CASE STUDIES
30 MINUTES
Objective
• To introduce the theme of grieving with a certain detachment so as to create an openness on the part of
participants toward this theme.
Procedure
• Participants consult the pages that present the case studies and the questions.
• It is important to specify to participants that there are no right or wrong answers, since it is only the person in the
situation who can really understand what they are living; thus, every situation is subjective.
• Case readings are carried out on an individual basis and participants are invited to give brief answers to the
questions. 18
Important: Choose the set of questions according to the group of participants.
• After this reading, the participants are invited to form small teams (3-4 persons) to discuss their responses
with the help of the following questions to be posed by the leaders:
1. Do you think this person is experiencing grieving? Explain why.
2. Describe how you think he is experiencing it? (identification of his feelings and thoughts)
3. In your opinion, is this person beginning or ending his grieving? Explain why.
• Following the small group discussion, there will be a review with leaders and the entire group.
• Follow the same steps with case study 2
SET 1: Activity for veterans group
Case study 1
Arthur is a young 33 year-old, a welder who should have been promoted to head the team within his
company Wind in Our Sails which manufactures sailboats. He was very anxious to get his promotion
since his boss (the director of the welding department) often told him he was going to make a great
team leader and he deserved the position. Moreover, his family and friends were all happy for him
and mentioned that he would do honour to his promotion. However, a sudden reorganization in his
company’s welding team meant that this possibility to get ahead would be put off for about another
year. As a result, the owner of the company reduced the workforce and was unwilling to hire another
person to take over Arthur’s position. Arthur has been awaiting this promotion for almost a year! When
his boss announced the news, Arthur showed no emotion; he was very surprised to get this news and
spoke about it to no one. He even asked his boss not tell anyone about the change. That evening,
when his wife asked him about the steps needing to be taken in connection with his promotion, (as she
usually did), he changed the subject. In the days that followed, Arthur didn’t have the same attitude at
work. He was more closed and complained more. A few weeks later, he passed the company owner and
asked for a private meeting with him about the promotion. After a few minutes of discussion, Arthur
realized that the situation was not going to change and he reacted angrily, violently hitting the table
just before storming out of the owner’s office without even a word of good-bye.
Case study 2
For nearly 25 years, Marie has worked for the same employer, the Federal Public Service. Today, at 55
years of age, she has just lost her job. In her job functions, she managed teams, managed a variety of
responsibilities and always exercised a certain power in decision making within her organization. She
was not expecting this radical change in her professional career. For almost 4 months now, she has been
monitored by various professionals (psychologists and guidance counsellors) because she is having
real trouble getting through this transition. She called on a support service for social and professional
reintegration of executives to assist her in dealing with this ordeal. However, she is finding the situation
so hopeless and she doesn’t feel she will again find a job as perfect as her former one. She has even left
behind her work colleagues who were, for her, family since her own family lives in another province.
Recently she has been considering the option of retiring and that brightened things considerably, but
she feels unable to make a decision. She often cries because she doesn’t know what to do and that
proves to be immensely demotivating for her.
19
SET 2: Activity for Spousal groups
Case study 1
Forty-year-old Arthur is an infantryman and was to be promoted to warrant officer. He was very anxious
to get his promotion because his superior often told him he would make a good leader and he deserved
the job. Moreover, his family and friends were all happy for him and mentioned that he would do
honour to his promotion. Following an exercise, however, he had a severe back injury. A subsequent
medical evaluation showed him that he would have to leave the Canadian Forces. He had been awaiting
that promotion for almost a year! When his doctor told him about the state of his health, Arthur showed
no emotion; he was very surprised to get this news and spoke about it to no one. He even asked his to
not tell anyone about the change. That evening, when his wife asked him about the steps needing to be
taken in connection with his promotion, (as she usually did), he changed the subject. In the days that
followed, Arthur didn’t have the same attitude at work. He was more closed and complained more.
A few weeks later, Arthur discussed the situation with his case manager and his doctor because he
was hoping for healing (becoming fit again). After a few minutes of discussion, Arthur realized that the
situation was not going to change and he reacted angrily, violently hitting the table just before storming
out of their office without even a word of good-bye.
Case study 2
For almost 4 years, Marie has been working for the same employer, the Federal Public Service, as a chief
engineer. Today, at 32 years of age, she has just lost her job because her spouse is being transferred and
she cannot be guaranteed a job transfer. In her job functions, she managed teams, managed a variety
of responsibilities and always exercised a certain power in decision making within her organization.
She was not expecting this radical change in her professional career. For almost 4 months now, she
has been monitored by various professionals (psychologists and guidance counsellors) because she is
having real trouble getting through this transition. However, she is finding the situation so hopeless and
she doesn’t feel she will again find a job as perfect as her current one. She will even be leaving behind
her work colleagues who were, for her, family since her own family lives in another province. Recently
she has been considering the option of taking a year’s sabbatical in order to keep her seniority and thus
apply for an in-house job, but management has told her that the probability is small of similar jobs
coming open. She often cries because she doesn’t know what to do, keep her job and wait for a job to
open (imposing a restriction on her spouse) or following him with the knowledge that she will have to
leave the Federal Public Service and her benefits, something which is immensely demotivating for her.
Review
• As a final step in the activity, ask participants what kinds of grieving military members and their spouses can
experience. Mention too to participants that these case studies will be revisited in terms of the theory on
grieving which will follow and there will be an opportunity to see the resources that can be brought to bear in
transitioning situations along with grieving in general.
Source : The activity is inspired by: Adaptation personnelle d’une activité de distanciation Louis-Pierre Barrette in the
context of course CSO- 7022: Planification et évaluation d’une intervention de groupe (Autumn 2014).
20
6. KÜBLER-ROSS GRIEVING THEORY (1975)
15 MINUTES
Objectives
• To help participants recognize and discern the stages in the grieving process.
• To be able to understand what “grieving” means in terms of a loss of employment.
Procedure
• The participants will be invited to consult the “participant workbook” on the pages indicated to add any
personal notes.
• A PowerPoint presentation will be used.
• The participants will be invited to answer certain questions and share their own questions as the presentation
proceeds.
• Explanation of the Kübler-Ross grieving theory (1975) applied to a loss of employment.
Introduction
In order to respond to workshop goals and analyze times of grieving that have been experienced, it is important to
fully understand what grieving is and what can be experienced at each stage. Situation
To achieve this, a more theoretical presentation is given. However, to make everything more dynamic,
participants are invited to share their observations and/or questions throughout the time given to this activity.
(See the “theoretical content” section for the information to be given to participants and the PowerPoint visual
presentation).
Review
Check whether participants want further clarification about some ideas.
Theoretical content
Grieving theory
First of all, what we need to know about our vision of grieving in the context of a transition is that we must
approach it as a means for recovery. In fact, every transition includes its share of grieving to be experienced. As
will be mentioned in the following sections, to be able to move ahead toward the new beginning, it is necessary to
grieve issues linked to the end of the previous situation (Davidson & Maso, 2002).
According to Michaud (2004), when faced with a job-related transition, it is normal to feel a variety of emotions
which are more or less painful. In fact, it is among the most difficult of life’s experiences. Generally speaking, the
emotions linked to grieving a job loss are anger, fear, sadness, shame, despair, loss of self-esteem, a feeling of
abandonment, of betrayal, of injustice, of vulnerability, of insecurity, the impression of being disoriented, of losing
control, of humiliation, of agressivity, of isolation, etc. People will have the tendency to devalue themselves by
asking if they will be competent enough to find another job and again fulfill expectations.
In the course of this presentation, it will be a matter, especially, of seeing grieving in terms of the vision of KüblerRoss (1975). This psychiatrist has defined grieving as a process that occurs in 5 phases: denial, anger, bargaining,
depression and acceptance.
1- The phases of grieving
I. Denial
The first phase, denial, is perceived as one that helps us survive the loss. In this phase, people often have
the impression that the world around them is losing its meaning, On the other hand, it is this stage which
enables us to protect ourselves against the weighty announcement that has just been made by not facing it
immediately. This will let the person engage other defence strategies in view of this critical event. The person
is confused and as such, they will knowingly, or even unknowingly, choose to ignore the situation facing them
21
by acting as if everything is normal. However, according to Joanette and Brunel (2001), this stage in job loss
situations must often be deduced, since it is often not immediately obvious.
II. Anger
The second phase, anger, begins to occur when the individual feels he or she can no longer ignore the
situation or avoid the emotions which are surfacing. The person will then begin to feel anger, at times, out of
proportion and unjustified toward himself or herself (internal) or toward other external figures (organizations,
individuals, etc.) who are involved in the situation. This phase is often difficult to live through for those around
you, given that the anger is often directed at them. In extreme cases, it can even mean that people affected
are segregated due to their disgruntled mood (Kübler-Ross, 1975). At the same time, it is important for the
person to go through this period of anger that is inside. According to the same author, the more individuals
accept this anger, the more it will dissipate and the quicker they will move ahead in their grieving process.
Anger hides several emotions which are often not very accessible given that the covering emotion fills the
space. On the other hand, it is necessary to understand that often this irritation conceals the underlying pain.
Accordingly, it is natural to feel abandoned, for society fears anger and flees from it. For this reason, we are
often encouraged to suppress this emotion in our grieving behaviour. In this phase, anger can be perceived as
an anchor which provides a temporary structure to the lack of understanding of the loss.
III.Bargaining
Next, persons in the grieving process will attempt a new strategy, one which makes compromises in order to
return, somewhat, as if by magic, to the initial situation. The person will be ready to do almost anything to
get back to the former situation and eliminate the shocking event. This is what makes it possible to identify
the bargaining stage. This strategy is often a ‘bringer of hope’ in an easy resolution of the situation and a
different way to deal with what is causing the problem. People who find themselves here will often get lost
in suggestions, such as: “If only...” or “And if I....” Consequently, they are frequently in the past as they often
wonder what they could have done differently. The author explains as well that this stage is also perceived
as one way to slow down the real events which are taking place or will take place. Since situations are often
irreversible, this kind of bargaining only works in very rare and unusual situations. That is why people begin
to feel depressed when they see their dreams are not coming true and they don’t have the expected impact
(Kübler-Ross, 1975).
IV. Depression
After attempts at bargaining, people return to the present and begin to experience feelings of sadness and
depression. On the other hand, even if this phase is called depression, it shouldn’t be seen as a mental
disorder. According to Kübler-Ross (1975), this is a normal and appropriate reaction in the face of a significant
loss. Grieving individuals begin to get the impression that they will never get out of it. According to the same
author, there are two periods of depression in reaction to grief. The first is a “depression of reaction” and the
second a “depression of preparation.” The depression of reaction is the person’s reaction when faced with the
consequences which have resulted from the changes that have occurred up to the present in their life. The
depression of preparation, on the contrary, does not find its source in what has occurred in the past but rather
through what the individuals are concerned about in the future (the losses they will suffer). It is often during
this time, by realizing the effects, often more negative than positive, that people begin to become apathetic
(Kübler-Ross, 1975). More particularly, as far as job loss is concerned, Joanette and Brunel (2001) will speak of
the concept of sadness rather than depression. They indicate that the depression stage seems more rarely to
apply in the case of a loss of employment.
V. Acceptance
The last phase, acceptance, comes in the course of time. Grieving individuals begin to become more serene
in the face of the developing situation. The person understands that the situation is permanent and learns
to live with it. They feel more energetic as well and hopeful in terms of their future. They start then to look
toward the future and finally succeed in taking action in order to evolve toward a new situation. However, as
Kübler-Ross (1975) emphasizes, one must make sure not to misunderstand acceptance as a uniquely positive
and happy moment. Nor must this stage be perceived as a state of abandonment or of letting go when faced
with a situation where things are simply let go without any desire to act, but it should be seen rather as a
time to stop and a progressive way of changing one’s perception of events. In other words, the person accepts
the situation as it is, but that does not mean he or she no longer feels sadness or bitterness in terms of this
enormous change (Kübler-Ross, 1975).
22
A new phase: The Shock
Following this theory, it seems legitimate to speak of a 6th phase, namely shock, as described by Hanus
in 1998. This author describes the shock phase as being the moment when the person receives the
announcement of a significant loss. According to this author, shock is somewhat the first sign of grieving.
The person is confused and wonders what is happening (Michaud, 2004). Thus, it is the result and clinical
identification of the growing emotional tension which must find expression (Hanus, 1998). According to this
same author, the person in shock is feeling stunned and dumbfounded and, at the same time, refuses to
believe that the event can be happening. The theoretician adds that the shock will be all the greater when the
event is unexpected. Afterward, Hanus (1998) explains that the sudden emotional release leaves room for the
time of working on grieving which will gradually lead to the other phases.
Small details to consider
This theoretical framework for grief was conceived by Kübler-Ross (1975) for use as a tool to help in visualizing
and identifying what a person may experience in the grieving process. However, she makes clear that this
pathway is not linear and that the stages can be experienced in different ways (emotions) and in an order
other than what is described. The time of the phases can also vary from a few days to a few weeks to even a
few months. As a result, it is impossible to estimate the time factor involved in a given grieving process. In fact,
it is also possible that a person might revert to a previous stage in the process, namely, experiencing a backand-forth movement between emotions which are constructive and others destructive (Joanette & Brunel,
2001). It is, therefore, important to be alert to where the person is starting in his or her grieving process and
how progress is being made through the stages
2- Factors affecting progress in the grieving process
A person’s grieving process is influenced by factors which are social, cultural and affective. Here are the main ones.
I. The personality of the one going through the experience
This first factor is a determining one in the grieving process. Processes will vary considerably according
to whether a person is more or less optimistic. Moreover, this person’s resilience will weigh heavily in the
process. A more vulnerable personality will, no doubt, feel more negative emotions than a stable and strong
one. For example, people who describe themselves as worried or anxious and who have low self-esteem or
feel overly guilty or find it hard to express their sorrow will have greater difficulty getting through the grieving
process (Bacqué & Hanus, 2000).
II. The sex and age of the person
These two factors will have a more than negligible impact on the grieving experience. According to Bacqué &
Hanus (2000), women have an easier time in their period of grieving because they seek support to a greater
degree than men. In addition, grieving is easier for seniors due to their greater experience of life which brings
with it too the losses encountered in the past. Furthermore, younger people will have a greater tendency to
feel confident in finding a new job (Michaud, 2004).
III.The social conditions
A person with good social resources will be more likely to live through their grieving process well. Conversely,
a person who is socially isolated will have greater risk of falling into a pattern of abusing alcohol or tobacco,
perhaps prescription or even other drugs (Bacqué & Hanus, 2000). Relationships at the office can often prove
important. If the person has a good social network outside work, they will be better able to draw on that
diversity of resources than a person with little support outside their work environment (Michaud, 2004).
IV. The significance of the loss
The intensity of the emotions expressed will depend greatly on the significance of and the importance
assigned to the loss. Thus, the more important whatever has been lost, the longer the grieving will take and
the more intense the emotions will be (Bacqué & Hanus, 2000).
V. The circumstances of the loss
The fact of whether the loss had been expected or was sudden can also have a great affect. In fact, if the
person has time to prepare, they will be further ahead in their grieving process than if they are taken off guard
by the news. The destabilization (shock) of the news will thus be greater or lesser depending on this notion.
The person who is able to get prepared in this way will be able to move ahead to some extent and the grieving
will likely be felt less. The fact of being able to get ready also gives the impression of being able to control, to a
greater degree, the events that might occur. The person will be able to develop plans and collect resources to
better meet the obstacles which are going to come along. With this in mind, even the way in which the news
23
is announced will have an influence. In fact, if it is given warmly and by a trusted friend, it will no doubt be
better received than from a stranger or over the phone or through en email. The words used in the messaging
will themselves have an impact on the person’s reaction (Bacqué & Hanus, 2000). And what is more, if the
person decides to leave their job of their own accord, they will be more likely to see the situation in a positive
light than a person who is fired (Michaud, 2004).
Sources : The theoretical notes are drawn from Bacqué & Hanus (2000); Davidson & Maso (2002); Hanus (1998);
Joannette & Bruenl (2001); Kübler-Ross (1975); Michaud (2004).
7. GRIEVING STAGE DISCOVERY
20 MINUTES
Objectives
• To determine at what stage of the grieving process participants find themselves in order to better understand
what they are experiencing at the moment.
• To begin to reflect on what they are experiencing at present in terms of the phases in grieving.
Procedure
Emotions felt / caracteristics
• Participants are invited to consult the activity sheet with the summary table of the stages in grieving
(Appendix A-4).
• They are to mark with a highlighter the elements in the various stages which are similar to what they are
currently experiencing.
• Participants are advised that they can identify elements in the various stages.
Denial
Anger
Bargaining
Depression
Acceptance
“It’s not true, not possible.”
“It’s their fault; they’ve never
done anything for me.”
“If I do that, can I get my job
back?”
“That’s life; I can’t do anything
about it.”
“I often think about it, but it’s
all right. I’m doing okay.”
Confusion, emotional shock,
feelings of unreality, few
emotions felt
Feeling of extreme fatigue, accusations, regret,
resentment, disgust
Feeling of apathy, isolation,
sadness, loss of interest, loss
of energy and morale
Feeling of self-confidence, of
acceptance of the situation,
feeling better, at peace, more
energetic
Negation of the situation,
(avoidance)
This irritation is often aimed
at those close to us or people
we know.
Attempts to compromise
in order to get back to the
situation as it first was
(bargaining).
You get the impression this will
never end.
This is a time of peace.
You refuse to see the real
situation; you go on as usual.
Anger felt against ourselves,
others, organizations…
Making up promises
You don’t know how to
decrease the suffering and
can no longer live a normal
daily life.
You recognize that change
brings benefits and
inconveniences in terms of the
former situation.
Difficulty concentrating
The proposed change seems
absurd, unfair and you react
very badly to it.
Centring on the self
You retreat and don’t want to
fight any longer.
You begin to think of the
future.
Feeling of hope and, at the
same time, uncertainty,
hopelessness
Review
• Questions will be posed in the larger group and participants will be able to answer individually in their
workbooks.
• Examples of questions for further reflection:
1. How am I experiencing this stage?
2. How have I experienced the previous stages up to the present?
3. What emotions am I feeling right now?
4. How would I have preferred that it happen? What would I have liked to happen differently?
• Next, participants should share their emotions, thoughts or feelings in terms of their individual reflection and
the group review along with the strategies will be carried out in connection with the theory and activity on
resources.
Source : The activity is inspired by: Adaptation personnelle de l’activité « Vos rôles d’animation » in the context of
course CSO- 7022: Planification et évaluation d’une intervention de groupe (Autumn 2014).
BREAK
15 MINUTES
24
8. SCHLOSSBERG RESOURCE THEORY (4S)
15 MINUTES
Objectifve
• To be capable of identifying the resources (personal, social, institutional, etc.) available to the person in
transition.
Procedure
• The participants will be asked to consult the “participant workbook” on the pages indicated in order to add
any personal notes.
• Ask the participants to identify, as a group, examples of resources which they might have available.
• A PowerPoint presentation will be used.
• Participants will be invited to respond to certain questions and to share their own queries in the course of the
presentation.
Introduction
In order to respond to workshop goals and identify resources for people, it is important to understand fully what
kinds are available.
Situation
To achieve this, a more theoretical presentation is given. However, to make everything more dynamic,
participants are invited to share their observations and/or questions throughout the time given to this activity.
(See the “theoretical content” section for the information to be given to participants and the PowerPoint visual
presentation).
Review
Check whether participants want further clarification about some ideas. The participants will be told that an
activity will follow aimed at transferring the knowledge acquired to real life.
Theoretical content
1- Introduction
When the global picture of transitioning is made clear, it is important to consider the potential resources of the
person as well as those lacking so as to evaluate the person’s skills for facing transition (Schlossberg, 2011). To do
this, Schlossberg (2011) identified four categories: the situation, the self, the support and the adaptation strategies.
The author refers to the 4S (Schlossberg, 2011).
2- The situation
It is important to evaluate the person’s situation right at the time of the transition. As well as helping to better
understand the issues involved in the transition, an analysis of the situation enables people to identify what might
be the resources and the limitations. Then the person can identify what he or she can control in the transition.
Identifying previous experiences makes it possible to highlight the resources available at the moment.
3- The self
The self refers to the internal force the person has to come to grips with the situation. An optimistic and resilient
person will find it easier to manage the ambiguities of the situation. Furthermore, someone who tends to blame
himself or herself for events which are out of his or her control has a greater chance of his or her psychological
abilities being affected negatively.
There are also those personal and demographic characteristics, such as sex, ethnicity, age and the place the person
has reached in life, along with their state of health and their economic level which makes possible an analysis of the
self.
There are the psychological resources, for example, one’s personality, conception of life (optimism or negativism),
one’s feeling of personal efficacy, one’s values and goals. Different people will approach the same transition with
different frames of reference, since each one will have their own specific psychological resources.
25
Here are some avenues for reflection to help identify your “SELF” resources:
☐ Are you able to face the world independently? Can you live with ambiguity?
☐ Are you an optimist? Do you see the glass half full or half empty?
☐ Are you responsible for what happens to you?
☐ Are you in control in terms of your response to transition?
☐ Do you think your efforts are going to have an influence on the outcome of events?
☐ Do you have goals and objectives set?
☐ Do you have characteristics that help make you resilient?
(Goodman, Schlossberg & Anderson, 2006, p.75, free translation)
4- The support
The third “s” refers to the person’s social support. For example, a person who moves for a new job to a city where
they know no one has a greater chance of their adaptation being slower than if they had a social network.
There exist various types of social support: close relations, family, network of friends, professional and
institutional networks. Furthermore, these different types have different functions. First, the affect function will
refer to expressions of admiration, love, respect and affection. The confirmation function refers to expressions of
agreement or recognition of gestures appropriate to a person. The assistance function includes the exchange of
goods, money, information, time and skills. Lastly, the honest feedback function means that feedback can be both
positive and negative. Finally, it is important to evaluate the social support that has been identified. In fact, according to the closeness
this support has with the person, the impact and assistance given will not be of equal importance.
Figure 3: Social support network (free translation) (Goodman, Schlossberg, & Anderson, 2006, p.78)
th
e
Related
to
Dir
ect
ly
re
la
r time
ove
ng
gi
able in time
St
ge
an
ch
to
ships and th
lation
em
e
r
e
ost
h
t
lik
o
t
el
d
y
te
ossibility o
f ch
nd p
a
e
an
l
ro
You
Spouse
Close friends
Immediate family
Supervisor
Family,
extended family
Friends: work, neighbours
Neighbours with whom you have little contact
Coworkers
26
Distant family
Professionals:
doctor,
dentist,
lawyer, etc.
▶ Approach: ask participants to personalize figure 2. (Figure 3 in the Leader’s Guide)
Here are a few questions to identify the “SUPPORT” resources:
☐ What do you need in terms of affect, confirmation and assistance?
☐ What types of social support do you have?
☐ How has your social support network been affected by the present transition?
☐ Do you feel your social support for this transition is high or low? Explain why.
(Goodman, Schlossberg & Anderson, 2006, p.77, free translation)
5- Adaptation strategies
Finally, in terms of adaptation strategies, the more a person uses them and has a variety available, the more he or
she will be able to face the difficulties connected with transition.
Here are a few examples:
Brainstorming, legal action, negotiation, request for advice, attempt to see the opportunities which could become
available following rejection for a promotion, positive comparison, selective ignorance, meditation, exercising,
denial, passive acceptance, hope, magic thinking (Schlossberg, 2011).
6- Summary
IN A NUTSHELL
Understanding your situation better is a resource!
Figure 4: The individual in transition (free translation) (Goodman, Schlossberg, & Anderson, 2006, p.33 & 56)
Situa
tion
Self
The trigger
The moment
The source
The change of roles
Length of time
Previous experience
Connected stress
Evaluation
Personal characteristics
Demegraphic characteristics
Psychological resources
(personality, conceptionoflife,
values,goals)
Ada
p
t
a
tio
n
st
r
Variety available
ies
eg
at
Su
p
p
o
rt
Source :
The theoretical notes are drawn from Goodman, Schlossberg, & Anderson (2006) and Schlossberg (2011).
27
9. RESOURCE INVENTORY ACTIVITY
Objectives
• To identify the main resources and potential limitations in a transition.
• To be able to identify one’s own resources (personal, social, institutional, etc.).
Procedure
Introduction
• The goal of this activity is to identify the main resources of the person experiencing a transition and to be
able to avail oneself of them as needed. The four types of “S” can make it easier to identify the resources and
limitations of a person living through a transition.
• The participants are asked to refer to the activities carried out previously to make easier the identification of
their resources.
Situation
• The participants are invited to consult the summary table of the main types of resources “My 4 S” Participants
are asked to pool their knowledge of the main resources and limitations identified in terms of the 4S
categories: Situation, Self, Support and Strategy.
• With the help of the sheet “My resource inventory,” participants should write down their resources.
• The participants are advised that it will be possible to present their inventories to the other members.
My 4 S
Situation
Self
Personal and demographic characteristics
The trigger
The moment
The source
The change in roles
The length of time
Previous experience
Accompanying stress
Evaluation
Support
Intimate (spouse)
Family
Friends
Community or society
(organizations, government, various interveners)
28
Sex
Economic status
Age
Health
Psychological resources
Personality
Conception of life (optimism, negativism)
Feeling of personal efficacy
Values and goals
Adaptation Strategies
Brainstorming
Legal action
Negotiation
Request for advice
Attempt to see the opportunities which could become
available following rejection for a promotion
Positive comparison
Selective ignorance
Meditation
Exercising
Denial
Passive acceptance
Hope
Magic thinking
My inventory of resources
MY 4 S
Review
• Ask the participants to share their impressions on the results of their inventories and what they intend to do
with them.
• Remind participants of the usefulness in pursuing their reflection by adding other resources as they identify
them, as well as limitations and solutions found to handle them. • Remind participants to refer to their inventories when they encounter problems in their transitioning in order
to identify one or more resources which can help them.
• Some practical advice (Bridges, 2006, p.71-73) will be given to provide participants with further tools:
☐ Take your time: it takes time to get through a transition.
☐ Put temporary structures in place: set up provisional rules for making decisions while waiting to find
your bearings.
☐ Don’t just do for the sake of doing: a premature action to get out of the situation quickly can risk
increasing chances of failing in the transition.
☐ Afford yourself little pleasures: you have to listen to yourself and give yourself little “gifts,” and not set
goals that are overly ambitious.
☐ Be able to see all aspects, both positive and negative, of the transition, enabling yourself to get an
overall picture of the situation, both the costs and the benefits that the transition is bringing.
☐ Find someone to talk to: in this way, the person can go to seek counsel, but can also express their
dilemmas and emotions, thus allowing for a better understanding of these, since they will be voiced out
loud.
☐ See the transition as a process which lets you abandon the status quo, experience a phase of productive
reflection, and then find an answer: transitioning enables you to renew and transform your life.
Source: The activity is inspired by: Michaud, Dionne, & Beaulieu, (2006, p.134-139). The theoretical notes are drawn
from Bridges (2006).
29
EVALUATION OF TRAINING
5 MINUTES
Objectives
• To gather the opinions of participants concerning the usefulness of the general objectives.
• To gather the opinions of participants regarding the usefulness of the activities and the themes that were
dealt with, the general leadership of sessions, their own participation and involvement as well as their
satisfaction in general terms.
• To discover their assessment of the practical and logistic aspects.
• To be able to understand and pinpoint possible adjustments
Material required
• Participant evaluation of the training sheet.
END OF THE WORKSHOP AND THANKS
30
REFERENCES
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les adultes. Lac-Beauport, Québec : Éditions Académie Impact.
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