Leaving the military is not an easy or elementary process. Like any major transition, it brings the stress of adjustment to new roles, relationships, routines, and assumptions.1 According to Schlossberg, it is not the transition itself that is important but the degree of change. The roles, relationships, routines, and assumptions within battle are unlike anything that a service penis finds outside of the military. The degree of change that a battle veteran experiences while transitioning to civilian life is profound. The potential psychological stress of coping with such a change exposes one to the hazard of significant adverse effects to health and wellbeing. To efficaciously direct interventions and patronize, attention should be placed on the factors that contribute to the transition, or transitions, american samoa well as the factors that contribute to the ability to successfully adapt to the transition. Adaptation to transition Schlossberg has done extensive work on transition and adaptation to transition. She has offered a model for analyzing human adaptation to transition in her competently named 1981 article, “ A Model for Analyzing Human Adaptation to Transition. ” 2 I believe that her exemplary offers guidance and insight to the combat veteran transitioning to civilian life. Her model can help identify the variables that affect transition and adaptation and, frankincense, guide discussion to minimize the potential effects of any psychological stress. She defines a transition as “ an event or non-event that results in a change in assumptions about oneself and the world and thus requires a equate change in one ’ randomness behavior and relationships. ” Adaptation to transition is defined as “ a process during which an individual moves from being wholly preoccupied with the transition to integrating the transition into his or her life. ” Schlossberg ’ sulfur model, drawing from a large body of literature on adult development, lays out 3 major factors that influence adaptation to transition ( Table ) : 1. The characteristics of the particular transition
2. The characteristics of the pre-transition and post-transition environments 3. The characteristics of the individual experiencing the transition She further states that the “ ease of adaptation to a transition depends on one ’ second perceived and/or actual balance of resources to deficits in terms of the transition itself, the pre-post environment, and the individual ’ randomness sense of competence, wellbeing, and health. ” 2 Characteristics of the transition
The transition of the combat veteran to civilian animation is part of a succession of several other significant factors in the individual ’ randomness life. The beginning is from civilian life to the military. This transition is facilitated through assorted levels of discipline aimed at establishing new roles, expectations, values, and norms of the military. The second transition is the experience of battle itself. Many of the roles and expectations of fight are teach and train for anterior to the experience. however, once within the volatility of actual fight situations, numerous influences have the ability to “ change [ one ’ s ] assumptions about oneself and the world. ” 2 Each of these is significant in and of itself, but they besides determine the ease with which a battle veteran will adapt to civilian life. Schlossberg ’ s model lays out respective characteristics that can be used to describe a transition : character change ( gain or loss ) ; involve ( convinced or negative ) ; reservoir ( home or external ) ; timing ( on-time or off-time ) ; onset ( gradual or sudden ) ; duration ( permanent wave, irregular, uncertain ) ; and degree of stress. Each of these may apply in varying degrees of relative influence and will surely differ in importance based on the specific function that a combat seasoned transitions to in civilian life. For example, how can a battle veteran who leaves the service at 24 and enrolls in college carry through these versatile characteristics ? He can view leaving the serve as the loss of a previous role, but inversely he may have a positive affect about gaining the role as a scholar. He may besides feel that age 24 is a socially “ off-time ” to be starting college .