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| Preface | |
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| Acknowledgments | |
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| What Do We Need to Know? | |
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| Adult Development Theories | |
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| Theoretical Approaches to Understanding Adulthood | |
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| The Developmental Perspective | |
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| The Contextual Perspective | |
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| The Life-Span Perspective | |
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| The Transition Perspective | |
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| Applying the Theoretical Perspectives | |
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| Case of the Disabled Teacher | |
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| Case of the Single Expectant Mother | |
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| Conclusion | |
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| The Transition Framework | |
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| Overview of the Transition Model | |
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| Approaching Transitions | |
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| Types of Transitions | |
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| Summary | |
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| The Transition Process | |
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| William Bridges- Endings, Neutral Zones, Beginnings | |
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| Frederick Hudson-Cycle of Renewal | |
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| Bloch and Richmond-Hope and Spirituality | |
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| Chaos Theory of Transitions | |
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| Unifying Themes-An Integrated Model | |
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| Retirement-An Example of the Transition Process | |
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| The Resolution | |
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| Summary | |
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| Factors That Influence Transitions | |
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| The 4 S System: Some Considerations | |
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| Balancing Assets and Liabilities | |
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| Appraisal of Transitions | |
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| Options and Diversity | |
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| The 4 S System: A Detailed View | |
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| Situation | |
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| Self | |
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| Support | |
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| Strategies | |
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| Assets and Liabilities: Another Look | |
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| What Are We Likely to Hear? | |
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| Individual Transitions | |
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| Situation | |
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| Triggers | |
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| Timing | |
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| Duration | |
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| Source of Control | |
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| Self | |
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| Identity | |
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| Autonomy | |
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| Spirituality | |
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| Past Experience | |
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| Self-Efficacy | |
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| Support | |
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| Types of Support | |
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| Strategies | |
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| Reframing | |
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| Selective Denial | |
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| Hope and Optimism | |
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| Exercises | |
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| Relationship Transitions | |
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| Types of Transitions | |
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| Partnering Relationships | |
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| Divorce | |
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| Widowhood | |
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| Remarriage | |
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| Parenting Issues | |
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| Grandparenting Issues | |
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| Eldercare | |
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| Death of a Parent | |
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| Friendships | |
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| Recurring Issues | |
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| Intimacy | |
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| Belonging | |
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| Mattering | |
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| Assessing Resources: Looking at the 4 S's | |
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| Situations | |
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| Self | |
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| Support | |
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| Strategies | |
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| Summary | |
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| Exercises | |
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| Work Transitions | |
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| Issues Related to Situation | |
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| Triggers | |
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| Timing and Concurrent Stress | |
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| Control/Source | |
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| Previous Experience With a Similar Transition | |
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| Summary | |
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| Issues Related to Self | |
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| Salience and Balance | |
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| Resilience or Adaptability | |
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| Self-Efficacy | |
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| Meaning Making | |
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| Summary | |
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| Issues Related to Support | |
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| Issues Related to Strategies | |
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| Moving In, Through, Out, and Back (Again) Into Work | |
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| Moving In | |
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| Moving Through | |
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| Moving Out | |
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| Moving In Again | |
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| Gender Differences | |
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| Summary | |
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| Exercises | |
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| What Can We Do With What We Know and Hear? | |
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| Individual Counseling | |
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| Hackney and Cormier's Counseling Model | |
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| Relationship Building | |
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| Assessment | |
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| Goal Setting | |
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| Interventions | |
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| Termination and Follow-Up | |
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| The Transition Model and the Hackney-Cormier Model: An Integrative Approach | |
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| Assessment | |
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| Goal Setting | |
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| A Case Study | |
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| Interventions | |
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| Behavioral Interventions | |
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| Conclusion | |
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| Exercises | |
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| Helping Clients Deal With Nonevent Transitions | |
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| Understand Nonevents | |
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| Where Do Unmet Dreams Reside? | |
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| What Triggers Nonevents? | |
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| What Types of Nonevents Exist? | |
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| Are All Nonevents the Same? | |
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| Listen With a Third Ear | |
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| Develop Specific Strategies for Clients to Use as They Cope with Nonevents | |
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| Discovering | |
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| Tell Your Story | |
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| Grieving | |
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| Sharing the Loss of a Dream With a Group | |
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| Refocusing | |
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| Reshaping | |
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| Developing a Nonevent Ritual | |
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| Your Dream Reshaping | |
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| Lessons for Life Literacy | |
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| Always Have a Plan B | |
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| Challenge Assumptions About "Age-Appropriate Behavior" | |
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| Explore Options Even if You Think There Are None | |
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| It Is Never Too Late to Put Meaning Back in Your Life | |
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| Practice Lessons for Life Literacy | |
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| Conclusion | |
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| Group Counseling | |
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| Group Counseling as a Modality | |
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| Therapeutic Factors in Group Counseling | |
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| Cautions About Group Counseling | |
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| Types of Groups | |
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| Cultural Diversity | |
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| Characteristics of Effective Groups | |
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| Illustrative Groups for People Facing Transitions | |
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| Groups for Persons With Particular Illnesses | |
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| Life Review Groups | |
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| Groups for Couples and Families | |
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| Groups for Caregivers | |
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| Career Exploration and Planning Groups | |
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| Group Interventions for a Challenging Social Context | |
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| Using the 4 S Model With groups | |
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| Situation | |
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| Self | |
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| Support | |
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| Strategies | |
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| Working With Self-Help and Web-Based Groups | |
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| Advantages and Limitations of Self-Help Groups | |
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| How Counselors Relate to Self-Help Groups | |
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| Self-Help Groups: A Summary | |
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| Summary | |
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| Exercises | |
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| Consultation, Program Development, and Advocacy | |
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| Consulting With Organizations and Their Employees | |
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| A Case Study of the Transition Model in Action | |
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| Developing Programs and Workshops | |
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| Designing Programs | |
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| Designing and Presenting Workshops | |
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| A Sampling of Workshops | |
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| Working as Advocates | |
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| The Case of the Reluctant Gadfly | |
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| The Case of the Furious Job Counselor | |
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| Advocacy as Empowerment | |
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| Acting at the Local, State, and National Level | |
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| Summary | |
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| Exercises | |
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| References | |
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| Index | |