{"id":1818,"date":"2023-05-15T09:06:32","date_gmt":"2023-05-15T13:06:32","guid":{"rendered":"https:\/\/stationsme.ca\/niveaux-dintervention\/adaptation-aux-changements-et-aux-transitions\/"},"modified":"2024-03-12T10:32:57","modified_gmt":"2024-03-12T14:32:57","slug":"adaptation-aux-changements-et-aux-transitions","status":"publish","type":"thematic","link":"https:\/\/stationsme.ca\/en\/staff-members\/exploring-themes\/adapting-to-change-and-transitions\/","title":{"rendered":"Adapting to change and transitions"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Transitions to higher education, whether they are between different programs or cycles, can generate many changes in terms of time and task organization, autonomy, adjustment to teaching methods, work-study balance, and so on. For international students, or those who have to migrate from one region to another to pursue their studies, the transition challenges are intensified by the fact that they have to leave their home environment to settle in other environments and rebuild their bearings. All these challenges, which are examples of changes requiring adaptation, can be an additional stress that can cause difficulties in adapting during studies.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Which actions can be taken to help students make the transition from a program or cycle to another?<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Offer workshops or activities that contribute to the development of the student community\u2019s social and communication skills.<\/li>\n\n\n\n<li>Enable and facilitate the creation of student groups based on certain characteristics. (e.g., engineering students).<\/li>\n\n\n\n<li>Provide opportunities to break isolation and develop a sense of belonging to their community.<\/li>\n\n\n\n<li>Offer activities to welcome new students.<\/li>\n<\/ul>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/stationsme.ca\/en\/staff-members\/tools-for-staff-members?type=&amp;subjects=1818\" target=\"_blank\" rel=\"noreferrer noopener\">View all tools for this theme<\/a><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-columns has-green-mint-background-color has-background is-layout-flex wp-container-core-columns-is-layout-9437c248 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:100%\">\n<p class=\"wp-block-paragraph\">Section 2.2 of the Department of Higher Education\u2019s <a href=\"https:\/\/stationsme.ca\/wp-content\/uploads\/2023\/11\/PASME.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Action Plan on Student Mental Health in Higher Education<\/a> calls on institutions to develop programs to support these transitions so that they take place in a psychosocial harmonious way.<\/p>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n<div class=\"title-arrow\">\n    <h4 class=\"title\">References<\/h4>\n    <div class=\"image\">\n       <img decoding=\"async\" src=\"https:\/\/stationsme.ca\/wp-content\/themes\/ismees\/assets\/images\/wavy-arrow.svg\" alt=\"Fl\u00e8che vers le bas\"\/>\n    <\/div>\n<\/div>\n\n\n<p class=\"has-small-font-size wp-block-paragraph\">Minist\u00e8re de l\u2019Enseignement sup\u00e9rieur (2021) <a href=\"https:\/\/stationsme.ca\/wp-content\/uploads\/2023\/11\/PASME.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Plan d\u2019action sur la sant\u00e9 mentale \u00e9tudiante en enseignement sup\u00e9rieur 2021-2026<\/a><\/p>\n\n\n\n<p class=\"has-small-font-size wp-block-paragraph\">Canadian Association of College and University Student Services (CACUSS).&nbsp;<a href=\"http:\/\/cacuss-campusmentalhealth.ca\/\" target=\"_blank\" rel=\"noreferrer noopener\">The Post-Secondary Student Mental Health: Guide to a Systemic Approach<\/a><\/p>\n\n\n\n<p class=\"has-small-font-size wp-block-paragraph\">CAPRES (2020).&nbsp;<a href=\"https:\/\/www.oresquebec.ca\/dossiers\/transitions-interordres-et-intercycles-en-enseignement-superieur\/\" target=\"_blank\" rel=\"noreferrer noopener\">Transitions interordres et intercycles en enseignement sup\u00e9rieur<\/a><\/p>\n\n\n\n<p class=\"has-small-font-size wp-block-paragraph\">Marcotte, D. et al. (2020) <a href=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/30365910\/\" target=\"_blank\" rel=\"noreferrer noopener\">A pilot study of a preventive program for depressive and anxious symptoms during the postsecondary transition<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Transitions to higher education, whether they are between different programs or cycles, can generate many changes in terms of time and task organization, autonomy, adjustment to teaching methods, work-study balance, and so on. For international students, or those who have to migrate from one region to another to pursue their studies, the transition challenges are [&hellip;]<\/p>\n","protected":false},"featured_media":157,"template":"","thematic_intervention":[63],"class_list":["post-1818","thematic","type-thematic","status-publish","has-post-thumbnail","hentry","thematic_intervention-students-ability-to-adapt-and-self-manage"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Adapting to change and transitions - Station SME<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/stationsme.ca\/en\/staff-members\/exploring-themes\/adapting-to-change-and-transitions\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Adapting to change and transitions - Station SME\" \/>\n<meta property=\"og:description\" content=\"Transitions to higher education, whether they are between different programs or cycles, can generate many changes in terms of time and task organization, autonomy, adjustment to teaching methods, work-study balance, and so on. 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