“…As such, transitions can be seen as admitting sub-phases (Bridges, 1980;Brammer, 1991;Bowlby, 1980;Van Gennep, 1909) or rather be seen as non linear (Hayes, Laurenceau, Feldman, Strauss, & Cardaciotto, 2007). Also, such approaches are more likely to attempt to preserve, or reconstitute the complexity of the phenomenon involved, for example through the identification of a "matrix" of change (Liddle, Carlson, & McKenna, 2004), "regimes" of transition involving the person's involvement in various social settings (Stauber, 2007), or changing time allocation in different spheres of experience (Gauthier & Furtsenberg, 2002). We believe that this group of studies examining time-embedded dynamics of transitions are the most likely to enrich our reflection on the educational process.…”