Transitions

Transitions

1. Theorists

   • Brofenbrenner 1979
     • Microsystem, mesosystem, Exosystem, Macrosystem
   • Colton et al 2001 Environmental systms through space and time
   • Moss & Petrie (2002) Model of adult-child relations that value child equally to understand their view
   • Newman & Blackburn (2002) define trans. Episode where need to cope with challenging episodes of change
   • Gillick v West 1985 Ruling in House Lords. U16s right to consent to medical if GP says competent
   • Christensen et al (2000) change in status linked with age eg secondary school
   • Giddens (1992) Psych Travelling Time
   • Christensen et al 2000 Friends play role in tras. Older kids give insight and support
   • Holland 2005. Grief associated with loss/tran.
   • Van Gennep 1960. Liminality
   • Klass et al 1996 Continuing Bonds Model. Bereaved person's connection with deceased. Continuing/detachement/changing/no resolution

2. Other Themes

   • Relationships - peers. Support/famiiliar playmate. but hard if moved area
   • Communication - listening

3. ·

   • Types of transition. Expected/Unexpected. Universal eg school. Developmental stage. In
     • Chronological models - infancy, childhood, youth, adulthood. Hard to know where one ends and other begins
     • Commuting - mini transitions.
     • Children adapt to culture of each place
     • Less common. Poverty, disability, bereavement, emigration, adoption. Armed forces
     • Across professional/agency boundaries. Physio/speech/CAMHS. Community - housing/clubs

4. Practice

   • Plan for trans. Psychological travelling time - time it takes to accept and coem to terms with major life changes
   • Help kids connect loss with behaviours. Teachers dont always/understimate time affected
   • Listen to accounts to understand impace

5. Contexts - status, time, space. Age and status - age = new freedoms

   • Time. historical eg compulsory school late 19th C
   • Space. Scand start sch at 7. Influence of social policy - eg school start age. UK childcare ££ not Sweden. give opp to disadvantaged kids. However, no evidence younger better. Easter Euro maturity not age - assessed medical/psych, teach/parent view. Might be unequal though.
   • with age comes certain things - car seat/theme park ride. Children view older as more desirable
   • Gender, social class, ethnic origin impact on identity.
     • Trans. combined with status & identity can result in prejudice - refugee bullied
     • Paige - new baby coming. Change in identity. worried Mum won't love
   • Space & Place
     • Move from one space to another - home/school, birth fam./foster
     • Subjective attachment - sense of belonging to space, individual, group, fam. Familiar place creates sense of belonging. Trans. may mean leaving - child perception of space impact on experience of trans.
     • Changes in levels of control. Freedom in one/control surveillance in other. Children self regulate behavior if know being watched. Kids uses spaces to avoid adult gaze - play house.
     • Home now more controlled - phones, monitors. Adult observation
     • Public Spaces. communal - parks/streets. Designated - childcare/holiday club. Denied entry to some - pubs, shop centre.
     • Journey home to school. More drive now. Less unsupervised time. Economic Cap means affulent cant avoid unsafe space. Disabled denied access - overprotective parents/negative attitudes.
   • Time.
     • Horizontal trans. across a number of unconnected settings within time frame - mini transitions breakfast club/school/music lesson/cubs
     • Vertical trans. sequential movement through connected services over time. Neonatal, HV, GP

6. Continuity & Change

   • Key factor in support. Stable force acts as anchor/diversion. Friends/family/pets/school/environment
   • School = continuity. Esp. refugee/LAC
   • Impact on behaviour - one type of person in one school but can change for other. Pace of change impacts on coping. Too quick = not enough psych trav time. Resource constraints/target driven work can affect support. Hurried admissions to res care.
     • Help with emotional literacy

7. Losses & Gains

   • Change & loss linked. Change varies by age/context - school, disability, sibling birth, divorce, emigration
   • Emotional literacy. May be aggressive
   • Help kids made connection between loss and behaviour. Although teachers dont always/underestimate time they're affected.
   • Grieving
   • Loss. Refugee - home/country/family. Gain - education. Sibling of disabled - loss of freedom. Foster child - gained relationship with foster Mum
   • Theory - moved from notion emotion passes through stages
     • for some loss never resolved. Continuing bonds model. Can help when people want to keep connection with time/place/status they have moved away from eg refugee bond with homeland

8. Liminality

   • mini trans. through intermediate space
   • Trans. fluid - lack clean begining/end
   • Time/places/ways of being between
     • dentist wait room. journey in car to meet foster parents
   • Liminal space between adult regulated space - valued by kids as no control surveillance. eg cloakroom/corridors.
   • place of emotions - positive & negative. Happy had a good time but sad play session over. Somali refugee - caught between boundaries - feels Danish & Somali

9. Terrance Road

   • Advice from ex-councillers. Peer support
   • School council review - what have they achieved. Give children voice - their view on council. Bullying poster, veg dinners, bench.
   • Trans during school time - class/key stage. Changes in focus of classes - play etc. Infants involved in council - continutiy. used to it.
   • Transition in council - voted in or not.
     • How do they feel - disappointed. Gains/loss. Friend didn't vote. School allow her to go to mtgs
   • Web of Wool - what did council do well? take it in turns to speak.
   • Fears and worries hat. Ideas about hopes for new council
   • Book of tips from old council for new. Old council at meeting.
   • Parachute games - circle/joint responsibility and FUN