Transitions

selinaward
Mind Map by selinaward, updated more than 1 year ago
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K218 Working with children, young people and families Mind Map on Transitions, created by selinaward on 05/08/2013.

Resource summary

Transitions
1 Evolving capacities does not refer to just the potential that children carry within them, but they are also an expression of the network of relationships around them helping to realise this potential.
1.1 Children’s achievement of riding a bike (and a range of other related transitions) will always be closely linked to the support and responses available within families, communities and society (social ecological model)
1.1.1 For children, bike mobility is both an expression of a specific evolving capacity and a means towards evolving other capacities (broadening social networks and taking part in new activities and interests). It is a significant transition that potentially makes other transitions possible
1.1.1.1 When can kids cycle on their own K218 readings where one couple let their 5 and 8 yrs old cycle one mile to school unaccompanied. The parents were questioned by the headteacher who didnt agree this was a good idea due to the danger of being attacked, kidnapped or traffic but the parents took a social pedalogical approach of trusting their children to be responsible and stated they are trying "to recreate the simple freedom"
2 Parents express pleasure at witnessing their children make transitions through photographs or transitions concerning their children’s growth and development. Practitioners can do likewise by marking, celebrating and documenting significant events with children and young people.
2.1 Some practice interventions are designed to help children cope with future life course transitions. A typical example is the Young Ballymun Project which is concerned with resourcing and supporting services directed at children and families across the lifecourse.
2.1.1 It may be difficult for children and families to understand this connection. Practitioners need to be aware of the research evidence showing how early interventions may alter future ‘trajectories’ (related to health, educational attainment and involvement in crime) as a way of justifying their work.
2.1.1.1 Could be linked with the resiliance matrix/social ecological model
3 Arai (2011) talks about the 0–18 life course and some of the ways in which growth and development are experienced by children, parents and practitioners. She describes how some transitions across time and between spaces can provoke different meanings and feelings, such as ambivalence or anxiety
3.1 Growth and development in children (especially babies) can be a source of anxiety for individual parents (measuring their children against formal developmental stages and other children). Discussions between parents within online forums such as Mumsnet can sometimes focus on these anxieties indicating that families may need reassurance and advice concerning growth and transitions.
4 There are some functions that families must perform to ensure the wellbeing, safety, and positive development of children and young people. It is important that practitioners are able to assess families where there are difficulties and respond appropriately.
4.1 Families can experience a variety of difficulties, including times when children or young people are separated from their parents. Practitioners and services need to respond to such circumstances.
4.1.1 One important example of a family difficulty is the separation of children from their parents, for example, when children are in hospital.Practice has changed, informed by research into the emotional and psychological impact on the child or young person of being in hospital.
4.1.1.1 Guidance now followed by hospitals is that parents are encouraged to spend time with their baby and to share space with them through touching them and holding them as much as is possible within the constraints of medical assistance.
4.1.1.1.1 Some hospitals encourage what is called ‘kangaroo care’ of premature babies – a method of physical contact between a parent and their child. All hospitals work on the basis that working with the whole family, particularly the parents, is a crucial part of caring for children and young people.
5 It is important to consider factors outside the child, including the role of the family and community in supporting children and young people to be resilient and cope with transtitions such as starting a new school
5.1 Web of relations should be considered such as
5.1.1 Family harmony’, ‘close attachments’ and ‘parenting style’ as important factors affecting resilience
5.1.1.1 Support with childcare from the wider family or community and the effects of poverty, for example. For children starting or moving between schools, positive family relationships may help them voice their concerns and anxieties
5.1.1.1.1 Supportive parenting can be reassuring to children and help them explore strategies to cope, e.g. helping children focus on their existing strengths, or developing a gradual structured introduction to the new setting.
5.1.1.1.1.1 Good peer friendships within a culture or community on the first day is also important, as is a feeling of acceptance and having the correct clean school uniform.
5.1.1.1.1.1.1 Social policy which supports the right of children to attend a local catchment area school or one already attended by an older sibling can also potentially have a positive effect.
5.1.1.1.1.1.1.1 School staff and their partners, take positive action in promoting resilience in their day to day work when they: Increase self-esteem in all pupils • encourage children and young people to make their own sound decisions; • encourage and model good social skills; • help children and young people to become effective learners; • prevent bullying; • promote friendship; • listen to the concerns of pupils; • act on those concerns; • help children and young people to communicate effectively; • are supportive and fair
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