Module 6 - Supporting transitions

The term ‘transitions’ is used to refer to changes between services, such as moving from primary to secondary school, or transitions at 16 to school, college, an apprenticeship or part time training alongside full time employment or volunteering. The term may also refer to life changes which may be common, such as experiencing puberty, or particular and personal transitions, not necessarily shared or understood by all their peers. These include: family illness or the death of a close relative, divorce and the split of the family, issues related to sexuality, adoption, the process of asylum, leaving care, teenage pregnancy, disabilities, parental mental health or substance misuse, and the consequences of crime.

As recognised in the sections on effective communication and child development, it is important to understand a child or young person in the context of their everyday lives, and to recognise the impact of transitions they may be going through or where they are struggling to cope. It is also vital to acknowledge the role of parents and carers in working in partnership to support children and young people at points of transition, and to understand the need for reassurance, advice and support that parents and carers may have.

Skills

·         Listen to children and young people’s concerns. Recognise and take into account the signs of changes in attitudes and behaviours.

·         Manage the process of transition in a timely way and help the child or young person to reach positive outcomes by making choices appropriate to their age and stage of development.

·         Support young people to develop confidence in their own decision making.

·         Communicate straightforward, reassuring messages about key transitions.

·         Reassure children, young people, their families and carers by explaining what is happening, by involving them in decisions as appropriate, and by exploring possible actions to deal with new and challenging situations.

·         Identify opportunities to discuss the effects and results of transition.

·         Act to ensure that information transfers ahead of the child or young person, when appropriate, to support transitions.

·         Illustrate the benefits and challenges of transition for a child or young person’s physical, sexual, mental, intellectual, moral or social development.

·         Develop appropriate one-to-one relationships with children and young people and employ mentoring skills that enable the child or young person to address the various issues they may face in making transitions.

·         Make effective links with other practitioners if further support is necessary.

·         Operate cross-agency referral processes where appropriate.

·         Understand issues of identity, delayed effects of change and be aware of possible signs that someone is going through a particular transition.

·         Know about the likely impact of key transitions, both between services and life changes.

·         Understand how transitions may affect those most at risk of exclusion or under-achievement and that it may be necessary to adapt or intensify support for these children or young people.

·         Understand patterns of transition from childhood to adulthood.

·         Understand that children and young people with disabilities or special educational needs (SEN) or at risk of not fulfilling their potential, and their parents or carers, may need additional support to manage transitions. Know when to seek specialist advice.

·         Know about organisational procedures and legal frameworks, as well as appropriate referral routes within your own organisation and to other agencies.

·         Know that in some family situations you may need to be more proactive about involving services – for example, if you know parents or carers have not accepted help but are continuing to experience problems with their child’s behaviour.