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The text below is taken from the Common Core of Skills and Knowledge for the children's workforce. You can also download a PDF version of the document.
Children and young people naturally pass through a number of stages as they grow and develop. Often they are expected to cope with changes, such as movement from primary to secondary schools, and for children with disabilities or chronic ill health, from children's to adult services.
These changes are commonly referred to as transitions. Some children may have to face 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; disabilities; parental mental health; and the consequences of crime.
As recognised in effective communication and child development, it is important to understand a child or young person in the context of their lives, and to recognise the impact of transitions they may be going through. It is also vital to acknowledge the role of parents and carers in supporting children at points of transition; and to understand the need for reassurance, advice and support that parents and carers have at these points.
Skills
Identify transitions
- Listen to concerns; recognise and take into account the signs of changes in attitudes and behaviours.
- Build open and honest relationships using language appropriate to the development of the child or young person, their family's culture and background.
- Manage the process of transition in a timely way and help the child or young person to reach positive outcomes.
Provide support
- Empathise by communicating simple, reassuring messages about key transitions.
- Reassure children, young people and those caring for them by explaining what is happening, 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, and respect other professionals when sharing information.
- Provide information relating to the facts surrounding the transition.
- Where appropriate, illustrate the benefits of transition.
- Make effective links with other practitioners if further support is necessary.
- Operate effective cross-agency referral processes.
Knowledge
How children and young people respond to change
- Consider 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, such as divorce, bereavement, family splits, puberty, moving from primary to secondary school, unemployment, and leaving home or care.
- Understand patterns of transition from childhood to adulthood, and appreciate that it may be different from personal or past experiences.
- Understand that children and young people with disabilities or special educational needs (SEN) may need additional support to manage transitions, and know when to seek specialist advice.
- Know that children and young people can be influenced by peer group behaviour and that this varies according to culture.
When and how to intervene
- Know about organisational procedures and relevant legal frameworks, as well as appropriate referral routes within your own organisation and to other agencies.
- Know about local resources and how to access information including, where appropriate, a common assessment.
- Understand the limitations of your role and the importance of providing care or support.
Associated documents
Common core of skills and knowledge for the children's workforce
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Last updated on 14/05/2009
