There is clearly room for debate about how attachment should be measured and what implications this has for trying to support families in crisis. However, attachment theory will remain significant in care proceedings because of the large degree of expert consensus about why it is important. This is primarily because good attachment allows us to develop a well functioning internal working model. Attachment difficulties account for a significant percentage of reasons why adoptions break down for e.
All children experience changes in their life at certain points, but it depends on their personality, the nature of transition and the support they receive from family and school, how they react to these turning points.
A child who receives consistent caring support from the adults surrounding them will have enough mental strength to cope with these changes. Similar transitions happen again when the child starts primary school and later when transferring into secondary education.
At these turning points all the people around them, including teachers and pupils are experiencing the same change, which helps the child to accept the new situation. A social transition for each young person is reaching puberty and experiencing changes on their body and in their thoughts and emotions.
Puberty changes the way they look at their own body: Adolescents start to think in a different way about the world, their priorities shift and friends will have a central role in their social lives instead of family.
They experience strong waving emotions, the first love, hatred towards their parents who try to control them etc. Intellectual transition means the shift between key stages or finishing school. When starting the next key stage pupils find themselves facing new challenges and new goals that they have to reach.
The academic requirements are higher and higher as they go forward in formal education but based on their previous knowledge and experience they should be able to meet the new expectations.
In these cases it is advisable for the teaching staff to pay closer attention to the pupils affected, because they might need additional support to cope with these changes. Moving house and as a consequence transferring to another school is a physical change whereby the child might experience a sense of loss.
Their home environment suddenly changes, they have to get used to a new place and in addition, integrate into a new school. They feel that they are losing their old friends and have to make new ones.
Also, they have to get to know new teachers, maybe new methods and new rules in the new school setting. They do not have a say in this decision and might blame their parents for forcing the new situation on them if they are not explained why the changes are necessary for the family.
Transitions in social life can include the death or illness of a family member or relative. A young child might have difficulties in understanding the concept of death while they see their family members being emotionally struck by what happened.
In this case nobody in the family has control over the situation; they can only accept it and try to cope with the loss. In any case, if a transition means for the child the loss of safety, outside help is needed urgently.
Their behaviour can go to the extremes: They might regress in their studies and cognitive development: If something is gnawing at a child, they might express their problems by unusual conversations and remarks, strange drawings and actions that are not typical of them.
A typical transition situation is changing schools either because the family moves to different location or due to normal academic advancementwhich can easily make the child nervous and sad about losing the security of the old, well-known school as well as their friends.
Even if a child reacts with withdrawal or extroverted behaviour to the changes, their academic and communication development will suffer.
The stress caused by this situation my lead to mental or physical problems, a pretend or even genuine illness in order to delay the upsetting changes.This Insight, written by Judy Furnivall, SIRCC, on behalf of Scottish Attachment in Action, examines attachment-informed practice with looked after children and young people.
It was completed in partnership with the Looked After Children Strategic Implementation Group. Identify the transitions experienced by most children and young people Identify transitions that only some children and young people experience e.g.
bereavement Describe with examples how transitions may affect children and young peoples behaviour and development. Transitions require young children to put forth great amounts of effort, not only physically, but emotionally, socially, and cognitively; all areas of development.
There is a lot of skill needed to be able to transition.
Describe with examples how transitions may affect children and young people’s behaviour and development. Describe with examples the kinds of influences that affect children and young people’s development, including: background - heath - environment While children are influenced by many things, there are no stronger influences than that of their parents.
Consumer's buyer behavior and the resulting purchase decision are strongly influenced by cultural, social, personal and psychological characteristics.