Central to the argument in this paper is that, for some children at least, transition can be legitimately considered ‘a challenge of living’ (ibid.). This theoretical perspective alerts us to a range of challenges to an individual’s worth and competence which are likely to occur during this transition period. This theory is described in some detail later in this paper, but in essence it rests upon the belief that an individual’s self-esteem is dependent upon two types of judgement: the extent to which one feels worthy of respect from others, and competent to face the challenges which lie ahead (Mruk 1999). Self-esteem theory, specifically that which emphasises the duality of self-esteem, also has insights to offer. As we explain later, for many children transition does constitute such a period of potential threat. Resilience has been chosen because it focuses on a range of factors (both within individuals and in their immediate environment) that influence whether these individuals cope with a period of adversity or threat-or fail to do so. In this paper, we focus on theoretical and empirical work in the area of resilience and self-esteem to help illuminate how processes of transition can impact upon children over this important period in their lives. It is argued that in order to help vulnerable individuals cope with, and even benefit from, the period of transition, we need to focus more on the way social and personal experiences are interpreted at this time. The nature and source of these messages are discussed, and some implications for practitioners suggested. It is argued that for some children at least, transition can be legitimately considered ‘a challenge of living’ because of the social and personal messages which are received from a range of experiences within a concentrated period of time. This paper employs theoretical perspectives from the literature on resilience and self-esteem to examine key aspects of the process of transition from the perspective of the individual child. It may be that such concerns have received insufficient attention in the past. In contrast, children and parents are typically more concerned with personal and social issues. Although most schools have developed systems to ease this process, it has been argued that the emphasis is often on administrative and organisational procedures. The transition from primary to secondary school can be a period of anxiety for many children.
0 Comments
Leave a Reply. |