KEY COMPETENCY 10.3 – SUPPORT MY TRANSITIONS
I will foster relationships with new team members and provide emotional support for the child and family throughout each stage of transition.
Facilitate Transition is the third competency under the ‘Support My Transition’ Way of Working, and relates to the ‘design and delivery of services and supports‘ phase of the child’s early developmental support journey. It is important for:
Supportive Guidance: Facilitating transitions provides children and families with the necessary support and resources to navigate changes effectively, reducing stress and uncertainty.
Building Relationships: This competency encourages practitioners to foster relationships with new team members, ensuring continuity of care and trust throughout the transition process.
Emotional Support: Providing emotional reassurance during transitions helps children feel secure and confident, promoting their well-being and adaptability.
Monitoring Progress: Ongoing support during the transition allows practitioners to monitor the child’s adjustment, making timely adjustments to the plan as needed.
Facilitating transitions requires building strong relationships with new team members and providing emotional support to the child and family. Practitioners ensure that everyone involved in the transition is informed and supported, fostering a smooth and positive adjustment.
Facilitating smooth transitions requires building strong partnerships with new team members. Providing emotional support during the process is key to helping children and families manage the emotional impact of change.
Research and Further Reading:
Walker, S., Dunbar, S., Meldrum, K., Whiteford, C., Carrington, S., Hand, K., … & Nicholson, J. (2012). The transition to school of children with developmental disabilities: Views of parents and teachers. Australasian Journal of Early Childhood, 37(3), 22-29.
Marsh, A., Spagnol, V., Grove, R., & Eapen, V. (2017). Transition to school for children with autism spectrum disorder: A systematic review. World journal of psychiatry, 7(3), 184.
COMPETENCY MILESTONES
I am able to:
Introduce the child and family to new team members, ensuring a warm and welcoming environment.
Provide basic emotional support to the child and family as they navigate the initial stages of transition.
Facilitate initial meetings between the child, family, and new team members to build rapport.
Communicate the child’s needs and preferences to new team members to ensure a smooth transition.
Offer reassurance to the family, emphasising the continuity of care and support during the transition process.
I am able to:
Actively support the child and family in building strong relationships with new team members, focusing on trust and communication.
Provide consistent emotional support throughout the transition, helping the family to manage stress and uncertainty.
Facilitate regular check-ins between the child, family, and new team members to ensure ongoing communication and alignment.
Ensure that new team members are fully informed about the child’s history, needs, and goals, promoting a seamless transition.
Empower the family to express their concerns and needs during the transition, ensuring they feel heard and supported.
I am able to:
Lead efforts to integrate new team members into the child’s support network, fostering strong and collaborative relationships.
Provide tailored emotional support strategies for the child and family, addressing their specific needs and concerns during the transition.
Facilitate ongoing collaboration between the existing and new team members to ensure a coordinated approach to the child’s care.
Advocate for the child and family within the new team, ensuring that their voices are central to the transition process.
Develop and implement strategies to help the child and family adjust to the new environment and relationships, ensuring continuity of care.
I am able to:
Mentor colleagues on best practices for facilitating smooth and supportive transitions for children and families.
Design and lead initiatives to improve transition processes across the organisation, ensuring they are emotionally supportive and relationship-focused.
Develop training programs that equip professionals with the skills to foster strong relationships and provide emotional support during transitions.
Advocate for systemic changes that prioritise emotional support and relationship-building in transition processes at the organisational level.
Continuously evaluate and refine transition practices to ensure they meet the highest standards of emotional support and relationship-building for children and families.
Reflection questions are a valuable tool for practitioners, promoting self-awareness, critical thinking, continuous improvement, and stronger relationships in their work with children and families. Below are some reflection questions for Key Competency 10.3: facilitate Transition:
Am I fostering relationships with new team members to support the child and family through transitions?
How am I providing emotional support to families during transitions?
Am I following up to ensure the transition is going smoothly?
Facilitating strong relationships with new team members is key to ensuring a smooth and positive transition for children and families.
Access more information on the ChildKind Best Practice Framework with its 10 Ways of Working, 30 Key Competencies and 8 supporting Values and Behaviours here:
