73 7 Transitions Youth loneliness and transition ‘My sister’s about to start at secondary school. I hope she makes some friends.’ (Manchester researcher) ‘You can’t keep running to mummy and daddy.’ (Young person, Norwich) Changing schools, passing and failing exams, going to college, starting work, moving out from a childhood home, breaking up with a first girlfriend or boyfriend – all of these are considered by sociologists and social psychologists as routine moments in the lives of young people. They are considered to be moments of ‘normative loneliness
marshland and how personal perceptions and experiences of these marshes are intricately tied to the landscape, its avian visitors, and its broader biodiversity. Many opponents to Project Fortress were clear that they did not wish to challenge the expansion and use of renewable energy, such as solar. Instead, they saw the project’s ‘green’ credentials legitimising significant local impacts in the name of national energy transitions ( Coward, 2018 ; Hutchinson, 2021 ). While impacts are local, the benefits of low-carbon energy are transported elsewhere by the overhead
This book powerfully sets out the case for Transitional Safeguarding, a new approach to protection and safeguarding designed to address the needs and behaviours of young people aged 15-24 who are falling between gaps in current systems, with often devastating results.
Addressing the gaps in the current system, it outlines how the specific needs of young people can be met through this approach. Written by leading experts in this area with strong practice networks, it presents up-to-date evidence for its effectiveness, and also uses examples from practice to illustrate the ways in which services are beginning to address these issues.
Everyone will experience a number of transitions throughout their life. Many of these will be positive, others may present challenges. This book addresses significant transitions relevant to policy and practice, covering key transition points in social care from childhood to old age.
Drawing on the best available research evidence, ‘Managing transitions’ highlights issues common to all experiencing transition as well as the dilemmas specific to particular situations. Individual chapters explore what we know about how transition is experienced by young people leaving care and by those with learning disabilities and mental health problems. For young people seeking asylum there are multiple transitions, of age, of country and of culture. Further contributions address the current transformation from service provision to self directed support, the major transition for older people who move to supported living, and the enduring challenges that surround the transition from hospital to community.
The practice orientation of this volume is reinforced by the inclusion of evidence-based practice guidance for each of the areas addressed and a strong emphasis throughout on the implications for practice development. It will be of interest to practitioners, policy makers and researchers looking at generic transition challenges and solutions, as well as researchers, academics and students of health and social care and social work.
Introduction Transitional Safeguarding is often confused with transitions and transitions planning. They are not the same thing. However, there are connections between the two – not least that poor transitions/transfer can create or worsen risks for a young person. We will explore the differences and intersections in this chapter, using case examples to show good practice in local authority transitions work, and discuss the potential safeguarding risks that can occur in this work. In particular this can happen when young people are struggling with issues
Introduction Just transition is an emerging concept of global importance for both theory ( Weller, 2019 ; Burke, 2020 ; Crowe and Li, 2020 ; Shen et al, 2020 ) and practice ( ILO, 2016 ; FoE, 2017 ; Presidency, 2018 ; European Commission, 2020a ). Just transition is defined here as ensuring a fair and equitable process of moving away from fossil fuels and towards the adoption of renewable and low-carbon technologies, disrupting, reconfiguring and usurping the prevailing carbon-intensive global regime. It is a less studied area for justice theorisation
Introduction With the growing massification of HE in Europe – as well as across OECD countries more generally – and the majority of students entering HE fairly soon after completing their compulsory schooling, HE students are often seen as ‘in transition’. In our study, this was common, too. Moreover, students were also conceptualised, by themselves and other research participants, as people undergoing a series of potentially transformative changes. In this chapter, we explore this conceptualisation of HE students, examining how they are understood as ‘in
127 SEVEN Rethinking transition This chapter identifies and discusses alternative and flexible interpretations of transition in late life. Rooted in the narratives presented in Chapter Six, it highlights themes that challenge suggested models of how older people ‘ought’ to experience the changes associated with growing old. It reconsiders the forms of transition that have become common place in social science approaches, including the idea that individuals move across a linear and stable backdrop as they age. In particular, this chapter draws attention to
109 SIx Housing transitions The previous chapter highlighted the main routes through which the Gypsies and Travellers interviewed in the different locations included in this study arrived in housing. While a degree of autonomy could often be exercised in relation to neighbourhood (see Chapter Eight), for many the move into housing was experienced as a severe limit on individual agency and an attendant diminution of accustomed lifestyle. As noted in Chapter One, fundamental and rapid changes in one’s social landscape can impact traumatically at a group
Introduction We have sought to expand the social ecosystems model in the last two chapters by broadening the focus to include vocational teachers and informal working and learning. In this chapter, we continue this broadening by looking at the experiences of young people as they seek to move through life, work and learning towards better imagined futures. We do this through examining the literature on transitioning from learning to working. It is important to note at the outset that this account of transitioning is different from the just transitioning one
