According to Bryman (2008), a theory provides a backcloth and rationale for the study that is carried out as well as providing a framework within which social phenomena can be understood and research findings can be interpreted. This sub-section looks at some of the theoretical perspectives adopted by researchers in order to understand what is happening to the young people during the transition and to find ways to improve the experience of transition.
The theoretical perspectives of transition have been discussed and argued by many researchers, including self-esteem, resilience, self-efficacy, emotional intelligence, ecological systems theory, the interactionist model and the maturational model (to name a few) (Jindal-Snape, 2010a). Interestingly, some of these theories are being utilised by different countries across the world. For instance, Adeyemo (2010) stresses the importance of psychological skills and resources in order to help students adjust effectively during the transition period. Such skills are essential in the sense that students need to relate to their peers, teachers and everyone else within their circle of new environment. He developed an emotional intelligence intervention and carried out an experimental study to see the impact on the transition of the first year student at the university. His findings suggest that this intervention was effective at enhancing the transition of the first year student into the university, and self-efficacy was part of the fundamental aspect of emotional intelligence intervention.
Jindal-Snape and Miller (2010) use the theories of self-esteem and resilience to understand the transition process in which they point out transition as times/contexts where individuals can face challenging events and struggle to cope with a new environment (see also Jindal-Snape, Roberts & Venditozzi, 2012). In brief, self-esteem
is defined as “appreciating my own worth and importance and having the character to
be accountable for myself and to act responsibly toward others” (The California Task Force, 1990, p. 18) While resilience is defined as “a dynamic process encompassing positive adaptation within the context of significant adversity” (Jindal-Snape, 2013, p. 192). At the time of transition, the individual’s sense of worth and competence,
particularly young people with learning disabilities can be at risk, resulting in a decline in self-esteem, academic achievement and motivation (Jindal-Snape & Miller, 2010). For instance, in the case of the young people moving to college, there are many things that contribute to their concerns, such as their ability to cope with the bigger environment and bigger community, the new course, new friends, new staff, and concerns about the loss or how to maintain relationships with old friends, etc. This is where the importance of the internal attributes such as self-esteem come into play, as they act as the internal protective factor to reduce the multiple risks or concerns during transition. Research shows that low self-esteem interferes with learning and suggests that high self-esteem may well promote it (The California Task Force, 1990). Thus, any risks that the young people might face during transition could be lessened by promoting conditions that could enhance self-esteem, which should come from the external protective factors such as the positive support networks from parents, college staff or peers. Evidence suggests that when the stress related to the transition of an individual can be overcome, future progress is more likely to be successful (Margetts, 2002).
As mentioned earlier, the sense of self-worth of individuals, particularly young people with learning disabilities might be at risk at the time of transition. At this stage, young people really need a strong support system that helps them to retain their self-esteem and competence. Evidence suggests that young people who have better family relationships and strong support, especially from the mother, tend to have more self-
esteem (Klarin, Šašić, & Proroković, 2012). In other words, there seems to be a significant relationship between the social interaction (of the parents and the young people) and the development of the self-esteem of the young people.
In my view, there is an interrelated connection between self esteem, resilience and self efficacy, as each of them has its own and unique role within the individual’s attributes that might determine a successful transition. The degree to which these feelings are strong in order to encounter new challenges during a transition period again depends upon each and every individual. Inevitably, several factors such as the internal characteristics of an individual, family background, education level and informal peer support are vital in contributing to this feeling of self worth. For instance, if a young person is surrounded by strong support from his or her family and peers, the possibility of adapting quickly to the new environment for him or her is probably high. However, if the support is very low, then s/he may take a longer time to adjust to the new environment.
Another interesting theory is the ecological systems theory proposed by Bronfenbrenner (Bronfenbrenner, 1992). This theory emphasises the multi-layered dimensions which play a significant role during transitions (Jindal-Snape, 2010a). This theory conceptualises the system ranging from the closest to the individual to the furthermost, namely microsystem, mesosystem, exosystem, and macrosystem with the addition of chronosystem in the later model (Jindal-Snape, 2010a), (see Figure 2.10). This suggests that all the stakeholders around the child, including the family members, teachers, peers as well as the community have, and play, a key role and part in determining the success of the individual’s transition. A clear example of how Bronfenbrenner’s model has
been used as a framework can be seen in a study by Hannah, Gorton, and Jindal-Snape (2010).
MACROSYSTEM
Policy
The Education (Additional Support for Learning) (Scotland)
Act 2004 EXOSYSTEM Social Work Barnardo’s Educational Psychologist Skills Development Scotland MESOSYSTEM College School Home MICROSYSTEM Self-worth Young People With Learning Disabilities
Figure 2.10 Ecological System Theory based on Bronfenbrenner (1992)
Again, one cannot deny that the environmental factor is crucial in determining the effectiveness of an individual’s transition from one stage to the other. Generally, a person will feel more comfortable with those who are familiar and close to him/her rather than those whom s/he meets for the first time. However, it should be noted that those working with young people also need to bear in mind that they should really
understand all aspects of their needs in order to help them go through the transition process smoothly.