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07.06.13 poster for ALICSE final

Anne Murray
Anne Murray

This document discusses supporting school transitions for adopted children and children with special guardians. It notes that these children are at higher risk of exclusion and low attainment during transitions. It proposes a participatory action research approach to develop a collaborative model involving education, adoption support teams, and other agencies. This model would provide integrated multi-agency support including good home-school communication, training, academic and social support, and regular monitoring to help children's transitions.

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Supporting School Transitions for Adopted Children/ Young People and Children/ Young People with Special Guardians Anne Murray Senior Educational Psychologist Derbyshire Educational psychology Service References Department of Education (2013) New Drive to help children find adoptive families. Press release accessed online 07.01.2013 from http://www.education.gov.uk/inthenews Delaney, M. (2009), How Teachers use a Knowledge of Attachment to Work with Difficult to Reach Teenagers, in Perry, A. (Ed), Teenagers and Attachment. Helping Adolescents Engage with Life and Learning. London: Worth Publishing, pp. 63-96. Hymans, M. (2008) How Personal Constructs about Professional Identity might act as a Barrier to Multi Agency Working. Journal of Educational Psychology in Practice, 24 (4), December, 279-288. Mc Kimm, J. and Held, S. (2009), The Emergence of Leadership Theory: From the Twentieth to the twenty First century, in Mc Kimm, J. and Phillips K., (eds) Leadership and management in Integrated Services. Learning Matters: Poole, pp. 1-19. Norgate, R., Trail, M., & Osborne, C. (2008) Educational Psychologist Involvement in Multi-Disciplinary Work in relation to Fostering and Adoption. In Davis, B., Gayton, K., & ONions, C. (eds) Educational Psychologists in Multi-Disciplinary Settings. Childrens Workforce Development Council: Leeds. Phillips, K., (2009) Leading in Complex Environments. in Mc Kimm, J. and Phillips K., (eds) Leadership and management in Integrated Services. Learning Matters: Poole, pp. 57-72. Rice, F., Frederickson, N., & Seymour, J. (2011), Assessing Pupil Concerns About Transition to Secondary School, British Journal of Educational Psychology, 81 (2), June, 244-263. Riel, M. (2010), Understanding Action Research, Centre For Collaborative Action Research, Pepperdine University online at http://cadres.pepperdine.edu/ccar/define.html, accessed 30th May,2013. Syne, J., Green, R., & Dyer, J. (2012), Adoption: The Lucky Ones or the Cinderellas of Children in Care? Journal of Educational and Child Psychology, 29 (3), September, 93-103. Acknowledgements: Thanks to: the members of the Adoption Support Team & Manager Morag Evans for enabling my attendance at the team day, sharing information, and creating opportunities for me to engage with this problem; Peter Lambert, HP & DD Area Safeguarding manager for taking the time to answer my questions; Ian Johnson, AD for CAYA Derbyshire for opening doors, challenging my ideas and signposting me to key people; John Galbraith, PEP, for supporting my involvement in this project; & to the staff and administration of a local secondary school who have shared their ideas and practices and engaged with this process. Where next? Develop pilot Review Output: Model for Supporting Positive School Transitions (Syne et.al. 2012; Delaney 2009) Problem: How to support transitions for Adopted Children and Children with Special Guardians in High Peak Area? Children and Families Bill (HMSO 2013) Shorter time frames for adoption process Attachment & social relationships (Syne et.al. 2012). Higher risk of exclusion and low attainment. during transition (Rice et.al. 2011). Schools need support to understand and respond effectively (Syne et.al. 2012) Families struggle to meet complex needs. Existing Post Adoption Support Team For Family & Special Guardians get financial Support PROCESS No easy answers to "wicked issues" (Phillips, 2009) Collaboration can help to develop solutions (Mc Kimm & Held, 2009) Collaboration supports working towards common goals within respectful working relationships (Hymans, 2008; Norgate et.al. 2008) Participatory Action Research (PAR) is Consistent with Collaborative leadership, creates opportunities for joint action & supports understanding of complex problems (Riel, 2010) Plan , Research, Do, Review Child/ Young Person EDUCATION SPECIALIST SUPPORTS PEERS & Community Model for Supporting Positive School Transitions Integrated Multi Agency Practice Good home-school communication Training and consultation Support for learning needs Support for social skills development regular monitoring and review

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07.06.13 poster for ALICSE final

  • 1. Supporting School Transitions for Adopted Children/ Young People and Children/ Young People with Special Guardians Anne Murray Senior Educational Psychologist Derbyshire Educational psychology Service References Department of Education (2013) New Drive to help children find adoptive families. Press release accessed online 07.01.2013 from http://www.education.gov.uk/inthenews Delaney, M. (2009), How Teachers use a Knowledge of Attachment to Work with Difficult to Reach Teenagers, in Perry, A. (Ed), Teenagers and Attachment. Helping Adolescents Engage with Life and Learning. London: Worth Publishing, pp. 63-96. Hymans, M. (2008) How Personal Constructs about Professional Identity might act as a Barrier to Multi Agency Working. Journal of Educational Psychology in Practice, 24 (4), December, 279-288. Mc Kimm, J. and Held, S. (2009), The Emergence of Leadership Theory: From the Twentieth to the twenty First century, in Mc Kimm, J. and Phillips K., (eds) Leadership and management in Integrated Services. Learning Matters: Poole, pp. 1-19. Norgate, R., Trail, M., & Osborne, C. (2008) Educational Psychologist Involvement in Multi-Disciplinary Work in relation to Fostering and Adoption. In Davis, B., Gayton, K., & ONions, C. (eds) Educational Psychologists in Multi-Disciplinary Settings. Childrens Workforce Development Council: Leeds. Phillips, K., (2009) Leading in Complex Environments. in Mc Kimm, J. and Phillips K., (eds) Leadership and management in Integrated Services. Learning Matters: Poole, pp. 57-72. Rice, F., Frederickson, N., & Seymour, J. (2011), Assessing Pupil Concerns About Transition to Secondary School, British Journal of Educational Psychology, 81 (2), June, 244-263. Riel, M. (2010), Understanding Action Research, Centre For Collaborative Action Research, Pepperdine University online at http://cadres.pepperdine.edu/ccar/define.html, accessed 30th May,2013. Syne, J., Green, R., & Dyer, J. (2012), Adoption: The Lucky Ones or the Cinderellas of Children in Care? Journal of Educational and Child Psychology, 29 (3), September, 93-103. Acknowledgements: Thanks to: the members of the Adoption Support Team & Manager Morag Evans for enabling my attendance at the team day, sharing information, and creating opportunities for me to engage with this problem; Peter Lambert, HP & DD Area Safeguarding manager for taking the time to answer my questions; Ian Johnson, AD for CAYA Derbyshire for opening doors, challenging my ideas and signposting me to key people; John Galbraith, PEP, for supporting my involvement in this project; & to the staff and administration of a local secondary school who have shared their ideas and practices and engaged with this process. Where next? Develop pilot Review Output: Model for Supporting Positive School Transitions (Syne et.al. 2012; Delaney 2009) Problem: How to support transitions for Adopted Children and Children with Special Guardians in High Peak Area? Children and Families Bill (HMSO 2013) Shorter time frames for adoption process Attachment & social relationships (Syne et.al. 2012). Higher risk of exclusion and low attainment. during transition (Rice et.al. 2011). Schools need support to understand and respond effectively (Syne et.al. 2012) Families struggle to meet complex needs. Existing Post Adoption Support Team For Family & Special Guardians get financial Support PROCESS No easy answers to "wicked issues" (Phillips, 2009) Collaboration can help to develop solutions (Mc Kimm & Held, 2009) Collaboration supports working towards common goals within respectful working relationships (Hymans, 2008; Norgate et.al. 2008) Participatory Action Research (PAR) is Consistent with Collaborative leadership, creates opportunities for joint action & supports understanding of complex problems (Riel, 2010) Plan , Research, Do, Review Child/ Young Person EDUCATION SPECIALIST SUPPORTS PEERS & Community Model for Supporting Positive School Transitions Integrated Multi Agency Practice Good home-school communication Training and consultation Support for learning needs Support for social skills development regular monitoring and review