Question: “I have been reviewing your packet on Transitions: Turning Risks into Opportunities for Student Support. I am interested in learning more about support group curriculum for students who are in transition. In the packet, you mention that support groups can be very helpful to students. I am hoping you could direct me to find some curriculum material for these types of groups.”

Response: We are always pleased to hear when someone uses our resources and asks for something that we can pursue to enrich what we have. (Note: As with all of our work, the packet on transitions focuses first on programs to prevent commonly occurring problems, then on support for students for whom prevention efforts are insufficient.)

1. For a wide range of programs/supports for transitions, see the following online clearinghouse

Quick Finds:

• Transition Programs/Grade Articulation/Welcome
  http://smhp.psych.ucla.edu/qf/p2101_01.htm
• Transition from Adolescence
  http://smhp.psych.ucla.edu/qf/transition_from_adolescence.htm
• Transition to College
  http://smhp.psych.ucla.edu/qf/transitiontocollege.htm
2. For specific areas of transition concern, see these Quick Finds:

   • Cultural competence
     http://smhp.psych.ucla.edu/qf/culturecomp.htm
   • Immigrant students and mental health
     http://smhp.psych.ucla.edu/qf/immigrantkids.htm
   • Juvenile Justice
     http://smhp.psych.ucla.edu/qf/juvenilejustice.htm
   • Homeless children and youth
     http://smhp.psych.ucla.edu/qf/homeless.htm

3. With respect to curriculum, concerns about specific transitions can often be incorporated into support groups. See the following Quick Finds:

   • Group Counseling
     http://smhp.psych.ucla.edu/qf/grpcounseling.htm
   • Mental Health Curriculum
     http://smhp.psych.ucla.edu/qf/p2311_01.htm

The request for information about resources that address student ‘transition’ issues is a critical one. In terms of preparing students for life transitions I can think of none that are filled with as much need and opportunity as the transition from elementary school to teenage years and middle school. Despite how much health educators know about brain, body and behavior changes during this critical transition period, it's simply beyond belief there is a lack of coping skills education programs to prepare kids for that often tumultuous and terrifying experience.

This particular type of transition preparation program would appear to be a ‘no brainer.’ So, maybe we should examine some of the factors why these types of programs are NOT being provided. This emotional health educator considers the neglect of ‘emotional health education’ in elementary and middle schools generally a major ‘barrier’ to developing more emotionally resilient students. Maybe it's because both elementary and middle schools have so much to do they ‘just don't have resources or time to prepare students for this critical transition process.’ It could be a lack of a central source to refer pre-teens, their parents and teachers to utilize free public health access programs that help to promote this type of ‘emotional health literacy.’ Elementary to middle school transition emotional health programs would necessarily involve a brain function literacy element along with coping skills activities and practice. These enable transition students, (along with their parents and teachers) to gain a greater understanding of tools kids can learn to become more self-confident in dealing with periods of stress. Without question, one of those most challenging stressful times arises during the transition ‘From Child to Teenager.’

In my 15-years of research and presenting classroom projects with over 700 pre-teens in grades 4 to 6, we have documented that on average about 40% of preteens feel ‘unprepared’ to effectively self-manage responses to emotionally upsetting experiences. This lack of coping confidence suggests the need for more programs and resources to help develop coping competence. It is the least we can do to avoid common but detrimental affects of pre-teen and early-teen students who cannot adapt to overcome the myriad of adjustment problems that also lead to problem behavior and school discipline issues.

I hear from parents around this country and even other countries that wish there were some type of summer courses in their area that would prepare their pre-teen to better understand how they can take responsibility for dealing with emotionally upsetting experiences. These parents are asking for programs and tools that will enable their preteen to better understand themselves so they can develop greater coping confidence and competence. What I hear is that parents (and very likely most pre-teens) simply want practical programs that lead to better self-discipline and self-regulation.

Maybe we need a ‘clearinghouse’ for addressing the normal developmental and coping challenges during the transition from elementary to middle school. At least that way we can raise parent and school awareness that free and effective public education resources are available for use at home, at school. Of course, most the Internet is revolutionizing ‘free, self-directed, on-demand learning.’ We offer one such resource. We welcome further development of brain function and coping skills literacy programs essential for building pre-teen transition help to safely navigate through the emotional hazards of this great transition period. We also list a variety of additional free Online ‘resources & activities’ both outside of and on the website www.copingskills4kids.net . Twice a year we report new developments through the Brain Works & Coping Kids ENewsletter, a free electronic information service to parents, educators and pre-teens

Submit a request or comment now.

UCLA Center for Mental Health in Schools
Dept. of Psychology, P.O.Box 951563, Los Angeles, CA 90095.
tel: (310)825-3634
email: Linda Taylor ~ web: https://smhp.psych.ucla.edu