BEST PRACTICE FOR NAVIGATING TRANSITIONS
Transitions — whether between activities in our daily lives or between significant chapters within the year — require additional mental energy from each of us in order to be successful . While mature adults are far more equipped to generate this energy and potentially thrive through both expected and unexpected transitions , it is not without impact on our stress level . Just to go from sitting to standing requires an adjustment within our brains to ensure we don ’ t fall flat on our faces ! So imagine , then , how much more challenging it must be for the immature brains of young people to navigate even the simple transitions of day-to-day life .
Young people today maintain busier schedules than was ever typical in generations of the past . Whether moving from home to school , between classes and extra-curricular events , from technologybased instruction to hands-on activities , sometimes even between homes , children are truly not developmentally prepared or able to take all of these adjustments in stride without impact . Where we see this impact most predominantly , of course , is in their behavior . Sometimes we see oppositional , defiant , and outright disruptive behavior . Just as often we see children shutting down , becoming anxious or overly emotional in response to seemingly innocuous situations .
Despite the fact that each of these reactions can be understood in the context of brain development , quite often , it still equates to some fairly undesirable and challenging behaviors . Much like children
“ Transitions — whether between activities in our daily lives or between significant chapters within the year — require additional mental energy from each of us in order to be successful .”
behave in a manner consistent with their brain wiring , we adults respond to these actions precisely how we are wired within our own brains to react . Unfortunately , there is a misguided notion within our society suggesting non-compliance within children is an active choice that must be disciplined away should we not wish to have it reinforced . Through this lens , many adults feel compelled to correct automatic behaviors with punishment , and do not understand how adding additional stress to an already struggling child only complicates the situation .
As we attempt to guide children through the stages and events of life , we are not always prepared for the resistance we encounter . It is far too easy to take the challenging behaviors children exhibit personally , as if these behaviors have everything to do with us rather than the child ’ s brain operation , and we may find ourselves tempted to react with discipline . We may find ourselves fearful that we will lose authority , or that our station as leader within
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CSEE Connections Fall 2022 Page 7