ABSTRACT Transitions are an unavoidable part of life, often conceptualised as ‘make it or break it periods’. They are important for personal growth and learning but can also be damaging in terms of our psychological wellbeing. Primary-secondary school transition is no exception and can heavily draw on children’s ability to cope. However, support for children that pays attention to their feelings about the transfer is often lacking. Very few interventions focus on developing children’s emotional resilience. There are also problems with the sustainability of such interventions. Thus, the present emotional-centred intervention, Talking about School Transition (TaST), aims to narrow this gap. The evaluation of the intervention is ongoing and will be reported in a separate publication. Following an introduction of the limitations in supporting children’s emotional well-being over primary-secondary school transition within schools, this paper provides details of the TaST intervention, including a brief description of the lessons’ content. Attention is given to the design of the TaST intervention and how preliminary research, in combination with psychological theory and existing research, have informed the intervention content. The proposed research has short-term implications for present participating Year 6 children’s adjustment and provides professionals working in schools with the knowledge and resources necessary to deliver TaST. In addition to this, the research has long-term implications for the field in highlighting the importance of supporting children’s emotional wellbeing over this period.

中文翻译：

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谈论学校过渡 (TaST)：一种以情感为中心的干预措施，以支持儿童度过小学过渡期

摘要 过渡是生活中不可避免的一部分，通常被概念化为“成败时期”。它们对个人成长和学习很重要，但也可能损害我们的心理健康。中小学的过渡也不例外，会严重影响孩子的应对能力。然而，对于关注他们对转移的感受的儿童往往缺乏支持。很少有干预措施侧重于培养儿童的情绪韧性。这种干预措施的可持续性也存在问题。因此，目前以情感为中心的干预，谈论学校过渡（TaST），旨在缩小这一差距。干预措施的评估正在进行中，并将在单独的出版物中报告。在介绍了学校中小学过渡期间支持儿童情绪健康的局限性之后，本文提供了 TaST 干预的详细信息，包括对课程内容的简要说明。关注 TaST 干预的设计以及初步研究如何结合心理学理论和现有研究，为干预内容提供信息。拟议的研究对目前参与的 6 年级儿童的适应具有短期影响，并为在学校工作的专业人员提供提供 TaST 所需的知识和资源。除此之外，该研究在强调在此期间支持儿童情绪健康的重要性方面对该领域具有长期影响。