ABSTRACT
Many transitions can institute change that is positive and make our lives better. In addition, there is a tendency in some psychological literature to present transitions as ‘stressful life events’ or ‘crises’, which automatically positions them as problematic, undesirable and with negative outcomes. Age-graded or normative transitions as described by stage-related approaches have been a useful way in which to frame children’s developmental growth and change. Transitions arise from the individual’s need to live, cope and participate in different contexts, to face different challenges, to take profit from the advantages of the new situation arising from the changes. The study of change and stability across the lifespan is arguably about the study of time, the decisions, constraints and opportunities offered by time and the place and the timing of events and transitions. The chapter also presents an overview of the key concepts discussed in this book.
