Divya Jindal-Snape is Professor of Education, Inclusion and Life Transitions in the School of Education and Social Work at the University of Dundee, UK. She is also Director of the Transformative Change: Educational and Life Transitions (TCELT) Research Centre.

• A ABCs (Affect, Behaviour and Cognition) of acculturationAdditional Support Needs (ASN)AgeingAgencyAttachmentAdaptation (see ABCs of acculturation in the context of pedagogical and cultural adaptation)Autonomy (see Self-determination Theory)B Belonging (see Group Identification)BereavementBorder CrossingBig Fish Little Pond Effect (BFLPE)C Case studiesCollaborationCommunication (see Collaboration, Parental Participation, Transition Partnerships, Voice)Conceptualisation (see Transition, Educational Transition, Life Transition, Border crossing, Rite of Passage, Multiple and Multi-dimensional Transitions, Educational and Life Transitions)ContinuityCoping skills (see Resilience)Creative approachesCultural adaptation (see ABCs (Affective, Behaviour and Cognitive) of acculturation)Culture shock (see ABCs (Affective, Behaviour and Cognitive) of acculturation)D Diagnosis (see Health transitions)Dip in AttainmentE Ecological Systems TheoryEducational TransitionsEducational and Life Transitions (ELT) modelEmotional intelligenceEmployment transitionsExpectancy-Value-Cost TheoryExpectations and RealityF FamiliarisationFriendshipsG Games based approachesGroup identificationGroupwork-H Health TransitionsHolistic approach (see MMT; ELT)Horror stories (see Expectations and Gaps)Home-Nursery/Day Care TransitionsHospitalisation (see Health transitions)I IdentityInductionInformation packs (see Familiarisation)Information sharing (see Collaboration)Interactionist approach (see Readiness)International students' transitions to higher educationInterrupted education (see Hospitalisation)J Job coach (see Employment)K Key worker (see Special Educational Need, Transition meetings)L Language usedLife TransitionsLife Course TheoryLongitudinal studiesM Migration (International transitions) of childrenMaturational approach (see Readiness)Motivation (see Dip in attainment, ExpectancyValue-Cost Theory, Self-determination)Multiple and Multi-dimensional Transitions (MMT) Theory-N Nicholson's Theory of Work Role TransitionsNursery Primary School TransitionsO Offending and reintegrationOngoing processOne-off event (see Ongoing process)Opportunities for secure attachment (see Attachment)P Parental Involvement/Parental ParticipationPedagogical adaptation (see ABCs (Affective, Behaviour and Cognitive) of acculturation)Person-centred PlanningPortfolios (see Virtual backpack)Post-school TransitionsPrimary to Secondary School TransitionsR ReadinessRelationshipsRetirement (see Employment)ResilienceRiskRites of PassageS Self-determination TheorySelf-esteemSocial Network AnalysisSpecial educational needsStage-Environment Fit theoryStrategies (See Voice, Induction, Familiarisation, Parental Participation)Successful transitionsSupported employment (see Employment)T TransferTransitionTransition meetings (see Special Educational Needs)Transition partnership (see Collaboration)Transition plans (see Employment, Special Education Needs, Transition Planning and Preparation)Transition Planning and PreparationV Virtual Backpack ApproachVoice-W WellbeingBibliography.

'Because of its A to Z format, this book will be very appealing to students, scholars and practitioners in multiple disciplines, as well as policy makers interested in designing better policies related to transitional phases across the life span.' - Professor Jacquelynne Eccles, Distinguished Professor of Education, University of California Irvine, USA