Parent alcoholism and the leaving home transition

2002 ◽  
Vol 14 (1) ◽  
pp. 139-157 ◽  
Author(s):  
ANDREA M. HUSSONG ◽  
LAURIE CHASSIN

Although they have received little empirical attention, departures from the parental home play a significant role in demarcating the transition from adolescence to young adulthood. The current study examined the extent to which various features of young adults' experiences of leaving home differed for children of alcoholic (COAs) versus nonalcoholic parents, what adolescent precursors might account for noted differences and what indicators of young adult adjustment are related to the leaving home experience. A total of 227 young adults drawn from a high-risk, community sample of COAs and matched controls were interviewed at ages 18–23 years regarding their prior leaving home experiences. COAs showed greater difficulties in negotiating this transition, fewer positive feelings about the transition, and different reasons for leaving home as compared to participants without an alcoholic parent. Moreover, adolescent risk behaviors, family conflict, and family disorganization (assessed prior to this transition) each partly accounted for COAs' risk for difficulty in the leaving home transition. Although certain aspects of the leaving home transition were uniquely related to young adult adjustment, future research is still needed to more comprehensively understand the implications for young adult development associated with such individual differences in the leaving home transition.

School-to-work (STW) pathways and transitions are key developmental processes in young adulthood. During this time, young adults face multiple choices and challenges. Young Adult Development at the School-to-Work Transition describes pathways for students to successfully transition to the work environment. The book examines social, economic, cultural, familial, contextual, and personal factors that shape the processes involved in the school-to-work transition. Internationally renowned scholars in the fields of developmental psychology, applied psychology, counseling, and sociology have contributed chapters focusing on theory, research, and application related to school-to-work and educational transitions. The book also gives attention to groups who have particular transition needs, including young adults with disabilities and special needs, cultural minorities, international students, and migrants.


2015 ◽  
Vol 20 (3) ◽  
pp. 150-174 ◽  
Author(s):  
Peter C. Scales ◽  
Peter L. Benson ◽  
Sabrina Oesterle ◽  
Karl G. Hill ◽  
J. David Hawkins ◽  
...  

2022 ◽  
Author(s):  
Megan F. Pilon ◽  
David John Hallford ◽  
Sarah Hardgrove ◽  
Meghnam Sanam ◽  
Stefan Santos De Oliveira ◽  
...  

Reminiscence-based interventions involve the guided recall and interpretation of autobiographical memories to promote adaptive thinking. This study involved secondary analyses of a recent trial of a positively focused, three-session version of cognitive-reminiscence therapy (CRT) on generalised perceptions of relationship quality and interpersonally related psychological resources in young adults. A community sample (N = 62, Mage = 24.6 [SD = 3.1], 71% females) of young adults were randomised into a CRT and wait-list condition. Participants completed assessments measuring perceived relationship quality (relationship satisfaction, emotional intimacy, commitment, and trust) and perceptions of self and others within relationships (relationship self-esteem, relationship self-efficacy, relationship optimism and meaning in relationships). The CRT group, relative to the control group, scored significantly higher on perceived relationship quality (d = 0.62), and higher on generalized relationship self-efficacy (d = 0.70), relationship self-esteem (d = 0.59), and relationship optimism (d = 0.57) at the follow-up. Group differences for relationship meaning were non-trivial (small to moderate), but not statistically significant. A brief, positive-focused, intervention of guided recall of autobiographical memories was generally effective in improving perceptions about self and others within the context of relationships in young adults. Replication studies with larger samples are needed. Future research may expand CRT to target other relationship variables, assess the impacts of different doses, explore relationships in specific populations, and better understand the mechanisms for change.


2009 ◽  
Vol 4 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Barry A. Garst ◽  
Nancy K. Franz ◽  
Sarah Baughman ◽  
Chris Smith ◽  
Brian Peters

A strong body of research has developed over the last decade regarding the developmental outcomes of camp experiences of children and adolescents. However, few formal studies have taken place to determine how camp experiences lead to deep personal change in young adults. Mixed methods were used to better understand how camp is transformative in lives of young adult camp staff and to identify conditions in the camp setting that facilitate change. A change model and conditions of change model were developed. Recommendations for future research are provided.


1993 ◽  
Author(s):  
N. Zill ◽  
◽  
D. R. Morrison ◽  
M. J. Coiro

1997 ◽  
Vol 20 (1) ◽  
pp. 103-119 ◽  
Author(s):  
Jennifer L. Maggs ◽  
Pamela M. Frome ◽  
Jacquelynne S. Eccles ◽  
Bonnie L. Barber

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