Intentional Engagement in the Transition to Adulthood

2018 ◽  
Vol 23 (4) ◽  
pp. 311-323 ◽  
Author(s):  
Elina Marttinen ◽  
Julia Dietrich ◽  
Katariina Salmela-Aro
Keyword(s):  
Career Development ◽  
Young People ◽  
Identity Development ◽  
Personal Identity ◽  
Transition To Adulthood ◽  
Developmental Process ◽  
Developmental Regulation ◽  
Future Research ◽  
Occupational Transitions

Abstract. During the transition to adulthood, young people need to choose their career and overall life pathway and cope successfully with the transitions they face. The theories of personal identity development ( Luyckx, Goossens, Soenens, & Beyers, 2006 ; Luyckx et al., 2008 ), career development ( Savickas, 2005 ), and goal developmental regulation ( Nurmi, 2004 ; Salmela-Aro, 2009 ) address the question of how people commit and engage in the changes faced during the transition from adolescence to adulthood, and particularly how they deal with educational and occupational transitions. We reviewed how each of these theories discusses both adaptive and maladaptive processes during the transition to adulthood, including such themes as the feeling of competent, exploring choices, crystallizing and making decision, forming certainty, managing transition, changing direction and rumination. We propose that these theories are in fact presenting different perspectives on the same developmental process of intentional engagement. Finally, suggestions for future research and intervention outcomes are discussed.

Emerging Adults and Work

2014 ◽  
Author(s):  
Julia Dietrich ◽  
Katariina Salmela-Aro
Keyword(s):  
Career Development ◽  
Identity Development ◽  
Emerging Adults ◽  
Developmental Regulation ◽  
Future Research ◽  
Developmental Task ◽  
Holistic View ◽  
Cultural Contexts ◽  
Work Transition

The transition from education to work is a key developmental task of emerging adulthood. In this chapter, the authors approach this transition from an engagement perspective, presenting a model of phase-adequate engagement that links career development, developmental regulation, and identity development theories in the context of the education-to-work transition. Taking a phase-adequate engagement perspective, they then review the literature on emerging adults’ transition from education to work and the role of interpersonal contexts. The authors conclude with suggestions for future research, emphasizing that a holistic view is needed in the study of emerging adults’ engagement, one taking more into account the structural, institutional, and cultural contexts that emerging adults are exposed to when transitioning from education to work.

Healing From Inner-City Violence

2017 ◽  
Author(s):  
Jocelyn R. Smith Lee
Keyword(s):  
Young People ◽  
Inner City ◽  
Emerging Adults ◽  
Transition To Adulthood ◽  
Future Research ◽  
Post Traumatic Growth ◽  
Urban America ◽  
Trauma Informed ◽  
Post Traumatic ◽  
Chronic Risk

This chapter examines how young people, disproportionately black and Hispanic, in America’s economically disadvantaged, urban contexts are using the third decade of life to heal and succeed. Guided by life course, ecological, and trauma-informed frameworks, we present a multidisciplinary review of the literature describing post-traumatic growth, resilience, and healing with a focus on trauma-informed research and practice positioning youth impacted by inner-city violence to recover and flourish during emerging adulthood. In order to best appreciate the strivings of young people to heal in contexts of chronic risk, we situate this discussion in the nature, root causes, and consequences of violence (both structural and interpersonal) in urban America. We conclude with suggestions for future research to advance our understandings of how emerging adults in the inner city are working to heal from violent exposure and the implications of this task for the transition to adulthood.

scholarly journals Supported work experience and its impact on young people with intellectual disabilities, their families and employers

2016 ◽  
Vol 10 (3) ◽  
pp. 207-220 ◽  
Author(s):  
Stephen Beyer ◽  
Andrea Meek ◽  
Amy Davies
Keyword(s):  
Young People ◽  
Transition To Adulthood ◽  
Work Experience ◽  
Future Research ◽  
Work Skills ◽  
Content Type ◽  
High Satisfaction ◽  
Job Coaching ◽  
Supported Work ◽  
The Impact

Purpose – The Real Opportunities project set out to implement a number of the approaches identified through research that can assist transition to adulthood in nine local authority areas in Wales. Supported work experience was delivered by small job coaching teams in each area. The purpose of this paper is to establish the impact of the work experience and employment teams by describing the placements provided, any change in the skills of young people, and the responses to the placements by employers, young people and their families. Design/methodology/approach – Data were collected over 24 months by participating employment services. Questionnaires were administered to employers. Interviews were carried out with a sub-sample of young people (24) participating and a family member (25). Findings – Over a 24-month period 297 young people received supported work experience. In total, 262 young people had an intellectual disability, 35 an autistic spectrum disorder. Up to three placements were delivered to each person, averaging five weeks per placement, with 405 placements in total. In total, 62 per cent of those with two placements had a different category of second work placement to their first. These numbers demonstrated that work experience in community placements is possible with support. Young people improved work skills significantly between first and second placements. Employers reported high satisfaction rates with the young person’s work in a range of key performance areas and company benefits from participation for other staff, company image and customer relations. Interviews with 24 young people and 25 of their family members reported satisfaction with support and placements. Six young people had paid work now, and 33 per cent said they would get a job at some future time. Families reported changes in young person’s outlook but their view of prospects of employment remained pessimistic due to the external environment. Research limitations/implications – Implications for future research are discussed. Practical implications – Implications for transition are discussed. Originality/value – The paper provides new insight into the impact of a large number of supported work experience placements.

scholarly journals The Relationship Between Psychological Well-Being and Autonomy in Young People According to Age

2020 ◽  
Vol 11 ◽  
Author(s):  
Ángel De-Juanas ◽  
Teresita Bernal Romero ◽  
Rosa Goig
Keyword(s):  
Young People ◽  
Transition To Adulthood ◽  
Personal Autonomy ◽  
Age Groups ◽  
Well Being ◽  
Future Research ◽  
Age Group ◽  
Psychological Well Being ◽  
Almost All ◽  
The Relationship

Psychological well-being manifests itself in all aspects of human activity and is essential to understanding whether young people experience life satisfaction and whether, as they mature, well-being can be associated with different levels of personal autonomy. This quantitative study was developed within the framework of international research on young people’s autonomy in the transition to adulthood. Its main objectives were to analyze the relationship between psychological well-being and autonomy and examine potential variations between the two variables according to age. To this end, Ryff’s Psychological Well-Being Scale and the Transition to Adulthood Autonomy Scale (EDATVA) designed by Bernal et al., were used with a sample of 1,148 young people aged 16–21 from Madrid, Spain, and Bogotá, Colombia. The results show that almost all the dimensions on the Psychological Well-Being Scale correlate significantly and positively with the dimensions on the EDATVA scale. Specifically, moderate correlations were obtained between self-organization on the EDATVA scale and purpose in life (r = 0.568; p = 0.01) and environmental mastery (r = 0.447; p = 0.01) on the Psychological Well-Being Scale. In turn, autonomy on Ryff’s scale obtained the highest correlation (r = 0.382; p = 0.01) with understanding context on the EDATVA scale. It was also found that the older 18–21 age group obtained higher scores than the younger 16–17 age group in all dimensions on both the EDATVA and the Psychological Well-Being Scale. Earlier studies endorse the results found in this research, especially the differences in the scores for both scales according to age groups. This opens avenues for future research to analyze the relationship between psychological well-being and autonomy as independent variables in other sectors of the population.

Agency and Motivation in Adulthood and Old Age

2019 ◽  
Vol 70 (1) ◽  
pp. 191-217 ◽  
Author(s):  
Jutta Heckhausen ◽  
Carsten Wrosch ◽  
Richard Schulz
Keyword(s):  
Life Span ◽  
Old Age ◽  
Transition To Adulthood ◽  
Developmental Regulation ◽  
Biological Aging ◽  
Future Research ◽  
Major Life ◽  
Societal Transformation ◽  
Individual Agency

This review addresses conceptual and empirical research about how individual agency and motivation influences development during adulthood and old age. The major life-span approaches to individual agency and developmental regulation are discussed, with a focus on the motivational theory of life-span development. Developmental agency unfolds through action cycles of pursuing long-term goals for optimal development. Individuals differ in their capacity to regulate their goal engagements effectively within the age-graded structure of opportunities and constraints in their life courses. We discuss a set of research examples about specific developmental challenges, such as transition to adulthood, biological aging, illness, and societal transformation, and show how individuals, as agents in their own development, navigate change for better or worse. We conclude with suggestions for future research.

scholarly journals A Scoping Review of the Factors That Influence Families’ Ability or Capacity to Provide Young People With Emotional Support Over the Transition to Adulthood

2021 ◽  
Vol 12 ◽  
Author(s):  
Emily Stapley ◽  
Isabella Vainieri ◽  
Elizabeth Li ◽  
Hannah Merrick ◽  
Mairi Jeffery ◽  
...  
Keyword(s):  
Young People ◽  
Transition To Adulthood ◽  
Scoping Review ◽  
Emotional Support ◽  
Data Extraction ◽  
Romantic Partners ◽  
Research Area ◽  
Future Research ◽  
Structured Interviews ◽  
Parent Child Relationship

The transition to adulthood is typically marked by changes in relationships with family members, peers, and romantic partners. Despite this, the family often maintains a prominent role in young adults’ lives. A scoping review was conducted to identify the factors that influence families’ ability or capacity to provide young people with emotional support during the transition to adulthood, and to understand the gaps in this research area. Title and abstract searches were conducted from January 2007 to February 2021 in multiple databases, including PsycINFO, MEDLINE, and Sociological Abstracts. Fifteen semi-structured interviews were also conducted with stakeholders (professionals from relevant sectors/working within this field). In total, 277 articles were eligible for inclusion in the review. Following data extraction, 19 factors were identified. Factors with the most research (more than 20 articles) included: family proximity or co-residence; mental health; sex or gender differences; and family communication. Factors with less research included: societal context; young person’s sexual orientation or gender identity; social networks; and adverse life events. Gaps in the research area were also identified, including methodological issues (e.g., lack of mixed methods and longitudinal study designs), a disproportionate focus on the parent–child relationship, and a lack of contextually situated research. Our findings indicate that future research in this area could benefit from taking an intersectional, multi-method approach, with a focus on the whole family and diverse samples.

scholarly journals It’s the fear of the unknown: Transition from higher education for young autistic adults

Autism ◽  
2019 ◽  
Vol 23 (6) ◽  
pp. 1575-1585 ◽  
Author(s):  
Jonathan Vincent
Keyword(s):  
Higher Education ◽  
Young People ◽  
Identity Development ◽  
Qualitative Study ◽  
Higher Education Institutions ◽  
Future Research ◽  
Structured Interviews ◽  
Recent Graduates ◽  
Autistic Adults ◽  
Education Courses

More young people with a diagnosis of autism are enrolling and successfully completing higher education courses than ever before and this is set to increase; however, while there is a burgeoning body of literature surrounding the transition into this stage of education, there is a paucity of research that investigates the transition as this population exit higher education. This exploratory qualitative study is one of the first to identify the specific experiences of young autistic adults making this transition, drawing on semi-structured interviews with 21 students and recent graduates. Findings indicate that transition out of higher education is challenging on both practical and psychological levels, manifested by feelings of anxiety and loss. However, there is also evidence that the same phenomenon can also be understood as a positive departure with important implications for identity development. Findings are discussed in relation to future research and implications for practice in higher education institutions.

scholarly journals Sociodevelopmental Challenges Faced by Young People with Chronic Pain: A Scoping Review

2020 ◽  
Author(s):  
Abigail Jones ◽  
Line Caes ◽  
C Meghan McMurtry ◽  
Christopher Eccleston ◽  
Abbie Jordan
Keyword(s):  
Chronic Pain ◽  
Young People ◽  
Identity Development ◽  
Social Development ◽  
Peer Relationships ◽  
Scoping Review ◽  
Future Research ◽  
Autonomy Development ◽  
Future Research Agenda ◽  
Developmental Domains

Abstract Objective Map the current literature investigating autonomy development, identity development, and peer relationships in young people aged 10–24 years with chronic pain. Methods A scoping review method was used to systematically search four databases (APA PsycNET, PubMed, Web of Science, and Cinahl) for peer-reviewed articles. Search results were screened against inclusion and exclusion criteria to ensure they met the objective. Eligible papers were assessed for quality, their data relating to the objective were extracted, and results are synthesized. Results Searches returned 3,815 papers after the removal of duplicates, with 42 papers included in the full review. The majority of papers investigated peer relationships (86%). Fewer papers investigated autonomy (43%) and identity (21%) development. Included papers were mostly quantitative (64%), with fewer qualitative (34%) and mixed-methods papers (2%). Overall, we found bidirectional relationships between chronic pain in young people, their social development, and a range of functional outcomes. However, the mechanisms underlying these relationships remain relatively unexplored. Conclusions Review results are mapped onto the model proposed by Palermo et al. (2014). Guided by this model, clinical treatment for young people with chronic pain should consider social development. The model also sets out a future research agenda focused on exploring: (a) identity development, (b) the mechanisms underlying the relationships between social–developmental domains, pain, and outcomes, (c) a variety of participants and populations, and (d) a variety of methods, including longitudinal study designs.

scholarly journals Social Comparisons on Instagram and Adolescent Identity Development: A Mixed-Methods Study

2020 ◽  
Author(s):  
◽  
Edward John Noon
Keyword(s):  
Young People ◽  
Identity Development ◽  
Qualitative Interviews ◽  
Social Comparisons ◽  
Future Research ◽  
Developmental Task ◽  
Cross Sectional Survey ◽  
Comparison Theory ◽  
Cross Sectional ◽  
Identity Processes

The formation of a coherent and synthesised sense of identity is a key developmental task for adolescents, and over the past decade, young people have increasingly been using social networking sites (SNSs) as platforms for self-expression, self-construction, and identity exploration. Whilst previous research has evidenced how self-presentations on SNSs can inform identity development, less is known about the identity implications of other-focused SNS behaviours. To shed light on this gap in the literature, this investigation drew upon social comparison theory to examine how social comparisons on Instagram inform the process of identity development during adolescence. Following the sequential explanatory design, an initial cross-sectional survey of British adolescents sought to determine the linear relationship between ability and opinion comparisons on Instagram and three key identity processes (commitment, in-depth exploration, and reconsideration of commitment). The moderator effects of age, gender, and Instagram network composition (network homophily and tie strength) were also examined. Subsequent qualitative interviews with adolescents built upon the results of the quantitative analysis and explored the nuances and mechanisms which may help to explain them. Overall, findings indicate that social comparisons on Instagram are not inherently ‘bad’ for young people (as is often suggested by the media and academic literature), and that both ability and opinion comparisons on the platform can support identity development during adolescence by increasing self-focus, strengthening commitments, and prompting further exploration. Nevertheless, females were more prone to experiencing the maladaptive implications of competitive ability comparisons on Instagram, whilst developmental maturity informed the comparison targets most supportive of identity development. Results therefore evidence the importance of Feed curation for ensuring that comparisons on Instagram have adaptive outcomes for young people, and the implications that these findings have for future research and practical work are discussed

scholarly journals Contemporary views on personal identity formation

2019 ◽  
Vol 1 (18) ◽  
pp. 5 ◽  
Author(s):  
Dominika Karaś ◽  
Ewa Topolewska-Siedzik ◽  
Oana Negru-Subtirica
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Personal Identity ◽  
Developmental Psychology ◽  
Human Life ◽  
Identity Status ◽  
Future Research ◽  
Psychology Research ◽  
Identity Processes ◽  
Theoretical Paradigms

Identity development is undoubtedly one of the most crucial tasks in human life. Identity is also one of the most frequently examined issues in contemporary developmental psychology research. In the literature, we can find various definitions of identity, as well as various theoretical conceptualizations and models. The present paper describes contemporary models of personal identity, provides the definitions of the notions (as processes/dimensions/styles/modes) included in these models, measurement methods, as well as a review of the research results obtained in these various theoretical paradigms. The review includes multiple approaches – from Marcia’s classical identity status paradigm, through neo-Eriksonian models (such as the three and five dimensional models, identity styles, identity processes in adulthood) up to narrative views. Finally, we present conclusions based on the analyses of these models and implications for future research and theory.

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