scholarly journals Developmental Trajectories of Event Centrality and Socio-Emotional Well-Being after Transition to High School

2019 ◽  
Author(s):  
Shuhei Iimura
Keyword(s):  
High School ◽  
Individual Differences ◽  
Life Course ◽  
Youth Development ◽  
Turning Point ◽  
High School Transition ◽  
School Transition ◽  
Well Being ◽  
Developmental Trajectory ◽  
Event Centrality

The transition from junior high or middle school to high school can be a stressful turning point for youth development. The role of individual differences in susceptibility to the transition in well-being remains unclear. The current study examined the developmental relation between how central the high school transition is to a student’s identity or life course (i.e., event centrality) and well-being after transition. High school students, including cohorts in 10th to 12th grade (n = 2,265, Mage at Time 1 = 15.9 years, SDage = 0.9 years), participated in a four-wave longitudinal survey for a year, and completed questionnaires assessing event centrality and well-being. Latent growth curve modeling revealed obvious individual differences in the developmental trajectory of event centrality regarding high school transition across the 10th to 12th grades. Increase in the centrality of transition was closely associated with improvement in well-being for each grade progression. Based on our findings, developmental researchers should assume individual differences in the degree to which the school transition becomes a turning point in a student’s identity or life course to shed further light on the relation between school transition and adjustment.

The Consequences of Friend-Related Stress Across Early Adolescence

2019 ◽  
Vol 40 (2) ◽  
pp. 249-272
Author(s):  
Aprile D. Benner ◽  
Yang Hou ◽  
Kristina M. Jackson
Keyword(s):  
High School ◽  
Middle School ◽  
Middle School Students ◽  
High School Transition ◽  
School Transition ◽  
Well Being ◽  
Risky Behaviors ◽  
Transition To High School ◽  
School Students ◽  
Related Stress

The current study investigated early adolescents’ experiences of friend-related stress across middle school and its developmental consequences following the transition to high school. Using a sample of approximately 1,000 middle school students, four unique friend-related stress trajectories were observed across middle school: consistently low friend-related stress (57% of the sample), consistently high friend-related stress (7%), moderate and increasing friend-related stress (22%), and moderate but decreasing friend-related stress (14%). Groups characterized by higher levels of friend-related stress across middle school were linked to subsequent poorer socioemotional well-being, lower academic engagement, and greater involvement in and expectancies around risky behaviors following the transition to high school. Increased friend-related stress across the high school transition was also linked to poorer outcomes, even after taking into account earlier stress trajectories. Gender differences highlighted the particular struggles girls experience both in friend stress and in the links between friend stress and subsequent well-being.

Highly sensitive adolescent benefits in positive school transitions: Evidence for vantage sensitivity in Japanese high-schoolers

2020 ◽  
Author(s):  
Shuhei Iimura
Keyword(s):  
High School ◽  
Statistical Power ◽  
Environmental Influences ◽  
Differential Susceptibility ◽  
School Transition ◽  
Well Being ◽  
Crossover Point ◽  
Japanese Adolescents ◽  
Highly Sensitive

Some researchers indicate that the transition to high school deflects adolescent developmental trajectories. Others assert it provides a new possibility for the promotion of adolescents’ socioemotional well-being. One critical view missing in such claims is that individual variabilities interact with environmental influences. We employed the framework of Differential Susceptibility Theory, which postulates that individual susceptibilities moderate external influences for better and for worse. In order to clarify the mechanism of adolescents’ differential adjustments, this paper investigated the role of sensory-processing sensitivity using the Japanese version of Highly Sensitive Child Scale for Adolescence (J-HSCS), and tested whether the diathesis-stress model or the differential susceptibility model best describes students’ socioemotional adjustment across their high school transition. The current paper used the two-wave data collected from Japanese adolescents aged from 14 to 15 years (n = 412, 50% girls). In Study 1, we investigated the replicability of psychometric properties of J-HSCS. The results supported previous findings, indicating its validity for the bifactor model. In Study 2, we utilized confirmatory competitive model testing, which maximizes statistical power by parameterizing the crossover point to allow a direct comparison of alternative models. The results indicated that neither the diathesis-stress nor the differential susceptibility models fitted the data. Rather, a strong vantage sensitivity model was revealed, suggesting that highly susceptible adolescents disproportionately benefitted from a positive school transition over their counterparts. This finding signified the role of adolescents’ sensitivity to environmental influences and the importance of considering its moderation under person x environment interactions.

Quality of High School Transition Preparation Survey

2010 ◽  
Author(s):  
Mary E. Morningstar ◽  
Bruce B. Frey ◽  
Patricia M. Noonan ◽  
Jennifer Ng ◽  
Beth Clavenna-Deane ◽  
...  
Keyword(s):  
High School ◽  
High School Transition ◽  
School Transition ◽  
Transition Preparation

scholarly journals CONTINUITY OF CAREER OVER THE LIFE COURSE ON LIFE SATISFACTION AND DEPRESSIVE SYMPTOMS IN LATER LIFE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S128-S129
Author(s):  
Melanie S Hill ◽  
James E Hill ◽  
Stephanie Richardson ◽  
Jessica Brown ◽  
Jeremy B Yorgason ◽  
...  
Keyword(s):  
High School ◽  
Life Satisfaction ◽  
Depressive Symptoms ◽  
Life Course ◽  
Career Choice ◽  
Early Adulthood ◽  
Later Life ◽  
Well Being ◽  
The Life Course ◽  
The Impact

Abstract Identity scholars have suggested that having a unified sense of past, present, and future is related to positive well-being outcomes (Whitbourne, Sneed & Skultety, 2009). One’s occupation can have a profound influence on an individual’s identity throughout the life course (Nazar & van der Heijden, 2012). Research has looked at career mobility among younger age groups (Baiyun, Ramkissoon, Greenwood, & Hoyte, 2018); however, less is known about the impact of career stability later in life. Consistency in career choice over the life course may have positive outcomes down the line as career becomes part of an individual's identity. The current study uses the Life and Family Legacies dataset, a longitudinal state-representative sample of 3,348, to examine individual’s careers at three points in the life course: high school (projected career choice), early adulthood, and later life. Results revealed that a match of desired career in high school and actual career in early adulthood was not predictive of life satisfaction or depressive symptoms in later life. However, a match of career in early adulthood and later life was significantly related to better life satisfaction and less depressive symptoms, which was explained through higher levels of job satisfaction. This study highlights the importance of acquiring and maintaining a career that is fulfilling to the individual over the course of early adulthood to later life.

High School Transition Team Members’ Perception of Occupational Therapy–Conducted Transition Assessments

2018 ◽  
Vol 72 (4_Supplement_1) ◽  
pp. 7211500052p1
Author(s):  
Christopher Trujillo ◽  
Mikaela Carr ◽  
Meghan Poach
Keyword(s):  
High School ◽  
Occupational Therapy ◽  
High School Transition ◽  
School Transition ◽  
Team Members

scholarly journals A Service User Perspective Informing the Role of Occupational Therapy in School Transition Practice for High School Learners with TBI: An African Perspective

2019 ◽  
Vol 2019 ◽  
pp. 1-15
Author(s):  
Lee-Ann Jacobs-Nzuzi Khuabi ◽  
Estelle Swart ◽  
Mogammad Shaheed Soeker
Keyword(s):  
High School ◽  
Occupational Therapy ◽  
High School Transition ◽  
School Setting ◽  
Occupational Therapists ◽  
School Transition ◽  
School Reentry ◽  
Role Players ◽  
African Context ◽  
Current Transition

Background. In the South African context, there are no specific guidelines regarding how to prepare and support adolescents for the transition from a health care to a high school setting post TBI. This raises questions about the relevance and responsiveness of the current transition practices in occupational therapy in terms of adequately preparing and supporting these adolescents to participate in school and hence exercise their right to a quality education. Method. This study explored adolescents and other key role players’ perspectives on and experiences of the high school transition (i.e., school reentry and continued school participation) post TBI. It was anticipated that this would provide an increased understanding of the enablers and barriers to high school reentry and participation post TBI. This served as a basis to explore the main aim of this study which was to help occupational therapists identify where efforts in terms of service delivery are needed. This study was situated in the interpretivist qualitative paradigm and used a multicase study design, which included semistructured interviews with eight adolescent learners with TBI, their primary caregivers, teachers, and principals as well as observations and documentation review. Results. This paper will focus on a central theme in the research, namely, the nature and extent of support needed to facilitate the high school transition of adolescents with TBI within a developing context. Similar to the findings of studies conducted in developed contexts, participants highlighted that they felt that adolescents need support at various stages of the school transition. Participants further alluded to support that should be collaborative, coordinated, flexible, and monitored to ensure it is relevant and responsive to these adolescents’ changing needs. Conclusion. The study findings conclude that occupational therapists have a crucial role in fostering an enabling environment (directly and indirectly) through fulfilling various roles including that of a facilitator, intermediary, coach, collaborator, supporter, and advocator.

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