Youth Transition Paper Section 1: Introduction The transition into adulthood is a complex process in which young adults begin to sever their dependency on their parents and take definitive steps towards achieving measures of emotional, financial and residential independence. During thus time, they may begin taking on a more adult role as a parent, spouse, citizen and worker. While a linear model has been traditionally used to describe this type of transition, Wyn & Dwyer (1999) note that more evidence suggests that the life experience and future prospects of younger generations are more complex and less predictable than those of their predecessors- thus making the linear model inappropriate for the changed economic and social conditions of the late twentieth century. Bynner (2005) argues for recognition of a new stage of the life-course between adolescence and adulthood, as this transitional period can be one of much growth and accomplishment, providing a foundation for learning, life skills and useful credentials. This transition is especially effective if the youth are provided the necessary resources such as community care and connections, a stable family that would provide guidance and potential financial support, as well as access to suitable education and work experience. Section 2: Transitioning in late modernity Legally and politically, young people acquire a range of rights and duties between the ages of 14 and 19 in Canada; perhaps the crucial defining age is 18 with the acquisition of the right to vote and the ability to join the Armed Forces. At the age of 16 young people are allowed to leave school and go into full-time work where they may be receiving adult pay level, however, recent studies have shown th... ... middle of paper ... ...of Education and Work.19(2): 153-169. Furlong, A. & Kelly, P. (2005). The Brazilianisation of youth: Transitions in Australia and the UK? Australian Journal of Social Issues. 40(2): 207-225 Hendry, L.B. & Kloep, M. (2007). Conceptualizing emerging adulthood: Inspecting the emperor’s new clothes? Child Development Perspectives. 1(2): 74-79. Hendry, L.B. & Kloep, M. (2007). Redressing the emperor! A rejoinder to Arnett. Child Development Perspectives. 1(2): 83-85. te Riele, K. (2004). Youth transition in Australia: Challenging assumptions of linearity and choice. Journal of Youth Studies. 7(3): 243-257. Wyn, J. & Dwyer, P. (1999). New directions in research on youth in transition. Journal of Youth Studies. 2(1): 5-21. Wyn, J. & Dwyer, P. (2000). New patterns of youth transition in education. International Social Science Journal. 52(164): 147-159.
Berger, K. (2011). The developing person through the life span. (8th ed., pp. 39-42). New York, NY: Worth Publishers.
The first reason youth leave home is according to Klodawsky, Aubry and Farrell, “pervasiveness of family conflict and violence”. Most street youth, including aboriginals, have been victims of disruption in their family homes, violence and abuse. A considerable amount of them reported having to live in group homes, foster care, jail or i...
American teenagers are often criticized for being irresponsible and immature. Some in the older generation will also state that kids are taking too long to move out of the house. These views of young adults are pessimistic and demeaning to the current generation. While the adolescent stage has been extended, American kids are taking an ample amount of time to accept the responsibilities of becoming an adult.
There has been an increase in high paying jobs that require young people to have a higher education in developing countries that are enhancing and integrating to global economy. Technology is another factor that is becoming more prevalent in these under developed countries. It’s becoming less common for young people to go out and do agricultural work to support the family financially, as many parents rather support and make it easier for their children to go to school. These entire factors can eventually open up all the possibilities for more and more emerging adults to experience life and explore their independence, as countries become wealthier chances are that more young people can go to school and move in to a dorm and have a semi independent lifestyle until they reach adulthood. This can benefit our future generations to come and potentially increase the life expectancy and become achievable adults that live a longer and prosperous life. This will be a new evolution for the young people now and the young people to come, this means more educated people, which call change the way our jobs, economy, and development of our countries can be. More young people will explore their horizons and develop to be the best they can be instead of being forced to work a full time low paying job and hit a dead end. Perhaps one day the new
Life Transitions and Life Completion. (n.d.). : Joan Erikson's 9th Stage of Psychosocial Development. Web. 3 December 2014.
All over the internet, people from adolescents to college students, to graduates, would say, “Adulting is hard”, “I don’t know how to adult”, “Tired of adulting”. The popularity of this term grows as the millennials continue to come of age where they become tax payers, home buyers, financially supporting themselves, working a 9 to 5 job, basically becoming an adult. More than half of the millennial population in the US do not feel they are ready to become one even though they are of age (Nelson, Barry, 2004, pp 244). Many studies have been conducted to ask if students or people considers themselves as an adult. Even though those studies have different criteria of adulthood, the results came out to be roughly the same. This relates to the outcome of helicopter parenting, which is depression, anxiety, and low self-esteem in adolescents which was reported but many surveys that has been conducted on student’s different universities (Biddle, 2016). It can also lead to lower self-efficacy and lower vocational exploration. It can relate back to Erikson’s theory of development, in stage 5, there the adolescents are conflicted between identity and role
“After World War II, with opportunities for good jobs abundant, young Americans transitioned to adult roles quickly. In 1950, fewer than half of all Americans completed high school, much less attended college. Well paying, often unionized jobs with benefits were widely available to males. The marriage rush and baby boom era at mid-century was stimulated not only by longing to settle down after the war years but also by generous new government programs to help integrate veterans back into society.” (Future of Children 1) Most 1950s adolescents became adults at eighteen and sometimes younger for the women. Some graduated high school, other did not. Some enlisted in the war; others began working in their family businesses. Studies show that this was the most respectful generation of teens in history. They were not perfect, but nevertheless their standards are far from our generation. Part of the reason for this is that drugs, alcohol, and the idea of immediate gratification of sex were not easily accessible. In the 1950s, doctors and scientists had no idea that the brain continued developing into the late twenties. That specific research was established more recently over the past twenty years. Now to compare today’s adolescents. “Prior to World War II, only about one in four young people finished high school. It was commonplace for young people still in their teens to be working full time and married with children. Today close to three in four young people receive high school diplomas, with two in five graduates going on to college. ‘As more and more teens have extended their education,’ says Dr. Joseph Rauh, a specialist in adolescent medicine since the 1950s, ‘the age range of adolescence has been stretched into the twenties.” (Healthychildren.org 1-2) “Today’s young adults and their parents value independence highly, both tolerate and even endorse a slower schedule for
All middle school students are at different developmental stages--some students have matured significantly, while others still have a long way to go. Hunt, Wiseman, and Bowden conclude that, in looking at attitudes and behaviors, some middle schoolers are “childlike,” while others are “deeply involved in the complex lifestyle characteristics of teenagers (1998, p. 57). They also establish that middle school students are in a time of “significant transition,” a time that some struggle with, while others thrive on this change. (Hunt, Wiseman, & Bowden, 1998, p. 60-61). The middle school age group is typically distinguished as children and teens ages 10 to 14. This age range was not distinguished until the 1980s (Hunt, Wiseman, & Bowden, 1998, p. 58), which coincides with further development in the middle school (in comparison to junior high school). These students are in a stage coined by Donald Eichhorn called “transesence” (Manning & Bucher, 2012, p. 5).
J. J. Arnett argues his theory about a developmental stage individuals go through of 18-25 year olds as a new concept, (Arnett, 2000, pp. 469). He describes emerging adulthood as being a sustained period of time where this age group, as mentioned previously, explores their roles preceding being an adult. These movements can include events similarly by taking longer than previous years to get married and have children, moving back in with their parents at a point during this age span, exploring self-identities, not feeling like an adult and feelings of self-failure. James E. Cote, who is a previous colleague of Arnett argues the opposite about this concept being an unexperienced developmental stage Arnett calls, “Emerging Adulthood”. Cote states
Eighteen is a number that has such an enormous value to people; the power to vote, starting college, and being known as an adult. But when do we really begin our adulthood; or is it that the number eighteen is just a state of mind? We are so set to thinking and believing a certain way that we don’t stop and think. Why is it that Adults are still living with their parents at the age eighteen and not moving out? Numbers have shown as the years go by the number of adult children living with their parents are because the support given, education, and economic reasons.
Emerging adults are always in the search of their own identity while experimenting with their life, love life and career path. Constant changes in emerging adult’s life are common. From changing residential place to love life, work and education, instability often presents during emerging adulthood (Santrock, 2013). In addition, emerging adults tend to place focus on themselves where they have no commitment and responsibilities toward others. This provides them a great chance to exercise their own will and to execute their plans for the future. During emerging adulthood, many feel like as if they do not belong to either adolescents or adult. The transition ends only when they have distinct marks of an adult. According to Arnett (as cited in Santrock, 2014), “emerging adulthood is the age of possibilities” (p. 296). The age of possibilities is when an individual has the opportunity to turn things around in life, especially when they are from a poor family
Young adults are more frequently moving back into their childhood homes. There are many reasons why these young adults would move back home. But is that really the best thing for them? What social and economic conditions could cause the transition into adulthood to delay? After reading Ground Rules for Boomerang Kids by John Miley and a book review from Publishers Weekly it is clear that the transition into adulthood is becoming more and more difficult as the years go on.
Up until age 18, a child starts to rely less on a parent and towards one’s self. This adjustment cannot be verified to be immediate. A teenager cannot be rely on or understand how to fulfill the financial requirements of living alone. Sue Headley offers, “A number of possible reasons for this increase in self-direction include a capitalist discourse that encourages individual accountability, a need for young people to react to increased financial on their parents, a lack of awareness of outside influences in ‘personal’ decisions, and a...
Ausubel, David Paul. Theory and Problems of Adolescent Development. 3rd ed. New York: Writers Club, 2002. Print. 470-480
the transition period from education to the work force after the completion of year 12.