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Journal articles on the topic 'Education for Young and Adults'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Saygili, Gizem. "Analyzing interpersonal relations of young adults who have different education level." International Journal of Academic Research 6, no. 1 (January 30, 2014): 108–15. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.16.

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2

Miguel, Jose Carlos. "Mathematical education of young and adults: pedagogical implications of historical-cultural theory." Revista Brasileira de Educação do Campo 3, no. 2 (2018): 519–48. http://dx.doi.org/10.20873/uft.2525-4863.2018v3n2p519-2.

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3

Chambers, Delores H., Mary Meck Higgins, Christine Roeger, and Ann‐Marie A. Allison. "Nutrition education displays for young adults and older adults." Health Education 104, no. 1 (February 2004): 45–54. http://dx.doi.org/10.1108/09654280410511789.

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4

Toiviainen, Hanna, Natasha Kersh, and Jaakko Hyytiä. "Understanding vulnerability and encouraging young adults to become active citizens through education: the role of adult education professionals." Journal of Adult and Continuing Education 25, no. 1 (February 14, 2019): 45–64. http://dx.doi.org/10.1177/1477971419826116.

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The recent debate on active citizenship and adult education has been strongly underpinned by the discussion on how active citizenship could be exercised in a way that would promote inclusion and participation. The paper focuses on the role of adult educators in encouraging young adults in vulnerable life situations to become active citizens specifically through two empirical cases, from Finland and England (UK). The central questions the paper seeks to answer are: how do adult educators conceptualise vulnerability, and how do they see their role as facilitating young adults' active citizenship through their teaching? The consideration of socio-cultural, socio-economic and political dimensions of active participatory citizenship provides the conceptual lens to explore young adults’ participation in different social contexts. The analysis of the case studies supports the argument that active participatory citizenship is indirectly rather than directly included in the education and training of vulnerable young adults. This leads the article to highlight the adult educators’ mediation work in facilitating the socio-economic and political dimensions of active participatory citizenship in interaction with the students. Their mediator role is broadly invisible and in contrast with the ideal of adult education as the straightforward path to socio-economic citizenship and employability.

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5

Lee, Jaewon, and Jennifer Allen. "Mothers' Income and Young Adult Children's Education and Fast Food Intake." American Journal of Health Behavior 44, no. 5 (September 1, 2020): 681–90. http://dx.doi.org/10.5993/ajhb.44.5.11.

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Objectives: In this study, we examine young adult children's educational attainment as a mediator in the pathway from their mother's income to their fast food consumption. Methods: The National Longitudinal Survey of Youth 1979 (NLSY79) and the National Longitudinal Survey of Youth 79 for Children and Young Adults (NLSY79 CY) were used to select mother and children dyads. A total of 5140 dyads were selected as the final sample. We used a mediation model to test mediators in the relationship between mother's income and young adult children's fast food consumption. Results: Mother's income was significantly related to their young adult children's educational attainment. Mother's income was negatively related to fast food consumption. This study revealed partial mediation of the relationship between mother's income and their young adult children's fast food consumption via their young adult children's educational attainment. Conclusions: A new perspective considering mother's economic resources is needed to understand children's education. Mother's income is important to cultivate their young adult children's health behaviors. The intergenerational transmission of mother's economic resources to their young adult children's educational attainment should be considered to understand young adults' fast food consumption.

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6

Wells, Alan. "Adult literacy: Its impact on young adults in the United Kingdom." Prospects 17, no. 2 (June 1987): 259–65. http://dx.doi.org/10.1007/bf02195107.

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7

Mayrl, D., and J. E. Uecker. "Higher Education and Religious Liberalization among Young Adults." Social Forces 90, no. 1 (September 1, 2011): 181–208. http://dx.doi.org/10.1093/sf/90.1.181.

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8

Evans, Karen. "Change and Prospects in Education for Young Adults." Comparative Education 30, no. 1 (January 1994): 39–47. http://dx.doi.org/10.1080/0305006940300106.

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9

Zhan, Min, Xiaoling Xiang, and William Elliott. "Education loans and wealth building among young adults." Children and Youth Services Review 66 (July 2016): 67–75. http://dx.doi.org/10.1016/j.childyouth.2016.04.024.

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10

Byrd-Bredbenner, C., J. Maurer, P. Policastro, D. Kinney, and W. Hallman. "A Food Safety Education Campaign for Young Adults." Epidemiology 19, no. 1 (January 2008): S216. http://dx.doi.org/10.1097/01.ede.0000291890.85338.f1.

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11

Bullis, Michael, Bruce Bull, Brian Johnson, and Dawn Peters. "THE SCHOOL-TO-COMMUNITY TRANSITION EXPERIENCES OF HEARING YOUNG ADULTS AND YOUNG ADULTS WHO ARE DEAF." Journal of Special Education 28, no. 4 (January 1995): 405–23. http://dx.doi.org/10.1177/002246699502800402.

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12

Forman, Leah S., Jane M. Liebschutz, Ruth Rose-Jacobs, Mark A. Richardson, Howard J. Cabral, Timothy C. Heeren, and Deborah A. Frank. "Urban Young Adults’ Adaptive Functioning." Journal of Drug Issues 47, no. 2 (December 22, 2016): 261–76. http://dx.doi.org/10.1177/0022042616684679.

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Research on the association between prenatal substance exposures and adaptive functioning among young adults is limited, with inconsistent conclusions. In a prospective longitudinal study of 138 urban young adults, prenatal substance exposures were identified at birth from maternal self-report, urine screens, and/or infant meconium. At follow-up between ages 18 and 24 years, masked interviewers assessed level of adaptive functioning, a composite indicator comprising five domains: education, housing, adolescent pregnancy, arrest history, and employment. A significant negative association was found between prenatal tobacco exposure and adaptive functioning, particularly among females with heavier exposure. This association with heavier, but not lighter, prenatal tobacco exposure is consistent with a neuroteratologic explanation, but other, non-biological explanations cannot be ruled out. No statistically significant associations were observed between prenatal cocaine, marijuana, or low-moderate alcohol exposure and young adult adaptive functioning.

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13

Preece, Julia, and Dama Mosweunyane. "What citizenship responsibility means to Botswana's young adults: implications for adult education." Compare: A Journal of Comparative and International Education 36, no. 1 (March 2006): 5–21. http://dx.doi.org/10.1080/03057920500382515.

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14

Nunes Araujo, Sirlene, and Heslley Machado Silva. "Environmental Education: Investigative Activity with Students of Education Young and Adults." International Journal for Cross-Disciplinary Subjects in Education 6, no. 2 (June 1, 2015): 2202–7. http://dx.doi.org/10.20533/ijcdse.2042.6364.2015.0304.

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15

van der Werf, Hinke M., Wolter Paans, Geertjan Emmens, Anneke L. Francke, Petrie F. Roodbol, and Marie Louise A. Luttik. "Expectations and Prospects of Young Adult Caregivers Regarding the Support of Professionals: A Qualitative Focus Group Study." International Journal of Environmental Research and Public Health 17, no. 12 (June 16, 2020): 4299. http://dx.doi.org/10.3390/ijerph17124299.

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There is a lack of service provision for young adult caregivers (18–25 years of age). This study aims to describe the expectations and prospects of young adult caregivers regarding support from health and education professionals. A qualitative focus group design was used. Twenty-five young Dutch adults (aged 18–25 years) who were growing up with a chronically ill family member participated in one of seven focus groups. Qualitative inductive analysis was used to identify codes and main themes. Two overarching themes with five sub-themes emerged from the focus group discussions. The overarching themes are: the ‘process of approaching young adults’ and the ‘types of support these young adults require’. The process of approaching young adults contains the sub-themes: ‘recognition, attention, and listening’, ‘open-minded attitude’, ‘reliability’, and ‘respecting autonomy’. The types of support this group requires contains the sub-themes: ‘information and emotional support’. Health and education professionals should first and foremost be aware and listen to young adult caregivers, pay attention to them, have an open-minded attitude, respect their autonomy, and have the knowledge to provide them with information and emotional support. Further research could yield comprehensive insights into how professionals can meet these requirements and whether these results apply to male young adult caregivers and young adult caregivers not enrolled in a healthcare-related study program.

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16

Theilheimer, Rachel. "Coming to my grown-up self: Young adults learn about young children." Day Care & Early Education 18, no. 1 (September 1990): 8–10. http://dx.doi.org/10.1007/bf01620032.

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17

Frank, Alan R., Patricia L. Sitlington, and Rori R. Carson. "Young Adults with Behavioral Disorders." Journal of Emotional and Behavioral Disorders 3, no. 3 (July 1995): 156–64. http://dx.doi.org/10.1177/106342669500300305.

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18

Dyck, Jennifer L., and Janan Al-Awar Smither. "Computer Anxiety and the Older Adult: Relationships with Computer Experience, Gender, Education and Age." Proceedings of the Human Factors Society Annual Meeting 36, no. 2 (October 1992): 185–89. http://dx.doi.org/10.1177/154193129203600210.

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Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects in the study completed a demographic and computer experience questionnaire, and two computer anxiety scales. Previous research findings indicating a negative relationship between computer anxiety and computer experience was replicated for both young and older adults. Additional findings indicated that older adults were less computer anxious and had less computer experience than younger adults. Furthermore, older subjects indicated more liking for computers than younger subjects. However, while young males liked computers more than young females, no differences between older males and older females were found on the computer liking subscale. Some discrepancies between the two computer anxiety scales suggest further research is needed to validate computer anxiety scales for use with older adults.

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19

Weller, Carol, Lisa Watteyne, Michael Herbert, and Clifford Crelly. "Adaptive Behavior of Adults and Young Adults with Learning Disabilities." Learning Disability Quarterly 17, no. 4 (November 1994): 282–95. http://dx.doi.org/10.2307/1511125.

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This article reviews the conceptual foundations of adaptive behavior as they relate to adults and young adults who exhibit different subtypes and severities of learning disabilities. Research findings about adaptation to education, employment, and social settings are presented. Implications of the role of adaptive behavior in self-determination are hypothesized.

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20

Sosnowy, Collette, Chloe Silverman, and Paul Shattuck. "Parents’ and young adults’ perspectives on transition outcomes for young adults with autism." Autism 22, no. 1 (October 11, 2017): 29–39. http://dx.doi.org/10.1177/1362361317699585.

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Existing research shows that young adults with autism spectrum disorder have poorer outcomes than their peers with other developmental disabilities in the key areas of independent living, postsecondary education, and employment. However, we understand little about how young adults with autism and their families understand and value outcomes and whether these indicators match their goals and aspirations. We interviewed parents (n = 21) and young adults with autism spectrum disorder (n = 20) about their experiences with the transition to adulthood to understand what they consider to be desirable outcomes and how they seek to achieve them. Understanding these perspectives will help identify areas of need as well as disconnections between service objectives and the goals of young adults and their families. Participants described outcomes as more complex and nuanced than current conceptions and measures account for. They defined and evaluated outcomes in relation to their or their child’s individual abilities, needs, and desires. These findings provide important insight into challenges to and facilitators of desired outcomes, which has implications for programming, service delivery, and policy.

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21

Sciannamea, Roberta. "Being Young, Being NEET - A Pedagogical reflexion about Young Adult’s condition in Italy." European Journal of Social Sciences Education and Research 11, no. 2 (June 10, 2017): 238. http://dx.doi.org/10.26417/ejser.v11i2.p238-247.

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The paper takes in consideration major international research in the field of adult education, critical pedagogy and sociology of education and work, trying to explore the category of “NEET” (Young people Not in Education, Employment or Training) and some of the basic but critical questions that revolve around it. Who are those people? What are their needs and aspirations? What kind of vision do they have about their future? How are these visions affected by “the discourses we live by”? What can pedagogy and education do to help them redefining their life? Questions then becomes practical: what can services do to identify “NEETs” and give them specific forms of aid that can help them in redefine their missed lives? In order to answer these questions, the paper illustrates as an example a social dreaming session that had been carried out inside a Social service with the aim to find successful measures to help those young adults to redesign their reality and approach differently with the world of work. The paper concludes by presenting social dreaming as a possible solution of integration and auto-formation and emphasizes that keeping the attention on people’s life histories and desires can be the key to engage young adults and find a way to support them in their personal growth.

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22

HÖGBERG, BJÖRN. "Transitions from Unemployment to Education in Europe: The Role of Educational Policies." Journal of Social Policy 48, no. 4 (January 14, 2019): 699–720. http://dx.doi.org/10.1017/s0047279418000788.

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AbstractThe aim of this study is to investigate cross-country variability in transition rates from unemployment to further education among young adults, as well as how barriers in educational systems affect these transition rates. Previous research on adult further education has largely neglected the role of policies, and has not taken unemployed people into account.Two dimensions of educational policies are investigated. (1) Barriers facing prospective students with regard to previous academic achievements (e.g. second chance opportunities); and (2) financial barriers (e.g. high costs). It is hypothesized that low barriers are associated with higher transition rates into education, especially for unemployed young adults with lower levels of education.The aim is approached by investigating how differences in transition rates across countries are linked to the design of educational policies. Cross-country standardised individual-level panel data from 29 European countries are taken from EU-SILC. Multilevel multinomial models are fitted.Results show that lower barriers in the education system are associated with higher probabilities that unemployed young adults leave unemployment to re-enter further education, although only partial support is found for the hypothesis that unemployed young adults with lower levels of education gain relatively more from low barriers. Low barriers are sometimes associated with lower transition rates into employment.

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23

Viršilaitė, Reda, and Loreta Bukšnytė-Marmienė. "The Relationship Between Experienced Parents’ Divorce and Their Circumstancs With Young Adults’ Behavioral and Emotional Difficulties." Pedagogika 141, no. 1 (May 10, 2021): 230–51. http://dx.doi.org/10.15823/p.2021.141.13.

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Parents’ divorce is a phenomenon affecting the further psychosocial functioning of children. It is established that the divorce consequences on children are long-term: adults who have experienced parents’ divorce in childhood are characterized by poorer mental health, also they are having clearer emotional and behavioral difficulties. Researchers argue that not the divorce fact itself is the most important in assessing the consequences for children but rather the circumstances of parents’ divorce. After analysing the most detrimental divorces’ circumstances this study focuses on the child’s negative feelings, experienced during the divorce, the intensity of parents’ conflicts, the child’s involvement in conflicts, and negative changes afterwards.The aim of the study was to determine the relationship between young adults’ behavioral and emotional difficulties and parents’ divorce experienced in childhood or adolescence as well as its circumstances.The study involved 173 young adults. Behavioral and emotional difficulties are assessed by ASEBA (Adult Questionnaire). In order to assess the impact of parents’ divorce and its circumstances, a questionnaire (Viršilaitė, Bukšnytė-Marmienė, 2018) was used. The study found that the child’s negative feelings during parents’ divorce predict young adults’ aggression, rules’ braking, anxiety/depression, self-closure also emotional and behavioral difficulties in general. The intensity of parents’ conflicts during divorce predicts aggression in young adults.

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24

Güçlü, Sultan. "An Experimental Study towards Young Adults: Communication Skills Education." Eurasian Journal of Educational Research 16, no. 63 (April 25, 2016): 279–92. http://dx.doi.org/10.14689/ejer.2016.63.16.

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25

Pini, Simon. "Education mentoring for teenagers and young adults with cancer." British Journal of Nursing 18, no. 21 (November 2009): 1316–19. http://dx.doi.org/10.12968/bjon.2009.18.21.45363.

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26

Bellingham, K., and P. Gillies. "Evaluation of an AIDS education programme for young adults." Journal of Epidemiology & Community Health 47, no. 2 (April 1, 1993): 134–38. http://dx.doi.org/10.1136/jech.47.2.134.

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27

Johnson, Heather M., Andrea G. Olson, Jamie N. LaMantia, Amy J. H. Kind, Nancy Pandhi, Eneida A. Mendonça, Mark Craven, and Maureen A. Smith. "Documented Lifestyle Education Among Young Adults with Incident Hypertension." Journal of General Internal Medicine 30, no. 5 (November 6, 2014): 556–64. http://dx.doi.org/10.1007/s11606-014-3059-7.

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28

Hayslip, Bert, Julie Reinberg, and Jennifer Williams. "The Impact of Elder Abuse Education on Young Adults." Journal of Elder Abuse & Neglect 27, no. 3 (April 24, 2015): 233–53. http://dx.doi.org/10.1080/08946566.2014.1003264.

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29

Polesel, John. "Schools for Young Adults: Senior Colleges in Australia." Australian Journal of Education 46, no. 2 (August 2002): 205–21. http://dx.doi.org/10.1177/000494410204600208.

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Student dissatisfaction, low achievement, poor transition outcomes for some groups, including early leavers, and persistent inequalities place considerable barriers in the way of schools' efforts to improve participation in education. This paper argues that there is a need to look beyond current structures of provision for models of schooling better able to deal with these issues. The existing research evidence on Australian initiatives to introduce senior school or multi-campus models of provision is reviewed and three case studies of the model presented in order to examine the potential of this model. The paper argues that this approach to schooling facilitates the provision of a broad and relevant curriculum (including VET), provides a more appropriate schooling environment for post-compulsory aged students and allows teachers (at both the junior and senior sites) to focus on the needs of their particular students.

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30

Marjoribanks, Kevin. "Environments, Adolescents’ Aspirations and Young Adults’ Status Attainment." Educational Studies 15, no. 2 (January 1989): 155–64. http://dx.doi.org/10.1080/0305569890150206.

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31

Borgna, Camilla. "Different systems, same inequalities? Post-compulsory education and young adults’ literacy in 18 OECD countries." Journal of European Social Policy 27, no. 4 (October 2017): 332–45. http://dx.doi.org/10.1177/0958928717719197.

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Education is increasingly seen as a substitute for social policy, but opportunities for skill development vary by social background and educational institutions are not neutral in this respect. While previous research has extensively examined how schooling affects skills distribution, the role of post-compulsory education has been long overlooked. Using data from the 2011/2012 Programme for International Assessment of Adult Competences, this article investigates how selected features of upper secondary and tertiary education are connected to the social stratification of young adults’ literacy skills in 18 OECD countries. First, I use individual-level regressions to assess the extent to which disparities in the skills of 24- to 29-year-old individuals are explained by parental education in each country. Second, I apply fuzzy-set qualitative comparative analysis across countries to investigate under which institutional conditions the social stratification of young adults’ literacy skills is most severe. The findings point to the existence of functionally equivalent education regimes: young adults face severe disparities not only in socially selective higher education systems but also in relatively open systems characterized by institutional differentiation; moreover, disparities arising during compulsory schooling are consequential for the skill distribution of young adults, underscoring the importance of a life-course approach to education policies.

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32

AYDOGDU, Bilge Nuran, Hilal CELIK, and Halil EKSI. "The Predictive Role of Interpersonal Sensitivity and Emotional Self-Efficacy on Psychological Resilience Among Young Adults." Eurasian Journal of Educational Research 17, no. 69 (May 20, 2017): 37–54. http://dx.doi.org/10.14689/ejer.2017.69.3.

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33

Zetlin, Andrea G., and Ashraf Hosseini. "Six Postschool Case Studies of Mildly Learning Handicapped Young Adults." Exceptional Children 55, no. 5 (February 1989): 405–11. http://dx.doi.org/10.1177/001440298905500503.

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Participant observation was conducted for 1 year with six mildly learning handicapped young adults following their graduation from high school Close attention was paid to the ways in which they managed the transition out of school and into more adult roles. During this year, all six floundered from job to job, class to class, and school to school. They expressed discontent and frustration with their present situation. They were at a loss to plan for the future and maintained an unrealistic appraisal of their skills. Their sense of self waxed and waned in keeping with their prospects, and the patience and frustration of family members vacillated as well.

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34

Stone, Gerald. "Race Yields to Education as Predictor of Newspaper Use." Newspaper Research Journal 15, no. 1 (January 1994): 115–26. http://dx.doi.org/10.1177/073953299401500112.

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Newspaper research has depicted African Americans as non-readers. But this study finds that, controlling for education level, newspaper use by young black adults equals the newspaper use of young white adults.

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35

Prince-Embury, Sandra, Donald H. Saklofske, and David W. Nordstokke. "The Resiliency Scale for Young Adults." Journal of Psychoeducational Assessment 35, no. 3 (April 18, 2016): 276–90. http://dx.doi.org/10.1177/0734282916641866.

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The Resiliency Scale for Young Adults (RSYA) is presented as an upward extension of the Resiliency Scales for Children and Adolescents (RSCA). The RSYA is based on the three-factor model of personal resiliency including mastery, relatedness, and emotional reactivity. Several stages of scale development and studies leading to the current RSYA are described that provide construct validity (i.e., internal consistency, confirmatory factor analyses, and convergent–divergent validity) support for the three-factor structure and 10 subscales of this measure for young adults who are attending college. This work is a step in a longer-term project of translating the constructs of personal resiliency for application across the life span.

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36

Pigozne, Tamara, Ineta Luka, and Svetlana Surikova. "Promoting Youth Entrepreneurship and Employability through Non-Formal and Informal Learning: The Latvia Case." Center for Educational Policy Studies Journal 9, no. 4 (December 20, 2019): 129–50. http://dx.doi.org/10.26529/cepsj.303.

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This paper presents some results of the research on ‘Adult education resources to reduce youth unemployment’, which is a part of the project ‘Implementation of the European agenda for adult learning’. The research applies a mixed-method approach (quantitative and qualitative data analysis). The purpose of the paper is to identify the most/least-efficient non-formal and informal learning methods, forms, and initiatives to promote youth entrepreneurship and employability in Latvia as well as to show the relationship between the profile of young adults and their opinion on these methods, forms, and initiatives. The findings show that the young adults stressed the importance of cooperation with employers in organising educational activities, field trips as well as the necessity of having internships, projects, and meetings with entrepreneurs to learn from their experience. The most efficient non-formal and informal learning methods, forms, and initiatives to promote youth entrepreneurship and employability in Latvia are as follows: internship in a company or institution, projects, other persons’ experience and success stories, and training enterprises. The least efficient ones are mentoring, business incubators, coaching, individual work/action plan for the young people, business clubs, and business start-up funds/grants. The opinion of young adults on all aspects of non-formal and informal learning methods, forms, and initiatives depends on their profile (gender, education level, employment status, learning experience, etc.).

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LICHTENSTEIN, STEPHEN. "Gender Differences in the Education and Employment of Young Adults." Remedial and Special Education 17, no. 1 (January 1996): 4–20. http://dx.doi.org/10.1177/074193259601700102.

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WITH THE GOAL OF ACHIEVING A BETTER UNDERSTANDING OF THE NATURE AND INFLUENCE OF GENDER ON STUDENTS IN SPECIAL EDUCATION, THIS REVIEW FOCUSES FIRST ON THE LITERATURE RELATED TO GENDER DISPARITIES IN THE GENERAL POPULATION. THE ISSUES ADDRESSED COVER BOTH EDUCATION AND EMPLOYMENT OUTCOMES, WITH SPECIAL ATTENTION DEVOTED TO CURRENT INTERVENTIONS THAT ARE DESIGNED TO REDUCE THE DISPARITIES. THE REVIEW FURTHER EXAMINES THE LITERATURE ON GENDER AND ITS RELATIONSHIP TO STUDENTS IN SPECIAL EDUCATION, INCLUDING (A) OVERALL GENDER RATES BY DISABILITY GROUPS, (B) GENDER DISPARITIES IN EDUCATION AND EMPLOYMENT OUTCOMES ASSOCIATED WITH MALES AND FEMALES IN SPECIAL EDUCATION, AND (C) PROPOSED INTERVENTION PROGRAMS AND PRACTICES THAT APPEAR PROMISING. THE ARTICLE CONCLUDES BY DISCUSSING IMPLICATIONS FOR SPECIAL EDUCATION AND RESEARCH THAT CAN REDUCE THE INCIDENCE OF GENDER DIFFERENCES IN SPECIAL EDUCATION.

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38

Cook, Karen, Harold Siden, Susan Jack, Lehana Thabane, and Gina Browne. "Up against the System: A Case Study of Young Adult Perspectives Transitioning from Pediatric Palliative Care." Nursing Research and Practice 2013 (2013): 1–10. http://dx.doi.org/10.1155/2013/286751.

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Advances in pediatric care have not provided the interdisciplinary support services required by those young adults with pediatric life-threatening conditions (pedLTCs) who live beyond childhood but have limited expectations to live past early adulthood. These young adults, the first generation to live into adulthood, face multiple challenges transitioning from a plethora of pediatric palliative services to scant adult health services. In a case study, using an innovative bulletin board focus group, we describe the complex interplay of the health, education, and social service sectors in this transition. Our descriptions include system deficits and strengths and the young adults’ resilience and coping strategies to overcome those deficits and move forward with their lives. Young adults with pedLTC need knowledgeable providers, coordinated and accessible services, being respected and valued, and services and supports that promote independence. We recommend implementation of multidisciplinary solutions that are focused on young adult priorities to ensure seamless access to resources to support these young adults’ health, educational, vocational, and social goals. The input and voice of young adults in the development of these services are imperative to ensure that multisystem services support their needs and life goals.

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39

Huang, Lang-Wen Wendy. "The Transition Tempo and Life Course Orientation of Young Adults in Taiwan." ANNALS of the American Academy of Political and Social Science 646, no. 1 (January 30, 2013): 69–85. http://dx.doi.org/10.1177/0002716212464861.

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This article investigates the transition tempo and life course orientation of Taiwanese young adults in their early 20s. The results indicate that Taiwanese young adults experience a prolonged transition tempo and delay their entry into adult roles. The rate of transitioning to family roles is low for young adults at this stage. There are significant gender differences in life course orientation toward marriage, parenthood, and employment, with young women having a clearer picture in mind than do young men. Age 30 appears to have become the new threshold when young adults schedule their marriage plans, with parenthood significantly later in life. Multivariate analyses suggest that young adults who hold more traditional attitudes about gender roles are more likely to start parenthood before age 30. However, when the tempo of education completion and initiation of employment is controlled for, the effect of gender role attitudes becomes nonsignificant.

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40

Holland, Alyson. "Osteoporosis knowledge translation for young adults: new directions for prevention programs." Health Promotion and Chronic Disease Prevention in Canada 37, no. 8 (August 2017): 229–37. http://dx.doi.org/10.24095/hpcdp.37.8.01.

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Introduction Osteoporosis prevention is heavily reliant on education programs, which are most effective when tailored to their intended audience. Most osteoporosis prevention education is designed for older adults, making application of these programs to younger adults difficult. Designing programs for young adults requires understanding the information-seeking practices of young adults, so that knowledge about osteoporosis can be effectively translated. Methods Individual interviews were conducted with 60 men and women—multiethnic, Canadian young adults—to explore both the sources and types of information they search for when seeking information on nutrition or bone health. Results The results of this study raised themes related to the sources participants use, to their interests and to ways of engaging young adults. Prevention programs should make use of traditional sources, such as peers, family members and medical professionals, as well as emerging technologies, such as social media. Choice of sources was related to the perceived authority of and trust associated with the source. Messaging should relate to young adult interests, such as fitness and food—topics on which young adults are already seeking information—rather than being embedded within specific osteoporosis awareness materials. Engaging young adults means using relatable messages that are short and encourage small changes. Small gender-based differences were found in the information-seeking interests of participants. Differences related to age were not examined. Conclusion Creating short, action-oriented messages that are designed to encourage small changes in behaviour and are packaged with information that young adults are actively seeking is more likely to result in active engagement in prevention behaviours.

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Thornhill, Jaime, and Robyn Gillies. "Young Adults' Suicide Related Knowledge and Attitudes: Implications for suicide awareness education." Australian Journal of Guidance and Counselling 10, no. 1 (November 2000): 51–68. http://dx.doi.org/10.1017/s1037291100004143.

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This study investigated the effects of gender, personal experience with suicidal others and exposure to suicide awareness education upon suicide related knowledge and attitudes of 190 young adults and 52 older adults. Results showed that both the young and older adults indicated a substantial degree of personal experience with suicidal others, and despite displaying inadequate knowledge, possessed reasonable attitudes to adolescent suicide (e.g., need for education). Young adults' level of knowledge was found to vary as a function of gender (females displaying better knowledge than males), and having been exposed to school-based suicide curriculum. Differential gender effects also emerged in young adults' suicide-related attitudes with females indicating greater support for the inclusion of suicide education in schools. The implications of these findings for school-based suicide prevention efforts are discussed.

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Ponizovsky-Bergelson, Yael, Yael Dayan, Nira Wahle, and Dorit Roer-Strier. "A Qualitative Interview With Young Children: What Encourages or Inhibits Young Children’s Participation?" International Journal of Qualitative Methods 18 (January 1, 2019): 160940691984051. http://dx.doi.org/10.1177/1609406919840516.

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The goal of every qualitative interview is to produce rich data. Inducing storytelling is a challenge in every interview. Interviews with young children (ages 3–6) present an additional challenge because of perceived power differences between children and adults. This research examines how interviewers’ questions and expressions encourage or inhibit children from telling their stories. We extracted 1,339 child interviewee–adult interviewer turn exchanges from a national study on children’s perspectives on risk and protection ( N = 420) and analyzed them in two steps. First, we categorized the interviewers’ questions and expressions and children’s responses. Seven categories were found for interviewer expressions and five for children’s responses. We then examined the relationship between interviewer categories and children’s responses. The categories that produced the richest data were encouragement, open-ended questions, and question request. Sequence of utterances and closed-ended questions produced the least storytelling. We did not find significant differences based on a child’s gender with regard to the interviewer categories. The results and implications for researching young children are addressed.

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BAX, MARTIN. "Young disabled adults: their needs." Children & Society 4, no. 1 (December 18, 2007): 64–69. http://dx.doi.org/10.1111/j.1099-0860.1990.tb00263.x.

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Francis, Grace L., April Regester, and Alexandra S. Reed. "Barriers and Supports to Parent Involvement and Collaboration During Transition to Adulthood." Career Development and Transition for Exceptional Individuals 42, no. 4 (December 19, 2018): 235–45. http://dx.doi.org/10.1177/2165143418813912.

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Parent involvement and parent–professional collaboration influence positive transitions from school into adult life among young adults with disabilities. However, parents frequently report being uninformed and uninvolved in transition planning and there is a paucity of information on how to develop these relationships in high school and postsecondary settings. The purpose of this study was to investigate the perspectives of parents of young adults who graduated from a postsecondary education program. We conducted semistructured interviews with 26 parents of young adults with intellectual and developmental disabilities who graduated from a postsecondary education program in the United States. Participants identified five primary barriers to parent–professional collaboration and six strategies to support parent involvement and collaboration. Implications for practice and research are discussed.

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Navaitienė, Julita. "Career Adaptability of Young Adults: Psychological Aspect of Professional Socialization." Pedagogika 116, no. 4 (December 22, 2014): 124–35. http://dx.doi.org/10.15823/p.2014.052.

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Relating the process of professional socialisation to professional adaptability and age, the hypothesis is raised that professional adaptability of young adults is lower than that of mature adults. The survey of 44 part-time students of different age from Lithuanian University of Educational Sciences applying the Career Adapt-Abilities Scale (CAAS) (Savickas, Porfeli, 2012) revealed that professional adaptability of young adults is statistically significantly lower than that of mature adults.

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Szoboszlai, Andrea. "Investigation for young adults interest in health." Journal of Education Culture and Society 4, no. 2 (January 7, 2020): 46–56. http://dx.doi.org/10.15503/jecs20132.46.56.

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Young adulthood is a critical period because it is the time when young people begin to live on their own, and adopt health behaviours which can influence their lifestyle and health status. In social practice there are many community belongings and community-ba-sed support systems and programs in health, which aim to increase young adults’ health literacy and offer learning possibilities and support services.The study focuses on the education and the literacy as determinants of health, seve-ral fields of health education and health promotion related to young adults, elements and determinants of health culture, the links between health and learning, adults’ interest and claims related to learning process, methods, topics.In my research I made a survey of learning methods and contents with the help of the analysis of the scientific literature and by questionnaires. I examined young adults’ (18 to 30) concepts of health and healthy lifestyle, motivations, forms of communication, learningmethods and participation in community platforms of health. We use the results of this research to improve programs that support young people’s learning activities for health.

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Ksiazak, Tracy. "Models of Counseling Gifted Children, Adolescents, and Young Adults." Journal for the Education of the Gifted 31, no. 1 (September 2007): 104–9. http://dx.doi.org/10.4219/jeg-2007-514.

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Dickinson, Hilary, and Michael Erben. "Young Adults: the Nature of Work and Vocational Preparation." Journal of Further and Higher Education 13, no. 1 (January 1989): 46–54. http://dx.doi.org/10.1080/0309877890130106.

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Husén, Torsten. "Young Adults in Modern Society: changing status and values." Oxford Review of Education 13, no. 2 (January 1987): 165–76. http://dx.doi.org/10.1080/0305498870130204.

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Kemper, Susan, Joan McDowd, Kim Metcalf, and Chiung-Ju Liu. "Young and Older Adults' Reading of Distracters." Educational Gerontology 34, no. 6 (May 20, 2008): 489–502. http://dx.doi.org/10.1080/03601270701835858.

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