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Books on the topic 'Transition from adolescent to emerging adulthood'
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1
May, David. An uncertain future: The adolescent mentally handicapped and the transition from school to adulthood. University of Dundee, Department of Psychiatry, 1986.
2
Levy, David. Adolescence and emerging adulthood. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198766452.003.0009.
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Adolescence and emerging childhood forms an increasing proportion of the lifespan of urbanized individuals. Glycaemic control worsens during adolescence; physiology and psychology contribute. A1C levels peak around 9% (75 mmol/mol) before declining from late teens onwards. However, unchanging glycaemia (tracking) is common. Glycaemia has generally improved in the past 10–15 years, but significant differences between and within countries persist. Microvascular complications are prevalent at this stage, but have probably also decreased with time. During this important period, the stage can be set for premature macrovascular disease (early onset hypertension, arterial stiffening, dyslipidaemia, and smoking). Exercise reduces the risk of microvascular complications. Smoking is as common in young Type 1 patients than in the general population. Efforts at smoking cessation need reinforcing. Glycaemic control during university does not improve. Transition from paediatric to adult diabetes services is often unsatisfactory; clinics should implement simple procedures focusing on accessibility, flexibility, and improved communications.
3
Pratt, Michael W., and M. Kyle Matsuba. Personality Development in Emerging Adulthood. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199934263.003.0001.
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In Chapter 1, the authors describe the general purposes of the book, and more specifically, its focus on Erik Erikson’s approach to personality development, using Erikson’s own life as a way of illustrating some of the issues of the transition to adulthood as framed in his own theory. Erikson’s theory is then reviewed, and its role in the development of identity research streams, both traditional and narrative in nature, is outlined. The idea of emerging adulthood as a framework for thinking about historical changes in the patterning of the transition from adolescence to adulthood is introduced, and some of its insights and controversies are discussed, as well as its relations to the Erikson stage model. Finally, the chapter covers the history of the Futures Study of young Canadians making the transition to adulthood, and explains the general features of the sample and its broad patterns of development across this period.
4
Taber-Thomas, Bradley, and Koraly Pérez-Edgar. Emerging Adulthood Brain Development. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.15.
Full textAbstract:
Emerging adulthood (EA) is marked by a prolonged developmental transition to adulthood, dynamic personal and environmental circumstances, and unique patterns of vulnerability to psychological dysfunction. Neurodevelopment in childhood and adolescence has been studied extensively, but EA has not yet received its due attention from developmental cognitive neuroscience. The existing evidence shows that neurodevelopment continues throughout EA in support of emerging adult roles. The data suggest a frontolimbic fine-tuning model of brain development in EA that holds that adult functions are promoted through the strengthening of prefrontal regulation of limbic function and a newly emerging balance between prefrontal subregions involved in modulating approach and avoidance. Considering the overlap between these neurodevelopmental processes and the peak incidence of numerous psychological disorders in EA, it seems that individual differences in the dynamics of emerging adulthood neurodevelopment may not only underlie differences in functioning, but also risk for psychological disorder.
5
Greeson, Johanna K. P., and Allison E. Thompson. Aging Out of Foster Care in Emerging Adulthood. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.18.
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The transition from adolescence to adulthood is a significant developmental stage. When foster youth age out of the child welfare system, they are at risk of having to transition without family support. This chapter applies the life course perspective to describe the theoretical and contextual foundation that explains the hardships foster youth experience when emancipated from the US child welfare system. Next, the theoretical basis for natural mentoring among foster youth is explored using the resiliency perspective to frame the discussion. Then, current research on natural mentoring among foster youth is reviewed. Implications are drawn for US child welfare practice, policy, and research with respect to how to improve outcomes for youth who age out of foster care through the cultivation of natural mentoring relationships. The chapter concludes with an examination of systems in place to support transitioning foster youth from England, Israel, and Australia.
6
Magolda, Marcia Baxter, and Kari B. Taylor. Developing Self-Authorship in College to Navigate Emerging Adulthood. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.34.
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Many emerging adults find themselves navigating the complex transition from adolescence to adulthood while enrolled in college. The key to navigating the demands of college (and emerging adulthood) is not simply what decisions one makes but also how one makes them. This chapter foregrounds college student development research regarding the developmental capacities that underlie young adults’ decision-making processes. Drawing upon two longitudinal studies of college student and young adult development, the authors show how young adults move from uncritically following external formulas learned in childhood toward gaining the capacity for self-authorship—a journey that involves developing internal criteria for crafting one’s identities, relationships, and beliefs and yields the ability to navigate external demands. The authors emphasize that diverse combinations of personal characteristics, experiences, and meaning-making capacities yield diverse pathways toward self-authorship. They also highlight how higher education can promote self-authorship and explore further research to better understand self-authorship’s relevance across cultures.
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Thompson, Sanna, Kristin Ferguson, Kimberly Bender, Stephanie Begun, and Yeonwoo Kim. Homeless Emerging Adults. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.33.
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Navigating the transition from adolescence to adulthood is challenging for homeless emerging adults due to the absence of basic resources, sexual and physical victimization, psychological challenges, and unstable living conditions. To address the developmental issues associated with homelessness, this chapter utilizes a social estrangement framework to describe homeless emerging adults’ institutional/societal disaffiliation, human capital, identification with the homeless lifestyle, and psychological dysfunction. These terms are used to identify the developmental milestones associated with becoming adults in unconventional circumstances and during the nontraditional developmental processes experienced by homeless emerging adults. Intervention approaches are discussed in terms of services and barriers to care for homeless emerging adults. Policies are discussed that highlight the need for additional attention to service needs, mental health challenges, and criminal justice involvement of this population of emerging adults.
8
Pratt, Michael W., and M. Kyle Matsuba. The Life Story, Domains of Identity, and Personality Development in Emerging Adulthood. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199934263.001.0001.
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This book is about the life story and its integration into the wider personality in development, as depicted in Erikson’s theory of personality stages. The authors focus on how this personal identity narrative develops in emerging adulthood, the transition period from adolescence to young adulthood. They utilize a framework proposed by McAdams, which treats personality development as composed of three levels acquired across the life course: behavioral traits; personal values and motives; and finally, the life story, which provides some sense of a coherent personal identity. The life story and identity development are examined through the lens of different identity domains, including ideological domains such as religion, morality, and vocation, and various relational domains, including family, close peer and romantic relationships, and wider civic concerns. In a series of chapters the authors review personality development in each of these domains following McAdams’s three-part model, and describe the growth of the life story in each. All these chapters review the empirical personality research literature and then discuss findings from the authors’ ongoing longitudinal, mixed methods study following a sample of young Canadians across emerging adulthood, drawing on the individual narrative voices of the sample to illustrate this life story development. The authors also present case studies of the emerging adulthood of well-known public figures at the end of each chapter. The final chapter ties together these various lines of evidence around some general issues concerning the role of the life story in the study of the emerging adult personality.
9
Arnett, Jeffrey Jensen, ed. The Oxford Handbook of Emerging Adulthood. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.001.0001.
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Fifteen years ago, Jeffrey Jensen Arnett proposed emerging adulthood as a new life stage at ages 18-29, one distinct from both the adolescence that precedes it and the young adulthood that eventually follows. Rather than marrying and becoming parents in their early 20s, most people in developed countries now postpone these transitions until at least their late 20s, spending these years in self-focused explorations as they try out different possibilities in their education, careers, and relationships. Since Arnett proposed his theory of emerging adulthood in 2000, it has turned into a full-fledged academic field, and the ideas have been applied in practical areas as well, such as mental health and education. The Oxford Handbook of Emerging Adulthood brings together for the first time the wealth of theory and research that has developed in this new and burgeoning field. It includes chapters by many prominent scholars on a wide range of topics, such as brain development, relations with friends, relations with parents, expectations for marriage, sexual relationships, media use, substance use and abuse, and resilience. The chapters both summarize the existing research and point the way to new prospects for research in the years to come.
10
Pueschel, Siegfried M. The Young Person With Down Syndrome: Transition from Adolescence to Adulthood. Paul H Brookes Pub Co, 1988.
11
M, Pueschel Siegfried, ed. The Young person with Down syndrome: Transition from adolescence to adulthood. Brookes, 1988.
12
Padilla-Walker, Laura M., and Larry J. Nelson, eds. Flourishing in Emerging Adulthood. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190260637.001.0001.
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The goal of this volume is to highlight the third decade of life as one in which individuals have diverse opportunities for positive development that may set the stage for future adult development, as well as to encourage more research on how young people are flourishing during this time period. Despite a preponderance of focus on the negative or dark side of emerging adulthood in research and the media, there is mounting evidence that this time period, at least for a significant majority, is a unique developmental period in which positive development is fostered. The volume consists of chapters written by leading scholars in diverse disciplines who address various aspects of flourishing. It addresses multiple aspects of positive development, including how young people flourish in key areas of emerging adulthood (e.g., identity, love, work, worldviews), the various unique opportunities afforded to young people to flourish (e.g., service experiences, university-based cultural immersion), how flourishing might look different around the world, and how flourishing can occur in the face of challenge (e.g., health issues, disabilities, exposure to violence). In addition, most chapters are accompanied by essays from emerging adults who exemplify the aspect of flourishing denoted in that chapter, and make note of how choices and experiences helped them (or are currently helping them) transition to adulthood. Taken together, the book provides rich evidence and examples of how young people are flourishing as a group and as individuals in a variety of settings and circumstances.
13
Craig, Jessica, and Alex R. Piquero. Crime and Punishment in Emerging Adulthood. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.010.
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Emerging adulthood is a time of transition and identity development, largely between late adolescence and into early adulthood. During this period, individuals are navigating their new roles as adulthood ensues and, for some, antisocial behavior is part of this time period. This chapter highlights some of the main findings regarding the age–crime relationship, discusses some of the most central theories for understanding this relationship, and reviews the various punishment and rehabilitation strategies that have been applied to adolescent (and, very recently, emerging adulthood) offending. The authors identify gaps in the knowledge base, and possible avenues for both theoretical and empirical research are suggested.
14
Arnett, Jeffrey Jensen. Introduction: Emerging Adulthood Theory and Research. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.36.
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This chapter provides an introduction to the Oxford Handbook of Emerging Adulthood. It begins with an overview of the aims and scope of the handbook. Then it summarizes briefly the content of the chapters to come. The handbook is comprised of 35 chapters organized into 10 parts, with each part containing from two to six chapters. The chapters cover a broad range of areas, from structural factors (such as social class) to relationships (from family to friends) to risk and resilience. The final section of this introductory chapter presents suggestions for the future of the field. The explosive expansion of the field over the past 15 years is noted, and suggestions are made for the field to focus more on EAs who do not attend college, devote more research to international variations in EA, and examine the transition from EA to the next life stage.
15
Pratt, Michael W., and M. Kyle Matsuba. Personality and Psychological Well-Being in Emerging Adulthood. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199934263.003.0010.
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Chapter 10 reviews the literature on personality development and adjustment during the transition to adulthood, using the McAdams and Pals model. The authors especially draw on the growing literature on the life story and positive adaptation by contemporary narrative researchers. Certain styles or qualities, such as optimistic and redemptive themes, may be important resources in helping young adults cope with difficult issues in their lives. The authors then describe some of their own research evidence on narratives of life experiences and adjustment in the Futures Study. The chapter ends with a case study of Ishmael Beah, who, during his emerging adulthood, wrote a book on his life as an African child soldier and described the difficult process of redemptive change and recovery from this traumatic experience.
16
Dietrich, Julia, and Katariina Salmela-Aro. Emerging Adults and Work. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.25.
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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.
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Lee, Jocelyn R. Smith. Healing From Inner-City Violence. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190260637.003.0045.
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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.
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Pratt, Michael W., and M. Kyle Matsuba. Conclusions. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199934263.003.0011.
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Chapter 11 summarizes the reviews of evidence and research across the various life domains covered in the previous chapters. It covers all three levels of the McAdams and Pals model of personality, but focuses most intensively on the life story. The authors discuss their preliminary longitudinal work from the Canadian Futures Study sample around a series of issues that have been of interest to the field of personality development, such as the “social investment” model of Roberts and colleagues regarding the impact on personality of the transition into adulthood roles, the relations between earlier family life and the developing adult life story, and the integration of the life story into the broader personality as depicted in the McAdams and Pals model. Finally, the chapter ends with some reflections on directions for future research and theory on personality development in emerging adulthood and beyond.
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Jackson, Kristina M., and Carolyn E. Sartor. The Natural Course of Substance Use and Dependence. Edited by Kenneth J. Sher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199381678.013.007.
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Substance use and substance use disorders show normative epidemiological age-related trends, with typically onset in the late adolescent to young adult years, manifesting peak prevalences in emerging adulthood, and decreasing thereafter. Although less prevalent in older adults, substance misuse is more consequential when present and thus represents a public health concern. Careful examination of the population-based empirical literature indicates the necessity of viewing substance involvement in the context of development, with unique developmental factors associated with its onset, course, and resolution. Many individuals who suffer from a substance use disorder appear to “recover” without formal treatment. Despite normative age-related trends, there is considerable individual course variation, and modern statistical techniques have identified several distinct prototypic courses that appear to differ in their determinants and consequences. Research using a lifespan perspective on substance use and misuse has powerful implications for the design of effective, developmentally informed prevention and intervention programs.