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Dissertations / Theses on the topic 'Youth transition'
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Wood, David L. "Transition for High Risk Youth." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5160.
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Johnson, Kiana, and A. Richmond. "Healthcare Transition among Youth with jSLE." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7016.
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Wood, David L. "Health Care Transition for Youth with Epilepsy." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5158.
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Wood, David L. "Health Care Transition for Youth with Epilepsy." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5162.
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Wood, David L. "Health Care Transition for Youth with Hydrocephalus." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5163.
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Wood, David L. "Health Care Transition for Youth with Hydrocephalus." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5157.
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Dessecker, Maeghan B. "Contemporary Amish Youth and the Transition to Adulthood." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/anthro_hontheses/6.
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As adulthood looms in an Amish adolescent’s life, he must make a crucial decision that will affect the rest of his life: To be or not to be Amish. Amish teens undergo a ‘coming of age’ rite of passage known as Rumspringa. This experience allows the Amish teen to be cast out in the Non-Amish world of electricity and other vanities. This rite varies among the different orders of the Amish church. Popular television shows and books often sensationalize Amish Rumpringa, but my research among the Amish in 2011 revealed some of the different variations within the Amish church and within families. Although Amish families handle the practices that lead to adulthood differently, often 80-90% of Amish youth join the Amish church. In a world of enticing accessibility, why do Amish youths generally choose a life of simplicity? In this paper, I explore the question concerning this high retention rate within the Amish church based on interviews and participant observation in the community.
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Gamache, Peter Eugene. "HIV Education for Youth in Transition to Adulthood." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3113.
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This dissertation investigated the role of Human Immunodeficiency Virus (HIV) stigma in program implementation. A case study design comprising qualitative methods provided in-depth, context-sensitive comparisons of adult educator (n = 8) and youth (n = 67) perspectives among programs that provide HIV services and those that provide risk reduction services. Nearly half of the youth participants were male, 42% were female, and 6% identified as transgender. Two thirds of participants were Black or African American, one quarter of participants were Hispanic or Latino, and the average participant age was 19. Although program personnel from all youth service programs in this study are acutely aware of how HIV stigma detracts from HIV education, programs that provide HIV services address stigma differently from programs that provide at-risk services. HIV education differs by language, inclusion, and stigma experiences. Based on the research literature and the findings from this study, structural changes are needed to accurately address HIV stigma and improve educational effectiveness across youth programs.
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Wood, David L. "Health Care Transition for Youth with Neurosurgical Conditions." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5156.
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Downey-McCarthy, Rosemarie. "Postsecondary Educational Transitions for At-Risk Youth: Exploration of the College Transition Support Program." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13404.
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Working within a Social Cognitive Career Theory framework, the study explored outcomes associated with participation in a dual-enrollment (high school and community college) College Transition Support Program (CTSP). The study used three data points over a nine month period to explore whether participation in the CTSP was associated with changes in college self-efficacy, education-related future aspirations and goals, perceived barriers, perceived support, locus of control, depression, anxiety, academic achievement-related expectations, academic achievement-related fears, and academic achievement-related expectation-fear balance, as well as college persistence and cumulative college GPA.
Repeated measure responses of a group of 34 CTSP students were contrasted with a group of 34 students in a non-equivalent comparison group. Baseline data for a group of 207 non-CTSP alternative high school students were also used to test for selection bias for both of the longitudinal groups.
Doubly multivariate repeated measures analysis of variance (DMRM-ANOVA) procedures were conducted. Multivariate results suggested that participation in the CTSP was associated with positive, statistically significant growth in the weighted linear combination of outcome variables.
Repeated measures univariate analyses were also conducted to provide more detail. CTSP participation was associated with growth over time on several positive student outcomes, including college self-efficacy, education-related future aspirations and goals, academic achievement-related expectation-fear balance, academic locus of control, and college persistence/retention. In addition, CTSP students earned significantly higher cumulative college GPAs over their first year at the community college.
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Yamakawa, Sayumi. "Youth in transition : The status of youth, marrige, and intergenerational practises in Northern Nambia." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503834.
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Boyle, Chelsea N. "Support program for transition age youth| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523183.
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The purpose of this project is to develop a grant to fund a program to support transition age foster youth. Designed to be implemented within the nonprofit, Families Uniting Families, the program serves to help foster youth prepare for adult life through hands on training. This one year program consists of six workshops in the areas of mental health, health and wellness, social etiquette, money management, finding housing, and cooking, which will be facilitated by contracted professionals and experts. Use of funds will also include monetary incentives to be earned for participation to provide additional concrete support. The Kenneth T. and Eileen L. Norris Foundation was selected as the funding source due to their focus on programs for youth. Actual submission and/or funding of this grant was not required for successful completion of this thesis project.
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Shafiei, Mehrnoush. "Conceiving Iran's future: youth and the transition to parenthood." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106310.
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Since the publication of images of Iranian students' raised angry fists storming the American embassy in 1979, the idea of Iranian youth has captured the world's imagination and has been a source of puzzlement. The children of the Iranian revolution are today old enough to have their own children. Thus, one unique and original window from which to study Iranian youth is to investigate as they undergo the significant transition from youth to parenthood. This study will be in conversation with three expecting Montreal-based Iranian couples who fall in the cohort known as "the fruit of Iran's revolution;" in other words, youth that have lived entirely under the post revolutionary regime. I will examine parenting as an imagined projection and investigate ways in which my interlocutors envision their life as a first time parent. I suggest that the institution of parenting, with its focal point in society, presents a suitable framework for disentangling the complex and elusive understanding of Iranian youth.Depuis la publication en 1979 d'images d'étudiants iraniens, en colère et les poings levés, attaquant l'ambassade américaine, la jeunesse iranienne est devenue un sujet captivant dans l'imaginaire et une source d'incertitude pour bon nombre de gens à travers le monde. Aujourd'hui, « les enfants de la révolution iranienne » sont assez âgés pour avoir leurs propres enfants. Par conséquent, un moyen unique et original d'étudier ce groupe est d'examiner sa transition de la jeunesse vers la parentalité. Cette étude se fera par le biais de conversations avec trois couples iraniens résidant à Montréal qui seront bientôt parents et qui tombent dans cette cohorte communément connue comme «le fruit de la révolution iranienne », en d'autres mots, ces jeunes qui ont vécu toute leur vie sous le régime postrévolutionnaire. Je regarderai la parentalité en tant que projection imaginaire et étudierai comment mes interlocuteurs envisagent de mener leurs nouvelles vies de parents. Je propose de regarder la parentalité, avec la société comme toile de fond, comme un cadre adéquat pour mieux saisir la jeunesse iranienne, sujet complexe et souvent insaisissable.
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Worth, Nancy Margaret. "Transition spaces : intersections of youth, visual impairment and identity." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522916.
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Lonie, Douglas Iain. "Musical identities and health over the youth-adult transition." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/1125/.
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This thesis concerns musical identities and how they affect health as young people make the transition to adulthood. The primary focus is on music listening, since this is widely reported to be a key feature of adolescents’ and young adults’ leisure time (Roe 1999; Tarrant, et al 2000). Previous studies have investigated the links between specific musical genres and problematic behaviour (Klein 1993), suicidal risk (Lacourse 2001), and emotional turmoil (Roberts 1998), however there is a lack of both longitudinal and qualitative evidence in support of these findings. A number of assumptions are made regarding ‘healthy’ and ‘unhealthy’ musical preferences although causal links between music and health are still not clear. Similarly, the extent to which musical behaviour is related to other demographic features (e.g. sex, social class, education) and whether this changes over the lifecourse have yet to be fully investigated. The principal aim of the thesis is therefore to identify how musical identities relate to health and wellbeing over the youth-adult transition. In order to meet this aim a number of objectives have been devised, these are; to trace the development of musical identities and investigate the structure of music preference; to highlight associations between musical identity and risky health behaviours; to study the relationship between musical identities and emotional wellbeing; and to address the significance of musical identities in transitions to adulthood. A dialectical methodology was adopted which synthesises quantitative and qualitative methods. The former involved statistical analysis of a large-scale longitudinal dataset (The West of Scotland Twenty-07 Study). The latter was a qualitative sub-study with 18 participants from the Twenty-07 Study, designed and analysed using Interpretative Phenomenological Analysis (IPA). Combining methods in this way allowed for philosophical pluralism in the methodological design, as well as for different aspects of the research aims to be addressed. Musical preferences were found to change over the youth-adult transition for most people, and this affected the links between musical identity and health. The overriding distinction was between participants who perceived a strong musical self-identity, and those who claimed a more limited identity. This was evidenced in both quantitative and qualitative findings. The former group were more likely to engage in risky health behaviours, but also indicated a more sophisticated use of music for therapeutic purposes. The latter group were less likely to engage in risky health behaviours, but did not tend to use music as a well-being resource like their strong-identifying peers. Strong musical identities are associated with higher levels of risky health behaviours, but this is also largely limited to a specific period of youth. Many practices associated with maintaining a strong musical identity in youth are limited by the onset of adult responsibilities, and structural identities. The emotional benefits associated with a strong musical identity, however, remain alongside adult identities. Ultimately, the associations between music listening and health are mostly influenced by strength of identity, and the current academic literature highlighting ‘problematic’ genres should be considered with this in mind. The implication of this work is that common sense assumptions about the corrosive nature of certain musical identities and youth cultures should be tempered by an acknowledgement that music tastes, associations, and identities are subject to change, often over very short periods of time.
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Worth, Sean. "Youth employability in the transition from school to work." Thesis, University of Bath, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413907.
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Wood, David L., L. Edwards, and B. Hennen. "Health Care Transition for Youth and Adults with IDD." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5143.
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Book Summary: This book provides a broad overview of quality health care for people with intellectual and developmental disabilities (IDD). It focuses on providing the reader a practical approach to dealing with the health and well-being of people with IDD in general terms as well as in dealing with specific conditions. In addition, it offers the reader a perspective from many different points of view in the health care delivery system as well as in different parts of the world. This is the 3rd , and much expanded edition, of a text that was first published in 1989 (Lea and Fibiger). The second edition was published in 2006 (Paul Brookes) and has been used as a formal required text in training programs for physicians, nurses and nurse practitioners as well as by administrators who are responsible for programs serving people with IDD. This book is considered the “Bible” in the field of health care for people with IDD since 1989 when the first edition came out.
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Wood, David L. "Promoting Health Care Transition Readiness Among Youth with Hydrocephalus." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5170.
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Smith, Joetta. "A Transition Quick-Guide for Educating Youth with Hemophilia." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5784.
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A 2009-2010 National Assessment Survey of youth with special needs such as hemophilia showed that 40% of youth between the ages of 12 and 17 had a transition plan before transitioning to adult care services. The lack of a transition plan caused youth to fall into a fragmented care gap when transition services are inadequate. During the gap, youth with hemophilia increased use of the emergency room and were hospitalized for complications such as frequent joint or muscle bleeding and joint disability. As a result, the health status of affected youth becomes fragile and health care costs escalate. The practice problem for this DNP project was the need for transition education and planning for youth with hemophilia. The practice-focused question asked whether a transition quick guide for youth (aged 12-17) with hemophilia enabled them to increase their knowledge of self-care management skills as evidenced by increased post-test scores of transition readiness. The purpose of the project was to prepare youth with hemophilia who are 12 to 17 years old to make a smooth transition from pediatric to the adult hemophilia clinic by using a transition quick guide to educate them about hemophilia and self-care management. The model used to inform this project was the plan-do-study-act (PDSA), a quality improvement method used to test a relatively small change of transition services within the hemophilia clinic. Sources of evidence were taken from 10 participants with hemophilia. Data to assess the project outcome was collected from pre and post educational interventions, along with demographic data to characterize the sample population from participants' clinic records. A descriptive statistics approach to obtain percentage differences between pretest and post test outcome data was used to answer the project question. Pretest data scores on a 10-point scale were between 19% (lowest score for pretest), and 58% (highest score for pretest). Post test scores after educational session were between 42% (lowest score for post test scores), and 95% (highest post test score). The percentage differences between pretest and post test showed a 14% increase in knowledge, showing that knowledge increased using the transition quick guide. The implication for positive social change was that youth who are adequately prepared for the transition to adult care services will avoid unnecessary health complications and enjoy an improved quality of life.
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Reeves, Jessie C. "Educator Perceptions of Transition Programming for Youth with Disabilities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7951.
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A local problem exists with transition service providers lacking the skills and knowledge necessary to effectively implement transition planning practices, ensuring youth with disabilities experience positive in-school and post school success. The purpose of this basic qualitative study was to investigate transition service provider perceptions of implementation variables that impact the transition service providers' use of evidence-based practices with youth with disabilities. Kohler, Gothberg, Fowler, and Coyle's Taxonomy for Transition Programming 2.0 was used as the conceptual framework for this study. Interview participants included 5 special educators, 4 general educators, 2 district administrators, 2 child study team members, and 2 guidance counselors. Open coding and thematic analysis were used to analyze the results from 15 participants. Themes that emerged from the results of this study were the need for professional development for educators and the need for assistance with parental engagement in the transition planning process. Results from this study may provide positive social change in the form of data to inform future professional development for schools and districts across the United States regarding how to provide meaningful transitional support to youth with disabilities.
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Furlong, A. J. "The effects of youth unemployment on the transition from school." Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/7938.
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Much of the literature on the transition of young people from school was undertaken at a time when employment opportunities for young people were quantitively and qualititavely different from the 1980's. This thesis uses data collected in a longitudinal study in order to examine the youth transition in the 1980's. The young people whose experiences are studied, follow various post-sixteen routes. Not all the young people in this study have direct personal experience of unemployment, yet high levels of youth unemployment in a local labour market are shown to have far reaching consequences. On an empirical level, this thesis makes a number of contributions to sociological and social-psychological knowledge of the transitional period. It examines the relationship between schooling and the local labour market, paying particular attention to the development of occupational aspirations. It looks at the development of work attitudes and shows how young people may develop "image maintenance" strategies in order to maintain their aspirations in the face of adversity. On a theoretical level, the thesis enhances sociological understanding by using an experiencial dimension to bridge the gap between the structural approaches which are often neglectful of the effects of human action and interpretive approaches which are sometimes guilty of neglecting the very real constraints on action. In doing so, it goes some way towards bringing together theoretical traditions which have long been seen as irreconcilable.
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Dudgeon, Brian J. "Transition and technology reliance : experiences of youth exiting high school /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7677.
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Jacobson, Jessica. "Islam in transition : religion and identity among British Pakistani youth /." London ; New York : LSE : Routledge, 1998. http://catalogue.bnf.fr/ark:/12148/cb37541669w.
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Wood, David L. "White Paper on Health Care Transition for Youth with Hydrocephalus." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5184.
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Lombardi, Dustin M. "Living in Transition : a new housing and transportation hub for Newington, C.T. /." View online version, 2007. http://digitalcommons.rwu.edu/archthese/5/.
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Mitchell, Thomas. "Identity in elite youth professional football." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4544/.
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The concepts of Athletic Identity (Brewer, Van Raalte, & Linder,1993) and identity (Erikson, 1950, 1968) both carry notions of having a clear sense of self definition. Applied practitioners in elite professional football settings (e.g. Holt & Dunn, 2004; Harwood, 2008; Nesti & Littlewood, 2010; Nesti, 2013) have championed the notion that individuals who possess a clear sense of self, (generally) cope with the demanding nature of first team football, and the daily challenges that arise from their chosen profession (i.e., injury, de-selection). Conversely, a small number of researchers have consistently argued that professional football club culture may not support the development of a clear sense of identity in (young) players, as it has been described as espousing notions of power, dominance, authority and insecurity (see e.g. Parker, 1995, 1996, 1998, 2001; Roderick, 2006, 2006a). The present thesis explores the role of identity, the impact of football club culture on its formation, and its importance in the career trajectory of youth team footballers. Across three distinct studies, this thesis explores the concepts of Athletic Identity, identity, and the creation of club culture within youth and professional football. Study one used a cross sectional approach, within and across levels of play along with distinct situational, demographic variables to assess any differentiating factors in Athletic Identity in 168 (N = 168) youth team footballers. Football club explained 30% of the variance in exclusivity among players (p = .022). Mean social identity was significantly higher for those players in the first year of their apprenticeship compared to the second year (p = .025). The range of variance for exclusivity amongst players suggested it was the cultural climate created at each individual football club that impacted this subscale of Athletic Identity. Study Two used a qualitative approach with the aim of critically exploring the perceptions of practitioners in relation to; ideal player characteristics, working practices, organisational culture and environmental conditions. These facets are influenced by practitioners within youth development programmes, all of which contribute to shaping a player’s identity (Erikson, 1968). A total of 19 youth development practitioners were interviewed during data collection. Practitioners provided an explicit and clear blueprint of the ideal player characteristics required for successful upward transition, including, self belief, dedication and self awareness, which are synonymous with notions of identity. Finally, Study three used a case study approach to critically examine how players’ experiences of a professional football environment and culture served to shape their identity and allows them to cope with critical moments. A Championship football club served as the case study in which 4 players were interviewed 3 times over the course of one season. Findings were represented as narrative stories of each player. Findings suggested that having a clear sense of identity provided players with a platform for resilience and perseverance throughout a range of critical moments. In summary, it is vital that appropriate internal (club) and external (affiliated organisations) strategies are developed and integrated into practice to ensure that players develop a clear sense of identity and meaning. It is essential that this transcends the professional football domain for players to have the best possible platform for career progression and career termination.
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LIU, JIE. "Chinese Youth on the Move: from 'fantasy' to 'reality' through overseas study in the United States." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2022. http://hdl.handle.net/10281/381808.
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The flow of Chinese international students to the US is a long-standing phenomenon that has lasted for more than a century. Such popularity has been growing on a larger scale in the last two decade until the Covid-19 pandemic. Wondering on such sustained and augmenting heat of migration and mobility to the US, this study takes a biographical approach to explore the lives and experiences of today’s Chinese international students in the US by examining their mobility motives, lived experiences, reflections and reflexivities on their international mobility, and their future imagining and projecting.
Among the extant studies, very few takes a holistic approach to investigate the whole international mobility experiences of Chinese international students. Most of them only focus on their horizontal relocation but overlook their vertical temporalities. This study introduces two backbone theoretical frameworks of youth transition to adulthood and migration/mobility to construe the biographical experiences of today’s Chinese international students in the US with a central aim of inquiring into what role international mobility plays in their transitions to adulthood and how they wield agency to navigate their mobility trajectories against contextual and structural constraints. Through international mobility, Chinese international students experience ‘double’ social changes from the rapidly-changing China to the ever-changing America and from the past to the future. Therefore, by examining how Chinese international students make transitions to adulthood, this study can also reflect the changes to social conditions in both China and the US and even to the extent of the whole world.
Assuming that today’s Chinese international students growing up in a fast-changing society could be vastly different from their predecessors not long ago, this research adopts a qualitative research paradigm using in-depth interviews to collect empirical data in order to provide a rich understanding of the multiplicity and breadth of participants’ individual experiences, with various reflexive representations of the individuals’ narratives at the core of the study. Following an interpretivist-constructivist approach to analyze empirical data, this study finds out that today’s young Chinese international students practice international mobility to the US mainly for escaping social control in China and for an alternative transition process in a different social condition in which they believe they will be able to enjoy the course of studying, living and exploring, and after years of mobile lives in the US they incorporate spatial mobility into their imagining and projecting for future transition outcomes-making. And the analysis reveals that they value mobility highly and display an acute awareness of both the advantages and challenges of their mobile lives and refer to their lived experiences in both China and the US for their decision-making process concerning their future mobility trajectories in the hopes of securing both ‘good’ transition processes and ‘good’ transition outcomes. The significance of this study reaches beyond offering a landscape of today’s Chinese international students in the US to the extent that valuable theoretical implications can be contributed to the currently vigorous debate on youth transitions to adulthood while being on the move.The flow of Chinese international students to the US is a long-standing phenomenon that has lasted for more than a century. Such popularity has been growing on a larger scale in the last two decade until the Covid-19 pandemic. Wondering on such sustained and augmenting heat of migration and mobility to the US, this study takes a biographical approach to explore the lives and experiences of today’s Chinese international students in the US by examining their mobility motives, lived experiences, reflections and reflexivities on their international mobility, and their future imagining and projecting. Among the extant studies, very few takes a holistic approach to investigate the whole international mobility experiences of Chinese international students. Most of them only focus on their horizontal relocation but overlook their vertical temporalities. This study introduces two backbone theoretical frameworks of youth transition to adulthood and migration/mobility to construe the biographical experiences of today’s Chinese international students in the US with a central aim of inquiring into what role international mobility plays in their transitions to adulthood and how they wield agency to navigate their mobility trajectories against contextual and structural constraints. Through international mobility, Chinese international students experience ‘double’ social changes from the rapidly-changing China to the ever-changing America and from the past to the future. Therefore, by examining how Chinese international students make transitions to adulthood, this study can also reflect the changes to social conditions in both China and the US and even to the extent of the whole world. Assuming that today’s Chinese international students growing up in a fast-changing society could be vastly different from their predecessors not long ago, this research adopts a qualitative research paradigm using in-depth interviews to collect empirical data in order to provide a rich understanding of the multiplicity and breadth of participants’ individual experiences, with various reflexive representations of the individuals’ narratives at the core of the study. Following an interpretivist-constructivist approach to analyze empirical data, this study finds out that today’s young Chinese international students practice international mobility to the US mainly for escaping social control in China and for an alternative transition process in a different social condition in which they believe they will be able to enjoy the course of studying, living and exploring, and after years of mobile lives in the US they incorporate spatial mobility into their imagining and projecting for future transition outcomes-making. And the analysis reveals that they value mobility highly and display an acute awareness of both the advantages and challenges of their mobile lives and refer to their lived experiences in both China and the US for their decision-making process concerning their future mobility trajectories in the hopes of securing both ‘good’ transition processes and ‘good’ transition outcomes. The significance of this study reaches beyond offering a landscape of today’s Chinese international students in the US to the extent that valuable theoretical implications can be contributed to the currently vigorous debate on youth transitions to adulthood while being on the move.
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Benner, Aprile Dawn. "Using piecewise growth modeling to understand urban youth's experiences of the transition to high school." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467892101&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Kimberlee, Richard Henry. "Young people, extended transition and the 1997 general election." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323622.
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Velli, Linda Joan. "Young people's transition into and out of homelessness /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19972.pdf.
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Ross, Sharon M. "Youth transitions : re-entry into second chance education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1891.
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The issue of school non-completion continues to be a matter of concern for policy makers and educators in Australia today. Despite the efforts of governments and school systems to make education more responsive to the needs and interests of young people, recent findings testify to a persistent number of early school leavers who were not fully engaged in learning or work. Though numerically small, they are considered to be a socially significant group who face potential risks of long-term unemployment and poverty because of their lack of educational attainment.
There is evidence to suggest that young people who are unable to fit in with the traditional school environment and are alienated from schooling for various reasons are able to effectively re-engage with learning through second chance education in Technical and Further Education (TAFE) colleges. This is based mainly on research undertaken in New South Wales, Victoria and South Australia.
This portfolio explored the educational experiences of a small group of school non-completers, aged 15 years to 19 years, in Western Australia, with a specific focus on two crucial stages of their transition; their premature exit from school and their re-engagement through second chance programmes in the TAFE environment. The portfolio developed a set of recommendations that spells out in a coherent way, what might be done, to make the transition out of school and the re-entry into TAFE an informed and empowering experience for young people.
In order to achieve this, the portfolio first examined the wider literature on the socio- economic, cultural and technological changes at the global level that constitute the terrain through which young people navigate their transitions. This provided the basis for a closer scrutiny of global impacts on local settings and their influence on young people's decisions about leaving and returning to education. More specifically, the vast body of literature on early school leaving and the small but significant studies on re-entry through second chance education were examined in order to provide a deep understanding of the context in which second chance education operates.
The conceptual framework that underpinned the portfolio drew on the notions of resistance and voiced research to critique existing explanations of early school leaving. Through the concept of agency, the potential of young people to actively shape their educational transitions amidst enabling and constraining structural forces was also explored. The inquiry section of the portfolio consisted of a series of inter-related, small -scale investigations aimed to identify the potential factors impacting on students' decisions to leave and the efficacy of TAFE in facilitating the re-engagement of early school leavers.
A set of principles and guidelines are provided to advance and sustain policy and practice for second chance education. Practical strategies for teaching and learning are provided, along with inclusive practices and support mechanisms for students and staff conducive to the development of a more effective approach to improving the quality of young people's educational transitional experiences.
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Davis, Fiona J. "Transitions for youth with physical impairment and the impact on them and their families." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/103527/1/Fiona_Davis_Thesis.pdf.
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This project used a mixed methods approach to explore the quality of life of youth with physical impairment and their caregivers during a life transition, namely the move from primary to secondary school. The lived experience of both the caregivers and the youth provided a perspective of the impact of the environment for the youth as well as the impact of caregiving for the families. Identifying and accessing relevant and appropriate information for caregivers to assist in decision making, and provision of therapeutic interventions for the youth, during this developmental period, were seen to be crucial for a beneficial transition.
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Irwin, Sarah. "Rights of passage : social change and the transition from youth to adulthood." Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/26639.
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The thesis is a study of change in the transition from youth to adulthood in contemporary Britain. Through an analysis of data collected in a survey of young adults and their parents, undertaken in conjunction with a critical appraisal of more general evidence on the organisation of employment and life cycle processes, the thesis explores the social organisation of dependency and obligation. Following the recession and mass unemployment in the early 1980s there has been an increasing interest in the consequences of economic change for life cycle processes. Several writers have explored the question of whether employment restructuring has disrupted the attainment of adult lifestyles, and citizenship rights, amongst recent cohorts of young people. Research, however, has reached contradictory conclusions over the significance of economic change for patterns of transition to adulthood. Another problem is the failure of research to locate youth adequately in relation to the social structure. Further, the coherence of gender processes in the organisation of transition has been obscured, since the life cycles of men and women are conventionally seen to be structured around different principles. It is an argument of the thesis that these problems are related, and arise from an inadequate consideration of the interrelations which give meaning to youth and transition as life cycle stages. Existing studies of family related life cycle transitions and studies of the youth labour market both embody, and reflect, a conceptual division between 'social' and 'economic' processes. This division, however, does not reflect real processes. The framework developed in the thesis offers an integrated analysis of life cycle dynamics and economic processes, through which changes in the organisation of transitions from youth to adulthood are explained.
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Mueting, Amy L. "Survey of transition skills instruction for youth with emotional and behavioral disorders." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/213.
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Morris, Robert. "Investigating the youth to senior transition in sport : from theory to practice." Thesis, Aberystwyth University, 2013. http://hdl.handle.net/2160/41cac6e3-2e25-456e-9e5b-374f5ad78fa7.
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This thesis extended knowledge of the youth to senior transition in an elite sport context (football) through examining athletes’ and supporters’ (coaches, parents, sport physiologists, sport psychologists, physiotherapists, and a sport therapist) perceptions of the move. In the process, the thesis evaluated the effectiveness of Stambulova’s (2003) model in explaining sport based transitions. The use of a qualitative research design allowed the opportunity to explore participants’ perceptions of the youth to senior transition in sport from their own perspective (see Patton, 2002). By carrying out qualitative enquiry, Patton (2002) argues that researchers are able to understand and capture other people’s points of view without predetermining their thoughts and feelings or being constrained by the fixed focus of many quantitative research methods. To help achieve the overall aims, Study 1 identified coaches’ beliefs regarding the (a) demands, (b) resources, and (c) barriers that athletes experience and utilise as they move to senior sport. Participants (12 males), aged between 29 and 71 years from professional football clubs in the Scottish or English Premier League, were interviewed. Interviews were recorded, transcribed, and thematically content analysed. Results indicated broad consistency with the demands, resources, and barriers highlighted in Stambulova’s (2003) model, including, for example, athletes’ motivation level, as determinants of transitional experiences. The study also suggested that those providing social support have differentiated roles to fulfil in the transition from youth to senior sport (e.g., parents provide emotional rather than technical support). Additionally, rather than the youth to senior change being a single major transition for some young players, series of transitions over their whole career were perceived to influence their response when moving up to the first team. Finally, coaches suggested that there is a need for dynamic balance between resources and barriers throughout the process for optimal outcomes, supporting Stambulova’s (2003) model of transition. To explore the broader social context in which athletes transition, Study 2 examined supporters’ (including parents, and sport science support staff) perceptions of the transition (a) demands, (b) resources, and (c) barriers athletes experience and utilise as they move from youth to senior sport. Supporters (12 males, 4 females), aged from 25 to 58 years, were interviewed. The supporters interviewed included parents (n = 6), sport physiologists (n = 2), sport psychologists (n = 4), physiotherapists (n = 3), and a sport therapist (n = 1). Interviews were recorded, transcribed, and thematically content analysed. The results parallel those in Study 1, and confirmed emerging suggestions in the literature that those providing support have specific roles to fulfil in the youth to senior transition and when they try to fulfil other roles, inappropriate exchanges take place that may have a negative effect on how successful athletes transition. Developing the concept of transition as an on-going process evidenced by Study 1, Study 3 examined players’ and coaches’ perspectives of the change longitudinally. Previous research had tended to employ a retrospective methodology. This study aimed to add to the knowledge on the youth to senior transition through reducing the limitations associated with such retrospective methodologies, by tracking athletes through the move. A total of 56 (40 player and 16 coach) interviews took place with 11 players (aged = 18 – 20 years; M = 18.9, SD ± 0.83) and 4 coaches (aged = 46 – 60 years, M = 52, SD ± 7.2) over a one year period before and after athletes were, or were not, offered a senior team contract. All participants were male. Interviews were recorded, transcribed, and thematically analysed in two ways. First, athlete participants were grouped together based upon common themes they identified in the first interview. Each group of athletes was then tracked over the period of the study to identify if they highlighted any changes in demands, resources, and barriers, and their experiences as they moved to senior sport. These data were complimented by coaches’ perspectives of how well athletes appeared to be coping with the process of transition to senior sport. Second, common themes across the dataset were identified. Three groups that reacted differently to the transition were identified: avoidance, reactive coping, and proactive coping groups. Each group reacted in different ways to the transition (e.g., the avoidance group did not want support from others even though it was offered to them, the reactive coping group actively sought out support from others after transition, and the proactive coping group actively sought help when they felt they required it prior to, and throughout, the transition period). Eight themes were identified in a cross group analysis of all the data. For example, it was found the across all groups that the factors associated with transition may be constantly in flux, which may mean that there are periods where athletes are panicking about moving to senior sport and there are a number of elements associated with the move adjusting, followed by other periods where athletes are calm about the process and less aspects are unstable. This may have implications for the resources athletes require at different time points throughout transition. In order to begin to test the efficacy of conceptual models predicting athlete transition, Study 4 focused on two professional football clubs’ youth to senior transition programmes, and assessed if there was any evidence that the factors Stambulova (2003) identified may contribute to successful transition to senior sport. The specific aims of the study were to (a) explore the degree to which two clubs addressed demands, resources, and barriers associated with the youth to senior transition, (b) identify any initial evidence to support the hypothesis that factors listed in Stambulova’s (2003) model may be able to explain transition outcomes and guide intervention development, which could justify future experimental research, and (c) highlight any additional factors which may promote successful transition to the first team. Patton’s (2002) three steps for conducting a case study were followed in each club: (a) assembling the raw case data, (b) constructing a case record, and (c) writing a final case study narrative. In addition, a cross-case analysis was completed. Data collected included documents, relevant websites, semi-structured individual interviews, group monthly meetings, and email communications. Interview participants’ (n = 17) mean age was 34 (SD ± 12), with four respondents being coaches in the youth teams, two respondents being first team managers and coaches, two respondents being players who have recently transitioned to the first team, four respondents being players in the current youth set up, two sets of parents (two male and two female participants), and one respondent being a sport physiologist. Data were thematically analysed. The results revealed that many of the factors highlighted in Stambulova’s (2003) model were being interpreted and utilised differently across the organisations. For example, one organisation actively tried to help players deal with demands and barriers associated with the change, while the other organisation felt players who were able to manage the difficulties associated with transition on their own would be most successful in senior sport. Additionally, if Stambulova’s (2003) model has validity when explaining the youth to senior transition in football, it would be expected that there were dissimilar outcomes in two clubs that treat players differently.
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Mlatsheni, Cecil. "Youth unemployment and the transition from school to work in Cape Town." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/9302.
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Includes bibliographical references.This thesis utilises, in the main, a unique panel survey of youth in Cape Town to gain insights into the functioning of the labour market in relation to transitions from schooling to work for youth. The Cape Area Panel Survey (CAPS) was conducted between 2002 and 2006, a period which coincides with upswing in the South African economy culminating in relatively high economic growth in recent history. The introductory chapters utilise cross-sectional data (Labour Force Survey, 2005) in order to contextualise the panel data analysis that follows in subsequent chapters. A large portion of the South African population is youth. Either this facet of the demography of the country can be converted to a positive social benefit through reaping a demographic dividend or a high price could be paid through carrying a large contingent of unemployed. Indeed, much of the country's social safety net, social returns on investments in education and health and even infrastructure depend on the absorption of youth into a productive place in society. The labour market sits centre stage of all of this. The softest version of the South African dream is that post-apartheid youth cohorts have better opportunities and possibilities than their parents. These intergenerational concerns require the delivery of better education and health care but also the opportunities to use these human capital investments in gainful employment. In the introductory chapter, the perspective taken is to look at the labour market entry situation through the eyes of the youth. What does the employment situation look like to the youth as they consider leaving education to enter the labour market? How does this labour demand picture mesh with their individual, household and community contexts that they bring into the labour market? Through this interrogation, the chapter teases out a few key barriers to youth labour market participation and employment. The operation of these barriers is then illustrated by looking at the reality of securing employment for South Africa's youth. In particular, the disparities in youth unemployment observed by age, race and gender are investigated in Chapter 2. This is done by using the Labour Force 2005 data (LFS 2005) and applying the residual difference method of decomposing group wage differences (Oaxaca, 1973) to discrete choice models. I find that most of the employment gap by age is explained by individual characteristics. Slightly more than half of the racial employment gap however is unexplained by individual characteristics while an even higher percentage of the gender employment gap is unexplained by individual characteristics. In Chapter 3 the nature and degree of duration dependence in the Cape Town labour market is examined using survival analysis. The CAPS has month-by-month data on job search and employment and is ideal for the duration analysis. I find positive duration dependence and a monotonically increasing hazard of exiting unemployment. Chapter 4 then investigates the extent to which the disadvantage experienced in securing employment translates into disadvantage in wages in the first job. A decomposition analysis of the race and gender wage gaps is also carried out. I find racial and gender wage gaps that are largely unexplained by observable individual characteristics.
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Ramirez, Brianna R. "The experiences of undocumented Latina/o youth during their transition to college." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10259500.
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Guided by the critical network analytic framework and liminal legality, this qualitative study explored the experiences of undocumented Latina/o youth in their first year in college to gain insight into their experiences during a critical transition in their educational and life trajectories. This work centered the experiences of youth within a policy context of contradictions that provides increased opportunities, but continues to impose restrictions and control on the life and educational aspirations of the undocumented community. This scholarship aimed to understand how students’ transition to college is impacted by current immigration and educational policies, particularly the California Dream Act and the Deferred Action for Childhood Arrivals (DACA) program. This research describes the racist nativist microaggressions youth experienced throughout their educational trajectories, the multiple ways policy impacted the transition to college, and the navigational strategies youth employed to matriculate to higher education.
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Irwin, Sarah. "Rights of passage : social change and the transition from youth to adulthood /." London : UCL Press, 1995. http://catalogue.bnf.fr/ark:/12148/cb375013248.
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Barabasch, Antje. "Risk and the school-to-work transition in East Germany and the United States." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07262006-155533/.
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Thesis (Ph. D.)--Georgia State University, 2005.Richard D. Lakes, committee chair; Philo Hutcheson, Jennifer R. Esposito, Philipp Gonon, committee members. Electronic text (451 p.) : digital, PDF file. Description based on contents viewed July 5, 2007. Includes bibliographical references (p. 363-411).
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Wolfe, Jessica B. "An application of vocational interest and confidence measures to work-bound youth." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1089037693.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xi, 155 p.; also includes graphics Includes bibliographical references (p. 132-138). Available online via OhioLINK's ETD Center
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SEVİNÇ, RIDVAN. "Promoting Youth Employment:An Assessment of Youth Unemployment and Transition from School to Work in Italy, Portugal, Romania, Slovenia, and Turkey." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2016. http://hdl.handle.net/10400.5/12793.
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Dissertação de Mestrado em Sociologia das Organizações e do TrabalhoEsta dissertação apresenta um estudo de caso sobre o programa da União Europeia intitulado “Promoting Youth Employment” criado para promover o emprego juvenil. O objectivo de investigação consistiu em determinar os efeitos do programa nas perspectivas de empregabilidade dos jovens no decurso do processo de transição da escola para o trabalho. No âmbito deste estudo de caso foram inquiridos os 25 jovens que participaram na acção do programa realizada em Ancara, Turquia, de 1 a 8 de Abril de 2013. Os jovens eram oriundos de Portugal, Turquia, Eslovénia, Itália e Roménia. Realizaram-se entrevistas aos jovens, antes, durante e após a participação naquela acção do programa, incidindo sobre as preocupações e expectativas de emprego, desemprego e processo de transição da escola para o trabalho. Foram analisadas e comparadas as respostas dos participantes com recurso ao método de análise qualitativa. As expectativas dos participantes revelaram-se pessimistas devido à situação económica que os seus países de origem atravessavam, evidenciando as vulnerabilidades dos jovens nesse contexto económico e social. Contudo, alguns participantes antecipavam melhorias na situação económica nos próximos anos e que as políticas activas da União Europeia poderiam ajudar a resolver os seus problemas de emprego.
The aim of this dissertation is to examine a European Union programme entitled “Promoting Youth Employment”, designed to promote youth employment, in order to determine its impact on the employability prospects of young people in the school-to-work transition process. A case study was conducted involving the participation in the above-mentioned programme of twenty five youngsters from Portugal, Turkey, Italy, Slovenia, and Romania, under the ages of 25. Interviews were conducted with the participants before, during and after the programme, focusing on the concerns and expectations of the participants regarding employment, unemployment and school-to-work transition. Qualitative research methods were applied to analyse and compare the responses of the participants. The expectations of the participants, mostly pessimistic, are caused by the current economic situation in their countries of origin and the vulnerability of young people to adverse economic conditions. On the other hand, some of the participants anticipated that the economic situation will be better in the years to come and that European Union policies will help in the resolution of employment problems faced by young people.
N/A
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Duckworth, Debbie Lee. "Transition resource guide for teachers." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1573.
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Hodkinson, Philip Michael. "Careership and markets : structure and agency in the transition to work." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294471.
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Rudd, Peter W. "Structure and agency in youth transitions : student perspectives on vocational further education." Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/805/.
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Povenmire-Kirk, Tiana Cadye. "Making way through the borderlands : Latino youth with disabilities in transition from school to adult life /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10295.
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Dean, Latoya Lavan. "Service Provisions for Youth with Emotional and Behavioral Disorders." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149580/.
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Youth with emotional or behavioral disorders (EBD) have poorer outcomes compared to their peers with and without disabilities. As a result, the federal government has mandated transition services to improve supports and ultimately student outcomes. Using data from the National Longitudinal Transition Study-2 (NLTS-2), this secondary analysis looked at services provided to youth with EBD (n = 410). The purpose of the study was to show a relationship between utilization of multiple services and the attainment of paid employment, and/or attending post-secondary education. Results indicate relationships between receiving financial services, tutoring and educational services and vocational services with attending a post-secondary institution. Logistic regression indicated a relationship between time, age and amount or services with paid employment. These results indicate the need for continuous, systematic and linked services for youth with EBD well into their twenties.
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Arruda, Antonio Filomeno. "Rural youth in transition : growing up in Williams Lake, British Columbia, 1945-1975." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ56497.pdf.
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Allen, Jennifer. "Bridging the gap program for transition-age youth with disabilities| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523345.
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The purpose of this proposal was to secure funding to implement a new program tailored to the unique needs of transition-age youth (TAY) with disabilities in Orange County. As a result of this new program, TAY with disabilities will receive the extra attention and support they need to increase their independent living skills and thus their likelihood of success as they transition out of the foster care system. An extensive literature review brought awareness of the vulnerability of TAY and the unmet needs of TAY with disabilities as one ofthe more high-risk subgroups of TAY. Consequently, this research led to the design ofthe proposed program to meet the many needs of TAY with disabilities. The Weingart Foundation was identified as an appropriate funding source after conducting an online search for potential funders interested in the targeted population and project. The actu~J1 submission and/or funding of this grant was not a requirement for the successful completion of the project.
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Blakeslee, Jennifer E. "Exploring Support Network Structure, Content, and Stability as Youth Transition from Foster Care." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/620.
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Many older youth in foster care lack adequate resources and ongoing support in their social networks as they transition into young adulthood, while other youth in these circumstances experience stable social networks providing comprehensive support. Systematically measuring the supportive personal and service-oriented relationships in youth networks expands the scope of inquiry in this area by identifying patterns of social network structure, member composition, and relational qualities that are associated with more or less support provision through formal and informal relationships. These can also be measured over time to observe changes in network form and content and assess network stability. This exploratory study (1) describes the support networks for a small sample of youth with foster care experience who are enrolled in post-secondary education and training programs, (2) assesses changes in these networks over time, and (3) demonstrates the reliability and validity of this methodology for broader use with populations of transition-age foster youth. Findings show that family (biological and foster) and friends are the most prevalent informal supports, relationship ties to parent figures are strongest and provide the most stable and multi-dimensional support, and ties with formal service providers are not as strong, but provide more informational support. The stability of a network ties over time is associated with the breadth of support provided, and network-based social support is associated with post-secondary enrollment at follow-up. Support network profiles are described and interpreted in terms of bonding and bridging social capital. Discussion includes implications for future support network research and guidelines for pre-transition assessment of youth networks in practice.
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ALUSHI, ANILA. "Youth transition policies in Milan and Vienna: Urban context, institutions, and governance dynamics." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2022. http://hdl.handle.net/10281/368940.
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L'attuale periodo della storia umana può essere plausibilmente identificato come un'era globale e un'era urbana. Pertanto, questa tesi cerca di comprendere le dinamiche tra le politiche di transizione giovanile e le configurazioni istituzionali poiché l'organizzazione e le pratiche sociali stanno cambiando e le possibilità di vita e le transizioni dei giovani sono profondamente influenzate dalle condizioni macroeconomiche, dalle strutture istituzionali e dal contesto sociale.
Il processo di urbanizzazione è considerato essenziale per spiegare i macro cambiamenti nelle società capitalistiche secondo l'approccio neo-Marxista. Inoltre, si vuole combinare questo approccio con il neo-Weberiano che considera la città come un'intera società locale e un importante attore politico. Questo approccio fa pensare che l'urbanizzazione accelerata del mondo accentui i processi di convergenza, alimenti la circolazione di modelli e allo stesso tempo stimoli la differenziazione su scale diverse. Per questo motivo la città è considerata una scala cruciale ed una entità istituzionale.
Attraverso un'approfondita revisione della letteratura, l'attenzione si concentra sulla comprensione di come le pratiche organizzative, sociali e istituzionali sono influenzate dalla recessione economica, dal cambiamento delle aspettative sociali e dal cambiamento dell'ambiente socio-economico e politico. Altrettanto importante analizzare come stanno cambiando gli incentivi e i disincentivi nell'istruzione e nella formazione sulla base del concetto di attivazione e investimento sociale.
L'analisi si basa su un approccio case-oriented che è considerato il più adatto ad abbracciare la complessità nell'esame di ogni caso come un insieme complesso di relazioni con esiti distintivi trattati come singolarità. Quindi abbiamo selezionato due città Milano e Vienna, attraverso molteplici lenti di analisi, e ne abbiamo evidenziato il contesto in stretto rapporto e interazione con l'architettura istituzionale.
Questa interconnessione e interazione attraverso le politiche di transizione giovanile e le configurazioni istituzionali incorporate in un contesto particolare come quello di una città sono in primo luogo, un modo per andare oltre il nazionalismo metodologico e, in secondo luogo, per concentrarsi sui loro risultati che sono la riforma e la riprogettazione di vari accordi istituzionali. Dopo aver inserito queste politiche all'interno di un'architettura socio-economica e istituzionale, la tesi sottolinea alcune caratteristiche ed elementi che si concentrano su processi storici cruciali, adottando la struttura dell'istituzionalismo discorsivo per evidenziare come il contenuto sostanziale delle idee e il processo interattivo del discorso possono portarci oltre e spiegare le dinamiche di cambiamento nell'ambiente e nelle condizioni in cui le politiche per la transizione giovanile vengono implementateThe current period of human history can plausibly be identified as a global and urban era. Therefore, this thesis seeks to understand the dynamics between youth transition policies and institutional configurations since organization and social practices are changing, and young people's life chances and transitions are profoundly affected by macroeconomic conditions, institutional structures, and social background. The urbanization process is considered essential for explaining the macro changes in capitalistic societies under the neo-Marxist approach. Furthermore, we intend to combine this approach with the neo-Weberian, which considers the city as a whole local society and an important political actor. This approach makes it possible to think that the accelerated urbanization of the world emphasize the processes of convergence, provide for the circulation of models and at the same time stimulates differentiation on different scales. For this reason, the city is considered a crucial scale and institutional entity. Through an in-depth literature review, the focus is on understanding how organizational, social, and institutional practices are affected by the economic downturn, changing social expectations, and changing the socio-economic and political environment. Equally important analysing how the incentives and disincentives in education and training are changing based on the concept of activation and social investment. The analysis is based on a case-oriented approach which is considered the most suitable to embrace complexity in examining each case as a complex set of relationships with distinctive outcomes treated as singularities. Then we selected two cities Milan and Vienna, through multiple lenses of analysis, and highlight their context in strict relationship and interaction with the institutional architecture. This interlink and interaction through youth transition policies and institutional configurations embedded in a particular context such as that of a city are first, a way for moving beyond the ‘methodological nationalism’, and secondly, for focusing on their outcomes which are the reforming and redesigning of various institutional arrangements. After placing these policies within a socio-economic and institutional architecture, the thesis emphasizes some characteristics and elements that focus on crucial historical processes, adopting the discursive institutionalism framework for highlighting how the substantive content of ideas and the interactive process of discourse can take us beyond to explain dynamics of change in environment and in the conditions for the youth transition policies implementation.