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Journal articles on the topic 'Youth transition'
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Yoshida, Yoko, and Jonathan Amoyaw. "Transition to adulthood of refugee and immigrant children in Canada." Applied Psycholinguistics 41, no. 6 (November 2020): 1465–95. http://dx.doi.org/10.1017/s0142716420000363.
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AbstractThe majority of refugees are children and youth and their integration and life-course transitions are a research priority. This paper examines the timing of refugee children and youths’ entrance into the labour market and family formation (marriage/common law union and parenthood). It does so by examining how admission category, knowledge of a host country’s official languages, and age at arrival shape their transition to adulthood. Using data from the Canadian Longitudinal Immigration Database and Heckman selection estimation, the paper finds minimal variation in refugee children and youths’ entry into the labour market compared to children of other immigrant streams. It also finds that refugee children and youth start forming families at a younger age than children of economic class immigrants, but at an older age than family class children. The analysis also shows limited effects of knowledge of official language prior to arrival while age at arrival has a robust impact on their adulthood transitions. These findings shed light on the unique patterns of life-course transition among refugee children and youth and contribute to a better conceptualization of their experiences relative to children and youth of other immigrants.
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Nelemans, Stefanie A., William W. Hale, Susan J. T. Branje, Wim H. J. Meeus, and Karen D. Rudolph. "Individual differences in anxiety trajectories from Grades 2 to 8: Impact of the middle school transition." Development and Psychopathology 30, no. 4 (November 21, 2017): 1487–501. http://dx.doi.org/10.1017/s0954579417001584.
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AbstractThis study examined the impact of the middle school transition on general anxiety trajectories from middle childhood to middle adolescence, as well as how youths’ individual vulnerability and exposure to contextual stressors were associated with anxiety trajectories. Participants were 631 youth (47% boys, M age = 7.96 years at Time 1), followed for 7 successive years from second to eighth grade. Teachers reported on youths’ individual vulnerability to anxiety (anxious solitude) in second grade; youth reported on their anxiety in second to eighth grade and aspects of their social contexts particularly relevant to the school transition (school hassles, peer victimization, parent–child relationship quality, and friendship quality) in sixth to eighth grade. The results revealed two subgroups that showed either strongly increasing (5%) or decreasing (14%) levels of anxiety across the transition and two subgroups with fairly stable levels of either high (11%) or low (70%) anxiety over time. Youth in the latter two subgroups could be distinguished based on their individual vulnerability to anxiety, whereas youth with increasing anxiety reported more contextual stressors and less contextual support than youth with decreasing anxiety. In sum, findings suggest that the middle school transition has the potential to alter developmental trajectories of anxiety for some youth, for better or for worse.
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Fogelman, Ken, Claire Wallace, and Malcolm Cross. "Youth in Transition: The Sociology of Youth and Youth Policy." Contemporary Sociology 21, no. 1 (January 1992): 73. http://dx.doi.org/10.2307/2074749.
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Bagnall, Nigel. "Youth Transition in France." Education and Society 23, no. 2 (January 1, 2005): 29–42. http://dx.doi.org/10.7459/es/23.2.03.
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Buchanan, Ann. "Chinese Youth in Transition." Journal of Family and Economic Issues 27, no. 3 (June 3, 2006): 583–84. http://dx.doi.org/10.1007/s10834-006-9020-0.
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Li, Lin, and Patricia H. Strachan. "Transitioning to Adult Services for Youth With Medical Complexity: A Practice Issue Viewed Through the Lens of Transitions Theory." Nursing Science Quarterly 34, no. 3 (July 2021): 301–8. http://dx.doi.org/10.1177/08943184211010454.
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As youth with medical complexity transition to adult services, their extensive support networks are disrupted, leaving them vulnerable to care gaps. Within the setting of a pediatric complex care clinic in Ontario, Canada, the authors conducted a needs assessment guided by transitions theory to better understand the movement to adult services for youth and their families. The authors here describe the application of transitions theory and critique the theory’s usefulness for understanding the transition to adult services for youth and their families.
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Trapenciere, Ilze. "Transition trajectories from youth institutional care to adulthood." SHS Web of Conferences 51 (2018): 01002. http://dx.doi.org/10.1051/shsconf/20185101002.
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The main trajectories of transitions have essential importance for a child and youth living in child long-term institutional care – moving from family care to institutional care, life in institution(s), and the second trajectory – transition from institution to independent adult life. In this article trajectories of child and youth transitions from institutional care are discussed. The study is based on the qualitative methodology. Methods used – 20 interviews with staff of the institutions and youth leaving the institutions. The trajectories of the transitions are analysed on the basis of the assessment of existing practice.
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Animosa, Lydia Honesty, Sarah Lindstrom Johnson, and Tina L. Cheng. "“I Used to Be Wild”: Adolescent Perspectives on the Influence of Family, Peers, School, and Neighborhood on Positive Behavioral Transition." Youth & Society 50, no. 1 (May 15, 2015): 49–74. http://dx.doi.org/10.1177/0044118x15586146.
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Public health practice involving adolescents is largely focused on preventing or delaying the initiation of risk behavior. However, given the experimental and exploratory nature of this developmental period, this is often impractical. This article focuses on behavioral transitions and the ways in which youth involved in risk behaviors shift to more promotive behaviors. Based on a positive youth development perspective, in-depth interviews with urban youth were conducted and analyzed to gain an understanding of the influences on behavior change. Specific family support, ability to detach from harmful peer relationships, and school connectedness and vocational support emerged as important to those youths who made a positive behavioral transition. These findings suggest the importance of understanding ways to support the cessation of involvement in risk behaviors and reinforce the significance of contextual influences on youth development.
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Uffner, Britney, Mary Rauktis, and Rachel Fusco. "A Time of Transition." Journal of Child and Youth Care Work 25 (November 17, 2020): 214–28. http://dx.doi.org/10.5195/jcycw.2015.83.
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The transition to adulthood can be a difficult process for any youth. This paper explores an outcome-impact assessment of the Intensive Transitions Treatment (ITT) Program. This service system works with youth facing the challenges of mental illness, substance abuse, and involvement with CYS or Court Supervision Services, with little, if any, support for the transition to adulthood. The primary adult living domains of education, housing, and employment are examined both qualitatively and quantitatively at different points of program involvement. The findings indicate program achievements, opportunities for improvement, and the need for additional research regarding intensive services and relevant supports. Implications for comparable youth programs and resources, service staff, policymakers, and community members are discussed.
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Hubbard, Gill. "The Usefulness of Indepth Life History Interviews for Exploring the Role of Social Structure and Human Agency in Youth Transitions." Sociological Research Online 4, no. 4 (February 2000): 102–13. http://dx.doi.org/10.5153/sro.390.
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This paper discusses the usefulness of indepth life history interviews in illustrating the role of social structure and human agency in youth transitions. Drawing on sociological theory and youth transition research, the paper highlights how the role of structure and agency has been perceived by youth researchers. Whilst this literature acknowledges the interplay between structure and agency in transitional processes, the appropriateness of particular research methods for explicating structure and agency needs to be further elucidated. Using data from a study of youth transitions in rural areas of Scotland, a range of transitional experiences from two indepth life history interviews is presented here. This exploratory exercise suggests that life history interviews enable researchers to explore how far social structures provide opportunities and constraints for human agents at the same time as showing how individuals, with their own beliefs and desires, take actions despite the social structures that underlie the immediacy of their experiences.
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Smith, Matthew J., Kari Sherwood, Brittany Ross, Justin D. Smith, Leann DaWalt, Lauren Bishop, Laura Humm, Jeff Elkins, and Chris Steacy. "Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial." Autism 25, no. 6 (February 10, 2021): 1536–52. http://dx.doi.org/10.1177/1362361321989928.
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Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth. Lay abstract Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth.
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Follmer-Reece, Holly E., Paulina Velez-Gomez, Nadia Semenova Moratto-Vásquez, and Sara L. Dodd. "On the Right Path: Youth Development Amidst Colombia’s Sociocultural Transition." Journal of Youth Development 16, no. 2-3 (July 14, 2021): 310–28. http://dx.doi.org/10.5195/jyd.2021.1023.
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Colombia is amidst a sociocultural transition due to recent political movements towards ending the long-standing internal armed conflict. Development and implementation of youth programs that are responsive to the current societal context can contribute to this transition by investing in younger generations. This study features findings from the exploration phase of a community-based participatory research study to adapt a youth program from the United States for implementation in Colombia. Through focus group interviews, participants representing 4 different microsystems surrounding youth shared perceptions of youth who will be successful in this transitional context. Perceptions coalesced to reveal a process of positive development for use as a framework for responsive and culturally sensitive program adaptations. The emergent process mirrors positive youth development principles and shares similarities with other positive youth development models. The discussion explores considerations for the sociocultural context when designing youth programs for use in Colombia.
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Kokorelias, Kristina M., Tin-Suet Joan Lee, Mark Bayley, Emily Seto, Alene Toulany, Michelle L. A. Nelson, Gina Dimitropoulos, Melanie Penner, Robert Simpson, and Sarah E. P. Munce. "“I Have Eight Different Files at Eight Different Places”: Perspectives of Youths and Their Family Caregivers on Transitioning from Pediatric to Adult Rehabilitation and Community Services." Journal of Clinical Medicine 12, no. 4 (February 20, 2023): 1693. http://dx.doi.org/10.3390/jcm12041693.
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Introduction: The number of young adults (youth) living with childhood-onset disabilities, and requiring transitional support to adult community and rehabilitation services, is increasing. We explored facilitators and barriers to accessing and sustaining community and rehabilitation services during the transition from pediatric to adult care. Methods: A qualitative descriptive study was conducted in Ontario, Canada. Data were collected through interviews with youth (n = 11) and family caregivers (n = 7). The data were coded and analyzed using thematic analysis. Results: Youth and caregivers face many types of transitions from pediatric to adult community and rehabilitation services, e.g., those related to education, living arrangements, and employment. This transition is marked by feelings of isolation. Supportive social networks, continuity of care (i.e., same care providers), and advocacy all contribute to positive experiences. Lack of knowledge about resources, changing parental involvement without preparation, and a lack of system responses to evolving needs were barriers to positive transitions. Financial circumstances were described as either a barrier or facilitator to service access. Conclusions: This study demonstrated that continuity of care, support from providers, and social networks all contribute markedly to the positive experience of transitioning from pediatric to adult services for individuals with childhood-onset disabilities and family caregivers. Future transitional interventions should incorporate these considerations.
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Cmar, Jennifer L., Michele C. McDonnall, and Kasey M. Markoski. "In-School Predictors of Postschool Employment for Youth Who Are Deaf-Blind." Career Development and Transition for Exceptional Individuals 41, no. 4 (October 11, 2017): 223–33. http://dx.doi.org/10.1177/2165143417736057.
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Youth with deaf-blindness have difficulty transitioning to adulthood and experience poor employment outcomes, yet research on this population is limited. To identify predictors of postschool employment outcomes for transition-age youth who are deaf-blind, we conducted multiple logistic regression analyses using data from Waves 1 through 5 of the National Longitudinal Transition Study–2. Significant predictors of postschool employment were paid high school work experiences and parent expectations. Significant predictors of continuous employment were number of additional disabilities, vocational education services, and parent expectations. Implications for practice include educating parents about employment options early in youths’ lives, encouraging youth to obtain early work experiences, and ensuring that youth have access to vocational education services.
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Scal, Peter. "Transition for Youth With Chronic Conditions: Primary Care Physicians’ Approaches." Pediatrics 110, Supplement_3 (December 1, 2002): 1315–21. http://dx.doi.org/10.1542/peds.110.s3.1315.
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Since the US Surgeon General’s conference on health care transitions in 1989, transition from pediatric to adult-oriented health care for youth with chronic conditions continues to develop as an important issue among youth, parents, and health professionals. Key professional organizations, public agencies, and disease-specific organizations have promoted research on transition and the development of transition services. Although there is evidence of the advancement of the science and practice of transition in the context of subspecialty medical care, the same may not be true for transition in the context of primary care practice. Little has been written about the role of the primary care provider in facilitating transition, and little is published in the medical literature about how transition occurs in primary care settings.
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Mitchell, Tom, Adam Gledhill, Mark Nesti, Dave Richardson, and Martin Littlewood. "Practitioner Perspectives on the Barriers Associated With Youth-to-Senior Transition in Elite Youth Soccer Academy Players." International Sport Coaching Journal 7, no. 3 (September 1, 2020): 273–82. http://dx.doi.org/10.1123/iscj.2019-0015.
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There are concerns surrounding the lack of players making the transition from youth to professional status within English professional soccer. Stakeholders, such as coaches, have been largely overlooked by researchers often focussing on player experiences. The authors aimed to explore soccer practitioner perceptions of the debilitating factors associated with youth-to-senior progression. Practitioners were chosen as they inform the working practices and are the cultural architects of the environment in which players operate. Interviews were conducted with 18 soccer practitioners (male = 17 and female = 1). These included coaches (n = 6), academy managers (n = 8), and staff involved with education and welfare (n = 4). The data were thematically analysed, and four themes were identified (cultural climate, working practices, occupational hazards, and social challenges). The analysis provided a clear picture of the transition landscape faced by players seeking to make the youth-to-senior transition through the eyes of soccer practitioners. The findings present a novel viewpoint to facilitate reflection around their own practice when managing youth-to-senior transitions. Further research is needed to triangulate player experiences and operational aspects of facilitating transitions, which could lead to the creation of best practice guidance.
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de Vries, Marsha, and Ronald Wolbink. "Transition and transformation in youth care in the Netherlands." International Journal of Public Leadership 14, no. 2 (May 14, 2018): 96–108. http://dx.doi.org/10.1108/ijpl-07-2017-0028.
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Purpose Since January 2015, the Dutch youth care system has been under construction. Its focus has shifted from the problematic to the normal development of children. Emphasis on the capacities of both youths and parents, on customized care and on better cooperation between professionals should decrease the use of specialized services. This reconstruction of the youth care system not only appeals to the competencies and skills of professionals, but also requires innovations in terms of leadership. The purpose of this paper is to describe the struggle managers face when working to transform the youth care system, and to provide some suggestions for how managers can be supported. Design/methodology/approach This paper is based on the results of two empirical, qualitative studies that were recently conducted by the Research Institute Youth, which is part of the Health Care and Social Work Research Centre of Windesheim University of Applied Sciences in Zwolle, the Netherlands. Over the course of a preliminary study, executive managers of five youth care organizations were interviewed on the ongoing transformations of their organizations and the changing roles and needs of managers within these transformations. Subsequently, 13 middle- and first-line managers of 3 youth care organizations were interviewed about their experiences and the ways in which they have handled the new roles they have taken on in transforming their organizations. Findings The management of youth care organizations is responsible for facilitating professionals in taking on and shaping their new roles, thus affecting not only the structure but also the culture and practices of youth care organizations and of management itself. This research shows that managers are struggling with these changes in their own ways. While youth care managers are struggling with their new roles and responsibilities, the intended transformation of the youth care system lags behind. Appropriate support of managers is essential, but is currently lacking. This paper provides some suggestions for how managers can be supported. Originality/value This paper identifies and explains the challenges that top-, middle- and lower-level managers face in current transformation processes in social service organizations, and provides some suggestions for how managers can be supported in these processes.
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Shepherd, Becky. "Transition arrangements for youth offenders." Probation Journal 60, no. 1 (March 2013): 85–86. http://dx.doi.org/10.1177/0264550513476478.
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Boski, Pawel, and David Matsumoto. "Immigrant Youth in Cultural Transition." Journal of Cross-Cultural Psychology 39, no. 4 (May 14, 2008): 515–16. http://dx.doi.org/10.1177/0022022108318137.
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Reitzle, Matthias. "The Connections Between Adulthood Transitions and the Self-Perception of Being Adult in the Changing Contexts of East and West Germany." European Psychologist 11, no. 1 (January 2006): 25–38. http://dx.doi.org/10.1027/1016-9040.11.1.25.
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Against the backdrop of young people's increasingly later role-transitions (discussed as postadolescence or emerging adulthood), the present study examined whether (1) young people of different cohorts decreasingly perceived themselves as adults, and (2) their self-perceptions of being adult were disconnected from role transitions. Young people were asked whether they felt themselves to be adults, adolescents, or something else. The study was based on two surveys conducted in 1991 and 1996 in East and West Germany. The present sample consisted of 20- to 27-year-olds (N = 3171). A complex pattern of findings was expected with regard to education, gender, and differential social change in East and West. Irrespective of time, college-bound youths' rates of subjective adulthood and transitions were lower than those of non-college-bound youth. Furthermore, their subjective adulthood was not connected to role transitions. Transition rates of non-college-bound youth remained stable among Westerners, but significantly declined among Easterners because of their financial insecurity during the restructuring phase of East Germany's economy. Among less-educated youth, subjective adulthood remained connected to role transitions. It was concluded that emerging adulthood applies primarily to well-educated youth whereas segments of noncollege-bound young people still adhere to conventional adulthood conceptions.
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MacDonald, Robert, Paul Mason, Tracy Shildrick, Colin Webster, Les Johnston, and Louise Ridley. "Snakes & Ladders: In Defence of Studies of Youth Transition." Sociological Research Online 5, no. 4 (February 2001): 1–13. http://dx.doi.org/10.5153/sro.552.
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Although enjoying a period of renewed government policy interest and favourable research funding, youth studies has recently come under considerable intellectual attack, much of it from within. A common theme is that the major conceptual approach of most British youth research over the past twenty years - the sociological study of youth transitions - is not helpful in approaching ‘the youth question’. The paper locates these recent critiques in terms of the development of ‘two traditions’ of youth research in the UK; a development which has served to separate structural and cultural analyses and so to limit the theoretical potential of the field. A recent qualitative study of young people growing up in Teesside, Northeast England is then discussed. Close analysis of the biographies of two of its participants are used as the basis for a reconsideration of the nature of transitions amongst ‘socially excluded’ youth and a discussion of some of the limitations of recent critiques of youth studies. The paper argues that the sort of research, methods and analysis employed here provide one example of how interests in the cultural and structural aspects of youth might be integrated. It concludes by reasserting the theoretical value of a broad conceptualisation of transition in understanding the social, economic and cultural processes that define the youth phase.
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Killeen, Hazel, Saeideh Shahin, Gary M. Bedell, and Dana R. Anaby. "Supporting the participation of youth with physical disabilities: Parents' strategies." British Journal of Occupational Therapy 82, no. 3 (November 14, 2018): 153–61. http://dx.doi.org/10.1177/0308022618808735.
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Introduction Little is known about strategies used by parents to explicitly promote the participation in meaningful occupations of transition-age youth. This descriptive study explored the type and scope of parents' strategies to facilitate the participation of youth living with a physical disability. Methods Twenty-two parents of youths (12 to 18 years) with mobility restriction reported strategies used at home, school, and in the community by completing the Participation and Environment Measure for Children and Youth at two time points. Content analysis was conducted. Strategies were extracted and coded, and sub-categories were identified and organised into the three domains (person, occupation, environment) of the Canadian Model of Occupational Performance – Engagement. Findings Overall, 241 strategies were reported, of which 130 were distinct. The strategies encompassed all three domains of the Canadian Model of Occupational Performance – Engagement, with an emphasis on youths' immediate physical environment and no reference to institutional policies at the macro level. The majority of strategies focused on facilitating youths' participation in the school setting through collaboration, advocacy, and involvement. Conclusion Findings can increase our understanding of the range of actions parents take in supporting participation of transition-age youth. Occupational therapists can build on those strategies and, through family-centred practice, jointly promote youth participation and inclusion.
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Fraser, Sarah L., Mélanie Vachon, Maria J. Arauz, Cécile Rousseau, and Laurence J. Kirmayer. "Inuit Youth Transitioning out of Residential Care: Obstacles to Re-integration and Challenges to Wellness." First Peoples Child & Family Review 7, no. 1 (May 1, 2020): 52–75. http://dx.doi.org/10.7202/1068865ar.
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For youth under child welfare, transitioning out of residential care and reintegrating into their community can be a difficult process. This may be especially true for Inuit youth who, because they are away from their communities, cannot develop networks and relationships that would provide a secure place for their development as an adult and as a community member. The objectives of this study were to document how transition out of care is addressed in a residence specialized for Inuit youth under government care, and to explore, from the perspective of residential managers and staff, what factors facilitate or create obstacles to successful transition. Interviews were conducted to discuss the transition of 11 youth from residential placement back into communities. The criteria used by managers and staff to describe transitions mostly focused on the behaviours of the youth and the ability to create and implement a plan. Are current theme was the importance of continuity and connections with family, staff, and culture. Various measures were put into place around the current system of care in order to facilitate continuity and connections to respond to the cultural and personal needs of youth. To enhance the “cultural competence” of care, we suggest that: (i) criteria for successful and unsuccessful transitions be determined with youth, families, and communities; (ii) that Inuit representation in care be increased; and (iii) that measures be taken outside the current system of care to encourage shifts in power distribution.
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Mitrovic, Katarina. "Anthropological research on coming of age and “extended youth”: Youth “well-spent” in Serbia." Stanovnistvo 60, no. 2 (2022): 89–106. http://dx.doi.org/10.2298/stnv2202089m.
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While focusing on the phenomenon of ?extended youth?, this paper presents the results of anthropological research on coming of age: classical and contemporary. The paper questions the parameters of ?normality? when it comes to ?extending? phases, youth in particular. While examining what it means to be young, the paper emphasises anthro?pological contributions to life course research. First of all, the paper focuses on research that highlights concepts seen as universal and biological. Moreover, it approaches classical anthropological research that analyses lifecycle customs and rites of passage. By emphasising classic an?thropological works, such as the contributions of Margaret Mead, the paper shows how ethnographic examples have helped present the diversity of the perception of ?ade?quate?, ?normal?, and ?good? when it comes to life stages or transitions from one life stage to another. In addition to the work of Mead, special attention is paid to the work of Arnold van Gennep, whose research on rites of passage had a great influence on generations of Serbian ethnologists and anthropologists. Van Gennep?s scheme of successive stages made up of the pattern of rites of passage (separation, transition/liminality, and ag?gregation) has been particularly important in the context of the transition into adulthood. Finally, this paper analy?ses how young people in Serbia perceive their youth and life stages in the contemporary context. The presented results are part of a qualitative research study based on in-depth interviews conducted in 2019 and 2020. The re?sults highlight the cultural representations of the ?normal? life course and life stage transitions, then present how some young people manage their transition to adulthood in order to perceive their youth as ?well-spent?. The con?clusion examines how time, life phases, and expectations have been constructed in the local context. Moreover, the paper highlights the layers of the transition to adulthood and autonomy (residential, financial, emotional etc.) that, furthermore, show the complexity of the phenomenon of ?extended youth?. By questioning the mainstream explanations of extended youth as an exclusive consequence of structural factors and political crisis, the paper offers an alternative explanation of extended youth through the analysis of cultural logic.
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Cleverley, Kristin, Katye Stevens, Julia Davies, Emma McCann, Tracy Ashley, Daneisha Brathwaite, Mana Gebreyohannes, et al. "Mixed-methods study protocol for an evaluation of the mental health transition navigator model in child and adolescent mental health services: the Navigator Evaluation Advancing Transitions (NEAT) study." BMJ Open 11, no. 6 (June 2021): e051190. http://dx.doi.org/10.1136/bmjopen-2021-051190.
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IntroductionTransition from child and adolescent mental health services (CAMHS) to community or adult mental health services (AMHS) is a highly problematic health systems hurdle, especially for transition-aged youth. A planned and purposeful transition process is often non-existent or experienced negatively by youth and their caregivers. Stakeholders, including youth and their caregivers, have demanded interventions to support more effective transitions, such a transition navigator. The transition navigator model uses a navigator to facilitate complex transitions from acute care CAMHS to community or AMHS. However, despite the widespread implementation of this model, there has been no evaluation of the programme, hindering its scalability. This paper describes the study protocol of the Navigator Evaluation Advancing Transitions study that aims to collaborate with patients, caregivers and clinicians in the evaluation of the navigator model.Methods and analysisA pre and post mixed-method study will be conducted, using the Triple Aim Framework, to evaluate the navigator model. We will recruit participants from one large tertiary and two community hospitals in Toronto, Canada. For the quantitative portion of the study, we will recruit a sample of 45 youth (15 at each site), aged 16–18, and their caregivers at baseline (referral to navigator) (T1) and 6 months (T2). Youth and caregiver participants will complete a set of standardised measures to assess mental health, service utilisation, and satisfaction outcomes. For the qualitative portion of the study, semistructured interviews will be conducted at 6 months (T2) with youth, their caregivers and clinicians to better understand their experience and satisfaction with the model.Ethics and disseminationResearch Ethics Board (REB) approval has been obtained from the lead research sites, the University of Toronto and the Hospital for Sick Children. The results of the study will be reported in peer-reviewed publications, webinars and conferences and to all relevant stakeholders.
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Xu, Xuexin, Dongdong Li, Chi Meng Chu, Grace S. Chng, and Kala Ruby. "Understanding Changes in Youth Offenders’ Risk Profiles: A Latent Transition Analysis." Youth Violence and Juvenile Justice 18, no. 3 (October 28, 2019): 294–312. http://dx.doi.org/10.1177/1541204019883922.
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This study examined youth probationers’ risk profiles at the start and the end of probation and the types of transition in risk profiles over time. It further identified the association between the transition types, their adverse family background as well as their probation completion status. Using a sample of 935 youth probationers in Singapore, a latent transition analysis was conducted based on seven dynamic domains captured in the Youth Level of Service/Case Management Inventory 2.0. Based on the risk profiles, three subgroups of youths were identified: (1) the “De-escalators” had reduced risk in one or multiple domains; (2) the “Persistors” continued to have moderate risk in most domains; and (3) the “Escalators” showed an increase in risk levels in one or multiple domains. Compared to the De-escalators, the Persistors and Escalators were less likely to complete their probation orders. Further analysis revealed that youths from nonintact families or families with conviction history showed higher relative risk in being Persistors. These findings contribute to our understanding on the changes in probationers’ risk profiles over time and provide information for early and more targeted intervention efforts.
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Rowe, Dawn A., John McNaught, Louise M. Yoho, Mariya Davis, and Valerie L. Mazzotti. "Helping Students Make Informed Decisions About Transition Via Web-Based Resources." Career Development and Transition for Exceptional Individuals 41, no. 4 (November 3, 2017): 252–59. http://dx.doi.org/10.1177/2165143417736266.
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Although there are many transitions that occur in a young person’s life, transition from high school to adulthood can be one of the most challenging. This transition requires autonomy and decision-making skills. To support youth in having positive outcomes after high school, it is imperative for teachers to have strategies to guide students in making informed decisions as they begin the transition process. This article provides teachers with strategies and resources to help youth build autonomy, make informed decisions, and gain information via web-based resources to support the transition from high school into postschool life. Steps for building autonomy, evaluating web-based resources, and investigating web-based resources to support transition are included.
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Kucharczyk, Suzanne, Amillia K. Oswalt, Peggy Schaefer Whitby, Kimberly Frazier, and Lynn Koch. "Emerging Trends in Youth Engagement During Transition: Youth as Interdisciplinary Partners." Rehabilitation Research, Policy, and Education 36, no. 1 (February 1, 2022): 71–98. http://dx.doi.org/10.1891/re-21-16.
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PurposeDespite federal legislation requiring youth engagement in their transition planning, students with disabilities continue to be passive partners in this transition process, under informed about the process and future possibilities, and with goals misaligned with their hopes. Students with specific disabilities and those who are English learners, Black, Indigenous, and from communities of color are even more impacted by the lack of active opportunities to provide direction on their futures.MethodThe authors conducted a scoping literature review of youth engagement in the transition process for students served under Individuals with Disabilities Education Act.ResultsA shift towards active engagement for students in the transition process is critical. Inequitable experiences in that process exist for students based on individual and environmental characteristics. Active engagement will require direct, deliberate instruction and amelioration of structural barriers.ConclusionsAs a bridge between school years and adult environments, vocational rehabilitation counselors have an important role in supporting the engagement of students in transition planning as they learn and practice self-determination and self-advocacy skills to lead planning towards their future.
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Beeson, Erynn, Heather MacKay, Jacklyn Stellway Beard, Jennifer Paternostro, Henry Lin, and Michael Harris. "P017 INFLAMMATORY BOWEL DISEASE: YOUTH BELIEFS AND BARRIERS TO TRANSITION." Inflammatory Bowel Diseases 26, Supplement_1 (January 2020): S53. http://dx.doi.org/10.1093/ibd/zaa010.134.
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Abstract Introduction Transitioning from pediatric to adult care remains a vulnerable time for all youth, especially those with inflammatory bowel disease (IBD). While the medical community recognizes this, it is still an understudied phenomenon and youth often become lost in transition. Our mixed methods study is unique in that it comprehensively assesses youth/caregiver understanding and priorities through interviews and surveys surrounding the transition process for youth with IBD. Methods This is a prospective chart review. English speaking youth with IBD ages 12–25 and their caregivers at a tertiary care center were given the Transition Barriers and Beliefs scale (TBAB). Data were analyzed by descriptive statistics and frequencies. A subgroup of youth/caregiver dyads from the above sample were asked a semi-structured set of questions. The answers were audio recorded and transcribed. Results 70% of caregivers reported they are not discussing transition with their youth. 74% of caregivers and 70% of youth reported that no provider initiated a transition discussion. 40% of youth older than 16 reported providers initiated a transition discussion. 25% of youth and 33% of caregivers expressed concern over transition. 90% of caregivers reported there was no transition plan regardless of age. 53% of youth and 73% of caregivers believed that similar support services are offered in adult care. Caregivers and youth shared similar priorities to discuss prior to transition, the most important being insurance. Caregivers and youth both overwhelmingly prefer information be relayed face-face. Youth and caregivers agreed providers should begin talking about transition at age 16–17, seeing the provider alone at 17–18, and transitioning at 18. Conclusion Discussion around transition in IBD care is not happening at home or with providers. Accordingly, most youth and their families have no plan for this process. Our data agree with other research indicating that youth and their caregivers view transition more as an event and less as a process (e.g., transition discussions and transfer to adult care around the same age 17 to 18). This is highlighted by the finding that youth/caregiver dyads reported that seeing the physician alone should happen just before transition. As a whole, our data indicate that youth and their families are underprepared to transition care, with a majority expressing the expectation that similar support services will be offered in adult care. This leaves them vulnerable to a lapse in medical care, unmanaged flares, and negative consequences of drug holidays. Interestingly, youth and their families are worried about the transition from pediatric to adult IBD care and are interested in receiving this information in person, reinforcing that this information should be incorporated into routine care and is best received from their IBD providers.
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Sandquist, Melanie, TjaMeika Davenport, Jana Monaco, and Maureen E. Lyon. "The Transition to Adulthood for Youth Living with Rare Diseases." Children 9, no. 5 (May 12, 2022): 710. http://dx.doi.org/10.3390/children9050710.
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More children with rare diseases survive into adulthood. The transition period to adult healthcare presents many challenges for pediatric rare diseases. Few adolescents or their families receive any transitional support for the transition to adult healthcare or for their maturing psychosocial needs. Understanding the challenges in the transition process is critical to ensure that interventions designed to improve the transition are holistic and meet the needs of the youth and their families. Few transition programs are in place to meet the needs of those youth with rare diseases who cannot participate in medical decision making or who live independently because of severe disabilities and comorbidities. We searched the literature on preparation and outcomes for youth living with rare diseases in PubMed, CINAHL, and PsychInfo, excluding publications before 2010. The results revealed seven studies specific to rare diseases, special needs, or chronic conditions. Next, we discussed transition with experts in the field, GotTransition.org, and citation chaining, yielding a total of 14 sources. The barriers and challenges to transition were identified. Articles discussing solutions and interventions for transition in medically complex children were categorized care coordination or transition readiness. A large portion of children with rare disease are underserved and experience health disparities in transition.
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Mann, David R., and Mira Wang. "What happens after high school? A review of independent living practices to support youth with disabilities transitioning to adult life." Journal of Vocational Rehabilitation 55, no. 2 (September 7, 2021): 169–84. http://dx.doi.org/10.3233/jvr-211155.
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BACKGROUND: Centers for Independent Living (CILs) can help out-of-school youth with disabilities. CIL services may be particularly important for minority youth with disabilities that face additional transition barriers. OBJECTIVE: This literature review documents existing practices that might aid CILs as they seek to help youth, including minority youth, with disabilities transition to adult life. METHODS: First, we conducted a literature search to identify practices that might help CILs assist youth with disabilities transition to independent living (IL) in early adult life. Then we examined various literature syntheses of postsecondary transition interventions with evidence of promise or efficacy for any IL-related outcome—regardless of whether the intervention targeted youth with disabilities. RESULTS: We discovered a variety of practices CILs might learn from or consider adopting to help youth with disabilities transition to adult life. However, the practices rarely focused on minority youth and usually had limited or no evidence about whether they improved IL outcomes. CONCLUSIONS: The limitations of the evidence we found suggest the need to develop and test interventions that help transition age youth with disabilities—especially minority youth with disabilities—achieve their IL goals.
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Jones, Jason, and Janee Both Gragg. "Transitional Foster Youth’s Perceptions of Preparation to Act as Self-Advocates." Family Journal 20, no. 4 (September 12, 2012): 411–18. http://dx.doi.org/10.1177/1066480712451423.
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Foster youth face a number of challenges as they transition from adolescence to young adulthood. Emancipation for foster youth occurs between the ages of 18 and 22, during which those successful in this transition are required to make well thought out decisions and act in their own best interest. However, few foster youth have learned the skills necessary to act as self-advocates. This in-depth phenomenological study explored the perceptions of three emancipated foster youth who were judged to be more effective self-advocates than their peers, concerning how prepared they felt to act as self-advocates. Research findings highlight the fact that many emancipated foster youth are rarely taught self-advocacy skills explicitly but rather learn the skills themselves through trial and error or happenstance and suggest ways that therapists can make the process. Research findings also suggest that acting as a self-advocate may enhance the educational choices and familial relationships of transitional foster youth.
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Absor, Muh Ulil, and Iwu Utomo. "PATTERN AND DETERMINANT OF SUCCESSFUL SCHOOL TO WORK TRANSITION OF YOUNG PEOPLE IN ISLAMIC DEVELOPING COUNTRIES: EVIDENCE FROM EGYPT, JORDAN AND BANGLADESH." Analisa: Journal of Social Science and Religion 2, no. 01 (July 31, 2017): 1. http://dx.doi.org/10.18784/analisa.v2i01.423.
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This study considers the impact of conservative cultures, by comparing the patterns and determinants of the successful school-to-work transition of young people in Egypt, Jordan and Bangladesh. This study argues that the most consistent and significant influence of successful transition among male and female youth are micro predictors compared to mezzo and macro predictors. This study found that male and female youth are treated differently during their school-to-work transition. Conservative culture has negative influences on the successful transition of female youth while a positive transition is experienced by male youth. Education is a key strategy in reducing the negative impacts of conservative culture and promoting successful school-to-work transition particularly if both male and female youth are to attain stable employment.
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Collins, Mary E., and Rolanda L. Ward. "Services and outcomes for transition-age foster care youth: Youths' perspectives." Vulnerable Children and Youth Studies 6, no. 2 (June 2011): 157–65. http://dx.doi.org/10.1080/17450128.2011.564226.
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Bogossian, Aline, Annette Majnemer, and Eric Racine. "Contextualized Autonomy in Transitional Care for Youth With Neurologic Conditions: The Role of the Pediatric Neurologist." Journal of Child Neurology 35, no. 8 (April 26, 2020): 536–42. http://dx.doi.org/10.1177/0883073820918454.
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Youth with neurologic conditions experience multiple life transitions. The transfer from pediatric to adult health care systems exemplifies one such complex and multifaceted transition that occurs in parallel with developmental, legal, and social changes that may influence the roles and responsibilities of youth and their caregivers. As a result, ethical situations, questions, and challenges may surface in transition care to which pediatric neurologists may be confronted. In this article, we focus on the topic of autonomy and situations that may arise in transition care in the context of pediatric neurology. Building from a clinical case, we present the concept of contextualized autonomy to work through the questions that arise in the case and propose ways of thinking through those challenging situations in transition care.
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Landsman, Miriam, and Lisa D’Aunno. "Improving Outcomes for Youth in Transition." Journal of Child and Youth Care Work 23 (November 16, 2020): 114–32. http://dx.doi.org/10.5195/jcycw.2010.29.
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Bell, Edward C. "Mentoring Transition-Age Youth With Blindness." Journal of Special Education 46, no. 3 (June 25, 2010): 170–79. http://dx.doi.org/10.1177/0022466910374211.
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Gil-Kashiwabara, Eleanor, Jennifer M. Hogansen, Sarah Geenen, Kristin Powers, and Laurie E. Powers. "Improving Transition Outcomes for Marginalized Youth." Career Development for Exceptional Individuals 30, no. 2 (August 2007): 80–91. http://dx.doi.org/10.1177/08857288070300020501.
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Westbrook, John D., Carlton J. Fong, Chad Nye, Ann Williams, Oliver Wendt, and Tara Cortopassi. "Transition Services for Youth With Autism." Research on Social Work Practice 25, no. 1 (March 5, 2014): 10–20. http://dx.doi.org/10.1177/1049731514524836.
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Tsai, Michelle, May Lau, and Laura Kuper. "Health Care Transition of Transgender Youth." Pediatrics 147, no. 3_MeetingAbstract (March 1, 2021): 605. http://dx.doi.org/10.1542/peds.147.3ma6.605a.
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Twanow, Jaime-Dawn E., Sarita Maturu, and Nabil Khandker. "Pediatric to Adult Epilepsy Transition in Ambulatory Care: Benefits of a Multidisciplinary Epilepsy Transition Clinic." Journal of Pediatric Epilepsy 09, no. 04 (September 18, 2020): 125–34. http://dx.doi.org/10.1055/s-0040-1716827.
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AbstractChildren with epilepsy comprise 3.2% of the estimated 500,000 youth with special medical needs who move from the pediatric to adult care model annually. These 16,000 children who require transfer each year represent a challenging subset of 470,000 youth living with epilepsy in the United States. Transition and transfer of care are complex and require gradual processes. This period for youth with epilepsy is often associated with inadequate follow-up and increased risk of nonadherence. Furthermore, youth and adults with epilepsy are known to have suboptimal social and emotional outcomes compared with peers, with high rates of under education, underemployment, poverty, and struggles with mental health. The goal of improving social determinants and continuity of care prompted the development of formal epilepsy transition clinics. Multiple clinic models exist, sharing the overarching goal of supporting youth while building self-management skills, tailored to age and developmental level. Early evidence shows that transition discussion leads to statistically significant increases in transfer readiness and self-efficacy in young adults with epilepsy. Our center boasts a 100% attendance rate at our transition and transfer clinic and 78% compliance with follow-up, further demonstrating that patients and families value quality transition programming.
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Leung, Ka-Man, Folake Orekoya, Adrian J. Bailey, Hor-Yan Lai, Ka-Yi Chan, and Ting-Lok Lam. "Health of Youth in Transition in Hong Kong." International Journal of Environmental Research and Public Health 17, no. 11 (May 27, 2020): 3791. http://dx.doi.org/10.3390/ijerph17113791.
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This study aimed to examine the impact of individual (level of vigorous physical activity (VPA) and frequency of using sports and recreation facilities), interpersonal (perceived social cohesion (PSC)), and neighborhood environmental (availability of sports and recreation facilities) factors on youths’ health in transition in Hong Kong. A sample of 508 individuals aged 17–23 years from all Hong Kong council districts randomly completed validated questionnaires by telephone survey. Of 508,302 individuals with complete data pertaining to address geocoding were selected for further analyses. Overall, more than half of them (56.3%) used sports and recreation facilities once per month or less. Structural equation modeling was used to examine the relationship among the studies’ constructs. The results indicated that the proposed model sufficiently fitted the data (χ2 (24) = 32.23, p < 0.12; CFI = 0.977; SRMR = 0.051; RMSEA = 0.034 (90% CI = 0.000 to 0.061). However, two items of PSC were sequentially removed due to their low standardized factor loadings (<0.3). A structural model was reinserted into data analyses, and the modified model fitted the data well as indicated by fit indices (χ2 (11) = 15.29, p < 0.17; CFI = 0.987; SRMR = 0.054; RMSEA = 0.036 (90% CI = 0.000 to 0.075). Only VPA (β = 0.27, p = 0.0005) and PSC (β = 0.12, p = 0.048) were significantly related to perceived health at an individual level. To promote youth health, the Hong Kong government may work with the business sector, community groups, or education institutions to develop community programs to keep youths active (especially VPA) and to build more cohesive, trustful relationships among youths in the neighborhood.
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Smith, Matthew J., Kari Sherwood, Shannon Blajeski, Brittany Ross, Justin D. Smith, Neil Jordan, Leann Dawalt, Lauren Bishop, and Marc S. Atkins. "Job Interview and Vocational Outcomes Among Transition-Age Youth Receiving Special Education Pre-Employment Transition Services." Intellectual and Developmental Disabilities 59, no. 5 (September 22, 2021): 405–21. http://dx.doi.org/10.1352/1934-9556-59.5.405.
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Abstract Vocational outcomes among transition-age youth receiving special education services are critically poor and have only incrementally improved since the implementation of the Workforce Innovation Opportunity Act. Few studies highlight whether interviewing may be critical to obtaining vocational outcomes such as competitive employment or internships. This study evaluated vocational interviewing and outcomes among 656 transition-age youth receiving special education pre-employment transition services from 47 schools. Results suggest 20.8% of these youth were currently employed, and 88.8% of these employed youth interviewed prior to obtaining their job, which is higher than anecdotal evidence suggests and speaks to the importance of job interview skills as an intervention target for special education pre-employment transition services. We discuss the implications and directions for further study.
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Blaskowitz, Meghan G., Paul Wesley Scott, Lindsay Randall, Macie Zelenko, Bridget M. Green, Erin McGrady, Elana Famularo, and Megan Lonergan. "Closing the Gap: Identifying Self-Reported Quality of Life Differences Between Youth With and Without Intellectual and Developmental Disabilities." Inclusion 8, no. 3 (September 1, 2020): 241–54. http://dx.doi.org/10.1352/2326-6988-8.3.241.
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Abstract This study measured quality of life (QOL) for transition-age youth with intellectual and developmental disabilities (IDD) and college youth without IDD. Transition-age youth with IDD (n = 19) and college youth without IDD (n = 30) were interviewed using the Quality of Life-Questionnaire (QOL-Q). One-way between-subjects analysis of variances (ANOVAs) and multivariable linear regression were used to explore differences between the groups and identify QOL predictors. Youth with IDD scored significantly lower on the QOL-Q than college youth without IDD. They scored lower in Independence, Community Integration, and Productivity; however, no significant difference was found in Satisfaction. Although studies have examined QOL for children, youth with autism spectrum disorder, and adults, additional research is needed on the factors that contribute to QOL among transition-age youth with IDD in order to improve the quality of their transition to adulthood.
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Barr, Neil G., Christopher J. Longo, Mark G. Embrett, Gillian M. Mulvale, Tram Nguyen, and Glen E. Randall. "The transition from youth to adult mental health services and the economic impact on youth and their families." Healthcare Management Forum 30, no. 6 (October 23, 2017): 283–88. http://dx.doi.org/10.1177/0840470417709579.
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The transition from Child and Adolescent Mental Health Services (CAMHS) to Adult Mental Health Services (AMHS) can be challenging for youth, their families, and healthcare providers. The purpose of this study was to identify, summarize, and assess evidence found in scholarly literature regarding the economic impact on youth and their families during the transition from CAMHS to AMHS. Relevant studies were identified through a search of 7 electronic platforms. The search identified 829 articles; 5 of which met all inclusion criteria. Evidence from the included studies suggests that, when continuity of care is lacking, transitions from CAMHS to AMHS have substantial impacts on the financial demands of youth and their families. These demands are due to increases in the cost of care, loss of employment income and productivity, and changes in insurance coverage. However, there remains limited information in this area, which highlights the need for further research.
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Blanchet, Alexandre, and Martin Goyette. "Leaving care in Quebec: The EDJeP Longitudinal Study." Pedagogia Social Revista Interuniversitaria, no. 40 (February 26, 2022): 21–34. http://dx.doi.org/10.7179/psri_2022.40.01.
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This article reports results from the first longitudinal and representative study of a cohort of youth leaving care in Quebec (EDJeP study). Focusing on education and residential stability, we show that youths from youth protection services accumulate important vulnerabilities that make their transition out of youth protection services very challenging. In particular, compared to their peers in the general population, youth leaving care have significant educational delays that complicate their integration into the labor market. Our data suggest that a system that better encourages school perseverance and success would limit these academic delays and promote graduation. We also find that nearly half of the youths from the protection system experienced residential instability in the months following their release from placement and that 20% of them experienced at least one episode of homelessness. These last elements clearly show the extent of the vulnerability of youth leaving the protection system. We suggest some areas of reflection to improve this situation.
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Sutopo, Oki Rahadianto. "Perdebatan Perspektif Transisi dalam Kajian Kepemudaan." Jurnal Studi Pemuda 11, no. 1 (June 30, 2022): 1. http://dx.doi.org/10.22146/studipemudaugm.75260.
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Artikel ini membahas mengenai perdebatan perspektif transisi dalam kajian kepemudaan. Dengan menggunakan studi pustaka, artikel ini menjelaskan empat hal yaitu terkait transisi berdasarkan umur vs dimensi sosiologis, terkait dengan dilema struktur-agensi, terkait dengan transisi vs generasi, relevansi interseksionalitas dalam kajian empiris transisi pemuda di Indonesia serta kemungkinan mewujudkan perspektif transisi yang berspirit dialog global. Penggunaan perspektif yang tunggal tidak memungkinkan dalam memahami transisi kaum muda Indonesia kontemporer. Hasil analisis dalam artikel ini justru mengusulkan mengenai pentingnya interseksi berbagai macam variabel baik kelas sosial, gender, spasial, generasi dan perubahan, serta aplikasinya dalam konteks sosio-kultural-historis yang baru. Dalam artikel ini juga dijelaskan mengenai pentingnya perspektif transisi melakukan kontekstualisasi pada pengalaman kaum muda Indonesia sebagai bagian dari Global South, memunculkan narasi-narasi kaum muda terpinggirkan dengan prinsip epistepraxis sekaligus membangun dialog dalam rangka membangun kesepahaman transisi kaum muda sebagai manifestasi dari generasi muda global. This article examines the debates of youth transition perspective in youth studies. Using library research, this article explores four aspects related to youth transition perspective: firstly, the debates between age cohorts and sociological dimension of transition; secondly, the dilemma between structure and agency; thirdly, ongoing debates between transition versus generations, and lastly, the relevance of intersectionality in the empirical studies of youth transition and its chance to develop youth transition with a spirit of global dialogue. In this article, I also argue that it is impossible to understand the complexities of youth transition only with one perspective as a tool of analysis. In contrast, I suggest on the importance of intersections between class, gender, spatiality, generation and social change as well as critical contextualisation in the new socio-cultural-historical context. In this article, I also suggest the importance of contextualisation of youth transition perspective based on the lifeworld of Indonesian youth as a part of Global South countries, raising the voices of marginalized youth using concept of epistepraxis, as well as set up dialogues in order to build understanding on the experiences of young people’s transition as a manifestation of global youth generation.
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Arif, G. M., and Nusrat Chaudhry. "Demographic Transition and Youth Employment in Pakistan." Pakistan Development Review 47, no. 1 (March 1, 2008): 27–70. http://dx.doi.org/10.30541/v47i1pp.27-70.
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There is convincing evidence that Pakistan has entered the demographic bonus phase; child dependency is declining and youth share in the total population is rising. This paper has examined youth employment in the context of demographic transition evidenced since the early 1990s. Changes in the level of educational attainment have also been analysed. The study has used the data from Pakistan Demographic Surveys and Labour Force Surveys carried out between 1990 and 2005. Findings of the study show that the benefits of demographic transition in terms of rising share of youth in the total population has partially been translated through development of their human capital and productive absorption in the local labour market. While the pace of human capital formation seems to be satisfactory in urban Pakistan, it is dismal in rural areas, particularly for females. High levels of both female inactivity across the education categories and unemployment for males as well as females urge a strong youth employment policy in Pakistan to reap the benefits of the ongoing demographic transition. Youth are a source of development, and a high priority may be placed on preparing them with the skills needed for their adjustment in the labour market.
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McMaughan, Darcy Jones, Sherry Lin, Jennifer Ozmetin, Judith Gayle Beverly, Joshua Brog, and Emily Naiser. "A Provider-Facing eHealth Tool for Transitioning Youth With Special Health Care Needs From Pediatric to Adult Care: Mixed Methods, User-Engaged Usability Study." JMIR Formative Research 5, no. 5 (May 25, 2021): e22915. http://dx.doi.org/10.2196/22915.
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Background There is a need for medical education on health care transitions for youth with special health care needs. The Texas Transition Toolkit (the tool) supports providers through a one-stop shop for researching literature on care transitions, a catalog of care transition tools, and guides for developing care transition programs. Objective This study aims to assess the functionality and usability of the tool with providers working with transition-aged children and youth with special health care needs (representative users). Methods The tool was evaluated using a triangulated mixed methods case study approach consisting of a concurrent think-aloud phase, a satisfaction survey, and a survey of problem relevance and task performance to operationalize and capture functionality and usability. Our mixed methods deep dive into the functionality and usability of the tool focused on 10 representative users from one medical home in Texas and 5 website design experts. Results Representative users found the tool to be highly relevant, as demonstrated by the satisfaction score for relevance (138/150, 92%). According to the users, the tool provided comprehensive information related to health care transitions for youth with special health care needs, with a satisfaction score of 87.3% (131/150) for comprehensive. Overall satisfaction with the tool was high at 81.92% (1065/1300) with a cutoff score of 73.33% (953.4/1300) indicating high satisfaction, but users reported relatively lower satisfaction with search (114/150, 76%) and navigation (ease of use: 114/150, 76%; hyperlinks: 163/200, 81.5%; structure: 159/200, 79.5%). They experienced search- and navigation-related problems (total problems detected: 21/31, 68%) and, based on quality checks, had a relatively low task completion rate for tasks involving finding information (60/80, 75%), which required searching and navigation. The problems identified around search and navigation functionality were relevant (relevance scores ranging from 14.5 to 22, with a cutoff score of 11.7 indicating relevance). Conclusions The tool may help bridge the gaps in training on health care transitions for youth with special health care needs in US medical education. The tool can be used to create structured protocols to help improve provider knowledge, collaboration across pediatric and adult care providers, and the continuity of care as youth with special health care needs transition from pediatric to adult care. The results provided a road map for optimizing the tool and highlighted the importance of evaluating eHealth technologies with representative users.
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Simard, Estelle, and Shannon Blight. "Developing a Culturally Restorative Approach to Aboriginal Child and Youth Development: Transitions to Adulthood." First Peoples Child & Family Review 6, no. 1 (May 4, 2020): 28–55. http://dx.doi.org/10.7202/1068895ar.
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An innovative approach to providing “care” to Aboriginal child who are making a transition into adulthood embodies the concept of culturally restorative practice. This paper is a literature review on Aboriginal child development for children and youth transitioning from a youth to an adult. This paper contains excerpts from “Developing a Culturally Restorative Approach to Aboriginal Child and Youth Development: Transitions to Adulthood” published as a social policy paper for Ontario’s Ministry of Child and Youth Services. The paper was a review of the literature of the following: culturally restorative practices, best practices for successful engagement with Aboriginal populations, thematic of Aboriginal development, as well as implications for child and youth services.