Factor Structure of the Chinese Career Adapt-Abilities Scale in Youth with a Longer Spell of Status of not in Education, Employment, or Training

Expanding Sources of Recognition: Towards an Experience-Driven Framework for Reengaging Hikikomori and Semi-hikikomori

“…Second, this is the first study examining how the ED framework can be used to inform interventions for reengaging hikikomori and semi-hikikomori. Consistent with prior studies (Su & Wong, 2020;Wong & Su, 2019) on the efficacy of the ED framework on working with NEET youth through the provision of interest development and workplace learning opportunities, the 31 REENGAGING HIKIKOMORI AND SEMI-HIKIKOMORI findings emphasized the importance of exposures to and experience of interest-and work-based engagement activities for hikikomori and semi-hikikomori. A surprising finding of the present study is that hikikomori/ semi-hikikomori may proactively do some activities at home which are conducive to preventing a dramatic downward spiral, such as doing home provisioning, doing some reading, taking care of pet at home, and also interacting with friends through playing online games.…”

“…The sociocultural conditions are hostile to hikikomori/ semi-hikikomori by limiting their 'sources of recognition' (Horiguchi, 2018;Rubinstein, 2016) for improving their self-esteem, as the mainstream society has put a premium on educational credentials and paid work experiences. Like other young people who are not in education, employment or training (NEET), hikikomori and semi-hikikomori are not recognized as active agents in mainstream society (Su et al, 2020a(Su et al, , 2020b. They may be misrecognized or disrespected by their family, friends, and the public for not making contributions to the community (Horiguchi, 2018).…”

“…For example, youth practitioners can work with business stakeholders such as a pet store owner to provide internship opportunities to those NEET youth who are interested in caring for animals. Such kind of expanded work experience is taken as the basis for developing transferable values, attitudes, skills and knowledge which are potentially transferable across different domains of life and conducive to supporting the career transition of youth (Su et al, 2020a(Su et al, , 2020bWong & Su, 2019;Wong & Yip, 2019).…”

Map of self-perceived growth for reviewing user journey and negotiating career transitions

“…The idea of psychosocial resources denotes a person's resources to cope with contextualised tasks, transitions, challenges and traumas (Savickas & Porfeli, 2012 & Sheffrin, 2003). However, young people who are deprived of formal education, training or working experiences as a result of a longer spell of NEET status are susceptible to the lack of psychosocial resources to cope with transitions, tasks and traumas encountered in their career and life development journey (Su et al, 2020).…”

“…User journey constructed by users or ex-users may comprise a few dimensions, including plotting of user experiences, identification of feelings, facts and findings from user experiences, personal encounters with other people or significant others and emphasis on critical incidents associated with user changes and growth, etc. However, ex-users who had experienced a relatively longer rather than a transitional spell of status of not in education, employment or training (NEET) of 5 months or above (Su, Wong, & To, 2020) may need a tool or a space to tell their user journey stories embodied with different relational, service and experiential encounters to consolidate their user experience. An archived map of user journey is considered helpful for acknowledging users' actions and abilities and relevant for generating sustainable impact, as it lasts longer than the use of the service itself (Farrell & Nielsen, 2014).…”