Transition to adulthood as a parent-youth project: Governance transfer, career promotion, and relational processes.

Young, Richard A.; Marshall, Sheila K.; Domene, José F.; Graham, Matthew D.; Logan, Corinne; Zaidman‐Zait, Anat; Mart, Amy; Lee, Celine M.

doi:10.1037/0022-0167.55.3.297

Cited by 53 publications

(55 citation statements)

References 46 publications

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“…Parent participants reported a strong desire to keep their children on "the right track" during the transition, despite feeling quite uncertain about what that track is in today's world. Consistent with the findings of Young et al (2008), these parents also struggled to achieve what they perceived to be an appropriate balance between supporting the youths' attempts to exert more autonomy and taking control in order to protect them. This was particularly so early on in the transition process (Jones et al 2006).…”

Section: Role Of Parents In the Transition Processsupporting

confidence: 73%

“…Data were analyzed using Domene and Young's (2008) procedures for conducting comparative qualitative analysis within the action-project method. This began by identifying potentially important dimensions to attend to when scrutinizing the data from previous related research (Domene et al 2007;Young et al 2008). The following dimensions were identified: (a) the types of transition projects occurred, (b) perceptions of the amount of progress made on those projects, (c) barriers encountered in pursuit of these projects, and (d) the patterns of communication and conflict that occurred between the dyads.…”

Section: Analytical Proceduresmentioning

confidence: 99%

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The Early Stages of the Transition to Adulthood: Similarities and Differences between Mother-Daughter and Mother-Son Dyads

Domene

Socholotiuk

Young

2011

Qualitative Research in Psychology

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The action-project method was used to explore similarities and differences in the goals and activities of mothers and sons, and mothers and daughters, working together to facilitate a successful future transition to adulthood. Participants were 10 mother-daughter dyads and 8 mother-son dyads, with a range of ethnicities and income levels. Data included video-recordings of conversations, transcripts of interviews, and self-report logs of activities. A team-based, constructivist analysis, grounded in the principles of action theory, yielded a complex pattern of results revealing the importance of attending to gender in the transition process. The dyads generally pursued similar types of transition projects (e.g., becoming more independent) and encountered similar kinds of barriers (e.g., lack of time). However, mother-daughter dyads were more active in pursuing their projects, engaged in more mutually open conversations, and experienced less conflict than their mother-son counterparts. The findings are discussed in terms of dyads' conceptualization of adulthood and implications for gendered patterns of education and career choice.

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Section: Role Of Parents In the Transition Processsupporting

confidence: 73%

Section: Analytical Proceduresmentioning

confidence: 99%

The Early Stages of the Transition to Adulthood: Similarities and Differences between Mother-Daughter and Mother-Son Dyads

Domene

Socholotiuk

Young

2011

Qualitative Research in Psychology

Self Cite

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“…All sessions were filmed and recorded. After filming, the content of sessions, both verbal and nonverbal were transcribed and coded (Larson & Brown, 2007;Young et al, 2008) by three coders, one graduate, and two blind undergraduate students (Englund et al, 2000;Nas et al, 2005) with the Topic Code from peer interaction task (Peterson, Piehler, & Dishion, 2006). In this study, the nontalk periods were not coded and thus only talk and nonverbal behaviors were coded.…”

Section: Methodsmentioning

confidence: 99%

Deviancy and Normative Training Processes in Experimental Groups of Delinquent and Nondelinquent Male Adolescents

Mathys

Hyde

Shaw

et al. 2012

Aggressive Behavior

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The goal of this study was to identify the predictors and the moderators of group characteristics that influence deviancy and normative training processes in delinquent male adolescents. The authors experimentally tested the effects of group composition on deviant talk interaction processes among groups in which all members presented delinquent behaviors ("pure" delinquent group condition), those that included adolescents with no delinquent behaviors ("pure" normative group condition), and adolescents with both profiles ("mixed" group condition). Participants were 70 male adolescents aged 15-18 (M = 16.5; 56% Caucasian), with a random assignment to groups. Data were collected among three group sessions (T1, T2, T3), one session a week, using videotape. Two contents of interactions were also measured: antisocial and normative stories, counterbalanced across sessions. Results showed a significant group effect for antisocial talk and its reinforcement, with less antisocial talk within the mixed group condition in comparison to the pure delinquent group condition. The topic of interaction was also observed as a predictor of antisocial talk, with less normative interactions and more antisocial talk associated with antisocial topics. Finally, time moderated some relations between experimental groups and talk. We conclude with a discussion of the implications of this work for future research on deviancy training processes.

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“…Similarly, contextual action theory considers a career as a joint parent–youth project. That is to say, career is embodied in how youth relate to others (Young et al, 2008). …”

Section: Theoretical Foundationmentioning

confidence: 99%

Virtue Existential Career Model: A Dialectic and Integrative Approach Echoing Eastern Philosophy

et al. 2016

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Our Virtue Existential Career (VEC) model aims at complementing western modernism and postmodernism career theories with eastern philosophy. With dialectical philosophy and virtue-practice derived from the Classic of Changes, the VEC theoretical foundation incorporates merits from Holland typology, Minnesota Theory of Work Adjustment, Social Cognitive Career Theory, Meaning Therapy, Narrative Approach Career Counseling, and Happenstance Learning Theory. While modernism considers a matched job as an ideal career vision and prefers rational strategies (controlling and realizing) to achieve job security; postmodernism prefers appreciating and adapting strategies toward openness and appreciates multiple possible selves and occupations, our model pursues a blending of security and openness via controlling-and-realizing and appreciating-and-adapting interwoven with each other in a dialectical and harmonious way. Our VEC counseling prototype aims at a secular goal of living on the earth with ways and harmony (安身以法以和) and an ultimate end to spiral up to the wisdom of living up to the way of heaven (天道) with mind and virtue (立命以心以德). A VEC counseling process of five major career strategies, metaphorical stories of qian and kun, and experiential activities are developed to deliver VEC concepts. The VEC model and prototype presented in this research is the product of an action research following Lewin's (1946) top-to-down model. Situated structure analyses were conducted to further investigate the adequacy of this version of VEC model and prototype. Data from two groups (one for stranded college graduates and the other for growing college students) revealed empirical supports. Yang type of career praxes tends to induce actualization, which resulting in realistic goals and concrete action plans; yin type of career praxes tends to increase self-efficacy, which resulting in positive attitude toward current situatedness and future development. Acceptance and dialectic thinking often result from yin-yang-blending career praxes. Growing developers benefit from a strategy sequence of yang-yin-synthesized; stranded developers from a strategy sequence of yin-yang-synthesized. Our contributions and limitations are discussed in the context of developing indigenous career theories and practices for a globalized and ever-changing world.

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Transition to adulthood as a parent-youth project: Governance transfer, career promotion, and relational processes.

Cited by 53 publications

References 46 publications

The Early Stages of the Transition to Adulthood: Similarities and Differences between Mother-Daughter and Mother-Son Dyads

The Early Stages of the Transition to Adulthood: Similarities and Differences between Mother-Daughter and Mother-Son Dyads

Deviancy and Normative Training Processes in Experimental Groups of Delinquent and Nondelinquent Male Adolescents

Virtue Existential Career Model: A Dialectic and Integrative Approach Echoing Eastern Philosophy

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