Transition to Adulthood as a Parent-Youth Project: Governance Transfer, Career Promotion, and Relational Processes

This study determined how youth (ages 17-21) and their parents jointly constructed and acted on goals and strategies pertinent to the transition to adulthood. Twenty parent-youth dyads were followed over an 8-month period using the qualitative action-project method. Data included their joint convers...

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Bibliographic Details
Published in:Journal of counseling psychology 2008-07, Vol.55 (3), p.297-307
Main Authors: Young, Richard A, Marshall, Sheila K, Domene, José F, Graham, Matthew, Logan, Corinne, Zaidman-Zait, Anat, Mart, Amy, Lee, Celine M
Format: Article
Language:English
Subjects:
Adolescent
Adults
Biological and medical sciences
British Columbia
Career Choice
Children & youth
Conversation
Developmental psychology
Developmental Stages
Dyads
Female
Foreign Countries
Fundamental and applied biological sciences. Psychology
Governance
Human
Interviews
Life Changes
Life transitions
Male
Metacognition
Parent Child Relations
Parent Child Relationship
Parents
Parents & parenting
Promotion
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Qualitative Research
Recall (Psychology)
Social development
Social Integration
Studies
Transitional Programs
Videotape Recordings
Young people
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Summary:This study determined how youth (ages 17-21) and their parents jointly constructed and acted on goals and strategies pertinent to the transition to adulthood. Twenty parent-youth dyads were followed over an 8-month period using the qualitative action-project method. Data included their joint conversations, video recall of internal processes, self-monitoring logs, and researcher telephone monitoring. Detailed and repeated analysis of elements, functional steps, and goals resulted in the identification of an explicit joint project for each dyad that the participants saw as pertinent to the transition to adulthood. These projects referred broadly to the youth development of identity and social inclusion in the adult world and included the specific projects of career promotion, governance transfer, and parent-youth relational processes. The findings illustrate the complexity of the transition-to-adulthood process as well as its joint construction by parent and youth. Implications for practice include identifying and following the joint parent-youth transition project.
ISSN:0022-0167
1939-2168
DOI:10.1037/0022-0167.55.3.297