Youth Transitions

Purpose-The purpose of the paper is to demonstrate the conceptual and methodological value of integrating narrative inquiry with qualitative longitudinal research (QLR) in order to better investigate and represent the complexity, dynamics and evolving nature of youth transitions. Design/methodology/approach-The study adopts a qualitative longitudinal design combined with narrative inquiry. It draws on empirical data from a Maltese doctoral study in which 16 young people enrolled in tertiary education were interviewed on three occasions over a 4-year period. Participants' narratives are analysed longitudinally to capture how meanings, experiences and transitions develop over time within the interplay of personal agency and social structures. Findings-The findings show that combining narrative inquiry with QLR provides depth, contextual richness and insight into how young people actively construct meaning across time. The analysis generates a typology of four ideal types: traditionalists, opportunists, pioneers and radicals, illustrating diverse pathways through which young people negotiate tradition and modernity, continuity and change and structure and agency during the transition to adulthood. Originality/value-The study offers an original methodological contribution by demonstrating how longitudinal narrative methods can uniquely illuminate the experiential continuum of youth transitions. It advances youth studies by introducing an innovative typology of transition trajectories and by showcasing the added theoretical, policy and practice value of situating young people's evolving narratives within broader social contexts.

This article analyzes startup entrepreneurship in Portugal as a structured and ideological project aligned with neoliberal rationality. It examines how entrepreneurial education shapes youth subjectivities and promotes a way of life oriented toward self-management. Based on the “innovation ecosystems” in Lisbon, Porto, and Aveiro, it investigates the role of universities and incubators in the pedagogization and academization of entrepreneurship. The results highlight the idealization of entrepreneurship as a “life project,” concealing inequalities and reinforcing youth self-responsibility.

Keywords
Startup entrepreneurship; Youth trajectories; Neoliberal rationality; Pedagogization and academization; Life paths

Purpose-The purpose of the paper is to demonstrate the conceptual and methodological value of integrating narrative inquiry with qualitative longitudinal research (QLR) in order to better investigate and represent the complexity, dynamics and evolving nature of youth transitions. Design/methodology/approach-The study adopts a qualitative longitudinal design combined with narrative inquiry. It draws on empirical data from a Maltese doctoral study in which 16 young people enrolled in tertiary education were interviewed on three occasions over a 4-year period. Participants' narratives are analysed longitudinally to capture how meanings, experiences and transitions develop over time within the interplay of personal agency and social structures. Findings-The findings show that combining narrative inquiry with QLR provides depth, contextual richness and insight into how young people actively construct meaning across time. The analysis generates a typology of four ideal types: traditionalists, opportunists, pioneers and radicals, illustrating diverse pathways through which young people negotiate tradition and modernity, continuity and change and structure and agency during the transition to adulthood. Originality/value-The study offers an original methodological contribution by demonstrating how longitudinal narrative methods can uniquely illuminate the experiential continuum of youth transitions. It advances youth studies by introducing an innovative typology of transition trajectories and by showcasing the added theoretical, policy and practice value of situating young people's evolving narratives within broader social contexts.

While there are excellent models of knowledge mobilisation (KMb) that address the opportunity for co-production and sharing of best practice knowledge among human service professionals, it remains unclear whether these models will work in less formal settings like community-based non-government organisations (NGOs) where there are fewer resources for KMb. For three days, 65 policy-makers, senior staff of NGOs, mental health professionals, KMb specialists and youth participated in a set of simulation exercises to problem solve how to mobilise knowledge in less formal settings that provide services to children and youth in challenging contexts (CYCC). Based on simulation exercises used in other settings (such as the deployment of international aid workers), participants were first provided with reports synthesising best practice knowledge relevant to their workplaces. They then engaged in an appreciative inquiry process, and were finally tasked with developing innovative strategies fo...

L'objectiu d'aquest estudi és identificar quines són les trajectòries formatives i els projectes de futur dels i les joves immigrants (o fills/es d’immigrants) d’origen estranger extracomunitari residents a  l’Hospitalet de Llobregat, amb edats entre els 14 i els 18 anys. Es tracta d’un període vital crític, de transició, que inclou els dos últims anys de l’ensenyament obligatori i s’estén fins la majoria d’edat.

En els ultims anys s'ha anat observant a moltes ciutats del nostres pais, un increment notable de les genericament anomenades "escoles esportives". Acostumen aestar patrocinades, o com a minim recolzades, pel poders publics (Ajuntaments, Comunitats Autonomes, Consell Superior d'Esports, etc.) i la seva finalitat especifica, al marge de la concepcio educativa en que estiguin basades es la d'oferir ensenyament esportiu a nens d'edat escolar (entre 6-8 i 13-14 anys) i a vegades tambe a joves fins a 17-18 anys, en horaris que solen ser despres de l'escola (a partir de les 5 de la tarda) o els dissabtes al mati. Un dels mes grans problemes amb que es troben aquestes escoles esportives —apart dels relatius a instal.lacions, material, professorat, recolze administratiu, etc.— es l'economic, ja que un objectiu comu es que a elles hi pugui accedir el mes gran nombre de nens possible o joves que ho desitgin, encara que tinguin pocs mitjans economics. Pels pat...

Taking a break between completing high school and entering university is common overseas, and is becoming more popular in Australia. There are many reasons why young people take a gap year. It may be to travel, to take a break, to study, or to work. Our definition of a ‘gapper’ is a young person who commenced university one to two years after completing Year 12. While the concept of a gap year is related to the deferral of a university offer, it is different. Some gappers have deferred, others decide to enrol during their gap year, not beforehand. Similarly, some who defer a university offer subsequently do not take up a place and are thus not defined as gappers. This report was prepared for the Department of Education, Employment and Workplace Relations in 2009 prior to the Australian Government’s announcement of proposed changes to Youth Allowance as an initiative in the 2009—10 Budget and the subsequent reforms based on recommendations from the Review of student income support re...

This article explores the discourses of Basque youth regarding the construction of their life paths in a context marked by uncertainty and rejection of traditional work. Through a qua-litative methodology based on in-depth interviews, the perceptions and strategies that the-se young people develop to face job insecurity and lack of opportunities are analyzed. The results  reveal  a  diversity  of  approaches  and  attitudes  towards  employment,  highlighting  the importance of education, continuous training, and social support networks. The study contributes to understanding how Basque youth navigate a changing labor market and the challenges they face in building a stable and satisfying life.

Recently, scholars' calls for psychology to move beyond traditional ways of conceptualizing and researching human behaviour have increased. Contextual Action Theory (CAT) is a conceptual, methodological, and practical framework that is consistent with these calls. In CAT action is conceptualized as a complex, dynamic, and multidimensional system that can be comprehended from multiple levels of organization and from multiple perspectives. The Action-Project Method (A-PM) is the research method that emerged from CAT. It is a qualitative, naturalistic, process-oriented, longitudinal methodology that has been used to study joint, goal-directed actions and projects. The focus of data gathering and analysis is the thorough description and understanding of people's actions as they are constructed in daily living. To illustrate how CAT has been used to conceptualize the design of research and the A-PM to reflect that design, we present an integration of findings from several recent studies on the transition to adulthood that used the theory and the method. Authors' bios Filomena Parada UNIVERSITY OF JYVÄSKYLÄ, FINLAND, is a MSCA Individual Fellow (Project Reference: 749313 -TeenEduGoals), since June 2016. Previously, she was a researcher at the Centre for Psychology at University of Porto. Between 2009 and 2015, she was a Post-Doctoral Fellow at the University of Coimbra and spent some time working as a Visiting Post-Doctoral Fellow at the University of British Columbia (Canada). Her main research interests are youth transitions to work and adulthood and positive youth development. Contextual Action Theory, career counselling and development, and lifelong learning are among her topics of specialization. She has 18 peer-reviewed publications (journal articles and book chapters/monographs), 153 citations and an h-index of 5 (Google citations index). Richard A. Young UNIVERSITY OF BRITISH COLUMBIA, CANADA, is Professor of Counselling Psychology and holds the Myrne B. Nevison Professorship in Counselling Psychology. He is a Fellow of both the Canadian Psychological Association and the American Psychological Association and a Registered Psychologist in British Columbia. His current research interests include the application of action theory and the qualitative actionproject method to a variety of research topics, including the transition to adulthood, families, career development, counselling, health, and suicide. His most recent co-edited book, addressing the application of action theory to counselling practice, is book is Counseling and

A comparatively large number of Indigenous students participate in Vocational Education and Training in Schools (VETiS) programs, yet relatively little is known of their experiences or the longer-term outcomes of their participation. This paper draws on data from two national studies: a survey of 20,000 young people and their experience of vocational learning, and a qualitative study of VETiS in 21 schools in diverse settings, which included interviews with 118 Indigenous VETiS students and 160 school staff and other stakeholders. It provides a rare insight into the way in which VETiS is experienced by Indigenous students, and of the role VETiS plays in addressing their educational needs and vocational aspirations. Students' views of VETiS, including their reasons for enrolling, what they valued about it, and their critique of VETiS subjects are summarised. While much of the interview data supports previous research on the need to support Indigenous students systematically in education settings, successful engagement in VETiS is demonstrated to require broader system and school support. The research provides valuable feedback for policy makers, VETiS coordinators, teachers and others concerned with developing good practice in VETiS and making VETiS more accessible to and supportive of Indigenous students.

Reconeixem el llapis que apunta amb l'extrem esmolat la finestra. El colloquem en una direcció determinada, l'agafem per fer-li punta i assenyalem al mapa el contorn del litoral. Fem punta al llapis a fi d'informar de les característiques geogràfiques específiques amb eficàcia i senyalar-les. La pràctica sistemàtica d'activitats específiques i predeterminades per adquirir, consolidar o millorar una competència, habilitat o destresa, que el participant farà servir progressivament en el seu medi amb la competència adquirida per autoinstrucció i autocontrol. Quan facilitem programes d'entrenament de directius, procurem la seqüència següent per aprendre fent: Experiència contextualitzada específica sobre compromisos explícits. Formació de conceptes essencials. Discussió / assimilació/ pràctica en acció. Reforç i resultats obtinguts. Modificació del concepte i adquisició d'actituds positives i proactives. Avaluació contínua i nova experiència. * Psicòleg col•legiat. Entrenador de gerents i formador de formadors. pp. 111-115 brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Repositori d'Objectes Digitals per a l'Ensenyament la...