Transitions through Adolescence: Interpersonal Domains and Context

Transitions through Adolescence: Interpersonal Domains and Context

Transitions through Adolescence: Interpersonal Domains and Context

Transitions through Adolescence: Interpersonal Domains and Context

Synopsis

Research on development during adolescence has flourished in the past decade, as scholars from many disciplines focused their attention on phenomena of maturation within different social contexts. This volume includes approaches from a variety of social science disciplines investigating adolescent transitions in three domains: the peer system, the family system, and school and work contexts. Different modes of investigation (e.g., survey research and ethnographic studies) and varieties of transitions that different adolescents experience add to the richness of the research tapestry presented. In addition to their focus on research, the chapters reflect recent advances in how adolescent transitions are conceptualized, strategies for interventions, and policy implications.

Excerpt

Research on development during adolescence has flourished in the past decade. The adolescent period has attracted attention as an ideal period for investigating interactive models incorporating biological maturation with intra- and interpersonal development within different social contexts. Our focus is on adolescent transitions in three domains: the peer system, the family system, and school and work contexts. As other volumes have reviewed the status of research on adolescence in these and other domains, the goal of this volume is to highlight specific transitions that occur in the lives of adolescents with attention to innovative research programs and initiatives that look forward to future directions in ways of conceptualizing transitions and the nature of such transitions for adolescents.

Interest in adolescence has spanned disciplines; hence, this volume reflects a multidisciplinary perspective. Research and methods from lifespan development, sociology, anthropology, and education provide exemplars of the range of approaches used in understanding the processes and transitions of adolescent development. These exemplars encompass the breadth not only of the investigation of adolescence (e.g., from survey research on drug use to ethnographic studies of involvement in criminal activities), but also of individual differences in the experience of adolescent transitions (e.g., from the transition to college and work in White, middle-class youth to the work experiences of urban, African American high school students). It would be impossible to cover the extent of . . .

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