Young / Marshall / Valach Transition to Adulthood

Action, Projects, and Counseling
1. Auflage 2010
ISBN: 978-1-4419-6238-6
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 233 Seiten

The transition to adulthood involves, for most individuals, moving from school to work, establishment of long-term relationships, possibly parenting, and a number of other psychosocial transformations. Now more than ever, there is a concern within popular and research literature about children growing up too soon or too late or failing to realize changes associated with being adult. With this in mind, the book intends to answer a series of timely questions in regard to transition to adulthood and propose a wholly new approach to counseling that enables youth to engage fully in their lives and achieve their best. Active Transition to Adulthood: A New Approach for Counseling will discuss the authors' work on the transition to adulthood (including early and late adolescence) from an entirely innovative perspective - action theory. Over a period of 10-15 years the authors have collected substantial data on adolescents and youth in transition, and will present an approach to counseling based on these data and cases.  The action theory perspective in which the authors have grounded their work addresses the intentional, goal-directed behavior of persons and groups that is expressed through particular actions, longer-term projects, and life-encompassing careers. In this book, both transition to adulthood and counseling will be covered in the language of goal-directed action. In this way both transition and counseling reflect and capture the action, projects, and careers in which families, youth, and clients are engaged and use to construct on-going identity and other narratives.

Richard A. Young, Ph.D., is Professor of Counselling Psychology at the University of British Columbia. He is a Fellow of the American and Canadian Psychological Associations, a Registered Psychologist in British Columbia, and President of Division 16 (Counselling Psychology) of the International Association of Applied Psychology. He is a founding member of the Aeschi Group on Meeting the Suicidal Person. His current interests include the application of action theory and the qualitative action-project method to a variety of research topics, including the transition to adulthood, families, career development, health, and suicide.Sheila K. Marshall is an Associate Professor of Family Studies at the University of British Columbia. Her research investigates adolescent-parent interactions and the transfer and uptake of rights and responsibilities during the transition to adulthood. She is particularly interested in the management of information between adolescents and parents and how it, in turn, influences actions such as identity construction and resource sharing.Ladislav Valach is Oberassistant at the Institute of Psychology, Psychopathology and Clinical Intervention, University Zurich and a private practitioner. He is a founding member of the Aeschi Group on Meeting the Suicidal Person. His current interests include questions on organization and flow of actions, projects and long-term processes such as career, health, suicide, work, and life enhancement. Together with his colleagues he deals with practical, theoretical and methodological issues in his writing, teaching, discussing, counseling and psychotherapy.

Autoren/Hrsg.

Young, Richard A.

Marshall, Sheila K.

Valach, Ladislav

Domene, José F.

Domene, Jose

Graham, Matthew D.

Zaidman-Zait, Anat

Zaidman-, Anat

Inhaltsverzeichnis

1;Preface;5
2;Contents;8
3;1 Transition to Adulthood: Introduction;9
3.1; Definition of Transition to Adulthood;9
3.2; North American Cultural Context;10
3.3; Perspectives on the Transition to Adulthood;12
3.3.1; Life Events;12
3.3.2; Rites of Passage;13
3.3.3; Psychosocial Maturity;14
3.4; Summary;14
3.4.1; Why a Different Approach?;15
4;2 Transition to Adulthood as Goal-Directed Action;18
4.1; The Action-Theoretical Paradigm for Understanding Transitions to Adulthood;19
4.2; Successful Transition to Adulthood;22
4.3; The Processes of Successful Transitioning to Adulthood;25
4.3.1; Process Issues;25
4.3.2; Coordination and Compatibility;25
4.3.3; Communication;26
4.3.4; Steering Processes;26
4.3.5; Control and Regulation Processes;26
4.3.6; Monitoring Processes;27
4.3.7; Energizing Processes;28
5;3 Action and the Practice of Counseling for Transitions;29
5.1; Counseling for Transition from the Action-Theory Perspective;32
5.1.1; Understanding Counseling as a Goal-Directed Process;32
5.1.2; Empirical Methods to Support Understanding Counseling as a Goal-Directed Process;33
5.1.2.1; The Self-Confrontation Interview;34
5.1.2.2; Observing;35
5.1.3; Counseling's First Task: Linking Counseling and Transition (Life Processes);36
5.1.4; Counseling's Second Task: Identifying Systems and Levels of Projects and Action;36
5.1.4.1; Relational Perspective;38
5.1.4.2; Assessing and Intervening;38
5.1.5; Counseling's Third Task: Dealing with Emotion and Emotional Memory;38
5.1.6; Counseling's Fourth Task: Dealing with Suboptimal and Detrimental Actions, Projects, and Careers;40
5.1.7; Counseling's Fifth Task: Creating and Maintaining the Working Alliance;40
5.2; Conclusion;41
6;4 Studying Transition Processes;43
6.1; Example 1;44
6.2; Example 2;46
6.3; The Action-Project Method;47
6.3.1; Formulating Research Questions;47
6.3.2; Unit of Analysis;48
6.3.3; Data Gathering;48
6.3.4; Data Sources;49
6.3.5; Implementing Procedures;50
6.4; Analysis;51
6.4.1; Naïve Observation;51
6.5; Analysis Products;52
6.6; Value and Limitations of the Method;54
6.7; Conclusion;55
7;5 Relationships;56
7.1; Relationship;57
7.2; Expectations and Expectation Violations;59
7.3; Relationship and Context;60
7.4; Communication;61
7.5; Power;63
7.6; Case Example;65
7.7; Conclusion;66
8;6 Emotion and the Transition to Adulthood;69
8.1; Emotion as Contributing to the Transition Project;70
8.1.1; Emotional Disturbance;71
8.1.2; Emotional Intelligence and Emotion Regulation;72
8.1.3; Parental Influence on Transition Processes;73
8.2; Action Theory and Emotion;73
8.3; Emotion as a Social Process;75
8.4; Case Example;75
8.4.1; The Transition Project;77
8.4.2; Parental Emotion Regulation;78
8.4.3; Youth Emotion Regulation;78
8.4.4; Joint Actions;79
8.4.5; Grades and the Nursing Program;80
8.4.6; Summer Jobs;80
8.4.7; Motorcycles and Independence;81
8.4.8; Moving Toward Marriage;82
8.5; Discussion;83
8.6; Emotion, Relationship, and the Transition Project;84
8.7; Working with Emotion in Transition Counseling;85
8.7.1; Identify Goals, Steps, and Emotions;85
8.7.2; Explore the Goal-Directed Nature of Disagreement;85
8.7.3; Identify Emotional Disturbance as a Joint Process;86
8.7.4; Parent as Emotional Regulator;86
8.7.5; Decide How to Share Emotion Regulation;87
8.7.6; Explore Emotional as Well as Physical Distance;87
8.7.7; Use Emotion to Energize Positive Action;88
8.8; The Action-Project Method as Intervention;88
8.8.1; Self-Confrontation as Intervention;88
8.8.2; Therapeutically Monitored Projects;89
8.9; Conclusion;89
9;7 Identity;90
9.1; Identity in Late Modern Societies;90
9.2; Action Theory and Identity;92
9.3; Identity Construction Example 1;94
9.4; Identity Construction Example 2;96
9.5; Conclusion;97
10;8 Family;98
10.1; Domains of Projects and Actions;99
10.1.1; Career Development;100
10.1.2; Education;102
10.1.3; Health/Safety;103
10.2; Family and Relationship as an Overarching Project;104
10.3; Degree of Focus in Family Transition to Adulthood Projects;107
10.4; Case Study;109
11;9 Work;112
11.1; A Taxonomy of Work in Peoples Lives;113
11.2; Action and the Work Project;115
11.2.1; The Case of Jen and Noah;115
11.3; Disengaged Experience;117
11.3.1; The Case of Phillip and David;118
11.4; Work and Other Projects;119
11.4.1; Occupational Identity and Work Projects;119
11.4.2; Financial Projects and Work Projects;120
11.4.3; Lifestyle Projects and Work Projects;120
11.4.4; Romantic Relationships Projects and Work Projects;120
11.4.5; Sexual Identity Projects and Work Projects;120
11.4.6; Peer Relationships Projects and Work Projects;121
11.4.7; Hobbies Related Projects and Work Projects;121
11.4.8; Health-Related Projects and Work Projects;121
11.5; Conclusion;122
12;10 Culture;123
12.1; Culture;123
12.2; Culturally Sensitive Understanding of the Transition to Adulthood;126
12.3; Nave Observation;128
12.4; Making Nave Observations;129
12.5; Case Illustration;130
12.6; Conclusion;134
13;11 Romantic Relationships;135
13.1; The Nature of Youth Romantic Relationships;135
13.2; Romantic Relationship Projects;137
13.3; Romantic Partners Transition Projects;138
13.4; Recommendations for Counseling;141
13.5; Case Study;143
14;12 Transition in the Context of Disability;146
14.1; Mother of an 18-Year-Old Son with Developmental Disabilities;146
14.2; The Transition to Adulthood Among Youth with Disabilities or Chronic Illness;147
14.2.1; Transition Contexts;147
14.2.2; Understanding the Parental Role;148
14.2.3; Parental Involvement as a Joint Process;149
14.3; The Value of Contextual Action Theory;150
14.4; Case Example;151
14.5; Discussion;155
14.5.1; Implications of Action-Theoretical Lens;156
14.5.2; Reconceptualizing Parent Involvement;157
14.5.3; The Degree of Joint Involvement;158
14.5.4; Emotional Processes;158
14.5.5; Focused and Diffuse Transition Projects;159
14.5.6; Internal and External Resources;159
14.6; Implications for Counseling Interventions;160
14.7; Conclusion;162
15;13 Suicide in the Context of the Transition to Adulthood;163
15.1; Risk Factors;165
15.2; Protective Factors;166
15.3; Suicide: From Causally Determined Structural Constellation to Goal-Directed Processes;167
15.4; Counseling Interventions for Suicide Prevention: A Contextual Action-Theory Perspective;169
15.5; Case Example;170
15.6; Actions;170
15.6.1; ''Having Unwanted Visitors'' Action;170
15.6.2; Suicide Preceding (Triggering) Action;171
15.6.3; Key Suicide Action;171
15.6.4; ''Going to the Hospital'' Action;171
15.7; Projects;172
15.7.1; ''Not Being Able to Get a Word in Edgewise'' (Not Belonging) Childhood Project;172
15.7.2; ''Being Jealous of Her Brother'' Project;172
15.7.3; ''Boyfriend-Relationship'' Project;172
15.7.4; ''Previous Suicide'' Project;173
15.7.5; ''Managing Problems Well'' Project (Job in a Large Department Store, Having an Understanding Boss);173
15.7.6; ''Job in Another Department Store'' Project;173
15.7.7; ''Feeling Excluded'' Project;173
15.7.8; ''Female Colleague''s Intervention in Her Relationship'' Project;174
15.8; Projects After the Suicide Attempt;174
15.8.1; ''Relationship No Longer a Habit'' Project;174
15.8.2; ''Self-Worth'' Project;174
15.8.3; ''Strengthening of Relationship with Mother'' Project;175
15.8.4; ''Parting with the Female Colleague'' Project;175
15.8.5; Therapy Project;175
15.9; Career;175
15.9.1; ''Problematic Relationship with Parents/Father'' Career, Parallel to the Suicide Career;175
15.10; Conclusion;177
16;14 Working with Narrative and Interpretation;178
16.1; Narrative and Counseling;182
16.2; Establishing the Connection Between Lives, Counseling Process, and Narratives;183
16.3; Working with Interpretation;185
16.4; A Specific Procedure for Counseling Parents and Youth in Transition;187
16.4.1; Client Population;188
16.4.2; Phase 1. Session 1 -- Initial Encounter Between the Counselor and the Client;188
16.4.3; Session 2;190
16.4.4; Session 3;190
16.4.5; Phase 2;191
16.4.6; Phase 3;191
16.4.7; Actual and Possible Outcomes;192
16.5; Conclusion;193
17;15 Using the Self-Confrontation Procedure in Counseling;195
17.1; As an Agent in Narrative Construction;198
17.2; Awareness of Processes in Which the Client Is Engaged;198
17.3; Highlighting Interpersonal and Intrapersonal Processes;199
17.4; Recognizing and Grasping Emerging Self-Realizations;199
17.5; The CounselorClient Relationship;201
17.6; Addressing Strong Emotions;201
17.7; Desensitization;202
17.8; Experiencing Strength and Competence;202
17.9; Experiencing Getting Hurt Before Feeling Better;203
17.10; Improved, More Positive Feelings;203
17.11; Challenges to Using the Self-Confrontation;203
17.12; Introducing the Self-Confrontation Procedure;204
17.13; Dealing with the Novelty and Shyness;205
17.14; Various Clients Understanding of the Task in the Self-Confrontation Interview;205
17.15; Prompting for Thoughts and Feelings;205
17.16; Conclusion;206
18;References;207
19;Index;229