Explore the vast range of titles available.

This volume made an important contribution to the growing literature on the transition from school to work. It provides a different perspective on the global changes that have transformed school-to-work transitions since the 1970s; offers an integrative conceptual framework for analysis; and promotes a comparative, cross-national understanding of school-to-work transitions in a changing social context. The articles assembled in this volume compare and assess variations in school-to-work transitions across Europe and North America, providing empirical evidence on how young people negotiate the different options and opportunities available and assessing the costs and returns associated with different transition strategies. Unlike many other volumes on this subject - which are pitched at either the macro or micro level - this volume attempts to integrate both perspectives, capturing the complexity of this critical life course transition. Furthermore, the authors address policies aimed at improving the capacity of individuals to make effective transitions and at enabling societies to better coordinate educational and occupational institutions.

This volume considers the processes through which societal changes exert an impact on the course of adolescent development.

Scientific research and science-guided practice based on the promotion of an individual′s strengths constitutes a radical shift in a new and growing area of study within the field of human development. Its trademark term is \"positive youth development\". This approach to human development is based on the idea that, in addition to preventing problems, science and practice should promote the development of competencies, skills, and motivation etc. in order to enhance individuals′ developmental pathways. Approaches to Positive Youth Development, is based on this concept and brings together authors from across Europe and America who are leaders in their respective fields. The main focus of the book, beyond a clarification of the paradigmatic foundations, concerns the major contexts of adolescents and young adults, namely, neighbourhoods and leisure locales, school and family, and the major themes of healthy psychosocial development, namely, competences and knowledge, prosocial behaviour, transcending problems of delinquency, civic engagement, identity, agency, and spirituality.

\"This volume makes an important contribution to the growing literature on the transition from school to work. It provides a unique perspective on the global changes that have transformed school-to-work transitions since the 1970s; offers an integrative conceptual framework for analysis; and promotes a comparative, cross-national understanding of school-to-work transitions in a changing social context. The articles assembled in this volume compare and assess variations in school-to-work transitions across Europe and North America, providing empirical evidence on how young people negotiate the different options and opportunities available and assessing the costs and returns associated with different transition strategies. Unlike many other volumes on this subject - which are pitched at either the macro or micro level - this volume attempts to integrate both perspectives, capturing the complexity of this critical life course transition. Furthermore, the authors address policies aimed at improving the capacity of individuals to make effective transitions and at enabling societies to better coordinate educational and occupational institutions.\" Die Untersuchung enthält quantitative Daten. Forschungsmethode: deskriptive Studie; empirisch; empirisch-quantitativ. (author's abstract, IAB-Doku). Contents: I. Introduction Ingrid Schoon, Rainer K. Silbereisen: Conceptualising school-to-work transitions in context (3-29); Michael J. Shanahan, Kyle C. Longest: Thinking about the transition to adulthood: from grand narratives to useful theories (30-41); II. Transitions and Global Change; Mary Corcoran, Jordan Matsudaira: Is stable employment becoming more elusive for young men? (45-66); Rebekka Christopoulou, Paul Ryan: Youth outcomes in the labour markets of advanced economies: decline, deterioration, and causes (67-94); Melinda Mills, Hans-Peter Blossfeld: Uncertain and unable to commit: a fourteen-country comparison of the impact of globalization an the early life course (95-117); III. Individual Decision Making; Andreas Walther: lt was not my choice, you know?': young people's subjective views and decision-making processes in biographical transitions (121-144); Gill Jones: From paradigm to paradox: parental support and transitions to independence (145-164); Christian Ebner and Jutta Allmendinger: Job attitudes and job aspirations in a changing labor market: Germany, 1991-2006 (165-192); Marlis Buchmann, Irene Kriesi: Escaping the gender trap: young women's transition into nontraditional occupations (193-215); IV. Mapping Diversity and Change; Ingrid Schoon, Andy Ross, Peter Martin: Sequences, patterns, and variations in the assumption of work and family-related roles: evidence from two British birth cohorts (219-242); Jessica L. Garrett and Jacquelynne S. Eccles: Transition to adulthood: linking late-adolescent lifestyles to family and work status in the mid-twenties (243-264); Barbara Schneider: Challenges of transitioning into adulthood (265-290); V. Interventions and Policies; Katariina Salmela-Aro: School-related burnout during educational tracks - antecedents and consequences (293-311); Karina Weichold: Building skills for positive developmental pathways and successful vocational careers in adulthood: intervention programs within the school context (312-330); Manuela du Bois-Reymond: Integrated transition policies for European Young adults: contradictions and solutions (331-251); Lynn A. Karoly: The future at work: labor-market realities and the transition to adulthood (352-384).

Social change, such as the consequences of German unification, is likely to impact normative as well as maladaptive development during adolescence. Beyond documenting effects by comparing adolesecents' psychosocial development at various time periods of the unification process, this book offers insights into the macro-and-micro-level mechanisms that bring about the changes, such as the demands by new social insitutions or challenges facing families.

Growing Points in Developmental Science is an ISSBD publication based on the millennium symposia papers published in the International Journal of Behavioral Development in 2000. This collection of overview chapters summarises the state of the art and the way forward for this discipline. Experienced researchers as well as younger, cutting-edge scientists have contributed to this international collection. The topics range from early experience to old age, and include issues in both social and cognitive development. Particular interests are investigated, such as the biological substrates of behavioural development, early experiences in terms of both basic and applied science, and cross-cultural contexts of development. Personality, knowledge and the acquisition of memory are also considered. In each case, the authors survey the history and traditions that have marked their research areas, as well as the current status and outlook. Growing Points in Developmental Science represents expert wisdom rooted in a bird's eye view of the trends and controversies that have helped to shape the discipline, its contributions to science and its application. It is intended as a resource for scientists of different generations interested in developmental science, and will appeal to advanced students and young investigators as well as seasoned researchers.