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Purpose Interprofessional collaboration (IPC) is increasingly important in work and workplace learning. The purpose of this paper is to investigate the characteristics of IPC that are relevant for learning and developing at work. Design/methodology/approach We examine IPC in the discussion data of health care professionals when designing, implementing and evaluating developmental tasks. Qualitative content analysis is carried out on temporally sequential task trajectories, considering IPC from the perspective of the objects and goals of IPC task activity in developmental efforts. Findings The developmentally relevant characteristics of IPC are crystallized in the concepts of coordination, co-creation and community building, which play different, interdependent roles in development efforts. We show their interplay and how they complement each other in practice. Research limitations/implications Our findings regarding IPC characteristics are to be interpreted as working hypotheses and resources for further research. Practical implications Understanding the dynamics of IPC is useful for renewing work practices. Attention to the interplay and complementarity of IPC characteristics may help in the design and implementation of effective and sustained development efforts. Originality/value The dynamics of IPC in developmental settings have not been sufficiently studied. This paper proposes three developmentally relevant and intertwined characteristics of IPC for scholars of workplace learning.

Social media use is almost ubiquitous among adolescents and emerging adults. Although much has been studied about the psychological implications of social media use, there is currently no integrative model in which multiple dimensions of social media are considered. The goal of this theoretical article is to introduce the Multidimensional Model of Social Media Use (MMSMU), which aims to provide a useful framework for researchers and practitioners to study and understand young people’s social media use in relation to their psychological well-being. The model attends to three major dimensions: activities performed on social media, motives for social media use, and communication partners connected through social media. We present empirical evidence showing whether each dimension is associated with better or poorer well-being and identify or propose mechanisms explaining the associations. Before concluding the article, we discuss clinical implications and possible ways to further expand the proposed model.

Middle adolescents' close friendship strength and the degree to which their broader peer group expressed a preference to affiliate with them were examined as predictors of relative change in depressive symptoms, self-worth, and social anxiety symptoms from ages 15 to 25 using multimethod, longitudinal data from 169 adolescents. Close friendship strength in midadolescence predicted relative increases in self-worth and decreases in anxiety and depressive symptoms by early adulthood. Affiliation preference by the broader peer group, in contrast, predicted higher social anxiety by early adulthood. Results are interpreted as suggesting that adolescents who prioritize forming close friendships are better situated to manage key social developmental tasks going forward than adolescents who prioritize attaining preference with many others in their peer milieu.

The death of a loved one represents one of the most distressing and potentially traumatic life events in childhood and adolescence. Grief reactions in youth are influenced by ongoing developmental processes and manifest differently depending on the child’s age and developmental stage. These grief-related processes unfold within youths’ caregiving context, as children and adolescents rely heavily on the adults in their environment to navigate and cope with the death of a loved one. Despite the field’s increasing recognition of the potential for maladaptive grief reactions to impede functioning over time, few longitudinal research studies on childhood grief currently exist. In this article, we will (a) provide a brief overview of the childhood bereavement literature; (b) review the new DSM-5 and ICD-11 Prolonged Grief Disorder diagnostic criteria through a developmentally-informed lens; (c) describe how grief reactions manifest in children and adolescents of different ages through the lenses of multidimensional grief theory and relational developmental systems theory; (d) highlight key moderating factors that may influence grief in youth, and (e) discuss a primary moderating factor, the caregiving environment, and the potential mechanisms through which caregivers influence children’s grief.

COVID-19 not only threatens people’s physical health, but also creates disruption in work and social relationships. Parents may even experience additional strain resulting from childcare responsibilities. A total of 129 parents participated in this study. Parents of children with developmental disorders showed higher levels of parenting stress, depressive symptoms, and anxiety symptoms than did parents of children with typical development. Parenting stress and health worries were positively related to mental health symptoms. The association between having a child with developmental disorders and mental health symptoms was mediated by parenting stress. This study provides a timely investigation into the stress and mental health of parents during the COVID-19 pandemic. Implications on web-based parenting skills interventions, online psychological support services, and family-friendly policy initiatives are discussed.

Contributions of the Project Competence Longitudinal Study (PCLS) to resilience science and developmental psychopathology are highlighted in this article. Initiated by Norman Garmezy, the PCLS contributed models, measures, and methods, as well as working definitions of concepts like competence, developmental tasks, protective factors, and resilience. Findings from the study corroborated the feasibility of studying adaptation in a normative group of school children, identifying patterns of resilience, competence without major adversity, and maladaptive paths through life. Competence was multidimensional, showing continuity and change over time. Cascading effects across domains indicated that competence and problems spread over time. Thus, adult achievements in developmental tasks were rooted in childhood and adolescence. Young people who showed resilience had much in common with similarly successful peers who experienced less adversity over time, including high-quality relationships with parents and other adults, and good cognitive, as well as social–emotional, skills. Maladaptive youth in the study often faced high adversity with little adaptive capacity (internal or external) and tended to generate stressful experiences. Resilience often emerged in childhood and endured, but there also were late bloomers whose lives turned around in the transition to adulthood. The role of collaboration and mentorship in the PCLS is also discussed.

Autistic individuals often struggle to successfully navigate emerging adulthood (EA). College is an increasingly common context in which individuals learn and hone the necessary skills for adulthood. The goal of this paper is to systematically review and assess the existing research on college as a context of EA development in autistic individuals, particularly in terms of understanding whether and how this context might be critically different for those who are typically developing or developing with other disabilities. Our findings indicate that ASD college students report feeling prepared academically, but exhibit weaknesses in daily living and social skills. Interventions largely focus on social skills, and rarely evaluate outcomes relevant to college success or longer-term emerging adulthood independence. We conclude with hypotheses and recommendations for future work that are essential for understanding and supporting ASD students as they navigate potentially unique challenges in college and their transition to independence during EA.

Evidence suggests that paternity leave‐taking is associated with higher levels of father involvement, but research has been limited in its focus on cross‐sectional analyses and indicators of father involvement used. This study uses national longitudinal data to examine whether paternity leave‐taking is associated with 2 indicators of father engagement when children are infants, whether paternity leave‐taking is associated with trajectories of father engagement during the first few years of a child's life, and whether the relationships between paternity leave and father engagement are explained by fathering commitments and attitudes. The results suggest that longer periods of leave are associated with more frequent engagement in developmental tasks and caretaking when children are infants as well as during the first few years of children's lives. There is also evidence that father attitudes partially explain the relationships between length of paternity leave and father engagement.

PurposeThe field of careers studies is complex and fragmented. The aim of this paper is to detail why it is important to study careers, what we study and how we study key issues in this evolving field.Design/methodology/approachKey theories, concepts and models are briefly reviewed to lay the groundwork for offering an agenda for future research.FindingsThe authors recommend ten key directions for future research and offer specific questions for further study.Research limitations/implicationsThis paper contributes to the development of the theoretical underpinning of career studies.Practical implicationsThe authors hope that the proposed agenda for future research will help advance the field and encourage more research on understudied, but important, topics.Originality/valueThis paper presents a comprehensive view of research on contemporary careers.

Over the course of adolescence, an increasing number of adolescents experience depression. In order to effectively target depression, identifying risk factors for depressive symptoms is pivotal. Since low levels of self-efficacy were associated with higher levels of depressive symptoms in previous studies, the current study investigated the bidirectional and prospective associations between depressive symptoms and academic, social and emotional self-efficacy from early to mid adolescence in a cross-lagged path model. The sample consisted of 1,341 adolescents (47 % girls) with a mean age of 14 years, SD = 0.56. Depressive symptoms and self-efficacy levels were assessed every 6 months over a period of 2.5 years. Depressive symptoms predicted subsequent levels of academic and emotional self-efficacy on all time points, and social self-efficacy on one time point. Self-efficacy did not predict subsequent levels of depressive symptoms. There was no evidence of sex differences in the cross-lagged associations between depressive symptoms and self-efficacy levels. Implications of the findings are discussed.