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Each year tens of thousands of teenagers are released from the foster care system in the United States without high school degrees or strong family relationships. Two to four years after discharge, half of these young people still do not have either a high school diploma or equivalency degree, and fewer than ten percent enter college. Nearly a third end up on public assistance within fifteen months, and eventually more than a third will be arrested or convicted of a crime. In this richly detailed and often surprising exploration of the foster care system, Betsy Krebs and Paul Pitcoff argue that the existing structure sets kids up to fail by inadequately preparing them for adult life. Foster care programs traditionally emphasize goals of reuniting children with family or placing children into adoptive homes. But neither of these outcomes is likely for adolescents. Krebs and Pitcoff contend that the primary goal of foster care for teenagers should be rigorous preparation for a fully productive adult life and that the standard life skills curriculum is woefully inadequate for this purpose. The authors, who together cofounded the Youth Advocacy Center in New York City, draw on their fifteen years of experience working with teens and the foster care system to introduce new ways to teach teens to be responsible for themselves and to identify and develop their potential. They also explore what sorts of resources-legal, financial, and human-will need to come from inside and outside the system to more fully humanize the practice of foster care. Ultimately, Krebs and Pitcoff argue that change must involve the participation of caring communities of volunteers who want to see disadvantaged youth succeed as well as developing methods to empower teens to take control of their lives. Bringing together a series of inspiring, real-life accounts, Beyond the Foster Care System introduces readers to a number of dynamic young people who have participated in the Youth Advocacy Center's programs and who have gone on to apply these lessons to other areas of life. Their stories demonstrate that more successful alternatives to the standard way of providing foster care are not only imaginable, but possible. With the practical improvements Krebs and Pitcoff outline, teens can learn the skills of effective self-advocacy, become better prepared for the transition to full independence, and avoid becoming the statistics that foster care has so often produced in the past.

What is it like to become an adult in twenty-first-century America? This book takes us to four very different places—New York City, San Diego, rural Iowa, and Saint Paul, Minnesota—to explore the dramatic shifts in coming-of-age experiences across the country. Drawing from in-depth interviews with people in their twenties and early thirties, it probes experiences and decisions surrounding education, work, marriage, parenthood, and housing. The first study to systematically explore this phenomenon from a qualitative perspective, Coming of Age in America offers a clear view of how traditional patterns and expectations are changing, of the range of forces that are shaping these changes, and of how young people themselves view their lives.

The social and historical contexts may influence the speed of development. In seven large, nationally representative surveys of U.S. adolescents 1976-2016 (N = 8.44 million, ages 13-19), fewer adolescents in recent years engaged in adult activities such as having sex, dating, drinking alcohol, working for pay, going out without their parents, and driving, suggesting a slow life strategy. Adult activities were less common when median income, life expectancy, college enrollment, and age at first birth were higher and family size and pathogen prevalence were lower, consistent with life history theory. The trends are unlikely to be due to homework and extracurricular time, which stayed steady or declined, and may or may not be linked to increased Internet

Topic: This scoping review investigated research regarding the magnitude of minor sex trafficking (domestic minor sex trafficking and/or commercial sexual exploitation of children) in the United States, summarizing estimates, methodologies, and strengths and weaknesses of the studies. Method: Using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, peer-reviewed articles and the gray literature were accessed via databases searches, reference harvesting, and expert advice. Articles were included if they provided a count or prevalence proportion estimate of trafficked or at-risk minors across or within a region of the United States. Six empirical studies, published from 1999 to 2017, were included in the review. Results: Included studies produced count estimates (n = 3) or prevalence proportion estimates (n = 3) for youth at risk of minor sex trafficking (n = 2) or reporting victimization (n = 5). Studies examined sex trafficking risk and victimization in different geographical areas, including across the United States (n = 2), in New York City (n = 1), and in Ohio (n = 1). Further, several studies focused on particular populations, such as street and shelter youths (n = 1) and adjudicated males (n = 1). Sampling methodologies of reviewed estimates included traditional random sampling (n = 1), nationally representative sampling (n = 2), convenience sampling (n = 1), respondent-driven sampling (n = 1), purposive sampling (n = 1), and use of census data (n = 2). Conclusion: Little research has estimated the prevalence of minor sex trafficking in the United States. The existing studies examine different areas and populations and use different categories to estimate the problem. The estimates reviewed here should be cited cautiously. Future research is needed on this important topic, including methodologies to produce more representative estimates of this hard-to-reach population.

Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills.

In the United States, employment outcomes for young adults with an autism spectrum disorder (ASD) are poor, with many unemployed, underemployed, or otherwise unable to achieve their potential regardless of cognitive ability. To explore employment expectations and experiences, qualitative interviews were conducted with 12 young adults with ASD and 28 parents. Transcripts were analyzed using the constant comparative method associated with a grounded theory approach. Three major themes emerged: Employment Aspirations and Potential , Challenges of Job Finding and Keeping , and Differing Parent and Young Adult Work-Related Roles and Views . Issues discussed include the need to foster meaningful pre-employment opportunities, acknowledge the role of families in employment issues, provide ASD-focused workplace support, and effectively coordinate intersecting systems (e.g., schools, agencies, employers).

Frank Furstenberg examines how the newly extended timetable for entering adulthood is affecting, and being affected by, the institution of the Western, particularly the American, family. He reviews a growing body of research on the family life of young adults and their parents and draws out important policy implications of the new schedule for the passage to adulthood. Today, says Furstenberg, home-leaving, marriage, and the onset of childbearing take place much later in the life span than they did during the period after World War II. After the disappearance of America's well-paying unskilled and semi-skilled manufacturing jobs during the 1960s, youth from all economic strata began remaining in school longer and marrying and starting their own families later. Increasing numbers of lower-income women did not marry at all but chose, instead, non-marital parenthood—often turning to their natal families for economic and social support, rather than to their partners. As the period of young adult's dependence on their families grew longer, the financial and emotional burden of parenthood grew heavier. Today, regardless of their income level, U.S. parents provide roughly the same proportion of their earnings to support their young adult children. Unlike many nations in Europe, the United States, with its relatively underdeveloped welfare system, does not invest heavily in education, health care, and job benefits for young adults. It relies, instead, on families' investments in their own adult children. But as the transition to adulthood becomes more protracted, the increasing family burden may prove costly to society as a whole. Young adults themselves may begin to regard childbearing as more onerous and less rewarding. The need to provide greater support for children for longer periods may discourage couples from having additional children or having children at all. Such decisions could lead to lower total fertility, ultimately reduce the workforce, and further aggravate the problem of providing both for increasing numbers of the elderly and for the young. U.S. policy makers must realize the importance of reinforcing the family nest and helping reduce the large and competing demands that are being placed on today's parents.

What are the types of environments in which youth thrive? How do we cultivate such environments to promote optimal development and positive behavior in youth? The Youth Development Handbook: Coming of Age in American Communities provides youth and development practitioners access to current theory and research in the field of youth development, including illustrations of good practice, original case studies, and a contextual approach to such topics as youth participation and diversity.   The Youth Development Handbook is designed for scholars and researchers in applied developmental science as well as practitioners and policy makers who implement youth development initiatives. The book is also recommended for use in graduate courses on youth development in the fields of Psychology, Human Development & Family Studies, and Education.

A child at loose ends needs help, and someone steps in--a Big Brother, a Big Sister, a mentor from the growing ranks of volunteers offering their time and guidance to more than two million American adolescents. Does it help? How effective are mentoring programs, and how do they work? Are there pitfalls, and if so, what are they? Such questions, ever more pressing as youth mentoring initiatives expand their reach at a breakneck pace, have occupied Jean Rhodes for more than a decade. In this provocative, thoroughly researched, and lucidly written book, Rhodes offers readers the benefit of the latest findings in this burgeoning field, including those from her own extensive, groundbreaking studies. Outlining a model of youth mentoring that will prove invaluable to the many administrators, caseworkers, volunteers, and researchers who seek reliable information and practical guidance,Stand by Me describes the extraordinary potential that exists in such relationships, and discloses the ways in which nonparent adults are uniquely positioned to encourage adolescent development. Yet the book also exposes a rarely acknowledged risk: unsuccessful mentoring relationships--always a danger when, in a rush to form matches, mentors are dispatched with more enthusiasm than understanding and preparation--can actually harm at-risk youth. Vulnerable children, Rhodes demonstrates, are better left alone than paired with mentors who cannot hold up their end of the relationships. Drawing on work in the fields of psychology and personal relations, Rhodes provides concrete suggestions for improving mentoring programs and creating effective, enduring mentoring relationships with youth.