Partnerships Supporting Young People to Negotiate Complex Pathways From School.

IF 3.2 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Emily S Rudling, Sherridan Emery, Kitty Te Riele, Jessica Woodroffe, Tess Crellin, Becky Shelly, Gemma Burns, Robert Alderson
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Abstract

Introduction: The school-to-work transition (SWT) is complex for young people. The postpandemic era, characterized by rapidly evolving economies and technologies, has augmented the complexity of negotiating such pathways. Despite this, young people-understood here through the lens of emergent adulthood-are often positioned as wholly responsible for navigating their own pathways beyond school.

Methods: A pragmatic case study approach was used to analyze qualitative data collected from three SWT partnership programs (UniHub, Australian School-based Apprenticeships [ASbAs], and Regional Learning Pathways [RLPs]) aimed at young people (2018-2023) in regional areas of Tasmania, Australia. For each program, participants were interviewed (N = 6 [UniHub]; N = 23 [ASbAs]; N = 44 [RLPs]) and surveyed (N = 350 [UniHub]; N = 21 [ASbAs]), and data were thematically analyzed to identify the role of boundary-crossers in SWT partnerships.

Results: Boundary-crosser work emerged as a key component of the sampled SWT partnerships. Enabling features of boundary-crossing work in partnerships include accessibility, support contextualized to the region and individual-like reducing barriers to equity-and using clear communication approaches. This role redistributed responsibility in the SWT to a partnership between schools, pathways, and young people.

Conclusions: Whereas literature and policy underscore the economic and developmental importance of SWT, the contribution of this article is research and data that nuance understanding of how SWT partnerships can share the responsibility of the SWT by designing in the program a boundary-crosser role. The concept of boundary-crosser work in SWT partnerships offers a novel approach for policymakers in policy and practice to rethink how the SWT is supported.

支持年轻人从学校走出复杂道路的伙伴关系。
对年轻人来说,从学校到工作的过渡(SWT)是一个复杂的过程。大流行后时代的特点是经济和技术迅速发展,这增加了谈判这种途径的复杂性。尽管如此,年轻人——在这里通过即将到来的成年的镜头来理解——往往被定位为完全负责自己在学校之外的道路。方法:采用实用案例研究方法,分析了从澳大利亚塔斯马尼亚州地区针对年轻人(2018-2023)的三个SWT合作伙伴计划(UniHub、Australian School-based apprenticeship [ASbAs]和Regional Learning Pathways [rlp])收集的定性数据。对每个项目的参与者进行访谈(N = 6 [UniHub], N = 23 [ASbAs], N = 44 [rlp])和调查(N = 350 [UniHub], N = 21 [ASbAs]),并对数据进行主题分析,以确定跨界者在SWT伙伴关系中的作用。结果:跨界工作成为抽样SWT伙伴关系的关键组成部分。伙伴关系中跨界工作的有利特点包括可及性、符合区域和个人背景的支持(如减少妨碍公平的障碍)以及使用明确的沟通方法。这个角色将SWT的责任重新分配给了学校、路径和年轻人之间的伙伴关系。结论:虽然文献和政策强调了SWT在经济和发展方面的重要性,但本文的贡献在于研究和数据,这些研究和数据对SWT伙伴关系如何通过在计划中设计一个跨界角色来分担SWT的责任有了细微的理解。SWT伙伴关系中的跨界工作概念为政策制定者在政策和实践中重新思考如何支持SWT提供了一种新颖的方法。
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来源期刊
Journal of Adolescence
Journal of Adolescence PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
6.40
自引率
2.60%
发文量
123
期刊介绍: The Journal of Adolescence is an international, broad based, cross-disciplinary journal that addresses issues of professional and academic importance concerning development between puberty and the attainment of adult status within society. It provides a forum for all who are concerned with the nature of adolescence, whether involved in teaching, research, guidance, counseling, treatment, or other services. The aim of the journal is to encourage research and foster good practice through publishing both empirical and clinical studies as well as integrative reviews and theoretical advances.
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