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Adolescent Development and Transition to Adulthood

Adolescence Development and Transition to Adulthood

The transition from adolescence to adulthood is a significant developmental milestone in the life cycle of an individual. Development can be broken down into a series of stages that are linked to age, social roles, and life events (Trzcinski & Holst, 2008). These stages start with the entrance into puberty, a symbol of adolescence, and end with the acceptance of responsibility for one's own success (Zarrett & Eccles, 2006). There are significant factors that come into play during this transition including employment, education, living arrangements, community integration, financial independence, and interpersonal relationships (Zarrett & Eccles, 2006). The desire to be autonomous is often coupled with fears of becoming independent and the unknown future that lies ahead making this transition particularly challenging. This period between high school and into a youth's twenties can best be viewed as a period of semi-autonomy during which a youth continues to be dependent on their parents in many ways such as for financial support, housing, and childcare while exploring their ability to make sound decisions independent of others (Trzcinski & Holst, 2008).

The measure of a transition to adulthood is portrayed in the level of independence from others as demonstrated by self-sufficiencies. This can include financial independence, making independent decisions, and accepting responsibility for one's own outcomes (Zarrett & Eccles, 2006). During the transition progress can be measured through looking at factors such as completion of school work, obtainment of employment, the development of a solid interpersonal relationships, establishment and maintenance of a household, and becoming a contributing member of one's community (Zarrett & Eccles, 2006). Individuals often find navigating the changing roles of this period particularly challenging.

Many of these challenges are developmental in nature and are directly connected to the youth's exploration of their competencies, attitudes, values, and social capacity necessary to facilitate a smooth transition to adulthood (Zarrett & Eccles, 2006). The ability of a youth to manage the new roles that they have assumed can be a challenge particularly due to the need to integrate these roles into their concept of self. Successful integration of these new roles is impacted by the psychosocial, physical, and cognitive qualities of the individual as well as their social supports and opportunities to explore these challenges in a non-threatening environment (Zarrett & Eccles, 2006).

At the onset of adolescence youth encounter significant changes in the shapes of their bodies, an increase in gonadal hormones, and structural changes to the brain (Zarrett & Eccles, 2006). During the transition to adulthood changes occur in the frontal lobes of the brain which regulate emotions as well as judgment (Zarrett & Eccles, 2006). As a result growth occurs in cognitive skills which allow the youth to develop an identity as well as moral reasoning processes (Zarrett & Eccles, 2006). Youth are able to reason abstractly as well as process information in a thoughtful and organized manner, allowing them to set and achieve educational and occupational goals. These cognitive changes can result in a greater connectedness to their own internal workings such as belief systems, psychological process, an increased awareness of social and cultural values, and needs (Shulman & Ben-Artzi, 2003).

The transition to adulthood also results in psychosocial transitions as the youth utilizes changes in cognitive functioning to reassess their belief systems including values and the roles that one plays in relationships with others (Shulman & Ben-Artzi, 2003). Shulman and Ben-Artzi (2003) found that any shift in the value or role that an adolescent experiences during their transition to adulthood maybe a source of anxiety and confusion for them. In a life period where self-reflection and examination are commonplace, there is also significant growth in the understanding of the self as it relates to the outside world (Shulman & Ben-Artzi, 2003).

Education is a key factor during this transition as youth make plans for their future including the decision of whether or not to pursue a path of educational growth. Youth who struggle with the psychosocial and cognitive transitions of this time period may experience a decline in their academic achievement due to their inability to manage the multi-faceted changes they are experiencing (Zarrett & Eccles, 2006). Youth can either have a positive experience in the educational environment or they may find that they no longer feel a fit between themselves and this setting (Zarrett & Eccles, 2006).