CT270 Principles Of Supporting Young People With A Disability To Make The Transition Into Adulthood

In order to illustrate a key stage in the life course, I will be looking at the area of adolescence because I believe that this is one of the most critical life stages, with so many immense transitions young people go through. I have chosen to focus on adolescence because of a commitment to working with these vulnerable individuals aged from 14 to 19. We can no doubt all reflect on wrong choices we felt we made in our adolescence, and how our education and employment prospects may have benefited from good advice at this crucial juncture in life. I want to be able to guide vulnerable adolescents in the right direction and help them make the right choices, by understanding their needs, and supporting them in practical ways to live fulfilling and independent lives. From personal experience, I sincerely believe that with the right kind of guidance and attention, troubled teenagers can get back on track.

This essay is going to list and compare adult and adolescent behaviour, characteristics and try to analyse how certain adolescent characteristics change into adulthood. It will look at what characteristics change and what don’t, look up the information to do with the question and rewrite the information without changing the meaning and make sure it will have the source links at the bottom of the essay. It will show images of the brain at different ages. It will show; development of the brain, consequences of adolescence for example drink driving, what is fMRI, sMRI, PET and EEG.

Identify risk and resilience factors for the young person concerned as they go through the process of transitions. You should evaluate how the legal framework can support the young person’s transition.

The transition to childhood can be a very difficult process for children with disabilities because they are entering an unfamiliar world with many different new things to explore and to survive this world there are certain skills that must be acquired. To develop those skills teachers, families, school staff, agencies and other professional come together to help students set goals and learn skills that are necessary to maintain a living, get a job and furthering their education, this preparation help facilitate the transition into adult life . During the transition planning different services and activities are develop to help student with

Adolescents all have their own ways of transitioning into adults. In one way or another, we all lose our childhood innocence, whether we like it or not. Many people wonder what this stage in life may be called. The “coming of age is a young person's transition from being a child to being an adult. The certain age at which this transition takes place changes in society, as does the nature of the change.”

Grounds 2: Equally important, if an adolescent is given the opportunity to have control over their own body, their lives will be positively impacted in various

Residential transition planning requires a thorough understanding of services available for adults with disability and a vision and the values a student and his family bring to the table. The student itself

The National Disability Insurance Scheme is doing great in providing funding for people living with disabilities to ensure full access and participation within society. Therefore it is very important ensure that services are available and fully funded, for these people with disabilities to access. In this report, the author is going outline the main approaches to service delivery in the disability sector in Australia, in terms of how they are funded and structured. This is to ensure that quality services are provided to people living with disabilities.

As times change, so do societal roles and values. However, it is always true that an adolescent’s experiences, in every form, have a tremendous impact on preparation for their roles in the ever-changing future. Graca Machel accurately reveals, in a 1955 Human Rights Commission report, “All cultures recognize adolescence as a highly significant period in which young people learn future roles and incorporate the values and norms of their societies.” (367). This statement rings true due to the fact that during this time many lessons are learned, responsibilities are formed, and independence is pushed on to the backs of those who choose to receive it. Most often, people rise to the occasion and welcome such experiences, better preparing them for adulthood.

Emerging adults in their roleless roles are free to choose their residency, their education, definition of adulthood, and to take time to explore their identity. However, emerging adulthood only exist in industrialized countries that allow young people to take this time to make decisions and explore their roles. If one were in a culture where they are forced with roles with commitment such as early marriage, in situation that limits educational and occupational opportunities, or facing financial problems, this period would not exist. Emerging adulthood exists if the society allows it to exist. In conclusion, Arnett states that emerging adulthood, “a period of change and exploration” should exist. Although it only exists in industrialized countries, as societies develop economically emerging adulthood will become more

Infancy and Childhood transition is defined as children who are expected to attend school and learn the necessary skills for future employment. Adolescent and Young Adulthood transition is defined as ages 13 to 19 for adolescent and is a person whom is neither a child or adult, for young adulthood ages range from 20-39 were people are expected to establish their own families and get a job. Middle Adulthood transition is ages 40-65, where the highest level of income is reached, concluding child rearing stage, and beginning grand parenting. Late Adulthood is ages 65 and up, where a person retires which means the end of a status. Spouses are not together all the time.

The time period from late adolescence to the late 20s thus relates to both social-role changes and biological development (Djordjevic, 2010). Additionally, how capable an individual is able to manage these transitions is most likely to influence and be influenced by, mental health (Schulenberg & Zarett, 2006). The greater self-selection and reduction of institutional support during emerging adulthood seem to be good for most individuals, but may also be debilitating for those of who it jeopardizes to overwhelm their coping-capacity (Schulenberg & Zarett, 2006). However, possible strain from the major transitions of emerging adulthood do not necessarily have long term effects and may result only in momentary disturbances (Schulenberg & Zarett,

Emerging adulthood and culture Class: Lifespan Development Name: Grishma Patel Week four assignment Meaning of Emerging Adulthood Emerging adulthood is the period of life from about age 18 through age 25, during which young people are exploring the possibilities of their lives and beginning to define themselves as adults, rather than teenagers. They shared the perception of “feeling in between” – knowing they were pulling clear of the struggles of adolescence and starting to feel responsible for themselves,, but still closely tied to their parents and family. Emerging adulthood can be defined as an: Age of identity exploration: young people decide who they are and what they want out of work, school and love.

Turning eighteen is a scary yet exciting time. Freedom is approaching fast to an eager and anxious teenager. However, freedom does not come easy. This status as a new adult comes with the gift of arduous work and responsibilities, not to mention the countless stressors associated with becoming a legal grown up. Managing these things can be tricky but is not impossible! Although they do not hand out manuals on how to be an adult, some may argue that they should.

Adolescents have developed the ability to have abstract thinking and understanding the viewpoints of others. Typically during this stage puberty happens and adolescents try to become aware of who they are and what they want to do with their lives. Determining who they are and what they want to be sets ground work for their adult life. If the adolescents are not able to develop those aspects and decision identity confusion or role confusion will occur. Having role confusion can cause an adolescents’ mature years to be far more complicated then it need to be. Irving M. Rosen stated, “The requirements of the mature years are important to consider because they become the goals sought in the resolution of adolescent conflict” (1968).