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This study elicited the perspectives of youth, caregivers, service providers and researchers to explore how communities can best support the transition to adulthood for youth ages 16–21 with mental health and functional impairments, who are at risk of disconnecting from health and human services. Framed by Relational Systems Evaluation (RSE) and Po...
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... These circumstances could have influenced participants' views of their newly discovered academic responsibilities that could be explained from a psychological view as part of the effects that the transition to university entails. Moreover, participants could have perceived a sense of autonomy since they were in the transition to adulthood with emotional and psychological changes involved (Cox et al., 2023). Also, responsibility plays a significant role during their transition since it is seen as a consequence for the new academic roles that students should meet in unfamiliar learning environments (Closs et al., 2022). ...
Estas investigaciones, ensayos, propuestas y sistematizaciones comprenden cuestiones tales como: activismo lingüístico a través de la traducción, enseñar español a estudiantes mayores, diseños tecnopedagógicos de cursos de lenguas, percepciones sobre lenguas originarias para determinar políticas lingüísticas, análisis de nuevas estrategias educativas, desarrollo de competencia textual, emociones en estudiantes de licenciatura y centros de idiomas, desigualdad de género en la academia mexicana, autoeficacia de los docentes y dimensiones causales de logros educativos. Como puede constatarse, el título que da nombre a este libro sobre nuevas formas de definir la enseñanza y el aprendizaje de lenguas se revela en los textos seleccionados para esta publicación.
... The paper also presents a typology that can assist providers in selecting interventions that fit for their context. In the last paper in the issue, Cox et al. (2022) examined youth and provider perspectives about factors affecting a successful transition among youth receiving services in a program for serious emotional disturbance using group concept mapping. They found that both youth and providers believed individual level targets such as life skills were both highly valued and seen as highly feasible. ...
This study sought to understand how young adults (age 18–25) with histories of mental health disorders are coping with disrupted transitions to adulthood during the COVID-19 pandemic. A cross-sectional web survey was conducted in March–June 2021 of 967 US young adults with pre-pandemic psychiatric disability to assess their current psychiatric status, interrupted transitions, and associations with social determinants including income, community participation, and social context. Mental health was assessed with the Patient Health Questionnaire (PHQ-9), Generalized Anxiety Disorder Scale (GAD-7), and PTSD Checklist-Civilian Version. Social determinants were identified with the Epidemic-Pandemic Impacts Inventory. Interrupted transitions were measured with the Young Adult Disrupted Transitions Assessment. Multivariable logistic regression models predicted four types of transition disruptions and associations with current mental health, social determinants, and demographic factors. Disruptions were reported by 81.1% including interrupted education completion (38.3%), employment careers (37.6%), residential independence (27.7%), and intimate partner relationships (22.9%). Many screened positive for major depressive disorder (81.7%), PTSD (85.5%), or GAD (58.6%). Disruption in establishing intimate partner relationships was associated with depression, anxiety, and PTSD. Interrupted residential independence was associated with anxiety. Interrupted education completion was associated with PTSD. Interrupted employment was associated with anxiety. Social determinants significant in these models included social connections, community participation, income, and racial/ethnic identification. Results illuminate ways that current mental health and social determinants affect transition interruptions during the pandemic. Findings suggest the need for interdisciplinary approaches, integrated models of care, and assistance accessing treatment, rehabilitation, and community support services from adult service systems.
Background: Children in rural communities represent some of the most vulnerable populations in Canada, posing implications for their mental health and well-being, particularly regarding their access to mental health services. Art-based interventions are accessible, but not thoroughly validated.
Aim:The purpose of this project was to offer an art-based intervention for a very specific population benefiting from an after-school program in rural Quebec.
Methods: Youth in Quebec, Canada, took part in a 7-week art-based intervention. A descriptive design was implemented to examine the implications this intervention had on students, particularly their mental health and well-being.
Results:The majority of students described enjoying the intervention, many stating it had a positive impact on their lives. Students reported feeling positively during art-making and expressed interest in taking part in follow-up research.
Discussion: Positive experiences with the present intervention support existing literature regarding the effectiveness of art-based methods for youth populations.
