Adolescent development HC15
Work and the Transition to Adulthood - Judith Semon Dubas
Lecture Outline
Adolescent Work: Historical changes
Pros and Cons of working
Career Development Theories
Macrolevel factors: Unemployment statistics
Dutch intervention to delay school leaving
The end of adolescence: Emerging Adulthood
Transition to adulthood for vulnerable youth
1. Historical changes in attending school and work
In Europe from 1500 to 1700, it was common for young people to leave their homes
to take part in life‐cycle service during their late teens and twenties.
o Farming
o Going somewhere to get trained
Children and adolescents who worked in cotton mills were only half as likely to live
past age 20 as those outside the mill (dangerous!)
As industrialization proceeded in the 18th and 19th centuries, it became common for
adolescents to work in factories.
For most of the 20th Century attending school and working was rare
Century attending school and working was rare
Early 1900s most people did not attend school past the 8th grade
Working by 14
Combining, because they also had to provide for their families.
The adolescent workplace
Most American girls baby‐sit as their first job
American boys usually do yard work as their first work experience
For older adolescents, the majority of work is in restaurants or retail sales
On average high school:
o Sophomores work (2nd year of high school) 15 hours a week
o Seniors work (last year) 20 hours per week
% employed
U.S. 80% of high school seniors work
NL 92% HBO (advanced tech)
NL 83% University students
, Adolescent development HC15
2. Pros and Cons of working
Depends on the perception of the work done and investment in work
Primary Orientation Model – focus of attention is either on work or school, not both
Premature focus – pseudomaturity
o Escape from current roles
o Lose opportunity to explore different roles
o Australië: jonge jongens werken in de mijnen en kijken niet verder naar de
toekomst, ze blijven werken in deze sector, terwijl het heel slecht is voor de
gezondheid.
Work & Psychological Functioning (correlational studies!)
Up to 10 hours per week
o Not related to any psychological symptoms
o Little effect on adolescent development
Beyond 10 hours per week
o Anxiety
o Depression
o Sleep per night declines (especially for those who want to do good in school)
o Disruptive to eating and exercise habits
Beyond 20 hours per week
o Problems become considerably worse
o + substance use (they have more money to buy it)
o ‐ schoolwork
o + cynical attitude
o Misconduct (in contact with older people)
Occupational deviance (onterecht ziekmelden, stelen)
Benefits of work
Work and the Transition to Adulthood - Judith Semon Dubas
Lecture Outline
Adolescent Work: Historical changes
Pros and Cons of working
Career Development Theories
Macrolevel factors: Unemployment statistics
Dutch intervention to delay school leaving
The end of adolescence: Emerging Adulthood
Transition to adulthood for vulnerable youth
1. Historical changes in attending school and work
In Europe from 1500 to 1700, it was common for young people to leave their homes
to take part in life‐cycle service during their late teens and twenties.
o Farming
o Going somewhere to get trained
Children and adolescents who worked in cotton mills were only half as likely to live
past age 20 as those outside the mill (dangerous!)
As industrialization proceeded in the 18th and 19th centuries, it became common for
adolescents to work in factories.
For most of the 20th Century attending school and working was rare
Century attending school and working was rare
Early 1900s most people did not attend school past the 8th grade
Working by 14
Combining, because they also had to provide for their families.
The adolescent workplace
Most American girls baby‐sit as their first job
American boys usually do yard work as their first work experience
For older adolescents, the majority of work is in restaurants or retail sales
On average high school:
o Sophomores work (2nd year of high school) 15 hours a week
o Seniors work (last year) 20 hours per week
% employed
U.S. 80% of high school seniors work
NL 92% HBO (advanced tech)
NL 83% University students
, Adolescent development HC15
2. Pros and Cons of working
Depends on the perception of the work done and investment in work
Primary Orientation Model – focus of attention is either on work or school, not both
Premature focus – pseudomaturity
o Escape from current roles
o Lose opportunity to explore different roles
o Australië: jonge jongens werken in de mijnen en kijken niet verder naar de
toekomst, ze blijven werken in deze sector, terwijl het heel slecht is voor de
gezondheid.
Work & Psychological Functioning (correlational studies!)
Up to 10 hours per week
o Not related to any psychological symptoms
o Little effect on adolescent development
Beyond 10 hours per week
o Anxiety
o Depression
o Sleep per night declines (especially for those who want to do good in school)
o Disruptive to eating and exercise habits
Beyond 20 hours per week
o Problems become considerably worse
o + substance use (they have more money to buy it)
o ‐ schoolwork
o + cynical attitude
o Misconduct (in contact with older people)
Occupational deviance (onterecht ziekmelden, stelen)
Benefits of work
