The Antecedents and Outcomes of Autonomous Behaviors: Modeling the Role of Autonomy in Achieving Sustainable Employment for Deaf Young Adults

Garberoglio, Carrie Lou; Schoffstall, Sarah; Cawthon, Stephanie W.; Bond, Mark; Caemmerer, Jacqueline M.

doi:10.1007/s10882-016-9492-2

Cited by 15 publications

(14 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Incluimos, a continuación, los resultados más significativos en cuanto al contenido de las investigaciones analizadas, ordenados por dimensiones y categorías, con la referencia de autores y año de publicación de la investigación (ver tabla 1). En el caso de la dimensión autonomía y familia, 15 investigaciones destacan la relación con los padres como categoría importante en los procesos de autonomía de los jóvenes (tabla 1, C1 y C2), incidiendo de forma diversa en función de la edad y siendo el apoyo a la autonomía por parte de los padres un elemento necesario para el logro de esa autonomía en jóvenes con especiales dificultades, como adolescentes con síntomas depresivos (Duineveld et al, 2017) o adolescentes con déficits auditivos (Garberoglio et al, 2017).…”

Section: Análisis Categorial De Los Resultados De Investigaciónunclassified

La influencia de la familia y la educación en la autonomía de los jóvenes: una revisión sistemática

Romero

Estefanía

Charry

et al. 2020

Bordón

View full text Add to dashboard Cite

INTRODUCCIÓN. El objetivo de este trabajo ha sido categorizar e integrar los resultados de investigaciones sobre la influencia de la familia y la educación en la autonomía de los jóvenes, con el fin de avanzar en su comprensión. Estos dos escenarios son resaltados por los investigadores como los más significativos en la construcción de la autonomía. MÉTODO. La revisión sistemática se realizó siguiendo la metodología planteada en la Cochrane Collaboration y la Declaración PRISMA a partir de una muestra de 31 artículos de investigación sobre autonomía y juventud, seleccionados a partir de diez bases de datos internacionales, con criterios de pertinencia y suficiencia, en el periodo comprendido entre enero de 2014 y noviembre de 2018. Se trata de investigaciones de 17 países, fundamentalmente de tipo cuantitativo, aunque también cualitativo y mixto, cuya principal fuente de información son los propios jóvenes. RESULTADOS. En los resultados sobre autonomía y familia sobresale la incidencia de los estilos educativos parentales, donde el apoyo de los padres se relaciona con índices más altos de autonomía. En la educación formal, la autonomía en los procesos educativos facilita el aprendizaje y es fundamental en el tránsito a la educación superior. Se resalta el apoyo de los profesionales en las acciones socioeducativas en escenarios no formales y con jóvenes vulnerables, necesario para procesos de autonomía. Se ratifica, asimismo, la importancia de entender la autonomía como un proceso relacional y social, más que meramente individual. DISCUSIÓN. Destacan las aportaciones de este estudio en cuanto a la sistematización del campo de conocimiento sobre autonomía juvenil y sobre estilos familiares, educación formal y no formal, rol de los educadores e intervención socioeducativa con jóvenes en dificultad social.

show abstract

Section: Análisis Categorial De Los Resultados De Investigaciónunclassified

La influencia de la familia y la educación en la autonomía de los jóvenes: una revisión sistemática

Romero

Estefanía

Charry

et al. 2020

Bordón

View full text Add to dashboard Cite

show abstract

“…Having established this basis, a thorough review of the literature and measurement tools addressing autonomy provides a definition according to three processes: one that is personal, subjective, or intrasubjective; an intersubjective process, involving another person; and, lastly, a trans-subjective process referring to interactions between the subject and the surrounding community or society (Bernal Romero et al, 2020b). This definition deviates from the classic notion of autonomy as self-sufficiency or the capacity to manage exclusively on one's own (Delbosc and Vella-Brodrick, 2015;Garberoglio et al, 2017). Rather, it focuses on interactions with other individuals, and with society as a whole by including community and socio-political engagement (Parron, 2014).…”

Section: Psychological Well-being and Autonomy In The Transition To Amentioning

confidence: 99%

Young People’s Autonomy and Psychological Well-Being in the Transition to Adulthood: A Pathway Analysis

et al. 2020

View full text Add to dashboard Cite

Young people transition to adulthood via diverse pathways; among the most significant are those dominated by education, employment, or social disadvantage. These pathways are determined, to a large extent, by the level of well-being and autonomy young people develop to help them face their own realities. The aim of this study is to analyze the relationship between young people's psychological well-being and autonomy-key factors in the transition to adulthood-and the relationship these factors have with the main pathways followed during transition. To this end, Ryff's Model of Psychological Well-being and the Transition to Adulthood Autonomy Scale (EDATVA) were used to evaluate a total of 1148 Spanish and Colombian subjects aged between 16 and 21. Correlations and differences between scores were subsequently analyzed. Subjects were also asked to identify the most relevant aspect of their transition to adulthood as either education, employment, or social disadvantage. Results from all three pathways for transition to adulthood show a trend in which higher levels of wellbeing correspond to higher levels of autonomy. In general, the results for the young people on the education pathway show high levels of autonomy and well-being, as well as a significantly higher level of critical thinking compared to young people on other pathways. The scores from employed young people reveal a greater capacity for selforganization in relation to the other two pathways. The results for disadvantaged young people show significantly greater socio-political engagement than that of young people on the education and employment pathways. However, the disadvantaged group also displays the lowest level of psychological well-being. These results provide elements for a better understanding of young people's different transition pathways to adulthood and constitute an important point of reference for future research. They also provide data that may be relevant in guiding potential educational, psychological, and social interventions within this population group.

show abstract

“…For example, parent expectations are related to increased participation in postsecondary education for students with ASD (Chiang et al, 2012). Parent expectations of students with hearing impairments have also been shown to correlate positively with independent living, employment, and postsecondary education attendance (Cawthon et al, 2015) and function as an important antecedent of autonomy development in this same population (Garberoglio, Schoffstall, Cawthon, Bond, & Caemmerer, 2016). In students with severe disabilities, parent expectations about employment predicted the likelihood that an individual would gain employment following graduation (Carter et al, 2012).…”

Section: Factors Associated With Positive Adult Life Outcomesmentioning

confidence: 99%

The Role of Adaptive Behavior and Parent Expectations in Predicting Post-School Outcomes for Young Adults with Intellectual Disability

Dell’Armo

Tassé

2018

J Autism Dev Disord

View full text Add to dashboard Cite

This study examined the role of parent expectations and adaptive behavior in predicting outcomes for youth with intellectual disability. The study addresses the following research aims: (1) Describe post-school outcomes and parent expectations for individuals with mild and moderate/severe intellectual disability, (2) Determine the relationship of adaptive functioning and parent expectations to post-school outcomes (i.e., postsecondary education, employment, and independent living) for individuals with intellectual disability, and (3) Compare these relationships to the ones that have been identified in previous research on autism spectrum disorder and determine whether these constructs operate similarly or differently in a sample with intellectual disability. Data from the National Longitudinal Transition Study-2 (NLTS2) was used to address these aims. A sample of students with intellectual disability, but without a co-occurring autism spectrum disorder, were selected for inclusion in the study. Four latent variables were created using data from Waves 1, 2, and 5 of data collection: demographic factors, adaptive behavior, parent expectations, and post-school outcomes. Structural equation modeling was used to test structural models of the relationships between these constructs. Results indicate that post-school outcomes for youth with intellectual disability are worse than outcomes for youth with other types of disabilities overall, and that outcomes for those with moderate/severe intellectual disability are significantly worse than for those iii with mild intellectual disability. Results from structural equation modeling indicate that, for youth with intellectual disability, adaptive behavior is more important than parent expectations in predicting post-school outcomes. The relationship between these variables appears different for those with intellectual disability than for other types of disabilities, such as autism spectrum disorder. Results support the conclusion that adaptive behavior plays a critical role in post-school success for individuals with intellectual disability and that parent expectations alone are insufficient to ensure positive outcomes for youth with poor adaptive skills. Implications for clinical practice and future research are discussed. First and foremost, I would like to thank my advisor, Marc J. Tassé, for his constant guidance and support on this project and throughout my graduate career as a whole. I am also grateful to my committee members, Dr. Susan Havercamp and Dr. Andrew Persch, for their insightful comments and feedback throughout this process. I would additionally like to thank Dr. Persch for graciously allowing me access to the NLTS2 data through his restricted-use license, without which this project would have been impossible. I also extend sincere gratitude to Dr. Anne Kirby, who answered my countless questions about NLTS2 data and has been a wonderful source of support. Thank you to Dr. Robert Cudeck and Nicholas Rockwood for the constant guidance, advice, and encouragement ...

show abstract

The Antecedents and Outcomes of Autonomous Behaviors: Modeling the Role of Autonomy in Achieving Sustainable Employment for Deaf Young Adults

Cited by 15 publications

References 61 publications

La influencia de la familia y la educación en la autonomía de los jóvenes: una revisión sistemática

La influencia de la familia y la educación en la autonomía de los jóvenes: una revisión sistemática

Young People’s Autonomy and Psychological Well-Being in the Transition to Adulthood: A Pathway Analysis

The Role of Adaptive Behavior and Parent Expectations in Predicting Post-School Outcomes for Young Adults with Intellectual Disability

Contact Info

Product

Resources

About