Resiliency: Adulting

The proportion of young adults living in one-person households (OPHs) has increased remarkably worldwide. Recent literature suggests that socioeconomic development established favorable conditions for individuals to live alone. Few studies have yet examined the complex relationship between contextual-level socioeconomic development, individual-level factors, and living in OPHs. METHODS We drew data from a subsample of young adults (aged between 20 and 35) from China 1% Population Sample Survey 2005 (ni = 582,139; nj = 345). Two-level random-intercept logistic regression models were employed to examine the relationship between prefecture-level socioeconomic development and living in OPHs. Two series of models, controlling for single and migrant statuses, and other sociodemographic variables, were estimated for male and female separately.

Existing literature provides a complicated picture of the relationship between digital media use and psychological outcomes. Both correlational and some experimental studies suggest that social media use specifcally can be associated with diminished
psychological functioning in adolescents and young adults. However, these efect sizes are not large, and must be considered in light of studies that suggest some positive outcomes associated with some uses of digital media, and a range of moderators of the identifed associations. Although a growing body of evidence suggests that digital stress may be an important intervening factor between digital media use and psychosocial outcomes, this literature is complicated by multiple nomenclatures for similar or identical constructs. Our review of the literature suggests four potentially related components of digital stress, including availability stress, approval anxiety, fear of missing out, and communication overload. This conceptualization is consistent with recent published frameworks for understanding digital media’s infuence on peer relationships. Clinicians working with adolescents and young adults are encouraged to assess digital media use in the context of clients’ overall psychological and social functioning, and in consideration of clients’ specifc uses of media. Future research is needed to
examine the associations among components of digital stress and clinical outcomes, and to provide valid measures to assess digital stress in research and clinical settings.

Drawing on the social influence literature and proposing parental intervention as a social influence process, this study seeks to theorize why parental intervention occurs and how it affects young adults' career development.

Emerging adults are attempting to navigate a rapidly shifting and immensely complicated landscape of modern love, often without meaningful sex and relationship education. Although individually oriented relationship education programs for emerging adults make a difference in the knowledge, attitudes, and beliefs of the recipients (Simpson et al., Journal of Youth and Adolescence, 2018, 47, 477) and most emerging adults report they yearn for relationship education (Weissbourd et al., The talk: How adults can promote young people's healthy relationships and prevent misogyny and sexual harassment, 2017), these programs are not widely available. Educators who are working with emerging adults in a classroom or psychoeducational setting are well‐positioned to help emerging adults identify and enact healthy and purposeful relational and sexual choices. The first part of the paper orients readers to the "topography" of the modern love landscape by describing four macro cultural themes that impact the intimate lives of emerging adults. The second part of the paper introduces relationship educators to Relational Self‐Awareness (Solomon, Loving Bravely: 20 lessons of self‐discovery to help you get the love you want, New Harbinger, 2017), an integrative approach to helping emerging adults understand the self‐in‐relationship. Each of the five pillars of Relational Self‐Awareness is defined and operationalized, and specific recommendations are provided for how educators can integrate these pillars into their existing curricula. Clinical implications and future directions are offered.

The paper aims to explore the anxiety of university students. The authors note that the rhetoric of the snowflake is frequently invoked in lay discourse to characterise a generation of young people as overly sensitive. This misleading conceptualisation is potentially stigmatising.

Abstract. Youth transitions to adulthood and traditional markers of adulthood are becoming more fluid, uncertain, and extended in contemporary societies. Despite these shifts, public discourses surrounding young adult transitional trajectories are dominantly informed by a linear benchmark perspective. This framework positions establishing financial autonomy with the goal of permanently leaving the parental home as central to successful adulthood. In this paper, we integrate textual news media and interview data to critically interrogate contemporary public discourses of adulting in tandem with Canadian young adults' subjective understandings of adulthood. We conduct Foucauldian Discourse Analysis (FDA) using two complementary data sources: (1) a selection of Canadian news media addressing youth transitions to adulthood (n = 44), and (2) interviews with Canadian young adults, assessing their perceptions and experiences of adulthood (n = 20). Our findings reveal that media and personalized constructions of successful adulthood are synonymous with financial independence and responsibility. These social norms reflect and shape young adults' subjective meanings of adulthood and inform the ways of being that young people imagine as ideal.

Individuals are emerging into adulthood without understanding basic life skills such as paying bills, cooking, eating healthy, planning a budget, problem-solving, and conflict resolution. At Texas Tech University, educators in the Family and Consumer Sciences Education program have created a course entitled "Adulting 101: Real Skills for Real Life" to address the lack of life skills in students during their college years. With a critical science-based perspective, this course teaches students the skills needed for personal development, health and wellness, citizenship, communication, consumer choices, employability, parenting and childcare, and balancing work and family.