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Social science and media depictions of youth living on our city streets typically focus on their “risk behaviours,” especially illicit drug use and unprotected sex, the social environmental challenges they face, in particular higher likelihood of sexual and physical assault and homicide (Tyler, Hoyt, & Whitbeck, 2000; Auerswald & Eyre, 2002; Pedersen & Hegna, 2003; Brooks, Milburn, Rotheram, & Witkin, 2004; Ensign & Bell, 2004; Raleigh-DuRoff, 2004; Hyde, 2005; Witkin et al., 2005) and their delinquent/criminal behaviour (Hartnagel, 1998). This focus on the multiple “risks” that street youth face has been accompanied by the search for determinants of the risk factors for street involvement, such as parental substance abuse and child neglect. Female street youth have been depicted as particularly vulnerable, partly because once on the street, they come under the control of male recruiters who make the girls drug-dependent and force them into trading sexual favours for money or in-kind goods. According to Bagley and Young (1987, p. 23), “the girl who finally tries prostitution is one who is already degraded and demoralized, in a state of psychological bondage, with grossly diminished self-confidence.” Adults who exploit these female street youth are believed to take advantage of their feelings of disconnectedness and low self-esteem and isolation (Silbert & Pines, 1981, 1982a, 1982b) and addiction to substances (Green & Goldberg, 1993). Yet, many females who were victims of childhood physical and sexual abuse do not end up on the street, nor do all those who were abused and end up on the street (male as well as female) become involved in prostitution, and, finally, many males and females who become involved in prostitution have no history of early abuse (Hagan & McCarthy, 1997).

The purpose of the paper is to build on current discussions about the need for and role of guidance in learning and teaching, as well as to theoretically develop its specifics to further advance our scholarly understanding of how to structure and enhance entrepreneurship education.

The paper takes a synthesizing conceptual approach, built on developmental psychology, instructional science, expertise research as well as the pedagogy–andragogy discussion and the role of guidance in contemporary entrepreneurship education research. In addition, a new term, odigogy, is developed.

Odigogy, from the Greek word odigós (to guide), addresses how to navigate student entrepreneurs in higher education. The term seeks to correspond both to the specifics of entrepreneurship as a subject and the characteristics of students in the classroom who are in a transitional phase between adolescence and adulthood.

The paper contributes to current entrepreneurship education discussions by offering a more balanced terminology positioned between how to teach (pedagogy) and how adults learn (andragogy). The paper provides insights for teachers when developing teaching methods and learning activities in higher education.

By introducing the term odigogy the paper seeks to contribute an enhanced understanding of the entrepreneurial learning process in higher education, which does not match pedagogical assumptions on how to teach children or adolescents, nor andragogical assumptions on how adults learn, or how to engage students in self-directed learning as presented in heutagogy.

The purpose of this study was twofold: to explore the everyday experiences and interpretations of verbalised self-criticism in emergent adult males (ages 18–25) in social contexts and, secondly, to explore the utilisation of vignettes in phenomenological research exploring social processes.

Four Australian male participants participated in semi-structured interviews to share the participants' experiences and sense-making of self-criticism in social contexts. Vignettes of verbalised self-criticism were used to prompt attentive reflection. Interpretative phenomenological analysis was used to analyse the data.

Four superordinate themes emerged from participant responses: (1) searching for context, (2) self-improving or self-attacking, (3) self-criticism as a social tool, and (4) engaging and distancing responses.

This study provides useful insights into how verbalised self-criticism in social contexts was experienced by four emergent adult males. Furthermore, this study provides a working example of how vignettes can be used within an interpretative phenomenological analysis frame to prompt attentive reflection on sensitive, nuanced social phenomenon. Implications for future research are discussed. Further research could use this study's findings to explore female responses to verbalised self-criticism and potential causality between contextual factors and the nature of responses.

Young people’s attachment to their smartphones is well-documented, with smartphones often described as prostheses. While prior studies typically assume a clear human/machine divide, this paper aims to build on posthuman perspectives, exploring intercorporeality, the blurring of human/technology boundaries, between emerging adults and their smartphones. The paper aims to discuss these issues.

Drawing on assemblage theory, this interpretive study uses smartphone diaries and friendship pair/small group discussions with 27 British emerging adults.

Participants in this study are characterized as homo prostheticus, living with and through their phones, treating them as extensions of their mind and part of their selves as they navigated between their online and offline, private and social lives. Homo prostheticus was part of a broader assemblage or amalgamation of human and non-human components. As these components interacted with each other, the assemblage could be strengthened or weakened by various technological, personal and social factors.

These qualitative findings are based on a particular sample at a particular point in time, within a particular culture. Further research could explore intercorporeality in human–smartphone relationships among other groups, in other cultures.

Although other studies have used prosthetic metaphors, this paper contributes to understanding of smartphones as a prostheses in the lives of emerging adults, highlighting intercorporeality as a key feature of homo prostheticus. It also uses assemblage theory to contextualize homo prostheticus and explores factors strengthening or weakening the broader human–smartphone assemblage.

This paper aims to explore the links between being lonely and isolated, and increased risks of abuse for adults with care and support needs.

Thematic analysis was used to explore features of loneliness and social isolation present in South Yorkshire Safeguarding Adults Reviews (SARs) published since 2014.

Ten out of fifteen SARs indicated there had been issues of loneliness and/or social isolation for the person who was the subject of the SAR.

The limitations of this paper are that it only included SARs from the South Yorkshire area. Future research should explore national and international perspectives on these issues.

Safeguarding Boards should include actions to address loneliness and social isolation as part of prevention strategies and services to develop approaches that can minimise or prevent abuse before it occurs. Practitioners should routinely explore whether the people they work with feel lonely and/or isolated and support people to take appropriate action to mitigate these risks.

This paper uses the existing body of literature about loneliness and social isolation to explore the risks of abuse and neglect for adults with care and support needs.

This paper considers the capacity of the public library service to support adult basic skills education. Research and policy documents pertaining to this subject in the fields of librarianship and education are presented, from which issues are identified that can prevent the public library from being effective in its basic skills provision. The Vital Link project (2001‐2002) is introduced as an example of a recent initiative that attempted to create a sustainable link between adult literacy and public libraries. Findings of a key aspect of the qualitative evaluation of The Vital Link are presented, with a focus on recommended changes to the public library service. The paper concludes that although barriers preventing effective service delivery are complex, the key to removing them may be more straightforward.

Bruner (1985) once challenged learning theorists to define their model of the learner rather than design curriculum and instruction materials directed at a vague, and perhaps nonexistent, target. We suggest that motivation theorists do the same. The model of co-regulated learning that we describe (McCaslin, 2009) first posits learners who: (1) are social by nature (biological adaptations) and by nurture (socialization) (Baumeister & Leary, 1995; Geary, 2002; Olson & McCaslin, 2008); (2) have basic needs for participation and validation that can inform student dispositions toward school (McCaslin & Burross, 2008); and (3) differ in how and in what they participate – their adaptation (McCaslin & Burross, in press, p. xx). Second, the co-regulation model of the learner asserts that motivation and identity are mutually informative; what I am and am not willing to do inform who I am and the person I might become. Both motivation and identity are based on opportunities denied, taken, or missed and on the interpersonal relationships that do or do not support and validate them. Opportunities and relationships are based, in part, on cultural norms and challenges that delineate individuals historically and presently in time and place (see McCaslin, 2009 for full explication of these and related constructs). Motivation is at the core of identity. Thus, motivations of today's learners inform not only their school achievements, but also the adults they may become. If motivation is the core of emergent identity now and in the future, what then is at the core of motivation?

The purpose of this paper is to inductively develop a model of cross-cultural adaptation for emerging adult self-initiated expatriates (SIEs).

Data were collected through semi-structured interviews with 18 Portuguese emerging adult SIEs, aged between 18 and 29 years, residing in the UK from 5 months to 2 years. The analysis of these interviews through a grounded theory, using computer-assisted qualitative data analysis software (Atlas.ti), allowed describing what constitutes participants’ cross-cultural adaptation and what are its determinants.

Five dimensions of cross-cultural adaptation emerged (cultural, emotional, social, practical and work), along with 18 determinants related with four different levels: personal, interpersonal, societal and situational. These determinants are related with the pre- and post-relocation phases of participants’ expatriation experience and some of them act as buffers, capturing a more integrative picture of the cross-cultural adaption process.

In order to enhance the validity of the inductively identified relationships between cross-cultural adaptation and its determinants, the authors consider that they could be empirically tested.

This study points to several contributions in the fields of cross-cultural adaptation, emerging adulthood and self-initiated expatriation. By considering this study’s sample, the authors contributed to Farcas and Gonçalves’ (2016) call for more research focusing on emerging adult SIEs. In doing so, the authors simultaneously addressed the gap in the emerging adulthood literature regarding the focus on non-university samples of emerging adults. The methodology of this study can also be considered a contribution. By conducting interviews with emerging adult SIEs and analyzing them through a grounded theory approach, the authors were able to develop a model of cross-cultural adaptation. To the best of the authors’ knowledge, this is the first model which was inductively developed, enabling a broad understanding of emerging adult SIEs’ cross-cultural adaptation, in terms of what constitutes and influences it.

The purpose of this paper is to address the meaning of food consumption practices in maintaining intergenerational relationships between young university students and their parents.

Student food consumption has been mainly studied through quantitative methods, treating students as a homogenous group, more or less living in a vacuum, and often with the focus on nutrition. This paper gives voice to young adults to unpack the significance of cooking and food consumption in relation to maintaining or changing family ties. The study is based on 12 qualitative interviews, five focus groups and a workshop, with Danish and international students in Denmark. Theoretically, the study draws on family, consumption and transition research.

The authors identify four realms of intergenerational relationships in the context of food. The relationships range from a wish either to maintain the status quo in the relationship, or to change and rethink the relationship, and importantly, the act of maintaining or changing the family relationships may be initiated either by the grown-up child or by the parent. The study concludes that the act of moving away from home is a period of intense (re)construction of food consumption habits and skills, which draw several threads back to the family home, and relationships undergo change in various ways.

The limitations of this study are that it has been carried out only in a Danish context.

The contributions of the study are capturing the children’s view of this transition, and providing insights into how apparently mundane consumption can be full of symbolic meaning. The paper will be of interest for researchers and practitioners seeking to understand intergenerational relations and consumption.

Numerous social conditions directly impact young people with disabilities as they enter adulthood. One such condition is the difficulty these individuals face in obtaining competitive work in an integrated setting. The consequence of this social reality is further magnified when they have received inadequate preparation for employment. Additional quality of life inhibitors often include isolation, dependence, and lack of control over their own lives. These and other social challenges have prompted the United States to initiate a national movement known as transition, which refers to the process of helping young people with disabilities prepare to successfully assume adult roles and responsibilities in a more integrative, collaborative, and supportive community.