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There is substantial evidence that young people moving from child and adolescent mental health services to adult services are more likely to experience poor transitions. However, little is known about the care pathways of young people transitioning from forensic services. This retrospective case note review sought to examine the clinical characteristics, transition pathways and psychosocial indicators of transition outcomes amongst young people in forensic medium secure services discharged to adult services.

The electronic records of 32 young people, who transitioned from six adolescent medium secure units in England to adult services between May 2015 and June 2016, were examined.

Approximately 65% of young people were between 18 and 19 years at the time of transition and the average waiting time from referral to discharge was six months. A total of 63% young people transitioned to community placements and adult medium secure services. Four pathways describing the journey into and out of adolescent medium secure services were identified in a subsample of 12 young people. A total of 25% young people with neurodevelopmental problems moved to specialist services.

The results suggest that diagnosis, severity of offence and clinical background are associated with transition pathway. Promoting a person-centred approach and gradual independence of the young person may improve current practice.

These results inform existing policy and clinical practice in an effort to reform transition guidelines around young people’s needs during transition times. Further studies in adolescent forensic services are needed to understand complex neurodevelopmental problems and comorbidities.

Retirement adjustment is the process by which aged workers become accustomed to the changed facts of life in the transition from work to retirement and develop psychological well-being in their post-working life. The purpose of this paper is to explore the psychosocial factors that significantly explain retirement intentions and retirement adjustment, using two separate empirical studies.

Retirement self-efficacy, low work involvement, older worker identity and relative deprivation significantly explained retirement intentions (bridge employment engagement, part-time retirement, late retirement and full retirement) of workers over 60 years (Study 1, n=157). Retirement adjustment indices (retirement satisfaction, feelings of anxiety and depression) were associated with psychosocial factors for retirees (Study 2, n=218).

The findings highlight that retirement self-efficacy and older worker identity positively and significantly explained both full retirement of aged workers and retirement satisfaction of retirees. Relative deprivation negatively significantly explained partial and late retirement intentions and retirement satisfaction of retirees.

The implications of these studies are discussed for understanding retirement planning and counselling practice.

Retirement adjustment conceptualized as a process has important implications for retirement planning, and consequently can influence the project of the life course, as well as career’s decisions.

Social contexts should consider all factors that can negatively affect self-efficacy, work involvement and identity of employees in the mid and late-career stages, and thus contribute to reinforce and strengthen personal and psychosocial resources involved in planning and adaptation to retirement, and to increase the insight into the planning and decisions older workers make to face retirement.

This work had two goals, pursued by two empirical studies with two samples: workers over 60 years, and retirees. The authors contend that the availability of two different sets of data increases the generalizability of the findings.

Given the backdrop of a global influx of refugees and high numbers of youth under the age of 18 among counts of forcibly displaced persons, this chapter examines the literature on educational experiences among resettled refugees in Western countries. Young refugees typically face a complex set of unique challenges and adversities including disruptions in their schooling, displacement, exposure to potentially traumatic events, and resettlement stressors. Youth and parent interactions with schools are influenced by linguistic and cultural differences, which can make it difficult to communicate and advocate for young refugees' educational needs. The chapter provides a review of educational literature on resettled refugee youth. We use a socioecological framework and offer a protective and promotive lens, including psychosocial issues, to consider for school-based prevention and intervention programs. The chapter builds upon Pastoor (2015), who advocated a holistic approach with refugee students in school-based settings.

The sequence of stress, distress and somatization has occupied much of the late twentieth-century psychological research. The anatomy of stress can be viewed from interactional and hybrid theories that suggest that the individual relates with the surroundings by buffering the harmful effects of stressors. These acts or reactions are called coping strategies and are designed as protection from the stressors and adaptation to them. Failure to successfully adapt to stressors results in psychological distress. In some individuals, elevated levels of distress and failed coping are expressed in physical symptoms, rather than through feelings, words, or actions. Such “somatization” defends against the awareness of the psychological distress, as demonstrated in the psychosocial literature. The progression of behavior resulting from somatic distress moves from a private domain into the public arena, involving an elaborate medicalization process, is however less clear in sociological discourse. The invocation of a medical diagnosis to communicate physical discomfort by way of repeated use of health care services poses a major medical, social and economic problem. The goal of this paper is to clarify this connection by investigating the relevant literature in the area of women with breast cancer. This manuscript focuses on the relationship of psychological stress, the stress response of distress, and the preoccupation with one’s body, and proposes a new theoretical construct.

Due to the emergence of rich personal narratives within recent research, the purpose of this paper is to review and to explore the experience of transition from care and consider how these accounts can inform care services.

This meta-synthesis follows from several quantitative and mixed method reviews examining how young people experience aging out of the care system.

Three themes emerged from an inductive analysis: navigation and resilience – an interrelated process; the psychological impact of survival; and complex relationship.

The findings of a meta-synthesis should not be over generalised and are at least partially influenced by the author's epistemological assumptions (Dixon-Woods et al., 2006). However, a synthesis of this topic has the potential to provide greater insight into how transition can be experienced through the reconceptualising of the personal experiences across the studies reviewed (Erwin et al., 2011).

This synthesis discusses the themes; their relationship to existing research and policies, and suggestions for further exploration. The experience of transition is considered critically in terms of its often traumatic nature for the young person aging out of care but also the ways in which the experience itself can build essential resiliencies.

Reflections for clinical practice are discussed with importance placed upon systemic working, accommodating likely challenges and considering appropriate therapeutic approaches for the client group and their systems.

No review thus far has qualitatively examined the narratives told by the young people emerging from care and how these narratives have been interpreted by the researchers who sought them (Hyde and Kammerer, 2009).

This paper aims to outline foundational research on adult transition theory and transfer shock in higher education to provide the reader with a theoretical and practical framework for the library-focused articles in this special issue.

This paper is a review of relevant higher education literature related to transfer shock and core research related to adult transitional theory.

Transition is a period in-between moments of stability. The state of confusion and disorientation caused by the transition of transfer students from one academic culture to another is a form of culture shock known as transfer shock. “Transfer shock” refers to the decline in academic performance by transfer students immediately following transition to an institution of higher education and the corresponding recovery prevalent for most students in succeeding semesters. Recent studies have expanded the definition of transfer shock to include the academic and social factors that contribute to attrition and lack of degree persistence. Key factors that correlate to transfer students’ success or failure include gender, race, time of transfer, GPA, prior academic success, faculty collaboration, level of engagement with degree program and campus support.

Although most literature on transfer students published by librarians includes literature reviews citing relevant articles, it lacks an extensive literature review collecting research from social science and education literature.