4:
Chapter 4 provides an overview and commentary about ‘emerging adulthood’ as a developmental stage. There are key theoretical frameworks and concepts that offer useful insights into understanding young people’s development, and therefore can influence how we articulate and further develop Transitional Safeguarding. However, these frameworks have some limitations and there are important critiques to be aware of, for example, the theory of ‘emerging adulthood’ is situated in a particular economic, social, and historical context which is not universal and may not stand the test of time. It is more helpful to move beyond age-stage developmental theories and instead engage with the complexity and heterogeneity of young people’s lives and identities. Life Course Theory seeks to do this in part, although there may also be limitations about the applicability of this theory outside of westernised environments. The need for theoretical frameworks to reflect diverse contexts chimes with Transitional Safeguarding’s attention to the principle of equality, equity, diversity and inclusion, the impact of trauma on development links with the relational principle, and the developmental imperative for young people to be afforded choice and voice, which is central to the participative principle.
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