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It briefly reviews emerging adulthood as a stage of identity exploration and self-focus, then highlights additional difficulties linked to emotional, behavioral, and school disabilities. The paper outlines Quebec’s adult education within the school system, proposes its potential as a turning point, and identifies barriers to improvement. It argues for stronger knowledge of this clientele to enable evidence-based interventions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/quebecs-adult-educational-settings-potential-turning-points-for-emerging-adults-identifying-barriers-to-evidence-based-interventions/597325/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/quebecs-adult-educational-settings-potential-turning-points-for-emerging-adults-identifying-barriers-to-evidence-based-interventions/597325.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What theoretical framework guides the article’s analysis?","Question",{"text":112,"@type":113},"The article uses the “emerging adulthood” developmental period as a theoretical framework, focusing on ages 17 to 24.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article treat emerging adulthood as distinct from adolescence and adulthood?",{"text":117,"@type":113},"It argues that the period involves identity exploration and self-focus, alongside instability and a sense of being “in-between,” unlike traditional adult status attainment.",{"name":119,"@type":110,"acceptedAnswer":120},"What barriers does the article highlight for improving outcomes in adult education?",{"text":121,"@type":113},"It identifies barriers to improvement and asserts the need for better knowledge about this clientele to establish evidence-based interventions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597325,1792439995,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Quebec’s adult educational settings: Potential turning points for emerging adults? Identifying barriers to evidence-based interventions  \nJulie Marcotte  \nDepartment of Psychoeducation, Université du Québec à Trois-Rivières, Québec  \nThe study was funded by the Fonds Québécois de la Recherche sur la Société et la Culture et le Ministère de l’éducation du Québec dans le cadre d’une Action Concertée : Persévérance et Réussite Scolaires. The author would like to thank Mrs Joane Zinkewich for her precious comments on this article. This paper was presented at the First European Conference on Social, Emotional and Behaviour Competence and Difficulties in Children and Young Persons (SEBCD), 13th – 15th September 2007, Malta.  \nAbstract  \nUsing the new “emerging adulthood” developmental period (Arnett, 2000) as a theoretical framework, this article emphasizes the challenges faced by emerging adults (17-to 24-yearolds) enrolled in adult education. First, emerging adulthood as a developmental period and the additional difficulties experienced by youths with emotional, behavioral and school disabilities during this period are briefly discussed. Then, a description of adult education within the Quebec’s school system and its potential role as a turning point is presented. Finally, barriers to improvement are identified and the need for better knowledge about this clientele to establish evidence-based interventions is asserted.  \n1.0. THE EMERGING ADULTHOOD PERIOD  \nRecently, Arnett (1998; 2000; 2005; 2007) coined the term “emerging adulthood” to define the period encompassing the years from the end of high school through the mid-twenties. Maintaining that this period is distinct from adolescence and adulthood, many authors have argued that emerging adulthood is a period of identity exploration and self-focus, as well as of possibilities in terms of career and relationships (Arnett, 2007; Carbonell, Reinherz, & Beardslee, 2005; Sneed, Hamagami, McArdle, Cohen & Chen, 2007) . However, this bridging time is also characterized by instability and flux and is often experienced as the age of feeling in-between, which is distinctive from the traditional adult status attainment of three decades ago (Arnett, 2005; 2007, Fussel & Furstenberg, 2005) .  \nTwo major contemporary aspects contributed to the new delineation of this developmental period (Fussel and Furstenberg, 2005) . The first aspect, linked to the identification of emerging adulthood as a distinct period, is the prolonged transition to adulthood. The idea of young adults refusing to grow up in order to take on lesser responsibilities highly portrayed by popular culture in recent movies or books, is a myth overly channeled in scientific circles as well (Arnett, 2007) . It is a fact that most emerging adults prefer the moratorium state that prevails during those years as they define themselves neither completely as adolescents nor as adults (Arnett 1998; Côté, 2006) . They experience a sense of freedom and possibilities as never before and probably as they never will again once they embrace fully blown adulthood (Arnett, 2007) . However, as Arnett (2007) suggests, the extension of the transitional period reflects upon societal mechanisms much more complex than the simple unwillingness to grow up.  \nIndeed, the fact that a high school diploma is not sufficient to obtain a well-paying and specialized job is one of the main factors slowing the transition to adulthood. As never before, youths access postsecondary education, and what was previously considered “further education” is, nowadays, closer to the norm. Over the past fifty years in America, access to enrollment in postsecondary education went from 14% to 60%(Arnett, 2000; 2007; Fussel & Furstenberg, 2005) . However, among the 60% entering postsecondary education directly from high school, only 32% complete four years of postsecondary education by the time they reach age 25 (Bianchi & Spain, 1996; US Bureau of the Census, 2005) . This f","cbCaif61WhxZLkUq","https://ap.wps.com/l/cbCaif61WhxZLkUq","pdf",85755,18,"English","# Abstract\n# The Emerging Adulthood Period\n## Emerging adulthood as a distinct developmental period\n## Prolonged transition to adulthood\n## Continuation of financial support from families\n# Emerging Adulthood for At-Risk Youths: Greater Challenges","[{\"question\":\"What theoretical framework guides the article’s analysis?\",\"answer\":\"The article uses the “emerging adulthood” developmental period as a theoretical framework, focusing on ages 17 to 24.\"},{\"question\":\"Why does the article treat emerging adulthood as distinct from adolescence and adulthood?\",\"answer\":\"It argues that the period involves identity exploration and self-focus, alongside instability and a sense of being “in-between,” unlike traditional adult status attainment.\"},{\"question\":\"What barriers does the article highlight for improving outcomes in adult education?\",\"answer\":\"It identifies barriers to improvement and asserts the need for better knowledge about this clientele to establish evidence-based interventions.\"}]","Quebec’s Adult Educational Settings - Potential Turning Points for Emerging Adults - Identifying Barriers to Evidence-Based Interventions | PDF",1792084814,45]