In Massachusetts, a 12-year-old girl delivering newspapers is killed when a car strikes her bicycle. In Los Angeles, a 14-year-old boy repeatedly falls asleep in class, exhausted from his evening job. Although children and adolescents may benefit from working, there may also be negative social effects and sometimes danger in their jobs. Protecting Youth at Work looks at what is known about work done by children and adolescents and the effects of that work on their physical and emotional health and social functioning. The committee recommends specific initiatives for legislators, regulators, researchers, and employers. This book provides historical perspective on working children and adolescents in America and explores the framework of child labor laws that govern that work. The committee presents a wide range of data and analysis on the scope of youth employment, factors that put children and adolescents at risk in the workplace, and the positive and negative effects of employment, including data on educational attainment and lifestyle choices. Protecting Youth at Work also includes discussions of special issues for minority and disadvantaged youth, young workers in agriculture, and children who work in family-owned businesses.

The Substance Abuse and Mental Health Services Administration funded the multisite Young Adults in the Workplace (YIW) initiative to study the effectiveness of diverse approaches to workplace-based prevention of substance abuse. Six teams adapted evidence-based programs to target young employees and then implemented the programs in retail, restaurant, health care, construction, skilled trade, and transportation industry workplaces. This book describes the programs, the adaptation and implementation processes, and the YIW cross-site evaluation.

Based on a five-stage survey of a large cohort of early school-leavers carried out in London over the years 1978-81, examines patterns of continuity and change with respect to gaining work and training/promotion opportunities, reasons for union membership, quit decisions, and job-mapping behaviour and its outcomes.

Although higher rates of substance use among young adults aged 16 to 24 are well-established (OAS, 2010), existing workplace substance use prevention and early intervention programs primarily target older workers. These data suggest that workplaces need substance abuse prevention and early intervention programs that are proven to be efficacious with young working adults. To address this critical need in American workplaces, in 2004 the Substance Abuse and Mental Health Services Administration (SAMHSA) announced its Young Adults in the Workplace initiative (originally entitled Youth in the Workplace [YIW]) (SAMHSA, 2004). The YIW initiative was designed as a two-phase collaborative effort among SAMHSA investigators, multiple grantees, and a coordinating center. It was conceived as a mechanism to test the efficacy of workplace substance use prevention or early intervention programs for young working adults aged 16 to 24. In Phase I, SAMHSA required grantees to develop workplace programs by starting with interventions shown to be efficacious either for adults in workplace settings or for young adults in non-workplace settings and to modify these programs specifically for use with young adult workers. In Phase II, SAMHSA funded a subset of the Phase I grantees to implement the workplace programs and to participate in a cross-site evaluation of the YIW initiative conducted by the Coordinating Center. Based on a peer-review process, SAMHSA funded 13 Phase I grantees and 6 Phase II grantee teams (including workplace partners). This publication briefly describes the background and rationale for the YIW initiative, presents the interventions implemented by the six YIW grantees, and provides an overview of the methods and design of the cross-site evaluation. Chapters in this book include: (1) The Young Adults in the Workplace Initiative: An Introduction (Deborah M. Galvin, William Schlenger, and Johannes Norling); (2) Healthy WorkLife for Young Adults: Implementing Health Promotion and Substance Abuse Prevention in a Health Care Setting (Rebekah K. Hersch, Royer F. Cook, Daniel Hughes, Samantha L. Leaf, and Douglas W. Billings); (3) Substance Abuse Prevention for the Young Workforce in the Railroad Industry: An Adaptation of the PREVENT Program (Rebecca Spicer, Ted Miller, and Eduard Zaloshnja); (4) Team Resilience: Health Promotion for Young Restaurant Workers (Joel B. Bennett and Charles C. Aden); (5) Substance Abuse Prevention in the Electrical Industry: The NECA-IBEW Team Awareness and Team Vigilance Programs (Eric Einspruch, Chris O'Neill, Kelly Jarvis, Kelly Vander Ley, and Pamela Raya-Carlton); (6) Adapted Team Awareness for Youth and Conservation Corps (Jean Denious, Chandra Ring, Nick Reese, Jennifer Hooks, Caitlin Kozicki, Cori Stott, and Brie Reimann); (7) LifeSkills Training Wellness Program: An Application for Young Adults in Supermarkets (Christopher Williams, Jessica Samuolis, Kenneth W. Griffin, and Gilbert J. Botvin); and (8) The Young Adults in the Workplace Initiative: Cross-Site Evaluation Methods (Georgia T. Karuntzos, Jeremy Bray, Laurie Cluff, and Deborah M. Galvin). Chapters contain figures, tables and references.

This edited book brings together empirical studies of young people in paid employment from a variety of disciplinary perspectives and in different national settings. Each of the three sections of the book explores a key aspect of young people's employment: their experience of work, intersections between work and education, and the impact of other actors and institutions.

The BASICS College Curriculum presents a hands-on approach to learning essential independence and life skills for students and new graduates with Autism Spectrum Disorder (ASD). The fourth book helps young adults to develop strategies for successfully managing workplace challenges, both before they enter the workplace and during employment. Students or recent graduates are shown how to identify and develop strategies to overcome common challenges associated with ASD in the workplace. These include communication and social interactions with colleagues, working in a team, proactively and successfully managing workload, dealing with stress, and managing their emotions. Ideal for graduates to use independently or for students in their last year of college, each chapter has a lesson-based progressive structure, providing valuable information and advice for the student, useful diagrams, practical exercises and workbook components that can be filled in at home or in class. Self-assessment tools ensure the skills from each chapter can be reviewed and adjusted as necessary. The book can be used on its own or in conjunction with the other books in the BASICS curriculum for a complete program of self-development.