ABSTRACT
Historically, youth has been portrayed as a site of secondary socialisation during which young people develop clearer ideas of their future position in the social order. Metaphors for processes of transition to adult roles, particularly into work, have evolved in ways which reflect the dominant theoretical perspectives of the time. As unemployment increased, transitions became much more complex: post-compulsory education became more common and many young people spent periods unemployed or on training or job creation schemes. Within developmental perspectives, the development of the young person’s interactions with the social milieu were seen as fundamental to an understanding of maturing personal characteristics. One characteristic of this interaction has been seen as outstanding: the need of the young person to be liked and valued by their peers. Change and progress towards mature personality and individual patterns of competence are essentially learning processes.
