چكيده لاتين
The present study explores the capabilities and challenges associated with the transition from school to the workforce among adolescents in emerging adulthood who are orphaned or inadequately supervised and supported by the Welfare organization. Using a qualitative thematic analysis approach, a purposive and accessible sample of 15 individuals, aged 18–29, who were either seeking employment or already employed and currently under the Welfare organizationʹs care or discharged from its residential centers, was selected. Data were collected through semi-structured interviews, which were transcribed verbatim and analyzed in three stages using MAXQDA software. In the initial stage, 130 open codes related to challenges and 124 open codes related to capabilities and opportunities were extracted. After revising and merging similar codes, 22 categories regarding challenges and 12 categories regarding capabilities were identified. In the final stage, seven themes for challenges and four themes for capabilities emerged. The findings on capabilities during the transition from school/university to the workforce identified the themes of “individual psychological capabilities”, “behavioral and functional capabilities”, “supportive organizational actions”, and “empowering jobs”. The challenges, on the other hand, encompassed “psychological challenges”, “individual functional challenges”, “personality-related obstacles”, “life circumstances-specific challenges”, “post-discharge challenges”, “organizational and institutional shortcomings”, and “occupational difficulties”. The findings of this study can be utilized by the Welfare organization, the Ministry of Education, career counselors, schoolteachers, consultants, and administrators and caregivers at residential centers for orphaned and inadequately supervised children and adolescents under the care of the Welfare organization
