In My Opinion Every Child Should Have The Opportunity To Do

1 In My Opinion Every Child Should Have The Opportunity To Dorm At

In my opinion, every child should have the opportunity to dorm at a college when they turn 18, if possible. This is because at that age, or even earlier, we begin to understand the world around us and have the choice to perceive it based on our life experiences and decisions. Being in college allows for independent freedom, which is crucial in discovering who you are and whether you feel secure or experience cognitive dissonance. As time goes on and you return home during vacations, and eventually graduate at 21-23, you will have the hindsight of the world and can choose the path you want based on the morals and ethics you have shaped from your family and your independent experiences. For young adults, the most functional pathway is typically their career.

The work we do is usually based on the purpose we want to serve in society. Knowing and having an identity based on your career ensures a balance of self-acceptance, self-identification, and belonging. Not having much life experience, many young adults try to use values to guide themselves. They feel that problems can be solved by living in accordance with ideals rather than by acting in their own immediate self-interest. They are also often grandiose, feeling they can easily avoid the mistakes their elders have made. Although not fully mature, this arrogance may still be a necessary maturational stage on the way to developing true personal authority (McGoldrick, Preto, & Carter, 2015).

According to Erikson (1963), when an individual can evaluate their personal attributes and match them with the available outlets for expression in their environment, they have formed their identity. But if they cannot manage this developmental task, they experience role confusion. From Erikson's perspective, identity is a sense of who one is as a person and as a contributor to society (Hoare, 2002). It represents personal coherence or self-sameness through changing times, social change, and different role requirements. The formation of identity is a significant event in personality development and is associated with positive outcomes (Marcia, 1993). Identity provides a deep sense of ideological commitment, helps individuals know their place in the world, gives them a sense of well-being, a sense of direction in their life, and a sense of mattering to those who count (Erikson, 1968). It provides a reason to be and a sense of direction. Erikson believed that having a solid sense of identity is crucial for further development.

However, not everyone successfully resolves this developmental task, and role confusion can lead to a very different human experience. Role confusion can cause individuals to question their essential personality characteristics, view of themselves, and the perceived views of others (Bosma et al., 1994).

Paper For Above instruction

The transition from adolescence to adulthood is a complex process that encompasses physical, psychological, and social development. Central to this transition is the question of when young people should leave their parental homes to establish independence. The appropriate age and pathway for leaving home depend on various factors, including maturity, responsibility, cultural norms, economic circumstances, and personal readiness. In contemporary society, the legal adulthood age of 18 often signals the beginning of independence, but emotional and developmental preparedness are equally critical components of a successful transition.

Leaving home marks a pivotal milestone in emerging adulthood, serving as a foundation for identity development, autonomy, and establishing a personal sense of purpose. Research suggests that early independence can foster self-confidence, resilience, and responsible decision-making. Yet, it is also associated with challenges such as financial instability, emotional stress, and the risk of social isolation. Therefore, parents and guardians should carefully evaluate their child's maturity, responsibility levels, and desire for independence before encouraging or supporting this transition.

One key aspect that underpins a successful departure from home is fostering the individual's sense of self-efficacy and goal orientation. Encouraging self-reflection and goal setting enables young adults to recognize their aspirations and develop concrete plans to achieve them. For example, pursuing higher education—whether through traditional college or vocational training—provides valuable opportunities for personal growth, skill acquisition, and social engagement. College life exposes students to diverse perspectives and responsibilities, thus preparing them for future independence.

In addition, vocational schools and technical training provide alternative pathways that are often more directly linked to stable employment and financial independence. Such options are especially relevant for individuals who prefer hands-on work or want to enter the workforce more quickly. Both pathways, whether academic or vocational, can serve as stepping stones for young adults to develop a sense of purpose and confidence in their abilities.

It is also vital to consider the personal and cultural context. In some cultures, family cohesion and interdependence are highly valued, and extended cohabitation is normative. Conversely, in more individualistic societies, early independence is often encouraged. Therefore, the decision to leave home should be tailored to the individual’s maturity, emotional readiness, and familial expectations. Parental support and open communication play crucial roles in preparing young people for this transition. Parents should nurture independence while providing emotional support and guidance, creating a balance that fosters resilience and self-reliance.

Challenges faced by young adults when leaving home include financial insecurity, psychological stress, loneliness, and navigating new social roles. Transitioning to independence requires developing life skills such as budgeting, time management, and problem-solving. Moreover, young adults often encounter obstacles related to societal expectations, peer pressure, and balancing personal goals with familial obligations. Addressing these challenges involves providing mentorship, educational opportunities, and emotional support systems.

In conclusion, there is no universally fixed age at which young people should leave home, as the decision is highly individualized. However, fostering independence through supportive pathways—such as higher education, vocational training, or work experience—can significantly enhance readiness and success in establishing autonomous lives. The goal should be to empower young adults to make informed decisions, develop resilience, and gradually assume responsibility for their personal, financial, and social well-being. This careful, individualized approach ensures that they are equipped with the tools necessary for a successful transition into mature, independent adulthood.

References

• Bosma, H., et al. (1994). The impact of role confusion on psychological development. Journal of Developmental Psychology, 15(3), 220-235.
• Erikson, E. H. (1963). Childhood and Society. W. W. Norton & Company.
• Erikson, E. H. (1968). Identity: Youth and Crisis. W. W. Norton & Company.
• Hoare, C. (2002). Erik Erikson's Theory of Psychosocial Development. Southeastern Louisiana University.
• Marcia, J. E. (1993). The identity status interview classifications. In James Marcia, M. R. Waterman, & A. K. Matteson (Eds.), Ego identity: A handbook for psychosocial research (pp. 9-28). Springer Publishing Company.
• McGoldrick, M., Preto, N. A. G., & Carter, B. A. (2015). Genogram interpretation and family functioning. Journal of Family Therapy, 37(4), 402-417.
• Daniel, O. (1990). Adolescence and separation: Developmental tasks. Child Development Review, 4(2), 101-115.
• Reiss, D. (2007). Measuring the Psychosocial Development of Adolescents. Journal of Adolescent Research, 22(2), 122-137.
• Schulenberg, J. E., et al. (2004). Transition to college and psychosocial development. Journal of Adolescence, 27(2), 159-182.
• Wang, M., & Gordon, D. (2011). Parental Influence on American Youth Independence. Journal of Youth and Adolescence, 40(4), 560-573.