Relevant bibliographies by topics / Adolescent career development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Adolescent career development'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Adolescent career development"

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Ferrari, Lea, Laura Nota, Donna E. Schultheiss, Graham B. Stead, and Brittan L. Davis. "Validation of the Childhood Career Development Scale Among Italian Middle School Students." Journal of Career Assessment 26, no. 4 (August 29, 2017): 732–48. http://dx.doi.org/10.1177/1069072717727483.

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During early adolescence, individuals engage in exploring educational opportunities, beginning to develop a career identity, contemplate future careers, and make tentative career decisions. Choices made during this period may have a strong effect on one’s academic and career future, and in many countries, young adolescents must make important and sometimes final academic and career choices that impact the rest of their lives. Despite this, research on early adolescence is severely lacking. To address this gap, a validation study of the Childhood Career Development Scale (CCDS) was conducted with a young adolescent Italian sample. Consistent with previous research with younger samples, support was found for an eight-factor structure of the CCDS. Convergent validity was supported by positive associations with exploration, students’ ideas, attitudes, and behaviors regarding their academic and career future and career self-efficacy. These findings support Super’s dimensional model of childhood career development through early adolescence as originally theorized.
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Rogers, Mary E., Peter A. Creed, and Anna Praskova. "Parent and Adolescent Perceptions of Adolescent Career Development Tasks and Vocational Identity." Journal of Career Development 45, no. 1 (September 11, 2016): 34–49. http://dx.doi.org/10.1177/0894845316667483.

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We surveyed Australian adolescents and parents to test differences and congruence in perceptions of adolescent career development tasks (career planning, exploration, certainty, and world-of-work knowledge) and vocational identity. We found that, for adolescents ( N = 415), career development tasks (not career exploration) explained 48% of the variance in vocational identity; for parents ( N = 415), this was 38% (not world-of-work knowledge). Parent perceptions of career development tasks did not explain additional variance in adolescent vocational identity. There were moderate correlations between adolescent and parent perceptions of career development tasks and vocational identity, suggesting meaningful, but not substantial, congruence of perceptions. The findings provide useful insights into the understanding of, and relationship between, parent and adolescent perceptions of adolescent career development tasks and vocational identity, which suggest avenues for interventions with adolescents and parents.
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Tsitsika, Artemis K., Eleni C. Tzavela, Eftychia Apostolidou, George Antonogeorgos, Irine-Ikbale Sakou, and Chryssa Bakoula. "The career aspirations of adolescents with eating disorders: an exploratory study and suggested links to adolescent self-concept development." International Journal of Adolescent Medicine and Health 26, no. 1 (February 1, 2014): 85–92. http://dx.doi.org/10.1515/ijamh-2012-0117.

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Abstract The health effects of eating disorders (EDs) in adolescence have been widely studied, but their impact on present adolescent psychosocial adjustment and development have been overseen. This study aimed to investigate the association between EDs and career aspirations in middle adolescence. The participants were 147 adolescents diagnosed with EDs. Participants reported on their future career aspirations, and these were coded according to the International Standard Classification of Education of 1997. Of the participants, 83 adolescents were followed up longitudinally, and their aspirations were reassessed and compared for stability across the two assessments. Moreover, participants’ career aspirations were compared to those of healthy (non-ED) best-friend controls. Health-related and social-behavioral science careers were chosen significantly more by adolescents with an ED as compared to their non-ED counterparts. For adolescents with an ED, career choices were consistent across reassessments. These findings suggest that adolescents with an ED gravitate toward careers associated with their pathology, namely, both facets of their mind-body pathology. This finding may indicate restricted identity development for adolescents with an ED. Suggestions for treatments protocols to include identity exploration are discussed.
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Turner, Sherri L., and Richard T. Lapan. "Native American Adolescent Career Development." Journal of Career Development 30, no. 2 (December 2003): 159–72. http://dx.doi.org/10.1177/089484530303000205.

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Ahmed, Samiah, and Alia Ahmed. "Career Onion: Peeling off the layers for Occupational Preferences and Career Aspirations." International Journal of Management Excellence 8, no. 3 (April 30, 2017): 1023–32. http://dx.doi.org/10.17722/ijme.v8i3.904.

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Vocational psychology carts away the vocational behavior regarding the occupational preferences of every individual, which commences at the period of adolescence. These occupational or vocational preferences are shaped or crystallized through career guidance and theories, which further help an adolescent to climb the career ladder towards achieving career aspirations and success. This research article, focuses mainly on five theories, self-concept development theory, valence-instrumentality-expectancy theory, theory of work adjustment , tournament theory and Maslow hierarchy of needs theory, which help the adolescents with the occupational preferences, assist in climbing the career ladder from growth stage to retirement stage, ultimately resulting in achieving career aspirations. Furthermore, researchers reveal the differences among these theories highlighting unique features of every theory in predicting occupational or career preferences. Researchers also draw the career onion, where every layer of the career onion depicts that every adolescent peels off each career layer (starting from the growth stage until he eventually peels off the last layer of the retirement age) to achieve career self-actualization.
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Penick, Nell I., and David A. Jepsen. "Family Functioning and Adolescent Career Development." Career Development Quarterly 40, no. 3 (March 1992): 208–22. http://dx.doi.org/10.1002/j.2161-0045.1992.tb00327.x.

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Savickas, Mark L. "Adolescent Career Development in Social Context." Career Development Quarterly 45, no. 4 (June 1997): 303–4. http://dx.doi.org/10.1002/j.2161-0045.1997.tb00535.x.

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Marciniak, Julian, Andreas Hirschi, Claire S. Johnston, and Madeleine Haenggli. "Measuring Career Preparedness Among Adolescents: Development and Validation of the Career Resources Questionnaire—Adolescent Version." Journal of Career Assessment 29, no. 1 (July 31, 2020): 164–80. http://dx.doi.org/10.1177/1069072720943838.

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Adolescents need to develop career preparedness to successfully transition from school to work. Many factors represent career preparedness, which are difficult to measure comprehensively and economically. We used a career resources framework to assess key aspects of career preparedness among in-school adolescents, and adapted and validated the Career Resources Questionnaire. The questionnaire assesses 12 distinct aspects of career preparedness (i.e., occupational expertise, labor market knowledge, soft skills, career involvement, career confidence, career clarity, social support from school, family, and friends, networking, career exploration, and self-exploration). We demonstrate the reliability, factor structure, and validity evidences based on internal structure and relations with other variables of the new measure among two samples ( N1 = 186; N2 = 1,004). In sum, the study indicates that the assessment can be used by researchers and practitioners to reliably and economically assess several key indicators of career preparedness.
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Biller, Ernest F. "Career Development of the Learning Disabled Adolescent." Career Development for Exceptional Individuals 8, no. 1 (April 1985): 17–22. http://dx.doi.org/10.1177/088572888500800103.

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Ikonen, Kirsi, Anni Hirvonen, Risto Leinonen, Mikko H. P. Kesonen, Jesse Hietala, Pekka Hirvonen, and Mervi Asikainen. "Gender and the STEM Fields in Education- and Career-Related Discussions between Finnish Parents and their Adolescent Children." Journal of Research in STEM Education 6, no. 2 (December 31, 2020): 115–37. http://dx.doi.org/10.51355/jstem.2020.93.

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Occupational gender segregation in Finland is high and persistent in the fields of science, technology, engineering, and mathematics. Previous research has concluded that, rather than differences in aptitude, gendered educational and vocational choices originate from more complex system of attitudes, self-concepts, motivations and both direct and indirect social influences, all of which shape young people’s future goals. In the sphere of social influences on career choice, parents play a special role in adolescents’ education and career exploration. This study explores two interrelated areas: firstly, the ideas expressed by Finnish adolescent children’s parents about the role of gender in education and career choices, and secondly, parent-child discussions about such ideas, especially with regard to STEM career pathways. The research data (N=103) was collected by means of an online survey. Almost half of the parents reported having had discussions about STEM careers with their children. Problematically, many parents considered that they had too little information about these careers. Our results indicate that mothers are more aware of the societal and individual consequences of occupational gender segregation than fathers are. The results also suggest that parents should be provided with up-to-date information on STEM careers and on the consequences of occupational gender segregation in order to enhance parents’ readiness to support their children in their future exploration of education and careers. Greater collaboration between homes, career counseling, teachers and relevant organizations concerned with the economic world, working life and entrepreneurship would be beneficial in promoting awareness of these aspects during adolescents’ career development.
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Dissertations / Theses on the topic "Adolescent career development"

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Collett, Gary Reece. "Systemic influence on Black South African adolescents' career development : adolescent and parental perspectives." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1513.

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Currently, no career theories exist that sufficiently explain the career development of South Africa’s diverse population groups. Consequently, South African researchers have been entirely dependent on international, western-informed career theories. While such theories have taken on a more ethnocentric complexion in recent times, they remain essentially decontextualised for South Africa. Furthermore, although the influence of family and the significant roles of parents have been theoretically acknowledged as critical influences in adolescent career development, there is still a considerable lack of research in South Africa on this topic. The present study therefore explored the perceptions of systemic influences on adolescent career development from the perspectives of both Black middle-class South African Grade 11 learners and their parents. The research was conceptualised within the Systems Theory Framework (STF) of career development and used its derivative instrument, the My Systems of Career Influences (MSCI, Adolescent). The present study utilised a qualitative research method, using answers derived from the MSCI (Adolescent) booklets to inform semi-structured interviews. The data analysis procedure involved the use of Interpretive Phenomenological Analysis to qualitatively analyse data obtained from the semistructured interviews. Findings revealed a number of influences within the individual system (personality, values, abilities), social system (adolescents’ parents and teachers) and societal-environmental system (financial support, the opportunity to work overseas, geographical location, job availability, and the location of universities) that were acknowledged as having an influence on the career development of South African Black middle class adolescents. Each of these findings were explored and unpacked under the four xii identified Interpretive Phenomenological Analysis (IPA) superordinate themes of Family Dynamics, Great Expectations, The Ghost of Apartheid and Coconuts Fall Far From the Tree. Lastly, the limitations of the present study, as well as recommendations for future research are discussed.
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Barto, Heather Heinfelden. "The Career Development of Adolescent Mothers: Research to Practice." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/73011.

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This research endeavor contributes to a better understanding of the career development of adolescent mothers by (a) highlighting the contextual considerations; (b) examining the existing body of literature; (c) contributing to the research on adolescent mothers' career adaptability, resiliency, and obstacles; and (c) proposing ways to bridge the research to practice gap. An ecological examination of the contextual considerations associated with adolescent pregnancy and motherhood provided pertinent information on which to base a culturally sensitive framework to examine the career development of adolescent mothers using the concepts of career adaptability and resiliency and an assessment of obstacles that may impede their career development. The culturally sensitive framework was used in two studies conducted to better understand the career development of adolescent mothers. The first was a content analysis designed to provide a better understanding of the published literature and to direct a research study. Content analysis findings revealed the need to develop and implement comprehensive programs for adolescent mothers that are strength-based, responsive to areas of need, and foster career development skills/knowledge and resiliency. Using the results of the content analysis, a study was designed to examine the relationships among career adaptability, resiliency, and perceived obstacles to career development with a convenience sample of adolescent mothers. Results indicated that these adolescent mothers were similar to non-mothering peers in the planning and decision making dimensions of career adaptability but lower in exploration. Traits of personal resiliency and emotional reactivity were comparable to non-mothering peers, but relational resiliency was lower. Obstacles most often cited as impeding career development were pressing immediate needs and educational/career related concerns. Finally, the need to bridge the research to practice gap is discussed including considerations related to practitioners, organizations, and communication. In an effort to bridge the research to practice gap, the Interactive Systems Framework (ISF) is proposed as a model for communicating with practitioners through Synthesis and Translation, Support, and Delivery systems. The model is presented as an example for sharing with practitioners a culturally sensitive framework on the career adaptability of adolescent mothers supported by dissemination and implementation of research findings.
Ph. D.
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Turner, Sherri. "Native American adolescent career development : initial validation of a computerized career exploration and assessment instrument /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988704.

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Shome, Susan Lane. "The Influence of Feminist Mothers on Their Adolescent Daughters' Career Aspirations." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30311.

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The purpose of this study was to examine (a) the ways in which employed feminist mothers of adolescent daughters share information about the world of work, and (b) how daughters are influenced by the communication they have with their mothers about careers. The research was conducted in a series of qualitative interviews with eight mother-daughter dyads and two mother-daughter triads. The mothers and adolescent daughters lived in one of two communities in the Southeastern United States. Mothers and daughters were interviewed together and separately. In the process of analyzing data from the interviews, 30 themes emerged. The themes in the category of "Mothers' Attitudes" were: 1) earlier career goals, 2) barriers to occupations, 3) sex discrimination at work, 4) sexual harassment, 5) positive professional experiences, 6) balancing work and family, 7) expectations of others, 8) something to fall back on, 9) division of labor at home, 10) influencing daughters' choices, 11) assessment of daughters' strengths and struggles, 12) workplace challenges daughters may face, 13) definitions of feminism, 14) comfort level with feminist label, 15) developing a feminist consciousness, and 16) feminism and child rearing. "Daughters' Attitudes" were coded: 1) dream job, 2) roads not to be taken, 3) career goals and objectives, 4)attitudes toward subjects in school, 5) influence of teachers and others 6) perceptions of mothers' expectations, 7) perceptions of mothers' work life, 8) career awareness and exploration, 9) fifteen years from now, 10) projected division of labor at home, 11) definitions of feminism, and 12) comfort level with feminist label. "Mother-Daughter Interaction" yielded two themes: 1) frequency and location of communication, and 2) advice and support for daughters' career choices. Recommendations for action included (a)that school personnel recognize mothers' contributions to career development, and (b) that schools and parents work together on eradicating sexism in schools. Some suggestions for areas for future research were (a) math teaching strategies, (b) parents and daughters in extra-curricular activities, (c) mothers in nontraditional careers, and (d) mothers and daughters in different cultures.
Ph. D.
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Flores, Lisa Y. "Factors contributing to the career orientation of Mexican American adolescent women /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953858.

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Catraio, Christine. "The Role of Gender, Race, Ethnicity, and Parental Education in Urban Adolescent Career Development." Thesis, Boston College, 2011. http://hdl.handle.net/2345/3215.

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Thesis advisor: James R. Mahalilk
The disparities that are prevalent in urban environments have a profound impact on the educational and career trajectories of urban minority youth. In the interest of promoting the success among urban minority youth, it is critical to understand the influence of contextual factors on career development. Urban students of color observe and experience disparities based on gender, race, ethnicity, and parental education (Chang, Chen, Greenberger, Dooley, and Heckhausen, 2006; Fassinger, 2008). A major theoretical framework that has been used to address contextual factors in career development is Social Cognitive Career Theory (SCCT); (Lent, Brown, and Hackett, 1994). The current study examines the socio-contextual variables of gender, race, ethnicity, and parental education (and their interactions) in predicting adolescents' perceptions of barriers to academic and career goals, expectations of reaching goals, and engagement in career planning activities. Archival data was used from a larger longitudinal study that was conducted during the implementation of a vocational program [called Tools for Tomorrow] that was offered at two public high schools in a Northeastern city for three years (Kenny, Blustein, Haase, Jackson, and Perry, 2006). There were 208 participants with a mean age of 14 (57% females and 43% males). Hierarchal multiple regressions revealed that boys, Latino/a students, and low levels of parental education were significantly associated with lower expectations about reaching goals. An exploratory analysis was conducted with three specific ethnic groups: African American, Caribbean, and Latino/a students. Among the findings, African American girls were more likely to engage in career planning activities. This study is among the few that explore the career development of Caribbean adolescents and differentiates the experiences of students of color in career related cognitions and behavior. Limitations for this study and implications for future research, education, and vocational interventions are discussed
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Leal, Veronica Michelle. "Predictors of non-traditional career self-efficacy in Mexican-American adolescent women." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1147212703.

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Stolarczyk, Elizabeth Maria, and Mary McMahon. "Systemic influences on the career development of a sample of black South African adolescent females: adolescent and parental perspectives." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12865.

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Career counselling in South Africa is yet fully support the transformation process taking place nationally. More specifically, the discipline of career psychology requires the emergence of a career development theory commensurate with its diverse population. historically, extensive use was made of western career theories which were not applicable to the majority of South Africa's culturally and ethically diverse population groups consisting predominantly of black individuals of low socioeconomic status. In addition, since 1994 a black middle class has emerged in South Africa that has become increasingly prominent. Familial and parental influence on the career development of adolescents is acknowledge as pivotal; however, little South Afriucan research exists on this topic. The aim of the present study is to investigate the systematic influence on adolescent career development from the perspectives of black South African middle class grade 11 females and their parents.
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Salgado, Susana Ortiz. "Influence of feminist orientation & family connectedness on adolescent Latino/a students' career aspirations /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404354681&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 199-212). Also available for download via the World Wide Web; free to University of Oregon users.
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Weltner-Brunton, Susan Lynn. "Perceived self-competence and career development of adolescent boys with and without learning disabilities /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676261010632.

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Books on the topic "Adolescent career development"

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Marēshia seinenki josei no shinro keisei: Career development of adolescent females in Malaysia. Tōkyō: Tōshindō, 2008.

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Marēshia seinenki josei no shinro keisei: Career development of adolescent females in Malaysia. Tōkyō: Tōshindō, 2008.

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Marēshia seinenki josei no shinro keisei: Career development of adolescent females in Malaysia. Tōkyō: Tōshindō, 2008.

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Farmer, Helen S. Diversity & women's career development: From adolescence to adulthood. Thousand Oaks, Calif: Sage Publications, 1997.

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P, Kolstoe Oliver, ed. Career development and transition education for adolescents with disabilities. Boston: Allyn and Bacon, 1990.

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Clark, Gary M. Career development and transition education for adolescents with disabilities. 2nd ed. Boston: Allyn and Bacon, 1995.

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Understanding and guiding the career development of adolescents and young adults with learning disabilities. Springfield, Ill., U.S.A: Thomas, 1985.

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Grandin, Temple. Developing talents: Careers for individiuals with Asperger syndrome and high-functioning autism. Shawnee Mission, KS: Autism Asperger Pub., 2004.

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Grandin, Temple. Developing talents: Careers for individuals with Asperger syndrome and high-functioning autism. Shawnee Mission, KS: Autism Asperger Pub. Co., 2008.

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E, Amundson Norman, and ERIC Counseling and Student Services Clearinghouse., eds. Models of adolescent transition. [Greensboro, NC: ERIC Clearinghouse on Counseling and Student Services, 1995.

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Book chapters on the topic "Adolescent career development"

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Gordon Biddle, Kimberly A., Aletha M. Harven, and Cynthia Hudley. "Other Career Possibilities." In Careers in Child and Adolescent Development, 109–17. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203705216-12.

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Gordon Biddle, Kimberly A., Aletha M. Harven, and Cynthia Hudley. "Reflections on Career Preparation." In Careers in Child and Adolescent Development, 135–40. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203705216-14.

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Gordon Biddle, Kimberly A., Aletha M. Harven, and Cynthia Hudley. "Examining Career Theory and Metaphors." In Careers in Child and Adolescent Development, 11–18. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203705216-2.

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Konstam, Varda. "Voices of Emerging and Young Adults: In Pursuit of a Career Path." In Advancing Responsible Adolescent Development, 79–94. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11301-2_6.

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Burton, Meredith J. Greene. "Career and Life Planning for Gifted Adolescents." In the Social and Emotional Development of Gifted Children, 259–68. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238928-24.

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Gordon Biddle, Kimberly A., Aletha M. Harven, and Cynthia Hudley. "Child Life Specialist and Other Health Careers." In Careers in Child and Adolescent Development, 101–8. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203705216-11.

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Gordon Biddle, Kimberly A., Aletha M. Harven, and Cynthia Hudley. "Careers in ECE (Birth to Third Grade)." In Careers in Child and Adolescent Development, 21–33. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203705216-3.

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Gordon Biddle, Kimberly A., Aletha M. Harven, and Cynthia Hudley. "Careers in Middle Elementary Through Adult Education." In Careers in Child and Adolescent Development, 34–47. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203705216-4.

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Gordon Biddle, Kimberly A., Aletha M. Harven, and Cynthia Hudley. "The Field of Child and Adolescent Development." In Careers in Child and Adolescent Development, 3–10. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203705216-1.

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Gordon Biddle, Kimberly A., Aletha M. Harven, and Cynthia Hudley. "Behavior Analyst." In Careers in Child and Adolescent Development, 94–100. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203705216-10.

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Conference papers on the topic "Adolescent career development"

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Crisan, Claudia, and Sebastian Turda. "The Impact of a Career Counseling Program over Adolescents’ Career Indecisiveness." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.16.

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Dumitrua, Ion, and Otilia Sanda Bersan. "Aspects Regarding Adolescent’s Indecision On Career Choice." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.17.

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Van Der Putten, Sonja Aicha. "HOW RELATIONSHIPS IMPACT SENSE OF BELONGING IN SCHOOLS AMONGST FEMALE ADOLESCENTS FROM REFUGEE BACKGROUNDS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end019.

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Education is believed to play an essential role in creating a sense of belonging amongst adolescents from refugee backgrounds. This narrative inquiry study set out to better understand the influence that relationships formed in one Canadian school community played in the development of a sense of belonging amongst female adolescent students from refugee backgrounds. Study participants were from Middle Eastern and East African origin and had been living in Canada for two-years or less. Data were collected over a five-month period through two sets of interviews, and a series of observations. Findings indicated the students from refugee backgrounds sense of belonging in school was strengthened by strong relationships with teachers from whom they perceived a genuine sense of support and care, which resulted in higher academic achievement. The study also conveyed that students felt that their Canadian-born peers largely ignored them in class, which resulted in increased feelings of social isolation and lack of belonging. The female student experience was further influenced by additional familial obligations and responsibilities.
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Wu, Ya-Ling. "Understanding the Educational Aspirations of Taiwanese Aboriginal Adolescents Based on the Developmental-Contextual Model of Career Development." In Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/2251-1814_eel40.

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Poskrebysheva, Natalia N. "Personal Autonomy Development, Adolescents Separation Process In Different Types Of Child-Parent Relations." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.14.

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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3701.

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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.
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Carriera, Lucia, Chiara Carla Montà, and Daniela Bianchi. "THE IMPACT OF COVID-19 ON RESIDENTIAL CARE SERVICES FOR CHILDREN: A CALL FOR FAMILY-BASED APPROACH IN ALTERNATIVE CARE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end126.

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Children’s rights and needs are at the center of the United Nations 2030 Agenda for Sustainable Development, where education is viewed as crucial for providing the opportunities for sustainable, peaceful and equitable coexistence in a changing world. Alternative care settings are educational contexts (Tibollo, 2015) that deal with children in vulnerable conditions (UN General Assembly, 2010). For this reason, they can be considered as a sort of “field test” or “magnifying glass” on how the progress in striving to the implementation of the goals is proceeding – no one must be left behind. The 2020 global pandemic provoked an external shock to current socio-economic dimensions of sustainability. Education has been one of the most struck systems – let’s think of the 1,6 billion learners that have been affected by school closures (UNESCO, 2020). With this global framework in mind, the contribution aims at offering a pedagogical reflection on the impact the Covid-19 pandemic is having on children living in residential care centers (RCC). Worldwide, many RCCs, following the ongoing global pandemic, have been closed with the consequent return of children to their families of origin (CRIN, 2020). This process of deinstitutionalization, however, has not been overseen by rigorous monitoring, leading to increased risks of violence for children. This urges authorities to take carefully planned measures with respect to deinstitutionalisation in light of the COVID-19 pandemic (Goldman, et al., 2020). But Covid-19 is not only a health risk for children in RCCs. Because of the complex impact that the pandemic has had on the lives of children, on one side care responses are required, and on the other psycho-social and educational ones are also crucial (SOS Villaggi dei Bambini Onlus Italy; Save The Children, 2020). In Italy, for example, special guidelines have been drawn up to mitigate the spread of the virus within residential structures, that sometimes are overcrowded (Istituto superiore di sanità; SOS Villaggi dei Bambini Onlus Italia, 2020). In addition, tools have been provided to support the mental health of the children and adolescents that are deprived of opportunities for socialization given the closure of schools. In some cases they are isolated within the services themselves to mitigate the risk of the spread, causing a limitation in the possibility of seeing people outside the institution as their parents. Covid-19 underlines the urgency of promoting family-based alternative care for children. In particular, this paper aims to read through a pedagogical lens, the European scenario of residential services for children, to explore the impact of Covid-19 in these services; and to promote a family-based approach in alternative care preventing the risk of institutionalization in children welcomed.
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Runcan, Remus. "TURNING FARMERS INTO SOCIAL FARMER ENTREPRENEURS FOR DISADVANTAGED PEOPLE." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/31.

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According to Romania’s National Rural Development Programme, the socio-economic situation of the rural environment has a large number of weaknesses – among which low access to financial resources for small entrepreneurs and new business initiatives in rural areas and poorly developed entrepreneurial culture, characterized by a lack of basic managerial knowledge – but also a large number of opportunities – among which access of the rural population to lifelong learning and entrepreneurial skills development programmes and entrepreneurs’ access to financial instruments. The population in rural areas depends mainly on agricultural activities which give them subsistence living conditions. The gap between rural and urban areas is due to low income levels and employment rates, hence the need to obtain additional income for the population employed in subsistence and semi-subsistence farming, especially in the context of the depopulation trend. At the same time, the need to stimulate entrepreneurship in rural areas is high and is at a resonance with the need to increase the potential of rural communities from the perspective of landscape, culture, traditional activities and local resources. A solution could be to turn vegetal and / or animal farms into social farms – farms on which people with disabilities (but also adolescents and young people with anxiety, depression, self-harm, suicide, and alexithymia issues) might find a “foster” family, bed and meals in a natural, healthy environment, and share the farm’s activities with the farmer and the farmer’s family: “committing to a regular day / days and times for a mutually agreed period involves complying with any required health and safety practices (including use of protective clothing and equipment), engaging socially with the farm family members and other people working on and around the farm, and taking on tasks which would include working on the land, taking care of animals, or helping out with maintenance and other physical work”
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Reports on the topic "Adolescent career development"

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Tuko Pamoja: A guide for talking with young people about their reproductive health. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1017.

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This guide was developed for public health technicians working with the Ministry of Health as part of the Kenya Adolescent Reproductive Health Project Tuko Pamoja (We Are Together). It can be used by anyone wishing to broaden their understanding of adolescent reproductive health (RH) issues and improve communication with young people. Providing young people with support by talking with and listening to them as well as ensuring they have access to accurate information can help them understand the wide range of changes they are experiencing during adolescence. Although parents, teachers, religious and community leaders, and health-care providers are expected to educate adolescents about personal and physical development, relationships, and their roles in society, it may be difficult for them to do so in a comfortable and unbiased way. For these reasons, it is important to meet adolescents’ need for information and services. Adolescent RH education provides information about reproductive physiology and puberty; protective behavior; and the responsibilities and consequences that come with sexual activity. Providing young people with accurate RH information promotes sexual health and well-being, and supports healthy, responsible, and positive life experiences, as well as preventing disease and unintended pregnancy.
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