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Richard A. Young Sheila K. Marshall José F. Domene Matthew Graham Corinne Logan Laura Templeton Anat Zaidman-Zait Ladislav Valach 《International Journal for Educational and Vocational Guidance》2007,7(3):149-158
A framework for understanding career transitions based on the joint processes and goals of those engaged in the transition and significant others in the person’s social network was used to study the transition to adulthood of youth aged 17–19 years and their families. Twenty parent-youth dyads participated in this study in which a transition project was identified and monitored for 6 months. Two cases are used to illustrate the characteristics of the motivated transition project at the levels of meaning, functional processes, and conscious and unconscious behaviour and structural support and resources. 相似文献
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The ecosystemic approach offers a new perspective on emotional and behavioural difficulties in schools by offering a particular analysis of the interactional patterns observable in social systems. The authors describe the origins of this approach in the realm of family therapy and the field of general system theory, and demonstrate its application to emotional and behavioural difficulties in schools through a survey of relevant literature and the presentation of case study material. 相似文献
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Concern has been expressed that the current climate in schools militates against trainee teachers’ self-directed development. This article explores the issue of trainees’ capacity for self-direction through the analysis of interviews with 32 trainees, investigating their perceived proactive social strategies. Three proactive strategies were identified: ‘tactical compliance’, personalising advice, and seeking out opportunities to exercise control. It is argued that these strategies are indicative of trainees’ drive to establish a personal teaching identity through self-directed development and the creation of individual development agendas. The article concludes by emphasising the importance of the development of proactive social skills in beginning teachers. 相似文献