Search

This study examined the cross-cultural utility of a modified social cognitive model of academic and life satisfaction (Lent & Brown, 2008) by adding independent and interdependent self-construals with Korean college students in a cross-sectional (Study 1) and a longitudinal design (Study 2). In Study 1, 604 participants completed measures of academic self-efficacy, outcome expectations, goal progress, environmental support, positive affect, academic satisfaction, life satisfaction, and self-construals. In Study 2, 171 participants completed the same measures at two time points with a 15-week interval. Results of Study 1 indicated that the modified model provided a good fit to the data and that 21 out of 25 of the hypothesized paths were significant. In Study 2, the bidirectional model, which included three theorized sets of reciprocal relations (i.e., academic satisfaction to life satisfaction, positive affect to both environmental support and self-efficacy, and self-efficacy to both outcome expectations and goal progress) demonstrated an optimal fit to the data. Overall, the findings of the present study provide evidence for the validity of the modified social cognitive well-being model in Korean populations.

Christian ministry work can be gratifying, but it also carries a risk of burnout. Despite research documenting clergy stress and wellness, few questionnaires measure ministry life aspects that contribute to clergy burnout or wellness. To fill this gap, we developed the positive aspects (PAI) and negative aspects (NAI) inventories. These questionnaires measure the intensity and frequency of positive and negative aspects of ministry life. The present research further tests the viability of the PAI and NAI. Confirmatory factor analyses suggest that the PAI is best represented by 17 factors, whereas 12 factors best characterize the NAI. Importantly, correlation patterns between PAI and NAI scores and indices of burnout suggest distinct patterns of burnout. Furthermore, exploratory tests of PAI and NAI scores by gender, ordination status, and years in ministry demonstrated crucial differences. This research advances the understanding of clergy wellness and has implications for assessment and intervention.

While problem identification is a key stage in creative problem solving, many gifted students may rush to begin developing solutions before they have spent sufficient time accurately identifying the underlying problem or opportunity. As a result, they may develop irrelevant or hackneyed solutions. Despite the importance of problem finding, teachers may struggle to provide opportunities for students to practice authentic problem finding for a variety of reasons, including ambiguity surrounding the problem-finding process and concerns regarding external expectations emphasizing standardized assessment performance. Thus, the purpose of this article is to address these concerns by (a) operationalizing the process of problem finding and (b) delineating an instructional design method to support teachers as they construct problem-finding opportunities for students. Our research team identified four primary cognitive strategies involved in problem finding, including: Resource Management, Elaboration, Analysis, and Manipulation, which we integrate into the “Facilitating Problem-Finding Model” to provide clarity for the problem identification process. Then, we illustrate how teachers may use these specific strategic approaches to create targeted learning objectives. These objectives serve to anchor assessments and classroom experiences, providing students with important opportunities to develop problem-finding skills.

Purpose The purpose of this study was to explore the perceptions of African community leaders, on factors that influence substance use and mental health status of Sub-Sahara African immigrants living in the northeast region of the USA. Design/methodology/approach A social constructionist approach to grounded theory was used to understand social life’s complexity in the African community. Data analysis consisted of initial coding and focused coding, which led to the emerging of the following mid-range theories. Findings The following mid-range theories are developed: the work culture of Sub-Sahara African immigrants may influence substance-use behaviors, impact treatment for mental health and contribute to interpersonal conflicts related to marriage and parenting; there may be a relationship between the culture of privacy and spirituality because the church is often a place of comfort, and many may not seek treatment for mental health for fear of losing that community; Sub-Sahara African immigrants’ mental health and substance-use behaviors are influenced by unique factors that stem from balancing living in the new culture while also preserving their unique cultural norms. Originality/value The analysis of perceptions of African community leaders underscored “On the go” as a metaphor for describing Sub-Sahara African immigrants.

The authors provide a history of inequities in gifted education and recognize the academic, cultural, and psychosocial needs of gifted and talented Black and Hispanic students, who are in need of advanced programming. They conclude by describing 10 characteristics of culturally responsive, equity-minded allies.

The metaphor “glass ceiling” does not accurately articulate the complexities of experiences had by women as they progress in their professional career. The leadership labyrinth serves as a theoretical framework to describe the intricacies of women’s journeys throughout their professional career and personal life. The framework implies that there are walls all around and that the journey for women is complex. Human capital, gender differences, and prejudice influence women’s decisions about their professional trajectory in collegiate recreation. Using interviews of 36 women, this qualitative study used a phenomenological approach that concentrated on the direct experience of women. The study explored the trajectory of women working in collegiate recreation to understand their lived experience. Results from this study indicate four distinct themes: barriers, mentorship/allyship, self-efficacy/competence and interventions. The findings for this study provide insight into how mentors and supervisors can address organizational culture and support women’s leadership development while working in collegiate recreation. The study offers discussion and implications for future research and practice to address the complexities women experience while navigating their passage through the leadership labyrinth.

PurposeMilitary officials who become accustomed to the distinct culture of the military face a variety of challenges when attempting to transition into the civilian workforce as veterans. These hardships even pertain to short- and mid-term veterans (SMVs) who leave the military at early career stages to pursue alternative career options. In this study, the authors explored the career construction decisions made by South Korean SMVs who left their military careers and successfully transitioned into the civilian workforce.Design/methodology/approachThe authors used a phenomenology approach and conducted a semi-structured interview with 19 SMVs to unpack their career transition experiences.FindingsThe authors identified the motivational factors that encourage SMVs to develop their four career adaptabilities and illustrated the necessity for such qualities pre- and post-transition. Furthermore, the authors characterized each individual experience by the theoretical constructs of career adaptability and highlighted the contextual characteristics that prompted the emergence of career adaptability.Originality/valueThis study contributes to the understanding of career mobility at early career stages and how career adaptability is developed and manifested in the context of transitioning from the military to civilian society.

Career readiness is an important short-term outcome of career guidance activities in England. This research (1) details the development of a career readiness measure and (2) tests the relationship ...

Black-oriented media may offer Black women an opportunity to produce and consume empowering messages that challenge heteropatriarchal relationship beliefs, but they may also foster their endorsement. Drawn by this paradox, we surveyed 597 undergraduate and graduate Black women aged 18 to 30 years to examine exposure to Black-oriented media and their association with the acceptance of heteropatriarchal relationship beliefs. Correlation and regression analyses showed that reading more Black magazines was associated with increased acceptance of heteropatriarchal relationship beliefs. Although it has been argued that media depictions of sexually agentic and empowered Black women may help disrupt and subvert the hegemonic nature of heteropatriarchal discourses in society, our findings suggest that some Black-oriented media may instead be associated with endorsing restrictive, scripted gender norms for intraracial romantic relationships.

The total number of children in the U.S. foster care system exceeds 428,000. Previous research indicates that when social workers and legal professionals work together, children and their families benefit significantly. Parents who effectively engage in the child welfare system are more likely to benefit from services and reunify with their children. The present study employed a phenomenological approach to explore how a parent representation pilot, which paired social workers with public defenders to better represent the needs of families in the child welfare system, was experienced by legal professionals. Judges and family court attorneys (n = 9) found the program to be helpful in reunifying families. Public defenders were able to leverage the social worker’s skills and experience to facilitate more positive outcomes, while reducing case burden. Challenges were also identified and included a lack of interdisciplinary training, potential overlap in ethical responsibilities, and role confusion. Structured intervention programs that encourage collaboration between social workers and legal professionals may improve case outcomes for indigent families involved in the child welfare system. It is advised that social work undertake a formal multidisciplinary approach in support of public defenders, which may serve to encourage positive case outcomes.

Language brokering often brings children in close, intimate interactions with parents, which, over time, may help them understand their parents and others in the form of empathy. Specifically, frequency and feelings about language brokering may relate to greater empathy. In addition, language brokering may have an indirect effect on psychological well-being via empathy. For this study, 459 language brokers ( Mage = 21.36, Female = 80%) completed an online questionnaire about frequency and feelings about language brokering, empathy, and psychological well-being. There were direct effects of language brokering burden, language brokering role reversal, and language brokering efficacy, but not frequency of language brokering, on empathy. We found an indirect association of language brokering burden and language brokering efficacy, to depressive symptoms through empathy. Findings indicate that empathy may play a role in how language brokering relates to psychological well-being.

The Strong Black Woman (SBW) schema has been consistently linked to negative mental health outcomes among Black women. However, few have begun to explicate the mechanisms by which the endorsement of the SBW schema may influence mental health outcomes. Accordingly, the current study examined coping styles (social support, disengagement, spirituality, and problem-oriented/engagement) as mediators in the association between endorsement of the SBW schema and depressive symptoms in a sample of Black women. Data from 240 Black women ( Mage = 22.0, SD = 4.0 years) were collected assessing SBW schema endorsement, coping styles, and depressive symptoms. Parallel multiple mediation analysis was conducted using PROCESS Macro. Of the four coping styles examined, disengagement coping partially mediated the association between greater endorsement of the SBW schema and greater depressive symptoms. Study findings add depth to our understanding of the association between the SBW schema and mental health outcomes and lend themselves to research and clinical implications.

In this article, four Black woman scholars explore their experiences in academia through the shared event of a writing retreat. This piece follows the rich storytelling history of Black women scholars who have carved out spaces where they can tell their truths. This work pairs narrative inquiry and autoethnography to address the question: How do Black women faculty create and navigate spaces to promote their success within academia?

This mixed-methods pilot study examined the effectiveness of brief motivational interviewing (MI) training on middle school teachers' efficacy in providing career services to socioeconomically disadvantaged students. Forty-five teachers (55% men) received a six-hour training on the career-development needs of middle school students and MI techniques. Quantitative results indicated a significant effect of training on teachers' sense of efficacy regarding student engagement. Qualitative data indicated teachers' increased sense of efficacy in providing career services and their personal and professional development. These results imply that MI can be effective in supporting teachers' competencies and can motivate students of low socioeconomic status.

The study investigated 134 first generation Chinese immigrants about their acculturation process in various domains to determine whether age, age entering United States, language use, and length of residence in United States influence their acculturation experiences. The inter-correlations among the various aspects of acculturation process (e.g. language use, knowledge, behavior and affect pertaining to both US and Chinese domains) were explored to understand the multifaceted nature of acculturation. Results found that English use and residence length are two significant predictors to Chinese Americans’ acculturation levels most domains. A significant positive relationship was also found for many of the interrelationships among various domains of acculturation, indicating multifaceted and bidirectional possibility. Thus, counselors working with first generation immigrants need to explore acculturation experiences across various aspects to gain more accurate understanding of their acculturation status.

As an agent of socialization, mothers directly impact the way their daughters think about their own weight. This qualitative study aimed to investigate and capture the recalled maternal communicati...

Existing research on the effectiveness of career courses often lacks evidence on the comparative effects of different pedagogical formats. This study compared the effects of a flipped classroom approach to a traditional lecture-based approach for delivering a career course among Chinese undergraduate students. A longitudinal quasi-experimental field design was used to assess changes in the career outcomes between the flipped and non-flipped groups over three time points (pre-, post-, and 2-month follow-up). Mixed-factorial ANOVAs showed the overall effects were stronger immediately post-course and at the 2-month follow-up for the flipped approach, although both course designs decreased lack of career information and increased environmental exploration. The study suggests that the flipped classroom design has the potential to outperform traditional teaching approaches.

Maslow’s theory might be one of the most powerful perspectives on humans’ growth. It suggests that people have a strong desire to realize their full potential, reach their self-actualization and fi...

This article aims to address issues of culture in counselling, with a particular emphasis on the links between culture, action, and counselling. It also addresses how action can be incorporated int...

The goal of the Advanced Certificate in Social Justice for Information Professionals at St. John’s University (SJU) is to offer both current LIS practitioners and LIS students a curriculum explicitly grounded in social justice principles and concepts that builds and enhances capabilities to substantively counter racism and other challenges to social justice that are reflected in the information sphere of the 2020’s. This article reports on the contexts, motivations and considerations for developing the Certificate. Included is a brief overview of current courses related to social justice offered by ALA-accredited graduate programs in North America, and a list of thematic emphases based in social justice frameworks that will drive the Certificate upon its launch.

В статье обосновывается статус «сослагательного проектирования» как перспективного метода психолого-педагогической и профориентационной работы со школьниками и студентами, в основе которого — стремление рассмотреть возможные варианты развития страны, ее регионов и городов, а также конкретных профессий, с учетом готовности молодежи реализовать себя в этих профессиях на благо общества и в соответствии со своими собственными интересами. Кроме того, анализируются проблемы и риски, возможные в процессе практического использования метода «сослагательного проектирования», в частности риски персонификации и чрезмерного «раздувания» реально существующих в обществе и экономике проблем, что провоцирует нежелательную критику власти и даже экстремистские настроения. В качестве противодействия этим рискам предлагается направлять творческую энергию школьников и студентов в конструктивное русло, нацеливая их на поиск путей делового сотрудничества с теми, кто реально обладает властью и другими возможностями, но пока недостаточно использует их для развития страны. При этом эмоциональная включенность участников в обсуждение перспектив развития страны должна рассматриваться как показатель сопричастности, неравнодушия к процессам трансформации России, что соотносимо и с профессиональной, и с гражданской идентичностью. В статье также приводятся примеры использования конкретных профориентационных методик в контексте общего метода «сослагательного проектирования». Опыт использования таких методик показывает, что, с одной стороны, школьники и студенты готовы с интересом обсуждать перспективы развития страны, ее отраслей экономики, конкретных профессий и собственной жизни, но с другой — далеко не все из них делают это осознанно, а большинство вообще не утруждает себя размышлениями о возможных изменениях в технологиях и социальной жизни общества, ориентируясь лишь на реалии сегодняшнего дня.The article substantiates the status of “subjunctive design” as a promising method of psychological- educational, and professional orientation work with schoolboys and students, based on the idea of considering possible options for the development of the country, its regions and cities, as well as — specific professions and their willingness to realize themselves in these professions for the benefit of society and by their interests. Risks and possible problems in the development and practical use of the ”subjunctive design” method are analyzed, in particular the risks of excessive fantasization and personification of real problems in society and economy, which could provoke undesirable criticism of the authorities and even extremist sentiments, including the search for ways of business cooperation with those who have power and other opportunities, but so far, do not use them enough for the development of the country. On the one hand, that schoolchildren and students are ready to discuss with interest the prospects of the country’s development, its branches of the economy, specific professions and their prospects. However, on the other hand, not all of them are ready to do it reasonably, and most of them are not ready to think about possible changes in technology and the social life of society, focusing only on the realities of today.

Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS—Web, a web-based professional development intervention supporting teachers’ use of effective practices for ameliorating young children’s challenging behaviors. Participants included 29 early childhood teachers and 54 children (ages 3–5 years old) who were identified at-risk for EBD. Positive outcomes were found for both BEST in CLASS—Web and BEST in CLASS in reductions of children’s problem behaviors and conflictual relationships with their teachers as well as increases in social skills, engagement, and closeness with teachers in comparison to children who did not receive the intervention. In some cases, positive child outcomes were greater when teachers received professional development in the web-condition as compared to the onsite condition. Future research directions and implications are discussed.

Inspired by Sen’s capability approach and the intersectional perspective, we examine how guidance professionals facilitate or hinder the conversion of resources into capabilities and functionings of marginalized students. Thematic analysis of 19 life story interviews with Indigenous female students in two Canadian universities illustrates how guidance counsellors can be facilitators for students in developing their capabilities to reach the path they envision. Conversely, they can be a hindrance by their absence or if they do not understand the realities, including systemic barriers and needs of marginalized students. Such students require sensitive proactive service delivery and interventions that address systemic barriers.

PurposeThis paper aims to apply training evaluation to employability development, providing a systematic process to assess employability development programs' effectiveness under the framework of employability capital resources (Peeters et al., 2019).Design/methodology/approachThe authors demonstrate the training evaluation process within an employability development program for US secondary school students. This process included providing validation evidence for measures of evaluation criteria across multiple samples of secondary school students and testing the effectiveness of the program utilizing a quasi-experimental design.FindingsThe authors systematically found support for the intervention's effects on training criteria (i.e. reactions, learning, behavior, results) and demonstrated the utility for training evaluation's application to employability development. The findings illustrate how a training evaluation approach can provide holistic evidence that an employability development program achieved its intended outcomes.Originality/valueEmployability is a new and burgeoning topic – however, employability development varies in how it is conceptualized, evaluated and assessed. By applying training evaluation approaches, employability development can be assessed within a unifying framework and better integrated within the Human Resource Management literature.

The present study used a newly developed simplified coding system, the Therapist Demand and Support Code, to examine specific therapist behaviors in the context of a previously conducted training trial on Deliberate Practice (DP). The parent trial randomized trainees to a DP workshop or its Traditional, more didactic counterpart (Westra et al., 2020). In both groups, trainees were taught to use Support, rather than Demand, for managing ambivalence and resistance, with the DP group having more feedback and practice. In this study, 68 trainees interviewed both an ambivalent community volunteer and an ambivalent simulator 4 month post workshop. The DP group was found to exhibit significantly fewer Demand behaviors than the Traditional group, with the latter also being significantly quicker to use Demand in the interviews. Moreover, the simulator evoked significantly greater Demand from therapists, regardless of the Training group, suggesting the simulators were more resistant. Although therapist use of Support was equal for community volunteers across training groups, Traditional workshop trainees decreased Support when interviewing the more resistant simulators, whereas DP trainees increased their Support with this same group. This is consistent with findings that DP trainees were more appropriately responsive, making fewer Demands following interviewee counterchange talk and using more Support at these times. These results provide some initial validation of the simplified therapist behavior coding system and offer further evidence for the benefits of DP workshop training for managing resistance. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

PurposeThe past few decades have witnessed significant growth in the disability sector and the rehabilitation counseling profession has responded by broadening its scope of practice to serve a range of people who experience illness, injury, and social disadvantage. Despite the sector's growth and the profession's flexible response to it, the rehabilitation counseling profession in Australia continues to face challenges in relation to its professional identity. The purpose of this article is to identify these challenges and present solutions by reviewing literature and professionalization responses in Australia and the United States.MethodIn this article, we examine ways of transcending the professional identity challenges faced by the Australian rehabilitation counseling community. This is achieved firstly by defining the characteristics of professions and their application to rehabilitation counseling and second, by suggesting possible actions to advance the profession.ResultsThe necessary responses identified include the need for stronger professional governance, further development of the evidence base, and strict professional membership regulations. These goals will require the input of professional bodies and members, universities, rehabilitation regulators, employers, people with disabilities, and their families.ConclusionsRehabilitation counseling is a valued allied health and human service profession in the Australian work injury and disability sectors. By drawing on the experience of the profession in the United States, the authors have identified issues and solutions to facilitate the sustainability and advancement of rehabilitation counseling in Australia.

The COVID-19 pandemic has influenced regular patters of career guidance. Globally everything has stopped: projects were postponed, and workplaces were closed but this situation has pushed career counselors to search for new opportunities about how career guidance could be carried out. The pandemic has intensified existing challenges in society, adding complexity for the processes of a transition of educational systems towards digitalization and have intensified the need for remote career guidance. Young people become particularly vulnerable to the digital divide. Career development support has been at risk with the emergence of an unpredictable future. However, career guidance during the pandemic can serve as a tool for understanding the situation in depth and searching for new opportunities that exist, by helping individuals to overcome anxiety. While practicing physical distancing, career counselors have kept active professional networks in assisting their clients with their needs. The operation of career guidance has been transferred mainly to the online format and has required the counselors to develop new skills and competencies. The methodology employed in this study included interviews with individual career counselors about the main challenges and solutions discovered during the lockdown. Career counselors were questioned also about how they shaped a more sustainable and flexible online career guidance system. They revealed details about their struggles and hopes encountered in the situation of crises. The authors point to critical areas for improvement that career counselor can provide to their clients during the lockdown.

This study explores the relationship between perceived employability and individual as well as organizational characteristics of employees in South Korea using hierarchical linear modeling (HLM). Gender, age, total work experience, turnover, positive psychological capital, proactive personality, social network capital and openness to changes at work were the individual characteristics considered. Organizational characteristics included fairness in human resource management, supervisor feedback and organizational career development support. The analysis confirmed the importance of individual characteristics as well as the role of organizations in reinforcing one’s perception of employability. Implications and directions for future research are discussed.

This study investigated the changes that occur in mothers’ language and interactions with their preschool-aged children who have language difficulties when a Spanish language-based intervention was...

Guidance activities are considered as a valid support for the individual along his or her entire educational path, from the first years of school until the transition to the job market; in particular, the crucial function of this type of activity has been pointed out in the first phase of university studies. This paper presents a reasoned review of the literature on the main ongoing university guidance interventions, with particular attention to the prevention of drop-out and the promotion of academic success. Previous studies highlighted the role that ongoing guidance can play in the prosecution of studies and in reducing drop-out rates, as well as in favouring the integration of the subject in the academic context and raising awareness of his or her goals. Nonetheless, in the literature there is no univocal consensus regarding the fundamental characteristics of an effective guidance intervention. Starting from a critical analysis of some recent results, the main methodological issues of guidance research are illustrated, with particular reference to the strategies for evaluating the efficacy of interventions. In line with the main previous reviews, the need to conduct systematic studies guided by empirical evidence is emphasised, using rigorous research designs to identify the factors involved in the effectiveness of ongoing university guidance.

PurposeThe International Classification of Functioning (ICF) provides a framework for understanding and accommodating disability. This study examined predictors and outcomes of ICF familiarity among rehabilitation counselors.MethodAnalysis of variance and hierarchical regression analysis were used to examine research questions related to ICF familiarity.ResultsRehabilitation counselors with five or fewer years of experience were more familiar with the ICF. Analysis showed familiarity with the ICF positively correlated with greater confidence in recommending work accommodations.ConclusionsData supports use of the ICF in rehabilitation counseling. Emphasizing the ICF in specific courses (e.g., medical aspects of disability, career and vocational development) may support improved practice.

The current study sought to understand the influence of cultural values on mental health attitudes and help-seeking behaviors in college students of diverse ethnic backgrounds. Asian and Latinx college students (N = 159) completed an online survey in which they reported on their adherence to cultural values as measured by ethnicity-specific cultural values and general attitudes towards mental health. Factor analysis revealed two common factors of cultural values irrespective of ethnicity: Interdependent Orientation (IO) and Cultural Obligation (CO). Regardless of ethnicity, the more students endorsed IO values, the less likely they were to perceive a need for mental health treatment. IO value adherence was also predictive of more negative attitudes towards mental health. CO values were not predictive of perceived need or help-seeking behaviors. Findings highlight the importance of understanding shared cultural values across ethnic-racial groups and considering how the multidimensionality of culture may help explain shared mental health behaviors crossing lines of ethnic group membership.

PurposeThe purpose of this work is to examine the psychological impact of adequate compensation, which is one of the dimensions of Decent Work Scale (DWS) evaluated within the psychology of work theory (PWT), on other dimensions of DWS in teachers working in public and private schools in Turkey.Design/methodology/approachIn this study, DWS developed by Duffy et al. was used. In total, 175 private school teachers and 216 public school teachers participated in the study. The data were analyzed with LISREL 8.7 and SPSS 23.0 package programs.FindingsConsidering the structural equation model formed by the sub-dimensions of the DWS and the path diagrams related to the model, it was seen that the “adequate compensation” dimension made a significant difference in “access to health services” on both public and private school teachers. In private school teachers, there is a significant relationship between the dimension of adequate compensation and “access to healthcare”, “physically and interpersonally safe working conditions”, “free time and rest” and “organizational values that complement family and social values”. However, a significant relationship was not found between the variables other than “access to healthcare” in public school teachers. According to the results of the “Independent Sample T-Test”, there is a significant mean difference between the perceptions of teachers working in public and private schools. When this difference is examined, it was seen that teachers working in public schools have a higher level of good job perception than teachers working in private schools.Research limitations/implicationsDWS is a newly developed scale and has been used in a limited number of studies. It is a scale open to be developed and used with different sample groups.Originality/valueApplication of DWS to teachers working in Turkey is one of the fundamental features that distinguish this study from other studies in this area. In addition, the evaluation of the psychological effects of the adequate compensation dimension, which is an important study factor, on the other dimensions of DWS adds originality to the study. It is predicted that this research will fill the deficiency in the relevant literature.

The following article is the result of an investigation about mechanisms and strategies applied in high school education to generate what's known as “peace culture in Colombia”, a society that seeks to transform a generalized context of armed conflict into one were negotiated solutions are the first choice. The intention of transforming this context was manifested in the peace treaty of 2016 between the Colombian Government (2010-2018) and FARC guerrilla. During the second half of the twentieth century, society has experienced the consequences of this conflict, which are evidenced in the prioritization of violence as a mechanism to mediate differences. Because of this, it is necessary to display the different ways in which society is being prepared to live in a peaceful environment. One of the most important areas to accomplish this is the education system (pre-school, middle school, high school, College, university etc.). In the following research two schools and their experiences are studied (IED Antonio Jose Uribe and Colegio Santa Francisca Romana located in Bogota) using mixed methods such as, surveys, interviews and workshops. The results showed how peace and violence are two aspects present in the daily life and not necessarily narrowed down to politics.

El modelo de justicia social de reconocimiento ha adquirido particular connotación en el marco de los movimientos sociales contemporáneos, de forma especial en aquellos colectivos tradicionalmente invisibilizados, como comunidades indígenas, rurales, urbano marginales, entre muchas otras. Enlazador de mundos es un movimiento social chileno que se auto organiza en este tipo de contextos, por medio de aulas comunitarias dialógicas, a fin de superar la infravaloración del patrimonio cultural de estas comunidades en los currícula oficiales. Conocer cómo se organizan estos colectivos para superar las injusticias en estas aulas, resulta de interés. Mediante una investigación acción participativa, se identificaron las formas de injusticia/menosprecio y justicia/reconocimiento producidas en las dinámicas organizativas que adoptan los colectivos sociales que forman parte de estas aulas comunitarias. Para ello, se constituyeron tres comunidades de investigación en tres escuelas en diversidad de contextos culturales: campesino, minero, mapuce, en diferentes regiones geográficas del país. Los resultados evidencian, por una parte, que las dinámicas organizativas de los colectivos que movilizan las aulas comunitarias, son capaces de generar justicia social atribuible a diferentes formas de reconocimiento, y por otra, que las injusticias identificadas como formas de menosprecio, resultaron ser las gatillantes del proceso transformador dialógico que logra producir la justicia de reconocimiento social.

La pandemia generó suspensión de clases presenciales y la implementación de la educación virtual. El objetivo de este estudio fue diagnosticar y analizar la percepción de estudiantes universitarios y su accesibilidad tecnológica durante la emergencia educativa en el suroeste de República Dominicana (enero-abril de 2020). Se empleó un método mixto de investigación, se aplicó una encuesta y se analizaron las respuestas mediante estadística descriptiva e inferencia estadística, análisis descriptivo y construcción de redes semánticas. Respecto a la accesibilidad tecnológica, los resultados muestran que predomina el uso de teléfonos en vez de computadoras y falta de acceso a Internet. Según los estudiantes existen más aspectos negativos que positivos en la educación virtual, ya que faltan equipos tecnológicos y accesibilidad a internet, lo que genera frustración e incomodidad, así como dificultades de aprendizaje. También la sobrecarga de asignaturas y actividades, ya que más de 60 tareas fueron asignadas para desarrollar en un mes, lo que para ellos demuestra insensibilidad de los docentes frente a la situación. El distanciamiento social generó ansiedad debido al aislamiento y falta de concentración para el aprendizaje. Entre los aspectos positivos está el uso de la tecnología, que facilita el aprendizaje y permite la continuidad de los estudios.

A research study is carried out with NEET young people to find out how a visit to a labour insertion centre can influence. Hypothesis: The programs of work insertion centers of NEET young people are able to strengthen self-esteem and reduce the fear of negative evaluation. The programs of work insertion centers of NEET young people are able to strengthen self-esteem and reduce the fear of negative evaluation. Methodology: Experimental research type Posttest-Only Control Group Design, with 2 control groups, with 34 subjects that are placed in 3 groups: Experimental group (9 months and more in programs of work insertion centers), and control group B (between 3-8 months). A survey of socio-demographic variables is applied, Rosenberg's Self-Esteem Scale, and Fear of Negative Evaluation Scale (FNES), through individualized interviews. Frequency analysis, correlation analysis, reliability analysis and Mann-Whitney U test are applied. Results: NEET youths access to social and work insertion programs looking for aspects of improvement in their lives. There is an improvement in self-esteem and a reduction in their fear of negative evaluation; Both factors are also correlated (p < 0,001). More time in the programs is spent involving the youths in terms of assiduity and attendance.

The purpose of this qualitative study was to identify recurring themes about impending coparenthood common among prenatal dyadic conversations shared between unmarried parents. Forty Black mothers and fathers expecting a first baby together met with a male-female mentor team for facilitated dialogues six times during the pregnancy, with sessions audiotaped and transcribed. Guided by basic elements of grounded theory, coders identified five cross-cutting themes discussed by coparents relevant to their coparenting expectancies: (a) establishing the baby’s family system; (b) supports and threats to coparenting efforts; (c) reflecting on fatherhood—Connecting past with future father legacies; (d) acculturating the child/ handling parenting differences; and (e) effects of relationship status on coparenting. These themes underscored a common commitment fathers and mothers shared in figuring circumstances out for their child. Analyses portray a rich, generative, and introspective set of dialogues reflecting shared deliberation about family dynamics after the baby’s arrival. This study’s findings address a significant gap in the literature and highlight the value of narrative methodologies to understand joint narratives of unmarried Black coparents more thoroughly as they transition to new parenthood.

La crisis mundial generada por el COVID-19 ha tenido diversas repercusiones a nivel global. Esta situación nos invita a reflexionar sobre nuestra institucionalidad y la importancia de la escuela dentro de los procesos de inestabilidad. En este aspecto, la gestión escolar a nivel intermedio o distrital (sostenedores en Chile) se realza como un agente clave en la articulación territorial y atención a necesidades de cuidado con sus comunidades escolares. En este artículo se propuso conocer las modalidades de gestión en convivencia escolar existentes en sostenedores chilenos. Mediante un análisis de conglomerados bietápico y un árbol de decisiones, se identificaron grupos de sostenedores de acuerdo con su gestión de la convivencia escolar. Los resultados muestran la presencia de tres niveles de gestión, cuyos abordajes varían de menor a mayor complejidad. Estos grupos se diferencian según características como la dependencia (pública o subvencionada), cantidad de escuelas a cargo, conocimiento del territorio y reconocimiento del logro en convivencia. Asimismo, se identifica como central la socialización de roles y funciones de estos encargados. Se discute la necesidad de evaluar las condiciones político-institucionales que afectan el abordaje y gestión en convivencia escolar a nivel intermedio, lo que resulta crucial en situaciones de crisis.

The Funds of Knowledge (FoK), since their origin in the early nineties, have aimed at de- veloping sensitive and contextualized school educational practices to the family experi- ences of culturally diverse students. From a sociocultural approach, the program has be- come a benchmark in educational social justice practices, assuming a critical approach and placing structural inequalities, power relations and the perspective of cultural defi- cit in education at the center of its transformative action. In turn, it proposes a theoreti- cal-methodological framework to recover the dignity and representativeness of families in schools, through their knowledge, resources and strengths. The procedure consists of visiting the families by the teachers and collecting the funds of knowledge through inter- views and ethnographic techniques, to then develop didactic units in the school context. Next, three educational experiences in the Spanish context are presented, guided by the FoK approach, where original, redistributive and representative pedagogical practices are highlighted with the aim of improving educational processes of cultural congruence and the development of inclusive cultures Los fondos de conocimiento (FdC), desde su origen a principios de la década de los noventa, han tenido como objetivo el desarrollo de prácticas educativas escolares sensibles y contextualizadas a las experiencias familiares del alumnado culturalmente diversos. Desde un marco sociocultural, el enfoque se ha convertido en un referente en prácticas de justicia social educativa asumiendo una visión crítica y poniendo en el centro de su acción transformadora la lucha contra las desigualdades estructurales, las relaciones de poder y la perspectiva del déficit cultural en educación como discurso dominante. A su vez, propone un marco teórico-metodológico para recuperar la dignidad y la representatividad de las familias en las escuelas, a través de sus conocimientos, recursos y fortalezas. El procedimiento consiste en visitar a las familias por parte de los docentes y recoger los fondos de conocimiento a través de entrevistas y técnicas etnográficas, para luego desarrollar unidades didácticas en el contexto escolar. A continuación, se presentan tres experiencias educativas en el contexto español guiadas por el enfoque de los FdC, en dónde se destacan prácticas pedagógicas originales, redistributivas y representativas con el objetivo de establecer actuaciones educativas culturalmente congruentes y avanzar hacia la inclusión

Son numerosos los estudios que a lo largo de los últimos años han corroborado la idoneidad del enfoque de los Fondos de Conocimiento (FdC) para el trabajo con familias en riesgo de exclusión. Desde esta perspectiva, una de las claves para la mejora de la inclusión del alumnado perteneciente a tales estratos es el establecimiento de estrategias que favorezcan los vínculos entre las vidas de los estudiantes y la institución escolar. El presente artículo tiene como objetivo presentar algunos de los resultados obtenidos a partir del trabajo con un grupo de infantes gitanos/as en el marco de un programa de intervención de carácter socio-educativo llevado a cabo en la ciudad de Pontevedra (Galicia). Con la finalidad de adentrarnos en sus experiencias vitales, y con ello, descubrir sus propios Fondos de Conocimiento e Identidad, nos hemos inspirado en el uso de técnicas como la autobiográfica extendida (Esteban-Guitart, 2012), que nos permitieron reiterar la importancia de la agencia y los lazos familiares en el desarrollo educativo de los niños y niñas gitanos, así como el descubrimiento de determinados elementos culturales que podrían servir como herramientas para el diseño, por parte del profesorado, de Unidades Didácticas y/o contenidos curriculares culturalmente congruentes There is a large number of studies that over the last few years have corroborated the appropriateness of the Funds of Knowledge (FoK) approach when working with families at risk of exclusion. From this perspective, one of the keys to improving the inclusion of students in such strata is the establishment of strategies that favor the links between the students’ lives and the school. The purpose of this article is to present some of the results obtained from working with a group of Roma children within the framework of a socio-educational intervention program carried out in the city of Pontevedra (Galicia). In order to go deep into their life experiences, and thereby discover their own Funds of Knowledge and Identity, we have been inspired by the use of techniques such as extended autobiographical (Esteban-Guitart, 2012), which allowed us to reiterate the importance of their own agency and the establishment of family ties in the educational development of Roma children, as well as the discovery of certain cultural elements that could serve as tools for the design, by teachers, of didactic units and/or culturally congruent curricular content SI

A large number of studies have demonstrated the benefits of a positive home-school relationships for the development and learning processes of children. In particular, these benefits are more salient in home-school discontinuities situations characterized by a high sociocultural diversity. In this context, the funds of knowledge approach arise as an inclusive approach to facilitate educational contextualization processes and to generate relationships of mutual trust between teachers and families. In the present study, the program has been implemented in a classroom with 3-year-old children, from a public school with a high rate of students with families from abroad, analyzing the perception of the teachers and, for the first time in the available literature, of the participating families. The instruments used for the research were questionnaires, administrated before and after the funds of knowledge approach design and implementation, given to teachers and interviews to family members after the ethnographic visits carried out by teachers. The results show the establishment of stronger relationships between teachers and participant families. In particular, families highlight a greater trust towards teachers, a higher participation in the school and in particular they emphasize the appreciation and recognition of their skills, knowledge, and practices as a positive aspect.

La investigación trata de comprender cómo está experimentando el profesorado la transformación desde la docencia presencial a la docencia online como consecuencia del COVID-19 y sus implicaciones profesionales y educativas. Se presenta una exploración inicial de un estudio más amplio que utiliza un enfoque metodológico cualitativo. Mediante dieciocho entrevistas semiestructuradas a docentes de Educación Secundaria Obligatoria y Bachillerato de Andalucía se (re)construye la experiencia del profesorado durante la educación remota. Se evidencia la precariedad de las infraestructuras digitales disponibles, la falta de recursos y las limitaciones digitales existentes. Se alerta de las consecuencias educativas en términos de desigualdad para el alumnado y la oportunidad de mercado para el edubisness. Por otro lado, se revela una vivencia angustiada del profesorado ante el abandono percibido por parte de la administración educativa. Se denuncian dificultades ante la urgencia de la respuesta educativa “improvisada” donde el profesorado no cuenta con los recursos, la formación y los medios para poder desarrollarla. Esto ha redundado en tensiones emocionales, malestar docente y procesos de “auto-responsabilización” en el seguimiento educativo del alumnado que han originado desequilibrios en las dimensiones que determinan la identidad profesional del profesorado.

El trabajo problematiza la producción de sentidos respecto de las relaciones entre las familias y las escuelas en Chile. Analizamos 25 artículos correspondientes a la producción científica chilena de 9 autores desde iniciados los años 2000. El análisis utiliza como marco interpretativo el enfoque Fondos de Conocimiento y, es orientado a partir de los siguientes interrogantes: ¿quiénes son los agentes involucrados?, ¿por qué se relacionan?, ¿para qué lo hacen? y ¿cómo se expresa dicha relación? Como hallazgos destacan, primero, la forma de configurar la noción de familia y de escuela, en donde se aprecia un desbalance entre la precisión con la que se define escuela y la imprecisión respecto de familia y, segundo, las maneras de acudir a ella, al identificar que la relación opera desde una lógica instrumental. Los estudios refieren a familia en términos generales, asumiendo consenso en su definición. Se concluye que la investigación como quehacer social tiene un efecto performativo contribuyendo a la naturalización de la familia desde el principio de funcionalidad/disfuncionalidad. Los resultados invitan a levantar la sospecha sobre la noción de familia cristalizada en las investigaciones y a abrirse a la experiencia subjetiva de los sujetos y prevenir definiciones normativas y tradicionales.

This study examined student, parent, and faculty perceptions of academic development needs and related comprehensive school counseling program services from four urban middle and high schools. Participants ( n = 1,032) completed a survey designed to assist schools in planning and evaluating their career and college readiness programs, and exploring perceived student support needs. Statistically significant differences were observed in stakeholder perceptions among 12 identified interventions that support improved academic development, through factorial analysis of variance (ANOVA) and pairwise comparisons analysis. Findings provide valuable information about prioritizing student academic counseling services strategically and effectively, to meet program needs of students in high-poverty schools.

Counselling practice has been supported by the development and use of interventions that are situated around overcontrol (OC) and under-control (UC) personality characteristics. Although related measures are currently available for young children (Gilbert et al., 2020a) and adults (Seretis, 2017), the advancement of counselling practice and related research across international samples can be enhanced through the development and validation of a measure suitable for use with older children and adolescents. We implemented a cross-sectional psychometric validation with 438 young people (Mage = 13.96, SD = 1.59) in south-east London which resulted in preliminary evidence for the Youth Over- and Under-Control (YOU-C) measure, 2-factor solution represented by Overcontrol (14 items) and Under-Control (11 items) subscales that accounted for 33.01% of variance among scores. Reliability estimates indicted suitability for basic research purposes, but not clinical decision-making activities. No statistically significant differences were identified based on gender or age.

The study provides insight into counsellors’ experiences of counselling clients online. The foci include (a) counsellors’ experience of negotiating the therapeutic relationship online, (b) their ex...

The Accreditation Council for Graduate Medical Education milestones and entrustable professional activities (EPAs) are important assessment approaches but may lack specificity for learners seeking improvement through daily feedback. As in other professions, clinicians grow best when they engage in deliberate practice of well-defined skills in familiar contexts. This growth is augmented by specific, actionable coaching from supervisors. This article proposes a new feedback modality called microskills, which are derived from the psychology, negotiation, and business literature, and are unique in their ability to elicit targeted feedback for trainee development. These microskills are grounded in both clinical and situational contexts, thereby mirroring learners’ cognitive schemas and allowing for more natural skill selection and adoption. When taken as a whole, microskills are granular actions that map to larger milestones, competencies, and EPAs. This article outlines the theoretical justification for this new skills-based feedback modality, the methodology behind the creation of clinical microskills, and provides a worked example of microskills for a pediatric resident on a hospital medicine rotation. Ultimately, microskills have the potential to complement milestones and EPAs and inform feedback that is specific, actionable, and relevant to medical learners.

Career adaptability and its four sub-factors (concern, control, curiosity, and confidence) are helpful in understanding students’ career choices and decisions. A sample of 1,297 university students in Seoul, South Korea, participated in this study. Among them, 728 students (56.13%) had already made their career decision, while 569 (43.87%) had not. A multivariate discriminant analysis was carried out to identify its significance in discriminating students’ career decisions after the execution of two factor analyses to verify construct validity. We concluded that the multivariate function was appropriate for discriminating students’ career decision status, and its predictive accuracy was relatively high based on canonical correlation (.37) and Wilks’ lambda (.87). Career concern was identified as the most discriminate variable.

Aims: The present study aims at validating the RSA and examining its incremental validity as a predictor of depression as measured by Beck Depression Inventory (BDI). Methods: 150 healthy participants completed the RSA, Sense of Coherence Scale (SOC), and Beck Depression Inventory (BDI). After ensuring the psychometric properties of the RSA, SOC, and BDI, 220 Egyptian students were recruited from Minia University to fill in the RSA and BDI in order to assess the potential capacity of the RSA to predict depression. Results: Confirmatory factor analysis indicated that the 5-factor structure model fitted well and the goodness of fit indices were within the acceptable limits. Construct validity was shown by a positive correlation between the RSA and the SOC, and a negative correlation with the BDI. The RSA and its subscales significantly predicted the BDI even when accounting for age and gender. Conclusion: The RSA is a valid and reliable instrument for measuring resilience in the Egyptian sample and it could be useful for measurement and intervention. The findings highlight the incremental validity of the RSA as a good predictor of depression.