首页 | 本学科首页   官方微博 | 高级检索  
     


Addressing career barriers for high risk adolescent girls: The PATHS curriculum intervention
Authors:Bonnie Doren  Allison R. Lombardi  Julie Clark  Lauren Lindstrom
Affiliation:1. University of Wisconsin–Madison, USA;2. University of Connecticut, USA;3. University of Oregon, USA;1. Human Development and Family Science, University of Georgia, 103 Family Science Center I, Athens, GA 30602, USA;2. Human Development and Family Science, University of Georgia, 107 Family Science Center II, Athens, GA 30602, USA;1. Rockwool Foundation Research Unit, Sølvgade 10, 2. tv, DK-1307 Copenhagen K, Denmark;2. Department of Sociology, University of Copenhagen, Øster Farimagsgade 5, Building 16, DK-1014 Copenhagen K, Denmark;1. Section of Adolescent Medicine, Department of Pediatrics, Indiana University School of Medicine, Indianapolis, IN, USA;2. Department of Psychology, Cardinal Glennon Children''s Medical Center, USA;1. Norwegian Centre for Violence and Traumatic Stress Studies, Kirkeveien 166, N-0407 Oslo, Norway;2. Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, P.O. Box 4623 Nydalen, N-0405 Oslo, Norway;3. National Centre for Dual Diagnosis, Innlandet Hospital Trust, P.O. Box 104, 2384 Brumunddal, Norway;4. Institute of Clinical Medicine, University of Oslo, P.O. Box 1171 Blindern, 0318, Norway;1. Reykjavik University, Department of Psychology, Menntavegi 1, 101 Reykjavik, Iceland;2. Teacher''s College, Columbia University, 525 West, 120th Street, 10027 Manhattan, NY, United States;3. King''s College, London, Institute of Psychiatry, Denmark Hill, London SE5 8AF, UK;4. University of Iceland, Faculty of Medicine, Landspitali-The National University Hospital of Iceland, Hringbraut, 101 Reykjavik, Iceland;1. University of Trier, Department of Psychology, Universitätsring 15, 54286 Trier, Germany;2. University of Berlin and Berlin-Brandenburg Institute for School Quality, Germany
Abstract:The study evaluated a gender-specific comprehensive career development curriculum designed to target career barriers faced by high risk adolescent girls – those with disabilities and at risk for school failure. The goal of the curriculum was to promote social cognitive career and self determination outcomes associated with adaptive career development and adjustment. A pre-post control group design was used to evaluate the curriculum. Findings suggest that participation in the curriculum resulted in significant and large gains in autonomy and in disability and gender-related knowledge. Meaningful gains were noted in perceptions of social support and relevance of school. Participants in a high fidelity sample made significant and large gains in vocational skills self-efficacy and disability and gender-related knowledge. Meaningful improvements were noted in self-advocacy, autonomy, and vocational outcome expectations. The findings suggest that the curriculum can improve important indicators of positive career development and adjustment in high risk adolescent girls.
Keywords:Adolescent girls  Disability, Career development  Curriculum intervention
本文献已被 ScienceDirect 等数据库收录!
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号