Using my vocational situation with workers facing a plant closing

1993 ◽  
Vol 19 (4) ◽  
pp. 289-300
Author(s):  
G. Susan Mosley-Howard ◽  
Patricia Andersen
1993 ◽  
Vol 19 (4) ◽  
pp. 289-300
Author(s):  
G. Susan Mosley-Howard ◽  
Patricia Andersen

1988 ◽  
Vol 20 (4) ◽  
pp. 162-170 ◽  
Author(s):  
Ellen B. Lucas ◽  
Norman C. Gysbers ◽  
Keith L. Buescher ◽  
P. Paul Heppner

1988 ◽  
Vol 62 (2) ◽  
pp. 405-406 ◽  
Author(s):  
Mark J. Miller ◽  
Don Wells

This study examined how young black high school students (26 girls and 39 boys) responded to the Barriers subscale of the My Vocational Situation. If replicated, the findings have implications for counselors.


2006 ◽  
Vol 28 (4) ◽  
pp. 531-542
Author(s):  
Kellie Curry Raper ◽  
Laura M. Cheney ◽  
Meeta Punjabi

1993 ◽  
Vol 22 (3) ◽  
pp. 27
Author(s):  
David W. Blackwell ◽  
M. Wayne Marr ◽  
Michael F. Spivey
Keyword(s):  

2015 ◽  
Vol 43 (3) ◽  
pp. 449-464 ◽  
Author(s):  
Michael J. Lynch

Pamela Ann Davies argues that the closure of the Lynemouth, UK, aluminum smelter generated adverse social justice impacts and was caused by the adoption of green state policies. She employs that argument to critique green criminology for promoting adverse social justice impacts. Here, we reanalyze the Lynemouth plant closure. First, this reanalysis illustrates the various social and environmental forms of injustice the plant generated, especially its adverse human, nonhuman and ecological health consequences. Second, the closure is reassessed from a political economic perspective that places the plant closure within the context of global capitalist plant closures in the aluminum industry. That review notes that plant closures and deindustrialization in developed economies are now a common occurrence driven by economic concerns, not environmental policies. We point out that social injustice as well as ecological destruction are often created by the normal operation of capitalism, and that those consequences should not be overlooked.


1996 ◽  
Vol 15 (1) ◽  
pp. 35-43 ◽  
Author(s):  
Richard T. Roessler ◽  
Karen Foshee

A special education teacher in a small rural high school instructed 23 students with disabilities in the occupational domain of the Life Centered Career Education curriculum. The students increased their Performance Battery scores from pre to post test, achieving both mastery on the competency tests and a skill level comparable to that of regular education students (n=15). Although the instructed students tended to report increased levels of occupational information from pre to post testing, they did not report fewer barriers to employment or increased vocational identity on the My Vocational Situation test.


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