'A helping hand': The role of career guidance in finding the right career pathway for at-risk students in three European contexts

2019 ◽  
Vol 43 (1) ◽  
pp. 48-53
Author(s):  
Szilvia Schmitsek
Keyword(s):  
At Risk ◽  
Career Guidance ◽  
At Risk Students ◽  
Dropping Out ◽  
Career Pathway ◽  
Sources Of Support ◽  
The Right ◽  
Second Chance ◽  
Different Sources

This paper explores the educational experiences of young people who had been at risk of dropping out and gained a qualification at a second chance provision. It is based on comparative fieldwork in England, Denmark and Hungary with empirical data collected from observations; and 28 interviews with former students. By listening to the voices of students, the analysis focused on the relevance of different sources of support. The findings revealed that individual study pathways and intensified guidance effort led students to pursue their career in higher education and/or in the labour market.

Erasmus Skills

2021 ◽  
Author(s):  
◽  
Keyword(s):  
Personal Development ◽  
Added Value ◽  
Council Of Europe ◽  
New Host ◽  
International Context ◽  
Host Culture ◽  
Sources Of Support ◽  
The Impact ◽  
Different Sources

Students participating in mobility experiences need to constantly adapt to new circumstances, not only during the experience itself, but also before leaving and after returning to their home country. They change their lifestyle, get acquainted with other cultural forms and, in some cases, they even change habits and attitudes to adapt to the new host culture. In this scenario, the different sources of support for students are of great added-value, e.g. family, friends, classmates, as well as the receiving institution – higher education institutions (HEIs) in our case. The supporting role of HEIs in the process of sending students abroad could go beyond the administrative dimension of it. A way of doing that is by offering a provision of support services on the acknowledgment and maximisation of their learning process and acquired competences (understood as a combination of knowledge, skills and attitudes – see Boyatzis, 1982; or Council of Europe, 2018) gained during their adaptation to a new international context. In this way, HEIs could increase the impact of such mobility experiences on students’ professional and personal development.

At-Risk Students

2019 ◽  
Author(s):  
Gary Natriello
Keyword(s):  
At Risk ◽  
At Risk Students ◽  
Individual Characteristics ◽  
Dropping Out ◽  
Community Resources ◽  
Factors Associated ◽  
School Conditions ◽  
Multiple Factors ◽  
Poor School ◽  
Out Of School

Students in danger of not completing a particular level of schooling have been termed “at-risk.” Reasons that students may be at risk include individual characteristics, family circumstances, poor school conditions, and lack of community resources. Studies of single factors, multiple factors, and programmatic interventions have all identified specific variables associated with greater risk of dropping out of school. The various factors associated with dropping out can offset one another to reduce the risk or reinforce one another to enhance the risk that students will leave school early.

Peer Perceptions of Communal Narcissism and Communalism in At-Risk Adolescents

2020 ◽  
pp. 1-8
Author(s):  
Christopher T. Barry ◽  
Chloe L. Sidoti ◽  
Megan Wong
Keyword(s):  
At Risk ◽  
Peer Relationships ◽  
Residential Program ◽  
Dropping Out ◽  
Peer Perceptions ◽  
Unique Variance ◽  
Communal Orientation ◽  
And Behavior ◽  
At Risk Adolescents

Abstract. The present study extended research on the relation of communal narcissism in adolescents with self- and peer-reported personality and behavior. Although communal narcissism may be associated with negative peer perceptions, a communal orientation that does not also convey superiority (i.e., communalism) may be viewed more favorably. Self- and peer-perceptions were investigated as a function of communal narcissism and a non-narcissistic communal orientation (i.e., by altering the Communal Narcissism Inventory to reflect more humble self-views). Participants were 246 adolescents, ages 16–19 years, who were attending a quasi-military residential program for youth who have dropped out, or were at-risk of dropping out, of school. Communal narcissism and communalism were significantly interrelated. Communal narcissism was negatively associated with unique variance in self-reported empathy, whereas communalism was positively associated with self-reported empathy and more strongly related to peer-reported prosociality. The role of superiority in communal domains in adolescent self-perception and peer relationships is discussed.

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