Vulnerable Youth in Argentina: Contributions to the Achievement of Sustainable Life Paths and Decent Social Insertions. Research and Practices

2018 ◽  
pp. 251-269 ◽  
Author(s):  
Gabriela Aisenson ◽  
Leandro Legaspi ◽  
Viviana Valenzuela
Keyword(s):  
Vulnerable Youth ◽  
Life Paths

Tansley's Psychoanalytic Network: An episode out of the Early History of Psychoanalysis in England

2000 ◽  
Vol 2 (2) ◽  
pp. 189-256 ◽  
Author(s):  
Laura Cameron ◽  
John Forrester
Keyword(s):  
Discussion Group ◽  
Early History ◽  
History Of Psychoanalysis ◽  
Training Requirements ◽  
Life Paths ◽  
History Of ◽  
Unpublished Manuscripts

The paper traces the psychoanalytic networks of the English botanist, A.G. Tansley, a patient of Freud's (1922-1924), whose detour from ecology to psychoanalysis staked out a path which became emblematic for his generation. Tansley acted as the hinge between two networks of men dedicated to the study of psychoanalysis: a Cambridge psychoanalytic discussion group consisting of Tansley, John Rickman, Lionel Penrose, Frank Ramsey, Harold Jeffreys and James Strachey; and a network of field scientists which included Harry Godwin, E. Pickworth Farrow and C.C. Fagg. Drawing on unpublished letters written by Freud and on unpublished manuscripts, the authors detail the varied life paths of these psychoanalytic allies, focusing primarily on the 1920s when psychoanalysis in England was open to committed scientific enthusiasts, before the development of training requirements narrowed down what counted as a psychoanalytic community.

Commercial Sugarcane Farming in Eastern Uganda: the answer to vulnerable youth?

2021 ◽  
Vol 37 (1) ◽  
pp. 1-25
Author(s):  
Kassim Mwanika ◽  
Andrew Ellias State ◽  
Peter Atekyereza ◽  
Torun Osterberg
Keyword(s):  
Vulnerable Youth ◽  
Sugarcane Farming ◽  
Eastern Uganda

Not a very NEET solution

2006 ◽  
Vol 20 (3) ◽  
pp. 553-569 ◽  
Author(s):  
Andy Furlong
Keyword(s):  
Youth Unemployment ◽  
Policy Implications ◽  
Vulnerable Youth

Concern with youth unemployment has been replaced with a focus on those not in education, in employment, or in training (NEET). With current levels of youth unemployment low, this emphasis helps remind us that an increase in employment levels is not necessarily accompanied by a reduction in vulnerability. While NEET can be used as a concept for representing problematic transitions, it is an ill-considered concept that places an undue and often misleading emphasis on voluntarism. Drawing on the Scottish School Leavers Survey, the article explores the policy implications of different definitions of NEET, highlights its prevalence, and examines the characteristics of those who are NEET. It is argued that to represent vulnerable youth effectively we must either use a set of definitions that are narrower than that represented by NEET, or adopt a much broader definition that provides a basis for more far-reaching interventions.

Literacy and life skills education for vulnerable youth: What policy makers can do

2014 ◽  
Vol 60 (2) ◽  
pp. 279-288
Author(s):  
Anna Caroline Bernhardt ◽  
Rika Yorozu ◽  
Carolyn Medel-Añonuevo
Keyword(s):  
Life Skills ◽  
Policy Makers ◽  
Vulnerable Youth ◽  
Skills Education ◽  
Life Skills Education

scholarly journals Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the BASE Model

2021 ◽  
Vol 5 ◽  
Author(s):  
Thomas W. Farmer ◽  
Brittany I. Sterrett ◽  
Kate E. Norwalk ◽  
Chen-Chih Chen ◽  
Molly Dawes ◽  
...  
Keyword(s):  
Social Engagement ◽  
Behavior Management ◽  
Social Inclusion ◽  
Social Dynamics ◽  
Early Adolescents ◽  
Vulnerable Youth ◽  
Special Education Needs ◽  
Professional Development Model ◽  
Conceptual Foundations ◽  
Supporting Teachers

We focus on the inclusion of socially vulnerable early adolescents including students with special education needs (SEN). Building from multiple intervention and randomized control trials of a professional development model aimed at supporting teachers' management of the classroom social context, we provide an overview of the Behavioral, Academic, and Social Engagement (BASE) Model as a framework to foster social inclusion. We briefly review the conceptual foundations of this model and we present the delivery (i.e., directed consultation, the scouting report process) and content (i.e., Academic Engagement Enhancement, Competence Enhancement Behavior Management, Social Dynamics Management) components of BASE. We then briefly discuss the intervention support needs of subtypes of socially vulnerable youth and how these needs can be differentially addressed within the BASE framework.

scholarly journals Closing the Signaling Gap: Leveraging learning science and technology design principles to support marginalized and vulnerable youth to transfer their skills, knowledge, and abilities, to new and different types of work.

10.29007/9vtx ◽  
2020 ◽  
Author(s):  
Tessa Forshaw ◽  
Sergio Rosas ◽  
Bethanie Maples
Keyword(s):  
Workforce Development ◽  
Development Program ◽  
New Paradigm ◽  
Technology Design ◽  
Web Based ◽  
Vulnerable Youth ◽  
Entry Level ◽  
Future Of Work ◽  
Early Results ◽  
Routine Tasks

The OECD suggests that young people, ages 18-25, will be the hardest hit by the future of work. As entry-level positions are more likely to involve routine tasks with low skill requirements, this group will be most at risk for disruptions or transitions partially because lack of social capital and exposure to careers prevent them from finding the necessary support to transfer their skills to a new environment (OECD, 2018). As society faces an uncertain and changing future of work, workforce development needs a new paradigm; one founded in leveraging the learning sciences and human-centered technology design to drive inclusion.A preliminary trial of a web-based skills visualization tool with the LA Chamber of Commerce suggests that when participants in their workforce development program created their skills visualization map using the tool, the quantity, and quality of skills used to self-describe increased. Further, the number of participants recommended for an internship also increased. These early results indicate that using a skills visualization map may promote self-explanation, and allow participants to construct a better understanding of how to transfer their skills to a new environment. This approach was used to address the core learning problem of self-explanation, as studies have shown that self-explanation and visualizations are powerful strategies to learn more deeply (Schwartz et al., 2016).

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