This article displays a quasi-experimental case-study into how vocational educators stimulate the development of students' PPTs. No differences were found between the contingent modeling condition and the student condition concerning the development of PPTs. The two vocational domains did show differences. These results are explained by the relatively small extent of diagnosing in vocational educators' contingent modeling as well as the lack of high-level interactions in the discussions.
This article focuses on how length of participation in professional youth work is associated with five outcome variables: prosocial skills, self-mastery, social network, civic participation (volunteering and organizing activities) and finding support from social care services. The study was designed as a longitudinal cohort study of four waves during a 16-month period, gathering the data of 1597 youngsters aged 10–24 who participated in Dutch professional youth work. The results show that, on average, youngsters who participated longer in youth work scored significantly higher on the outcome variables. Respondents did not show individual improvements on outcome variables over the period, but the results demonstrate a cautious positive trend over time in volunteering. Referring youngsters (33%) by youth workers to care services could prevent an exacerbation of existing problems. The results provide knowledge that legitimizes the role of professional youth workers and which can be used by them to improve the support of socially vulnerable youngsters in their personal development and social participation.
This study focuses on revealing and developing personal constructs regarding problem behaviour in classrooms. Twenty-nine teachers (initial and in-service students) took part in the project. The main idea is that teachers opinions about their pupils and themselves influence the way they act in their classrooms. Their thoughts and ideas about students - their personal constructs - are generally unconscious. To clarify and to develop teachers constructs, we used Kellys repertory grid technique and Garmans reflective approach. Both methods give a powerful impulse to the development of thinking and acting of teachers. They can use the experiences as an integral part of their own action research. & I am one of the teachers who took part in the constructs research.A personal set of fifteen constructs on twenty-eight pupils was collected. These constructs showed me what kinds of constructs I have (mainly social-emotional and cognitive ones) and made me reflect. They also made clear to me that I think less positively on problem children. Participation in this research includes coaching, theoretical orientation and continuous reflection, making me conscious of what (problem) behaviour I like or dislike and what I should change to get a professional, holistic view. Then problem behaviour will be more easily tolerated by me and I can teach my colleagues about my new insights in intercommunicative sessions and by personal counselling.
