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Cultural preparedness is presented as a conceptual framework that could guide the development of culture-resonant interventions.
The Jiva careers programme is presented as a case study to illustrate a method of career and livelihood planning based upon Indian
epistemology and cultural practices. Social cognitive environments and career beliefs are discussed as key factors that characterise
a group’s orientation to career development. An impact analysis is described. Traditional knowledge is highlighted as an important
resource for constructing career guidance programmes to address the needs of clients from different cultural heritages. 相似文献
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Arulmani Gideon van Laar Darren Easton Simon 《International Journal for Educational and Vocational Guidance》2003,3(3):193-204
This paper responds to current discussions in career psychology that emphasise the importance of understanding how socio-economic
backgrounds and social-cognitive environments influence career development. Located in India, this study examines the interaction
between career beliefs and socio-economic status within a sample of Indian high school students. Significant socio-economic
status differences were observed, with the lower SES groups showing higher levels of negative career beliefs. The relevance
of these findings to career psychologists who work in multi cultural contexts is discussed within the framework of the Social
Cognitive Theories of Career Decision Making.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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It is not known whether children who are struggling with reading in a non‐dominant language will respond better to a phonological intervention or to one that addresses oral proficiency. Multilingual seven‐to nine‐year‐olds showing reading difficulty in a non‐dominant language, English, were given a three‐week intervention in phonological skills or in language proficiency and were compared with two control groups (one with reading difficulties and one with no reading difficulties) who received a non‐language based intervention. The group receiving the explicit phonological instructions showed significantly better gain in reading and spelling measures than the language proficiency and reading difficulties control group, but did not reach the levels of the noreading‐difficulty group. The phonological intervention was particularly effective for children with the lowest single‐word reading scores. We suggest that the intervention helped to catalyse the fine‐tuning of the phonological domain, making phonological representations optimally available for decoding, phonological manipulations and literacy development. 相似文献
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