Home About us Contact
|
Home About us Contact | ||
|
|
||
Unexpected Pathways (unexpected + pathway)
Selected AbstractsWhen Predictions Fail: The Case of Unexpected Pathways Toward High School DropoutJOURNAL OF SOCIAL ISSUES, Issue 1 2008Linda S. Pagani This study examines childhood variables that tend to deflect life-course trajectories away from finishing high school. We examined unexpectedly graduating in the presence of three empirical risk factors (having a mother that did not finish high school, being from a single-parent family in early childhood, and having repeated a grade in primary school) and unexpectedly not graduating in the absence these same factors (low risk). The comparison groups comprised individuals who expectedly did not graduate (first case) and expectedly graduated (second case). We found that having experienced all three factors practically guaranteed not finishing high school, thus defining a crystal clear target group for policy. Without screening, intervention, and follow-up, individuals facing such cumulative risk are most unlikely to graduate. We also found a group of males and females that did not finish high school despite not having these three risk factors. These missed estimates become nontrivial once they are translated into a population-level statistic of lost human capital investments. Specific family and individual factors helped explain the unexpected life course toward not finishing high school, especially for low-risk males and females. Our results suggest policies that support childhood screening for attention-related difficulties and helping parents better understand supervision during adolescence. [source] Resilience in the face of potential trauma: Clinical practices and illustrationsJOURNAL OF CLINICAL PSYCHOLOGY, Issue 8 2006Anthony D. Mancini Many persons exposed to loss or potentially traumatic events manage the stresses of these experiences with minimal to no impact on their daily functioning. The prevalence of this resilient capacity has surprised researchers and clinicians alike and refocused clinical practice. We review three key points about resilience: resilience is different from the process of recovery; resilience in the face of loss or potential trauma is common; and there are multiple and sometimes unexpected pathways to resilience. We then present six clinical practices informed by the study of resilience, illustrating key points with clinical vignettes. © 2006 Wiley Periodicals, Inc. J Clin Psychol: In Session 62: 971,985, 2006. [source] School Engagement Trajectories and Their Differential Predictive Relations to DropoutJOURNAL OF SOCIAL ISSUES, Issue 1 2008Michel Janosz Although most theories draw upon the construct of school engagement in their conceptualization of the dropout process, research addressing its hypothesized prospective relation with dropout remains scarce and does not account for the academic and social heterogeneity of students who leave school prematurely. This study explores the reality of different life-course pathways of school engagement and their predictive relations to dropout. Using an accelerated longitudinal design, we used growth mixture modeling to generate seven distinct trajectories of school engagement with 12- to 16-year-old students (N = 13,300). A vast majority of students were classified into three stable trajectories, distinguishing themselves at moderate to very high levels of school engagement. We refer to these as developmentally normative pathways in light of their frequent occurrence and stability. Although regrouping only one-tenth of participants, four other nonnormative (or unexpected pathways) accounted for the vast majority of dropouts. Dropout risk was closely linked with unstable pathways of school engagement. We conclude by debating the delicate investment balance between universal strategies and more selective and differentiated strategies to prevent dropout. We also discuss the need to better understand why, within normative trajectories, some students with high levels of school engagement drop out of school. [source] When Can We Expect the Unexpected?JOURNAL OF SOCIAL ISSUES, Issue 1 2008Predicting Educational Attainment When it Differs from Previous Expectations Individuals' expectations are strong predictors of their behaviors; educational expectations predict enrollment in postsecondary education. Yet in many cases, a youth's previous educational expectations are not met or are exceeded. This study examines correlates of educational expectations and unexpected educational attainment using longitudinal data from Monitoring the Future, a U.S. national study. Demographic characteristics, educational experiences in high school, and other risk and protective factors were related to expectations for educational attainment during high school. Logistic regressions indicated that high school curriculum, average grades, educational aspirations, and parents' educational level were particularly strong indicators of youth not meeting their expectation to graduate from a 4-year college, or graduating from college despite expecting not to graduate by age 25/26. We discuss the implications of unexpected pathways in terms of discontinuity during transitions and consider the implications for improved educational and career counseling during high school. [source] | ||||||||||