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At least 37 records · Page 2Linked to original sources
PubMed1978

Physiognomic perception and educational-vocational preference.

The purpose of the present study was to determine whether physiognomic perception influenced community college students' selection of a variety of educational-vocational goals. Physiognomic perception, a cognitive style dimension through which people imbue objects with varying degrees of affect, was measured by a standardized and validated instrument known as the Stein Physiognomic Cue Test. The subjects were 183 community college students classified according to their stated choice of major field on a brief questionnaire. The hypothesis that students selecting various major fields of study would differ as a function of physiognomic tendencies was supported. The expectation that females would have greater physiognomic tendencies than males was not confirmed for the present sample.

Adolescent↗
PubMed1991

[Occupational training measures for adolescents with asthma and allergy: one-year vocational education].

The "Förderungslehrgang" in our asthma center is a special training program for adolescents handicapped by asthma or allergic diseases who are therefore not able to start apprenticeship. The course takes one year. Besides vocational guidance and tryout of different occupations, medical and psychological diagnostics are performed. Medical service is provided all day, and a hospital with emergency unit is within the area. Though 41% of the participants did finish school without any qualified graduation after their compulsory school attendance, 79% were able to start apprenticeship after the course.

Adolescent↗
PubMed1992

[Combined vocational education and industrial management--presentation of a cooperative project for improved integration of adolescents with learning handicaps].

Major structural labour market changes, i.e. dramatic losses in job opportunities for unskilled labour and continually rising levels of job requirements facing skilled workers on the one hand and an increasing demand for skilled workers on the other, are entailing enhanced job opportunities for disadvantaged societal groups, at the same time however also increasing the occupational risk of these populations, among them the learning disabled. The vocational training centres having for more than a decade been gaining experience in the vocational and social rehabilitation of this latter group, the project outlined is intended to make even better use of their potential. The main objectives of the project are: 1. optimizing the vocational training centres' range of placement-focussed measures by: intensifying industrial training periods, coordinated "start up" support on occupational entry, post-placement services; 2. transfer of the vocational training centres' technical knowledge and experience into industry-based training by: follow-along support services ("ausbildungsbegleitende Hilfen"), workshops on the initial vocational training of learning disabled young adults, and other forms of cooperation. Apart from reaching the goals outlined, the project is expected to give new impulse to the day-to-day practice of the vocational training centres as well as to generate even greater networking of the centres with their industrial environments.

Adolescent↗
PubMed1993

[Adolescents with autism syndrome and autistic manifestations in vocational education centers].

Young people with autistic syndrome or autistic traits have for some years also been included in vocational training centre programmes. The present study had been aimed at analyzing the experience gained during vocational rehabilitation service provision and at fathoming conditions for a successful training course and placement process. 10 centres reported their experience from vocational training of 29 autistic young people, with the following noted in conclusion: The vocational training centres primarily accept young people with qualified educational levels and moderate behavioural peculiarities. The training as a rule is completed successfully. During programme participation, however, considerable problems arise in acquiring social and communication skills as well as in cognitive respects. Notwithstanding successful training completion, only some 25% could be placed in appropriate employment in the general labour market. Communication problems, impact of vocational training centre infrastructure, supportive and follow-up services, preparation and follow-along of staff, as well as alternatives to current vocational education practices are discussed.

Adolescent↗