Building Resilience: Helping Young Adults in the Adult Education Classroom.

Autor/in	Robinson, Elly
Institution	Language Australia, Melbourne (Victoria). Adult Education Resource and Information Service.
Titel	Building Resilience: Helping Young Adults in the Adult Education Classroom.
Quelle	In: ARIS Resources Bulletin, 11 (2000) 4, S.1-4 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Adolescent Development; Adult Basic Education; Attitude Change; Classroom Techniques; Dropouts; Educational Attitudes; Educational Needs; Educational Practices; Foreign Countries; High Risk Students; High School Equivalency Programs; Late Adolescents; Postsecondary Education; Resilience (Personality); Student Attitudes; Student Characteristics; Student Development; Student Needs; Teacher Attitudes; Teacher Student Relationship; Teaching Methods; Young Adults + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Attitudinal change; Einstellungsänderung; Klassenführung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Educational need; Bildungsbedarf; Bildungspraxis; Ausland; Problemschüler; Halbstarker; Post-secondary education; Tertiäre Bildung; Schülerverhalten; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Young adult; Junger Erwachsener
Abstract	Because of changes in welfare eligibility, the education system, and employment and training opportunities, it has become more likely that young people who have had difficulty with the mainstream schooling system and who face a lack of employment options will end up in adult education. Educators in the adult education classroom have an opportunity to make this a valuable experience for these young people. Factors for educators in these settings to consider are the following: the stages of adolescent development; risk and resilience factors; and how to apply an understanding of risk and resilience to an educational setting. Educational practices that may prove positive include the following: (1) see any interaction as an opportunity; (2) take a caring, friendly, open and unhurried approach; (3) listen to the young person and provide positive feedback; (4) acknowledge and compliment them for turning up, discussing sensitive issues, and making an effort; (5) positively reframe; (6) model respect for the young person's life experience and insight; and (7) lend firm, fair, and consistent control. (KC)
Anmerkungen	Language Australia, GPO Box 372F Melbourne, Victoria 3001, Australia. Tel: 61 3 9926 4794; Fax: 61 3 9926 4780; e-mail: davet@la.ames.vic.edu.au, Web site: http://sunsite.anu.edu.au/language-australia/aris ($30 Australian for annual subscription).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01