Assisting At-Risk Populations. Learning Guide 11. Project Connect. Linking Self-Family-Work.

Institution	Emily Hall Tremaine Foundation, Inc., Hartford, CT.; Southern Illinois Univ., Carbondale.
Titel	Assisting At-Risk Populations. Learning Guide 11. Project Connect. Linking Self-Family-Work.
Quelle	(1994), (69 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Education; Behavioral Objectives; Competency Based Education; Consumer Education; Dropouts; Economically Disadvantaged; Helping Relationship; Home Economics; Homeless People; Homemaking Skills; Instructional Materials; Intervention; Learning Activities; Out of School Youth; Problem Solving; Self Esteem; State Curriculum Guides; Teaching Guides; Illinois + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Konsumerziehung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Helfende Beziehung; Hauswirtschaft; Hauswirtschaftslehre; Homeless person; Homeless persons; Obdachloser; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernaktivität; Problemlösen; Self-esteem; Selbstaufmerksamkeit; Rahmenlehrplan; Lehrerhandbuch
Abstract	This learning guide on assisting at-risk populations is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job responsibilities so that these aspects of living will complement each other. Introductory material includes general guidelines/check list for users with key to symbols used to designate enhancement activities and general comments on assisting at-risk populations. The guide is divided into two parts that deal with the at-risk populations of dropouts and homeless persons. Competencies are identified for each part with a set of outcomes, definitions, key ideas, facilitator strategies, and learner activities. Supplementary and resource aids are listed at the end of the sections. Three competencies are addressed for dropouts: analyze reasons for dropping out of school; identify constructive ways to reinforce self esteem; and identify sources of assistance for achieving personal goals. Seventeen supplements contain information and activity sheets on the following: potential dropouts, reasons for dropping out, self-confidence, self-esteem, goal setting, and resources. This section contains 21 references. Four competencies related to the homeless are addressed: explain the circumstances which contribute to homelessness; identify problems resulting from homelessness and ways these might be resolved; describe ways in which homeless persons may seek to satisfy their human needs; and determine available sources of help for individuals and families facing homelessness. Twelve supplements include information and activity sheets on the following: housing crises, interpersonal crises, danger signals of becoming homeless, poverty, empathy, and government, community, and local sources of help. This section lists 27 references. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC