By Felicia L. Wilczenski
This publication describes how carrier studying, an intervention that may be either remedial or preventive and person or systemic, can permit college psychologists to extend their function past distinctive populations to serve scholars in the educational mainstream. It attracts connections among the confident psychology move, the nurturing of goal in early life, and the advantages of carrier learning.
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Additional resources for A Practical Guide to Service Learning: Strategies for Positive Development in Schools
Psychological Science, 12, 18–23. , & Westheimer, J. (1996). In the service of what? The politics of service learning. Phi Delta Kappan, 77, 593–599. , & Wick, R. (2003). Care ethics, service-learning, and social change. Michigan Journal of Community Service-learning, 10, 39–50. , & Neal, M. (2004). Community service and service-learning is public schools. Reclaiming Children and Youth, 13, 138–143. , & Wheeler, J. (2003). Service-learning and resilience in disaffected youth: A research study. H.
Los Angeles, CA: Constitutional Rights Foundation. htm. 34 2. Positive and Best Practicesin Service Learning Silcox, H. (1993). A how to guide to reflection: Adding cognitive learning to community service-learning programs. Holland, PA: Brighton Press. , & DiGiuseppe, R. (2004). Integrating positive psychology into schools: Implications for practice. Psychology in the Schools, 41, 163–172. , & Toole, P. (1995).
Tribal schools can enlist students as resources to address that needfulness while providing an academic curriculum that is culturally relevant. Service learning in tribal communities relates education to each person’s and each community’s orientation to land, history, and traditional values. Native Americans are working to retain their cultural heritage. Dawson described a culturally relevant service-learning project among the Sitka Tribe in Alaska. Students interviewed the community’s elders to transform oral histories into written histories.