TY - JOUR
T1 - Interactive behaviours for building independence in exceptional youth
AU - Topping, K. J.
AU - Foggie, J.
N1 - dc.publisher: Wiley-Blackwell
The definitive version is available at www3.interscience.wiley.com
dc.description.sponsorship: Careers Scotland
PY - 2008/6
Y1 - 2008/6
N2 - A project, which deployed key workers (KWs) to support vulnerable young people (YPs) in post-school transition, aiming to enhance independence and employability, was evaluated. KWs and client YPs were interviewed, and KWs were observed in interaction with YPs. The clients interviewed were generally very positive about the project. Most KWs reported they used a wide range of interactive behaviours with their clients, but the correlation with behavioural observations was weak. Observation suggested a few behaviours were used frequently, but most very rarely. In particular, actually observed building active independence behaviours were very few. Implications for future research, policy and practice are discussed
AB - A project, which deployed key workers (KWs) to support vulnerable young people (YPs) in post-school transition, aiming to enhance independence and employability, was evaluated. KWs and client YPs were interviewed, and KWs were observed in interaction with YPs. The clients interviewed were generally very positive about the project. Most KWs reported they used a wide range of interactive behaviours with their clients, but the correlation with behavioural observations was weak. Observation suggested a few behaviours were used frequently, but most very rarely. In particular, actually observed building active independence behaviours were very few. Implications for future research, policy and practice are discussed
KW - Vulnerable people
KW - Youth work
KW - Interpersonal relationships
U2 - 10.1111/j.1471-3802.2008.00103.x
DO - 10.1111/j.1471-3802.2008.00103.x
M3 - Article
SN - 1471-3802
VL - 8
SP - 57
EP - 67
JO - Journal of Research in Special Educational Needs
JF - Journal of Research in Special Educational Needs
IS - 2
ER -