Session Information
04 SES 15 C, The Importance of Parents and Family in the Context of Educational Transitions and Vocational Orientation
Symposium
Contribution
The factor of time and individual patterns of time perception can be utilized in various ways in transition counselling. Specific patterns of time perception can also be found in different target groups. What different meanings of time do young people with disability experiences, their parents, and professional supporters have? How does the factor of time specifically impact questions regarding the past, present, and future in transition counseling? Through interview analyses with Constructivist Grounded Theory (Charmaz 2009), an attempt is made to answer these questions. In conclusion, a reflective understanding of concepts of time perception is made practical for transition counseling (Fasching & Felbermayr 2024). This knowledge could be applied in counseling conversations within transition counseling in various settings (individual, family, groups).
References
Charmaz, K. (2009). Shifting the grounds: Constructivist grounded theory methods. In: Morse, Janice M. et al. (Eds.): Developing grounded theory: The second generation. Walnut Creek, Calif: Left Coast Press: 127-154. Conney, B.F. (2002). Exploring Perspectives on Transition of Youth with Disabilities. Voices of Young Adults, Parents, and Professionals. Mental Retardation, 40(6), 425–425. DOI: 10.1352/0047-6765. Fasching, H., Felbermayr, K. (2024). Elternkooperation in der Übergangsberatung Schule- Beruf. In: K. Lauermann et al. (Eds.): Soziale Arbeit zwischen Inklusion und Exklusion: Perspektiven aus Forschung und Praxis. Opladen/ Berlin/ Toronto: Verlag Barbara Budrich: 83-92. Fasching, H., Felbermayr, K. & Todd, L. (2023). Involving Young People with Disabilities in Post-school Transitions through Reflecting Teams. Methodological Reflections and Adaptions for more Participation in a Longitudinal Study. In: International Journal of Educational and Life Transitions, 2(1): 19, pp. 1–15. DOI: https://doi.org/10.5334/ijelt.44. Hetherington, S.A., Durant-Jones, L., Johnson, K., Nolan, K., Smith, E., Taylor-Brown, S. & Tuttle, J. (2010). The Lived Experience of Adolescents with Disabilities and their Parents in Transition Planning. Focus on Autism and Other Developmental Disabilities, 25(3), 163–172. DOI: 10.1177/1088357610373760.
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