This study of Cheshire and Lancashire society in the late fourteenth and early fifteenth centuries is a unique attempt to reconstruct the social life of an English region in the later Middle Ages. Drawing on the voluminous archives of the two palatinates and the extensive muniment collections of local families, it offers an unusually rich and wide-ranging analysis of a dynamic regional society at a dramatic stage in its history.
Community psychology is a diverse field. Community psychologists may work for the government, for nonprofit foundations, as researchers or teachers in academic settings, at NGOs, as independent consultants, overseas in international development, and more. Despite such professional diversity, very little information has formally been made available to students and practitioners about the range of careers they can pursue when studying community psychology. Diverse Careers in Community Psychology details a range of potential career paths for someone with community psychology or related social science training, describes the different types of careers (e.g., tasks involved, benefits and challenges, salary range, etc.), and outlines steps one can take to develop such a career. The volume is built on three foundations: (1) a career survey of almost 450 respondents, which provides quantitative information about the different types of settings in which individuals with community psychology training might find themselves; (2) more than twenty chapters by contributors who share their personal stories and guidance on how to select, prepare for, find, and succeed in careers similar to theirs; (3) and interviews with community psychologists, further illustrating examples discussed in the authored chapters. This volume provides both a depth and breadth of information about the possible careers available for someone with community psychology or related training.
Discover comprehensive coverage of leading research and theory in career psychology with the newest edition of a canonical work The newly revised and thoroughly updated third edition of Career Development and Counseling retains many features of the celebrated second edition, including in-depth coverage of major theories of career development, interventions and assessment systems across the life span, and the roles of diversity, individual differences, and social factors in career development. This new edition also covers essential new material on emerging topics like: The future of work and preparing people for work in the new economy The psychology of working theory Working with older adults and retirees Working with the unemployed and underemployed Calling, work meaning, career adaptability, and volition This book illuminates scientifically informed career practices from an interdisciplinary perspective, engaging readers with concrete strategies and practical tips for working with clients of all kinds. Drawing on vocational, industrial, organizational, and personality psychology, Career Development and Counseling is ideal for graduate students at the masters and doctoral levels in counseling, counseling psychology, counselor education, and educational psychology.
College Aspirations and Access in Working Class Rural Communities: The Mixed Signals, Challenges, and New Language First-Generation Students Encounter explores how a working class, rural environment influences rural students’ opportunities to pursue higher education and engage in the college choice process. Based on a case study with accounts from rural high school students and counselors, this book examines how these communities perceive higher education and what challenges arise for both rural students and counselors. The book addresses how college knowledge and university jargon illustrate the gap between rural cultural capital and higher education cultural capital. Insights about approaches to reduce barriers created by college knowledge and university jargon are shared and strategies for offering rural students pathways to learn academic language and navigate higher education are presented for both secondary and higher education institutions.
Find out how to navigate the ins and outs of the job search in this easy-to-use guide. You'll learn why it's important to match your career choices to your values and how to do it. You'll figure out what level of education you need for the job that you want. Want free online career resources? They're in there too. You'll get tips and templates for creating resumes and cover letters and a guide to the real meaning behind some of the most commonly asked interview questions, as well as salary negotiation basics--all in this concise, easy-to-use guide. Get all the shortcuts you need to get to the job you want.
By any measure of test scores and graduation rates, public schools are failing to educate a large percentage of Chicana/o youth. But despite years of analysis of this failure, no consensus has been reached as to how to realistically address it. Taking a new approach to these issues, Marcos Pizarro goes directly to Chicana/o students in both urban and rural school districts to ask what their school experiences are really like, how teachers and administrators support or thwart their educational aspirations, and how schools could better serve their Chicana/o students. In this accessible, from-the-trenches account of the Chicana/o school experience, Marcos Pizarro makes the case that racial identity formation is the crucial variable in Chicana/o students' success or failure in school. He draws on the insights of students in East Los Angeles and rural Washington State, as well as years of research and activism in public education, to demonstrate that Chicana/o students face the daunting challenge of forming a positive sense of racial identity within an educational system that unintentionally yet consistently holds them to low standards because of their race. From his analysis of this systemic problem, he develops a model for understanding the process of racialization and for empowering Chicana/o students to succeed in school that can be used by teachers, school administrators, parents, community members, and students themselves.
