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2 recherche sur le mot-clé 'Mentorship'
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Mentoring University Students with ASD: A Mentee-centered Approach / Nicole ROBERTS in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
[article]
Titre : Mentoring University Students with ASD: A Mentee-centered Approach Type de document : Texte imprimé et/ou numérique Auteurs : Nicole ROBERTS, Auteur ; Elina BIRMINGHAM, Auteur Article en page(s) : p.1038-1050 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Mentorship Mentee Mentor Self-advocacy University Index. décimale : PER Périodiques Résumé : This study presents a conceptual understanding of how mentorship is experienced by the participants of a mentorship program for university students with Autism Spectrum Disorder. We interviewed the participants of the Autism Mentorship Initiative at Simon Fraser University. A grounded theory approach was used to systematically organize data from interviews and documents to reveal themes that were salient to the mentees (students with autism; n?=?9) and mentors (neurotypical students; n?=?9). The following five main themes were identified and interrelated under the core theme of A Mentee-centered Approach: (1) The Natural Progression of the Relationship, (2) The Supportive Mentor, (3) The Meeting Process, (4) Identifying and Implementing Goals, and (5) Learning Together. An in-depth analysis of a mentorship process is described. En ligne : http://dx.doi.org/10.1007/s10803-016-2997-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1038-1050[article] Mentoring University Students with ASD: A Mentee-centered Approach [Texte imprimé et/ou numérique] / Nicole ROBERTS, Auteur ; Elina BIRMINGHAM, Auteur . - p.1038-1050.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1038-1050
Mots-clés : Autism spectrum disorder Mentorship Mentee Mentor Self-advocacy University Index. décimale : PER Périodiques Résumé : This study presents a conceptual understanding of how mentorship is experienced by the participants of a mentorship program for university students with Autism Spectrum Disorder. We interviewed the participants of the Autism Mentorship Initiative at Simon Fraser University. A grounded theory approach was used to systematically organize data from interviews and documents to reveal themes that were salient to the mentees (students with autism; n?=?9) and mentors (neurotypical students; n?=?9). The following five main themes were identified and interrelated under the core theme of A Mentee-centered Approach: (1) The Natural Progression of the Relationship, (2) The Supportive Mentor, (3) The Meeting Process, (4) Identifying and Implementing Goals, and (5) Learning Together. An in-depth analysis of a mentorship process is described. En ligne : http://dx.doi.org/10.1007/s10803-016-2997-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 Leveraging science to inform social policy: How Ed Zigler created a movement / Kimber BOGARD in Development and Psychopathology, 33-2 (May 2021)
[article]
Titre : Leveraging science to inform social policy: How Ed Zigler created a movement Type de document : Texte imprimé et/ou numérique Auteurs : Kimber BOGARD, Auteur ; Ruby TAKANISHI, Auteur Année de publication : 2021 Article en page(s) : p.431-440 Langues : Anglais (eng) Mots-clés : Ed Zigler mentorship philanthropy policy science Index. décimale : PER Périodiques Résumé : Ed Zigler believed that developmental science should be applied to policy, programs, and practices to improve the lives of children and families. He shared this belief with others and paved the way for alternative career pathways. This paper describes how Ed influenced others to connect science with program development, evaluation, and policy, and created networks of applied scholars. Ed Zigler's influence is broad and spans beyond academia to influencer organizations. We weave our own professional experiences throughout the paper, which we organized around three lessons we learned from Ed: (a) explore alternative career pathways and build the field; (b) start with the science and think application; (c) apply the knowledge and influence policy. En ligne : http://dx.doi.org/10.1017/s0954579420002126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Development and Psychopathology > 33-2 (May 2021) . - p.431-440[article] Leveraging science to inform social policy: How Ed Zigler created a movement [Texte imprimé et/ou numérique] / Kimber BOGARD, Auteur ; Ruby TAKANISHI, Auteur . - 2021 . - p.431-440.
Langues : Anglais (eng)
in Development and Psychopathology > 33-2 (May 2021) . - p.431-440
Mots-clés : Ed Zigler mentorship philanthropy policy science Index. décimale : PER Périodiques Résumé : Ed Zigler believed that developmental science should be applied to policy, programs, and practices to improve the lives of children and families. He shared this belief with others and paved the way for alternative career pathways. This paper describes how Ed influenced others to connect science with program development, evaluation, and policy, and created networks of applied scholars. Ed Zigler's influence is broad and spans beyond academia to influencer organizations. We weave our own professional experiences throughout the paper, which we organized around three lessons we learned from Ed: (a) explore alternative career pathways and build the field; (b) start with the science and think application; (c) apply the knowledge and influence policy. En ligne : http://dx.doi.org/10.1017/s0954579420002126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444