Andronikos C Kaliris
PhD, MSc in Career Guidance and Counseling,
Scientific Collaborator, Department of Social and Behavioral Sciences, School of Education, Humanities and Social Sciences, European University Cyprus, Cyprus
Post-doctoral Researcher, Department of Psychology, National and Kapodistrian University of Athens, Greece
Supervisors: Post-doctoral Research,Prof. Philia Issari, and Doctorate (PhD), Prof. Despina Sidiropoulou
Scientific Collaborator, Department of Social and Behavioral Sciences, School of Education, Humanities and Social Sciences, European University Cyprus, Cyprus
Post-doctoral Researcher, Department of Psychology, National and Kapodistrian University of Athens, Greece
Supervisors: Post-doctoral Research,Prof. Philia Issari, and Doctorate (PhD), Prof. Despina Sidiropoulou
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Contrary to the largest part of the 20th century, nowadays, workers “are increasingly dependent on their psychological and social resources (inner value and social capital) and less dependent on organizational career arrangements” (Coetzee, 2014, p. 5). Therefore, they need to act proactively and develop multiple skills and competencies in order to cope with lifelong learning issues (Coetzee, 2014).
On the other hand, career counselors, in times of socioeconomic variability and uncertainty in the world of work, undertake a notably demanding work, as they need to support clients in coping with an array of complicated issues: (a) having an active attitude towards learning and career as well as developing flexibility skills such as career adaptability and career curiosity (Sidiropoulou-Dimakakou, Argyropoulou, & Drosos, 2010a), (b) building confidence in personal capacities and psychosocial resources, such as resilience and self-efficacy (Sidiropoulou-Dimakakou, Argyropoulou, Drosos, Kaliris, & Mikedaki, 2014), (c) redefinition of career self-concept when it is necessary (Kaliris & Krivas, 2013), (d) negotiation of life and career changes without losing sense of self or social identity (Savickas, 2011). Additionally, sometimes therapeutic interventions are needed –to the extent which received training and counselor’s role allows for it- for personal problems that may interact with career development (McIlveen, 2015).
Complexity of career counselors’ roles is also associated to the field of provided services due to the differentiated needs each sector presents (e.g. Secondary and Higher Education, Vocational Education and Training, Public Employment Services etc.). Meanwhile, counselors have to confront differentiated traits and needs of counselees that vary according to gender, age, educational level, and culture etc.
Thus, it is made apparent that if counselors are to meet clients’ various needs and provide effective services it is crucial they are constantly up to date on latest knowledge and new skills (Kaliris, Sidiropoulou-Dimakakou, Argyropoulou, & Fakiolas, 2013), while it is equally important that they possess specific traits and qualifications such as counseling experience, positive self-concept, self-efficacy beliefs, optimism, and resilience (Ginevra et al., 2014). In this paper our focus was turned on career counseling self-efficacy beliefs which refer to career counselor’s perception regarding their skills in performing or coordinating career counseling activities effectively (O’Brien, Heppner, Flores, & Bikos, 1997).
Specifically, a qualitative research is presented based both on perceived self-efficacy resources theory (Bandura, 1997, 2005, 2012) and several research findings highlighting the contribution of self-efficacy beliefs in counselor motivation and effectiveness (Gilliam, 2012; Kaliris et al., 2013; Kozina, Grabovari, De Stefano, & Drapeau, 2010; Wan Jaafar, Mohamed, Bakar, & Ahmad Tarmizi, 2009). The aim of the study was to examine various potential resources on which participants – career counselors may rely on to construct their sense of confidence in their skills. This research endeavor constituted the first phase of a mixed methods research (sequential exploratory design, Creswell, 2009; Kalogeraki, 2013) which was applied with the aim of developing a new instrument to assess perceived resources of career counseling self-efficacy beliefs.
Generation of data evolved by semi-structured interviews (Issari & Pourkos, 2015) with seven (7) career counselors providing services in various agencies both in Education and Employment sectors (University, Liaison Office, Public Employment Services – OAED, Centers of Career Guidance and Counseling – KESYPs, agency for social and vocational rehabilitation of vulnerable groups, NGO). We assume that information derived by interviews contributed to content validity of the scale as researchers did not settle at an intuitive approach of the phenomenon but made an attempt to record a wide range of dimensions through observation of reality (Mylonas, 2012, p. 272) related to career counseling self-efficacy resources.
Data were analyzed through Thematic Analysis procedures (Braun & Clarke, 2006). Thematic Analysis has the major advantage of promoting a consistent and deep data analysis (Due, Zambrano, Chur-Hansen, Turnbull, & Niess, 2015), resulting with clarity in the dominant themes in relation to the meanings that participants attribute to their experiences.
Through systematic analysis researchers arrived at the six (6) following themes as regards with the resources counselors feel they rely upon to develop confidence in their skills for career counseling tasks: (1) a supportive relationship with colleagues, (2) importance of received education and training, (3) contribution of relevant past professional experience, (4) repeated success – effectiveness of counseling work, (5) comparisons to other colleagues’ experiences, (6) contribution of positive feedback by clients. These results, to a certain extent, converge to Bandura’s theory (1997) including four proposed self-efficacy informational resources, namely: mastery experiences, vicarious learning, social persuasion, physiological and emotional states. Grounded in the previous results, we discuss possible research prospects in this particular field of interest and make implications about career counselor education – continuous training.
Keywords: career counselor empowerment, career counseling self-efficacy beliefs, self-efficacy informational resources, qualitative research, mixed methods research, career counselor training.
Contrary to the largest part of the 20th century, nowadays, workers “are increasingly dependent on their psychological and social resources (inner value and social capital) and less dependent on organizational career arrangements” (Coetzee, 2014, p. 5). Therefore, they need to act proactively and develop multiple skills and competencies in order to cope with lifelong learning issues (Coetzee, 2014).
On the other hand, career counselors, in times of socioeconomic variability and uncertainty in the world of work, undertake a notably demanding work, as they need to support clients in coping with an array of complicated issues: (a) having an active attitude towards learning and career as well as developing flexibility skills such as career adaptability and career curiosity (Sidiropoulou-Dimakakou, Argyropoulou, & Drosos, 2010a), (b) building confidence in personal capacities and psychosocial resources, such as resilience and self-efficacy (Sidiropoulou-Dimakakou, Argyropoulou, Drosos, Kaliris, & Mikedaki, 2014), (c) redefinition of career self-concept when it is necessary (Kaliris & Krivas, 2013), (d) negotiation of life and career changes without losing sense of self or social identity (Savickas, 2011). Additionally, sometimes therapeutic interventions are needed –to the extent which received training and counselor’s role allows for it- for personal problems that may interact with career development (McIlveen, 2015).
Complexity of career counselors’ roles is also associated to the field of provided services due to the differentiated needs each sector presents (e.g. Secondary and Higher Education, Vocational Education and Training, Public Employment Services etc.). Meanwhile, counselors have to confront differentiated traits and needs of counselees that vary according to gender, age, educational level, and culture etc.
Thus, it is made apparent that if counselors are to meet clients’ various needs and provide effective services it is crucial they are constantly up to date on latest knowledge and new skills (Kaliris, Sidiropoulou-Dimakakou, Argyropoulou, & Fakiolas, 2013), while it is equally important that they possess specific traits and qualifications such as counseling experience, positive self-concept, self-efficacy beliefs, optimism, and resilience (Ginevra et al., 2014). In this paper our focus was turned on career counseling self-efficacy beliefs which refer to career counselor’s perception regarding their skills in performing or coordinating career counseling activities effectively (O’Brien, Heppner, Flores, & Bikos, 1997).
Specifically, a qualitative research is presented based both on perceived self-efficacy resources theory (Bandura, 1997, 2005, 2012) and several research findings highlighting the contribution of self-efficacy beliefs in counselor motivation and effectiveness (Gilliam, 2012; Kaliris et al., 2013; Kozina, Grabovari, De Stefano, & Drapeau, 2010; Wan Jaafar, Mohamed, Bakar, & Ahmad Tarmizi, 2009). The aim of the study was to examine various potential resources on which participants – career counselors may rely on to construct their sense of confidence in their skills. This research endeavor constituted the first phase of a mixed methods research (sequential exploratory design, Creswell, 2009; Kalogeraki, 2013) which was applied with the aim of developing a new instrument to assess perceived resources of career counseling self-efficacy beliefs.
Generation of data evolved by semi-structured interviews (Issari & Pourkos, 2015) with seven (7) career counselors providing services in various agencies both in Education and Employment sectors (University, Liaison Office, Public Employment Services – OAED, Centers of Career Guidance and Counseling – KESYPs, agency for social and vocational rehabilitation of vulnerable groups, NGO). We assume that information derived by interviews contributed to content validity of the scale as researchers did not settle at an intuitive approach of the phenomenon but made an attempt to record a wide range of dimensions through observation of reality (Mylonas, 2012, p. 272) related to career counseling self-efficacy resources.
Data were analyzed through Thematic Analysis procedures (Braun & Clarke, 2006). Thematic Analysis has the major advantage of promoting a consistent and deep data analysis (Due, Zambrano, Chur-Hansen, Turnbull, & Niess, 2015), resulting with clarity in the dominant themes in relation to the meanings that participants attribute to their experiences.
Through systematic analysis researchers arrived at the six (6) following themes as regards with the resources counselors feel they rely upon to develop confidence in their skills for career counseling tasks: (1) a supportive relationship with colleagues, (2) importance of received education and training, (3) contribution of relevant past professional experience, (4) repeated success – effectiveness of counseling work, (5) comparisons to other colleagues’ experiences, (6) contribution of positive feedback by clients. These results, to a certain extent, converge to Bandura’s theory (1997) including four proposed self-efficacy informational resources, namely: mastery experiences, vicarious learning, social persuasion, physiological and emotional states. Grounded in the previous results, we discuss possible research prospects in this particular field of interest and make implications about career counselor education – continuous training.
Keywords: career counselor empowerment, career counseling self-efficacy beliefs, self-efficacy informational resources, qualitative research, mixed methods research, career counselor training.
Contrary to the largest part of the 20th century, nowadays, workers “are increasingly dependent on their psychological and social resources (inner value and social capital) and less dependent on organizational career arrangements” (Coetzee, 2014, p. 5). Therefore, they need to act proactively and develop multiple skills and competencies in order to cope with lifelong learning issues (Coetzee, 2014).
On the other hand, career counselors, in times of socioeconomic variability and uncertainty in the world of work, undertake a notably demanding work, as they need to support clients in coping with an array of complicated issues: (a) having an active attitude towards learning and career as well as developing flexibility skills such as career adaptability and career curiosity (Sidiropoulou-Dimakakou, Argyropoulou, & Drosos, 2010a), (b) building confidence in personal capacities and psychosocial resources, such as resilience and self-efficacy (Sidiropoulou-Dimakakou, Argyropoulou, Drosos, Kaliris, & Mikedaki, 2014), (c) redefinition of career self-concept when it is necessary (Kaliris & Krivas, 2013), (d) negotiation of life and career changes without losing sense of self or social identity (Savickas, 2011). Additionally, sometimes therapeutic interventions are needed –to the extent which received training and counselor’s role allows for it- for personal problems that may interact with career development (McIlveen, 2015).
Complexity of career counselors’ roles is also associated to the field of provided services due to the differentiated needs each sector presents (e.g. Secondary and Higher Education, Vocational Education and Training, Public Employment Services etc.). Meanwhile, counselors have to confront differentiated traits and needs of counselees that vary according to gender, age, educational level, and culture etc.
Thus, it is made apparent that if counselors are to meet clients’ various needs and provide effective services it is crucial they are constantly up to date on latest knowledge and new skills (Kaliris, Sidiropoulou-Dimakakou, Argyropoulou, & Fakiolas, 2013), while it is equally important that they possess specific traits and qualifications such as counseling experience, positive self-concept, self-efficacy beliefs, optimism, and resilience (Ginevra et al., 2014). In this paper our focus was turned on career counseling self-efficacy beliefs which refer to career counselor’s perception regarding their skills in performing or coordinating career counseling activities effectively (O’Brien, Heppner, Flores, & Bikos, 1997).
Specifically, a qualitative research is presented based both on perceived self-efficacy resources theory (Bandura, 1997, 2005, 2012) and several research findings highlighting the contribution of self-efficacy beliefs in counselor motivation and effectiveness (Gilliam, 2012; Kaliris et al., 2013; Kozina, Grabovari, De Stefano, & Drapeau, 2010; Wan Jaafar, Mohamed, Bakar, & Ahmad Tarmizi, 2009). The aim of the study was to examine various potential resources on which participants – career counselors may rely on to construct their sense of confidence in their skills. This research endeavor constituted the first phase of a mixed methods research (sequential exploratory design, Creswell, 2009; Kalogeraki, 2013) which was applied with the aim of developing a new instrument to assess perceived resources of career counseling self-efficacy beliefs.
Generation of data evolved by semi-structured interviews (Issari & Pourkos, 2016) with seven (7) career counselors providing services in various agencies both in Education and Employment sectors (University, Liaison Office, Public Employment Services – OAED, Centers of Career Guidance and Counseling – KESYPs, agency for social and vocational rehabilitation of vulnerable groups, NGO). We assume that information derived by interviews contributed to content validity of the scale as researchers did not settle at an intuitive approach of the phenomenon but made an attempt to record a wide range of dimensions through observation of reality (Mylonas, 2012, p. 272) related to career counseling self-efficacy resources.
Data were analyzed through Thematic Analysis procedures (Braun & Clarke, 2006). Thematic Analysis has the major advantage of promoting a consistent and deep data analysis (Due, Zambrano, Chur-Hansen, Turnbull, & Niess, 2015), resulting with clarity in the dominant themes in relation to the meanings that participants attribute to their experiences.
Through systematic analysis researchers arrived at the six (6) following themes as regards with the resources counselors feel they rely upon to develop confidence in their skills for career counseling tasks: (1) a supportive relationship with colleagues, (2) importance of received education and training, (3) contribution of relevant past professional experience, (4) repeated success – effectiveness of counseling work, (5) comparisons to other colleagues’ experiences, (6) contribution of positive feedback by clients. These results, to a certain extent, converge to Bandura’s theory (1997) including four proposed self-efficacy informational resources, namely: mastery experiences, vicarious learning, social persuasion, physiological and emotional states. Grounded in the previous results, we discuss possible research prospects in this particular field of interest and make implications about career counselor education – continuous training.
Keywords: career counselor empowerment, career counseling self-efficacy beliefs, self-efficacy informational resources, qualitative research, mixed methods research, career counselor training.
Annovazzi, C.*, Ginevra, M.C.*, Kaliris, A.**, Lodi E.*** & Sovet L.****
* University of Milano Bicocca, Italy; ** University of Athens, Greece; *** University of Sassari, Italy; **** Conservatoire National des Arts et Métiers, Paris, France.
With the labour market in constant change, as that we go through today, it is impossible to predict what will be the most needed job profiles and skills in the next years. The working and social world of 21st century is protean and, consequently, the future is considered uncertain, unpredictable and risky. Acknowledging complexity of career development, career counselling psychology literature, in line with the Life Design approach, recently showed the necessity to identify levels of explanation and of intervention that different constructs - adaptability, optimism, resilience and hope - should have. In addition to these variables, it is hypothesized that the innovative construct of courage, has an important role in the career choice. According to prior ideas, an international research group was created by Italian, French and Greek PhD students and Post-Doctoral Researchers, members of the First ECADOC Summer School. For the first time, we aim to investigate mutual interactions with courage, career adaptability, hope, optimism, psychological well-being, and career decision-making difficulties in Italian, Greek, and French high school students in a cross-cultural study. Our purpose is to test a mediation model and to identify the constructs with the higher influence as well as to understand how these influences are structured. Preliminary results of our ongoing research will be also presented.