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2008
AI
This article presents an interdisciplinary framework for career counseling that integrates work with other life dimensions, highlighting the importance of holistic approaches in the context of societal changes. It discusses the Integrative Life Planning (ILP) model, which emphasizes life tasks that promote both personal satisfaction and societal good. The article critiques traditional career counseling methods focused on job placement, advocating for a more comprehensive view of career guidance that considers broader life roles and holistic human development.
Orientación y Sociedad, 2006
Personal and career development interventions aim to help people find answers to personal and career development issues that stem from the societal context in which they live. Societal definitions of these career issues have a double consequence. On the one hand, these issues differ from one culture to another; and, on the other, they evolve along with the contexts in which they are expressed. Implementation of rigorous career development interventions requires, first, a scientific reconstruction of these societal issues and, second, a clear definition of these interventions' goals and ends. Our current view of the societal issues relating to personal and career development interventions may be phrased thus-"How can we help individuals direct their lives, in the (human) society where they interact?" It may be turned into the following scientific question: "What are the factors and processes of lifelong self-construction?" An articulation of three major propositions (sociological, cognitive and dynamic) seems to be needed to answer this question. Such a theoretical frame does not allow for a definition of personal and career development interventions ends. In the world of today, the adoption by everyone of a personal ethic of responsibility towards all life on Earth (H. Jonas) could well be a fundamental end to these interventions.
SA Journal of Industrial Psychology
Journal of Career Development, 1997
2001
Although a textbook defining the principles of career education was published in Paris as early as 1957, career education did not actually develop in Europe until a quarter of a century later. Why it eventually came into its own can be explained by a number of factors, including an ideology promoting individual success, and changes in work organisation. The ends of career education practices are seldom defined: are they aimed at making workers more flexible?; are they meant to facilitate personal achievement? Although the theoretical foundations of these educational programs are often fragile and many of them have never been rigorously evaluated, those that have appear to have reached some of their educational objectives. Several factors should determine the future of career education: the evolution of the social function of school, changes in the role attributed to work in personal development, etc. Résumé: Un siècle d'éducation en orientation: bilan et perspective. Bien qu'un ouvrage définissant les principes de l'éducation en orientation ait été publié dès 1957 à Paris, celle-ci ne se développa en Europe qu'un quart de siècle plus tard. Plusieurs facteurs expliquent cet essor, notamment une idéologie valorisant la réussite individuelle et les transformations de l'organisation du travail. Les finalités des pratiques d'éducation en orientation sont assez rarement explicitées: visent-elles à rendre les travailleurs plus flexibles? à aider à la "réalisation de soi"? Bien que les fondements théoriques de ces programmes éducatifs soient souvent fragiles et que nombre d'entre eux n'aient jamais été rigoureusement évalués, ceux qui l'ont été s'avèrent atteindre certains de leurs objectifs pédagogiques. Plusieurs facteurs devraient déterminer l'avenir de l'éducation en orientation: l'évolution de la fonction sociale de l'école, celle de la place accordée au travail dans la construction de soi, etc. Zusammenfassung: Ein Jahrhundert des Lebensverlaufs-und Berufswahlunterrichts: Rückblick und Perspektiven. Obwohl ein Handbuch, in dem die Prinzipien der Berufswahlvorbereitung definiert wurden, bereits im Jahr 1957 in Paris veröffentlicht wurde, begann deren Entwicklung in Europa erst 25 Jahre später. Die Gründe hierfür werden mit einer Reihe von Faktoren erklärt, vor allem mit einer Ideologie, die persönlichen Erfolg und Veränderungen der Arbeitsorganisation in den Vordergrund stellte. Die Ziele der Berufswahlvorbereitung dagegen werden nur selten definiert: Zielt dieser darauf ab, Arbeitnehmer flexibler zu machen? Oder diese bei der persönlichen Entwicklung zu unterstützen? Usw. Obwohl die theoretischen Grundlagen der entsprechenden Lehrpläne häufig wenig stabil sind und viele dieser Pläne niemals ernsthaft evaluiert wurden, konnte dennoch bei denjenigen, bei denen eine Evaluation stattfand, nachweisen können, dass einige der Ziele tatsächlich erreicht wurden. Einige Faktoren sollten die zukünftige Entwicklung
Human Relations, 2011
This is the opening article in a Human Relations special issue on ‘Interdisciplinary approaches to contemporary career studies’. After introducing a story of an ‘exceptional — but real’ career, we argue for an urgent shift toward greater interdisciplinary inquiry. We reflect on the story to describe differences in the way each of psychology, sociology, social psychology, and economics views the concept of career. We turn to explore what career researchers, representing each of the above social sciences, might not see on their own. In contrast, we highlight how social scientists can move toward a) appreciating the limitations of our separate approaches, b) introducing more appropriate research methods, c) maintaining a wider cross-disciplinary conversation, and d) better serving the client — the person — in our future research. We continue with a preview of the remaining five articles in this special issue, and propose that these can serve as stimuli for a wider conversation.
1973
This volume Contains reactions to the career education concept as proposed by the U.S. Office of Education from a panel of 23 educators, practitioners, businessmen, and students representing such disciplines as anthropology, law, political science, sociology, mathematics, vocational education, psychology, philosophy, and counseling. The Foreword is written by Sidney P. Marland, Jr. Section 1, Laying a Foundation, contains essays dealing with cultural aspects of career education, philosophy, improvement of guidance services, and provision of career education opportunities for women. Section 2, Building a Framework, contains essays concerned with who shall teach career education, career development, dropout prevention, curriculum development, manpower programs, and the role of community and four-year colleges. Section 3, Satisfying the Consumers' Needs, contains essays dealing with problems faced by high school graduates, the commitment of education to society, career education needs of black students, utilizing community resources, and designing career education programs to meet the needs of consumers. Section 4, Redesigning the System, includes essays concerned with pathologies of work, need for competency-based credentialism, accountability and humanism, eliminating barriers separating vocational education from academic subjects, and research needs.
Cypriot Journal of Educational Sciences, 2012
In the context of liquid modernity, vocational issues are much broader and more difficult than earlier as they imply an ongoing reflection on the meaning of one's own life in the purpose of designing it. Everyone is perceived as owning a certain capital of various competencies on which he/she can rely to cope with such a task. This capital varies greatly from one individual to another, depending on their genders, social or ethnic origins, the school organizations they were educated in, the societies where they live, etc. Three kinds of interventions can be offered to help individuals design and construct their careers and lives-information, guidance, and counseling-which may be differentiated according to the importance of the reflection on themselves they request from clients.
Journal of vocational behavior, 1980
A career is defined as the combination and sequence of roles played by a person during the course of a lifetime. These roles include those of child, pupil or student, leisurite, citizen, worker, spouse, homemaker, parent, and pensioner, positions with associated expectations that are occupied at some time by most people, and other less common roles such as those of criminal, reformer, and lover. A Life-Career Rainbow is presented as a means of helping conceptualize multidimensional careers, the temporal involvement in, and the emotional commitment to, each role. Self-actualization in various roles, role conflicts, and the determinants of role selection and of role performance are discussed. The use of the Rainbow in career education and in counseling is briefly considered.
Purpose -With the change in global and local markets and the emergence of new types of careers such as protean careers (which are values-driven), individual values (i.e. citizenship behaviors, altruistic standards, and helping activities) seem to have a growing effect on decisions people make about significant choices in their lives such as the choice of a career. The authors apply a theory of protean career and citizenship/altruistic behavior to study career choices and career development amongst an international sample of MBA and MPA students. It is expected that values may lead to career choices in early stages of vocational search, but career choices and development may also affect one's values during the training process, especially during educational and professional schooling. This paper aims to focus on the issues surrounding career choice. Design/methodology/approach -The study focuses on the first stage of the process of career choice at the beginning of MBA/MPA studies. A quantitative research design was applied by using a survey instrument that draws on a cross-national study. Findings -A positive relationship is found between good citizenship of altruistic behavior and protean career. This relationship is solid and generic beyond the effect of gender, age, or culture/national setting. Originality/value -The findings point to some meaningful relationships amongst the studied variables and emphasize the need to direct MBA/MPA students to a value-oriented educational program in their fields of expertise. The paper ends with a discussion of the theoretical and practical implications for future studies in career development.
Career development in context: Festschrift for Fred Vondracek, 2018
Counseling at the University of Wroclaw (Poland) that concentrates on the following issue: How could career counseling and education contribute to a sustainable human development and to the implementation of decent work all over the world? The main theme of Jean Guichard's research is the dynamism of construction of the self (notably on the occasion of counseling dialogues).
Tathapi Multidisciplinary Journal, 2020
Career guidance plays an important role in helping product markets work and education systems to meet their goals. Because the choice of a career is undeniably one of the most crucial decisions one makes in life. The irony is that such an important decision is often made quite early in the life of an individual and is sometimes made without giving much thought to it. A career should be chosen with utmost care, thought, and planning. Individual have different innate capacities and abilities and hence aptitudes for different kind of work. The purpose of Career Guidance is to match the individuals and the occupation optimally for mutual benefits. It also promotes equity. Recent evidence suggests that social mobility relies on wider acquisition not just of knowledge and skills, but also understanding how to use them. In this context, the mission of career guidance is very vast, to become part of lifelong learning. In this paper, we become to know about the needs and importance of Career Guidance and its proper implementation. And we know how to improve C.G for making children"s beautiful life as well as for all of us. But today in some places of our country this service is already started and adapted, departing from a traditional model of occupational interviewing students about to leave school.
Career Assessment, 2015
Research Paper, 2024
Vocational guidance is an urgent problem of our time, as the rapidly changing world of labor and education requires people not only to choose a suitable profession but also to be ready to update and develop their skills constantly. The complexity of the vocational guidance process is aggravated by the variety of professions available in the labor market and the pressure from society and families expecting a successful career path from each individual. Therefore, studying the factors affecting vocational guidance and finding effective approaches to solving this problem is essential to ensure the successful formation of an individual in the modern world. In the modern world, professional self-determination becomes one of the key tasks people face at different stages of their lives. The process of vocational guidance, although it is an important step on the way to a successful career and personal development, often becomes a complex task complicated by numerous factors and problems
Journal of Vocational Behavior, 2002
Before discussing how to innovate the study of career development using insights from lifespan psychology and life course sociology, researchers might benefit from reconsidering whether they are studying careers or studying vocational behavior. While the word "career" seems ubiquitous in vocational psychology research, there are important differences between the study of vocational behavior, occupational roles, and career development. In this article, I urge researchers to (a) reconsider the meaning of career and research on career development, (b) adopt prospective, longitudinal research designs, and (c) concentrate first on processes of development and then on the content of careers. Considering these suggestions may ready vocational psychology for true innovations such as studying human development through work and relationships.
Page 1. Paper 30 - 1 Life and career planning Bob Dick (1983) Life and career planning: a workbook exercise. Brisbane: Department of Psychology, University of Queensland. A workbook for class use. Introduction The following exercise is to help you to analyse your present life and work. It will help you decide how satisfying it is for you. You will then be given a chance to consider what changes (if any) you may desire.
PsycCRITIQUES, 2010
This chapter addresses life themes in career counselling. Life themes are conceptualised as significant dimensions of career, subjectively and objectively understood. The chapter includes a brief overview of the notion of life themes with reference to classical theories that have long-held life themes as a core theoretical dimension. A dialogical approach to career counselling for life themes is presented. The approach is based upon the Theory of Dialogical Self and Systems Theory Framework of career development and holds that facilitated conversations with self and others, real or imagined, are a primary site for the exploration and construction of life themes in career counselling. Application of two constructivist career assessment and counselling tools, Career Systems Interview and My Career Chapter, is demonstrated in relation to the case of John. It is concluded that this approach offers an alternative for constructivist career counselling for life themes.
Introduction. In a modern dynamic society, new vocations and fields of activity are constantly emerging. The goal of the modern vocational education, information and counselling is to enable the individual to develop a career in the whole life course, full of changes and events. Former approaches have proved inadequate; therefore, new ways are being sought. Therefore, it is necessary to design approaches in managing careers, including those with special needs, and which counselling approaches for a career are best suited to an increasingly dynamic labour market. Aim and task. The basic research goal is to find all those innovations in theories and practices that appear in newer career guidance and career counselling approaches. For that purpose,, an longitudinal analysis of articles, studies, guidelines has been carried out that are accessible on web portals. Thus, the most important innovations that are often found in recent theories and practices are revealed. Results. System theories and constructivism in career guidance represent an urgent response to changes in a dynamic society, but still include some parts of previous theories and practices. Meaning, the present essentially implies the accumulating and merging of previous approaches that deal with individuals in a way that individuals become agents who manage their own careers. The most important innovations are: learning as the individual's own project, narrative approach with storytelling, reconstruction of self-esteem, selfdetermination, nonlinear career, empathy in counselling, decision-making autonomy, no directed counselling. So new constructivist perspective continues to influence career theory and practice. Conclusions. The study shows that it is impossible to talk about the best universal theories or approaches in the field of career guidance and career counselling, but about the most usable ones, in the given circumstances. The development of practices in career guidance and counselling is most influenced by psychology, and recently also by socialcognitive psychology, but the influence of other disciplines, such as sociology, ethics, economics and others, is increasing. Innovations that have been identified show the integration of diverse concepts; in particular, the contextual view that appears also in other social sciences. In emphasizing the active nature of individuals as self-building, self-renewing and selforganizing system within constructivist approach, it is viewed as important underpinning for the practice which is responding to ever changing times.
The career development of individuals is a long and complex process. In this process, an individual may be affected by many factors. An individual's social environment, psycho-physical dynamics, and factors such as the economic and cultural structure of the environment may shape (direct) the career choices and professions of the people. For this reason, the basis on which we decide and build our career path and profession, which may affect our entire life, is significant. Many theorists in this field have attempted to bring quite complex solutions to the question that on which basis and according to what criterion do we decide our career path. Among the most efficient theories comes John Holland's Theory of Career Choice. The present study aims to examine Holland's Theory of Career Choice in all aspects and determine its impact on career choice. In this respect, the personality types and individual-environment interaction have been analysed. The code map of the data related to the personality types and characteristics present in Holland's Occupational Personality Types has been created using MAXQDA 11. The significance of the study lays in that it puts forwards other studies and results and findings from these studies and it also contributes to the employees and researchers.
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