A New Twist: Fostering Creative Career Exploration in Young People

The Asian Conference on Education 2022: Official Conference Proceedings, 2023

According to educational experts and career guidance, the market and global economic forces linked to a postmodern society have led to a crisis in career development models and practices. in such an uncertain changing context students face major challenges during their career development. The life design method was used in this study to increase student's engagement in their career development. Life Career Design is a constructivist and narrative model-based approach that is mainly advised to empower people and inspire them to participate in a process that has personal significance for them. Our career interventions consist of face-to-face interviews with 30 high school students. This study uses a qualitative method to offer in-depth details on this practice. The narratives of 30 participants were analyzed afterward using the content analysis technique by NVivo 11 software to better assess students' career development. The findings can help students improve their capacity to anticipate their career actions and design strategies appropriate for their goals and context. This study is a component of the efforts made by improving career interventions to better prepare future citizens for participation in a knowledge-based society.

Journal of Career Development, 1994

Researchers have noted a significant decline in interest and involvement in vocational counseling (Fitzgerald & Osipow, 1986; Pinkney & Jacobs, 1985). A national survey of counseling psychologists indicated that assessment and career counseling were two of the three activities engaged in least frequently by counseling psychologists (Watkins, Lopez, Campbell, & Himmell, 1986). In attempting to understand this lack of interest in the practice of career counseling, Heppner, O'Brien, Hinkelman, Flores, and Bikos (1994) surveyed 300 counseling psychology graduate students regarding the events and circumstances that had a negative impact on their interest in career A prominent theme that emerged from their research was the perceived lack of creativity employed in career counseling by vocational development professionals. Specifically, participants commented on the lack of creativity employed in the vocational training they received in graduate school. For example, one respondent noted, "One troubling aspect of this training was the extraordinary blandness in which career counseling was presented. Despite my private exhortations, most students, I believe, came away thinking career counseling was the 'white bread' of

This article presents the case of one 16-year-old male who failed a career exploration class and then participated in a group intervention designed to increase his motivation to explore. Using a case study method, the authors triangulated video, questionnaire, observational, interview, and artefact data to identify the main themes that emerged for the participant over the course of the intervention. Themes were integrated into a narrative of the participant's process of developing self-determination for career exploration. Overall, the results suggest that interpersonal connection, structured activities, experiential learning, and participant resilience were all central mechanisms that contributed to change. résumé Cet article présente le cas d'un jeune homme de 16 ans qui a échoué à un cours d'exploration de carrière et qui a ensuite participé à une intervention de groupe conçue pour accroître sa motivation à explorer. En utilisant la méthode d'étude de cas, les auteures ont cerné par triangulation les données recueillies d'enregistrements vidéos, de questionnaires, d'observation, d'entrevues, et de productions artistiques et écrites du participant pour identifier les grands thèmes qui ont émergé pour le participant pendant la durée de l'intervention. Ces thèmes ont été intégrés dans un récit du processus de développement de l'autodétermination du participant en matière d'exploration de carrière. Dans leur ensemble, les résultats suggèrent que les liens interpersonnels, les activités structurées, l'apprentissage expérientiel, et la résilience du participant se sont tous avérés des mécanismes cruciaux qui ont contribué au changement. One of the major tasks of adolescence is the exploration of identity and the development of a core sense of self in relation to work (Super, 1994). A central component of this process involves identifying career interests and beginning to make academic and work-related decisions. Although some individuals autonomously engage in this process, others may need support and guidance to effectively and actively explore both self and work (Flum & Blustein, 2000). Youth who do not connect to school and who feel confused about how to explore require support to engage in this process and to see the benefits of exploring. Research has sug

British Journal of Guidance & Counselling, 2020

Journal of College and Character, 2018

First-year students enter college with significant concerns about career and major decision-making, including questions about purpose, vocation, and meaning. Some students have opportunities to actively explore and engage in the reflection process-yet many do not. Higher education professionals will need to identify and expand resources to provide these career development initiatives for new students. The authors advocate that career development, exploration, and vocational reflection during the first year should be viewed as a potential high-impact practice. To meet this goal, the authors outline three strategies to extend opportunities to more students, including historically marginalized student populations. The strategies include (a) expanding options for career planning opportunities, including for-credit and non-credit courses, (b) continuing to re-imagine the role of career services for a wider range of student populations, and (c) embedding career exploration initiatives into the first-year experience. Finally, the authors contend that the work of educating firstyear students around career development and exploration is a collective one, and efforts should involve multiple stakeholders.

1995

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.

Career and Career Guidance in the Nordic Countries, 2020

The Nordic countries have a tradition of experience-based career guidance activities. One such activity is taster programmes, which, to varying degrees, allow young people in all the Nordic countries to experience different educational and career paths. The chapter explores the participation of lower secondary students in taster programmes and their meaning-making processes in relation to the programmes. We argue that there is a need to shift the focus of taster programme activities, as well as of school-based career guidance in general, from the students' educational choices to supporting young people's learning about education and career.

2016

sponsored a workshop which was designed to help youngsters improve their self-concepts by sensitizing teachers to the implications of various elements of self-theory. The teachers consequently had to go back to their own classrooms and creatively develop materials and procedures adapted to their own grade level concerning specific mental health concepts. Guidance counselors and university consultants combined to provide leadership. The procedural format of each four-hour workshop program was as follows: (1) an hour lecture by a university consultant; (2) an hour discussion in small groups with guidance counselors as leaders; and (3) a two-hour session to develop classroom materials to foster student self-understanding. Spedfic presentations centered about such topics as self-concept (Who am I?), mechanisms that distort reality, and healthy personality. Teachers in their evaluation of the program noted that workshop!earnings had changed their teaching practices. They felt also that t...