Integrative career counselling for early career individuals

2020 ◽  
Vol 50 (2) ◽  
pp. 228-238 ◽  
Author(s):  
Jacobus G Maree
Keyword(s):  
Longitudinal Research ◽  
Sense Of Self ◽  
Early Career ◽  
Qualitative Assessment ◽  
Career Counselling ◽  
Assessment Instruments ◽  
Work Lives ◽  
Self Worth ◽  
Multiple Case ◽  
Changing Times

This article reports on integrative career counselling for early career individuals. This approach and intervention involve the elicitation and use of individuals’ multiple smaller career-life stories (qualitative assessment and intervention) and their scores on tests (quantitative assessment). The aim is to help them make important choices in their career-lives in collaboration with their career counsellors in rapidly changing times and work contexts. In the end, career counsellors and these individuals are enabled to devise life and career projects that enable early career individuals to make meaning in their work-lives, make social contribution, and experience a sense of self-worth and purpose in their career-lives. Using the approach within the current South African situation could enhance entrepreneurship and promote self-entrepreneurship and employability. Future longitudinal research, including multiple case and quantitative studies on the topic is needed. Such research could potentially implement different assessment instruments and include questionnaires to facilitate pre- and post-assessment of the effectiveness of the intervention.

scholarly journals Innovating and contextualising career counselling for young people during the Covid-19 pandemic

2021 ◽  
pp. 008124632199950
Author(s):  
Jacobus Gideon Maree
Keyword(s):  
Young People ◽  
Best Practice ◽  
Longitudinal Research ◽  
Career Counselling ◽  
Assessment Instruments ◽  
Basic Principles ◽  
Counselling Needs ◽  
Key Aspects ◽  
Post Assessment ◽  
Counselling Approach

This article reports on how the changing career counselling needs of young people during the Covid-19 pandemic can be met. It is argued that innovative and contextualised career counselling that is in line with the basic principles of ‘best practice’ and draws on a life design–based framework offers a viable conceptual framework for this kind of endeavour. Such counselling can promote young people’s adaptability; enhance their employability; and bolster their narratability, narrativity and autobiographicity. A brief theoretical overview explains innovation and contextualisation in career counselling and clarifies key aspects of counselling for self- and career construction. The style of e-career counselling advocated here can help young people make meaning of their career-lives and (re-)kindle their sense of hope and purpose. Moreover, it can help them devise practicable strategies to actuate their sense of purpose and hope and also help them experience a sense of being part of something much bigger than themselves. In addition, it can promote young people’s entrepreneurship and self-entrepreneurship and bolster their employability. Longitudinal research, including qualitative, quantitative and mixed-methods studies on the topic, is needed to examine the value of the e-career counselling approach. Such research could involve different assessment instruments and counselling strategies and include questionnaires to facilitate pre- and post-assessment of the effectiveness of the approach.

A Longitudinal Perspective of Early Career Music Teachers: Contexts, Interactions, and Possible Selves

2017 ◽  
Vol 27 (2) ◽  
pp. 52-66 ◽  
Author(s):  
William Dabback
Keyword(s):  
Student Teaching ◽  
Teaching And Learning ◽  
Music Teachers ◽  
Possible Selves ◽  
Music Educators ◽  
Early Career ◽  
Personal Experiences ◽  
Multiple Case ◽  
Possible Selves Theory

The purpose of this multiple case study was to follow the development of three music educators during their student teaching semesters and into the first years of their careers. Possible selves theory provided a framework for exploring the links between cognition, expectations, and motivation. Interviewees negotiated their social and physical contexts, which in turn shaped their self-images and conceptions of teaching and learning. Identities were constructed through personal experiences and formal study with significant others, including influential teachers, cooperating teachers, and colleagues. In these respects, classrooms served as the laboratories in which teachers learned how to build crucial relationships with their students, tested and reshaped emerging identities, and based actions and evaluation on their possible selves.

scholarly journals Dignity, religion and freedom of expression in South Africa

2011 ◽  
Vol 67 (1) ◽  
Author(s):  
Jacobus C.W. Van Rooyen
Keyword(s):  
South Africa ◽  
South African ◽  
Freedom Of Expression ◽  
Sense Of Self ◽  
Point Of View ◽  
National Pride ◽  
Form Part ◽  
Self Worth ◽  
Constitutional Right ◽  
The Republic

The issue that this article dealt with is whether, in South African law, speech that infringes upon the religious feelings of an individual is protected by the dignity clause in the Constitution of the Republic of South Africa. The Constitution, as well as the Broadcasting Code, prohibits language that advocates hatred, inter alia, based on religion and that constitutes incitement to cause harm. Dignity, which is a central Constitutional right, relates to the sense of self worth which a person has. A Court has held that religious feelings, national pride and language do not form part of dignity, for purposes of protection in law. The Broadcasting Complaints Commission has, similarly, decided that a point of view seriously derogatory of ‘Calvinistic people’ blaming (some of) them as being hypocritical and even acting criminally is not protected by dignity. It would have to be accompanied by the advocacy of hatred as defined previously. The author, however, pointed out that on occasion different facts might found a finding in law that religion is so closely connected to dignity, that it will indeed be regarded as part thereof.

scholarly journals Career Complexity No Longer on the Rise: Comparing Early- and Mid-Career Complexity Across the 1930s thru 1980s Birth Cohorts in Sweden

2021 ◽  
Author(s):  
Johan Westerman ◽  
Dirk Witteveen ◽  
Erik Bihagen ◽  
Roujman Shahbazian
Keyword(s):  
State Of The Art ◽  
Working Hours ◽  
Early Career ◽  
Initial Increase ◽  
Birth Cohorts ◽  
Work Lives ◽  
Average Complexity ◽  
Time Period ◽  
Long Time ◽  
Gender Convergence

There is a wide-spread idea that contemporary careers continue to become ever more complex. Pioneering research of full-career complexity has shown that work lives have indeed become more complex, yet at modest increasing pace. This paper examines whether career complexity continues to increase using Swedish registry data across an exceptionally long time period, including younger cohorts than in previous research: up to those born in 1983. The full early- and midcareers of selected birth cohorts cover several macroeconomic booms and downturns, a long period of upskilling of the Swedish labor force, as well as the convergence of working hours of women and men. The following conclusions are drawn using state-of-the-art methods of measuring career complexity. For early-careers, an increasing complexity trend is evident between the 1950s and 1960s birth cohorts, yet complexity fluctuates around a stable trend for the 1970s birth cohorts and onward. For mid-careers, which are considerably more stable on average, complexity has decreased among women born between the 1930s and the early-1950s. However, the opposite trend holds true for men, resulting in gender convergence of complexity. We observe a standstill of the mid-career complexity trend across both genders, followed by a modest decline for the last observed cohorts. Subsequent analyses point to educational expansion as an important driver of the initial increase of early-career complexity. Taken together, our analysis affirms an initial shift to more career complexity in the 20th century, yet we find no unidirectional trend toward more career complexity over the last decades.

When the Boss Feels Inadequate

2009 ◽  
Vol 20 (11) ◽  
pp. 1406-1413 ◽  
Author(s):  
Nathanael J. Fast ◽  
Serena Chen
Keyword(s):  
Laboratory Study ◽  
Sense Of Self ◽  
Perceived Competence ◽  
Aggressive Response ◽  
Workplace Studies ◽  
Ego Threat ◽  
Self Worth

When and why do power holders seek to harm other people? The present research examined the idea that aggression among the powerful is often the result of a threatened ego. Four studies demonstrated that individuals with power become aggressive when they feel incompetent in the domain of power. Regardless of whether power was measured in the workplace (Studies 1 and 4), manipulated via role recall (Study 2), or assigned in the laboratory (Study 3), it was associated with heightened aggression when paired with a lack of self-perceived competence. As hypothesized, this aggression appeared to be driven by ego threat: Aggressiveness was eliminated among participants whose sense of self-worth was boosted (Studies 3 and 4). Taken together, these findings suggest that (a) power paired with self-perceived incompetence leads to aggression, and (b) this aggressive response is driven by feelings of ego defensiveness. Implications for research on power, competence, and aggression are discussed.

Wellbeing, young people, and music scenes

2019 ◽  
pp. 187-196 ◽  
Author(s):  
Andy Bennett ◽  
Lisa Nikulinsky
Keyword(s):  
Young People ◽  
Empirical Data ◽  
Sense Of Self ◽  
Psychological Wellbeing ◽  
Localized Source ◽  
Music Scenes ◽  
Academic Scholarship ◽  
Self Worth ◽  
Research Findings ◽  
The Relationship

This chapter considers how young people’s involvement in a local or virtual music scene can be important in terms of providing them with a sense of self-worth and esteem. Although the topic of music scenes has been comprehensively researched in academic scholarship, the connection between scene membership and physical and psychological wellbeing has not to date been a topic of focus. The chapter draws on original empirical data generated during interviews with young people in Margaret River, Western Australia, in 2016–17. Although our research findings originate from a localized source, they can be extrapolated to broader debates concerning the relationship between young people, music, and wellbeing.

Introduction to the dental surgery

2018 ◽  
Author(s):  
A.S. Blinkhorn ◽  
B.L. Chadwick
Keyword(s):  
Child Development ◽  
Process Development ◽  
Dental Treatment ◽  
Sense Of Self ◽  
Clinical Care ◽  
Theoretical Perspective ◽  
Psychological Development ◽  
Dental Procedures ◽  
Self Worth ◽  
Adult World

It is a common belief among many individuals that being ‘good with people’ is something you are born with and cannot be taught. It is true that some individuals have a more open disposition and can relate well to others. However, everyone can adopt approaches that put children and parents at ease. It is particularly important for dentists to learn how to help people relax, as failure to empathize and communicate will result in disappointed patients and an unsuccessful practising career. Communicating effectively with children is of great value, as ‘being good with younger patients’ is a practice-builder and can reduce the stress involved when offering clinical care. All dental training should include a thorough understanding of how children relate to an adult world, how the dental visit should be structured, and what strategies are available to help children cope with their apprehension about dental procedures. This chapter will consider these items, beginning with a discussion on the theories of psychological development and following this up with sections on parents and their influence on dental treatment, dentist–patient relationships, anxious and uncooperative children, and helping anxious patients to cope with dental care. The psychological development of children was originally viewed as a series of well-defined phases, but is now seen as a continuum. The phases of development may well differ from child to child, so cannot be rigidly applied, but for clarity are described as a series of psychological developmental milestones from infancy to adulthood. The most important theoretical perspective now influencing thinking about child development is John Bowlby’s attachment theory. Bowlby suggested that child development could best be understood within the framework of patterns of interaction between the infant and the primary caregiver. If there were problems in this interaction, the child was likely to develop insecure and/or anxious patterns that would affect the ability to form stable relationships with others, to develop a sense of self-worth, and to move towards independence. The other important concept to note is that development is a lifelong process—we do not switch off at 18—nor is it an even process. Development is uneven, influenced by periods of rapid bodily change.

Return of the Repressed: The Politics of Engraving and Erasure and the Quest for Selfhood in God Help the Child

2020 ◽  
pp. 123-139
Author(s):  
Justine Tally
Keyword(s):  
Sense Of Self ◽  
The Self ◽  
Bluest Eye ◽  
The Family ◽  
Self Worth ◽  
Human Psyche

God Help the Child strikingly calls to a re-envisioning of Morrison’s first novel, The Bluest Eye, in its emphasis on the superficial nature of beauty as skin-deep, two compelling and interrelated aspects that consistently reveal themselves throughout the text. The first picks up on Beloved’s concern with how much memory is beneficial to the human psyche, and how the politics of “engraving” that memory runs the risk of becoming a form of erasure of the self. The second is the author’s insistence on a sense of self-worth as something to be achieved through generosity, not through self-centeredness. In this novel no matter what trauma has occurred in the lives of the children, whether within or without the family, it is incumbent upon the affected as adults to get beyond that affliction and move toward an affirmation of an “other” in order to gain a personal sense of self.

Summer Mentoring Experiences for Students in Online Doctoral Programs

2021 ◽  
pp. 109-131
Author(s):  
Julie Smit ◽  
Elizabeth Jones ◽  
Michael Ladick ◽  
Mellinee Lesley
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Sense Of Belonging ◽  
Doctoral Programs ◽  
Sense Of Self ◽  
Doctoral Program ◽  
University Faculty ◽  
Student Centered ◽  
Self Worth ◽  
Online Doctoral Programs

University faculty created the Llano Estacado Writers' Alliance (LEWA) in response to improving the quality and rigor of online doctoral programs. The goal for LEWA was to promote meaningful academic writing and transform doctoral students' identities as agentic academic writers. After LEWA's inception, the authors incorporated the perspectives of their alumni and advanced doctoral students to help address students' needs. This chapter documents the four-year journey of forming LEWA and developing new approaches to mentoring online doctoral students. Specifically, the authors recount the evolution from the faculty-led, week-long summer intensives that addressed students' anxieties and uncertainties about the doctoral program to the writing intensives that were more student centered, responsive, and primarily focused on the mores of academic writing. Results demonstrated the benefits of professor-led and peer-led networks in developing students' sense of belonging, sense of accountability to their peers, and a sense of self-worth as capable academic writers.

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