Career Education, Career Guidance and Curricular Choice

1993 ◽  
Vol 2 (3) ◽  
pp. 23-26 ◽  
Author(s):  
Eileen M. Byrne ◽  
W. Sam Beavers
Keyword(s):  
Information Dissemination ◽  
Career Education ◽  
Career Guidance ◽  
Career Counselling ◽  
Research Review ◽  
School Based ◽  
Research Outcomes ◽  
Total Lack ◽  
Curricular Choice ◽  
The Relationship

A research review of career education, career guidance and curricular choice in a sample of Australian secondary schools reveals an almost total lack of rationale; a lack of any coherent, planned approach; and some continuing serious confusion in the field about the actual and distinct nature of the separate but related functions of career education, career guidance and career counselling. This group of activities is also either under-resourced or not provided at all at the level of need or demand. The relationship between any form of career education processes and curricular choice structures was weak or non-existent. The interim research outcomes include recommendations for new systemic and school-based investment of specialist resources, staff and information dissemination techniques.

Career Education and Vocational Training in Hong Kong: Implications for School-Based Career Counselling

2018 ◽  
Vol 41 (3) ◽  
pp. 449-467 ◽  
Author(s):  
Mantak Yuen ◽  
Flora S. Y. Yau ◽  
Joe Y. C. Tsui ◽  
Shirley S. Y. Shao ◽  
Joseph C. T. Tsang ◽  
...  
Keyword(s):  
Hong Kong ◽  
Vocational Training ◽  
Career Education ◽  
Career Counselling ◽  
School Based

scholarly journals Archetypal values of science and engineering staff in relation to their career orientations

2012 ◽  
Vol 38 (1) ◽  
Author(s):  
Didi-Mari Du Toit ◽  
Melinde Coetzee
Keyword(s):  
Career Choices ◽  
Career Guidance ◽  
Age Groups ◽  
Career Counselling ◽  
Original Research ◽  
Science And Engineering ◽  
Managerial Implications ◽  
Career Orientations ◽  
Value Add ◽  
The Relationship

Orientation: Career decision-making in the 21st century is increasingly guided by the individuals’ deep-seated values and career orientations, as they are required to become proactive career agents in the pursuit of their career.Research purpose: The objective of the study was to explore the relationship between individuals’ archetypal values (measured by the Pearson–Marr Archetype Indicator) and career orientations (measured by the Career Orientations Inventory). The study also assessed the differences between race, gender, marital status, employment status and age groups regarding the archetypal values and career orientations of the individuals.Motivation for study: Career counsellors and industrial psychologists are increasingly required to explore new career guidance frameworks that are relevant and appropriate to the evolving nature of careers.Research design, approach and method: A quantitative survey was conducted. A non-probability sample of 207 voluntary participants employed within the science and engineering sector was obtained.Main findings: Correlational analyses revealed that the participants’ archetypal values related significantly to their career orientations. The various biographical groups differed significantly regarding their archetypal values and career orientations.Practical/managerial implications: The findings highlight the importance of understanding the deep-seated archetypal values that seem to explain the individuals’ career choices and decisions, and how these values differ regarding these choices and decisions.Contribution/value-add: The explanatory utility of the results may prove useful to enhance the individuals’ self-insight in their career choices and experiences. This study represents original research that contributes new knowledge to the field of career psychology and career counselling practices.

scholarly journals School-Based Mind–Body Interventions: A Research Review

Human Arenas ◽  
2021 ◽  
Author(s):  
Mauro Cozzolino ◽  
Deborah R. Vivo ◽  
Giovanna Celia
Keyword(s):  
English Language ◽  
Well Being ◽  
Third Graders ◽  
Research Review ◽  
Negative Effects ◽  
Twelfth Graders ◽  
School Based ◽  
Current Review ◽  
School Based Interventions ◽  
School Curricula

AbstractThis paper contains a narrative review of the literature in the field of school-based mind–body interventions (MBIs). The aim of the current review is to verify whether the school-based MBI programs implemented in primary and secondary schools over the past 5 years are effective in helping schoolchildren cope with stress-related, behavioral, and affective issues, as well as improve stress response and school performance. All articles were retrieved using a number of databases. Inclusion criteria comprised qualitative and quantitative, English language, and peer-reviewed studies among third graders (8–9 years old) to twelfth graders (17–18 years old), including special needs pupils. Qualitative studies were limited to pupils’ experience only. Ten studies meeting the criteria for this review were assessed. The school-based interventions included yoga-based programs and mindfulness training. Evidence was evaluated and summarized. Across the reviewed studies, we found support for MBIs as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren.

scholarly journals Media attention, dependency, self-efficacy, and prosocial behaviours during the outbreak of COVID-19: A constructive journalism perspective

2021 ◽  
pp. 205943642110213
Author(s):  
Jiankun Gong ◽  
Hasmah Zanuddin ◽  
Weipeng Hou ◽  
Jinghong Xu
Keyword(s):  
Self Efficacy ◽  
Information Dissemination ◽  
Survey Questionnaire ◽  
Economic Sectors ◽  
Media Dependency ◽  
Media Attention ◽  
Prosocial Attitudes ◽  
Effects Of Media ◽  
Prosocial Behaviours ◽  
The Relationship

The COVID-19 pandemic has caused disruption not only in the global health and economic sectors, but also in the field of journalism. As media has played and continues to play a pivotal role in disseminating information during the pandemic crisis, it is critical to examine how media influences the behaviour of their target audience. Subsequently, this study aimed to examine the relationship between media attention, dependency, self-efficacy, and prosocial behaviours amid the COVID-19 pandemic. A total of 905 participants from China responded to the survey questionnaire, the data from which was analysed via SPSS-AMOS v.23. The results indicated a significant correlation between media attention and self-efficacy. Likewise, media dependency is correlated with self-efficacy. Media attention, dependency, and self-efficacy demonstrated significant effects on prosocial attitudes and behaviours. Subsequently, this study showed that self-efficacy mediates the effects of media attention and dependency on prosocial behaviour. At the time of the COVID-19 pandemic, the findings of this study could serve as a guide to media practitioners in shaping the behaviour of their audience through meaningful and responsible information dissemination.

An Ecological Perspective on Youth Career Education in Transitioning Societies: China as an Example

2019 ◽  
Vol 46 (6) ◽  
pp. 651-664 ◽  
Author(s):  
Dong Xie ◽  
Ning Kong ◽  
Sydney Skaggs ◽  
Anbo Yang
Keyword(s):  
Education Program ◽  
Career Education ◽  
Career Guidance ◽  
Contextual Factors ◽  
Ecological Systems ◽  
Ecological Perspective ◽  
Education Programs ◽  
Guidance Services ◽  
Education In China ◽  
Further Development

Contextual factors have received increased attention in understanding the challenges and difficulties in translating career education and career guidance services from Western societies to non-Western societies, many of which are undertaking a shift from a socialist and collectivistic system to a more individualistic one. In this article, using China as an example, we discussed the contextual factors in different ecological systems, such as economical, educational, and sociocultural, and how they may facilitate or impede youth career education in a transitioning society. We reviewed a career education program in a Chinese senior middle school to illustrate such impacts. Additionally, we proposed strategies for further development of youth career education in China as well as in other countries with similar transitions. We introduced a framework of a diversified concept of career and several context-resonant career development theories to be considered in guiding youth career education programs in these transitioning societies.

A Crisis in Career Development: Life Designing and Implications for Transition

2018 ◽  
Vol 42 (3) ◽  
pp. 179-187 ◽  
Author(s):  
Michael L. Wehmeyer ◽  
Laura Nota ◽  
Salvatore Soresi ◽  
Karrie A. Shogren ◽  
Mary E. Morningstar ◽  
...  
Keyword(s):  
Career Development ◽  
Students With Disabilities ◽  
Career Education ◽  
Career Guidance ◽  
Transition Services ◽  
Work Study ◽  
Development Models ◽  
Economic Forces ◽  
The 1960S ◽  
Life Design

The field of transition—and the Division on Career Development and Transition (DCDT)—was built upon a foundation established by theories of career development that emerged in the 1950s and 1960s and paved the way for the work/study movement of the 1960s and the vocational and career education for students with disabilities movement that dominated the 1970s and, eventually, the transition services movement. Today’s leaders in vocational psychology and career guidance suggest that market and global economic forces associated with a postmodern world have created a crisis in career development models and methods. This article discusses the evolution of how career development has been understood, and the potential importance of a life design framework and its emphasis on career construction, rather than career development, for the future of transition services.

Sign in / Sign up

Export Citation Format

Share Document