Pub Date : 2022-05-11DOI: 10.1080/03069885.2022.2057923
S. Rice, M. Leahy, Gosia Klatt
ABSTRACT In this paper we seek to understand how structural, contextual and institutional conditions influence the construction of individual agency in career development policy. We focus on responsibilisation, the process by which responsibility for outcomes is transferred from the state to the individual, through a combination of policy actions and the framing of public discourse. We use Australia as a case study to examine how the state has recast its role in the creation and regulation of employment. We outline how the role of the state now involves guiding the citizen towards the “right choice", with individuals responsible for and active managers of risk in the labour market. To determine the complex narratives around agency, we examine the assumptions embedded in some current Australian government career guidance websites, to highlight how jobseeker autonomy, self-direction, agency, and self-management are framed. The implications for socially just career development provision are discussed.
{"title":"Navigating the matrix: career development and the responsibilisation of employability in Australia","authors":"S. Rice, M. Leahy, Gosia Klatt","doi":"10.1080/03069885.2022.2057923","DOIUrl":"https://doi.org/10.1080/03069885.2022.2057923","url":null,"abstract":"ABSTRACT In this paper we seek to understand how structural, contextual and institutional conditions influence the construction of individual agency in career development policy. We focus on responsibilisation, the process by which responsibility for outcomes is transferred from the state to the individual, through a combination of policy actions and the framing of public discourse. We use Australia as a case study to examine how the state has recast its role in the creation and regulation of employment. We outline how the role of the state now involves guiding the citizen towards the “right choice\", with individuals responsible for and active managers of risk in the labour market. To determine the complex narratives around agency, we examine the assumptions embedded in some current Australian government career guidance websites, to highlight how jobseeker autonomy, self-direction, agency, and self-management are framed. The implications for socially just career development provision are discussed.","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":"29 1","pages":"557 - 576"},"PeriodicalIF":1.2,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90601109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-11DOI: 10.1080/03069885.2022.2054943
E. Reid, Bozhena Kelestyn
ABSTRACT We present an analysis of narratives that emerged from a recent interdisciplinary design thinking careers intervention exploring how employability is represented within one UK University. We conducted a critical discourse analysis using a policy analysis framework that revealed four emergent problem representations. These exposed tacit assumptions about students’ lack of employability skills and the responsibilisation of ‘employability’, amplified silences around opportunity structures and highlighted unquestioned expectations about employability in the neoliberalist paradigm. The need for critical discourse is foregrounded, as is the importance of collective engagement in reframing these narratives. Design Thinking shows promise as a novel intervention for future career education practice, enabling practitioners and individuals to begin to co-create a new critical consciousness.
{"title":"Problem representations of employability in higher education: using design thinking and critical analysis as tools for social justice in careers education","authors":"E. Reid, Bozhena Kelestyn","doi":"10.1080/03069885.2022.2054943","DOIUrl":"https://doi.org/10.1080/03069885.2022.2054943","url":null,"abstract":"ABSTRACT We present an analysis of narratives that emerged from a recent interdisciplinary design thinking careers intervention exploring how employability is represented within one UK University. We conducted a critical discourse analysis using a policy analysis framework that revealed four emergent problem representations. These exposed tacit assumptions about students’ lack of employability skills and the responsibilisation of ‘employability’, amplified silences around opportunity structures and highlighted unquestioned expectations about employability in the neoliberalist paradigm. The need for critical discourse is foregrounded, as is the importance of collective engagement in reframing these narratives. Design Thinking shows promise as a novel intervention for future career education practice, enabling practitioners and individuals to begin to co-create a new critical consciousness.","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":"27 1","pages":"631 - 646"},"PeriodicalIF":1.2,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82416264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/03069885.2022.2063255
Mark Watson, M. McMahon
This special issue on career development learning in childhood is a response to an identi fi ed gap in the literature that calls for a more detailed focus on this topic. The lack of a detailed focus on career development learning in childhood, speci fi cally intentional learning, has been identi fi ed for some time as “ a missed opportunity ” (Porfeli & Lee, 2012, p. 20). This gap becomes more evident as the literature on children ’ s career development continues to evolve its focus to diverse populations and diverse contextual and systemic factors that may impact such development. Concomitant with an increase in the literature on children ’ s career development are ongoing attempts at identify-ing core development career constructs in children ’ s career development (Oliveira et al., 2017). The call for a more speci fi c focus on career development learning in childhood is timely for several reasons. One is the persistent suggestion that there is a need to understand more holistically how learning (both unintentional and intentional) and development interrelate in children ’ s career development. A second reason is that the literature has predominantly focused on unintentional learning to date (Crause et al., 2017), despite an understanding that intentional learning during the career exploration stage of childhood can enhance later lifespan career development (Porfeli & Lee, 2012; Watson et al., 2016). Concurrent
这期关于儿童时期职业发展学习的特刊是对文献中一个明确的空白的回应，该空白要求对这一主题进行更详细的关注。一段时间以来，缺乏对儿童时期职业发展学习的详细关注，特别是有意学习，被认为是“错失的机会”(Porfeli & Lee, 2012, p. 20)。随着关于儿童职业发展的文献继续将其重点发展到可能影响这种发展的不同人群和不同背景和系统因素，这种差距变得更加明显。随着关于儿童职业发展的文献越来越多，人们正在尝试确定儿童职业发展中的核心发展职业结构(Oliveira et al.， 2017)。呼吁更具体地关注儿童时期的职业发展学习是及时的，原因如下。一个是持续的建议，有必要更全面地了解学习(无意的和有意的)和发展在儿童的职业发展中的相互关系。第二个原因是，迄今为止，文献主要关注无意学习(Crause et al.， 2017)，尽管人们理解童年职业探索阶段的有意学习可以促进以后的职业发展(Porfeli & Lee, 2012;Watson et al.， 2016)。并发
{"title":"Critical perspectives on childhood career development learning: expanding horizons","authors":"Mark Watson, M. McMahon","doi":"10.1080/03069885.2022.2063255","DOIUrl":"https://doi.org/10.1080/03069885.2022.2063255","url":null,"abstract":"This special issue on career development learning in childhood is a response to an identi fi ed gap in the literature that calls for a more detailed focus on this topic. The lack of a detailed focus on career development learning in childhood, speci fi cally intentional learning, has been identi fi ed for some time as “ a missed opportunity ” (Porfeli & Lee, 2012, p. 20). This gap becomes more evident as the literature on children ’ s career development continues to evolve its focus to diverse populations and diverse contextual and systemic factors that may impact such development. Concomitant with an increase in the literature on children ’ s career development are ongoing attempts at identify-ing core development career constructs in children ’ s career development (Oliveira et al., 2017). The call for a more speci fi c focus on career development learning in childhood is timely for several reasons. One is the persistent suggestion that there is a need to understand more holistically how learning (both unintentional and intentional) and development interrelate in children ’ s career development. A second reason is that the literature has predominantly focused on unintentional learning to date (Crause et al., 2017), despite an understanding that intentional learning during the career exploration stage of childhood can enhance later lifespan career development (Porfeli & Lee, 2012; Watson et al., 2016). Concurrent","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":"144 1","pages":"474 - 480"},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88476874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/03069885.2022.2030464
L. Chau, Mantak Yuen, P. Chan, Sylvia Liu, Kit Chan, Diana Lee, W. Hsieh
ABSTRACT It is vital to foster children’s ability to cooperate with others, communicate effectively, and exercise self-control. These competencies represent a set of transferrable skills required in many aspects of daily life and along any career path. In Hong Kong, a play-based training programme was launched to support parents to target these areas of social competence. The programme taught 414 parents to use group games that foster social skills development in children aged 4–5 years. Parents completed culturally-appropriate questionnaires before the programme started, one week after the programme ended, and three months after the programme ended. Paired sample t-test analyses revealed significant improvements in children’s social skills. Implications for using play-based social learning experiences are discussed.
{"title":"Play-based parent training programme supporting Hong Kong kindergarten children in social competence development","authors":"L. Chau, Mantak Yuen, P. Chan, Sylvia Liu, Kit Chan, Diana Lee, W. Hsieh","doi":"10.1080/03069885.2022.2030464","DOIUrl":"https://doi.org/10.1080/03069885.2022.2030464","url":null,"abstract":"ABSTRACT\u0000 It is vital to foster children’s ability to cooperate with others, communicate effectively, and exercise self-control. These competencies represent a set of transferrable skills required in many aspects of daily life and along any career path. In Hong Kong, a play-based training programme was launched to support parents to target these areas of social competence. The programme taught 414 parents to use group games that foster social skills development in children aged 4–5 years. Parents completed culturally-appropriate questionnaires before the programme started, one week after the programme ended, and three months after the programme ended. Paired sample t-test analyses revealed significant improvements in children’s social skills. Implications for using play-based social learning experiences are discussed.","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":"22 1","pages":"386 - 399"},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75046811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/03069885.2022.2062590
Jiahong Zhang, Mantak Yuen
ABSTRACT The aim of this study was to evaluate relationships among the primary school students’ social connectedness to parents, teachers and peers, and their career and talent development self-efficacy (CTD-SE). CTD-SE encompasses talent development, career exploration and the acquisition of good work habits. Results suggest that the connectedness with parents and teachers was significantly related to the three types of CTD-SE, while peer connectedness was only associated with career exploration SE and work habit formation SE. Additionally, there was significant interaction between school grade level and parent connectedness on talent development SE. A stronger relationship between parent connectedness and talent development SE was found for Grade 3 than Grade 5 students. Implications for further research and practice are discussed.
{"title":"Social connectedness and career and talent development self-efficacy: direct and mediating effects","authors":"Jiahong Zhang, Mantak Yuen","doi":"10.1080/03069885.2022.2062590","DOIUrl":"https://doi.org/10.1080/03069885.2022.2062590","url":null,"abstract":"ABSTRACT The aim of this study was to evaluate relationships among the primary school students’ social connectedness to parents, teachers and peers, and their career and talent development self-efficacy (CTD-SE). CTD-SE encompasses talent development, career exploration and the acquisition of good work habits. Results suggest that the connectedness with parents and teachers was significantly related to the three types of CTD-SE, while peer connectedness was only associated with career exploration SE and work habit formation SE. Additionally, there was significant interaction between school grade level and parent connectedness on talent development SE. A stronger relationship between parent connectedness and talent development SE was found for Grade 3 than Grade 5 students. Implications for further research and practice are discussed.","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":"33 1","pages":"400 - 412"},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73395575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/03069885.2022.2062701
M. McMahon, Mark Watson
Children are commonly asked by adults “what do you want to be when you grow up?”. Most adults can remember what they, as a child, aspired to be when they grew up. Childhood, the upper age limit for which is widely agreed to be 14 years (Watson & McMahon, 2017), has long been recognised as an important site of career development learning that may provide a foundation for subsequent life stages (e.g. Ginzberg, Ginsburg, Axelrad, & Herma, 1951; Super, 1990). Aspirations develop from a young age in childhood (Flouri et al., 2017). Despite this, career development in childhood has traditionally received less attention in theory, research and practice than career development in adolescence and adulthood (Crause et al., 2017). In recent decades however, there has been an increasing body of literature on children’s career development, culminating in the publication of the first book to solely focus on this lifespan, Career exploration and development in childhood: Perspectives from theory, practice and research (Watson & McMahon, 2017). A guide for educators that focuses on career development learning for children in the early years has also been published (Cahill & Furey, 2017). In addition, recognising the important role that parents play in children’s career development and how childhood experiences can shape their futures, the Australian Government published a set of online resources for parents (Commonwealth of Australia Department of Education, Skills and Employment, 2021). As reflected in the contributions to this special issue, interest in and research on children’s career development has recently taken a more international flavour and contextual and systemic factors that impact children’s career development are receiving more attention in recent research. A better understanding of children’s career development by identifying and assessing core developmental constructs has also been emphasised in recent research (Oliveira et al., 2017). Childhood is an ideal time to foster career development learning through career exploration, specifically as committing to a career choice is not appropriate for this developmental age (Porfeli & Lee, 2012). Evidence points to the relevance of career development learning for this developmental phase of the lifespan, with enhancing career development in childhood providing a strong foundation for career development across the lifespan (Watson et al., 2016). Indeed, limited career exploration in childhood and stereotypical career awareness may impede career development in subsequent life stages (Watson & McMahon, 2008). The need to intentionally assist children with their career development learning has long been recognised (e.g. Super, 1983). A focus on career development learning may encourage a more holistic perspective of the recursive interrelationship of learning, development, and experience in childhood. For example, from children’s incidental observation and interaction with people and the world around them
大人通常会问孩子:“你长大后想做什么?”大多数成年人都能记得，他们小时候渴望长大后成为什么样的人。童年的年龄上限被广泛认为是14岁(Watson & McMahon, 2017)，长期以来一直被认为是职业发展学习的重要场所，可能为随后的生命阶段提供基础(例如Ginzberg, Ginsburg, Axelrad， & Herma, 1951;超,1990)。愿望从童年时期开始发展(Flouri et al.， 2017)。尽管如此，与青少年和成年期的职业发展相比，儿童时期的职业发展在理论、研究和实践方面一直受到的关注较少(Crause et al.， 2017)。然而，近几十年来，关于儿童职业发展的文献越来越多，最终出版了第一本专门关注儿童一生的书，《童年的职业探索和发展:来自理论、实践和研究的视角》(Watson & McMahon, 2017)。还出版了一份针对教育工作者的指南，重点关注儿童早期的职业发展学习(Cahill & Furey, 2017)。此外，认识到父母在儿童职业发展中的重要作用以及童年经历如何影响他们的未来，澳大利亚政府为父母发布了一套在线资源(澳大利亚联邦教育、技能和就业部，2021年)。正如本期特刊的投稿所反映的那样，最近对儿童职业发展的兴趣和研究更具有国际色彩，影响儿童职业发展的环境和系统因素在最近的研究中受到更多的关注。最近的研究也强调了通过识别和评估核心发展结构来更好地理解儿童的职业发展(Oliveira et al.， 2017)。童年是通过职业探索来促进职业发展学习的理想时期，特别是因为承诺职业选择不适合这个发展年龄(Porfeli & Lee, 2012)。有证据表明，职业发展学习与生命周期的这一发展阶段有关，在童年时期加强职业发展为整个生命周期的职业发展奠定了坚实的基础(Watson等人，2016)。事实上，童年时期有限的职业探索和刻板的职业意识可能会阻碍随后生命阶段的职业发展(Watson & McMahon, 2008)。人们早就认识到有必要有意识地帮助儿童进行职业发展学习(例如Super, 1983)。对职业发展学习的关注可能会鼓励对学习、发展和童年经历的递归相互关系有更全面的看法。例如，儿童在日常生活中偶然的观察和与周围的人和世界的互动，他们得出关于职业发展的结论(例如，他们观察人们所做的工作，形成关于工作、性别和能力的想法)。与这种非正式的非结构化学习不同，儿童有时会参加结构化的促进学习经验，如学校的职业教育或职业计划。因此，职业发展学习可以是无意的(非正式的)或有意的(正式的)。然而，到目前为止，更多的强调是无意识的，而不是有意的，童年时期的职业发展学习(Crause et al.， 2017)，可能是因为童年似乎远离青春期后期和成年期的职业决策。意向性职业发展学习
{"title":"Career development learning in childhood: a critical analysis","authors":"M. McMahon, Mark Watson","doi":"10.1080/03069885.2022.2062701","DOIUrl":"https://doi.org/10.1080/03069885.2022.2062701","url":null,"abstract":"Children are commonly asked by adults “what do you want to be when you grow up?”. Most adults can remember what they, as a child, aspired to be when they grew up. Childhood, the upper age limit for which is widely agreed to be 14 years (Watson & McMahon, 2017), has long been recognised as an important site of career development learning that may provide a foundation for subsequent life stages (e.g. Ginzberg, Ginsburg, Axelrad, & Herma, 1951; Super, 1990). Aspirations develop from a young age in childhood (Flouri et al., 2017). Despite this, career development in childhood has traditionally received less attention in theory, research and practice than career development in adolescence and adulthood (Crause et al., 2017). In recent decades however, there has been an increasing body of literature on children’s career development, culminating in the publication of the first book to solely focus on this lifespan, Career exploration and development in childhood: Perspectives from theory, practice and research (Watson & McMahon, 2017). A guide for educators that focuses on career development learning for children in the early years has also been published (Cahill & Furey, 2017). In addition, recognising the important role that parents play in children’s career development and how childhood experiences can shape their futures, the Australian Government published a set of online resources for parents (Commonwealth of Australia Department of Education, Skills and Employment, 2021). As reflected in the contributions to this special issue, interest in and research on children’s career development has recently taken a more international flavour and contextual and systemic factors that impact children’s career development are receiving more attention in recent research. A better understanding of children’s career development by identifying and assessing core developmental constructs has also been emphasised in recent research (Oliveira et al., 2017). Childhood is an ideal time to foster career development learning through career exploration, specifically as committing to a career choice is not appropriate for this developmental age (Porfeli & Lee, 2012). Evidence points to the relevance of career development learning for this developmental phase of the lifespan, with enhancing career development in childhood providing a strong foundation for career development across the lifespan (Watson et al., 2016). Indeed, limited career exploration in childhood and stereotypical career awareness may impede career development in subsequent life stages (Watson & McMahon, 2008). The need to intentionally assist children with their career development learning has long been recognised (e.g. Super, 1983). A focus on career development learning may encourage a more holistic perspective of the recursive interrelationship of learning, development, and experience in childhood. For example, from children’s incidental observation and interaction with people and the world around them ","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":"5 1","pages":"345 - 350"},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73128605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-02DOI: 10.1080/03069885.2022.2046255
A. Kayiş
ABSTRACT In this study the aim was to examine the mediation role of smartphone addiction in the association between mindfulness/impulsivity and psychological distress. The participants consisted of 343 (110 [32.1%] male and 233 [67.9%] female) university students from five different universities in Turkey. Cross-sectional data were gathered using self-report. The mediation role of smartphone addiction was examined with structural equation modelling, and bootstrapping procedures were used to determine indirect effects. The results showed that mindfulness negatively predicted smartphone addiction and psychological distress, with impulsivity positively predicting smartphone addiction and psychological distress. Smartphone addiction positively predicted psychological distress, partially mediating the relationship between mindfulness/impulsivity and psychological distress.
{"title":"Mindfulness, impulsivity and psychological distress: the mediation role of smartphone addiction","authors":"A. Kayiş","doi":"10.1080/03069885.2022.2046255","DOIUrl":"https://doi.org/10.1080/03069885.2022.2046255","url":null,"abstract":"ABSTRACT In this study the aim was to examine the mediation role of smartphone addiction in the association between mindfulness/impulsivity and psychological distress. The participants consisted of 343 (110 [32.1%] male and 233 [67.9%] female) university students from five different universities in Turkey. Cross-sectional data were gathered using self-report. The mediation role of smartphone addiction was examined with structural equation modelling, and bootstrapping procedures were used to determine indirect effects. The results showed that mindfulness negatively predicted smartphone addiction and psychological distress, with impulsivity positively predicting smartphone addiction and psychological distress. Smartphone addiction positively predicted psychological distress, partially mediating the relationship between mindfulness/impulsivity and psychological distress.","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":"257 1","pages":"791 - 804"},"PeriodicalIF":1.2,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86715205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-29DOI: 10.1080/03069885.2022.2053065
Sanna Toiviainen
ABSTRACT This article contributes a social justice perspective to the ongoing discussions about the concepts that inform career guidance theory and practice. Due to the field’s psychological tradition, career guidance practices often adopt highly individualised notions of agency that fail to grasp the contextual factors and societal structures from which agency emerges. In this article an alternative approach to agency is offered by repositioning agency as a relational phenomenon. First, based on the findings of an ethnography that focuses on career guidance for youth in the margins of education and work, I explore how agency emerges as a relational and joint construction. A concept of co-agency is elaborated to express the embedded, co-constructed and political nature of agency.
{"title":"Co-agency: reconsidering agency in guidance practice","authors":"Sanna Toiviainen","doi":"10.1080/03069885.2022.2053065","DOIUrl":"https://doi.org/10.1080/03069885.2022.2053065","url":null,"abstract":"ABSTRACT This article contributes a social justice perspective to the ongoing discussions about the concepts that inform career guidance theory and practice. Due to the field’s psychological tradition, career guidance practices often adopt highly individualised notions of agency that fail to grasp the contextual factors and societal structures from which agency emerges. In this article an alternative approach to agency is offered by repositioning agency as a relational phenomenon. First, based on the findings of an ethnography that focuses on career guidance for youth in the margins of education and work, I explore how agency emerges as a relational and joint construction. A concept of co-agency is elaborated to express the embedded, co-constructed and political nature of agency.","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":"13 1","pages":"547 - 556"},"PeriodicalIF":1.2,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78470580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-29DOI: 10.1080/03069885.2022.2050672
R. Skovhus, R. Thomsen
ABSTRACT In this article we introduce key concepts from critical psychology to explore their potential when operationalised in qualitative, empirically-based analyses of career guidance and counselling. Critical psychology is particularly concerned with understanding the concrete lines of action that can support generalised human agency – a focus that is highly relevant when studying how career guidance can support agency within various target groups. This foundation in critical psychology supports an analytical strategy guided by an exploration of the relationship between subjective meanings, reasons and societal conditions in qualitative empirical data. We illustrate the analytical process with a case and discuss which types of questions critical psychology can help explore within guidance research and which discussions it can facilitate among researchers, practitioners and policymakers.
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