Pub Date : 2022-04-13DOI: 10.1080/03069885.2022.2058697
T. Hooley
ABSTRACT In this article I explore what the work of Laclau and Mouffe and Hardt and Negri has to offer career theory and models. There is value to engaging with key concepts from these political economists to inform and expand career guidance’s capability to support social justice. The argument is made that the concepts offer novel and valuable resources for the development of career theory. These concepts are applied to undertake a reflexive re-reading of Ali and Graham’s counselling approach to career guidance.
{"title":"Building a radical career imaginary: using Laclau and Mouffe and Hardt and Negri to reflexively re-read Ali and Graham’s counselling approach to career guidance","authors":"T. Hooley","doi":"10.1080/03069885.2022.2058697","DOIUrl":"https://doi.org/10.1080/03069885.2022.2058697","url":null,"abstract":"ABSTRACT In this article I explore what the work of Laclau and Mouffe and Hardt and Negri has to offer career theory and models. There is value to engaging with key concepts from these political economists to inform and expand career guidance’s capability to support social justice. The argument is made that the concepts offer novel and valuable resources for the development of career theory. These concepts are applied to undertake a reflexive re-reading of Ali and Graham’s counselling approach to career guidance.","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90968384","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 : 2022-03-09DOI: 10.1080/03069885.2022.2040006
Richard L. Lamb, Allison Crowe, J. Stone, Leonard A. Annetta, A. Zambone, Tosha L. Owens
ABSTRACT Virtual reality (VR) as a tool to build wellbeing for students with latent trauma is being examined in multiple contexts. The purpose of this study was to compare modalities of treatment, namely, VR-enhanced therapy, face-to-face therapy without VR and wait-list time-delayed control. Participants were 69 students selected from a high-needs urban school. Observations, researcher assessments and paper instrument scores, were analysed using a mixed model measure ANOVA. Results for each of the measures comparing standardised scores across the main effect of modality illustrates a statistically significant difference between virtual reality enhanced Dialectical Behaviour skills training and each of the other modalities. We suggest approaches using VR-enhanced DBT promote greater DBT skill acquisition. Highlights • VR-enhanced DBT shows more rapid skill development. • Students using VR-enhanced DBT illustrate more prosocial behaviours. • VR contributes to positive interactions at the classroom level. • VR-enhanced DBT shows results after six weeks of implementation with supports from teachers.
{"title":"Virtual reality enhanced Dialectical behavioural therapy","authors":"Richard L. Lamb, Allison Crowe, J. Stone, Leonard A. Annetta, A. Zambone, Tosha L. Owens","doi":"10.1080/03069885.2022.2040006","DOIUrl":"https://doi.org/10.1080/03069885.2022.2040006","url":null,"abstract":"ABSTRACT Virtual reality (VR) as a tool to build wellbeing for students with latent trauma is being examined in multiple contexts. The purpose of this study was to compare modalities of treatment, namely, VR-enhanced therapy, face-to-face therapy without VR and wait-list time-delayed control. Participants were 69 students selected from a high-needs urban school. Observations, researcher assessments and paper instrument scores, were analysed using a mixed model measure ANOVA. Results for each of the measures comparing standardised scores across the main effect of modality illustrates a statistically significant difference between virtual reality enhanced Dialectical Behaviour skills training and each of the other modalities. We suggest approaches using VR-enhanced DBT promote greater DBT skill acquisition. Highlights • VR-enhanced DBT shows more rapid skill development. • Students using VR-enhanced DBT illustrate more prosocial behaviours. • VR contributes to positive interactions at the classroom level. • VR-enhanced DBT shows results after six weeks of implementation with supports from teachers.","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88096614","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 : 2022-03-06DOI: 10.1080/03069885.2022.2040005
Lawrence P. W. Wong, Mantak Yuen, Gaowei Chen
ABSTRACT We explored Chinese adolescents’ perceptions of the types of career-related teacher support they had experienced and found helpful. Four focus group discussions were conducted with 30 15–18-year-old high school students in Hong Kong, China. Students perceived the most helpful forms of teacher support for career planning to be those that related to emotional connectedness, information resourcefulness, accessibility, and encouragement of student autonomy. The group discussions also indicated that any support from teachers that helped with stress relief was a very important type of teacher support under the exam-driven teaching culture in Hong Kong. Implications of these findings include enhancing the quality of teacher support in secondary schools.
{"title":"Career guidance and counselling: the nature and types of career-related teacher social support in Hong Kong secondary schools","authors":"Lawrence P. W. Wong, Mantak Yuen, Gaowei Chen","doi":"10.1080/03069885.2022.2040005","DOIUrl":"https://doi.org/10.1080/03069885.2022.2040005","url":null,"abstract":"ABSTRACT We explored Chinese adolescents’ perceptions of the types of career-related teacher support they had experienced and found helpful. Four focus group discussions were conducted with 30 15–18-year-old high school students in Hong Kong, China. Students perceived the most helpful forms of teacher support for career planning to be those that related to emotional connectedness, information resourcefulness, accessibility, and encouragement of student autonomy. The group discussions also indicated that any support from teachers that helped with stress relief was a very important type of teacher support under the exam-driven teaching culture in Hong Kong. Implications of these findings include enhancing the quality of teacher support in secondary schools.","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74267806","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}
ABSTRACT In this study, we aimed to develop and test the effectiveness of a training programme to foster teachers’ competencies in the provision of career development learning (CDL) programmes for children. Forty-eight middle school teachers working with socioeconomically disadvantaged students in Eastern Turkey participated in the study. The Wilcoxon Signed Rank Test indicated the positive effects of the training on the teachers’ efficacy in providing career education but no significant effect on the teachers’ communication skills . The qualitative results addressed the improvements made in teachers’ professional and personal development, and perceived self-efficacy in providing career programmes. The results revealed the need for upskilling of teachers to improve their facilitation of CDL for students and to support their own professional development.
{"title":"Fostering teachers’ career education competencies: test of a training programme","authors":"Nurten Karacan Ozdemir, Nazlı Büşra Akçabozan Kayabol, Gökçen Aydın, Cemre Tatlı","doi":"10.1080/03069885.2022.2031883","DOIUrl":"https://doi.org/10.1080/03069885.2022.2031883","url":null,"abstract":"ABSTRACT In this study, we aimed to develop and test the effectiveness of a training programme to foster teachers’ competencies in the provision of career development learning (CDL) programmes for children. Forty-eight middle school teachers working with socioeconomically disadvantaged students in Eastern Turkey participated in the study. The Wilcoxon Signed Rank Test indicated the positive effects of the training on the teachers’ efficacy in providing career education but no significant effect on the teachers’ communication skills . The qualitative results addressed the improvements made in teachers’ professional and personal development, and perceived self-efficacy in providing career programmes. The results revealed the need for upskilling of teachers to improve their facilitation of CDL for students and to support their own professional development.","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84559682","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 : 2022-03-06DOI: 10.1080/03069885.2022.2030859
R. Gee
ABSTRACT In large aspects of contemporary career discourse, the importance of the “agile career” is asserted, although the speed of change has not been explicitly considered in relation to this concept. The political dimensions of the agile career via the lens of “speed” are explored in this theoretical paper. Particular attention is paid to Virilio’s paradigm of dromology, revealing how social positionality correlates with the distribution of “fear”, as well as resources to cope with the speed of change, thus promoting precarity. The embracement of speed and agility has resulted in a propaganda of progress, where those closer to the primary mode of production benefit over those at the margins, highlighting the tyranny of speed experienced by many within labour market.
{"title":"A critical exploration of the “agile career”: a means of exposing the politics and economy of precarity via the lens of dromology","authors":"R. Gee","doi":"10.1080/03069885.2022.2030859","DOIUrl":"https://doi.org/10.1080/03069885.2022.2030859","url":null,"abstract":"ABSTRACT In large aspects of contemporary career discourse, the importance of the “agile career” is asserted, although the speed of change has not been explicitly considered in relation to this concept. The political dimensions of the agile career via the lens of “speed” are explored in this theoretical paper. Particular attention is paid to Virilio’s paradigm of dromology, revealing how social positionality correlates with the distribution of “fear”, as well as resources to cope with the speed of change, thus promoting precarity. The embracement of speed and agility has resulted in a propaganda of progress, where those closer to the primary mode of production benefit over those at the margins, highlighting the tyranny of speed experienced by many within labour market.","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81138292","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 : 2022-03-04DOI: 10.1080/03069885.2022.2037123
Abdulkadir Haktanir, Joshua C. Watson, M. Oliver
ABSTRACT We collected data from 89 international counselling students across the U.S. to test the role of counselling-related coursework, clinical experience, anxiety, and acculturation in predicting counselling self-efficacy among the students. Results from participants representing 34 countries across five continents revealed that counselling-related coursework, clinical experience, and acculturation significantly predicted counselling self-efficacy while anxiety was a nonsignificant predictor. Results are discussed, and implications for international counselling students, counsellor educators, and counselling supervisors are presented.
{"title":"Counselling self-Efficacy beliefs among international counselling students","authors":"Abdulkadir Haktanir, Joshua C. Watson, M. Oliver","doi":"10.1080/03069885.2022.2037123","DOIUrl":"https://doi.org/10.1080/03069885.2022.2037123","url":null,"abstract":"ABSTRACT We collected data from 89 international counselling students across the U.S. to test the role of counselling-related coursework, clinical experience, anxiety, and acculturation in predicting counselling self-efficacy among the students. Results from participants representing 34 countries across five continents revealed that counselling-related coursework, clinical experience, and acculturation significantly predicted counselling self-efficacy while anxiety was a nonsignificant predictor. Results are discussed, and implications for international counselling students, counsellor educators, and counselling supervisors are presented.","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85226076","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 : 2022-03-01DOI: 10.1080/03069885.2022.2039899
Z. Chouliara, Peter G. Barlow
ABSTRACT Survivors of adversity and trauma experience high levels of distress, interpersonal challenges and poor physical health. We investigated the role of trust in trauma-related psychological and physiological responses. Serum concentrations of C-reactive protein, cortisol, tumour necrosis factor-alpha and interleukin-8 from 25 participants in Scotland were measured. Trauma history and experience were assessed using the Childhood Trauma Questionnaire and Life Events Checklist. Trauma symptomatology was measured by the Impact of Event Scale. Interpersonal trust was measured using the Trust Scale. Trauma history and inflammatory biomarker concentrations were significant predictors of trauma symptomatology with trust as a covariate. Psychological and physiological responses after trauma seem strongly linked. Trust can mediate distress and physiology in adversity.
逆境和创伤的幸存者会经历高度的痛苦、人际挑战和身体健康状况不佳。我们研究了信任在创伤相关心理和生理反应中的作用。测量了苏格兰25名参与者的血清c反应蛋白、皮质醇、肿瘤坏死因子- α和白细胞介素-8的浓度。使用童年创伤问卷和生活事件检查表评估创伤史和经历。创伤症状以事件影响量表(Impact of Event Scale)测量。人际信任采用信任量表进行测量。创伤史和炎症生物标志物浓度是创伤症状学的重要预测因子，信任是一个协变量。创伤后的心理和生理反应似乎密切相关。信任可以调节逆境中的痛苦和生理。
{"title":"Trust, inflammatory biomarkers and adversity: a novel investigation and clinical implications","authors":"Z. Chouliara, Peter G. Barlow","doi":"10.1080/03069885.2022.2039899","DOIUrl":"https://doi.org/10.1080/03069885.2022.2039899","url":null,"abstract":"ABSTRACT Survivors of adversity and trauma experience high levels of distress, interpersonal challenges and poor physical health. We investigated the role of trust in trauma-related psychological and physiological responses. Serum concentrations of C-reactive protein, cortisol, tumour necrosis factor-alpha and interleukin-8 from 25 participants in Scotland were measured. Trauma history and experience were assessed using the Childhood Trauma Questionnaire and Life Events Checklist. Trauma symptomatology was measured by the Impact of Event Scale. Interpersonal trust was measured using the Trust Scale. Trauma history and inflammatory biomarker concentrations were significant predictors of trauma symptomatology with trust as a covariate. Psychological and physiological responses after trauma seem strongly linked. Trust can mediate distress and physiology in adversity.","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74792001","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 : 2022-03-01DOI: 10.1080/03069885.2022.2040003
Wenting Wang, Ziyou Wang
ABSTRACT This paper reports the findings on motivational factors influencing teaching as a career choice from a qualitative study carried out in Scotland. Ten students undertaking a PGDE (Professional Graduate Diploma in Education) programme at one Scottish university were interviewed. The results indicate that the choice of a teaching career derived from the students’ internal needs for personal achievement and from an altruistic dimension pertaining to helping and influencing young people. For some students, negative educational experiences played an important part in shaping their altruistic sense of offering the next generation an enjoyable school experience. Perceived intrinsic rewards of teaching appeared to deter and counteract negative thoughts or remarks about teachers’ workload, salary and status.
{"title":"Why choose a career in teaching? Exploring motivational factors that influence the decision to teach","authors":"Wenting Wang, Ziyou Wang","doi":"10.1080/03069885.2022.2040003","DOIUrl":"https://doi.org/10.1080/03069885.2022.2040003","url":null,"abstract":"ABSTRACT This paper reports the findings on motivational factors influencing teaching as a career choice from a qualitative study carried out in Scotland. Ten students undertaking a PGDE (Professional Graduate Diploma in Education) programme at one Scottish university were interviewed. The results indicate that the choice of a teaching career derived from the students’ internal needs for personal achievement and from an altruistic dimension pertaining to helping and influencing young people. For some students, negative educational experiences played an important part in shaping their altruistic sense of offering the next generation an enjoyable school experience. Perceived intrinsic rewards of teaching appeared to deter and counteract negative thoughts or remarks about teachers’ workload, salary and status.","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90601397","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 : 2022-02-28DOI: 10.1080/03069885.2022.2028128
T. Hooley
{"title":"Lost in Work","authors":"T. Hooley","doi":"10.1080/03069885.2022.2028128","DOIUrl":"https://doi.org/10.1080/03069885.2022.2028128","url":null,"abstract":"","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86082565","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}
tique the British University system). This is not to say that any of these examples are uninteresting, just to point out that at times we are being asked to travel so far, so fast that our heads are left spinning. The final chapters of the book ask what scope we have for doing something about the way that work is organised. I’m not sure whether this was Horgan’s intention, but I was left fairly glum about the possibilities that she advances. Individualised resistance such as slacking or even actively vandalising the workplace offer little other than short term amelioration of the pain. Similarly, although she does not really discuss this in detail, individualised strategies for career advancement are only likely to benefit the few. Much more promising is a renewal of the trade union movement and an increasing recognition that material improvements are most likely to be brought about by collective action. Finally, Horgan argues that we need a political strategy, devoted to a range of political innovations around work that are designed to advance the cause of working people, give themmore power over their daily lives and an increased stake in the economy and the ownership of work. It is almost as if there is a need for a political party founded to represent working people and advance their interests. But, what would we call such a party... ?
{"title":"Building Better Schools with Evidence-Based Policy: Adaptable Policy for Teachers and School Leaders","authors":"Ummu Fauziyyatun Amatullah, Nuryanti Nuryanti, Dian Setiawati","doi":"10.1080/03069885.2022.2027868","DOIUrl":"https://doi.org/10.1080/03069885.2022.2027868","url":null,"abstract":"tique the British University system). This is not to say that any of these examples are uninteresting, just to point out that at times we are being asked to travel so far, so fast that our heads are left spinning. The final chapters of the book ask what scope we have for doing something about the way that work is organised. I’m not sure whether this was Horgan’s intention, but I was left fairly glum about the possibilities that she advances. Individualised resistance such as slacking or even actively vandalising the workplace offer little other than short term amelioration of the pain. Similarly, although she does not really discuss this in detail, individualised strategies for career advancement are only likely to benefit the few. Much more promising is a renewal of the trade union movement and an increasing recognition that material improvements are most likely to be brought about by collective action. Finally, Horgan argues that we need a political strategy, devoted to a range of political innovations around work that are designed to advance the cause of working people, give themmore power over their daily lives and an increased stake in the economy and the ownership of work. It is almost as if there is a need for a political party founded to represent working people and advance their interests. But, what would we call such a party... ?","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74878824","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}
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