Abstract
Although childhood is the most significant period in one's career development process, little research attention has been paid to the evaluation of career counselling intervention programs in elementary-aged children. An intervention study was carried out in order to evaluate a career counselling program implemented in one Greek elementary school which focused on the enrichment of the children's career interests. The research methodology used was the quasi experimental research design. Children (N = 84) aged 8-11 years were distributed in experimental and control groups. Τhe impact of the intervention focused on the enrichment of their career interests, which was assessed via semi-structured interviews and use of drawings. The results showed a statistical significant difference between groups concerning children's career interests after intervention, while the analysis of drawings revealed more differences in self-confidence, self- esteem and extraversion in favour of the children that participated in the experimental group. Gender and age differences were also explored and revealed. The results are discussed in relation to various aspects of children's career development, as well as to the significance of career counselling intervention programs.
Highlights
Career development is a process that starts early in one's life
Children of 3-5 years start to understand what it means to be an adult, children of 6-8 years become oriented to sex roles and their thinking leads to gendered career interests, while children of 9-13 years are more oriented to social valuation, which leads to a preference of the level of work
The statistical analysis of the differences between the control and the experimental group, after intervention, revealed one statistical significant difference in the question “what do you want to be when you grow up?”. It seems that the majority of students in the control group preferred the “realistic” type of jobs, while students in the experimental group preferred “realistic” and “investigative” types of jobs
Summary
Childhood should be considered as the most active period of that process (Hartung, Porfeli, & Vondracek, 2005). Theory and research literature so far, views the child’s vocational development as a process with various aspects, such as career exploration, awareness, expectations and aspirations, maturity and interests (Ginzberg, Ginsburg, Axelrad, & Herma, 1951; Gottfredson, 1996; Hartung, Porfeli, & Vondracek, 2005; Holland, 1997; Roe, 1957; Super, 1953). Children learn about work at the same period they start to establish a sense of self and the combination of these two parameters, shape the development of a vocational identity and self-concept (Porfeli, Hartung, & Vondracek, 2008; Schmitt-Rodermund & Vondracek, 1999), values (Porfeli, 2007), and interests (Holland, 1997). Children of 3-5 years start to understand what it means to be an adult, children of 6-8 years become oriented to sex roles and their thinking leads to gendered career interests, while children of 9-13 years are more oriented to social valuation, which leads to a preference of the level of work
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