Intervention in Career Counseling based on Maturity for Vocational Choice

The object of the investigation here reported was twofold. In the first place, the writer was interested in obtaining information with regard to the social standing of the teaching profession. He was especially desirous of getting from high-school students some estimate of the status of this calling. In recent years much has been said and written regarding the altered condition of the teacher and the lowered prestige of those to whom society delegates the educational function. Many have assumed that the point has been reached in the degradation of the profession where one is justified in feeling some embarrassment if found within its ranks. In the second place, the writer wished to direct attention toward an important problem in vocational guidance which is seldom squarely faced. In all that has been written on occupations there is a tendency to disregard the fundamental question of social status. Detailed information has been gathered with respect to the financial remuneration, security, and hazards of occupations, but the question of social rating is ordinarily dismissed with the statement that a particular calling is highly respectable. These careful studies of the objective aspects of occupations are highly commendable, but the less tangible characteristics of vocational life should not be disregarded. It is even debatable that these characteristics are in peculiar need of examination. In order to throw some light on this question of status, fortyfive occupations were selected for study. These occupations were chosen more or less at random from the entire vocational range and were submitted to various groups of persons to be ranked according to their social standing. The list of occupations selected and the instructions for ranking them are as follows:

The Vocational Guidance MagazineVolume 10, Issue 3 p. 101-105 Research in Vocational Guidance† Part 1. Evaluating Results Robert Hoppock, Robert Hoppock Field Secretary, National Vocational Guidance AssociationSearch for more papers by this author Robert Hoppock, Robert Hoppock Field Secretary, National Vocational Guidance AssociationSearch for more papers by this author First published: December 1931 https://doi.org/10.1002/j.2164-5884.1931.tb00020.x † This is the first of a series of three articles by Mr. Hoppock on Research in Vocational Guidance. The second, which presents abstracts of seven studies of students' vocational choices, will appear in the January issue of the Vocational Guidance Magazine. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume10, Issue3December 1931Pages 101-105 RelatedInformation

Socio-economic status and relationships between family members are factors that have an impact on adolescents' professional orientation. The report presents results from a study of vocational choice, relationship patterns as measured by the stroke economy, and the educational level of parents of adolescents from low socio-economic status families. The sample includes 195 adolescents, students in the seventh grade, and 109 of them indicate that they have made their vocational choice. According to the obtained results, the studied adolescents are oriented towards professions in the fields of health care and services. Leading stroke economy patterns are "Don't accept" and "Don't give yourself", which is expressed in a tendency to devalue one's own achievements and successes. It was also established that more than half of the parents of adolescents (60.47% of fathers and 69,77% of mothers) who have not made a vocational choice have basic (primary or lower secondary) education. The results testify to the role of parents' education as a factor that probably has an effect on the process of vocational guidance of adolescents. Significant differences in the stroke economy were found, as in adolescents who have made a vocational choice the "Don't ask" style dominates, while in adolescents with a lack of vocational choice the "Don't give yourself" style dominates. The results of the research can be used in the implementation of various educational and training programs for social inclusion, vocational guidance, and career development of adolescents from low socio-economic status families.

Vocational choice refers to an occupation, which a person has followed for a period of years in which he/she is generally recognized to have become fairly an expert through experience. Vocational choice decision making is not an easy task, yet at one time or the other, individuals are faced with the task of making a choice of career, preparing for it and start making progress in it. The study investigated factors influencing vocational choice of senior secondary school students in Ilorin metropolis. Two hundred senior secondary school students were randomly sampled from ten randomly selected senior secondary schools in the metropolis. A self-developed instrument titled “Factors Influencing Vocational Choice Questionnaire” (FIVCQ) was used to collect relevant data from the respondents. The instrument was developed on a 4 point Likert scale of SA, A, D, SD, which has subscales of parental, personal/social and school related factors within 10 items each. The instrument was validated, pilot tested and the reliability coefficient ascertained its reliability. The main finding of the study revealed that “Personal/Social Factors” was expressed to be the highest factor influencing senior secondary school students’ vocational choice. Other factors as expressed by them are “School and Parental Factors”. It was therefore recommended that school counsellors at all educational level should be trained to provide adequate and effective vocational guidance to students. And programmes like career day/week, vocational enlightenment programmes and other guidance programmes that are educative and informative should be sponsored in the school for students’ benefit.

This paper aims to reflect Fischer's ideas on vocational orientation and vocational choice as fundamental prerequisites for vocational education in the current German system of vocational guidance in general and vocational education schools. A special focus is placed on Fischer's view on the relevance of informed choice when choosing an occupation. In a first step, the reader will be introduced to the philosophical basis of German vocational guidance, namely, Beruf and self-knowledge, as it is the foundation for understanding Aloys Fischer's thinking on vocational guidance. In a second step, key points of Aloys Fischer's paper ‘Vocational Guidance and Vocational Counsellors’ (1920) that relate to the issue of informed choice will be presented. Finally, as Aloys Fischer's ideas are reflected in vocational guidance in general and vocational education schools in Germany, the paper provides a brief discussion of informed choice—Fischer's central topic—from the author's German and contemporary perspective.

This chapter explores the impetus of guidance and counselling in empowering deaf people to make realistic hopes and aspirations for socio-economic sustainable development. The study employed the mixed approach where Becker’s Reading-Free Vocational Interest Inventory quantitatively analysed the consistency in vocational choices of the 50 purposively selected deaf students. A cross-tabulation of class subjects and vocational choices revealed participants’ vocational choices. Also, semi-structured in-depth interviews were administered with six experienced teachers selected from two Harare High Schools. The qualitative narrative experiences were thematically analysed to give insights and voice to the phenomena under study. The cross-tabulation findings were compared and contrasted with emerging patterns and themes from teachers’ voices to augment the findings. Deaf students’ responses reflect a high mismatch between pursued subjects and desired vocational interests. The findings further revealed that district career guidance days were of less help in informing deaf students to have realistic hopes and aspirations. Also, teachers’ voices proposed the need for robust and fully funded policies, which mandate positions of career guidance counsellors in secondary schools.

As a global crisis, the COVID-19 pandemic struck everyone hard. As an extraordinary, unforeseeable, and uncontrollable event, it qualifies as a career shock. Since young people early in their careers were in crucial stages of their development at the time social distancing started, they specifically suffered. According to Conservation of Resources Theory (COR Theory), individuals with higher resources are less affected by challenges. Resilience and social support are important during crises, as they help in dealing with setbacks. Our study followed a group of German bachelor students (N = 797) at three time points: in January 2020, during the first period of social distancing in April, and afterwards in June 2020. We assume that individuals with high resilience and support network quality have fewer thoughts about their career as consequence of the pandemic and thus cope better and stay confident in their vocational choice. Findings reveal that especially resilience influences the thought process triggered by the COVID-19 pandemic: more resilient students also think less about their career as a consequence of the pandemic. Furthermore, at the same measurement point, those thought processes influenced the confidence in vocational choice negatively. These results, aligning with COR Theory, underline the importance of resources in dealing with career shocks. Furthermore, they show that those thought processes have a direct influence on confidence in vocational choice, possibly influencing individuals’ career paths. Since both resilience and social networks can be influenced, we recommend different measures for universities, students, and society in coping with the aftermath of the pandemic.

T H E D I S C O V E R Y of vocation is l a crucial concern both to the Church and to t h e individual. Outside of marriage itself, an individual will spend more time and energy in his vocation than in any other area of his life. The Church is concerned with the choice of vocation because it is of critical importance to persons, and the mission of the Church is to relate the Gospel to human need. The individual is concerned because the meaning of life is related to the sense of fulfillment and achievement which he experiences in his vocation.The minister who is concerned with persons will certainly be concerned with the vocational guidance o f individuals within his congregation. In order to be most effective, he will need to know about the community resources for vocational testing and counseling. Ordinarily these resources in the school and in private agencies will provide the kind of assistance to which the pastor can turn in his role of ministering to these particular needs. Referral to professionally trained vocational counselors may be the most helpful in some situations; and pastoral counseling in cooperation with GLENN E. WHITLOCK

This classic essay—‘Berufsberatung und Berufsberater’ by Aloys Fischer (1880–1937) is here published for the first time in English, in a translation by Christopher Winch. Fischer discusses the vocational situation after the end of the First World War and considers the needs of young people seeking to choose an occupation in difficult circumstances. He emphasises that vocational choice is difficult and requires specialist help. To this end he describes what he takes to be the aims and duties of the role of vocational counsellor and describes that kind of preparation that such a counsellor needs in order to properly fulfil his/her role. Much turns in the discussion on differences between German and English expressions, and these are discussed in the complementary essay, ‘Aloys Fischer: Vocational Orientation and Vocational Choice as Fundamental Prerequisite for Vocational Education’ by Erika Gericke, which also explores Fischer's significance in the light of contemporary German VET. An introduction to the broader context is provided in ‘Founding German Vocational Education: Kerschensteiner, Spranger and Fischer as key figures in the classical German VET Theory’ by Christian Steibe, Dina Kuhlee and Christopher Winch, the Editors of this Special Issue.

Recently a variety of aptitude tests are being used such as MBTI or a Holland test. Seeking a practical purpose beyond a literature level, therefore, this study aims to identify the possibility of Myeongli science as useful resources for a career-and- vocational choice and education. The participants were adopted from teachers because this job has been in the first place from 2007 to 2018 at the career preference inventory of Korean high-school students. Instead, Saju was collected from the 999 unspecified teachers who wanted free Saju consultation with this researcher, Thus, the Saju sample was finally selected from 313 teachers. Concerning the research analysis, Then this was charted and analyzed in terms of teaching subjects or factors, utilizing the main central theory from the new-law Myeongli science called Zipíng Mingli. Additionally, the following case analysis was carried out. The findings of sample analysis are as follows. Taking all of these into consideration, characteristics regarding the teacher Saju(四柱) present that Ilgan(日干) is passed across, Deuglyeong(得令) at Wolji(月支), meaning that win-win relationship is harmoniously achieved. Also, in the Saju analysis of teacher participants, Gwaninsangsaeng(官印相生) is dominant, and Jeongin(正 印) as well as Siksin(食神) is commonly predominant in Gyeokguk(格局) and Yongshin(用神). It is revealed that numerical superiority cannot give sufficiently meaningful grounds for identifying professional traits; that is, inspecting Gyeokguk(格局) and Yongsin(用神) is solely connected to the consideration of job choice. This result means that Gyeokguk(格局) and Yongsin(用神) can be correctly analyzed only when the aspects can be synthetically and tridimensionally investigated as follows. This study aims to serve as a cornerstone for the job analysis based on Myeongli science(命理學) to be a rational available alternative towards career guidance in school, in the hope of the follow-up studies.

RESUMENEn este artículo se plantean las finalidades y el rol de la Orientación Profesional así como sus posibilidades formativas en relación con la juventud europea. Se exponen además las funciones de los Servicios de Orientación Vocacional y las acciones formativas en el marco orientador, referidas a la integración en el currículo escolar, la elección vocacional y las actividades de transición académica y de ésta a la vida laboral del sujeto, con referencia especial a su inserción profesional. Este enfoque de la formación en Orientación Profesional se realiza desde la necesidad de articular estrechamente el mundo de la Educación y el del Trabajo, todavía bastante descoordinados en la realidad actual.ABSTRACTThis paper defines the aims and the role of Vocational Guidance as well as the possibilities open for the training of European young people. We also explain how Vocational Guidance works as well as the training methods used in the guidance framework, with reference to the school curriculum, vocational choice and to the activities of academic transition and from here to the individuals working life with special reference to professional placement. This Vocational Guidance training focus comes from the need to join the worlds of Education and work which, in todays world, are basically rather uncoordinated.

To summarize what is happening in counselling in our country: we are dealing more now than ever before with counselling in groups as well as with individuals; more counsellors are trying to understand the world of the student by discovering for themselves the world the student lives in; counsellors are attempting to help teachers in the classroom develop better human relations, and thereby the counsellor to become more a part of the total educational process; counsellors now realize that counselling done in the office is not adequate, that they must go where the students are. Canada and Sweden are the two countries that seem most like us in these regards. In almost half of the countries the developments do not resemble those in the United States. I am not suggesting that theyshould resemble us. I am convinced that each society must develop counselling out of its own political, educational and social structures. I am convinced of the fact that what is good for me is not necessarily good for you; and in the various countries where I have worked I have reported on the counselling developments that have been found useful in the United States. I can tell you about them-I cannot tell you which of those will be useful to you. I report to you only whatis happening with us and not whatshould happen to either us or you. This report makes clear that values change; the counselling pattern that develops to relate to these changes varies widely from country to country. Changes that appear to be similar to those in the United States are found in ten countries in the value area ofauthority, in nine countries in the value area ofsex attitudes and behaviors. Value changes in Sweden appear to be similar to changes in the United States in all seven areas that I have named. Australia follows with similarities in six areas, Canada and Yugoslavia in five areas each. Counselling similarities are found much less frequently. Counselling begins in most countries with vocational guidance. For some, the next step is to include educational guidance, and for some countries the development of counselling has not gone beyond this stage. I believe that counselling should develop beyond the stage of educational and vocational guidance. There are other areas of human need that are just as important as the choice of an occupation. Particularly in schools and colleges, areas other than those of educational and vocational choice may be of vital importance to the student client. Some of these needs are suggested in the value areas included in this paper, others are discussed in my earlier mentioned book,The World of the Contemporary Counselor. As times change, needs change, needs that are different from those that can be met by an ‘ever so good’, but limited, vocational guidance system. Let me conclude on a forward-looking note. My comments upon our slowness in accepting the reality of change and in acting upon it should not be considered as the reaction of the pessimist. Far from it! I am more confident than ever that mankind will ‘make it’ slowly, painfully, with many plateaus and even regressions, but moving steadily forward toward greater human dignity and justice. He has done so in the past by focusing upon the image of the future (see Polak). This is how man has always changed from chaos to organization, from brutality to islands of beauty and instances of great compassion, He has done this by stressing the future and having these images become his motivation for action. Frequently mentioned as distinctive characteristics of humans as such are the opposing thumb and communicating in abstract language terms. Even more important to me are the following human characteristics (not all of them necessarily unique to the human animal): I propose that the counsellor has as much responsibility for helping the client to identify and develop these basic human characteristics as he has responsibility for understanding educational curricula and occupational descriptions.

While the depression did not create these problems of youth, it did intensify them and make them more difficult of solution. It also focused the attention of the public on them, and has led to a study of the resources available to help young people to make better and more satisfying adjustments to adult life. One of these resources is vocational guidance; and because the choice of a vocation plays so large a part in every person's life, anything that will make it easier for a young person to find a suitable occupation becomes a social resource of major importance. Vocational guidance processes of a century ago were integral with the daily processes of working and playing, and there was little need felt for any specially organized forms of guidance. The training given in the school and the advice of relatives and friends were felt to be sufficient aids for the simple vocational choices possible for young people. The organized guidance movement is of quite recent origin, and has developed along with certain social changes that have taken place during the last century and a half. CIANGES AFFECTING VOCATIONAL CHOICE

Empirical research and vocational theory indicate that values are important in career counseling and vocational choice. Development of these values is influenced by environmental factors, such as religion. However, there are few empirical investigations of the relation between religious values and career values. The purpose of this study was to investigate the relationship of career values to Christian religious values as they might be assessed in career counseling. Results indicate that there was some overlap between religious and career values, although only for specific extrinsic values.

This study examines whether adolescents’ interest and self-concept regarding information and communication technologies (ICT) affect their subsequent career paths through the selection into different vocational education and training (VET) programs. Drawing on Eccles’ situated expectancy value theory and related theories, we argue that ICT interest and self-concept should influence adolescents’ vocational choices, possibly contributing to occupational gender segregation regarding ICT. Using longitudinal data from the TREE2 study (Transitions into Education and Employment) on 1,995 Swiss adolescents transitioning into firm-based VET, we find strongly gendered patterns. ICT interest predicts selection into occupations with greater intensity of basic and advanced ICT use, but this positive association is driven entirely by girls. In contrast, ICT self-concept significantly predicts ICT use intensity in future occupations only among boys. Selection into ICT specialist occupations is associated exclusively with adolescents’ ICT self-concept rather than their ICT interest, questioning whether girls’ lower average ICT interest represents a relevant barrier for entry into ICT specialist occupations in the context of VET. Our findings emphasize that ICT are an important content domain of adolescents’ vocational choices today and highlight how gendered interests and self-concepts towards ICT perpetuate occupational gender segregation.