Abstract
This article initially examines the conditions in which group methods in career intervention have emerged, reviewing their general traits and the criteria which evaluation research must meet. It then goes onto consider results from 11 evaluation studies carried out, with one exception, on children still at school, in France, Belgium and Switzerland. These results form the basis for some general conclusions and a number of problems are identified, concerning the heterogeneity and the power of effects, there presentation of self and jobs, the concept of vocational guidance for pupils, the boosting of their activity and level of their goals.
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