This work is a longitudinal study of preadolescent and adolescent pupils scholastic and vocational preferences and career options. The affective and motivational mechanisms and the cognitive processes of this evolution were studied in real time, using a clinical method of interviewes repeated each year for each subject of the sample population. A model was developped, both as pattern for the interviewes and decoding system for utterances. The vocational development is a progressive «mise en tension» between self assessment, professional representations and the self. Once identified the connections, they undergo content analysis. The vocational development is essentially affective and cognitive decentration. Vocational thought ranges from the syncretic to the operatory, from magic to probabilistic thought, from identification to objectivation. Various processes such as sublimating desire or rationalising mourning lead subject to the project within a time perspective that is consistant and signposted and through the insertion in scholastic ans social reality. Career orientation is considered here as a fondamental aspect of the adolescent’s socialization.
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