A Living Systems Theory of Vocational Behavior and Development

Vondracek, Fred W.; Ford, Donald H.; Porfeli, Erik J.

doi:10.1007/978-94-6209-662-2_3

Cited by 21 publications

(54 citation statements)

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“…Following efforts to advance an organizing framework for the study of children's career development, this article presented a literature review of the contexts of children's career development. The focus on children's ecology of career development is sustained by the more general career literature, which suggests the importance of early interactional experiences in career behaviour (Bordin, 1984;Gottfredson, 1981Gottfredson, , 2005Holland, 1985;Lent et al, 2004;Mitchell & Krumboltz, 1990;Roe, 1957;Super, 1980Super, , 1990Vondracek et al, 1986;Vondracek et al, 2014). This ecological organization also followed suggestions to apply the developmental-contextual career meta-theory to the study of children's careers (Araújo & Taveira, 2009) and to identify their ecological subsystems (Vondracek, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…However, a systematic attention to the child's ecological systems seems to be lacking in the literature. This gap was recognized by Araújo and Taveira (2009), who suggested that the developmental-contextual career meta-theory (Vondracek, Lerner, & Schulenberg, 1986), recently articulated with the living system framework (Vondracek, Ford, & Porfeli, 2014), could serve the study of children's career development. The developmental-contextual metatheory could contribute for an organizing framework of children's career development by crediting its dynamics of change, the child's active role in his/her development, and the child-contexts interactions (Araújo & Taveira, 2009).…”

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confidence: 99%

“…The developmental-contextual career meta-theory (Vondrcek et al, 1986) expanded the aforementioned theoretical contributions by focusing on the person-insituation development. Person-in-situation experiences are the foundation for children's physiological, psychological, and affective reactions, which are included in cognitive behaviour episode schemas that are continuously revised and influence lifelong career behaviour and trajectories (Vondracek et al, 2014).…”

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confidence: 99%

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Ecology of Children's Career Development: A Review of the Literature

Taveira

Oliveira

Araújo

2016

Psic.: Teor. e Pesq.

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Previous efforts to elaborate an organizing framework for the study of children's career development identified its main dimensions and processes. However, the existing literature on children's ecological subsystems is scarce. This article presents a literature review of the context of children's career development. Based on Bronfenbrenner's theory, 36 eligible articles covered the following subjects: the microsystems family and school; the mesosystems family-school/peer-school relations and antecedents of transitions; the exosystems parents' work situation, social class, curriculum and teachers' professional development; the macrosystems ethnicity and culture; and the chronosystems passage of time over the life-course and across generations. An ecological perspective can be included in an organizing framework of children's careers and support further research and intervention. Empirical and practical implications are discussed.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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Ecology of Children's Career Development: A Review of the Literature

Taveira

Oliveira

Araújo

2016

Psic.: Teor. e Pesq.

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“…The product of these reflections is presented in the form of five articles. A general introduction anchors these articles in the theoretical framework of the "living system theory of vocational behavior and development" (Vondracek, Ford, & Porfeli, 2015). A final discussion section highlights the contributions and limitations of adopting an integrative approach in the field of career counseling.…”

Section: Résumémentioning

confidence: 99%

The motivational maintenance in support for the performances of educational and vocational guidance

Rochat¹

2018

osp

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2017 L'entretien motivationnel en appui aux prestations d'orientation scolaire et professionnelle Rochat Shékina Rochat Shékina, 2017, L'entretien motivationnel en appui aux prestations d'orientation scolaire et professionnelle Originally published at : Thesis, University of Lausanne Posted at the University of Lausanne Open Archive http://serval.unil.ch Document URN : urn:nbn:ch:serval-BIB_0C1F8A4F02063 Droits d'auteur L'Université de Lausanne attire expressément l'attention des utilisateurs sur le fait que tous les documents publiés dans l'Archive SERVAL sont protégés par le droit d'auteur, conformément à la loi fédérale sur le droit d'auteur et les droits voisins (LDA). A ce titre, il est indispensable d'obtenir le consentement préalable de l'auteur et/ou de l'éditeur avant toute utilisation d'une oeuvre ou d'une partie d'une oeuvre ne relevant pas d'une utilisation à des fins personnelles au sens de la LDA (art. 19, al. 1 lettre a). A défaut, tout contrevenant s'expose aux sanctions prévues par cette loi. Nous déclinons toute responsabilité en la matière. Copyright The University of Lausanne expressly draws the attention of users to the fact that all documents published in the SERVAL Archive are protected by copyright in accordance with federal law on copyright and similar rights (LDA). Accordingly it is indispensable to obtain prior consent from the author and/or publisher before any use of a work or part of a work for purposes other than personal use within the meaning of LDA (art. 19, para. 1 letter a). Failure to do so will expose offenders to the sanctions laid down by this law. We accept no liability in this respect. L'objectif de cette thèse est alors d'étudier dans quelle mesure et avec quelle efficacité il est possible d'avoir recours à cette méthode en appui aux prestations d'orientation scolaire et professionnelle. À cette fin, trois angles d'approche ont été favorisés. D'une part, au travers d'une réflexion théorique, la pertinence du recours à l'entretien motivationnel pour accroitre la motivation des consultant•e•s et les accompagner dans un processus de modération des aspirations est étudié. D'autre part, l'effet d'une formation à l'entretien motivationnel sur les comportements de psychologues conseiller•ère•s en orientation et sur le discours de leurs consultant•e•s est évalué de manière empirique, au moyen d'un dispositif quasi-expérimental. Enfin, l'efficacité clinique de cette approche pour produire un changement réel dans la vie des individus est investiguée au moyen d'une étude de cas. Le produit de ces réflexions est présenté sous la forme de cinq articles. Une introduction générale inscrit ces articles dans le cadre théorique de la living system theory of vocational behavior and development (Vondracek, Ford & Porfeli, 2015) et une discussion finale souligne les apports et limites de l'adoption d'une approche intégrative en orientation.

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“…As a construct, vocational identity evolved from the work of Holland, Gottfredson, and Power (1980). They examined the relationship between personality and vocational behaviour, which relates to clarifying career preferences (Savickas, 1985) and pursuing personal goals such as occupying work roles (Vondracek, Ford, & Porfeli, 2014). Constructing a vocational identity that has meaning and purpose means forming "a clear and stable picture of one's goals, interests, and talents" (Holland et al, 1980(Holland et al, , p. 1191, highlighting the integral role of selfunderstanding in the process of vocational identity construction.…”

Section: Work Identitiesmentioning

confidence: 99%

Professional standards and professional identity: perspectives of career development practitioners in Australia and New Zealand

O'Reilly¹

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School career development practitioners facilitate the career development learning of young people in schools through activities such as career assessment, career counselling, career education, and workplace preparation. Provision of school career development services requires highly specialised as well as broad-based knowledge and skills to support students to manage their lives, learning, and work. To date there is no requirement in Australia or New Zealand for training or qualifications explicitly in career development to enter employment in the field. Consequently, although career development practitioners in schools engage in support and guidance of young people for careers that typically involve training and qualifications, some school career development positions are filled by individuals without training or qualifications specific to the field. A shared understanding of specialised career development knowledge exists across country contexts. Some countries have introduced professional regulation of their career development industry through professional standards. Australia's career industry has a national peak body, the Career Industry Council of Australia (CICA), which introduced and oversees the professional standards. New Zealand does not have an equivalent professional body. Unlike established professions such as teaching and psychology, the career industry remains largely unregulated in most countries. In established professions there are clearly defined entry pathways that assist individuals to construct their professional identity, whereas the entry pathway is less defined for career development practitioners and constructing a professional identity may be more challenging. Greater understanding is needed about the influence of professional standards on the professional identity of individual career development practitioners. To address this gap in knowledge, this research investigated school career development practitioners' perspectives of professional standards and professional identity in two country contexts; Australia where professional standards were introduced in 2006, and New Zealand, which to date has no nationally agreed career development professional standards. Australia has greater professional regulation of the career development industry through the Career Industry Council of Australia and its professional associations and professional standards compared to New Zealand. However, neither country has government policies that regulate the industry. v Publications during candidature No publications Publications included in this thesis No publications included Contributions by others to the thesis No contributions by others Statement of parts of the thesis submitted to qualify for the award of another degree None Research Involving Human or Animal Subjects Ethics approval was granted by the University of Queensland Human Ethics Unit on 8

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A Living Systems Theory of Vocational Behavior and Development

Cited by 21 publications

References 0 publications

Ecology of Children's Career Development: A Review of the Literature

Ecology of Children's Career Development: A Review of the Literature

The motivational maintenance in support for the performances of educational and vocational guidance

Professional standards and professional identity: perspectives of career development practitioners in Australia and New Zealand

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