Relational aspects in career and life-designing of young people

Vanhalakka-Ruoho, Marjatta

doi:10.1007/s10775-010-9178-8

Cited by 6 publications

(5 citation statements)

References 26 publications

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“…Young immigrant-origin people often showed the immigrant optimism and pondered how to fulfil the aspirations stemming from the family, but few of them had the resources to integrate them into this optimism for their choices. In other words, "real-life decision-making" had multiple relational aspects (see Vanhalakka-Ruoho, 2010) and intersectional determinants (see also Nylund et al, 2018, for instance).…”

Section: Discussionmentioning

confidence: 99%

“…In terms of Nordic education policies, more emphasis on the individual choices and destinations of immigrant-origin youthand the promotion of accessible educational trajectories for allshould be laid. In terms of the guidance practices, the decision-making processes of all young people should be treated as part of a holistic life-design process (see also Choi et al, 2012;Savickas et al, 2009;Vanhalakka-Ruoho, 2010). Further, these decision-making processes are even more multi-dimensional with young people of immigrant origin due to the individual and structural boundaries making the consistency of educational choices and occupational destinations more difficult to achieve.…”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless, trajectories are not solely structural. In terms of agency, the development of life-designing skills is based on tangible experiences, which include significant others (Vanhalakka-Ruoho, 2010).…”

Section: Choices and Destinations Within Educational Trajectories Andmentioning

confidence: 99%

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The reasoning behind the envisioned educational trajectories of young people from Finnish and immigrant origins

2020

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Transitions from one level of education system to another and from education to work are structured by socioeconomic and institutional structure factors, while at the same time they are appropriated by individuals in their biographical constructions. Patterns to career trajectories are also dependent on social class, immigrant origin and level of academic achievement. This paper elaborates the ways young people are envisioning their post-comprehensive trajectories in Finland. Based on an analysis of qualitative interview data (n = 113) with immigrant-and Finnish-origin youths in the final year of their comprehensive education (ninth grade), patterns of envisioned educational trajectories are identified and the reasoning behind them recognised. The analysis introduces six possible envisioned educational trajectories, based on combinations of envisioned educational choices and occupational destinations. They portray the multiple relational aspects and intertwining processes of the decision-making processes, but also underline the nature of them as self-made reasonings of skills, stress, friends, life management and aspirations. Study guidance and counselling should support the decision-making processes as a part of the holistic life-design process.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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The reasoning behind the envisioned educational trajectories of young people from Finnish and immigrant origins

2020

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“…According to the relational paradigm (Richardson, 2009; Schultheiss, 2007), careers include an individual’s relational network (e.g., parents, siblings, peers). Adolescents involve and rely on others in their career designing (Phillips, Christopher-Sisk, & Gravino, 2001; Vanhalakka-Ruoho, 2010). Young et al.…”

Section: Educational Transitions As Transitional Spacesmentioning

confidence: 99%

Educational pathways of ninth grade adolescents: Transition practices in vocational and academic families

Vanhalakka-Ruoho

Koski

Silvonen

et al. 2016

Australian Journal of Career Development

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The study analyses how the educational pathways of ninth graders are constructed by practices of adolescents and their parents in families with different educational statuses. The importance of contextualising the educational transition as it occurs in daily life and socially structured family cultures is emphasised. The research question is: How is the choice of educational route of ninth graders constructed by the practices of the adolescents and the parents in vocational and academic families? What does characterise different pathways and what kinds of distinctions, differences and contrasts of transition practices do exist between them? The interview sample consisted of 16 Finnish families. The interviews were carried out in three forms: a family discussion interview, a thematic interview of the adolescents, and a life-history interview of the parents. The results introduce the main characteristics and distinctions of transition practices of the vocational and academic families.

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“…Taking into account emotions in educational and vocational guidance is crucial because career indecision or career decision-making difficulties are known for being associated with high level of anxiety or distress. As mentionned by the authors, ACT is about psychological flexibility, and it would be interesting to study whether ACT has an impact on people's career adaptability and self-regulation skills (e.g., Vanhalakka-Ruoho, 2010). Moreover, this contribution presents an interesting and well-written description of the relational frame theory (RFT) and an instructive case example.…”

mentioning

confidence: 99%

Editorial

Rossier

2012

Int J Educ Vocat Guidance

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Our Journal's third issue of volume twelve contains four very different contributions. The first contribution presents how a specific new approach to personal counselling and psychotherapy, acceptance and commitment therapy (ACT), might be used in a vocational or career guidance context. Adaptation of approaches that are developed in clinical psychology or psychotherapy can strengthen our own interventions and diversify them in order to adapt them to needs of our clients or counselees. The second contribution presents an analysis of the development of occupational aspirations in a very large sample of Korean adolescents. This study used a longitudinal design and applied contemporary statistical tools in order to analyse the trajectories of these aspirations. The third contribution conceptualized the relationship between narrative approaches and the systems theory framework (STF), and studied how story-crafting careers can facilitate client's desired, sustainable, and achievable stories to emerge. The last empirical contribution presents a very well conducted and original qualitative study about an important topic: dilemmas career counsellors face. The most frequent dilemma concerns the legitimacy of confronting a client when the counsellor has noted a discrepancy between the client's vocational choice and his or her abilities and an employer's expectations of a specific professional in that field. This dilemma could be the result of the counsellor's desire to take into account social constraints and the counselee's needs, aspirations, or desires simultaneously, and has important ethical implications.In the first contribution, ''Acceptance and commitment therapy (ACT) as a career counselling strategy,'' Nancey P. Hoare, Peter McIlveen, and Nadine Hamilton presented an analyses and a case example of how ACT can be applied in the field of career guidance. This approach can help career counsellors to take emotions into greater account, and to increase clients' psychological flexibility and their abilities to regulate their emotions. It is notable that McIlveen and Patton (2010), in another

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Relational aspects in career and life-designing of young people

Cited by 6 publications

References 26 publications

The reasoning behind the envisioned educational trajectories of young people from Finnish and immigrant origins

The reasoning behind the envisioned educational trajectories of young people from Finnish and immigrant origins

Educational pathways of ninth grade adolescents: Transition practices in vocational and academic families

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