Empowerment or disempowerment? A review of youth training schemes for non-engaged young people in Hong Kong

This paper investigates the school-to-work experiences of non-engaged youth aged 15-24 who do not participate in education, training, and employment. Based on data from focus groups involving 50 non-engaged young people in Hong Kong, it examines how they are being systematically propelled to the edges of conventional pathways to adulthood, and assesses the efficacy of governmental training schemes that aim to develop employability as a strategy for engaging this population. The paper concludes by outlining prospects for future policy development, focusing on gaps and weaknesses in current provision and practice. It is suggested that effective guidance for non-engaged young people must pay attention to the social context of the individual. Assumptions behind the government's individualistic lifelong learning policy are called into question.     

The role of the regular teacher in a whole school approach to guidance counselling in Ireland

A whole school approach to guidance counselling has been promulgated by Irish policy-makers as a model of good practice in the delivery of guidance counselling in the post-primary sector since the 1998 Education Act (DES, 2005a, 2009, 2012). This approach to guidance counselling provision is viewed as a whole school responsibility where schools are expected to collaboratively develop a school guidance plan to support the needs of their students. The role of the regular teacher in a whole school approach to guidance counselling has received very little attention either in the Irish education system or in empirical research. This article will address this deficit through its discussion of a case study carried out in one school in 2012. It will position the findings from the study in the context of the re-allocation of post-primary guidance counselling provision in the national Budget 2012 that has witnessed the substantive erosion of the guidance counselling service in the last two years.     

‘Left to your own devices’ – the missed potential of adult career guidance in Denmark

In 2008, the European Council agreed on a Resolution on better integrating lifelong guidance into lifelong learning strategies. The Resolution promoted lifelong guidance as a policy to support people during the multiple transitions provoked by a more volatile labour market. However, when looking into the guidance policy of Denmark, the Resolution does not seem to have taken effect. Whereas, the career guidance system is relatively developed in terms of transitions from basic schooling into youth education and from youth education to higher education, when it comes to transitions during a working life, adult career guidance structures are patchy and scattered across different policy areas and institutions. The objective of this article is to investigate the potential of adult career guidance as a support structure for Lifelong Learning, career transition and labour market mobility. To this end, we draw on Holzkamp's concept of ‘disruption of the cyclicity in everyday life’ to analyse working life narratives. We focus on the potential contact points between the individual and public structures supporting working life transitions. This article hereby contributes to ongoing discussions concerning access to career guidance as part of a social contract underlying flexible labour markets.     

The experience of outsourcing transfer: implications for guidance and counselling

Outsourcing can involve the forced transfer of employees to another organisation. During or after the transfer they may find their jobs have changed or go through a process of downsizing. They also often have to maintain a relationship with their previous employer as they continue to work on joint projects. In this paper we review relevant research literature and identify important psychological and organisational processes involved in this process, which are of specific interest to guidance and counselling. We also present data from a longitudinal research study in which employees undergoing an outsourcing transfer discussed their experiences. A number of these employees required career counselling and some were undergoing psychological counselling to reduce depression and anxiety. In conclusion, we summarise important issues to be considered by the counsellor when advising individuals going through this process.     

Setting the standards: Implications for higher education of the introduction of occupational standards for advice, guidance and counselling

Current developments in the delivery of advice, guidance and counselling to students in higher education are outlined. A range of possible consequences for higher education of the introduction of occupational standards in the advice, guidance and counselling field is identified. Issues that higher education institutions and awarding bodies will need to address are explored.     

Factors affecting the involvement of teachers in guidance and counselling as a whole-school approach

This study explores factors affecting the involvement of regular secondary school teachers in the whole-school approach to guidance and counselling by interviewing 12 secondary school teachers in Hong Kong. Emerging themes include teachers' ownership of their role in student guidance and counselling, the alignment of their disposition with education policies, school missions and culture, and their philosophy in education. Findings of what these teachers are actually doing in guidance and counselling are presented. Implications for policy-makers, administrators and leaders for comprehensive guidance and counselling programmes are drawn from constraints that limit interviewees' full potential in assisting students.     

The role of learning and career guidance for managing mid-career transitions – comparing Germany and Denmark

In Germany and Denmark, the systems of further education and career guidance are well developed, offering a wide range of services and learning opportunities for targeted, specific and also general skills development. Based on an empirical study with mid-career individuals in both countries, the article investigates how the different systems support individuals to manage a career transition and develop their individual pathways. Mid-career transitions can be considered particularly challenging as they often reflect a more profound crisis and major concerns about future career opportunities. Constraints that prevent individuals in mid-career to fully benefit from the learning and guidance offers available can be identified in both countries. These range from the availability of programmes and accessing funding to getting the ‘right’ information. These constraints partly derive from adult education and guidance systems presupposing linear careers rather than disruptive trajectories and horizontal mobility.     

The politics of careers education and guidance: A case for scrutiny

Political aspects of processes involved in defining careers education and guidance are brought to light through an examination of debates surrounding the definition of guidance at four different points of the journey from policy to practice, and of related 'gaps' between 'theory' and 'practice'. It is argued that these 'gaps' cannot be adequately conceptualised within a curriculum evaluation paradigm. They result from the conflictual nature of curriculum change which, in this case, produced repeated contests over the definition of guidance, with different outcomes in different occupational settings. These outcomes, it is argued, were influenced not only by rational debate but by the distribution of power between the various groups of actors concerned. The politics of careers education and guidance are placed on the agenda for consideration by both researchers and practitioners.     

A new framework for the design of career interventions in organisations

There has often been an assumption that the school-to-work transition is fundamental for careers guidance and that mid-career interventions are supplementary. This approach can no longer be maintained. Frequent changes of job are now common. The relationships we have with employing organisations have become important and must become prominent in careers interventions. A model is presented to clarify what is needed. Two problems arise: the need to reconcile individual and organisational perspectives; and the need to look at careers in terms of life-career purpose as well as in terms of goals. It is recommended that individuals' plans mirror strategic management in the organisation. A number of ways are identified which extend the scope of career interventions.     

Mentoring in Dutch vocational education: an unfulfilled promise

Between 1998 and 2002 an estimated 250 mentoring programmes were started in Dutch secondary vocational education in order to decrease motivational problems and drop-out rates, especially among youngsters from ethnic minorities. Currently there are only two schools in secondary vocational education that include mentoring as part and parcel of their system of guidance and counselling. The vast majority of mentoring programmes do not run for more than two years. The main reason for this seems to be the absence of a vision of mentoring that explains how and why it works – a vision that is shared by mentors, teachers and school managers. In this article, data presented from four different case studies on mentoring in Dutch vocational education showed that the absence of a shared vision resulted in vague, often contradictory, and conflicting perspectives and actions taken by all parties involved in the mentoring scheme. In fact, because no synergy existed, the mentoring programmes had a marginal position in schools and disappeared as soon as external funding stopped.     

Self-efficacy and successful school-to-work transition: A longitudinal study

A successful school-to-work transition is a precursor of promising career development. In the present longitudinal study we investigated whether academic self-efficacy beliefs and grades in school at the ages of 12-15 would be associated with unemployment and job satisfaction at the age of 21. We found that individuals with high self-efficacy beliefs and better grades were less likely to become unemployed and more likely to be satisfied with their jobs. The relationship between high self-efficacy and unemployment was mediated by higher career-related motivation and by less perceived application stress, measured at the time of vocational training at the age of 18. The relationship between self-efficacy and job satisfaction was primarily mediated by higher vocational congruence and less application stress. We conclude that school-based interventions targeted at increasing academic capabilities and self-efficacy would help prepare adolescents for a successful school-to-work transition.     

Careers work in higher education in Pakistan: current practice and options for the future

ABSTRACT

In this article we examine the development of career guidance in Pakistani higher education. The article is based on a literature review supplemented with new data gathered from a review of higher education institutions' websites and five case study interviews. It considers both local and global influences as relevant contexts for understanding how the development of career guidance in Pakistani higher education is taking place. Concerns about alignment between skills supply and demand provide key drivers both for the development of career guidance and for a wider higher education reform. The practice of career guidance in Pakistani higher education is shown to be lagging behind policy and will need to be strengthened by new policy, resources and indigenous theories.     

Pastoral counselling: an American perspective

While pastoral counselling is a function of pastoral ministry in religious communities, it is also a specialised ministry requiring professional training that extends well beyond a pastoral/ theological education for ministry, as well as beyond the confines of religious communities. This article is an American perspective on Certified Pastoral Counsellors as mental health care providers for individuals, couples, and families, generally on a fee-for-service basis, with many qualifying for reimbursement by private and federal third party payers. It demonstrates that pastoral counselling as practised in the USA is spiritually integrated counselling and psychotherapy, requiring graduate academic and clinical work in these disciplines as well as graduate education in religious studies. It offers an American perspective on this specialised ministry of mental and relational health and discusses its identity and function, methodology, supervision requirements, and the clinical use of religious resources, including a case illustration.     

Undergraduates' perceptions and evaluations of career guidance activities: A Hong Kong study

There have been several research studies in Britain and Australia into the usefulness of different career guidance activities. Similar issues are examined in a study of 493 undergraduates at City University of Hong Kong. The results demonstrate that the uses of counselling services have been perceived rather narrowly and instrumentally. Career guidance activities which are perceived as 'tools' for practical or immediate help have been under-utilised. The five most popular career guidance activities are characterised as being specific in content, information-based, externally focused, and structured in process. In examining the results within the context of Chinese culture, it is suggested that counselling processes which help the students engage in more self-exploration and self-discovery can be encouraged.     

Urban adolescents’ experience of social class in relationships at work

This article describes a qualitative study examining two interrelated facets of the school-to-work transition among urban high school students: their relationships with important adults within that transition and the ways they experience the subjective aspects of social class and class-related constructs in those relationships. Participants were 27 urban adolescents participating in a school-to-work program or otherwise employed after school. We analyzed data generated from participants’ elaborations on their scaled responses to adapted Relational Health Index items pertaining to supervisors and other important adults at work. Qualitative analysis identified four thematic categories of how social class is experienced in urban adolescents’ relationships at work: Navigation of Identity; Perceptions of Similarity, Difference, and Being Understood; Receipt of Mobility Encouragement; and Awareness of Stratification. Results suggest that the first two of these categories represent the ways that participants work to find balance between the dual realities of Mobility and Stratification.     

The 'new career' changes: Understanding and managing anxiety

Extensive changes in work structure and conditions have been widely noted, and many more are predicted. The impact on individuals of these changes is examined. This generally involves the expectation of diminished job/work security, and a requirement for individuals to demonstrate greater responsibility and autonomy in the workplace. The importance and meaning of work to individuals is explored from a psychoanalytic perspective. Particular attention is given to ways in which the predicted changes may create anxiety, when there is a threat to such a significant aspect of human activity. It is suggested that those involved in the counselling process in the workplace or in career guidance may need special awareness of these issues, and the ways that they may manifest in the workplace. The concept of 'containment' is examined as a helpful notion in considering intervention approaches     

Using doctor-patient communication to affect patients' lifestyles. theoretical and practical implications

Abstract

Physicians very often do not perceive themselves as being efficient in affecting patients' life style. The aim of this article is to elucidate theoretical constructs and models in health education and their practical implications for individual health counselling in daily work as a guidance for physicians. The current most commonly used strategies are giving information and exhorting people, which have a limited ability to change peoples' behaviour. Derived from current behavioural constructs and models in health education - such as the health belief model, social learning theory, health beliefs, self-efficacy, self-determination theory - principles for successful strategies are described: to use patient-centredness instead of directing, to encourage patients to reflect and decide on their behavior, to find out the patient's readiness to change, to present knowledge as neutral facts instead of valuations, to focus on the actual behaviour instead of information-giving, to highlight patients' health beliefs and to discuss the advantages and disadvantages which the patients experience with their life style. The article concludes with a comprehensive model for individual health counselling in consecutive steps.     

Cultural values and attitudes towards guidance and counselling services in one secondary school in Malaysia: the role of a school cultural system

This narrative ethnographic study aims to explore students' attitudes towards guidance and counselling services in one secondary school in Malaysia. Semi-structured individual interviews, group interviews and observations were conducted with school students of different racial backgrounds. They were identified as referred clients, self-referred clients, and those not deemed to be involved in counselling. The data were analysed using the constant comparative analysis grounded theory approach. The findings indicate that there were different attitudes among the three groups of participants concerning counselling services. The study highlights the role of a school system in elucidating attitudes towards guidance and counselling services. It poses implications for understanding counselling services within the school system.     

Nineteen propositions concerning the nature of effective thinking for career management in a turbulent world

It is argued that some of the literature on post-formal thinking, wisdom, expertise and cognition can contribute substantially to the theory and practice of careers guidance, counselling and management, but has not yet done so. Material from these interrelated strands of the adult cognitive development literature is discussed, with particular reference to the changing nature of careers. On the whole, the research and theory examined point in similar directions, and share some key concepts of relevance to careers. Propositions concerning the thought-processes characterising effective management of careers by individuals are put forward. Implications of the propositions for careers guidance and counselling are discussed