Innovative moments and change in Career Construction Counseling

This article presents an exploratory study of the process of change during Career Construction Counseling (CCC). The Innovative Moments Coding System (IMCS) and the Return to the Problem Coding System (RPCS) were used to an intensive analysis of a career counseling case — the case of Michael. Both systems are grounded in a narrative conception of the self which suggests that narrative change results from the elaboration and development of narrative exceptions to a client's core problematic self-narrative. The IMCS identifies and tracks the occurrence of five different types of narrative change and the RPCS tracks the ambivalence present in the clients discourse throughout the therapeutic process. This is the first attempt to use these methods with a career counseling case. The results suggest that the narrative elaboration progresses from the first to the third session. We discuss these results, emphasizing the process of change in career counseling with clients in which maladaptive repetition underlies career decision-making difficulties.     

Educating Citizens for Humanism: Nussbaum and the Education Crisis

“What (Whose) purpose does your knowledge serve?” In her book, Not for Profit: Why Democracy Needs the Humanities, Martha Nussbaum states the difference between a democratic education for citizenship and an education for profit, and draws attention to the current education crisis caused by an overvaluation of the latter over the former. An education for democratic citizenship aims to develop three key abilities: critical thinking, the capacity to understand and to transcend parochial attachments, and empathy. An education for profit, however, requires the training of specific skills in order to produce the economic growth of a certain group, company or country. While the first, in accordance to a Socratic education, focuses on the foundation of perennial structures of thought related to human dignity, the latter, following the sophistic model, simplifies these structures according to economic priorities. In this paper, I critically explore Nussbaum’s manifesto by reformulating two key arguments to show that: (1) education must always aim at creating knowledge, and (2) education must always be focused on the development of humanism as the greater goal, regardless of the emphasis on arts and humanities or on exact science.     

Life Design Counseling: A study on client's operations for meaning construction

This study evaluated the adequacy of the micro-theory of client operations to explain meaning construction during Life Design Counseling. Four adolescents were interviewed about their second counseling session. Their recollections were stimulated through the replay of counseling videotapes. The resulting transcribed interviews were qualitatively analyzed. Results confirmed a sequence of client operations evolving from the symbolic representation of experience and reflexive self-examination towards making new realizations and revisioning self. Moreover, clients reported negative and positive session moments evidencing that clients' attention and activity during the session was not restricted to meaning construction operations. Practical implications for life design counseling are derived from the results and discussed.     

A Contribution to the Author Meets Critics Session: Tyson Lewis’s Walter Benjamin’s Antifascist Education

Studies in Philosophy and Education -     

Becoming a Coach in Developmental Adaptive Sailing: A Lifelong Learning Perspective

Life-story methodology and innovative methods were used to explore the process of becoming a developmental adaptive sailing coach. Jarvis's (2009) lifelong learning theory framed the thematic analysis. The findings revealed that the coach, Jenny, was exposed from a young age to collaborative environments. Social interactions with others such as mentors, colleagues, and athletes made major contributions to her coaching knowledge. As Jenny was exposed to a mixture of challenges and learning situations, she advanced from recreational para-swimming instructor to developmental adaptive sailing coach. The conclusions inform future research in disability sport coaching, coach education, and applied sport psychology.     

Ecological Validity,Representative Design,and Correspondence Between Experimental Task Constraints and Behavioral Setting: Comment on Rogers,Kadar, and Costall (2005)

More than 20 years ago, Swenson (1988) Swenson, R. 1988. Emergence and the principle of maximum entropy production: Multi-level system theory, evolution, and non-equilibrium thermodynamics.. Proceedings of the 32nd annual meeting of the International Society for General Systems Research, 32: 32 [Google Scholar] proposed and elaborated the Law of Maximum Entropy Production (LMEP) as the missing piece of physical or universal law that would account for the ubiquitous and opportunistic transformation from disordered, or less ordered, to more highly ordered states. Given Boltzmann's (1974) Boltzmann, L. 1974. “The second law of thermodynamics”. In Theoretical physics and philosophical problems, Edited by: Bush, S. G. Boston: Reidel. (Original work published 1886) [Google Scholar] interpretation, the Second Law of Thermodynamics has generally been interpreted as a “law of disorder.” Schrödinger (1945) Schrodinger, E. 1945. What is life?, New York: Macmillan.  [Google Scholar] and Bertalanffy (1952) had shown, however, that the Second Law, viewed from the classical perspective of Clausius (1865) Clausius, R. 1865. Ueber verschiedene fur die anwendung bequeme formen der haupt gleichungen der mechanischen warmtheorie.. Annalen der Phys. und Chem., 7: 389–400.  [Google Scholar] and Thomson (1852) Thomson, W. 1852. On the universal tendency in nature to the dissipation of mechanical energy. Philosophical Magazine and Journal of Science, 4: 304–306. [Taylor &; Francis Online] , [Google Scholar], was not anathema to order. Ordered flow, including life, was permissible as long as it produced enough entropy to compensate for its own internal entropy reduction. The central problem remained, however: If the spontaneous production of order was “infinitely improbable,” as Boltzmann had surmised, then why were ordered systems such a fundamental and characteristic property of the visible world? LMEP provided the answer: Order production is inexorable because order produces entropy faster than disorder. In Swenson (1989d) Swenson, R. 1989d. Gauss-in-a-box: Nailing down the first principles of action. Perceiving Acting Workshop Review, 5: 60–63. (Technical Report of the Center for the Ecological Study of Perception and Action) [Google Scholar], LMEP was given expression as a precise law that could be demonstrated in falsifiable, experimental, physical terms. In Swenson and Turvey (1991) Swenson, R. 1991a. “End-directed physics and evolutionary ordering: Obviating the problem of the population of one”. In The cybernetics of complex systems: Self-organization, evolution, and social change, Edited by: Geyer, F. 41–60. Salinas, CA: Intersystems Publications.  [Google Scholar], LMEP was tied explicitly to the progressive emergence of living things with their perception–action capabilities.     

Life designing: A paradigm for career construction in the 21st century

At the beginning of the 21st century, a new social arrangement of work poses a series of questions and challenges to scholars who aim to help people develop their working lives. Given the globalization of career counseling, we decided to address these issues and then to formulate potentially innovative responses in an international forum. We used this approach to avoid the difficulties of creating models and methods in one country and then trying to export them to other countries where they would be adapted for use. This article presents the initial outcome of this collaboration, a counseling model and methods. The life-designing model for career intervention endorses five presuppositions about people and their work lives: contextual possibilities, dynamic processes, non-linear progression, multiple perspectives, and personal patterns. Thinking from these five presuppositions, we have crafted a contextualized model based on the epistemology of social constructionism, particularly recognizing that an individual’s knowledge and identity are the product of social interaction and that meaning is co-constructed through discourse. The life-design framework for counseling implements the theories of self-constructing [Guichard, J. (2005). Life-long self-construction. International Journal for Educational and Vocational Guidance, 5, 111–124] and career construction [Savickas, M. L. (2005). The theory and practice of career construction. In S. D. Brown & R. W. Lent (Eds.), Career development and counselling: putting theory and research to work (pp. 42–70). Hoboken, NJ: Wiley] that describe vocational behavior and its development. Thus, the framework is structured to be life-long, holistic, contextual, and preventive.     

The psychology of life construction

The present article analyzes, from a historical perspective, the object of the study in the fields of vocational guidance and career management. It then considers the contemporary need to view workers as collaborators within organizations. Finally, in the third part, it presents tentative principles for the construction of a new paradigm called the psychology of life construction.