Le rôle des relations socio-émotionnelles dans les transitions scolaires et professionnelles

Le fait que le développement de la carrière soit imbriqué dans le contexte plus large des rôles sociaux et des transitions caractérisant le cours de la vie est devenu un des centres d’intérêts remarquables en psychologie de l’orientation. Des travaux de plus en plus nombreux ont mis en évidence les rapports existant entre la carrière et la qualité des relations interpersonnelles dans la vie de l’individu (par exemple, Blustein, 2001 ; Blustein, Schultheiss & Flum, 2004 ; Hall, 1996). L’intégration des dimensions relationnelles dans une conceptualisation élargie des transitions scolaires et professionnelles a permis l’élaboration d’un cadre conceptuel plus intégratif, qui prend en compte la complexité de la vie des individus, avec leurs contextes sociaux et culturels. L’article examine l’importance et la fonction des relations interpersonnelles dans la négociation par l’individu des tâches qui, dans sa carrière, le remettent en cause, telles que celles rencontrées lors des transitions scolaires et professionnelles. Les travaux théoriques et empiriques sont passés en revue et les implications pour la recherche et la pratique sont présentées.The embedded nature of career development within the broader context of life roles and transitions has emerged as a prominent focus in the vocational psychology literature. A growing literature base points to the interconnectedness of career and the quality of relationships in one’s life (e.g., Blustein, 2001 ; Blustein, Schultheiss, & Flum, 2004 ; Hall, 1996). By integrating relational dimensions into a broad-based conceptualization of school and work transitions, a holistic conceptual framework emerges that reflects the complexity of people’s lives embedded within social and cultural contexts. This paper will examine the importance and function of interpersonal connection in navigating challenging career tasks such as those encountered in school and work transitions. The theoretical and empirical literature will be reviewed, and implications for research and practice will be offered

Introduction to the Special Issue: an International Partnership in Vocational Psychology and Career Guidance Practice

This thematic issue of the International Journal for Educational and Vocational Guidance includes a selection of papers presented at the IAEVG-SVP-NCDA Symposium, entitled “Vocational Psychology and Career Guidance Practice: An International Partnership”. The articles in this special issue deal with topics that highlight the interconnection between vocational psychology and career guidance. The authors, because of their different geographical and cultural backgrounds, address these points from their own perspectives. The outcome of the general discussion that centred on these topics at the International Symposium is jointly published in a special issue of the Career Development Quarterly, Vol. 57, No. 4

Introduction to the Special Issue: an International Partnership in Vocational Psychology and Career Guidance Practice

This thematic issue of the International Journal for Educational and Vocational Guidance includes a selection of papers presented at the IAEVG-SVP-NCDA Symposium, entitled “Vocational Psychology and Career Guidance Practice: An International Partnership”. The articles in this special issue deal with topics that highlight the interconnection between vocational psychology and career guidance. The authors, because of their different geographical and cultural backgrounds, address these points from their own perspectives. The outcome of the general discussion that centred on these topics at the International Symposium is jointly published in a special issue of the Career Development Quarterly, Vol. 57, No. 4

Social constructionism in vocational psychology and career development

This is the fourth book published in the Sense Publishers Career Development Series which began in 2006. The current work addresses the scholarship of social constructionism and its place in disciplinary and professional endeavours of vocational psychology and career development. There is little doubt that social constructionism has generated new perspectives, theories, research methods, and practices, but there is so much more work to be done to ensure that social constructionism continues as a productive force. Indeed, the chapters in this book will do considerable work to advance social constructionism in the field. As editors, we aimed to present an optimistic view of social constructionism that could generate new ideas for research and practice. What the authors have achieved is a clear and informative invitation to new scholars and an update for current scholars in the field

Construct validity of the career myths scale among South African adolescents

Career beliefs can limit individuals' abilities to make effective career decisions and hence it is important to identify such beliefs during counselling. Two hundred and sixty grade 8 to 11 high school learners completed the Career Myths Scale, which is a measure of dysfunctional beliefs. The data were subjected to a Maximum Likelihood factor analysis. Three factors were extracted, namely Test Myths, Misconceptions of Exactitude, and Self-Esteem Myths. Evidence of the construct validity of the Career Myths Scale is provided and the implications of the measure for counselling are discussed. Les croyances de carrière peuvent limiter des capacités des individus pour faire les décisions de carrière efficacies et par consequent c'est important d'identifier telles croyances pendant le conseil. Deux cent soixante lycéens de grade 8 à 11 ont completé l'Echelle de Mythes de Carrière, qui est une mesure de croyances dysfonctionnelles. Les données ont été soumis à une analyse de facteurs de Probabilité Maximum. Trois facteurs ont été extraits, c'est à dire, les Mythes de test, les idées fausses d'Exactitude, et les Mythes d'Amour-propre. L'évidence de la validité de construction de l'Echelle de Mythes de Carrière est fournie et les implication de la mesure pour conseiller sont discutées.Journal of Psychology in Africa 2004, 14(1): 9–1

Validity of Childhood Career Development Scale Scores in South Africa

The purpose of this study was to provide evidence of the construct and concurrent validity of the Childhood Career Development Scale’s (CCDS) scores among South African primary school children. Using a sample of 808 children in grades four through seven, evidence for the CCDS’s construct validity was provided using confirmatory factor analysis, with eight factors confirmed. Evidence for the CCDS’s concurrent validity was also presented by analyzing the relationship between subscales of the Childhood Career Development Scale and measures of self-esteem, locus of control, and children’s industry. The CCDS continues to emerge as a promising theoretically-driven assessment tool

Validity of Childhood Career Development Scale Scores in South Africa

The purpose of this study was to provide evidence of the construct and concurrent validity of the Childhood Career Development Scale’s (CCDS) scores among South African primary school children. Using a sample of 808 children in grades four through seven, evidence for the CCDS’s construct validity was provided using confirmatory factor analysis, with eight factors confirmed. Evidence for the CCDS’s concurrent validity was also presented by analyzing the relationship between subscales of the Childhood Career Development Scale and measures of self-esteem, locus of control, and children’s industry. The CCDS continues to emerge as a promising theoretically-driven assessment tool