Adolescence en souffrance : Stratégies des jeunes face aux contraintes de la formation professionnelle

Cette contribution analyse l’expérience particulière des apprenantes et des apprenants en formation professionnelle duale sous l’angle de la psychodynamique du travail. L’originalité de la démarche consiste à s’intéresser d’une part à une population adolescente et d’autre part, à un contexte mixte de formation et d’emploi. À partir de la souffrance évoquée au cours d’entretiens semi-directifs par des jeunes ayant rompu prématurément leur formation, il s’agit de s’intéresser aux stratégies qu’ils ont mises en oeuvre pour y faire face. L’analyse s’arrête sur les stratégies retenues, abandonnées, ou encore inédites et pose un questionnement sur la manière dont les jeunes « apprennent » à les mobiliser

Investigating refugees' negotiation of professional possible selves

Many barriers threaten refugees' professional and social integration in their resettlement countries. Through semi-structured interviews and based on the concept of possible selves, we aimed to understand how 22 refugees aged from 18 to 35 and coming from Afghanistan, Eritrea, Iran, Somalia, Syria, Turkey, Ukraine, and Yemen constructed and negotiated their career plans considering contextual factors. Results show that forced migration impacted the participants in three different ways: some were still striving for the ideal, pursuing their ideal career plans, while others were revising them either by revisiting the ideal or letting go of the ideal. They used different strategies of reducing expectations, exploring new possibilities, delaying, or abandoning their ideal plans for more probable ones, considering their current situation and barriers (i.e., lack of language proficiency, refugee permits, recognized diplomas, or childcare solutions). We discuss concrete implications for practice and provide future research insights

Introduction Les reconversions professionnelles

Le présent numéro thématique fait écho à une nécessité de mieux comprendre un phénomène à la fois prégnant et étonnamment encore peu connu dans le domaine de l’orientation scolaire et professionnelle. En effet, si les reconversions professionnelles ont été minutieusement étudiées dans d’autres champs disciplinaires, notamment en sociologie par les travaux s’inscrivant dans l’approche des parcours de vie (e.g. Denave, 2015 ; Négroni, 2007), peu de recherches en ont exploré les enjeux du point ..

Emerging Job Precariousness: Work Experiences and Expectations of Low-Qualified Young Workers in Switzerland

Based on the notion of decent work and the Psychology of Working Theory, our research aimed to understand the subjective work experiences and anticipations of emerging adults doing precarious jobs in Switzerland. We carried out a consensual qualitative analysis of 15 interviews with Swiss-born and foreign-born low-qualified precarious young workers. Results shed light on sources of dissatisfaction within their jobs, such as unhealthy working conditions and a hostile work atmosphere, and sources of satisfaction at work, such as interesting tasks and fulfilling relationships. Moreover, participants’ career plans were either vague or clearly defined. These results have implications for the design of counseling interventions for emerging adults at risk of, or already experiencing, difficult school-to-work transitions and job insecurity

Career competencies amongst early career researchers: A response to contemporary uncertain work contexts?

In a context where the research career patterns are dramatically changing, it is increasingly difficult for early career researchers to anticipate and prepare for their future careers. In this paper, we examine this issue by drawing on data from three recent studies conducted with European early career researchers using qualitative and quantitative methods. Our findings highlight that beyond the research and generic skills these researchers have acquired throughout their academic paths, some of them also developed a contemporary type of metacompetency defined as career competency. The latter refers to reflexive communicative and behavioural skills, knowledge and abilities that help one to cope with uncertain professional contexts. The relevance of this type of competency for career development interventions is discussed, and further research perspectives are provided

Going Back-to-School in Vocational Education and Training: Introduction

This is the introduction of the IJRVET's special edition in 2017 "Going Back-to-School in Vocational Education and Training"

Psychology and the International Labor Organization: The role of psychology in the Decent Work Agenda

The initial development of both the International Labor Organisation (ILO) and the psychological study of working can be traced to a period nearly a century ago when the labor market was in the throes of major changes. Now that many regions of the world are once again facing dramatic and far-reaching transformations in the world of work, the authors believe that it is important to connect the ILO and the psychological study of work and careers to maximize efforts to enhance the quality, availability, and security of work for all citizens across the globe. In this brief paper, the authors discuss some of the ways that psychology can inform the ILO mission

Moving toward decent work: Application of the Psychology of Working Theory to the school-to-work transition

This conceptual contribution aims to adapt and apply Psychology of Working Theory to the specificities of the school-to-work transition (STWT) process. The STWT is thus conceptualized as a first attempt to access decent work under the influence of specific predictors, mediators, and moderators and leading to particular outcomes. Based on recent literature, we consider that (1) socioeconomic constraints and belonging to marginalized groups are contextual predictors of a successful transition; (2) psychosocial resources, including self-efficacy and adaptability, and vocational and work role identity, are mediators of the relation between contextual factors and a successful transition; (3) moderator factors include the education system, labor market conditions, social support, and critical consciousness; and (4) decent and meaningful work are the optimal outcomes of the STWT process