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Table des Matières
Table of Contents
1) Conférences plénières-Keynotes............................................................................................... 2
2) Programme du jeudi 26 septembre - Program of Thursday 26th September ……………………….. 6
3) Résumés des communications - Abstracts ............................................................................. 16
 Symposiums .................................................................................................................... 16
-
9:00 - 10:30 ................................................................................................... 16
10:45 - 12:15 ................................................................................................. 19
13:30 - 15:00 ................................................................................................. 28
15:15 - 16:45 ................................................................................................. 35
 Communications orales et ateliers - Paper Sessions ....................................................... 42
-
9:00 - 10:30 ................................................................................................... 42
10:45 - 12:15 ................................................................................................. 55
13:30 - 15:00 ................................................................................................. 75
15:15 - 16:45 ................................................................................................. 93
 Affiches - Posters ........................................................................................................... 111
 Réunions et Forums - Meetings & Forums .................................................................... 125
4) Liste des congressistes .......................................................................................................... 128
Communications handbook
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Conférences plénières
Keynotes
CONFERENCE INAUGURALE / OPENING KEYNOTE : PROFESSEUR JEAN GUICHARD,
professeur des Universités, CNAM, Paris
Quel paradigme pour des interventions en orientation contribuant au développement d'un monde
plus équitable au cours du 21ème siècle ?
Which paradigm for career and life designing interventions contributing to the development of a
fairer world during the 21st century
La question des relations entre individus et activités de travail constitua le cœur d'unpremier modèle
général dans lequel on conçut les interventions de conseil en orientation de la fin du 19ème siècle aux années
1970. De nombreuses recherches furent alors réalisées en vue de concevoir des interventions rigoureuses,
généralement envisagées comme des moyens pour améliorer les conditions de travail et construire une
société plus juste. La mondialisation économique et culturelle consécutive aux développements des
technologies de l'information et des transports a profondément transformé les sociétés occidentales au cours
de ces trois dernières décennies : les sociétés modernes deviennent de plus en plus « liquides ».
L'organisation du travail s'est considérablement modifiée : le travail devient flexible et l'emploi est, de plus en
plus souvent, précaire. Le regard des spécialistes des sciences humaines sur le sujet humain a aussi changé :
celui-ci est désormais perçu comme moins monolithique que précédemment et comme plus susceptible
d'accroître son pouvoir d'agir. Un deuxième
paradigme s'est ainsi constitué : le conseil en orientation s'est recentré sur les personnes ellesmêmes. Il vise à les aider à se diriger dans la vie et à gouverner leur parcours professionnel. De recherches
sont conduites en vue de concevoir des interventions rigoureuses atteignant cet objectif. Mais, dans le
contexte des multiples défis que doit aujourd'hui relever l'humanité, un tel objectif est-il suffisant ? Ne
conviendrait-il pas de réfléchir à un troisième paradigme qui combinerait au souci et au gouvernement de soi
(Michel Foucault), le souci des autres lointains et des institutions justes (Paul Ricoeur) et aussi la
responsabilité du maintien d'une vie authentiquement humaine sur terre (Hans Jonas) ?
Jean Guichard est professeur de psychologie de l'orientation à l'Institut National d'Etudes du
Travail et d'Orientation Professionnelle (INETOP) du Conservatoire National des Arts et Métiers (CNAM). Il a
dirigé cet institut de 1996 à 2001
Les recherches de Jean Guichard portent principalement sur les facteurs et les processus de la
construction de soi, ainsi que sur les différents modes de rapport des personnes aux métiers et professions. Sa
synthèse de travaux relatifs à la dynamique de la subjectivation (« Se faire soi ») constitue un cadre théorique
pour des dialogues de conseil constructiviste en orientation, ainsi que pour des ateliers d'éducation à
l'orientation (tels que La Nouvelle DAPP).
Il a notamment publié « L'école et les représentations d'avenir des adolescents » (PUF, 1993) et,
avec Michel Huteau, « Psychologie de l'orientation » (Dunod, 2001, édition révisée 2006 ; ouvrage traduit en
arabe, italien, polonais et portugais), « L'orientation scolaire et professionnelle » (Dunod : 2005) et «
Orientation et insertion professionnelle : 75 concepts-clés » (Dunod, 2007). Il est l'auteur ou le co-auteur d'une
centaine de chapitres ou d'articles parus dans des revues scientifiques (en français, anglais, espagnol, italien,
polonais, portugais ou russe). Il a été conférencier ou professeur invité en Allemagne, Argentine, Belgique,
Brésil, Canada, Espagne, Estonie, Etats-Unis, Finlande, Grèce, Hongrie, Islande, Italie, Maroc, Pologne,
Portugal, Roumanie, Russie, Tunisie, etc.
Jean Guichard s'est vu conféré le titre Docteur Honoris Causa par les universités d'East Finland
(Joensuu, 2004), de Lisbonne (2011) et de Buenos-Aires (2012). Il a reçu des awards de la Society of Counseling
Psychology de l'American Psychological Association (2008) et de l'European Society of Vocational Designing and
Career Counseling (2012).
ENGLISH
The issue of the relationships between individuals and work activities formed the core of a first general
model within which career interventions were devised from the end of the 19th century on to the 1970s. Plenty of
research was then made in order to implement rigorous interventions, which were often seen as a means to improve
the working conditions and to develop a fairer society. The economic and cultural globalization resulting from the
developments of the information technologies and transportation deeply transformed the Western societies during
these last three decades. Modern societies become more and more "liquid". The organization of work altered
considerably: work becomes "flexible" and jobs are more and more often "uncertain". The look at the human subjects
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by the specialists of human and social sciences also changed : Human subjects are now described as less
monolithic than previously and as more able to empower their agency.
Thus a second paradigm emerged: career counseling refocused on the persons themselves. It aims to
help them design their lives and govern their working pathways. Research is now developing in order to conceive
rigorous interventions pursuing this objective. But is such a goal sufficient in the context of the major challenges that
humanity as a whole as to cope with now? Shouldn't we think about a third paradigm that would link the care and the
government of the self (Michel Foucault) with the caring about distant others and fair institutions (Paul Ricoeur) and
with the responsibility of the maintaining of a genuine human life on earth (Hans Jonas)?
Jean Guichard is Professor of vocational psychology at the Institut National d'Etude du Travail et
d'Orientation Professionnelle (INETOP: National Institute for the Study of Work and Vocational Counseling), a
department of the Conservatoire National des Arts et Métiers (CNAM: National Conservatory of Applied
Technologies) in Paris, France. He used to be in charge of this institute (from 1996 to 2001).Born in 1948, Jean
Guichard studied philosophy and psychology at the University of Lille. He became then a school and career
counselor. In 1982, he defended his doctoral dissertation (about the students’ transition from high-school to college).
In 1984, he was hired as a researcher by the National Institute for the Study of Work and Vocational Counseling in
Paris. He became an associate professor at the University of Lille in 1989 and a tenured professor at the Sorbonne
University in Paris in 1992. Jean Guichard’s main research themes are the factors and processes of the self’s
construction and the different modes of relating to occupations and professions. His synthesis of works on the
dynamics of subjectivation (Life long self construction) provides a general framework for constructivist life designing
dialogues and for some career education workshops (as the DAPP methods).
Jean Guichard published different books, notably: “L’école et les représentations d’avenir des
adolescents” (“School and adolescents’ future’s representations”; also translated into Spanish) and, with Michel
Huteau, “Psychologie de l’orientation” (“Vocational psychology”; translated into Arabic, Italian, Polish et Portuguese),
“L’Orientation scolaire et professionnelle” (School transitions and career counselling) and “Orientation et insertion
professionnelle: 75 concepts-clés” (“School transitions, vocational counselling and transition to work: 75 keyconcepts”). He authored or co-authored about 100 book chapters or papers in scientific journals (in English, French,
Russian, Italian, Spanish and Polish). He has been invited for conferences and seminars in universities in different
countries: Argentine, Belgium, Brazil, Canada, Estonia, Finland, Germany, Greece, Hungary, Iceland, Italy, Morocco,
Poland, Portugal, Romania, Russia, Spain, Tunisia, USA, etc.
He received honorary doctoral degrees (Doctor honoris causa) from the universities of East Finland at
Joensuu in 2004, Lisbon (Portugal) in 2011 and Buenos-Aires (Argentine) in 2012. He also received awards from
theAmerican Psychological Association Society of Counseling Psychology, in 2008, and from the European Society
of Vocational Designing and Career Counseling, in 2012.
Professor Peter PLANT,
associate professor, Aarhus University (Denmark)
Justice sociale et Contrôle social
Social justice and social control
Le conseil en orientation se situe à un point d’équilibre délicat entre, d’un côté, le combat pour la justice
sociale grâce, par exemple, aux choix préconisés et, de l’autre, l’action pour le contrôle social. Ceci est visible dans
les programmes qui garantissent l’emploi/ l’éducation/ la formation des jeunes qui sont, dans certains cas, des
programmes d’obligation d’emploi/ d’éducation/ de formation gérés par les personnels d’orientation. Grâce à des
exemples concrets, le Professeur Peter Plant, du Danemark, examine les dilemmes inhérents au rôle joué par les
conseillers face à la justice sociale et au contrôle social : un domaine semé d’embûches.
Biographie : Le Professeur Peter Plant (né en 1948) forme des conseillers d’orientation depuis trois
décennies. Il travaille actuellement à l’Université d’Aarhus au Danemark. Sa carrière s’est développée au sein de
l’orientation scolaire, du conseil pour l’emploi et dans les politiques de conseil en orientation. Il a été vice-Président
de l’AIOSP/IAEVG, et possède une longue expérience des projets d’orientation et de conseil en orientation dans
l’Union Européenne, y compris dans le conseil au sein de l’European Lifelong Guidance Policy Network, ELGPN. Il
dirige une ferme biologique et il est le fondateur de « booktown » danoise, Torup Bogby, centre culturel au sein d’une
région rurale. De plus, il est sorti très tôt du système scolaire et s’est considéré d’une certaine façon comme un
incitateur à quitter l’école.
Parmi ses récentes publications
Plant, P. (2012). Evident? Quality assurance and evidence in career guidance in Europe: a critical review.
Karjeros projektavimas: tyrimai ir konsultavimas. Career designing: research and counseling, No 1, 2012, pp 68-90.
Plant, P. (2012). Victims of abuse - and vocational guidance and counselling in Denmark. EU-project:
HOPE http://www.hope-guidance.eu/diss_files/National%20report%20DK.pdf
Plant, P. (2012). The voice of users in adult career guidance. Lifelong Learning in Europe, Vol. 17, No. 1,
2012, pp 50-58.
Plant, P. & Thomsen, R. (2012). Career guidance in Denmark: social control in a velvet glove. Orientación
y Sociedad, 2012. (11), pp. 1-17.
Social justice and social control
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ENGLISH
Career guidance strikes a delicate balance between, on the one hand, fighting for social justice through for
example advocacy, and, on the other hand, acting as an instrument for social control. This can be seen in youth
job/education/training guarantee schemes which are in some cases job/education/training obligation schemes,
policed by career guidance staff. With concrete examples Prof Peter Plant from Denmark ventures through the
dilemmas of the roles of guidance in relation to social justice and social control: a field with plenty of pitfalls.
Biography Prof, Dr Peter Plant (b 1948) has trained guidance counsellors for three decades. Currently, he
works at Aarhus University, Denmark. His background is in school counselling, employment counselling, and in
guidance policies. He is a past-Vice-President of AIOSP/IAEVG, and has a long experience in European Union
career guidance projects, including consultancy for the European Lifelong Guidance Policy Network, ELGPN. He
runs an organic farm, and is the founder of the Danish booktown, Torup Bogby, which is a cultural hub in a rural area.
And he was an early school drop out, though he rather considered himself to be a school push out.
Recent publications include
Plant, P. (2012). Evident? Quality assurance and evidence in career guidance in Europe: a critical review.
Karjeros projektavimas: tyrimai ir konsultavimas. Career designing: research and counseling, No 1, 2012, pp 68-90.
Plant, P. (2012). Victims of abuse - and vocational guidance and counselling in Denmark. EU-project:
HOPE http://www.hope-guidance.eu/diss_files/National%20report%20DK.pdf
Plant, P. (2012). The voice of users in adult career guidance. Lifelong Learning in Europe, Vol. 17, No. 1,
2012, pp 50-58.
Plant, P. & Thomsen, R. (2012). Career guidance in Denmark: social control in a velvet glove. Orientacion
y Sociedad,. 2012. (11),pp. 1-17.
Jean-Claude Michéa agrégé de philosopie
« professeur agrégé » of philosophy
La logique libérale
The Liberal Logic
A partir du moment où la question de l'orientation est de plus en plus supposée relever du seul désir
(voire du caprice) individuel, et où la collectivité n'est là que pour enregistrer ce désir, c'est inévitablement la logique
économique qui déterminera les formes réelles de la sélection et de l'orientation des sujets. Pour comprendre cet
apparent paradoxe, il faut donc comprendre la nature de cette logique libérale qui structure notre société et ses
structures éducatives. Il s'agira ainsi de montrer que cette logique, telle qu'elle prend forme au XVIII ème siècle, a
toujours combiné un volet politique et culturel - centré sur l'idéologie du droit et du développement incessant des
"libertés individuelles" - et un volet économique - centré sur le marché "autorégulé" et la concurrence continuelle des
nations et des individus. D'où une contradiction perpétuelle entre la figure du sujet supposé souverain ( appelé à
vivre et s'orienter, seul et "comme il l'entend") et celle d'un marché qui finir toujours par avoir le dernier mot en
déterminant l'existence réelle des individus. C'est cette dialectique permanente entre le développement illimité des
"droits de l'homme" et le règne effectif du marché que l'exposé s'efforcera de mettre en évidence.
ENGLISH
From the moment the question of career guidance is gradually understood as only depending on the wish
(or even the whim) of an individual and the community’s role only consists in registering this wish, the actual forms of
selection and guidance of persons will inevitably be determined by an economic logic. In order to understand this
apparent paradox, one must understand the nature of this liberal logic responsible for the structure our society and its
educational organization. This paper will show how this logic, shaped in the 18th century, has always combined a
political and cultural chapter – centered on the ideology of the rule of law and on the ceaseless development of
“individual liberties” – and an economic chapter – centered on “self-regulated” markets and continual competition
between nations and between individuals. Hence a perpetual contradiction between the conception of subjects who
are supposed “supreme” (meant to live and guide themselves on their own and “as they wish”), and that of the
market which always ends by having the last word in determining the actual existence of individuals. This
presentation will endeavor to highlight that permanent dialectic between the unlimited development of “human rights”
and the effective rule of the market.”
Born in 1950; « professeur agrégé » of philosophy; worked in Montpellier (especially at Lycée Joffre)
between 1972 and 2010.
Mains works :
"Orwell, anarchiste tory" (Climats, 1995) - (Orwell, a Tory Anarchist)
"L'enseignement de l'ignorance" (Climats, 1999) - (Teaching Ignorance)
"Impasse Adam Smith" (Climats, 2002) - (Adam Smith Cul-de-Sac)
"L'empire du moindre du mal" (Flammarion, 2007) - (The Empire of the Lesser Evil)
"Le complexe d'Orphée" (Flammarion, 2011) - (The Orpheus Complex)
"Les Mystères de la gauche" (Flammarion, 2013) - (The Mysteries of the Left)
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CONFERENCE DE CLOTURE / CLOSING CONFERENCE :
Professor Mark Savickas
Professor of Family and Community Medicine at the Northeast Ohio Medical University
Le Life designing au XXIe siècle
Life designing in 21st Century
Cette présentation met en lumière le changement qui s’opère entre l’adaptation du soi au travail au XXe
siècle et l’adaptation du travail à soi au XXIe siècle.
Les modèles du XXe siècle de développement vocationnel et de conseil en orientation de carrière insistent
sur l’individualisme, la réalisation de son soi intérieur, et les stratégies de développement personnel au sein des
bureaucraties d’entreprises
.Au XXIe siècle, les modèles mettent l’accent sur le fait que les individus se co-construisent avec l’aide de
leurs sociétés, relatent des histoires de vie dans une communauté, et s’investissent selon leurs propres stratégies
d’histoire de vie. Cette présentation examinera la façon dont les individus construisent leur soi, façonnent leur
identité, et conçoivent leur vie en s’appuyant sur les ressources apportées par la société. Le but du conseil en Life
designing est d’aider les citoyens à trouver un travail utile et nécessaire, des activités qui apportent un sens
personnel, et des projets qui sont importants pour la communauté.
Biographie
Mark Savickas est Professeur de médecine familiale et communautaire à l’Université de Médecine du
nord-est Ohio, et Professeur adjoint pour la formation des Conseillers à l’Université d’état du Kent.
Ses 90 articles, 50 chapitres de livres et 500 présentations à des groupes de professionnels ont traité du
comportement professionnel et du conseil d’orientation. Il est actuellement Président de la division Psychologie du
conseil de l’Association internationale de psychologie appliquée, et éditeur du Journal Vocational Behavior.
Il a récemment publié plusieurs livres : l’Orientation Professionnelle (2011), Etudes professionnelles (en
2012, avec K. Inkson), et le Manuel de Psychologie de l’Orientation, 4ème édition, en 2013, avec B. Walsh & P.
Hartung).
Il est membre de l’Association américaine de Counseling, de l’Association américaine de Psychologie, de
la Société américaine de Psychologie et de l’Association nationale pour le Développement de la carrière.
Il est docteur honoris causa de l’Université de Lisbonne (Portugal) et de l’Université de Pretoria (Afrique
du Sud).
ENGLISH
This presentation highlights the shift from 20th century fitting self to work to 21st century fitting work to self.
Twentieth century models of vocational development and career counseling emphasize individualism, actualization of
an inner self, and strategies for self-development in corporate bureaucracies. In the 21st century, models emphasize
that individuals co-construct themselves with the help of their societies, narrate life stories in a community, and
allocate their resources according to their own life-history strategies. This presentation will discuss how individuals
construct a self, shape an identity, and design a life by drawing on resources provided by society. The goal of life
design counseling is to help citizens find work that needs doing, activities that are personally meaningful, and projects
that matter to the community.
Short bibliography
Savickas, M. L. (in press). Concevoir & construire sa vie : Un modèle général pour l'accompagnement en
orientation au 21ème siècle. Psychologie Française.
Savickas, M. L. (2011). Career counseling. Washington, DC: American Psychological Association.
Biography
Mark Savickas is professor of Family and Community Medicine at the Northeast Ohio Medical University
and Adjunct Professor of Counselor Education at Kent State University. His 90 articles, 50 book chapters, and 500
presentations to professional groups have dealt with vocational behavior and career counseling. He is currently
President of the Counseling Psychology Division in the International Association of Applied Psychology and editor of
the Journal of Vocational Behavior. He has recently published books that deal with Career Counseling (2011), Career
Studies (2012 with K. Inkson), and the Handbook of Vocational Psychology - 4th Edition (2013 with B. Walsh & P.
Hartung). He is a fellow of the American Counseling Association, American Psychological Association, the American
Psychological Society, and the National Career Development Association. He has received honorary doctorates from
the University of Lisbon (Portugal) and the University of Pretoria (South Africa).
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Programme du Jeudi 26 septembre
Program Thursday 26th September
SYMPOSIUMS
Horaires
Time
Lieu
Place
Salle
Room
Pétrarque
9:00
10:30
Pays
Country
Titre
Tittle
Even LOARER
Laurent MATTE
Suzanne BULTHEEL
Québec
France
Séminaire Francophone
Fra
Lan
Esp. Martin
Luther King
3
Gabriela CABRERA
Ada DUGARTE - Alida
MALPICA - Olga BERNATTE
Venezuela
Human Rights and Guidance
Esp
CRDP
Amphi
Annamaria DI FABIO
Letizia PALAZZESCHI
Italie
Twenty-first century: quali-quantitative approach
in new challenges for research and intervention
Eng
Australie
Preparing the career practitioners of the future:
Challenges for training
Eng
Venezuela
Epistemology of Guidance and Counselling in
cultural distinctiveness
Esp
Australie
Social Justice Seminar: Embracing Social
Justice in Career Education and Guidance.
Moving beyond the rhetorics towards a critical
social practice
Eng
Canada
Integrating ICT & Career Guidance - Expanding
the limits of design, technology and practice
Eng
Nigeria
Growth in a global world
Eng
France
Counseling : l’alliance de travail au cœur de
l’articulation des droits de l’Homme et du
citoyen
Fra
Royaume-Uni
Career guidance: a universal human right - or a
citizen’s right?
Eng
Lycée
Joffre
Pétrarque
Mary McMAHON
Mark WATSON - Jenny
BIMROSE - Christiane
Amphi
SCHIERSMANN - Jean-Pierre
DAUWALDER
Vivian GONZALEZ
Mirla PEREZ - Alexander
CAMPOS - Leidy RIVAS
E 105
Gabriel KAMENAR - Eusebio
DE CAIRES
Beatriz MALIK
Nancy ARTHUR
Barrie A. IRVING
Gabriela CABRERA
1
10:45
12:15
Intervenants
Presenters
Tannis GODDARD
Jenny BIMROSE
Esp. Martin
Luther King
3
Ilu Oghie ADOMEH
Augustine OJUGO
CRDP
Vincent GUILLON
David J. BOURNE - Réginald
Amphi
SAVARD - Conrad
LECOMTE
Lycée
Joffre
Amphi
Hazel REID
Linden WEST - Alison
FIELDING - Rebecca TEE
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Horaires
Time
Lieu
Place
Salle
Room
Intervenants
Presenters
Pays
Country
Titre
Tittle
1
Diane DOYON
Annie MARXER
Isabel TAHER-SELLES
Québec
Le Cercle de legs: un conseil de groupe
d'adultes au 3e tiers de carrière
Fra
2
Francis DANVERS
Sylvain OBAJTEK
Jean MOUTOUH
France
Imaginons des sciences pour l’orientation au
XXIe siècle :
Lesquelles ? Pourquoi ? Comment ?
Fra
3
Dominique HOCQUARD
Heiner BLECKMANN
France
Vers une rencontre européenne des praticiens de
l'orientation
Fra
Esp. Martin
Luther King
13:30
15:00
CRDP
Lycée
Joffre
Rachel MULVEY
Jenny BIMROSE - Alan
Iconic Interlocutors: biographical research into
Amphi
Royaume-Uni
BROWN - Mary McMAHON learning for career transitions
Mark WATSON
Amphi
Lyn BARHAM
Peter PLANT
Barrie A. IRVING
Christopher J. MANLEY
Eng
Royaume-Uni
Green Guidance: time for action
Eng
France
Formation et supervision en counseling : une
approche psycho-sociale au service de la
personne, dans le respect des droits de l'homme
et du citoyen
Fra
France
Présentation thématique de TER
Fra
3
Peter WEBER
Rachel MULVEY
Christiane SCHIERSMANN
Allemagne
Competence-based training and evidence-based
competence: assessment as
prerequisites for professionalisation of Guidance
Practitioners & Trainers
Eng
Amphi
Marjatta VANHALAKKRUOHO
Jussi SILVONEN
Helena KASURINEN
Merja KOIVULUHTA
Finlande
Career designing in transitions
Eng
1
Esp. Martin
Luther King
2
15:15
16:45
CRDP
Lan
Alain LEU
Brigitte BOURCIER
Nadine CHARESSON
Liliane MURATET
Manon POULIOT
Sylvie GRAULLE
Catherine ROUYER
NICOLAS
S. GALTIER - G. BOUCHARD
- A. CARLIER - E. DELOIN - N.
CHAOUCH - V. ALPE - C.
CAMPERO - C. JAMOND - F.
RAIMBUALT - B. METRAT - E.
PAQUIER
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Horaires
Time
Lieu
Place
Esp.
Martin
Luther
King
Salle
Room
2
CEV
CRDP
9:00
10:30
COR
CAU
E 100
Lycée
Joffre
E 107
Intervenants
Presenters
Helena ANTTILA
Saloranta ARTO
Helena
KASURINEN
Phillip JARVIS
Marylin MAZE
Soonhoon AHN
Pays
Country
Finlande
Titre
Tittle
"You had just the right questions!"
Finlande
Career guidance practices and employability in higher
education
Judith FRUEBING
Allemagne
Raimo VUORINEN
Finlande
Joe SAMUELS
Patricia
FLEDERMAN
Sandra
SCHNEEWEIß
Canada
USA
Working together for the common good: Impacts of
European cooperation on national career guidance policies
En
En
En
En
En
How career practitioners experience social media in career
En
services?
Afrique du
Sud
Career Development Policy for a National Incusive
System in South Africa, an Emerging Economy
En
Autriche
Integration von bildungsfernen Personen durch
niederschwellige Bildungs- und Berufsberatungsformate
De
Marc SCHREIBER
Allemagne
Kiyomi BANDA
Japon
Lee IN HEOK
Roger B. HILL
USA
Jolanta KAVALE
Lituanie
Inga H.
ANDREASSEN
Norvège
Yeslaine Marisol
ÁVILA CRUZ
Italie
Susana LEAL
Luis M. SOBRADO
FERNANDEZ
Rebeca GARCIA
MURIAS
Soledad ROMERORODRÍGUEZ
Venezuela
Nancy ARTHUR
Canada
Maria Eduarda
DUARTE
Jennifer GLEESON
Barrie A. IRVING
Perfect Storm Hits Global Labour Markets
Career Guidance and Counseling Practices in Asia –
Adapting or Adopting Western Individualism?
Lan
Espagne
Espagne
Portugal
Australie
CIOM 2013
Normierung in der Diagnostik von Interessen und Werthaltungen –
eine Frage der Perspektive? – Theoretische Überlegungen und De
Praxisbeispiele anhand des
A Qualitative Study on the Japanese Adolescent Career
Development during the Transition Period between School to
En
Employment
Contribution of parental guidance to career adaptability
En
among Korean adolescents
Integrating Societal Value into the Concepts of Career and
En
Career Success
All alone? Two students (16) share their occupational
En
aspirations
El derecho a la orientación de las personas adultas en Venezuela a
través de una propuesta basada en el Balance y Portafolio de
Es
Competencias.
Perspectiva de la orientación como un derecho humano
Es
Implementation of tools for the integration of regional
counselling services in Europe: a pilot experience example Es
made from the GIANT Project
Narrative and systemic approach in career guidance:
learning life designing
International Students` Career Development: Beyond
Recruitment to Employment and Community Integration
Life Designing making the bridge for psychological and
organizational perspectives on career counselling
Talking the talk: Effective communication with the
Indigenous ‘other’
9
Es
En
En
En
Horaires
Time
Lieu
Place
Salle
Room
10:45
12:15
Intervenants
Presenters
Pays
Country
Titre
Tittle
Lang.
Omaira Yudith
LESSIRE DE
GONZALEZ
Venezuela
Career guidance and citizenship in the Latin people
Esp.
Óscar
JARA ALBÁN
Espagne
Necesidades de orientación profesional de inmigrantes
ecuatorianos en España
Esp.
Luisa ROJAS
Venezuela
Freedom of religion and belief as a Human right:
challenge for counseling in Venezuela
Esp.
Belén SUÁREZ
LANTARÓN
Ana
LOPEZ MEDIALDEA
Espagne
Tutorial and vocational guidance at Spanish
Universities
Esp.
Hana BARBOT
France
Evaluer les capacités cognitives des élèves en grande
difficulté scolaire pour un accompagnement en
orientation
Fra.
Raymonde
DEFRENNE
France
S’orienter avec, malgré et grâce aux paradoxes de
l’orientation et du conseil
Fra.
Jacques LIMOGES
Québec
À l'heure de l'Internet, le potentiel des groupes en
orientation tout au long de la vie
Fra.
Rodrigue OZENNE
France
Débattre de la division sexuée de l’orientation avec des
lycéens de seconde
Fra.
Raimo VUORINEN
Finlande
Towards a National Conceptual Framework of Regional
Co-operation: A Lay-Out for Lifelong Guidance
Services in Finland
Eng.
Takao MIMURA
Darryl T. YAGI
Japon
4 C's of Career Counselling in Japan: Addressing
Human and/or Citizen Rights
Eng.
Jean-Jacques
RUPPERT
Andreas FREY
Luxembourg
Career counselees: do they have consumer rights?
Eng.
Peter WEBER
Allemagne
Professionalization in career guidance through
Europeanization? - The example of ELGPN and NICE
Eng.
Tron INGLAR
Norvège
Handbook on strategies in career counseling
Eng.
Rie THOMSEN
Charlotte
SOMMERLUND
Danemark
Suède
Social architects in social systems? The future role of
guidance practitioners in preventing drop out
Eng.
Roberta NEAULT
Canada
Career Engagement: Maximizing Individual and
Organizational Success
Eng.
Terhi SKANIAKOS
Leena PENTTINEN
Marjatta LAIRIO
Finlande
Master’s Degree Students’ Experiences of Career
Guidance at the University of Jyväskylä
Eng.
Lenka
HLOUŠKOVÁ
République
Tchèque
Building of citizen identity through satisfying needs of
career development of adults
Eng.
Ieva
URBANAVICIUTE
Lituanie
“Hope for the best but prepare for the worst”: does it
apply to undergraduates’ career expectations?
CAU
CRDP
CEV
COR
Esp.
Martin
Luther
King
Lycée
Joffre
2
E 100
CIOM 2013
10
Eng.
Horaires
Time
Lieu
Place
Mark WATSON
Mary McMAHON
Afrique du
Sud
Qualitative career assessment in the world of work:
Development of the My Systems of Career Influences
(Adult)
Eng.
Salle
Room
Intervenants
Presenters
Pays
Country
Titre
Tittle
Lang.
E 105
Elena FERNANDEZ
Rebeca GARCIA Ana
COUCE
Espagne
Analysis of guidance and ICT competences map as tool
career development
Esp.
Lovén ANDERS
Suède
Voices of drop-outs - a study about young drop outs and
their road to the future.
Eng.
Xiomara
CAMARGO
Venezuela
Community projects and counseling: a practice for
human rights
Eng.
Ivana
SLAVIKOVA
Pavlína
MARIKOVA
République Bilan de compétences for Job Seekers – Czech Republic
Tchèque
situation
Beatriz
DOMINGUEZ
Venezuela
Éxito y Autodeterminación desde la Reconectividad
Autoreconstructiva - Reflexiva del ser humano
Esp.
Marina
MARTINEZ
Venezuela
Education and orientation; a Human Right for the quality
of life
Esp.
Guillermina
NAVA BOLAÑOS
Mexique
Apprehension towards the working world: A case study
Esp.
France
La formation des professionnels de l'orientation au
conseil en mobilité
Fra.
Québec
Libérer la créativité des conseillers d'orientation
Fra.
Québec
La formation pratique des conseillers d’orientation à la
lumière de deux études coopératives expérientielles sur
les fondements de l’accompagnement
Fra.
Luis SOBRADO
E 107
10:45
12:15
Lycée
Joffre
E 112
Graziana
BOSCATO
Jef
VANRAEPENBUSH
E 115
Edwidge
DESJARDINS
Angélique
Eng.
DESGROSEILLIERS
Jimmy RATTÉ
CIOM 2013
11
Horaires
Time
Lieu
Place
Salle
Room
CAU
Intervenants
Presenters
Gabriela CABRERA
Nuria MANZANO
SOTO
Belén SUÁREZ
LANTARÓN
Consuelo VÉLAZ DE
MEDRANO
CEV
Espagne
Espagne
E 105
Fr
Laurent MATTE
Québec
Avant les considérations administratives, financières, légales
ou politiques : les besoins de l’élève.
Une stratégie politique de l'orientation
Fr
France
Démocratisation de l’éducation en Afrique Noire
francophone : Quelle place pour l’orientation scolaire et
professionnelle ?
Fr
Màrius
MARTÍNEZ MUÑOZ
Kestutis PUKELIS
Jaana SAARINEN
13:30
15:00
En
En
France
Philippe JACQUIN
France
Aneta SLOWIK
Pologne
Katia TERRIOT
France
Mona GRANATO
Joachim
Allemagne
Jérôme ROSSIER
Suisse
Influence des conditions de travail, de l’adaptabilité de
carrière sur le bien-être général et professionnelle
Fr
France
Contribution de la pédagogie de l’information à une
conception éducative de l’Orientation : Le savoir s'informer, un
enjeu crucial pour la formation des citoyens en devenir
Fr
Marie-Hélène GROS
Intervenants
Presenters
Tom GEARY
Pays
Country
F. TYNANO'SULLIVAN
Irlande
Giulio IANNIS
Italie
Kathryn LEVINE
Canada
Nissilä PIA
Finlande
What about the right of those who have failed?
A phenomenological career study of academically
excluded higher education students.
S’orienter aujourd’hui : développer sa carrière entre vie de
travail et vie hors travail pour une meilleure qualité de vie (au
travail).
Une méthode d’exploration des identités pour
l’accompagnement des transitions professionnelles et
personnelles
En
Laurence
COCANDEAUBELLANGER
Wilfrid LAROCHELLE
Salle
Room
E 112
Lituanie
Finlande
Hay un modelo de Orientación Académica y
Vocacional en Catalunya?
Self Counselling Concept of "Gravitation"
Researchers career transitions
Afrique du
Sud
Christel MACHADO
Lieu
Place
Lycée
Joffre
Espagne
Ian VAN DEN BERG
Ammar
BENRHOUMA
Luciana ALBANESE
VALORE
Horaires
Time
Es
L'évaluation en orientation
Alain RUFINO
E 107
Es
Québec
E 100
Lycée
Joffre
Es
Martine
LACHARITÉ
Réginald SAVARD
BOMDA
Aimé OUEDRAOGO Kokou
A. ATITSOGBE)
COR
Career services at the Spanish Universities
Lan
Es
Laurent SOVET (Joseph
13:30
15:00
Titre
Tittle
Educación Cívica y Orientación
Analysis of the job values of university graduates and
identification of profiles
Response to the needs of educational and career
Espagne guidance in Secondary Education from the perspective of
the tutors. The case of Spain.
Ana GONZÁLEZ
BENITO - Eva
EXPÓSITO CASAS Esther
LÓPEZ
MARTÍN
CRDP
Pays
Country
Mexique
Brésil
France
Québec
Méthodes pratiques de l’orientation et du conseil pour des
immigrants dans la conception Life Designing
Des pratiques d’évaluation mieux adaptées pour garantir
l’équité : propositions pour une passation dynamique de
l’échelle WISC IV
Orientation des jeunes entre l'autonomie et le besoin de
reconnaissance sociale: l’influence des réactions
présumées des autres sur le choix professionnel
Contemporanéité, jeunesse et engagement social:
l'orientation comme une pratique de résistance
Incertitude positive : une utilisation auprès des élèves de
première générale et technologique
MOI-questionnaire sur le concept de soi
Titre
Tittle
To Evaluate the Career Guidance Counselling service in a
FE College in the Mid West from the Students, Teachers
and Guidance Counsellors perspectives.
Widening the future. Guidance activities at primary school.
Career Exploration as Poverty Reduction: A Social Justice
Approach to Facilitating Success in Youth and Their
Families
Balancing individuality and social justice in school
counsellors' work
CIOM 2013
12
Lang.
Eng.
Eng.
Eng.
Eng.
En
Fr
Fr
Fr
Fr
Fr
Fr
Fr
Fr
E 115
Elena
FERNÁNDEZ
Espagne
Guidance systems integration: case analysis
Esp.
Royaume Uni
Internet-enabled work: what does it mean for individual
careers
Extending Career Guidance Through Online Delivery Learning from practice in Canada
Ana COUCE
CAU
Sally-Anne
BARNES
Tannis
GODDARD
Giulio IANNIS
John KELLY
Jean-Luc
BERNAUD
Alain LEBEAU
Raymonde
DEFRENNE
15:15
16:45
CRDP
CEV
Guylaine
MICHAUD
Jean-Jacques
RUPPERT
Terhi SKANIAKOS
Marjatta LAIRIO
Juhani
PIRTTINIEMI
Matti MAKELA
Carla Tønder
JESSING
Lieu
Place
Salle
Room
E 100
Intervenants
Presenters
Jennifer
GLEESON
Barrie A. IRVING
Ursula
KEARNEY
Jukka
LERKKANEN
Heikki PASANEN
Workshop: exploring careers within guidance counselling
Eng.
France
Conseil en orientation et "sens de la vie": de nouvelles
perspectives pour la recherche et les applications
Fra.
France
« Travailler sur ses pratiques » une démarche nécessaire
pour la formation continue des conseillers
Fra.
Québec
Étude évaluative de neuf projets basée sur une approche
intégrative et contextualisante en employabilité
Fra.
Luxembourg
Prévention du décrochage dans la formation
professionnelle
Fra.
Finlande
How to support university students working life orientation
by particular courses in curriculum?
Eng.
Finlande
Programme for preventing the drop outs of Vocational
Education
Eng.
Danemark
Career Guidance in Professional Bachelor Education in
University Colleges in Denmark
Eng.
Pays
Country
Titre
Tittle
Lang.
Australie
Re/constructing meaningful futures for Australian Indigenous
communities in remote areas: Should the white career
practitioner stay at home?
Eng.
Irlande
Finlande
E 107
E 112
Eng.
Eng.
Finlande
Eng.
Isabelle FAURIE
France
Faut-il avoir un projet pour être motivé ? Nouvelles
perspectives sur l’indécision vocationnelle : le rôle du
sentiment d’auto-efficacité
Fra.
France PICARD
Québec
Des politiques à la pratique : le codéveloppement des
pratiques de l'orientation
Fra.
Juha LAHTI
Finlande
Small group pedagogics as a tool for empowerment and
emancipation. A case of adult immigrant students in a School
Counsellor Training Programme
Eng.
Siobhan NEARY
Royaume Uni
Roberta NEAULT
Canada
E 105
Lycée
Joffre
Building Evidence Based Practice through the Use of
Story/Narrative in Qualitative Reporting
Unemployed Citizens and their Capability for Engaging in
Career Decision-Making
Guidance and counseling of individuals or constructing
work careers through study counseling – what is the
question if vocational education of study counselors
is the answer?
Päivi-Katriina
JUUTILAINEN
Merja ALANKOTURUNEN
15:15
16:45
Eng.
Italie
Andreas FREY
Leena
PENTTINEN
Horaires
Time
Canada
Eng.
Dominique
CLAVIER
Federico
DURANTE
MoniqueGeneviève
GARNIER
Daniel POULIN
France
Suisse
Challenging professional practice: empowerment through
postgraduate CPD
Beyond Core Competencies: Effectively Serving Today’s
Diverse Clients
Power-Group, Groupe d'entraide pour retrouver une
activité professionnelle
Accompagner l'insertion professionnelle de jeunes
migrants
Eng.
Eng.
Fra.
Fra.
France
L'évaluation psychométrique et la restitution des résultats
auprès de personnes souffrant de troubles psychiques
Fra.
Québec
Visa Destination Emploi
Fra.
CIOM 2013
13
Intervenants
Presenters
Pays
Country
Titre
Tittle
Lang.
Tomoko ADACHI
Japon
Self-Efficacy and Interests for Realistic and Investigative fields
Eng.
Argentine
Motivation on the postgraduate course choice, time organization modality, and
representation of face-to-face and virtual education on postgraduate students in
Argentina
Esp.
Olga BERNATTE
Venezuela
Educational guidance based on NTIC: a Human rights perspective
Eng.
Carmen Elisa
CAMPOS HERNANDEZ
Portugal
Strategic model based on holistic development « hemisferiscidad » directed to
teachers in the basic school Dr. Peraza Jose Arnoldo, city of
Guanare, Portugal
Esp.
Italie
Peer Tutoring: What's good for the Student is Good for the Tutor
Esp.
Inde
Budding Women Entrepreneurs from our school
Eng.
Grèce
Acculturation style and career maturity of adolescents from different cultural
background
Eng.
Ada DUGARTE
DE VILLEGAS
Venezuela
Use of ICT in guidance and counseling citizen for integral education in Venezuela
Esp.
Marie-Hélène GROS
Monique WACH
France
Les effets du conseil en orientation
Fra.
Namiko INOUE
Japon
A field study on the use of organizational learning on career development of female
university students.
Eng.
Japon
Integrating of the Career Guidance Program with the Professional Development
Curriculum of the Graduate School in Nara University of Education
Eng.
France
Les régulations psychologiques dans l'orientation scolaire et professionnelle.
Fra.
Venezuela
Vocational guidance and information tecnologias as Human right in Venezuela
Esp.
Silvia BATLLE
Cecilia KLINGMAN
Susana MANTEGAZZA
Gladys SARMIENTO
Viviana SCABONE
Jazmin URENA
Lorenza DA RE
Ana LOPEZ MEDIALDEA
Nalini
DHARMASEELAN
Anbuvanan
ARUNACHALAM
Nikos DROSOS
Despina SIDIROPOULOUDIMAKAKOU
Tomoe KAWASAKI
Masahito YOSHIMURA
Takashi NAKAI
Marie-Loup LÉLIAS
Christophe BOUJON
Benoit FROMAGE
Alida MALPICA
MALDONADO
CIOM 2013
14
Guylaine MICHAUD
Hélia MOURA
Graça BREIA
Edgar PEREIRA
Québec
Un processus de réinsertion sociale et professionnelle fondé sur les sphères du droit,
de la solidarité et de l'amour
Fra.
Portugal
Student’s engagement in school and School Guidance
Eng.
CIOM 2013
15
Intervenants
Presenters
Olga OLIVEROS
Letizia PALAZZESCHI
Annamaria DI FABIO
Marc SCHREIBER Hyung
Joon Yoon
Katerins ARGYROPOULOU Nikos DROSOS - Katerina
MIKEDAKI
Roubini TSAKANIKA
Nikos DROSOS
Kanbe YASUHIRO
Horaires
Time
15:15
16:45
16:45
18:15
Lieu
Place
Pays
Country
Venezuela
Titre
Tittle
Lang.
Las políticas educativas: ¿La Orientación es un derecho humano o del ciudadano?
Esp.
Italie
Promoting career choice in the field of science: Evaluation of effectiveness of a
guidance intervention (ACARISS Program)
Eng.
Suisse
The German Version of the Hope-Centered Career Inventory
Eng.
Grèce
“Leaving job stability behind and moving towards career adaptability”: A Career
guidance program for a successful future career
Eng.
Grèce
ARIADNE- Career Interest Questionnaire
Eng.
Japon
Search for the theories of "meaning-making" in career
Eng.
Salle
Room
Titre
Tittle
Lang.
Amphi
Forum Latino-Américain / Latin-American Forum
Esp.
Euréka
Réunion des Jeunes Membres de l’AIOSP / IAEVG Young Members meeting
Eng.
Amphi
Forum de l’AIOSP / AIEVG Forum
Eng.
Euréka
SNES
Fra.
E 100
SGEN
Fra.
E 105
ANDCIO
Fra.
Lycée Joffre
Lycée Joffre
SYMPOSIUMS
SYMPOSIUMS 9:00 - 10:30
CIOM 2013
16
Séminaire Francophone - Pour une communauté professionnelle pertinente et
compétente en réponse aux besoins de la société
Even LOARER
Laurent MATTE - Suzanne BULTHEEL
Salle Pétrarque
Langue : Français
Dans le domaine de l’orientation et du développement de carrière, la voix francophone se fait entendre
depuis longtemps, partout dans le monde. La créativité, la profondeur, la pertinence sont des attributs
qu’on lui prête aisément. Les pratiques développées par les conseillers et conseillères, tout comme les
connaissances générées et diffusées par la communauté scientifique de langue française, sont un apport
précieux, original, fécond. Maintenir la présence et la vitalité de cette voix, la faire entendre et lui
permettre d’enrichir la conversation internationale des cultures et des langues, voilà un défi qui nous
interpelle comme membres francophones de l’AIOSP.
C’est pourquoi les organisateurs du CIOM 2013, avec le soutien de leurs collègues du congrès 2014 de
l’AIOSP à Québec (Canada), proposent ce moment privilégié, prenant la forme de regards croisés sur
des enjeux fondamentaux de notre champ d’intervention.
Le symposium « Pour une communauté professionnelle pertinente et compétente en réponse aux
besoins de la société » est l’occasion de réfléchir ensemble sur notre expertise et son positionnement
dans la prestation de services offerts aux collectivités. Une profession développe son identité au point de
rencontre entre les savoirs et les compétences qui lui sont propres, les besoins auxquels elle propose de
répondre en s’y appuyant et les ressources publiques ou privées qu’on accepte d’y consacrer.
Qu’en est-il vraiment? Avons-nous la possibilité et l’opportunité d’apporter la contribution professionnelle
dont la population a besoin? Notre formation nous permet-elle vraiment de le faire? Est-ce un droit de la
personne? Quels devoirs en découlent?
Twenty-first century: quali-quantitative approach in new challenges for research and
intervention
Annamaria DI FABIO
Letizia PALAZZESCHI
CRDP Amphithéâtre Méditerranée
Language: English
Evaluation of the effectiveness of Life Designing interventions: A quali-quantitative approach Abstract. The
present work aims to address the question regarding the effectiveness of Life Designing interventions
through a quali-quantitative approach. The value of a qualitative approach in combination with a
quantitative approach is particularly emphasised. The Life Designing interventions are based on the
Career Construction Theory of Savickas (2005) and on the theory of Self Construction of Guichard (2005)
who proposes a narrative or storied approach to career counseling. After delineating the theoretical and
conceptual frameworks of the new approach, the significance of some intervention methods will be
examined. The need to establish rigour in qualitative career counseling interventions will be highlighted
and attention will be drawn to the importance of validating narrative interventions aimed at facilitating life
designing. The results of recent studies will be highlighted and the effectiveness of life design counseling
interventions will be demonstrated. These studies investigated the value of the Career Construction
Interview (Savickas, 2010), the Career Interest Profile (Mareer 2010), the Career Future Autobiography
(Rehfuss, 2009) and the new Career Construction Genogram (Di Fabio, 2010) and demonstrated the
usefulness of group-based life design counseling. Finally new research and intervention perspectives
were proposed. 2) Storytelling for career construction Abstract. In this work Isfol (The Italian Public
Research Institute by Ministry of Labour and Social Policy) presents some practices, designed and
CIOM 2013
17
validated by the “Guidance Policies Unit” with the aim of helping to build the career path and mainly
based on a narrative-type approach (Guichard, 2005; Savickas, 2005). Every career path has a specific
target of workers but has in common the basic approach and the reference to a target of adults. They are:
“Thinking about the future”, “InLav” and “BidiComp”. “Thinking about the future” is a path of group career
counselling for “in transition” adults, designed with the intent to facilitate a project concept, which aims to
explore those dimensions that can support the change from an “unthinkable” future to a realistic project.
"InLav" (“Making together professional life and other spheres of life”) is, instead, a path of career
counselling centred on the balance between different spheres of life whose aim is to re-define its own
professional and personal resources of life, in order to provide the means to seek solutions and make
decisions. It is aimed to men and women with problems in "holding together their life and work".
"BidiComp" (Skills audit), finally, consists in a path of skills assessment for adults designed to encourage
the construction of a professional project from analysis of its powers. It is fitted to all those who already
had work experience, they want to re-launch themselves in the labour market, starting from their own
experiences and acquired skills. The practices, as well as having in common the narrative approach, have
all been tested within the public employment services and have demonstrated their validity and
effectiveness. 3) Career Construction Genogram for Life Designing in the 21st century: A qualiquantitative study on effectiveness Abstract. This study aims to evaluate, using a quali-quantitative
approach, the effectiveness of the Career Construction Genogram (CCG, Di Fabio, 2010) in a group of
Italian university students. The present research used an experimental group that received CCG (31
participants) and a control group (32 participants) that received no intervention. In the experimental
group, the Future Career Autobiography (FCA, Rehfuss, 2009), the Career Decision-Making Difficulties
Questionnaire (CDDQ, Gati, Krausz, & Osipow, 1996), the Career Decision-making Self-Efficacy ScaleShort Form (CDSES-SF, Betz & Taylor, 2000) were administered before and after the administration of the
CCG. The control group completed the quali-quantitative instruments in the same manner and timing of
the experimental group but did not complete the CCG between T1 and T2. The CCG increased the
number of words produced in the FCA in the experimental group, underlining personal and occupational
narratives become more clarified. The results also showed a decrease in career decision-making
difficulties and an increase in career decision-making self-efficacy in the experimental group. Together,
these findings supported the validity of this qualitative instrument. The CCG allows the client access to a
deeper level of reflection (Maree, 2007, in press) and appears to be a useful instrument for professionals
who apply life designing interventions in response to the complexity of career construction in the 21st
century (Savickas, 2005). 4) Demonstrating the value of career construction counselling for a late-career
person: A case study Abstract. This paper reports on the value of career construction counselling with a
late-career person. The participant was selected purposively from among a group of black women who
had sought career counselling. The intervention involved administration of the Career Construction
Interview (CCI) and the creation of a life portrait. A case study design (working with a participant in a oneon-one research setting and incorporating a qualitative, interpretive paradigm) was implemented. The CCI
(including the three early recollections technique) was administered to gather qualitative data, and
Savickas’ eight-step strategy was followed to complete the participant’s life portrait. By creating a safe
space where reflexivity was encouraged; enabling reflection and repeated reflection on the client’s
reflections, the counselor helped her to navigate career-related transitions and rise above the perceived
fear of "retirement" in the past and the present as well as the projected future (Chen, 2007; Maree, 2011,
2012, 2013; Savickas et al., 2009). The socially constructed notion of “retirement” was deconstructed and
a new definition was collaboratively co-constructed from a life-designing perspective. After the
intervention, the participant demonstrated a changed perspective on the notion of “retirement”, an
enhanced sense of self, an increased sense of personal authorship, and more specifically, renewed hope
for the future (Savickas, 1993, 2009, 2010, 2011a, 2011b). Career construction counselling can thus meet
the career counselling needs of people who have either lost their work or are on the verge of compulsory
“retirement”.
Preparing the career practitioners of the future: Challenges for training
Mary McMAHON
Mark WATSON - Jenny BIMROSE - Christiane SCHIERSMANN - Jean-Pierre DAUWALDER
Lycée Joffre Bâtiment E Amphithéâtre Lumière
Language: English
CIOM 2013
18
Abstract: Lifelong access to career guidance for all citizens has been advocated, and in some countries,
legislated. Since the mid-1990s however, concerns have been expressed about the training of career
development practitioners. Although professional standards have been developed that may guide career
practitioner training, challenges remain. This symposium considers challenges related to training the
career practitioners of the future.
Presentation 1: The culture of career development practitioner training
This presentation explores the challenges facing career development practitioner training in relation to
culturally diverse clients. The continuing dominance of training programs that are based on western
middle class models of career practice and assessment is explored. Several theoretical and practice
models which would allow for the consideration of both client context and culture are considered for use
in the training of career practitioners. In particular how the self is constructed in different cultural contexts
as well as the fluidity of cultural identity in a global context is explored through narrative case studies of
clients facing acculturation perspectives in their career development.
Presentation 2: Labour market information, ICT & career practice: The golden triangle?
The integration of ICT into careers practice is proving to be an unstoppable force. A parallel development
relates to the Open Data movement, promoting the use of certain data without restrictions. The
combination of ICT and the removal of restrictions from labour market information produced by
governments through Open Data legislation present the conditions for a “perfect storm" in the careers
world. Ground breaking research is underway in England that is pushing the boundaries of what is
possible, and what is achievable, when Open Data sources for careers-related labour market information
are exploited and combined with imaginative applications of ICT. This presentation will overview initial
results.
Presentation 3: Systemic thinking: An essential skill for career practitioners
Career guidance is being urged to take greater account of context and complexity in order to effectively
assist people. Systemic thinking encourages individuals to tell contextually grounded stories that reveal
the complexity of their lives; systemic thinking takes a holistic view of individuals’ lives while also taking
account of discrete elements. Exploration of the recursive relationships between stories and the search
for themes and patterns residing within and between stories is promoted by systemic thinking. Thus,
systemic thinking is fundamental to narrative career guidance practices and is therefore an essential skill
for practitioners to learn. This presentation considers key aspects of systemic thinking and the challenges
of preparing practitioners to think systemically.
Presentation 4: Points of reference for academic training of career guidance and counselling
professionals
In this presentation I will explain points of reference for academic training of career guidance and
counselling professionals which have been developed within an Erasmus project. The concept and
framework for setting up and developing academic degree programs is the result of the coordinated work
of 40 partners from 28 European countries who deliver academic training for counsellors. It includes the
definition of different professional roles, core competences related to those roles and a curriculum
framework which again is connected with the competences.
Epistemology of Guidance and Counselling in cultural distinctiveness
Vivian GONZALEZ
Mirla PEREZ - Alexander CAMPOS - Leidy RIVAS - Gabriel KAMENAR - Eusebio DE CAIRES
Lycée Joffre Bâtiment E Salle E 105
Lengua: Español
Marco teórico:
Dentro del eje temático “Prácticas en Orientación y Asesoramiento”, es oportuno presentar en este
Congreso la experiencia del Centro de Investigaciones Populares (Cip), en lo relativo a la producción de
comprensiones profundas del mundo-de-vida popular venezolano y las repercusiones que esto tiene en
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la disciplina de la Orientación y el asesoramiento. Dado que esta disciplina profesional es practicada de
modo indistinto, sea cual sea la distinción cultural de fondo que pudiera existir en una realidad concreta,
se hace necesario producir una orientación desde el interior de la cultura, una orientación inculturada. El
estudio cualitativo se ha realizado desde el enfoque biográfico con historia-de-vida convivida (Moreno,
2009).
Propósitos:
El propósito principal del simposio es abrir la discusión en torno a la posibilidad de pensar la orientación
situada socio-antropológicamente. Esto significa que no podemos apoyarnos en conceptos dados por
válidos para todas las culturas y tiempos, sino que toca pensar a la persona y sus prácticas según el
mundo de vida al que pertenece.
Diseño o método de investigación:
El diseño metodológico pasó por tres momentos: la prehistoria, la historia y la interpretación. Se hizo el
estudio de tres historias-de-vida. Los instrumentos utilizados para el proceso interpretativo fueron: las
marcas-guías, la clásica pregunta hermenéutica, la metódica, y de modo especial la implicancia junto a la
experiencia misma del vivimiento.
Conclusiones e implicaciones para la práctica:
A partir de los conocimientos comprensivos producidos desde esta metodología, hemos llegado a
elaborar algunos aspectos fundamentales para la producción de una epistemología de la Orientación y el
Asesoramiento centrado en la practicación de vida del venezolano popular.
El venezolano popular emerge como un hombre que se vive-relación-afectiva-matricentrada, una
antropología propia de un mundo-de-vida que es histórico e inconsciente. De allí la idea de producir una
orientación otra para el mundo-de-vida popular venezolano, una epistemología de la orientación y el
asesoramiento en la distinción cultural.
Palabras claves: mundo-de-vida popular venezolano, orientación y asesoramiento inculturado, historiade-vida convivida, Centro de Investigaciones Populares.
Positioning social justice at the heart of career practice: a critical priority
Beatriz MALIK
Barrie A. IRVING - Nancy ARTHUR - Gabriela CABRERA
Salle Pétrarque
Language: English
The International Association for Educational and Vocational Guidance (IAEVG) is committed to
increasingly engage in the advocacy for social justice. Some recent developments are the creation of a
Special Interest Group (SIG) on Social Justice, the setting up of an Ethics Committee to review and
update the Association’s ethical standards, the adoption of a Communiqué on Social Justice at the end of
the Conference (a draft will be presented in this session), and the organisation of this symposium.
‘The Times They are A-Changing’ sang the iconic musician Bob Dylan in 1964, yet it is abundantly clear
that for many in the Western world, this has not been for the better. The world has been thrown into
turmoil following the global financial crisis. As a result, countless numbers of citizens have become
‘hostages to fortune’ and struggle to make meaning out of the economic chaos and social instability
where their lives, futures, and career(s) are put at risk. This has had an even greater impact on the poor
and dispossessed and raises questions about the undue focus within the career arena on the
development of human capital, the importance attached to economic priorities, the psychologising of
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career choice, and the notion that individuals must learn to become personally responsible for their own
futures.
In this Symposium the presenters take up these challenges by exploring a range of key issues, and
considering the positive contribution that career practice, and practitioners, can make to the promotion of
meaningful social justice that goes beyond simplistic explanations associated with ‘equality of
opportunity’. Taking a critical stance, questions are raised about the desire of many career practitioners
to occupy a ‘neutral’ and supposedly ‘impartial’ middle ground, the apolitical nature of career education,
and how the development of a ‘civic culture’ can contribute to active citizenship. Whilst the presenters all
have their own views on what constitutes social justice, they all agree that how it is understood must be
made apparent if it is to be meaningful in, and for, practice.
A common strand that runs throughout this Symposium is a belief that career practice, and practitioners,
need to engage more with, and act as advocates for, social justice.
In the first presentation, Dr. Nancy Arthur (University of Calgary, Canada) will discuss the competencies
for guidance practitioners to support social justice, as well as some of the tensions in the professional
education of career guidance practitioners to address institutional and social barriers that impact their
clients, and to address organizational barriers that position social justice on the margins of their practice.
Following this, Barrie A. Irving (Charles Sturt University, Australia) will explore the transformative potential
of career education within a critical social theory framework, and how it might be re/positioned as an
emancipatory social practice to assist students to grow as socially connected, politically aware,
economically informed, and critically engaged citizens, meaningfully managing the uncertainties of adult
life within a global economy.
Finally, Gabriela Cabrera (Universidad Nacional Autónoma de México- UNAM) will present the concept of
“civic culture” which also implies active engagement of secondary education students in society, and their
awareness of issues related to Human Rights or peace education, to promote social justice.
Each presenter will talk for 15 minutes and, at the end of their presentation, will present the participants
with no more than three key questions to consider. The presentations will be followed by a 30 minute
plenary for comment, discussion and/or debate, in which the participants will be encouraged to engage
with the issues that have emerged that they consider to be of primary importance and, if they wish, to
respond to any of the questions posed.
Integrating ICT & Career Guidance - Expanding the limits of design, technology and
practice
Tannis GODDARD
Jenny BIMROSE
Espace Martin Luther King Salle 1
Language: English
This proposed symposium will bring together key thoughts presented earlier in the year in Sydney
Australia at the e-Career Services Symposium
http://www.onqconferences.com.au/CDAA13/symposium.html. The presenters will integrate learning’s
that emerge in from the Australian symposium into this presentation for the IAEVG.
The adoption of technology within organizations and within career guidance models is a complex,
inherently social, developmental process. This proposed Symposium will consider the factors that
facilitate the integration of technology into organizations, and implications for workforce and career
development policy more broadly.
Session 1: Setting Context
The Symposium will begin by a short joint presentation from all presenters, to set context for the current
landscape of ICT use and integration in Career Guidance. The session will:
 review key research developments and focus in recent years
 explore a selection of published frameworks for the use of ICT in career guidance
 examine competencies required for ICT in careers work
Session 2: Policy for Practice
The exploitation of ICT is reshaping the global economy. New online systems facilitate data exchange
and stimulate increasingly high levels of usage, with significant interest in obtaining individuals’ profiling
behaviors for marketing and other purposes. In parallel, demand for careers support is increasing from a
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broad spectrum of individuals, stimulating the emergence of new market players and partnerships
involving public, private and community sectors. This is leading to shifting paradigms for delivery and
increasing greater use of ICT to help ‘achieve more for less’.
In response to this dynamic environment, considerable variety in careers service policies and practices
are emerging, with the multi-layered landscape providing opportunities to learn from and take strategic
advantage of the opportunities offered by technology. The changing nature of careers services has had a
‘knock on effect’ for workforce development and organizational structures. Strategies to integrate ICT
more effectively within careers service delivery emerge through an exploration of new and emerging
possibilities.
The aim of this session is to explore key findings from recent research into the process of integrating new
technologies into careers practice across the four countries of the United Kingdom. Using a scenario
building framework and case study examples, it focuses on challenges to effective integration of ICT and
considers contrasting models of practice.
Session 3: Designing for Practice
Designing and integrating online services within career development programming requires careful
analysis of many factors to create a model that will achieve overarching service goals and meet the
career learning needs of targeted clients while ensuring the service is accessible and fits within policy
context, that practitioners are skills and ready for delivery, with managers prepared for online supervision
and that the implementation is effectively evaluated to determine necessary changes in approach.
This presentation will examine key components that influence the decisions that need to be made when
planning for and designing ICT enabled career services:
 Purpose, goal and policy context
 Access & Readiness
 Technology Selection
 Learning Design (pedagogical considerations)
 Practitioner Development & Ongoing Supervision
 Implementation Systems & Processes
 Evaluations & Continuous Development
Session 4: Research Led Practice
The increasing use of social media has led the career service sector to acknowledge the need to expand
its understanding of new technologies and to modernize its services. The importance of practitioners to
gain competence and confidence in existing and emerging technologies in order to consider the
usefulness and potential for clients has been highlighted in research.
Successful integration of technology and social media in career services is dependent on practitioners’
willingness to accept the changes that a new technology may bring to service delivery. Some
practitioners are not convinced of the relevance of technology in delivering career services and others do
not have the skills or confidence to do so effectively.
The aim of this session is to explore the findings of research career practitioners’ conceptions of
technology and social media in career services, to provide a basis for understanding the different ways in
which career practitioners think about social media and its role and purpose in career services.
Career counseling a tool for national growth in a global world
Ilu Oghie ADOMEH
Augustine OJUGO
Language: English
Nigeria as a developing nation grappling with so many economic, political, and moral issues that tend to
limit her as a nation can only have them resolved with a strong career sensitive educational curriculum.
But sad to say the importance of career guidance and counselling in our primary or high schools has still
not taken the right place in the scheme of education planning in Nigeria secondary schools. Teachers with
little or no training in career counselling have taken over the role of counsellors. Career counsellors have
been known to take up teaching subjects to the detriment of counselling. Most government secondary
schools especially in the rural areas have no counsellors and in some of the schools that have
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counsellors, there are no counselling rooms or offices. It will be fair to say in most secondary schools in
Nigeria school counselling can be described as an all comers job. The future of our nation will continue to
hang in the balance until we realize how to guide these young minds and prepare them for the challenges
that the 21st century presents.
At the tertiary level of our education, majority of our undergraduates are undergoing training in areas
where they lack interest or had no passion to pursue a career. Some had been stifled in taking to career
because their parents want them to and some because they could not meet with the entry level
qualification of particular courses, had to make do with what they were offered. It is my strong opinion that
in our knowledge driven world that we live in today, the future belongs to nation states that make it a
priority to guide her young people to take up career that they not only have a passion for but have a
capacity to pursue; be it at the mental, psychological or social level. This allows for cohesion in terms of
building up young people who understand the roles of their career in building a strong and virile nation.
The challenge for us as a nation today is to see how career guidance and counselling can play a positive
role in Nigeria’s technological future but also in engendering the positive image of being called a Nigerian
Citizen, and above all develops in them the need to Work for the development of the nation not just to
work and earn a living. We can learn from the South Korean model of vocational educational training.
For us the question is, in a global world were citizens right are been put in the forefront how can Nigerian
youths fit into that world without having a sense of the collective good as enshrined in most international
documents in the UN and the world Health Organization? the government needs to implement better
policies that place priority on Counselling both at the Primary and secondary level of education to foster a
better understanding of the use of Guidance and counselling as a tool for citizens development as a
strategic goal and national development as a general goal.
Counseling : l’alliance de travail au cœur de l’articulation des droits de l’homme et du
citoyen
Vincent GUILLON
David J. BOURNE - Réginald SAVARD - Conrad LECOMTE
CRDP - Amphithéâtre
Langue : Français
Pour qui s’intéresse à l’importance de la relation et de l’alliance de travail entre consultant et aidant
professionnel dans le domaine de la psychothérapie et du counseling et tout particulièrement du conseil
en orientation ou encore counseling de carrière, la question proposée comme thème du congrès
international de l’AIOSP, L’orientation, un droit de l’Homme ou du Citoyen ? n’a qu’une réponse possible :
le « ou » est conjonctif, pas disjonctif. Dans ce symposium, nous nous centrerons sur le counseling conçu
comme une interaction continue de face à face entre un conseiller et un client prenant pour cible privilégiée les
problématiques qu’il apporte et notamment celles relatives à l’orientation.
Après certains rappels justifiant en préalable la nécessité de considérer tout uniment counseling,
counseling de carrière et psychothérapie, la première communication du symposium présente les
résultats d’une recherche dans les bases de données en psychologie croisant les mots clefs du champ
du counseling avec les mots clefs proposés pour le thème du congrès. S’interrogeant sur la relative
faiblesse des résultats obtenus, elle rappelle que l’efficacité de l’alliance de travail se comprend
désormais à la lumière d’un modèle contextuel qui fait une large place à la culture et qu’elle est, ellemême, traversée de part en part, et à tout instant, par toutes les notions qui font sens pour la citoyenneté.
La deuxième communication s’inscrit précisément dans les grandes lignes du modèle contextuel qui vient
d’être évoqué à propos d’un objet éminemment social, la demande de congé individuel de formation, dont
elle montre combien il se situe tout autant sur le versant collectif de l’affiliation que sur le seul versant de
l’individu face au monde. Elle propose que les caractéristiques psychologiques du conseiller et du
bénéficiaire, définies dans un contexte de typologie jungienne, entrent à ce point en interaction par les
« visions du monde » qu’elles emportent avec elles, que le renoncement constaté dans 50% des cas
suite au premier entretien leur soit partiellement dû par impossibilité de parvenir à une alliance de travail
suffisamment positive.
La troisième communication fait entrer de plain-pied avec l’alliance de travail, ses définitions les plus
reconnues, l’absolue nécessité de son établissement et de son maintien dans les domaines diversifiés du
conseil en orientation, de la réadaptation et de la réinsertion professionnelle dont la visée d’intégration
sociale est constante. Rappelant combien les trois caractéristiques de l’alliance, un accord sur les buts et
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sur les tâches, l’existence d’un lien émotionnel de confiance entre conseiller et « client », sont
interdépendantes, elle souligne l’importance de ce dernier enjeu émotionnel, tant pour l’accord sur les
tâches et les buts que pour la poursuite de l’intervention, l’existence de difficultés et de tensions
relationnelles étant très souvent responsable des abandons constatés.
Soulignant combien que les personnes souffrant de marginalisation, voire d’exclusion et
d’incompréhension sociale sont particulièrement sensibles à la qualité de l’alliance et à ses fluctuations et
ruptures, la quatrième communication expose l’importance des communications procédurales
relationnelles implicites ou encore para-linguistiques dans la régulation intersubjective se jouant en
permanence entre conseiller et consultant. Elle entre dans le détail de toutes les modalités qui les
constituent, labiles et néanmoins toujours reliées aux communications explicites qui occupent le
counseling. Au travers d’exemples d’intervention concrets, elle montre la complexité sous-jacente à ces
communications et la possibilité d’y être sensible par la recherche permanente d’une conscience réflexive
de soi en interaction.
VG1 - Vincent Guillon – L’alliance de travail et les droits de l’homme et du citoyen en counseling,
counseling de carrière et psychothérapie dans les bases de données en psychologie
La littérature scientifique relative à la relation d’aide et à l’alliance de travail en conseil en orientation
(counseling de carrière) s’est-elle intéressée aux questions des droits de l’homme et du citoyen ?
Un historique rappelle tout d’abord les raisons qui amènent à considérer le counseling de carrière comme
partie intégrante du champ du counseling et de la psychothérapie et à vouloir sortir ainsi de l’isolement
qui est souvent le sien (Lecomte & Guillon, 2000) : a) - le partage d’un même « objet », l’être humain
dans sa totalité, et de la même visée, celle de l’aide au changement dans des situations problématiques ;
b) - le peu d’intérêt empirique du counseling de carrière pour l’efficacité de ses actions quand les
recherches en counseling et psychothérapie sont innombrables (Guillon, 2013a) ; c) - l’existence de
processus, - très peu étudiés en conseil en orientation quand ils le sont de façon considérable en
counseling et psychothérapie (Norcross, 2011) -, dont tout amène à penser qu’ils sont en grande partie
semblables avec, au cœur de ces processus, l’importance de l’alliance de travail (Guillon, 2013b ; Muran
& Barber, 2010 ; Perdrix et al. 2010).
La communication fait ensuite état du résultat des recherches réalisées dans les bases de données en
psychologie en matière de processus ou de résultats lorsque l’on croise les mots clefs alliance de travail,
alliance thérapeutique, alliance d’aide, relation d’aide, relation thérapeutique avec ceux proposés pour le
thème du congrès, solidarité, lien social, citoyenneté, cohésion, tolérance, civilité, mutualisation,
coopération, justice, altérité, intégration, réciprocité, partage, life designing, respect, inclusion
(alliances, cohésion et coopération également proposés étant exclus parce que marqueurs spécifiques
de l’alliance de travail). Une trentaine de résultats sont obtenus (aucun en counseling de carrière). Ils
sont présentés dans leurs grandes lignes. En un premier temps, leur très faible nombre relativement au
regard des résultats disponibles en matière de processus ou d’effets en counseling et psychothérapie
interpelle. En étant centrés sur l’individu, le counseling et la psychothérapie dans leur partie la plus
centrale, la relation d’aide et l’alliance de travail, ne s’intéresseraient-ils donc pas à la question des droits
du citoyen ? ne seraient-ils en définitive qu’apologie de l’individualisme ?
C’est oublier que le modèle actuel le plus explicatif de l’efficacité du conseil est contextuel (Anderson,
Lunnen, & Ogles, 2010). Loin du modèle médical classique et de son « universalisme » occidental
(Wampold, 2001), il fait une place essentielle à l’importance des contextes culturels, à l’importance des
attitudes, croyances, valeurs et modes préférentiels d’interaction des consultants aussi bien que des
conseillers (Muran, 2007), la communication suivante en est une illustration, et à l’existence
indispensable, enfin, d’une relation de confiance émotionnellement chargée avec une personne aidante
sans laquelle rien n’est possible.
C’est oublier enfin que l’alliance de travail est, en elle-même, un processus traversé de part en part et à
tout instant par les notions de mutualité, coopération, collaboration, réciprocité, partage, accord,
tolérance, respect… et de régulation intersubjective permanente (Lecomte et al., 2004), formant une
sorte de modèle pour le « vivre ensemble », comme le développent les deux dernières communications
qui soulignent en outre tous les enjeux d’appartenance et de ré-affiliation souvent sous-jacents aux
démarches de counseling.
Mots clefs : alliance de travail, conseil en orientation, counseling, droits de l’homme et du citoyen,
psychothérapie
VG2 – David J. Bourne - Congé individuel de formation, types psychologiques et visions du
monde : l’enjeu du collectif et de l’individuel dans l’alliance de travail
Près d’un million de personnes ont bénéficié du Congé Individuel Formation institué depuis 1971. Au
service de projets de reconversion, de mobilité, de qualification, le CIF semble donc présenter un aspect
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personnel essentiellement individuel. Mais, dans le même temps, les enjeux économiques collectifs, en
lien avec les politiques de l’emploi, n’ont jamais été vraiment absents. Et c’est ainsi que le CIF est
l’aboutissement d’un parcours construit avec des conseillers en mobilité professionnelle exerçant dans le
cadre de FONGECIF créés afin de répondre aux besoins des salariés et du tissu économique des
territoires. De même, l’apparition plus récente du Droit Individuel à la Formation requiert-il l’accord de
l’employeur sur le choix de l’action de formation et amplifie cette volonté d’ancrage dans l’économique.
Tout comme la notion de « formation tout au long de la vie » vient signifier combien maintenir et
développer son employabilité a vocation à améliorer la performance collective. Mais au-delà de
l’économique d’autres considérations montrent combien il serait illusoire de ne voir dans le CIF qu’un
instrument « individualiste ». Ceux qui y recourent sont en effet, bien souvent, en situation potentielle de
désaffiliation de leurs communautés de travail et le CIF représente alors un effort pour retrouver de
nouveaux collectifs d’appartenance, relevant de l’entreprise aussi bien que du secteur associatif et social.
Cela, les conseillers FONGECIF l’expérimentent très vite lors du premier entretien qu’ils considèrent
comme une occasion particulièrement importante de créer la rencontre avec le bénéficiaire et d’établir
avec lui une solide alliance de travail, véritable clef de voute du processus d’accueil et
d’accompagnement. Force est pourtant de constater que moins de 50 % des personnes ainsi reçues
déposent, effectivement, un dossier de demande de CIF à l’issue de ce premier entretien. Que se joue-t-il
donc dans cette expérience interpersonnelle supposée inaugurer le processus d’accompagnement ?
Pour des auteurs comme Jung (1950) et Beebe (2001), les déterminants des pratiques
d’accompagnement renvoient essentiellement aux types psychologiques du praticien et du bénéficiaire.
Un rapport de consonance/dissonance s’établirait entre les types psychologiques en présence. Et ce
rapport aurait un impact important dans l’établissement de l’alliance de travail au point de rendre possible
ou non, aux yeux du bénéficiaire, la poursuite du processus d’accompagnement. Dans cette
communication, nous développons l’hypothèse que ce rapport mobilise, d’un côté, la « vision du monde
du conseiller » (Guichard, 1997) et, de l’autre, celle du salarié. Si, comme l’indique Guichard, les
déterminants des pratiques d’accompagnement sont à la fois d’ordre sociologique, scientifique, politique
et éthique et constituent le soubassement de la vision du monde des conseillers, alors l’écart peut être
grand avec la vision du monde exprimée, en première intention, par le bénéficiaire sous forme d’un projet
individuel, de valeurs personnelles et d’attentes particulières. Médiatisée par l’écart entre des visions du
monde différentes, plus collectives ou plus individuelles, une dissonance fondamentale entre le type
psychologique du conseiller et celui du bénéficiaire pourrait ainsi être partiellement à l’origine du
renoncement au projet de CIF. Cette idée est congruente avec les perspectives développées dans les
deux communications suivantes qui, à partir des travaux récents sur la relation (pour une revue
approfondie, voir Norcross, 2011a) et sur l’alliance de travail (pour des revues, voir : Guillon, 2013 ;
Muran & Barber, 2010), mettent en effet l’accent sur l’importance des caractéristiques du conseiller (voir
par ex. Laska et al., 2013), du consultant (Bohart & Tallman, 2010) et sur la nature interactive de la
relation entre conseiller et bénéficiaire (Norcross, 2011b) dans laquelle une dialectique collectif/individuel
a toute sa place et doit être travaillée (Frank & Frank, 1991, p. xv).
Mots clefs : accompagnement, alliance de travail, congé individuel de formation, Fongecif, types
psychologiques
VG3 - Réginald Savard et Conrad Lecomte - L’alliance de travail un facteur déterminant dans la
pratique du conseil en orientation
Sa vie durant, l’être humain cherche, au travers de multiples expériences interactives de communications
explicites et implicites, des relations fiables et significatives pour se construire, développer ses valeurs,
intérêts et compétences, s’intégrer socialement. On sait que plus une personne a connu des liens fiables
d’attachement, des expériences de validation empathique et de mentalisation, plus elle manifeste des
capacités de prise de décision, d’adaptation personnelle, professionnelle et sociale (Sroufe, 2005). Or,
50% des personnes environ ne connaissent pas suffisamment de telles expériences émotionnelles et
vivent, souvent, doute, indécision et anxiété dans leurs processus d’adaptation. Quand elles viennent
consulter un conseiller ou un psychologue du conseil en orientation, créer un lien fiable de confiance se
révèle alors déterminant. L’établissement d’une alliance de travail est en effet un enjeu fort du processus
de conseil en orientation (Masdonati, Massoudi, & Rossier, 2009 ; Massoudi et al. 2008), de réadaptation
ou de réinsertion professionnelle (Lecomte, Savard, & Guillon, 2011).
L’enjeu émotionnel est double. Tout d’abord, l’alliance implique un processus de collaboration, ou
engagement mutuel, pour la définition de buts et la réalisation de tâches dont la réussite, signée par les
participations actives du consultant et de l’intervenant, n’existe que si un lien émotionnel de confiance et
de perception de fiabilité, se met en place. Car lien, buts et tâches sont interdépendants (Bordin, 1994).
Ensuite, et tout aussi fondamental, les résultats de méta-analyses indiquent que plus de 40% des
consultants abandonnent le processus de relation d’aide suite, pour l’essentiel, à des difficultés et des
tensions relationnelles (Lambert, 2007). Cela n’est pas vraiment surprenant : si les personnes se sont
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construites en relation alors c’est en relation qu’elles peuvent espérer poursuivre leur développement et
leur intégration sociale.
Les recherches et les pratiques n’ont pourtant que très peu porté sur l’alliance de travail en réadaptation
ou en counseling de carrière (Guillon, 2013). D’une façon générale, on constate que plus le travail de
conseil se définit comme relevant d’une démarche rationnelle, linéaire et objective et se centre sur les
variables sociodémographiques et la sévérité des symptômes ou sur les services et techniques pouvant
être offerts aux personnes, moins les facteurs subjectifs comme l’expérience du consultant et l’alliance de
travail sont étudiés (Lecomte & Guillon, 2000 ; Lecomte & Savard, 2005). On a ainsi méconnu ce que les
études d’efficacité soulignent de façon récurrente : la prépondérance dans la variabilité des résultats de la
variabilité due aux intervenants sur celle due aux techniques employées et traitements utilisés (Lecomte
et al., 2004).
Dans ce contexte, l’alliance de travail apparaît comme le critère pouvant le mieux servir à distinguer un
intervenant efficace d’un intervenant qui l’est moins (Horvath, Del Re, Flückiger, & Symonds, 2011 ;
Lecomte et al. 2004). Dans le champ, par exemple, de la réinsertion sociale et de la réadaptation au
travail, plus la personne souffre d’exclusion, de stigmatisation et de désaffiliation, plus le besoin d’un lien
fiable et sécurisé est important, plus l’influence de la qualité de l’alliance est déterminante, sur toute la
durée et en toutes les étapes du processus (Lecomte et al., 2011 ; Lecomte & Savard, 2005).
Préciser et mieux comprendre ce que font les intervenants capables d’établir, de maintenir et de réguler,
dans des moments et situations difficiles, une alliance de travail optimale fait l’objet d’une autre
communication du symposium.
Mots-clefs : alliance de travail, attachement, conseil de réadaptation professionnelle, efficacité, pratiques
du conseil
VG4 - Conrad Lecomte et Réginald Savard - Pourquoi établir et maintenir une alliance de travail
est-il si complexe et si crucial ?
Les recherches soulignent que les personnes souffrant de difficultés d’insertion professionnelle vivent
souvent des expériences d’incompréhension sociale, d’exclusion, de désaffiliation, de marginalisation
voire de stigmatisation et qu’elles sont particulièrement sensibles à la qualité de l’alliance, à ses
fluctuations et, - l’instauration d’une alliance positive n’étant jamais établie une fois pour toutes -, à ses
ruptures (Castel, 1994; Wahl, 1999). Lorsque l’alliance est rompue, l’enjeu de sa restauration est encore
plus central avec ces personnes qu’avec celles qui n’ont pas connu de telles expériences (Lecomte,
Savard, & Guillon, 2011). Sans cela, le risque est grand en effet qu’elles abandonnent le processus ou
pâtissent d’effets négatifs (Lecomte et al. 2004). La restauration repose sur des processus dynamiques
non-linéaires de régulation interactive entre l’intervenant et le consultant et de régulation de soi dans
lesquels la disponibilité émotionnelle à soi, et à l’autre, occupent à chaque moment une place centrale.
La régulation mutuelle concerne le lien, les objectifs et les tâches d’orientation (Stern, 2004) sous peine,
dès que l’accordage émotionnel fluctue, que le consultant se sente bousculé par un changement de
rythme dû à l’intervenant et que l’alliance en soit perturbée (Eubanks-Carter, Safran, & Muran, 2010).
Le premier défi est d’arriver à créer un climat de confiance et de sécurité avec ces personnes qui n’ont
pas vécu, ou peu, d’expériences de liens fiables et qui varient considérablement, selon leur histoire de vie
relationnelle, dans leurs perceptions de ce qui est fiable, aidant et utile. Le deuxième est de composer
avec son incontournable subjectivité, ses attentes et sa propre histoire relationnelle (Lecomte & Richard,
2003).Le troisième est d’arriver à un établissement rapide de l’alliance dans un processus d’intervention
souvent court et intermittent.
La piste peut-être la plus féconde pour que le consultant se sente validé et compris, très tôt, est de
rechercher une position au plus près de lui pour avoir accès à son expérience et arriver à se « sentir
avec », voir « comme si » et considérer avec lui les enjeux et risques associés à la prise de décision et
au changement. Dans ce parti-pris, l’alliance se construit au travers de communications explicites
conscientes mais aussi de communications relationnelles procédurales implicites (Schore, 2009). Ces
dernières, reliées aux aspects explicites des échanges, relèvent d’une communication paralinguistique,
non-verbale et proxémique toute en manifestations faciales et corporelles des émotions, rythme, tonalité,
modulations du discours, silences, gestes, postures, orientation spatiale. La sensibilité à ces diverses
modalités permet de suivre au plus près l’expérience affective du consultant. Elle requiert de l’intervenant
une disponibilité et une acceptation de ses limites auxquelles il peut parvenir par une recherche de
conscience réflexive de soi en interaction.
Maintenir un lien de confiance avec un personne qui, - suite à des expériences d’invalidation, de
découragement, d’échec, d’épuisement professionnel, de perte du lien d’emploi -, a organisé son
expérience en un système de survie fondé sur des convictions émotionnelles défensives rigides (comme
la certitude de ne pouvoir faire confiance à l’autre, le sentiment d’impuissance…) n’a rien de simple
(Schore, 2009). Fluctuations et ruptures relationnelles sont alors inévitables sans qu’il s’agisse de leur
trouver un responsable unique mais bien d’explorer et de comprendre le processus de détérioration de
l’alliance avec la conviction que l’intervenant participe aussi à ce processus d’une façon implicite ou
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explicite (Muran, Safran, & Eubanks-Carter, 2010). Des exemples concrets d’intervention éclairent et
illustrent ces processus complexes.
Career guidance: a universal human right - or a citizen’s right?
Hazel REID
Linden WEST - Alison FIELDING - Rebecca TEE
Language: English
Hannah Arendt stated (1951) that the concept of Human Rights is untenable if Citizen Rights are not
upheld for the individual or a particular group of individuals in any society. The conference asks how could
career counselling help to restore the social dimension of individual development and even promote an
awareness of being a citizen? Within the overarching theme of the conference, this proposed symposium
will contribute four papers/presentations to the ‘line of thinking’ C: Career research. Its organising topic
will be biographical methodologies for research into ‘career’ in context. The related thematic areas
are:1. Society & 2. The Individual.
Key words relating to this symposium will be: biographical research; psychosocial; citizenship; narrative
career counselling; collaboration; inclusion.
The first paper/presentation will advocate for auto/biographic and narrative research into the human
condition in a ‘careers world’ that appears unstable and unpredictable. It will make reference to the work
of C. Wright Mills who emphasised the need to examine both the private and the public: what we term the
psychosocial. The second paper will draw on auto/biographic research into narrative career counselling,
celebrate its successes but also consider the limitations within an, often, neoliberal agenda. The
remaining two papers in the symposium will provide further examples of auto/biographical and narrative
research within the careers field. Paper three will consider how the process of exploring our own stories
enables us to help clients tell their stories more effectively, and paper four discusses the ‘career’
motivations of school governors using auto/biographic and narrative research. Time will be given for
discussion and questions between each paper.
Paper 1: Runaway, frightening worlds: careers counselling, its values and epistemology among
marginalised peoples: a psychosocial, auto/biographical narrative exploration
Field of thinking: Society
LW&HR
Abstract: This first paper/presentation considers the nature and parameters of careers guidance in a
runaway world, as Giddens framed it. It draws on auto/biographic and narrative research, in diverse
contexts, and a new psychosocial theoretical repertoire, to illuminate the experiences of potential clients,
and interrogate the role of careers counselling in such a world, and the resources that it might draw on.
Career counsellors can work with individuals in contexts and communities which are depressed, where
people perpetually struggle with high levels of unemployment, poverty and increasing hopelessness, in
relation to the State, for instance, including declining, increasingly inadequate public services as well as
an over-stretched voluntary sector. For many the notion of a “good” job, let alone a career, may be
meaningless in such situations. There are also significant patterns of migration and displacement, across
Europe, which are affecting specific marginalised communities, and in major ways.
We will engage with narratives of difficulty, anxiety, migration and trauma, on the margins, and reflect on
what might enable particular people to keep on keeping on in building ‘career’, in the broadest sense.
‘Counselling’, and advice, and meaningful support, can come from diverse directions, rather than
conventional careers guidance. From teachers in particular educational institutions, for instance, and or
from others in more intimate space, and even from researchers. Theorising such processes may require
new, interdisciplinary, psychosocial ways of understanding, ones that connect Bourdieu’s concepts of
habitus, disposition and capital, for example, with psychoanalytic understandings of self-negotiation in
transitional space; and critical theorist Honneth’s idea of recognition. This works at intimate but also in
wider socio-cultural space. Understanding power relations in an interdisciplinary way, makes connections
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– by highlighting intersubjectivity – between external social structures and subjective experiences, which
can help explain how some individuals are able to keep on keeping on, and the resources they draw on.
Careers counselling needs to engage with such processes, however challenging and discomforting, to
consider its own role, expertise, values and knowledge base, in conditions of pervasive uncertainty and
distress.
Paper 2: Negotiating professional biographies in uncertain times: a crisis of innovation in career
guidance?
Field of thinking: Society / The individual
HR&LW
Abstract: We reflect in this paper on constraints to implementing innovative practice, and towards
becoming a more creative, reflexive practitioner, in career guidance and counselling. Our interest was
sparked following in-depth research into practitioners’ use of a narrative model for 1-1 career counselling
interviews in England. In a previous work we reported on collaborative work with practitioners to evaluate
the use of a model derived from the work of Mark Savickas (Reid & West, 2011a). We used
auto/biographical narrative interviews to explore the impact and constraints experienced by
practitioner/participants when engaging with a new model. In a second paper, we explored practitioners’
struggles to learn, reflexively, from experience as they ‘risked’ engaging with narrative methods to
enhance practice (Reid &West, 2011b). In this symposium we examine the difficulties of creating what we
term ‘good enough’ psychosocial space for experiment, for creativity and for reflexivity in a hard economic
and ‘technicising’ environment. We juxtapose, alongside this, the need for innovation and meaningful
professionalism in times where career resilience and adaptability are seen as essential in thinking about
how to live a life, rather than simply ‘choose’ a career in a narrower sense.
We draw, in the process, on the research among practitioners and their clients to think about whether
career guidance, and the culture which shapes it, is really fit for purpose in current times. The discussion
echoes similar anxieties in other communities of practice in the United Kingdom, such as social work,
where “manualisation” has been considered as against the interests and well-being of children in very
difficult circumstances (Munro, 2011). By manualisation we mean an overly defensive avoidance of risk,
and adherence to formal procedures in rigid ways, to the neglect of creativity and judgement, for fear of
making mistakes. We also engage with the wider debate on how to invigorate new forms of
professionalism and consider the implications for training, and continuing development. At the centre of
any effort to invigorate might lie a new epistemology of practice; combining an understanding of narrative
in finding direction in lives, alongside what we term a new psychosocial repertoire as a basis for building a
critical reflexivity.
Paper 3:
Auto/biographical approaches to career narratives: how can exploring our own stories enable us
to help clients tell their stories more effectively?
Field of thinking: The individual
AF
Abstract: As Career Counsellors, we have a long history of encouraging clients to ‘tell their story’ in order
to help them to determine a way forward. In this we have been able to draw on increasingly accepted
approaches from Gerard Egan’s 3 Stage Model from the 1980s onward, to Mark Savickas’ narrative
approach to career construction. A level of self-awareness is necessary in working with clients in this way,
so that we do not bring our own preconceptions to the process, but are able to listen to our clients with an
open mind.
In recent months I have begun to explore, in more depth than previously, my own career identity
development, and have begun to recognize that this is not a straightforward process. I have become
increasingly interested in the many factors which have affected my career and my life, and how they have
interacted to bring me to my present situation. As a psychologist, I am fascinated by how we create
memories from the stories we tell about our experience (Gauvain, 2001), and how our ongoing reflections
(Reid and Bassot, 2012) on our memories create autobiography. My own personal and professional
development has been characterised by a strong belief that we cannot understand an individual if we do
not see them in the context of their whole life. This has particularly influenced my political awareness, as
Andrews (2007:2) suggests ‘the stories people tell about their lives and the political frameworks which
form the context for those stories’ are inextricably linked. As woman with a full-time career, I am interested
in women’s experiences, and how they invent and re-invent their career identity. I draw on Feminist
research methods to explore this.
I will explore how key aspects of my own autobiography have evolved, and how examining each has
enabled me to have a greater level of self-awareness, which has in turn influenced my work with clients
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and others. I will share some of my observations about the process behind this, and I will consider some
of the ways this increased self-awareness can enable Career Counsellors to work more effectively with
clients.
Paper 4: The auto in auto/biography: from research to practice – a method for career related
learning
Field of thinking: The Individual
RT
Abstract: My research explores the motivation of individuals engaged in a particular example of a
collective civic role. This paper details a method of accessing early influences affecting development to
illuminate and explain the creation of the adult persona. Situating the narrative in childhood memories and
events helps to reveal and depict the independent individual who is engaged in the civic responsibility of
being a school governor. This approach may indicate a useful exemplar for others working in the field of
research into careers and specifically for those working with individuals on the career development and
drive needed to be a success in society; however that may be defined by those with whom we work.
I am conducting my research using an auto/biographical narrative methodology (Merrill and West, 2009).
My research participants are all school governors. Most European countries have some sort of body with
an equivalent role of the UK’s school governors, which oversees the workings of the school, often called
School Boards. To situate my pivotal role as the researcher and author, I am interrogating my own
experience in becoming and serving as a school governor through autobiographical enquiry. This offers
possibilities and opportunities to illuminate my role and to explore the influences which resonate with me
and which impact on my own development, motivation and research (Richardson, 1997; Reid, 2008). It
also presents challenges around where to start and how to access my own subjective position. How do
we look clearly into our own lives? How do we move from a linear, descriptive report of where we have
been and what we have been doing, forward into a deeper analysis of our influences and significant
moments? This autobiographical analysis draws on literature on identity development and career
aspirations (Goffman, 1959). It calls on a developmentalist tradition to explore factors around identity and
social positioning. It uses an interdisciplinary consideration to both inform and enhance the development
of the personal autobiographical narrative. This research approach has a contribution to make to our work
with clients as we seek to encourage the positive and constructive reflection and analysis of the
significant drivers and motivators in the lives of others.
Le Cercle de legs: un conseil de groupe d'adultes au 3e tiers de carrière
Diane DOYON
Annie MARXER - Isabel TAHER-SELLES
Langue : Français
1. Introduction DOYON
Dus à l’avancé en âge et à la retraite, les seniors vivent de grands questionnements. Ils cherchent un
sens, s’intéressent à la relève et veulent une fin positive de carrière ; certains éprouvent de la pénibilité,
inaptitude ou désengagement. De leur côté, les organisations doivent assurer leur performance et relever
des défis liés à la gestion de la santé, des âges et des savoirs.
En réponse à ces enjeux d’orientation tout au long de la vie, DOYON créa le Cercle de legs (CdeL), un
accompagnement au maintien professionnel prévenant un lâcher-prise prématuré par obsolescence ou
épuisement; un espace dialogique composé d’adultes au 3 e tiers de carrière développant les savoir-rester
et savoir-partir et impliquant de ficeler un legs professionnel.
Plus de 40 CdeL furent menés (50% en Europe- Suisse, France, Belgique). Le CdeL est une pratique
innovante (European Consortium on Learning Organisation) et son application dans un Centre de santé
Québécois est une Pratique RH Exemplaire au Canada et récipiendaire d’un Lauréat Innovation-Québec,
balisant ainsi le pilotage d’un cercle intra-institutionnel de MARXER auprès de collaborateurs séniors d’un
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Centre de santé Lyonnais ainsi que celui de TAHER-SALLES auprès de l’équipe des responsables d’un
organisme de réadaptation professionnelle en Suisse.
Ce conseil en groupe active positivement la gestion vie-travail ainsi que l’implication au travail et soutin
les employeurs vers une conciliation performance c. bien-être au travail, la mobilisation des personnels et
la transmission des savoirs. En lien avec le thème du congrès, la discussion permettra de conclure sur
les conditions essentielles à la mobilisation des salariés et des dirigeants à s’y engager en dépit de
l’optimalité démontrée de cette pratique innovante.
2. Le Cercle de legs: Fondements et impacts sur les individus et leur collectif de travail DOYON
Le CdeL réfère à des concepts socio-psycho-carriérologiques tels les polarités et les stades de
générativité et d’intégrité et une méthodologie favorisant le rationnel et l’irrationnel, les prises de position
multiple sur des réflexions guidées et enrichies par l’écho-miroir des pairs et par des rapports
d’étonnement.
Nous aborderons les fondements du CdL et son impact tant sur l’individu que sur leur milieu. Les
Questionnaires de gestion de maintien au travail de Lamarche (N=30) indiquent une augmentation
significative de la qualité du maintien professionnel. Les entretiens individuels suivant les CdeL (N±125)
balisent la rétention des séniors en emploi. Les Rapports d’étonnement (N±540) étayent l’hypothèse
d’une démarche « en spirale ascendante » éveillant de véritables géants qui s’ignoraient. Les legs
formalisés attestent de l’efficacité du CdeL à créer un contexte favorable à l’expression des savoirs
tacites (Krogh & Nonaka).
3. Les conditions favorables au CdeL en France ouvrant sur le nouveau contrat de génération
MARXER
La mise en œuvre du CdeL dans les milieux de travail en France est confrontée à différentes
représentations individuelles et collectives des salariés et de la direction d’entreprise : rapport temps/vie
professionnelle/vie personnelle, construction de sa vie au 3 ème tiers, place et rôle de l’entreprise dans le
développement individuel du salarié, etc. Avant de réaliser l’action d’accompagnement groupal CdeL, une
action de conseil est à réaliser pour développer les conditions favorables d’inscription volontaire et
d’engagement dans le processus d’orientation. Un exemple sera donné d’un centre hospitalier de plus de
1000 salariés donnant des axes de réflexion sur les obstacles à dépasser et sur de nouveaux modes
d’intervention en entreprise pour l’accompagnement en orientation. Le CdeL requiert une démarche
innovante qui assure la transition des pratiques d’orientation du XXe siècle au XXIe siècle. La notion de
co-construction d’une démarche d’orientation partagée entre salarié et entreprise sera évoquée en amont
du démarrage de la réflexion du salarié. Un essai de comparaison avec le modèle des bilans de
compétences en France sera proposé. Des perspectives seront faites entre CdeL et dispositif de contrat
de génération, nouvelle loi qui se met en œuvre en 2013 en France.
4. 1er CdeL intra-organisationnel Suisse –Incidences et secrets stratégiques de maintien
professionnel TAHER-SELLES
Le constat que des personnels avaient mal vécu leurs dernières années de vie au travail et étaient
« mal » partis en retraite a motivé le dirigeant d’un organisme de réadaptation professionnelle à offrir un
CdeL à des collaborateur-trice-s se situant au 3 e tiers de carrière. Cette communication nous permettra
d’examiner les incidences du CdeL sur l’évolution des personnes et de l’institution. Nous exposerons en
quoi et comment ce conseil de groupe peut contribuer à la constitution d’ «une base de données », d’un
ADN intra-institutionnel permettant la co-construction et la transmission des savoirs et des valeurs
intergénérationnelles. Enfin, nous aborderons les « secrets » stratégiques de maintien professionnel mis
en œuvre par les collaborateur-trice-s suite à ce CdeL leur permettant de « bien rester » et de se
préparer à « bien partir », en évitant l’obsolescence et l’épuisement. Ceci, afin d’examiner comment, in
fine, ces savoirs et ces stratégies contribuent au développement, à la mise en œuvre et à la consolidation
d’une culture favorisant les transferts des valeurs et des savoirs au sein de l’institution. L’auteure fera
également des liens avec les évolutions constatées au sein de sa propre institution suite au Cercle
auquel elle a participé en qualité de membre.
5. Discussion
Imaginons des sciences pour l’orientation au XXIe siècle : Lesquelles ? Pourquoi ?
Comment ?
Francis DANVERS
Sylvain OBAJTEK - Jean MOUTOUH
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Langue : Français
L’orientation humaine est à bien des égards une énigme. « Le commencement de toutes les sciences,
avons-nous dit, c’est l’étonnement de ce que les choses sont ce qu’elles sont », (Aristote, Métaphysique,
A, 2). Pour G. G. Granger, 1995, « Toute science est visée d’une réalité ». Quelle est donc la réalité de
l’orientation ? Si une « science de l’orientation » est possible, elle ne reçoit pas son objet de l’extérieur ;
elle le construit.
En France, dès 1930, au sein du CNAM, l’activité de recherche en laboratoire conjugue l’orientation
professionnelle aux apports d’une dizaine de disciplines, parmi lesquelles on peut citer : 1. Physiologie du
travail, 2. Psychotechnique, 3. Statistiques appliquées à la biométrie humaine et aux questions de maind’œuvre, 4. Hygiène industrielle, 5. Maladies professionnelles, 6. Accidents du travail, 7. Organisation du
travail, 8. Associations ouvrières, 9. Histoire du travail, 10. Législation industrielle. Dans les décennies qui
ont suivi, la pluridisciplinarité a été maintenue au sein des équipes d’enseignement et de recherche en
psychologie de l’orientation issues de l’Institut national d’étude du travail et de l’orientation
professionnelle, (INETOP, CNAM, Paris).
Une science ou des sciences de l’orientation ? Au Québec, les « sciences de l’orientation » ont pour
ambition d’être « au service du développement personnel et social des individus et des groupes, dans
une perspective personnelle, professionnelle, organisationnelle, scolaire, sociale ou communautaire ».
L’Université de Laval offre une formation en orientation depuis plus de 60 ans (berceau de l’orientation
scolaire et professionnelle au Québec depuis 1941, jouit d’une renommée internationale). C’est la seule
université québécoise qui, au sein de la faculté des sciences de l’éducation, compte le plus important
département de counseling et d’orientation permettant d’offrir une gamme complète de programmes en
sciences de l’orientation (baccalauréat, maîtrise avec stage et essai qui donne directement accès à
l’ordre professionnel des conseillers et des conseillères d’orientation du Québec, maîtrise avec mémoire,
avec stage et essai, et Doctorat, Ph.D.). Depuis 1987, une révision majeure des programmes en
orientation a permis de promouvoir une vision élargie de l’orientation pour permettre une approche
transversale de l’intervention de counseling et d’orientation auprès d’individus provenant de divers milieux
de vie et de travail.
La liste des thèmes de recherche des membres du corps professoral habilités en 2006, dans le cadre
du CRIEVAT (Centre de recherche interuniversitaire sur l’éducation et la vie au travail) de la Faculté des
sciences de l’éducation de l’Université Laval du Québec, à diriger les étudiants mentionnait aussi :
l’analyse sociopolitique de l’éducation et administration scolaire (inégalités scolaires et sociales entre
filles et garçons, socialisation familiale et scolaire) ; l’intégration au travail des jeunes adultes en difficulté
d’adaptation et d’apprentissage ; la transformation des formes de l’emploi et la précarité du travail ; le
développement personnel, vocationnel, social et le cheminement existentiel de l’adulte ; la sociologie de
l’éducation et du travail ; l’analyse des politiques et des systèmes éducatifs ; l’économie de l’éducation
(planification et gestion) ; l’approche écologique et du développement de l’enfant et de l’adolescent ; les
dimensions historique, psychologique et sociale du travail ; la psychologie du counseling (supervision) ; la
carriérologie et l’information scolaire et professionnelle, etc.
Le professeure L. Goyer, de la faculté des sciences de l’éducation de l’université Laval du Québec
(Canada) nous a aidé à voir plus loin en soulignant les enjeux et retombées de l’orientation en termes de
politiques publiques, de développement de carrière, de recherche d’interventions centrées sur des
données probantes ou de meilleures pratiques (in F. Danvers, 2012, Tome 2 : postface). La mastérisation
de la formation des enseignants mise en œuvre en France à partir de 2009, pourrait conduire à plus ou
moins brève échéance, à l’émergence au même niveau de qualification des sciences et métiers de
l’orientation (Master 1 dit de « tronc commun et Master 2 dit de « spécialité »). L’enjeu en serait le Conseil
en orientation à toutes les étapes de l’existence. Dès la petite enfance avec la refondation de la
psychologie scolaire (voie 1) ; la consolidation des missions des conseillers d’orientation- psychologues
en CIO pour les établissements d’enseignement secondaire (voie 2) ; l’articulation SUIO-BAIP pour
l’orientation active à l’université (voie 3) ; la professionnalisation des agents d’accueil et d’insertion
professionnelle des missions-locales et PAIO au bénéfice des jeunes de 18-25 ans (voies 4) ; la
qualification des opérateurs de bilans de compétences et de la validation des acquis de l’expérience (voie
5) ; la certification des gestionnaires de la ressource humaine en entreprise au service de la mobilité des
salariés (voie 6) ; l’émergence de nouveaux professionnels de l’orientation adossée notamment à la
gérontologie sociale et aptes à répondre au défi d’un « vieillissement réussi » pour les seniors (voie 7).
Terme polysémique et lexicalement ambigu, la notion d’orientation renvoie à au moins cinq réalités en
interaction : économique, sociale, psychologique, pédagogique, et anthropologique. Imaginer des
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sciences pour l’orientation au XXIe siècle reviendrait dans cette perspective à réfléchir aux conditions
d’ouverture du champ de l’orientation comme champ des possibles et comme partie intégrante de la
condition humaine. L’objectif de ce symposium est de souligner plusieurs entrées disciplinaires dans le
champ de l’orientation, prenant sens dès lors qu’elles sont mises en liens : (1) le point de vue de
l’historien, attentif à l’orientation comme pratique sociale sur la longue durée ; (2) le point de vue des
sciences de l’information et de la communication, attentif à la dimension instituée du choix d’orientation
des élèves en situation de devoir choisir un avenir scolaire et professionnel (classe de seconde et lycée) ;
(3) le point de vue de la pédagogie universitaire, attentif au travail éducatif des acteurs de l’orientation, en
charge de l’accompagnement des étudiants vers le premier emploi (dispositif d’ « orientation active ») ;
(4) le point de vue de la psychologie du travail, attentif aux méthodes d’évaluation des compétences des
individus et à l’adaptation des outils à des contextes culturels différenciés (transposition culturelle du bilan
de compétences France-Iran). Cette dernière communication nous permettra d’ouvrir la discussion sur la
nécessité d’envisager la dimension culturelle et interculturelle comme centrale dans les perspectives de
l’orientation au XXIe siècle. C’est cette vision d’une orientation « dans tous ses états » qui a guidé
l’élaboration de ce symposium.
La partie conclusive préparatoire au débat sera présentée par F. Danvers (PROFEOR-CIREL Lille 3),
pour resituer les enjeux des contributions précédentes, en élargissant le propos sur la question de savoir,
dans quelles conditions nous pouvons avancer sur la problématique de l’émergence de nouvelles
sciences pour l’orientation : faut-il parler de « Sciences de l’Orientation » (SO) à l’instar des sciences de
l’éducation (SE), en France à partir de 1967, sous l’impulsion notamment de G. Mialaret, qui a préfacé
notre dernier ouvrage ? Nous insisterons au préalable sur la constitution d’un langage commun. C’est
tout le sens de l’entreprise S’ORIENTER DANS LA VIE (SDV) : une valeur suprême ? (Tome 1, 2009) ; la
sérendipité au travail ? (Tome 2, 2012) ; Un droit de rêver ? (Tome 3, prévu pour 2015).
Vers une rencontre européenne des praticiens de l'orientation
Dominique HOCQUARD
Heiner BLECKMANN
Langue : Français
En 2008 à Bruxelles, le conseil des ministres de l’UE « Éducation et jeunesse » a adopté une résolution
sur l'orientation : "Mieux inclure l'orientation tout au long de la vie dans les stratégies d'éducation et de
formation". Afin de développer les politiques publiques d'orientation, ce texte a défini quatre axes de
travail en commun entre États membres :
- favoriser l'acquisition de la capacité à s'orienter tout au long de la vie
- faciliter l'accès de tous les citoyens aux services d'orientation
- développer l'assurance qualité des services d'orientation
- encourager la coordination et la coopération des différents acteurs aux niveaux national,
régional et local.
Une coordination s’est mise en place, des experts, des décideurs,… se sont réunis; ils ont produit des
rapports, élaboré des propositions.
S’il faut saluer le travail qui a pu y être accompli, on peut néanmoins faire le constat que les débats avec
les praticiens ont été fort peu nombreux voire inexistants. Beaucoup d’entre eux ont aujourd’hui le
sentiment de ne pas avoir été associés aux décisions qui sous-tendent les réformes en cours et veulent
faire entendre leur point de vue de spécialistes de l’orientation.
Dans une Europe politique qui impose ses choix davantage qu’elle ne les met en discussion, dans un
contexte de lobbying généralisé où l’instrumentalisation du conseil est devenue la règle, rappelons que
les pratiques du conseil en orientation appartiennent aux professions de l’Humain, qu’elles s’adressent à
des Sujets et qu’elles visent fondamentalement leur émancipation et leur autonomie..
Afin de concevoir des Pratiques en cohérence avec la réalité éthique et intersubjective de nos actes, pour
construire à partir de nos expériences , et en toute indépendance une réflexion susceptible de constituer
une alternative citoyenne aux dérives bureaucratiques et libérales qui se dessinent, nous appelons les
praticiens européens, leurs associations, à se regrouper.
Il s’agira dans ce symposium d’envisager la constitution d’un groupe de travail européen qui pourrait se
donner les objectifs suivants :
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- Echanger sur des pratiques, des initiatives, des expériences développées sur le terrain de l’orientation
par des professionnels de l’orientation
- Elaborer, à partir du principe de la « Recherche-Action », des pistes d’actions et de réflexion, des
propositions de travail communes susceptibles de s’inscrire dans les institutions et les réseaux
européens existants.
Il sera également question d’aborder dans ce cadre, les modalités pratiques d’une collaboration
européenne et notamment sa programmation dans le temps.
Iconic Interlocutors: biographical research into learning for career transitions
Rachel MULVEY
Jenny BIMROSE - Alan BROWN - Mary McMAHON - Mark WATSON
Language: English
This symposium shares insights from individual biographies of over one hundred mid-range workers as
they moved in and through the labour market. The results emerge from an 18 month research project,
commissioned by CEDEFOP, seeking to probe how learning can support workers transition on the labour
market. The research generated a deeper understanding of the multiple dimensions underlying individual
approaches to career transitions and learning. The findings contribute to the development of a
comprehensive model that accommodates the different ways in which learning can support labour market
transitions.
There are three distinct[J1] features of this research project which set it apart from other approaches and
offer profound resonance with the community of career practice; firstly the use of biographical research
method; secondly having career practitioner-researchers within the team, undertaking the interviews;
thirdly, results that inform effective practice and is contextually relevant across Europe.
Members of the project team carried out in-depth one-to-one interviews into the strategic learning and
career biographies of over 100 individuals across the five countries taking part in this research (Denmark,
France, Germany, Italy and Spain). Some of these individuals were interviewed a second time to see
what had developed in their lives some months after the first encounter. Full transcription of the recorded
interviews afforded the researchers deep and rich insight into the lived experience of their interlocutors.
A common analytical framework emerged from the first iteration of the analyses of these recorded
interviews, covering key aspects of learning and development such as: geographical mobility; reasons for
relevant transitions; attitude to qualifications; significant learning experiences and sources of support.
This framework permits the consideration of each and every individual biography irrespective of country
of origin.
A noteworthy [J2] feature of the research team is the significant cluster of people who have credentials
both as researchers but also as career professionals. The biographical approach to interviews was
underpinned by an unequivocal distinctive[J3] career guidance science-practice and ethos, evident both
in the conduct of the encounters and the co-construction of the narratives. Individual styles of career
decision-making were explicitly examined and used to illuminate transitions and learning.
Each country team was invited to nominate the biographies which most richly resonated with the themes
which emerged from the data analysis. These Iconic Interlocutors will be given prominence in the country
team presentations within this symposium.
Green Guidance: time for action
Lyn BARHAM
Peter PLANT - Barrie A. IRVING - Christopher J. MANLEY
Language: English
Paper 1: Career guidance for economy and ecology
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Presenter
Professor Peter Plant (Denmark)
This paper accepts as its starting point that climate change is a present reality, and that mankind is
significantly responsible for such change. It develops the argument that climate change goes far beyond
being a question only for science or for politics. Pressures resulting from a changing climate place at risk
the essentials for a sustainable life – water, food, safe habitation – for many millions. Scarcities can lead
to unrest, civil strife and war.
Sustainable development is vital. It was defined by the World Commission on Environment and
Development as:
development which meets the needs of the present without compromising the ability of future
generations to meet their own needs
Report of the Brundtland Commission: Our Common Future, 1987
Much of the policy formulation that concerns career guidance constructs it as a vehicle for economic
growth. But much ‘growth’ is job-less growth, and has no regard for environmental impact (Plant, 2007).
One-dimensional economic thinking must increasingly be challenged, so that economy and ecology are
intertwined in people’s working lives, and in the career guidance services which support their career
development.
The necessary response falls little short of a change of paradigm for career guidance. Guidance and
career choice need to attend to ecology, not just economy. Economy may operate at personal and local
levels, as well as globally. Ecology is always global: actions anywhere within the finite system of our
planet have the potential for impact throughout the system. This is therefore a subject for an international
association, IAEVG, and its international conference. IAEVG has long recognised the issue. The Ethical
Standards (1995) include the question: ‘How should educational and vocational guidance services
ethically respond to the global tensions between economic and environmental issues in the working lives
and workplaces of clients?’
Career counselling, in itself, cannot solve problems of unemployment or sustainable development. But the
profession is overdue to take a hard, introspective look at its role as a facilitator between the personal
aspirations and goals of each individual on the one hand, and on the other the societal and global needs
of the environment and the labour market: ecology and economy.
The positioning statement for this conference cites the Universal Declaration of Human Rights: All human
beings are born free and equal in dignity and rights. They are endowed with reason and conscience and
should act towards one another in a spirit of brotherhood. At the core of this symposium is the need to
explore the delicate balance between individual rights and the preservation of an environment that
supports the common good.
Paper 2: Sustainability agendas in education and employment: approaches and dilemmas
Presenters Dr Lyn Barham (UK), Marcia Eagleson (USA)
This paper examines the activities of educational institutions and employing organisations in responding
to the requirement to operate in ways which permit a sustainable future.
Educational institutions – schools, vocational colleges and universities – have needed to seek a balance.
On the one hand, they wish to offer a curriculum open to varied and contestable viewpoints, and to foster
individual autonomy; on the other, most recognise the pressing need to seek ways of constructing citizens
who align their personal development to society, environment and the common good: the Scylla and
Charybdis of the conference theme. This paper offers selected summaries of how institutions have sought
to navigate their path, and pays particular attention to ethical issues encountered. It recognises student
organisations as having a role in shaping an educational experience that preserves their own potential for
life over the coming century.
Employing organisations and professional bodies have also addressed issues of sustainability (Barham
and Porritt, 2007). Private sector organisations face competing pressures from investors seeking shortterm financial return, customer expectations and viewpoints, brand values, and the personal
commitments of managers and staff. Case studies illustrate action taken, dilemmas inherent in such
action, and the ethical questions that underpin such dilemmas. Professional bodies, legislative
requirements and national commitments to international standards (such as ILO’s Green Jobs initiative)
all impact on employers.
This paper serves both to offer an overview of the activities of stakeholders with whom guidance services
work, and also as a scene-setter in identifying ethical questions which are examined further in the
following paper: how can and should career counsellors and career guidance services play their part?
Paper 3: ‘It isn’t easy being green’ – re/positioning ethical values in career practice
Presenters Barrie A. Irving (Australia), Tony Taylor (UK)
The dominant global policy discourse in many Western states with regards to career counselling and
guidance continues to privilege economic goals, which are encompassed within neo/liberal
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preoccupations with the individualised, consumerised and responsibilised ‘self’ (Irving, in press). As a
consequence, career practice is expected to demonstrate its value by contributing to the development of
human capital. Career practitioners, meanwhile, are told to advance the ‘economic good’, and are
increasingly being held personally responsible for those clients who stray from the ‘right’ path. Such shortsighted approaches, however, are often promoted at the expense of wider ecological and environmental
concerns, with the ‘well-being’ of the planet being positioned as subservient to economic growth and
development.
Although some attention has been paid to ‘green issues’ within the career arena in recent years, the gaze
has tended to rest on the labour market, whereby young people are told to prepare for employment
opportunities in the ‘industries of the future’, which will (supposedly) be ‘green’. What is less apparent
within career practice, however, is a deeper, and more thoughtful, engagement with wider ecological and
environmental issues (Plant, 2007), and the impact of these on social justice concerns. For example, the
notion of ‘sustainability’ continues to be caught up in a reductive economic turn, whilst the promotion of
social justice is cast in relation to economic participation. This has been captured by Bowers (2009) who
contends that:
“Social justice thinking has largely been framed in terms of middle-class assumptions about
individualism, progress, a world of unlimited exploitable natural resources, and education as a
source of individual empowerment” [and a desire to enable] marginalized groups . . . to participate
on equal terms in the areas of work, politics, and the culture of consumerism” (n.p.).
Arguing from an ecojustice perspective, Bowers (2009) thus challenges us to ‘think differently’ about how
social justice is framed, and to move away from preoccupations with untrammelled economic growth and
‘wealth’ creation.
This paper takes up these issues by exploring the challenges ahead if career guidance theory and
practice is to engage with an ecojustice perspective. As Irving (2005) has argued elsewhere: “whilst
career educators and counsellors may be subject to the discourses of the state, they do not necessarily
need to be ensnared by the rhetoric” (p. 21). Therefore, consideration is given to the contribution career
practice can make to the raising of awareness of the need to develop sustainable social systems that are
environmentally sound, ecologically beneficial, community focused, and built upon the ethical principles of
justice. The presenters conclude that such a re/positioning will require all of us within the career
community to critically reflect on the nature of our theories, review our priorities, and re/examine our
practices by re/viewing the ethical implications of our work through an ecojustice lens. This will require us
to think more carefully about whose interests we progress, how we might do this in ways that are
culturally sensitive, community focused, co-operatively developed, and ecologically located.
Paper 4: Participative research on green guidance
Presenters Lyn Barham, Marcia Eagleson, Barrie Irving, Peter Plant, Tony Taylor.
This session will involve participants in addressing the cascade of questions arising from papers 1 – 3 of
this symposium. The presenters will co-construct with participants a picture of the current state of the
career guidance profession’s attention to the need for sustainability concerns to impact its practice. The
review will include identification of ethical dilemmas overcome and those outstanding as changes are
made.
The session will move to a consideration of how good practice can be shared, what further needs to be
done, and how an agenda for action can be developed. The double focus is on what is happening and
what should happen; what facilitates and what hinders.
As a participatory session, the coverage cannot be detailed in advance: it will be formed by the
participants themselves. The OED defines symposium as ‘a meeting or conference for discussion of
some subject; hence, a collection of opinions delivered, or a series of articles contributed, by a number of
persons on some special topic’, and this session will seek to collect participants’ opinions alongside the
pre-planned contributions.
A further definition of symposium is writings on ‘various aspects of a subject contributed by a number of
different authors’. The symposium leaders will make a full record of this participative session for
subsequent use and publication to stimulate debate among the wider IAEVG membership.
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Formation et supervision en counseling : une approche psycho-sociale au service de
la personne, dans le respect des droits de l'homme et du citoyen
Alain LEU
Brigitte BOURCIER - Nadine CHARESSON - Liliane MURATET - Manon POULIOT - Sylvie
GRAULLE
Langue : Français
Il est parfois difficile de cerner ce qu’est le counseling, tant ses champs d’intervention sont étendus et
différents. De plus, il est mal connu en France où son implantation universitaire reste peu importante.
Qu’est-ce donc que le counseling ? Quels sont ses références théoriques ? En quoi et comment peut-il à
la fois aider la personne et contribuer à construire des citoyens ? Quelle pertinence y a-t-il à utiliser le
counseling dans le champ de l’orientation ? Et plus particulièrement pour l’orientation tout au long de la
vie dans le contexte français ?
Réfléchir au counseling d’orientation, c’est aussi se poser la question de la formation des conseillers.
Quelles sont ses compétences ? Comment les acquérir ? Comment les mettre en œuvre dans un
contexte difficile où le conseiller est pris dans des tensions fortes entre injonctions institutionnelles et
demandes individuelles ?
Les quatre interventions de ce symposium tenteront de répondre à ces questions.
La première présentera le counseling, apportera des éléments de définition, illustrera ses champs
d’intervention et sa fonction sociopolitique. Elle clarifiera ses références théoriques, ses valeurs et
explicitera ce qui différencie counseling et coaching. Y sera commentée la posture spécifique du
counseling, approche psychosociale qui travaille avec la personne en interaction avec son environnement
et aide chaque individu à trouver un équilibre entre ses droits et le respect des droits collectifs.
La seconde communication se centrera sur l’utilisation du counseling en orientation en France, plus
précisément sur l’entretien de conseil et la notion de tenir conseil. La spécificité de ce type d’entretien,
ses objectifs son déroulement seront explicités. Le contexte sociopolitique de l’orientation tout au long de
la vie y sera analysé. La posture éthique du conseiller pris dans des tentions entre demande de
l’institution, demande sociale des individus, respect de la personne etc. sera questionnée. Dans un tel
contexte, tenir conseil ne peut exister qu’avec des conseillers possédant une solide professionnalité et
conscients de leur responsabilité : c’est, entre autre, une question de formation et de supervision.
La formation des conseillers sera abordée dans la communication 3. A partir de l’éclairage théorique
fourni par l’hypothèse des facteurs communs aux relations d’aide, il s’agira de clarifier les compétences
attendues d’un conseiller et de présenter des modalités de formation qui travaillent ces compétences. Un
exemple de formation expérientielle : « la méthodologie Lecomte », sera explicitée à partir d’une longue
expérience de formation, en France et au Québec.
La communication 4 explicitera la supervision. A partir d’exemples concrets de supervision et en
interrogeant les réactions des participants, il s’agira de faire comprendre de manière expérientielle ce que
représente ce travail de supervision. Expliciter comment ce travail aide le psychologue à se maintenir
dans un processus de développement de conscience réflexive de soi en relation, processus
indispensable pour conserver et développer une qualité d’exercice professionnel éthique et responsable.
Communication 1. Qu’est-ce que le counseling, quels sont ses champs d’application, ses spécificités,
ses valeurs ?
Dans la culture anglo-saxonne, le mot counseling désigne des pratiques très diverses concernant le soin,
l’orientation, l’information, le soutien. Les buts généraux étant « Aider les personnes à résoudre les
problèmes et à faire face aux difficultés de la vie, ou en d’autres termes, aider les gens à changer. »
(HEPPNER, 1978, cité par GUILLON 2003, p. 7). Les caractéristiques majeures du counseling peuvent
se résumer en quelques points (HILL, 1993, p.252) : « une centration sur les personnes « normales »
plutôt que sur les personnes gravement perturbées », « une focalisation sur les ressources et les
potentiels de la personne, quel que soit l’importance du problème posé », « une prise en compte des
interactions personne/environnement plutôt qu’une centration exclusive sur la personne ou sur
l’environnement ».
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Les divers champs d’intervention du counseling en France seront présentés.
Depuis C. ROGERS son principal initiateur, jusqu’au courant de recherche actuel sur l’intersubjectivité,
les nombreuses références théoriques qui influencent le counseling, témoignent d’une approche
éclectique et intégrative ; elles seront explicitées.
Au plan des valeurs, la notion de « tenir conseil » qui est au cœur de l’entretien de counseling est basée
sur une vision de l’humain et de la société. Le tenir conseil défend l’idée selon laquelle, les humains, face
à la réalité, aussi difficile soit-elle, sont capables et ont besoin de construire du sens, d’élaborer un
jugement personnel, de mettre de l’intelligence dans l’agir, de mettre en œuvre des projets qui prennent
en compte leur être global en interaction avec l’environnement. Dans ce sens, le counseling propose une
posture philosophique et politique : comment offrir à l’humain, l’espace mental, le temps, la relation, qui
vont l’aider à devenir capable de s’approprier ses décisions, face aux choix et aux difficultés qu’il
rencontre, tout en comprenant et respectant les autres dans une attitude citoyenne ? Cette posture du
counseling sera explicitée en clarifiant ses différences d’avec le coaching. Les valeurs du counseling et
de la psychologie humaniste seront questionnées : si le conseiller travaille sur la transaction
personne/environnement, il cherche aussi à avoir un impact sur la société, encore faut-il dire comment.
Tenir conseil, c’est aider chacun à comprendre sa situation, à prendre sa part de responsabilité, mais
aussi à en connaître les limites. « Plus il y aura de violence, de souffrance, d’ignorance,
d’incommunication, de rareté du temps, de manque de repères, de nihilisme complaisant, d’insignifiance,
plus il y aura besoin de tenir conseil. On ne peut négliger cette nécessité si on ne veut pas d’experts qui
décident à notre place » (LHOTELLIER, 2000, p. 47). Offrir aux individus l’espace et le temps pour
délibérer avant d’agir, ou pour comprendre dans l’après coup le sens de leurs actes, c’est se placer du
côté du développement de l’humain, de la conscience, c’est refuser la violence qui veut utiliser l’homme
sans le prendre en compte dans sa globalité. La personne encombre et dérange les agencements
technocratiques. C’est pourquoi « tenir conseil ne peut exister qu’avec la pensée forte de conseillers
conscients de leur tâche » (ibid., p 47).
Faire ce travail de conseil, et le maintenir dans un contexte socio-économique, politique et intellectuel
très défavorable se fonde sur une professionnalisation affirmée des conseillers. La question de la
professionnalité des conseillers sera abordée dans les communications 3 et 4.
Communication 2. Le counseling de carrière, en France. L’entretien de conseil : compétences,
méthodes, objectifs, fonction sociale.
Dans le cadre de l’accompagnement à l’orientation tout au long de la vie, le counseling propose des outils
divers (tests, histoire de vie, etc.) Nous focaliserons cependant cette intervention sur la pratique de
l’entretien de conseil. L’entretien individuel est un dispositif utilisé dans différents contextes : orientation
scolaire, orientation des jeunes en situation d’insertion, adultes vivant des transitions, bénéficiaires de
bilan de compétences, candidats à une VAE, etc.
Dans un premier temps, l’intervention redéfinira ce qu’est un entretien de counseling, la posture
spécifique du conseiller centré sur la personne et reprécisera la notion de tenir conseil appliquée à
l’orientation en tenant compte des différents publics potentiels (du collégien à l’adulte qui vit des
transitions). Dans cette démarche, l’entretien n'est pas une simple technique au service de
l’accompagnement mais un processus de co-construction mis en œuvre entre le conseiller et son
consultant, processus soutenu par la posture du conseiller.
Les objectifs de l’entretien d’orientation, ses étapes et son déroulement seront reprécisés : de la phase
d’accueil jusqu’à la phase de mise en œuvre de solutions qui tiennent compte des ressources du
consultant et de son milieu. Il s’agit d’accompagner le changement, et d’aider à la prise de décision en
prenant en compte les phénomènes d’autoprotection liés à l’ambivalence du consultant face à ce
changement. Cela demande des compétences spécifiques, psychologiques, techniques, relationnelles et
de conscience de soi en situation d’entretien, qui seront décrites.
Les composantes sociales et politiques de l’orientation, seront abordées : l’orientation carrefour entre les
contraintes socioéconomiques, politiques, culturelles et lieu d’expression du désir de l’individu ; cet
ensemble de données personnelles et sociétales qui se croisent lors d’un entretien où se mèlent écoute
et apports d’informations est difficile à gérer. Le conseiller y est souvent pris dans une tension entre ses
valeurs, la commande institutionnelle, le respect de l’autre et les désirs du consultant qu’il tente
d’accompagner. Comment dans ces conditions, garder sa posture, son cadre, son éthique ? Cette
question sera abordée.
La fonction démocratique de l’orientation tout au long de vie est devenue une composante nécessaire et
sensible dans nos sociétés. Les inégalités (qui s’accentuent) ne sont pas qu’économiques, elles sont
sociales et culturelles. Il y a aussi une inégalité de rapports à la société, de rapports aux savoirs, de
rapports à soi, de pouvoir sur sa vie. Face à cela, travailler pour que chacun bénéficie d’un service
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d’orientation tout au long de la vie prend du sens. Garder un espace pour le conseil, c’est se placer du
côté du droit que devrait avoir chaque humain de penser et de construire sa vie de la façon la plus
autonome possible. C’est, tout en tenant compte de l’environnement et des difficultés, essayer de donner
à chacun, des possibilités de choix et donc la responsabilité d’être qui il est. Et cela, même si ces choix
ne sont pas conformes à ceux que le modèle social tend à imposer. Cependant, dans un contexte difficile,
tenir conseil ne peut exister qu’avec des conseillers possédant une solide professionnalité et conscients
de leur responsabilité. Pour respecter cette déontologie, une exigence forte s’impose : se former et se
donner les moyens d’accéder à des dispositifs de supervision, ces questions seront abordées dans les
deux communications suivantes.
Communication 3. Quelle formation pour les conseillers ? Un exemple : les modalités de formation à
l’entretien de conseil proposées par C. LECOMTE.
Pour accompagner à l’orientation aux différents âges de la vie, le professionnel doit posséder de
multiples compétences, dans différents registres. Sa professionnalité concerne les processus
d’orientation qui s’inscrivent dans les phénomènes de société. Face aux transformations multiples, le
conseiller a besoin de théories pour analyser et comprendre comment l’orientation s’inscrit dans ces
nouveaux contextes. Par ailleurs, les personnes qu’il accompagne vivent des difficultés d’insertion, de
transition, de rupture, de déconstruction et de reconstruction identitaire liés au chômage et à l’instabilité
du travail qui caractérisent l’économie mondialisée postmoderne. Des modèles d’analyse de ces
phénomènes, aident le conseiller dans son accompagnement.
Ces théories et ces repères pour importants qu’ils soient, ne sont pas suffisants. Il faut en plus que le
conseiller ait acquis une capacité à accompagner ses consultants avec respect et efficacité dans « l’ici et
maintenant » de l’entretien. Pour accompagner dans des situations de crise ou dans des transitions
déstabilisantes, le conseiller a besoin de repères par rapport à lui-même, par rapport à sa régulation en
situation relationnelle. Il a aussi besoin de prendre de la distance par rapport à certaines injonctions de
l’institution, pour rester au service de la personne. Il s’agit pour le conseiller de développer une
conscience de soi et de ce qui se joue dans la relation, conscience qui lui donnera suffisamment de
solidité intrapsychique pour à la fois écouter son consultant et en même temps gérer les injonctions afin
d’accompagner de manière optimale. Notre travail de formation se focalise sur l’acquisition de ces
compétences relationnelles.
La démarche de formation qui sera explicitée prend en compte les recherches sur les facteurs communs
en relation d’aide, en particulier les travaux de C. LECOMTE, et opérationnalise ces recherches dans une
méthodologie de formation et de supervision de l’entretien de conseil.
De multiples méta-analyses, corroborées par notre expérience clinique, soulignent l’importance des
caractéristiques liées aux professionnels de l’orientation eux-mêmes dans l’impact de leurs interventions.
Elles montrent que la qualité des résultats obtenus, doit beaucoup plus aux différences entre intervenants
qu’aux différences entre techniques ou méthodes. Partant de ces résultats, C. LECOMTE propose de
dessiner un profil des intervenants « efficaces ». Ses travaux soulignent que l’efficacité, repose surtout
sur l’influence des caractéristiques du psychologue et particulièrement sur la qualité de la relation qu’il
établit avec son consultant. Les implications de ces constats fondent les repères théoriques d’une
méthodologie de formation et de supervision des conseillers.
Un éclairage sera proposé à partir d’une longue expérience de formation au Québec et en France. Il
s’agira d’expliciter une méthodologie de formation expérientielle basée sur des modalités pédagogiques
spécifiques, en particulier des mises en situation d’entretiens réels, enregistrés et supervisés. Cette
méthodologie a donné lieu à diverses recherches appliquées et a conduit à l’élaboration d’un modèle de
formation des psychologues, par l’autosupervision de leur pratique, modèle qui a été appliqué en France
auprès des psychologues du travail et des conseillers d’orientation-psychologues de l’Education
Nationale. Elle s'est étendue ensuite à divers professionnels de l'accompagnement et de l'insertion. Cette
approche, intégrative, prend en compte les processus de changement du consultant, l'interaction avec le
conseiller, l’alliance de travail et la nécessité de la définition d’un cadre et d’un accompagnement vers la
prise de décision.
Communication 4. Supervision, autosupervision et conscience réflexive de soi en relation : comment se
maintenir en processus de développement professionnel ?
L’entretien de conseil est une pratique essentielle qui nécessite de se maintenir dans un processus
continu de développement professionnel.
D’une part, on peut se demander comment rendre les futurs professionnels du conseil en orientation
sensibles à l’importance de construire une pratique de l’entretien qui conjugue harmonieusement savoirs,
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techniques et investissement subjectif ? Comment initier chez-eux l’élaboration d’une pratique fondée sur
la prise en compte des facteurs subjectifs, intersubjectifs et relationnels de la situation d’entretien ?
D’autre part, les praticiens expérimentés savent que de nombreuses difficultés surgissent dans la
pratique de l’intervention auprès de personnes en situation d’orientation : des impasses explicites ou
implicites surviennent et se prolongent dans la relation, le découragement peut apparaître face à la
difficulté et l’absence de solution. Les conseillers sont parfois soumis à une pression difficile à tolérer
devant la déroute ou le désespoir des consultants. La pression des injonctions institutionnelles peut être
très forte. Nombreux sont les intervenants qui rapportent avoir de la difficulté à gérer la gamme des
émotions dans de telles situations. Leurs questions sont alors : comment arriver à trouver la bonne
distance? Comment ne pas se réfugier dans une approche distante ou à l’inverse être envahis par les
problèmes des consultants et tenter de trop en faire ? Quand le doute s’installe, comment éviter le
découragement ? Comment arriver à maintenir un engagement actif dans un développement de la
compétence professionnelle et offrir des services de qualité ?
Cette communication s’attachera à montrer de quelle manière la supervision et l’autosupervision sont
susceptibles de soutenir la formation des professionnels et le développement continu de leur
professionnalité.
Pour ce faire, nous présenterons les objectifs et les modalités concrètes d’une supervision. Puis, nous
expliciterons et illustrerons le processus de supervision («l’entretien sur l’entretien») en nous appuyant
sur l’analyse de situations réelles de supervision dans un cadre de formation et dans un cadre de
groupes de supervision.
L’analyse de ces moments de supervision nous permettra de mieux faire percevoir ce que représente le
travail de supervision : comment engage-t-il les deux partenaires de l’échange ? Que se joue-t-il de
spécifique dans cette situation ? Quels sont les processus dialogiques à l’œuvre dans la rencontre de
supervision ? En quoi la supervision favorise-t-elle la prise de conscience de sa manière d’être en relation
chez les futurs praticiens ? Comment la supervision aide-t-elle les praticiens chevronnés à renouer avec
leurs ressources pour faire face aux difficultés qu’ils rencontrent ?
Nous voudrions également faire comprendre le lien qui relie l’autosupervision - démarche réflexive
d’auto-évaluation - et la supervision qui a recours à un tiers. Comment une démarche faite d’allersretours entre autosupervision et supervision permet aux professionnels d’accroître leur « conscience
réflexive de soi en relation » afin « d’utiliser » au mieux qui ils sont dans l’accompagnement des
consultants.
Présentation thématiques de TER
Catherine ROUYER NICOLAS
S. GALTIER - G. BOUCHARD - A. CARLIER - E. DELOIN - N. CHAOUCH - V. ALPE-C.
CAMPERO - C. JAMOND - F. RAIMBUALT - B. METRAT - E. PAQUIER
Langue : Français
TER 1
Cette recherche action porte sur les effets de la remédiation cognitive auprès d’élèves de 6 ème d’un
collège ECLAIR marseillais. Ce dispositif propose deux types d’ateliers organisés sur 1 séance
hebdomadaire pendant 12 semaines, visant le développement de la conceptualisation et des processus
visuo-spatiaux. Basée sur une approche constructiviste, cette démarche englobe un travail impliquant
simultanément les sphères cognitives et conatives vers une meilleure compréhension de soi, d’autrui et
du monde.
TER 2
Titre : L’injonction au choix d’orientation comme facteur de subjectivation à l’adolescence.
Le processus adolescent est un processus complexe de remaniements identitaires. Cette période seraitelle incompatible avec l’injonction au choix d’orientation qui survient à ce moment-là ?
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Notre travail de recherche consiste en l’observation des effets structurants et subjectivants que pourraient
générer les injonctions au choix d’orientation imposées par l’école, la société ou que le sujet s’impose à
lui-même. Dans la mesure où un espace d’élaboration est accordé au jeune, l’injonction dans un premier
temps angoissante, pourrait-elle être symbolisée et transformée en projet personnel (d’orientation), en
projet de vie ?
TER 3
Titre : Effet de l’entretien sur les performances d’apprentissage de collégiens sur le thème de l’orientation
post 3ème.
Ce travail de recherche vise à étudier l'effet d'une variable qualitative comme l'entretien sur les
connaissances acquises par des élèves de 4ième lors d'une séance d'autodocumentation. Les supports
de cette séance sont :
Soit le site internet de l'Onisep
 Soit une brochure Onisep
Les élèves devront remplir un questionnaire suite à cette séance. Nous nous attendons à observer un
effet de l'entretien préalable et un effet du support utilisé.
TER 4
Dans le cadre de cette étude, des conseillers d'orientation psychologues stagiaires sont intervenus dans
plusieurs classes de première de 2 lycées public pour approfondir le dispositif d'orientation active (OAA).
5 séances visant à préparer l'orientation post-bac ont été réalisées. L'efficacité de ce dispositif a été testé
sur le sentiment d'efficacité personnel (SEP) à s'orienter. Pour ce faire, une échelle a été élaborée et
validée, dont la structure permet de faire ressortir 3 dimensions. Cette échelle a été administrée aux
élèves ayant bénéficié de l'OAA; leurs scores ont été comparés à ceux obtenus par des élèves d'un
groupe contrôle.
TER 5
Influence du stéréotype de classe sociale sur la qualité perçue du dossier scolaire, sur
l’identification des difficultés scolaires et sur les décisions d’orientation
Avec l’accès d’un plus large public à une éducation prolongée, le personnel enseignant s’est
retrouvé face à de nouvelles problématiques : s’adapter à une nouvelle population, s’interroger sur leurs
pratiques et leur mode d’évaluation.
L’une des tâches principales de l’enseignant est l’évaluation de ses élèves. Or, inévitablement le
professeur va prendre en compte des éléments supplémentaires, externes à l’évaluation (Pieron, 1951).
La prise de décision de l’enseignant et plus globalement de l’équipe éducative a une incidence majeure
quant au devenir scolaire de l’élève (Dumora et Lannegrand, 1996). Or, cet avenir est biaisé par ses
origines sociales (Channouf et al., 2005). Notre étude se propose d’étudier le stéréotype de classe
sociale des enseignants sur la qualité perçue d’un dossier scolaire, sur les décisions d’orientations
(Mangard, 2007) et les difficultés scolaires (Desombre et al., 2008) de manière implicite et explicite.
Competence-based training and evidence-based competence: assessment as
prerequisites for professionalisation of Guidance Practitioners & Trainers
Peter WEBER
Rachel MULVEY - Christiane SCHIERSMANN
Language: English
Competence is a broadly debated concept in the field of Guidance. A particular topic of such debate is
whether competence of practitioners is a pre-conditions for professionalisation (NICE 2012; CEDEFOP
2009). To provide individuals with a service that contributes to personal growth and to enhance chances
of participation in society, education and employment, the competence of the practitioners should be
ensured at a high level. Thus the question how training should be designed and how competence
assessment could be based on evidence is not just a scientific question, it is at the end a ethical question
and lies at the heart of professionalism itself.
The presented symposium is picking up actual attempts regarding these questions from three partner
Universities in the NICE Erasmus Network. The overarching aim of this network is to foster
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professionalism through training and research. But the presented results are not limited to the
development within the University training programmes but feed into the wider field .
The first contribution from Saxion University of Applied Science in Deventer, the Netherlands describes
n‚intake Assessment’ for prospective students. Before these students enter their studies they are
assessed on cognitive skills and personality traits. The output of the assessment is a report that is used to
advise the incoming student. So it is not a selection tool but the start of their competence development in
a broad sense. The further development of the Bachelor of Applied Science students uses a mentoring
App i; with the intention that it is a monitoring instrument for the mentor (first-line) and a portfolio
instrument for the student. To accompany students and mentors and to monitor the student’s career
progression, an app for mobile devices is developed. This instrument is not just developed for students
but is at the same time designed for further training of career practitioners in the field. The instrument is
based on a strong theoretical base for the concept of career competences.
The second contribution from University of East London turns the interest to “Ensuring current
competence as practitioner-trainers”. Those of us who train career professionals ensure that our students
leave university competent to practise, albeit often under supervision in the first instance. Teachers and
Trainers are therefore familiar with competence assessment, and readily accept the responsibility of
judging others fit for practice. But how can we ensure that we ourselves are competent - and that our
competence is current? The contribution make the case for the continuous professional development
(CPD) of practitioner-trainers, drawing on the common points of reference published by the NICE network
(NICE, 2012) and on approaches to professional regulation (Aldridge & Mulvey, 2013). It shows how
multiple stakeholders stand to benefit including their employing universities, their trainees, their trainees'
eventual clients and society in general. By considering closely their individual recent (CPD) they share
experience of reelection on action, formal learning for certificated learning and application for higher
professional recognition. They conclude with a consideration of existentialist CPD (Mulvey, 2013) as one
approach for the practitioner-trainer in mid career.
The third contribution from Heidelberg University will present research on performance oriented
competence assessment for career counselling practitioners. The research is part of the national
programme "Implementation Strategies and Scientific Grounding" within the “Open Process of
Coordination for Quality Development" (see Schiersmann & Weber 2013) and is tested in parallel in the
study programs at Heidelberg University.
The research is based on a common competence frame developed with practitioners and experts. Based
on videography from real guidance interventions the competence frame is validated and ‘behaviour
anchors’ are identified. The project is working now toward a video-based instruments that allows to
identify practitioners competence in an assessment process.
Career designing in transitions
Marjatta VANHALAKKA-RUOHO
Jussi SILVONEN - Helena KASURINEN - Merja KOIVULUHTA
Language: English
The aim of the symposium is to examine transitions across a range of educational and work settings. We
are interested in the psycho-social and socio-cultural influences on life designing and career
management. These involve e.g. the institutional contexts, the social traditions and cultures of the families
and the prospects of labor market for young people. Thus educational and work transitions are not
merely developmental phases in the individual life-paths or institutional trajectories. Transitional spaces
comprise psychological, social and cultural constraints and opportunities. The symposium presents the
frames and results from three research/developmental projects.
Adolescent's future orientation in family context
Jussi Silvonen, University of Eastern Finland
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The aim of the presentation is to analyse the adolescent's transition from the comprehensive school to
secondary education in family context. The participants are families living in a medium-sized town in
Eastern Finland. In the first round families (n= 304) having a child in ninth grade answered a
questionnaire concerning the parent’s knowledge and conceptions about their adolescent's educational
plans, skills, and motivations. In the second round 16 families participated in family-interviews. Parents
and the young were interviewed together and individually. The data were collected before the final official
decisions about the adolescent’s secondary school. The aim in this study is to go beyond single factors
and their correlations to an analysis of the mechanism by which the family as a whole is present in
adolescent's educational transition.
Educational plans of ninth-graders in the context of the parents’ educational history
Marjatta Vanhalakka-Ruoho, University of Eastern Finland
The study analyses how the academic and vocational educational routes of the ninth-graders are
negotiated in families in relation to the family history. The data consist of 16 family interviews of ninth
graders in comprehensive school. The first interview was a discussion interview in which the parents and
the adolescents participated. The topics were: family, educational opportunities in the region, choice of
educational route of the ninth-grader, choices in joint application system, future prospects for the
adolescent. The life-history interview of parents dealt with their life paths and the educational
background of former generations.
The themes of the adolescent’s interview were life-space,
educational plans and perceived opportunities, the transition as a life-situation and the future prospects.
The interviews have been audiotaped. The results of case studies are presented. The interconnections
between the choice of educational route and the history of the family are reflected.
Career counselling in supporting employability in transitions
Helena Kasurinen, University of Eastern Finland
The research project studies the issues of employability and how career counselling can promote citizens’
employability skills. The changes in working life require lifelong learning and continuing development of
skills and competences. Career counselling should more closely target to employability of a person – not
just a certain occupation but developing skills to be able to survive in insecure and changing labour
market and to find more sustainable solutions in transition phases. Often in counselling session the
target is on the next step – for example transition from one educational stage to next stage when the
target should be in future working life. The concept of employability has often been defined limiting it to
the context of unemployment. McQuaid & Lindsay (2005) have introduced a broader framework for the
term. They have divided the concept into three factors: individual factors, personal circumstances and
external factors.
Enhancing agency: Educational and work transitions, agency and career counselling
Merja Koivuluhta, University of Eastern Finland
‘Enhancing agency: Educational and work transitions, agency and career counselling’ is an ESF-project
for improving career counselling in support of citizens´ agency in different educational and work
transitions. The participants are counselling practitioners in various environments e.g. schools,
employment services, youth work, projects, companies; also researchers, educators and students of this
field. The target is to develop practice-research – network. This unites counselling practitioners, students,
educators and researches for case-based exploration of counseling processes and practices, life course
and transitions. The dialogical counseling is a central approach among this project (Leiman 2012).
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COMMUNICATIONS ORALES & ATELIERS
PAPER SESSIONS
COMMUNICATIONS ORALES & ATELIERS –
PAPER SESSIONS
9:00 - 10:30
"You had just the right questions!"
Helena ANTTILA
Language: English
ABSTRACT by Kirsti Vänskä and Helena Anttila, Jyväskylä University of Applied Sciences, Teacher
Education College.
This abstract shows two approaches. The first approach concerns healthcare counsellors´ concepts of
counselling compentence and the other relates to international degree students´ descriptions of the
meanings of their studies abroad. Competent counselling is both a universal right and a citizen´s right. We
need to have an inclusive counselling service system and competent counsellors who can make each
person´s individual career path possible. Our shared question in the presentation is: What kinds of
competences the counsellors should have to be able to face various students and to understand widely
the students´ own conceptual world?Our presentation is based on two different studies explored below:
PhD Kirsti Vänskä : “Professional counsellors – how do they do it?” Healthcare counsellors
concepts of counselling competence.
The purpose of the research was to investigate what kinds of concepts healthcare counsellors have on
counselling, counsellorship and what the portrait of a competent counsellor is like. Ten healthcare
counsellors who were identified as being competent by their colleagues participated in the research. The
empirical data was collected in 2007. It consisted of semi-structured interviews, metaphor working and
written documents. Phenomenography was selected as an approach for the research.
Results of the research indicated that the portrait of the competent counsellor was constructed by the
elements of guidance and situational counselling. The former consisted of the counsellor’s four main
competence areas: substance -, context -, process - and reflection competencies. Substance
competence comprised the counsellor’s concepts of basic and expertise skills in their own counselling
work. Context competence described the counsellors’ perceptions of the counselees’ orientation to
counselling within their own environments. Process competence was the counsellors’ perceptions of
counselling in relation to the counselees, counselling process and the community. Reflection competence
described counsellors’ concepts of the recognition of their own counselling practices. Situational
counselling competence was determined to be both the counsellor’s own and the counselee’s semantic
awareness and the presence of environmental, contextual elements in an empathetic reality of
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counselling. Utilizing the elements of guidance the counsellors aimed at achieving a common reality of
counselling with the counselee and finding a relevant focus on guidance in counselling situations. To
achieve the common counselling space the counsellors used three different counselling approaches:
taking up space, building common space and giving up space. The portrait of the competent counsellor
will assist healthcare professionals to recognise their own thinking and actions of their counselling
practices. The findings of this research can be utilized in the development of counselling in the field of
healthcare.
MA Helena Anttila: `Over the Rainbow´. International Degree Students´ Descriptions of the
Meanings of Their Studies Abroad - Implications for Counselling. This study is still in progress.
There is notable growth of international students attending educational institutions.
During their stay in a foreign country international students experience lots of different things. Their
feelings vary from depression to joy, from loneliness to feelings of belonging. The data for my study was
gathered by interviewing graduating students among international study groups at Jyväskylä University.
The sample consisted students from Europe, Africa, Asia and America.
The results of the interviews have already indicated that international students have a great need to share
their experiences with the others. But do we listen to them and do we give them enough chances to
express themselves? Or do we face them only in parallel realities not understanding their real needs and
their individual life situation? Should we also prepare them better for their returning back home?
Possibility to tell and share their experiences would make the students more aware of the meanings of
their experiences abroad. “How did I change, what did I learn?” Also many of the students interviewed
expressed the need for more effective counselling in employment opportunities. In my study one purpose
is to find implications for counselling international students in a more diverse way. However, hearing the
students´ voices in their individual experiences and needs will be emphasized in the study.
Career guidance practices and employability in higher education
Arto SALORANTA
Helena KASURINEN
Language: English
The aim of this paper is to discuss the concept of employability and development of career management
skills in higher education (HE). We claim that employability is connected with resilience of an individual.
Moreover, we will discuss how we can take into account the factors influencing resilience and
employability during career counselling process in HE. In the educational and career path crucial
elements for successful transitions are individuals’ positive attitudes towards their future and high selfefficacy beliefs. Besides developing professional skills and competences during studies we believe that
also these other capabilities can and have to be trained.
The term employability has been connected to labour market policies and economic strategies in many
previous studies. McQuaid and Lindsay (2005) presented a broader approach for the concept of
employability. They illustrated a holistic framework that consisted of three factors that influence a person’s
employability. These factors are: individual factors, living circumstances and external factors. The
structure of opportunities influences labour markets and employment figures. There can also be a
contradiction between an individual’s and society’s expectations. What is the role of a career counsellor in
this kind of situation?
In the session we will introduce a research project in which it is studied how we can promote students’
resilience and employability skills. In the first phase we have explored what kind of abilities students have
when they are designing their future career in the early phase of their studies. During the project different
activities and interventions will be developed. These activities help students to improve their attributes
that increase their resilience. Interventions help students to study the employability factors and explore
how the factors influence their possibilities to get success in the work career. Besides practices and tasks
workshops dealing with different themes will be organised. In workshops the expectations employers and
labour market have for the work force will be discussed. A question will be raised: how much an individual
has to adjust to the needs of labour market and employers.
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Perfect Storm Hits Global Labour Markets
Phillip S. JARVIS
Language: English
Even with the best efforts of highly qualified and dedicated career professionals, and the finest career
resources in the world, the majority of youth in many countries exit the education system with
unclear career goals, vague employment prospects, mired in student loan debt, unemployed or
underemployed. Still, employers say they can’t find the talent they need to increase productivity
and compete globally. The opportunities and dangers for career-seekers, and the stakes for
businesses and communities, have escalated dramatically. The societal and human consequences
of inadequate career preparation now threaten the prosperity of individuals, families, communities,
indeed nations. This presentation will explore why and how we can, indeed must, exit our silos and
engage government, business and community leaders in harmonized regional and national
crusades to help citizens develop informed career dreams and 21 st century skills, and secure what
the whole world wants: a good 21st century job.
Career Guidance and Counseling Practices in Asia – Adapting or Adopting Western
Individualism ?
Marilyn MAZE
Soonhoon AHN
Language: English
Representatives of eight Asian countries met at the Asia Pacific Career Development Association
(APCDA) Conference in Seoul on April 3 – 5, 2013, to share their diverse experiences, techniques and
practices. The understanding of social responsibility differed in each of these countries based on the
political and cultural expectations of the responsibilities of the individual to society.
A strong emphasis on government planning to facilitate career guidance was evident in most of these
countries, but cultural differences were reflected in the ways career guidance is provided and the
expectations of those who provide it. The social responsibility dimension of career guidance was similarly
diverse in its manifestation. The United States was also represented at this conference and provided a
strong contrast with Asian attitudes and approaches. This paper will examine macro and micro
differences in approaches to career guidance which reflect different understandings of citizenship
responsibilities, social cohesion expectations, approaches to alliances with industry, and understandings
of the meaning of justice.
Working together for the common good: Impacts of European cooperation on national
career guidance policies
Judith FRUEBING
CRDP Salle des Cévennes
Language: English
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From its very beginnings the European Union (and earlier the European Economic Community) is firmly
grounded on the values of human dignity, liberty, equality, justice and respect for human rights. It is based
on solidarity between the member states. All EU member states not only ratified the Council of Europe´s
“Convention for the Protection of Human Rights and Fundamental Freedoms” (1950) but further
confirmed their engagement with the “European Union Charter of Fundamental Rights” signed by the
European Parliament, the Council and the Commission in 2000. However, under the current crisis and the
pressures of international markets these principles have been shaken.
The paper looks at European policy developments in career guidance and how these deal with and reflect
human rights, solidarity, tolerance and otherness. First, the paper examines the organizations and
networks dealing with career guidance in Europe concerning the actors involved, their interaction, and
relationships. In that, it focuses on the European Lifelong Guidance Policy Network (ELGPN) as a key
player, which shows a particular centrality in European networks on career guidance as it upholds
relationships with all other actors in the field. The ELGPN promotes networking and cooperation in order
to support career guidance policies and system’s development in the member states as well as the
implementation of the EU Council Resolutions on Lifelong Guidance (2004 and 2008) in order to promote
and advance the EU 2020 strategy.
Secondly, the paper looks at the impact of the ELGPN at national level thereby reflecting on the
implications of cultural and political diversity in Europe. The outcomes of the network provide a consensus
on the general direction of guidance policies which is reached in a process of mutual learning through
common knowledge and definitions. As a member-state driven network the ELGPN has a strong
ownership of its activities and results but at the same time lacks a clear mandate and strong political
influence. In the light of this, the paper discusses in how far the ELGPN may contribute to the realization
of societal values and objectives of justice, equality and solidarity on a national basis and on a European
level.
How career practitioners experience social media in career services?
Raimo VUORINEN
Language: English
Social media is a new area of practice for career practitioners who vary considerably in their experience
in use of technology in career services. Some practitioners are not convinced of the relevance of
technology in delivering career services and others do not have the skills or confidence to be able to do
so effectively. However, practitioners no longer believe that technology replaces them, but rather accept it
as a potentially valuable tool that assists them in doing their work (i.e. Osborn, Dikel, & Sampson 2011).
There is evidence to suggest that latest wave of technologies, especially social tools, have considerable
potential for career guidance (Hooley, Hutchinson & Watts, 2010) but more studies are needed to support
professionals in their need of models that enable them to fit together guidance practice with new
technologies (Bimrose, Barnes & Atwell, 2010; Osborn et al., 2011). Successful integration social media in
career services is not only dependent on the skills or technical facilities available, but also on
practitioners' willingness to accept the changes that new technology may bring to service delivery
(Kettunen, Vuorinen, Sampson, 2013).
This presentation examines the career practitioners’ experience in the use of social media in delivering
career services. The data was collected in 2011 – 2012 among Finnish and Danish career practitioners
using focus group methodology (Kruger 1997). The data analysis was conducted using
phenomenographic research techniques (Marton & Booth, 1997; Åkerlind 2005). The aim was to discover
and describe qualitatively different ways of experiencing social media in delivering career services. The
ultimate goal is to create a description of the collective view. In addition, the aim is to discern the critical
aspects that enable career practitioners to deepen their ways of experiencing and understanding the
phenomenon, i.e social media.
The analysis of the interview data revealed four distinct descriptive categories reflecting the career
practitioners’ ways of experiencing social media’s use in career services. Moreover, the critical aspects
identified in this study can provide a basis for expanding an understanding of use of new technologies in
career services, especially from the standpoint of career practitioners.
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Career Development Policy for a National Incusive System in South Africa, an
Emerging Economy
Joe SAMUELS
Patricia FLEDERMAN
Language: English
Driven by the principles of equity, inclusion, access redress, articulation, and quality the South African
Qualifications Authority (SAQA), under the auspices of the Ministry of Higher Education and Training,
designed and implemented the first national career development service.
The multi-channel service
has provided access to career support and information via a helpline, website, email, Facebook, Twitter,
radio, SMS, as well as face-to-face group outreach activities in both rural, peri-urban and urban areas.
Of the nine countries implementing a distance career development model, South Africa’s adaptation of
the model is the first in a developing country/emerging economy context.
In parallel to the
implementation of this delivery model, SAQA, with other stakeholders, has been providing strategic policy
leadership. Three years into this innovation in the complex context of South Africa, it is stimulating key
policy questions about affordable and inclusive career development services: questions pertinent to all
countries with social justice agendas; questions that relate particularly to developing country contexts;
and questions emerging from specific South African realities.
These issues are pertinent to the
evolution of national inclusive systems in general and to the constraints and opportunities that will
determine the future of South Africa’s national system. In South Africa the overarching drivers are the
political context and resource constraints In addition, key issues include: the role of a national
qualifications system in a national career development system; the underlying policy values that drive
professional approaches and services; the optimization of technology for inclusion; the responsibility and
role of government and non-government entities; funding of services; and the personnel infrastructure
required for the capacity to support a national system.
SUMMARY
A review of South Africa’s policy and implementation of a career development system to date and looking
forward, raises issues relevant to all countries seeking to implement inclusive career development
systems, as much by the similarities as by the particularities of the South African context.
From its very beginnings the European Union (and earlier the European Economic Community) is firmly
grounded on the values of human dignity, liberty, equality, justice and respect for human rights. It is based
on solidarity between the member states. All EU member states not only ratified the Council of Europe´s
“Convention for the Protection of Human Rights and Fundamental Freedoms” (1950) but further
confirmed their engagement with the “European Union Charter of Fundamental Rights” signed by the
European Parliament, the Council and the Commission in 2000. However, under the current crisis and the
pressures of international markets these principles have been shaken.
The paper looks at European policy developments in career guidance and how these deal with and reflect
human rights, solidarity, tolerance and otherness. First, the paper examines the organizations and
networks dealing with career guidance in Europe concerning the actors involved, their interaction, and
relationships. In that, it focuses on the European Lifelong Guidance Policy Network (ELGPN) as a key
player, which shows a particular centrality in European networks on career guidance as it upholds
relationships with all other actors in the field. The ELGPN promotes networking and cooperation in order
to support career guidance policies and system’s development in the member states as well as the
implementation of the EU Council Resolutions on Lifelong Guidance (2004 and 2008) in order to promote
and advance the EU 2020 strategy.
Secondly, the paper looks at the impact of the ELGPN at national level thereby reflecting on the
implications of cultural and political diversity in Europe. The outcomes of the network provide a consensus
on the general direction of guidance policies which is reached in a process of mutual learning through
common knowledge and definitions. As a member-state driven network the ELGPN has a strong
ownership of its activities and results but at the same time lacks a clear mandate and strong political
influence. In the light of this, the paper discusses in how far the ELGPN may contribute to the realization
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of societal values and objectives of justice, equality and solidarity on a national basis and on a European
level.
Integration von bildungsfernen Personen durch niederschwellige Bildungs- und
Berufsberatungsformate
Sandra SCHNEEWEIß
CRDP Salle des Corbières
Sprache: Deutsch
Vor dem Hintergrund des gesellschaftlichen Wandels, den Veränderungen in der Arbeitswelt und der
damit einhergehenden zentralen Bedeutung des lebenslangen Lernens, besteht für bildungsferne
Personen immer mehr die Gefahr der Ausgrenzung. Diese Gefahr wächst mit dem Steigen des
allgemeinen Bildungsniveaus immer weiter an und die gesellschaftliche Teilhabe von bildungsfernen
Personen wird erschwert.
Die Bildungs- und Berufsberatung hat dabei die Aufgabe, die Integration und Teilhabe von bildungsfernen
Personen zu unterstützen. Problematisch ist, dass bildungsferne Personen dieses Angebot nur wenig in
Anspruch nehmen.
Um bildungsfernen Personen den Zugang zur Bildungs- und Berufsberatung zu ermöglichen, ist es daher
wichtig, niederschwellige Angebote zu konzipieren, die auf deren Bedürfnisse eingehen. Das Ziel des
Projektes des Forschungsinstitutes abif war es daher, Kriterien der Niederschwelligkeit zu entwickeln,
darauf aufbauend innovative Best-Practice Beispiele zu identifizieren und an diesen die praktische
Umsetzung von Niederschwelligkeit zu verdeutlichen.
So gilt es erstens, die heterogene Gruppe der bildungsfernen Personen mit ihren Merkmalen und
Bedürfnissen zu skizzieren. Diese sind, abhängig von sozialen Faktoren, durch eine geringe formale
Bildung, das Fehlen von zentralen Fähigkeiten und Skills, sowie die Nicht-Teilnahme an Weitbildung
gekennzeichnet. Zusätzlich zu den sozialen Faktoren wie Bildungs- und Migrationshintergrund etc.
verhindern verschiedene Gründe, wie Versagensängste, negative Schulerfahrungen, familiäre
Verpflichtungen etc. die Teilnahme an Bildungs- und Berufsberatung.
Aufbauend auf diesem Wissen werden die Kriterien für Niederschwelligkeit auf der zeitlichen, räumlichen,
sachlichen und sozialen Dimension analysiert. Als zentrale Kriterien wurden die Beratung an bekannten
und vertrauten Orten, das Aufsuchen im unmittelbaren Lebensumfeld, eine vertraute räumliche
Gestaltung, das Schaffen von Vertrauen in Beratung und Bildung (z.B. durch MultiplikatorInnen), offene
Zeitgestaltung und geringe Wartezeiten, inhaltliche Flexibilität und Lebensweltnähe, Beratung in Gruppen
von Gleichgesinnten, Unverbindlichkeit und Freiwilligkeit etc. identifiziert.
Die Umsetzung dieser Kriterien wird an Best-Practice Beispielen von innovativen aufsuchenden
Angeboten, Interaktiven Bildungs- und Beratungscafes sowie der Beratung in Form von
„Tupperwarepartys“ im privaten Wohnraum veranschaulicht.
Normierung in der Diagnostik von Interessen und Werthaltungen – eine Frage der
Perspektive? – Theoretische Überlegungen und Praxisbeispiele anhand des
Marc SCHREIBER
Sprache: Deutsch
Das Konzept der Karriereanker wurde von Schein (z.B. 1975; 2006) entwickelt und beinhaltet drei
zentrale Komponenten, nämlich das Selbstbild über besondere Fähigkeiten, Fertigkeiten und
Kompetenzen; Bedürfnisse, Motivationen und Ziele sowie Werthaltungen. In der vorliegenden Arbeit
werden Reliabilität und Validität einer Weiterentwicklung des Fragebogens zur Erfassung der
Karriereorientierungen von Schein (2004; 2006) beschrieben. Bei der Weiterentwicklung werden
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Unternehmertum (UT) und Kreativität (KR) als separate Dimensionen erfasst. Somit werden 9
Karriereorientierungen anhand von je sechs Items erfasst.
Ziel der vorliegenden Untersuchung ist es, unterschiedliche Arten von Normierungen zu vergleichen.
Dabei wird der Fokus einerseits auf die intraindividuelle Perspektive (ipsativierte Normierung) und
andererseits auf die interindividuelle Perspektive (normative-ipsative Normierung) gerichtet (vgl.
Abbildung 1). Bei der Weiterentwicklung des Fragebogens wurde darauf geachtet, dass alle Dimensionen
mit einheitlichen Wortstämmen (es ist mir wichtig…, ich träume davon…, ich strebe danach…) erfasst
werden.
Beispielitem Unternehmertum: Es ist mir wichtig, als Unternehmer/in Produkte oder Dienstleistungen
erfolgreich auf den Markt zu bringen.
Beispielitem Kreativität: Es ist mir wichtig, originelle Ideen und kreative Lösungen zu entwickeln.
Dadurch kann davon ausgegangen werden, dass einzig der Inhalt des Items (z.B. Unternehmertum oder
Kreativität) und nicht die Itemformulierung einen Einfluss auf die unterschiedlichen Ausprägungen hat.
Fragestellung: Braucht es bei Interessens- und Werthaltungsfragebogen eine Normstichprobe? Was für
Perspektiven sind relevant für die Praxis? Welche Aspekte sind bei der Auswahl von unterschiedlichen
Normstichproben zu beachten? Haben Antworttendenzen einen Einfluss auf Normwerte?
Stichprobe: ca. 800 Personen, die den Fragebogen zur Erfassung der Karriereorientierungen über eine
online Plattform ausgefüllt haben.
Methode:
1. Profilvergleich zwischen ipsativierten Normwerten und normative-ipsativierten Normwerten:
Rangkorrelation und Vergleich der Übereinstimmung der 2/3 höchsten Dimensionen
a. Vergleich
ipsativierte
Normwerte
und
normative-ipsativierte
Normwerten
(Geschlechtsnorm)
b. Vergleich ipsativierte Normwerte und normative-ipsativierte Normwerten (Gesamtnorm)
2. Einfluss von Antworttendenzen sowie der intraindividuellen Varianz der Testwerte auf die
Rangkorrelation
A Qualitative Study on the Japanese Adolescent Career Development during the
Transition Period between School to Employment
Kiyomi BANDA
CRDP Salle des Causses
Language: English
People live in a particular life stage associated with their own age, and it is normal that there is a
gradual transition period between different life stages (Super,1980). In Japan, however, students are
required to drastically change their own identity during the transition period between the student stage
and the working adult stage because many corporate employers collectively hire new college graduates
during the same period every year. This study aims to seek important factors that can promote such
students’ career development when they are in the transition stage between the self-image seeking
stageand the self-image establishing stage, by researching how college students undergo their
psychological transformation to become working adults.
I conducted interviews with a total of 11 people, including graduates having been working for up to two
years after graduation and senior students having finished their job-hunting activity. They were asked a
question “How did you make choices in initiating your career?”, and they freely talked about their major
turning point in career development, as well as their personal background and motivation. The interviews
were transcribed and a different title tag was given to each text section referring to a particular episode by
means of the KJ method (Kawakita, 1967).Then, their job-hunting periods were defined by determining
the beginning and the termination, and the episode titles were arranged in time sequence by means of
the Trajectory Equifinality Model: TEM (Sato,et al,2009). In this process, the obligatory passage point and
the bifurcation point were identified in the job-hunting period. The equifinality point is a point of time where
students’ various personal experiences in their job-hunting come to an end. In this research, the
equifinality point is defined as a point of time where students terminate their job-hunting activities and
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decide to prepare themselves for employment,as long as the students are more or less satisfied with the
result. Furthermore, I also considered two different types of factors in this study: socially encouraging
factors, which positively motivate students, and social direction factors, which force students into a
particular direction.
In conclusion, this study suggested that those students who were successful in their job-hunting activity
tended: to belong to multiple communities of practice and to be aware of their own individuality. Also it
was discovered that such students had their own role models that helped them decide what direction to
go in their life. It suggests that having such a role model also can be a factor which promotes students’
career development.
Contribution of parental guidance to career adaptability among Korean adolescents
Lee IN HEOK
Roger B. Hill
Language: English
Contribution of parental guidance to career adaptability among Korean adolescents
A parent is one of the most critical sources in providing career-related information to adolescents and
promoting their career development, especially during the transition from high school to postsecondary
education and the workforce (Helwig, 2008; Mortimer et al., 2002). A great deal of research has supported
the substantial role of parental involvement or support on adolescent career development (Bryant et al.,
2006; Dietrich & Kracke, 2009; Lee et al., 2013). While the emerging body of literature on career
development is devoted to career adaptability, which has replaced the concept of career maturity
(Savickas & Porfeli, 2012), the role of parental guidance in promoting career adaptability has received
relatively little attention in research on the career development of Korean adolescents. Career adaptability
is defined as one’s readiness to handle developmentally appropriate vocational tasks, career transitions,
and personal traumas and can be conceptualized as self-regulation strategies including concern, control,
curiosity, and confidence (Savickas, 2005). Therefore, a better understanding of how to promote
adolescents’ career adaptability is becoming increasingly important in career guidance. Given the limited
research on this topic, our study attempted to examine the construct validity of Career Adapt-Abilities
Scale (CASS)-Korea Form 2.0 and investigate the relationship between parental guidance and the career
adaptability of Korean adolescents. We expected that the four dimensions of career adaptability would be
valid and that parental career guidance would be significantly associated with the career adaptability of
Korean adolescents.
Participants were 581 high school students attending either an academic school (n=219) or a
vocational school in a southern rural area of South Korea. Adolescents were between the ages of 17 and
19 years (M=17.97) and included 10th, 11th, and 12th graders (M=11.00). Approximately 62% of the
participants were adolescent females. The 24-item CASS-Korea Form 2.0 (Tak, 2012) was used to
assess the degree of career adaptability. Each dimension of career adaptability, including concern
(M=3.12, ?=.89), control (M=3.29, ?=.88), curiosity (M=3.11, ?=.89), and confidence (M=3.02, ?=.90),
contained 6 items with a 5-point Liker-type scale. The degree of parents’ career guidance was assessed
using 4-items with a 6-point Likert-type scale (M=3.92, ?=.93) containing four items. Additionally, parents’
education levels (M=3.47), curriculum track, and gender were selected as control variables.
To evaluate whether the hypothesized factorial structure of career adaptability is valid, we used
confirmatory factor analysis (CFA). The first-order CFA model revealed that the model fitthe data well
(2[246]=722.75, RMSEA=.06, CFI=.93, SRMR=.04) and that all covariances among subconstructs of
career adaptability were significantly different from zero. Also, the second-order CFA model indicated that
the model fit the data well(2[248]=731.57, RMSEA=.06, CFI=.93, SRMR=.04). The structural model with
covariates revealed that the model fit the data well(2[326]=910.59, RMSEA=.06, CFI=.92, SRMR=.04). As
expected, results showed that a higher degree of parental career guidance was significantly related to
higher levels of career adaptability when holding other variables constant.
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Our work provides a better understanding of the significant role parental career guidance plays in
explaining and promoting the career adaptability of Korean adolescents and of the importance of taking
the parental role into account when career counseling interventions are implemented. The value of our
results exists in informing the development of interventions that consider the essential role of parents and
programs for young adults preparing for the transition from school to work and adult life.
Integrating Societal Value into the Concepts of Career and Career Success
Jolanta KAVALE
Language: English
Traditionally, descriptive analyses and definitions of career and career success have dominated careers
research. Using the scientific literature review as the main method, this article aims at uncovering
normative, societal value aspects of career and career success by asking a question: What should a
(societally) successful career be? Normative understanding of career and career success includes Mega
level perspective: evaluating societal sustainability and other ethical issues related to career purpose and
goals as well as to its actual realization in real life. While most people are engaged in doing labor, work or
job, only a few have capability to become accomplished men and women. The operationalization of
successful career includes questions not only related to what a person has achieved in life, but also what
one has delivered or plans to deliver to the society.
Thus, analysis of societal value aspect of career and career success additionally raises questions related
to external support: social justice, equality and capability. In the present paper a new useful concept of
“accomplishment” used by the Human Performance Improvement discipline, will be introduced.
All alone? Two students (16) share their occupational aspirations
Inga H. ANDREASSEN
Language: English
Theoretical background
The concept of career has changed from being related to work only, to personal and social life in general.
This calls for lifelong career counseling. As the principle of lifelong learning and counseling is emphasized
in many parts of the world, it is interesting to shed light on how adolescents make their career decisions,
and what may impact their decision making process. This is the key issue in the IN-study, an ongoing
study of occupational aspirations among adolescents in Iceland and Norway. As this is a longitudinal
study, the analysis will be partly based on the development in the career exploration stage and the three
main tasks; crystallization, specification and implementation (Super 1996). Further analysis based on Gati
and Saka’s (2001) taxonomy will hopefully shed light on the adolescents’ difficulties in decision-making,
as this is important in career counseling.
Purpose
At the end of compulsory education, students make a decision about further education and/or occupation.
In the Nordic countries, the students make their decision at the age of 16, after being in compulsory
education for 10 years. This is an important and in many ways a difficult decision. The aim of the research
is to explore the adolescents’ career aspirations and career decision-making, occupational
conceptualization, personal values and development in the career exploration stage. The students’
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experiences from school counseling are also a theme in the study based on the fact that school
counseling is a statutory right for all adolescents in both countries.
In this paper, the narratives from two of the students in upper secondary school (college) will be
discussed.
Research design
The IN-study is an ongoing, longitudinal case study of occupational aspirations among a group of
adolescents. Nine participants from Norway and Iceland are followed from year 13-19, through lower and
upper secondary school (high school and college). The sample is a combination of purposeful sampling
and snowball sampling. The study is based on qualitative methods and data is collected by using
triangulation; one written essay and two individual interviews. As a part of the phenomenographic
analyses, comparisons are included; within the group and within each individual during the research
period.
Findings
This paper has an idiographic approach and explores the aspirations and occupational thoughts from two
of the students in the IN-study, a boy and a girl. The students differ from the rest of the group so far,
according to what their career decisions are grounded in and the plans they have for the future. The
paper is based on analyses of individual interviews with the students in their first year in upper secondary
school and a written essay from grade 8. The common thread for the students is what might be
interpreted as a weak link to an occupational aspiration and education.
Conclusions
In analyzing the two students’ narratives, it seems that they feel rather alone in their insecurity on career
considerations, even though they are in school and have many friends. Is this underlining the idea that a
person constructs his/her own career and this is entirely a personal project? Regardless, the findings may
be useful for counseling of students, especially those who do not ask for counseling.
As this is an ongoing study the presented results are preliminary. The data collection will be finished in
2016.
El derecho a la orientación de las personas adultas en Venezuela a través de una
propuesta basada en el Balance y Portafolio de Competencias.
Yeslaine Marisol ÁVILA CRUZ
Lengua: Español
La orientación es una praxis social que se desarrolla durante todo el arco de la vida y que acompaña a
las personas en el diseño de sus vidas, considerando las diferentes dimensiones y el contexto que les
rodea, facilitando procesos de emancipación. Debido a las constantes transformaciones internas y
externas de una sociedad cambiante e incierta, las personas pueden vivir frecuentes procesos
decisionales a nivel personal, profesional, familiar, académicos, llevándoles a adaptar o redefinir sus
propios proyectos vitales. La toma de conciencia de los propios conocimientos, habilidades, cualidades y
competencias, puede generar un sentido de optimismo y positividad hacia su futuro; en este sentido se
podría definir la orientación como un derecho de todo ciudadano y por eso debería ser incluida en las
políticas públicas. En Venezuela está planteda la Propuesta del Sistema Nacional de Orientación (PSNO,
2009) con la finalidad de responder a las necesidades de orientación de la sociedad venezolana, que
actualmente vive una época de profunda transformación socio-política; la capacidad de las personas
adultas de pensarse (y re-pensarse) debido a los continuos cambios de la vida contemporánea, es la
clave para entender la importancia de tener nuevos instrumentos de orientación para esta población.
Motivo por el cual surge la presente investigación que parte con las siguientes preguntas: ¿En qué modo
el balance y el portafolio de competencias potencian la capacidad de proyección personal y profesional y
la emancipación de las personas?, ¿Cómo el balance y portafolio de competencias pueden ser
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considerados como metodologías de orientación formativa para personas adultas en el contexto
venezolano?. Con estas premisas se plantea el objetivo de generar una propuesta de Balance y
Portafolio de Competencias como herramientas de orientación formativa para la población adulta en
Venezuela. Para el desarrollo de esta investigación se iniciará con el estudio de las diversas teorías,
enfoques y modelos relacionados con la orientación, el balance y el portafolio de competencias;
igualmente se realiza un análisis de las experiencias más importantes a nivel internacional. En lo
específico, se suministrará un cuestionario ex-ante y uno ex-post a dos grupos de diez alumnos cada
uno, inscritos en el Departamento de Ciencias de la Educación de la Universidad de Padúa en dos años
académicos consecutivos (2011-2012 y 2012-2013), que participan al laboratorio de orientación
profesional y balance y portafolio de competencias; con estos grupos se realizarán dos focus group
para investigar desde su experiencia cuáles han sido los puntos positivos, críticos y el valor formativo de
los instrumentos propuestos. Por otro lado se realizó un cuestionario con preguntas abiertas a doce
expertos de la orientación en Venezuela; el instrumento utilizado para el análisis del cuestionario y del
focus group es el programa Atlas-TI.
El objetivo es hacer una propuesta de balance de competencias acorde al contexto venezolano para
promover procesos de emancipación, buscando responder a las necesidades de orientación de la
población adulta. Se presentan como aportes al congreso el diseño y los resultados parciales de la
investigación.
Perspectiva de la orientación como un derecho humano
Susana Milagros LEAL TOTESAUT
Lengua: Español
The purpose of participation is to present the perspective of a human right
Counseling through
education and areas of focus for the development and strengthening of citizens “right to have rights”. The
National Counseling System SNO (2011) Counseling of Venezuela conceived as a social praxis aimed at
facilitating the processes of human development in the personal, family and community along the
continuum of life with the aim of enhancing the talents and generating processes of self-determination,
freedom and emancipation in the permanent construction of development and welfare of people and their
communities. There is an opportunity to strengthen the individual, promoting their rights from the
personal, to the social being citizens to develop personally, without forgetting the otherness, alterity
comprising systemically, achieving the common good and I respect a society with individual rights and
collective embracing people and their system of interrelationships, understanding that human rights are
claimed each other and all are required for the full development of humanity. The counselor integrates all
areas of intervention so that their work is complete, reaching people respect human rights themselves
and others, in addition to directing compliance with state policies that strengthen, to achieve greater
consistency, where education and the values ??of unity, solidarity, reciprocity, taking facilitate greater
compliance and monitoring, with real social justice expressed through inclusion enabling healthy living as
citizens of the same reality. The orientation as a human right and citizen is called to ensure the
achievement of having rights, strengthened in being, knowing, doing and living.
Implementation of tools for the integration of regional counselling services in Europe:
a pilot experience example made from the GIANT Project
Luis M. SOBRADO FERNANDEZ - Rebeca GARCIA MURIAS
Lengua: Español
The present communication collects the description and main results from one of the pilotexperiences
developed under the Leonardo Da Vinci Project GIANT (Guidance: Innovative Actions and New Tools),
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continuing the work/tasks started in an earlier stage from GIRC Project (Guidance Relays Innovation
Centers).In this new stage, project activities have led to the implementation of different mechanisms and
activities related to the integration and improvement of regional and local guidance services according to
theoretical model based on the previously designed GIRC.This theoretical model has collected different
aspects susceptible of review in the European guidance services for the enhancement of the quality of its
actions, especially those aimed at young people under 25 years old.
With all this, both projects have been integrated into the European strategic perspectives which aim has
been toachieve the close relationship/ interrelation and complementarity of guidance regional systems
from the creation of a sustainable andfavorable institutional environment to promoting the convergence of
actions to building systems according to criteria of equity, efficiency and quality.
The development of the necessary experiences to assess the transferability of the theoretical model was
located in various provinces and regions of Italy, serving different contextual needs.This paper describes,
as an example, the specific case of Friuli-Venezia Giulia region, where a series of training activities for
professional choice were implemented, primarily intended for vocational training students and pupils in
secondary education schools.
Keywords: career/vocational development, career/professional choice, guidance methodology, vocational
guidance, counseling services.
Narrative and systemic approach in career guidance: learning life designing
Soledad ROMERO-RODRÍGUEZ
Lengua: Español
The aim of this paper is to analyze some narrative and systemic procedures -life story through
photography, photolangage and systemic genogram and movements- as tools for the development of
career plans. We are in a narrative-systemic approach for career development. We believe it is very
important that people becomes aware of the relationship between the past and the present to project
him/herself to the future. On the other hand, recent works suggests that our current understanding of
career development would be enriched by research and intervention approaches that go beyond the
scientific positivist paradigms that have dominated traditional theories. Through photo-biography,
photolangage and systemic genogram and movements, people develop skills of self-knowledge. In
addition, through reflective process that it involves, students become aware of social and personal factors
that affect their career development and life design. We present the results obtained through a research
process conducted with students at Higher education and VET. This paper shows some findings of a
research project supported by the Spanish Ministry of Innovation (R+D National Program, 2010’ Call).
Using these tools, young people in are able to become aware of their place in the systems to which they
belong. Besides, they become aware of the obstacles that can be found, and how surround or skip them.
Another consequence is they engage to their own development and that of the society to which they
belong. This way, people learn to design their own life as a citizen, taking into account the place of others
and sharing their own experiences and emotions.
International Students` Career Development: Beyond Recruitment to Employment and
Community Integration
Nancy ARTHUR
Language: English
Views of international students have shifted during recent decades from considering them as temporary
migrants and learners to desirable human capital to fill labour market needs. The global skills race has
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resulted in many countries repositioning their policies in higher education and immigration to attract
international students as permanent immigrants. However, along with this shifting view, there needs to be
adequate support for international students to make the transition from higher education to meaningful
employment and community integration. This presentation will outline some of the tensions surrounding
policies to increase the numbers of international students in higher education and gaps in the provision of
career counselling and employment services. Examples from available research on their transition
experiences from learner to employed citizen will highlight some of the barriers and facilitators for
successful social integration.
Life Designing making the bridge for psychological and organizational perspectives on
career counselling
Maria Eduarda DUARTE
Language: English
The process of career counseling in organizations is frequently designated as individual psychological
consulting: this is the “glue” for counseling psychology’s identity, although consulting could be related with
social, vocational, academic, personal, or dysfunction themes. Consulting in organizations does not
include any of these “adjectives”.
Therefore, a psychological approach in designing career counseling interventions, and put it them
into life designing framework to counselling in organizational settings is another identity issue that must
be discussed.
The presentation of a framework for discussing key concerns related to counseling (methods,
techniques, ethical, and evaluation and assessment procedures), supported by the Life Designing
paradigm (Savickas, et al., 2009) is presented having four main questions as a point of departure:
Question 1: Which are the issues (of theory, research, practice) upon which collaboration between the
Life Designing approaches and traditional organizational perspectives would have the greatest impact
upon the career counselling field?
Question 2: Which are the issues (of theory, research, practice) upon which it would be most practical to
begin making the bridge for psychological and organizational perspectives on career counseling?
Question 3: What are the barriers to achieving integration? How could they overcome?
Question 4: Who could start that process, where and how?
At the end, some challenges for theoretical and practitioners are discussed
Talking the talk : Effective communication with the Indigenous ‘other’
Jennifer GLEESON
Barrie A. IRVING
Language: English
Many Indigenous communities have their own ways of knowing and doing, of seeing and understanding,
and of defining and talking about their career needs. Therefore the importance of effective communication
is paramount if career learning is to be meaningful and productive. However, these Indigenous ways often
sit in tension with the theories employed, and strategies deployed, within the mainstream career arena.
Here, many practitioners continue to draw on psychologically informed models of practice that are
positioned within a ‘white’ Western standpoint (Irving, 2005). Moreover, such practices can be seen to
represent a coloniser’s world view that, notes Bond (2010), has a tendency to render invisible the
localised voices of Indigenous people. It is our contention that if career practitioners are to work with the
members of Indigenous communities in ways that are fair and just, they will be required to form culturally
sensitive relationships that are reciprocal in nature, and develop inclusive practices that respect the
human rights of those whose values may be in tension with the dominant social group.
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This workshop explores and examines the challenges for non-Indigenous career practitioners who wish to
engage with Indigenous communities in culturally respectful and responsive ways. It questions ‘wellintentioned’ paternalistic approaches that tend to position Indigenous communities as being in need of
‘our’ wisdom and ways of working if they are to learn to manage ‘their’ futures in a ‘responsible’ manner.
Drawing on Jenny’s experiences as a white female career practitioner who has worked with rural
Aboriginal communities in Western Australia, we share in some of the challenges and insightful
experiences she has encountered over the years. To conclude the workshop, participants will be
encouraged to consider the implications for work with Indigenous groups (wherever they may be
situated), and identify strategies that might facilitate a more culturally sensitive and responsive approach
to career engagement and development.
The Career-related Education in Japanese High Schools
Atsushi OKABE
Language: English
The problem of School-to-Career Transitions of Japanese Youth has been discussed as an
important political issue within both the government of Japan and also in private business. The high
school stage is obviously considered to play an extremely important role regarding the transition of youth
to their potential career. Following this line of discussion, the Ministry of Education, Science and Culture,
Japan has been promoting Career-oriented and Vocational Education since 1999. However there is on
going controversy on this policy. The controversy surrounds School-to-Career transition where the
government and private business both tend to see the problem as being on the part of the either the
students or the Japanese school education system. There seems to be a need to blame at least some of
this on the unequal situation of labour market. Also there is an over emphasis on the value of the current
system where students gain entrance to higher education through unequal opportunity to prepare for such
competitive entrance examinations. Thus students are exposed to a situation where they cannot choose
their future pathways independently and so this becomes a significant barrier keeping Japan a distinctly
class oriented society. Through more than 22 years of practical in school teaching one is able to have
perspective and information pertinent to this very important topic. The purpose of this presentation is to
discuss the issue of Japanese high school education in order to find a process to establish a situation
which will let the students decide their future pathway independently.
COMMUNICATIONS ORALES & ATELIERS - PAPER
SESSIONS
10:45 - 12:15
Career guidance and citizenship in the Latin people
Omaira Yudith LESSIRE DE GONZALEZ
Lengua: Español
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The historical, educational and cultural specificity of Latin American countries is important to consider,
especially when these people have been constituted in social protagonists through their collective action
and have been participating actively in the construction of the new forms of comprehension and living of
the future political communities. The Economic Commission for Latin America (CELAC, by its Spanish
acronym. 2003), has asserted that a rights’ guarantee from a State is not enough to build more
participatory and caring societies. It is equally necessary to rely on social protagonists that worry about
the various aspects of the development and the expansion of deliberative spaces that can lead to
agreements and decisions influencing on community life and, of course, on citizenship. Thus, it is of
significance to point out what the citizenship should be in the society, the reason why the ownership of
rights is conferred on citizens and with this the achievement of a greater participation based on their
differences. Then ¿What has happened here in Latin America, when we have observed that throughout
history we have participated but citizenship has not really been achieved by social protagonists. Latin
American people demand and struggle hard in the streets for social justice and an alternative model that
fully guarantee the political and democratic rights as well as the economic, social, cultural and
environmental ones. On the basis of the raised issues, the aim of the study was to analyze the processes
of citizenship arising in some Latin American countries (Venezuela, Colombia and Chile) and to highlight
the importance of Career Guidance as a fundamental support for human development. Methodology was
that of descriptive research. As a significant contribution from this process, it is highlighted the need to
consider the Counselor as a professional that let the social protagonists to meet future challenges in the
areas of rights and human development.
Key words: Career Guidance, social protagonists, citizenship, Latin America, development.
Necesidaes de orientación profesional de inmigrantes ecuatorianos en ESPAÑA
Óscar JARA ALBÁN
Lengua: Español
This paper presents a research whose main objectives are to describe, analyze and understand the
socio-labor situation of Ecuadorian citizens living in Spain, and also to identify their main needs in terms
of academic and professional guidance.
The Ecuadorian population living in Spain is over 500,000 people. This study is aimed to identify the main
traits characterizing their labor situation. These data are necessary to provide professional guidance,
according to the expectations that migrants have developed within the framework of the current crisis in
Spain, or the chances of going back to their country of origin.
Migration, which was determinant in the evolution of the Spanish labor market, has been hit hard by
unemployment. While in 2006, more than a third of the newly created jobs in Spain were filled by
immigrants, especially in building, services and agriculture; in 2013 the same immigrants bear higher
rates of unemployment than Spanish origin workers.
Methodology
This is an exploratory and descriptive study initiated in 2012. The data are being collected through a
questionnaire, specifically developed for this research, and the organization of focus groups. A second
phase will be carried out during the present year. The analysis plan for the quantitative data contemplates
an inferential analysis through ANOVA, for differences between subgroups with respect to the study
variables. The qualitative data will be processed through the software Atlas-Ti.
Descriptive data
Among the first descriptive data, we have found that the number of Ecuadorian people registered in the
Spanish Social Security has dropped dramatically in the last seven years. The greatest number of
affiliated workers was reached in 2006, with a total of 275,685 people. In January, 2013 there were only
100,712 (Bulletin of Labour Statistics, February 2013). The decline of this number in the Social Security
has been 174,973 Ecuadorian workers, around a 64% less in the last seven years.
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ECUADORIAN WORKERS REGISTERED
IN THE SOCIAL SECURITY
Year
Registered workers
2003
135.833
2004
144.734
2005
223.434
2006
275.685
2007
267.757
2008
249.402
2009
198.286
2010
170.638
2011
140.735
2012
114.350
2013
100.712
Table 1. Adapted from the Spanish Labor Statistics Bulletin. Labor and Social Security Department, 2013


The trend in 2013 is the decreasing of the Ecuadorian registered workers in the Social Security
system.
The group of Ecuadorian women is the largest in terms of Social Security affiliation. In December
2012, affiliated Ecuadorian women were 53.51% while men were 46.48%. (Bulletin of Labor
Statistics. Labor and Social Security Dpt., 2013).
The decline of the number of affiliated workers in the Social Security system seems to be related to the
number of Ecuadorians who are unemployed nowadays. According to data from the Labor Force Survey
Quarterly[iii] (EPA), we have the following data.
UNEMPLOYED ECUADORIAN POPULATION
2007
2008
2009
2010
43.513
111.044
168.807
126.373
Table 2. Source: Spanish National Institute of Statistics, INE
The Ecuadorians who came to Spain, especially in the period of 1999-2004, as a result of an economic
crisis that affected all layers of the population in this country, constitute a stable group, with a strong will
for long-term stay and social participation, nevertheless, the lack of employment can determine their
return. This does not mean that the entire group is in the same situation, instead, in terms of career
perspectives, there are a variety of situations and levels of need for guidance. To promote clarity in the
migrants’ vital projects, and to try to avoid this population assuming decisions that may worsen their social
and labor problems in both countries, is the reason why we have initiated this study aimed to the
development of an intervention project of professional guidance.
[i] Secretaría Nacional del Migrante Ecuatoriano (National Secretary for the Ecuadorian Migrant)
[ii]Universidad Nacional de Educación a Distancia (Spanish National Distance Education)
[iii]Encuesta de Población Activa, trimestral EPA. (Labor Force Survey Quarterly)
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Freedom of religion and belief as a human right : challenge for counseling in
Venezuela
Luisa ROJAS
Lengua: Español
This presentation’s purpose is to introduce one of the challenges of Counseling in relation with the
Universal Declaration of Human Rights. This Declaration emphasizes that the enactment of the freedom
of thought, conscience and religion includes the freedom to change religion or belief and freedom of
manifesting one’s faith, individually or collectively, privately or publicly. These elements are included in the
social development policies, proposed by the venezuelan State, that emphasize tolerance and respect for
differences emerging in an environment characterized by the plurality of cultures, religions and life’s
conceptions.Therefore, in the Venezuela of the 21st century counselors need to be open to the diversity
and plurality of ways of thinking and living. So Counseling is conceived as a process whose objective is to
promote human development holistic, biological, psychological, social, cultural and spiritual, which
contributes to social inclusion and cohesion in order to strengthen the living together.
Key words: Religion. Belief. Counseling. Tolerance. Inclusion.
Tutorial and vocational guidance at Spanish Universities
Belén SUÁREZ LANTARÓN
Ana LOPEZ MEDIALDEA
Lengua: Español
In Spain, there are several laws which fix the organization of the counseling and guidance to the
compulsory education into three levels: (a) classroom-class teacher, (b) Center-Guidance department,
and (c) Zona- Specialist Team. Although in the Higher Education there isn’t a law to establish it, the same
guidelines are kept, mainly to the first level (tutorial-class teacher) and to the third level (specialist teamguidance services).
This article describes the general situation and tendencies in both of these levels of guidance at Spanish
universities, focusing on their organization, evolution and actions.
I.
a)In the first case (Tutorial), the data were obtained at the University Pablo de Olavide (SevillaSpain). The methodology used was (1) a literature review and web pages of Spanish Universities
which has been used to obtain information about the tutorial action plans (PAT); and (2) the
development of a semi-structured questionnaire which has answered by students of first curse of
degree of Social Sciences Faculty at Pablo de Olavide University.
The results obtained signed that in the most of public universities there is a Tutorial Action Plans
(PAT). And the students opinion showed that It’s clear need to strengthen the lines of tutoring work on
the areas of intervention of mentoring, vocational or professional and academic.
I.
b)The data about the career services were collected through a questionnaire. That questionnaire
was validated through pilot testing (The career services at Universities of Community of Valencia)
and expert judgment (the manager of career services at five Spanish universities: A Coruña,
Cantabria, Granada, Jaume I y Murcia). The questionnaire was send by e-mail to the manager or
staff of the career services belonged to the Spanish Universities (the initial population are 70
public and private of the total of the Spanish universities, because are excluded: U. Menéndez
Pelayo, U. Internacional de Andalucía, U. Internacional de La Rioja, Internacional de Valencia,
Obertà de Catalunya, U. a Distancia de Madrid, U. Tecnólogica y Empresa, y la U. Europea de
Canarias). The manager or staff of 45 career services answered this questionnaire (33 career
services of public universities and 12 career services of private universities).
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The results about of this point indicate that there is not a single organizational model and these services
are working in several lines of action.
Our main conclusion is that the Spanish universities haven’t neglected the support and guidance to their
students, both in academic and professional aspects; but obviously, more work is needed to improve
some aspects of the current offer of services of guidance and support to students.
Evaluer les capacités cognitives des élèves en grande difficulté scolaire pour un
accompagnement en orientation
Hana BARBOT
Langue : Français
Présentation de la population d’élèves concernés plus particulièrement par cette méthode d’évaluation.
Les élèves qui ne maîtrisent pas les codes culturels de l’école ou qui ne maîtrisent pas suffisamment la
verbalisation ont besoin d’une méthode spécifique pour évaluer leurs capacités de raisonnement. Les
tests utilisés couramment par les psychologues s’appuient essentiellement sur la formalisation et
l’expression orale pour évaluer l’intelligence. Or, certains élèves, ayant des capacités de raisonnement
souvent normales, ne sont pas capables d’expliquer oralement leur démarche.
Dans cet atelier, je propose une analyse qualitative des réponses et une typologie des erreurs qui nous
éclairent sur le fonctionnement intellectuel de l’élève et qui permet de dépasser le simple constat de
l’étalonnage.
Présentation de la technique de passation.
Les différentes étapes de l’évaluation sont les suivantes :
- la passation du SPM est appliquée selon les recommandations de l’éditeur ; un repérage à 20
minutes est effectué, puis l’élève termine la passation en temps libre. Nous obtenons de la sorte
deux scores: un premier à 20mn et un second en temps libre.
Une première interprétation est possible à ce niveau : le nombre de bonnes réponses après
20mn permet une hypothèse sur la lenteur d’exécution ou un désir de bien faire qui oblige l’élève
à ne pas tenir compte de la consigne de rapidité. Il « oublie » une partie de la consigne.
La composition du SPM en cinq séries permet de repérer les supports facilitateurs ou non pour
le raisonnement.
Une classification des erreurs du jeune permet de repérer les difficultés de raisonnement et le
mode privilégié de réponse par type d’erreurs.
Un entretien clinique/critique type entretien piagétien va permettre au jeune d’expliquer ses
réponses avec ses propres mots. Une reformulation est proposée systématiquement pour
s’assurer de l’exactitude du raisonnement. Très souvent, soutenu par cet entretien, le jeune
rectifie ses réponses. Ce qui permet un nouveau score obtenu cette fois avec un étayage.
Les trois scores obtenus ainsi que leurs explicitations permettent une approche qualitative du
niveau de raisonnement. Ils serviront à mettre en place des aides psychopédagogiques ou
pédagogiques efficientes, mieux acceptées par le jeune. Le travail en équipe éducative se trouve
facilité et les aides mises en place mieux adaptées aux besoins de l’élève.
S’orienter avec, malgré et grâce aux paradoxes de l’orientation et du conseil
Raymonde DEFRENNE
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Langue : Français
Faire des projets dans un monde complexe et incertain, quel paradoxe. Peut-on s’appuyer sur les
paradoxes de la vie pour accompagner jeunes, étudiants et adultes dans les situations de choix ?
Depuis plus de vingt ans, Trouver/Créer questionne les concepts et les méthodes afin de trouver/créer
des approches qui préparent jeunes, étudiants et adultes à vivre dans un monde complexe et incertain.
Nous observons trois mouvements majeurs dans les sociétés occidentales :
L’émancipation des femmes qui entraîne une crise des identités sexuées
Le développement des TIC et le processus de mondialisation qui provoquent une remise en
cause des identités professionnelles
Le mouvement d’émergence du sujet qui provoque une crise des identités symboliques
Nous assistons aujourd’hui à l’émergence d’une nouvelle société qui confronte le nouvel humain en train
de naître à de nombreux paradoxes : Rêves/Réalité, Liberté/Fortes contraintes, Projet/Incertitude,
Individualisation des parcours/besoin de lien social etc. Ces bouleversements socio-économiques
rendent particulièrement difficiles mais aussi particulièrement importants l’acte de s’orienter et celui
d’aider à s’orienter ou plutôt d’apprendre à s’orienter.
Pour accompagner jeunes et adultes dans l’élaboration et la mise en œuvre de leurs projets, il est nécessaire
aujourd’hui de passer:
- de « aider à s’orienter » à « apprendre à s’orienter »
- de « donner des conseils » à « tenir conseil : délibérer pour agir » au sens d’Alexandre Lhotellier.
Pour cela nous pouvons nous appuyer sur deux repères théoriques, méthodologiques et pratiques
majeurs :
- la notion d’expérience avec l’idée qu’on s’oriente plus efficacement en agissant qu’en écoutant à
condition de tirer parti des expériences vécues
- et la notion de paradoxe en cherchant à s’appuyer sur les paradoxes de la vie pour inventer des
démarches permettant de s’attaquer aux défis du monde actuel.
Cadre théorique :
Les sciences de la complexité. Les approches expérientielles et paradoxales du conseil.
À l'heure de l'Internet, le potentiel des groupes en orientation tout au long de la vie
Jacques LIMOGES
Langue : Français
Contexte
Depuis un quart de siècle, les qualificatifs individualisé et personnalisé sont de plus en plus mis de
l’avant en Orientation scolaire et professionnelle tout au long de la vie. Ils reflètent un souci de
répondre adéquatement/rapidement aux attentes/besoins du client --du moins à un premier niveau, celui
de l’explicite-- et l’ère informationnelle/numérique, avec ses logiciels d’aide en ligne et autres TIC, a
donné un essor exponentiel à cette tendance. Il s’ensuit que les approches groupales furent dans bien
des milieux déclassées voire abandonnées.
Lorsqu’il est question de groupe, on fait spontanément référence aux économies de temps (plusieurs
clients à la fois) et d’argent (un seul local, un seul intervenant). Suivent aussitôt après les notions de
nombre et de délai (minimum d’inscriptions) qui risquent de retarder voire désengager certains clients.
Alors les groupes deviennent ponctuels (one shot) ou se résument pour l’essentiel à des séances
d’information.
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Objectif
Cet atelier résume nos 50 ans comme professeur-chercheur-consultant. Il a pour but de démonter
comment l’OSPTLV peut tirer davantage du potentiel groupal.
Lorsque bien ciblé et correctement utilisé en terme d’objectif, de contenu, de gestion du cognitif et de
l’affectif ainsi que des rôles entre le responsable et les membres, le groupe répond largement aux
attentes et besoins d’un membre et va même bien au-delà. Le groupe s’avère un vecteur puissant pour
activer la socialisation, la responsabilisation, l’entraide (solidarité) et la prise en charge
personnelle, donc pour passer au second niveau –celui des sou jacents-- des attentes et besoins des
clients (cf. descriptif du thème de ce Congrès).
Lorsque correctement utilisé, le grand groupe (40 personnes et plus) peut dépasser la transmission
d’information pour devenir formatif. Ce type de groupes est particulièrement adéquat pour aborder tous
les aspects extrapersonnels de l’OSPLV dont l’Information scolaire et professionnelle et peut enclencher
un travail significatif des aspects intrapersonnels.
Lorsque correctement utilisé et contrairement à ce qui est généralement véhiculé, le moyen groupe
(entre ±15 et 40 personnes) s’avère particulièrement approprié pour aborder les aspects intrapersonnels
de l’orientation (valeurs, perceptions, questions d’éthique) ou pour exécuter une tâche d’acquisition telle
l’étude des tendances du marché de l’emploi.
Lorsque correctement utilisé, le petit groupe (entre 3 et ±15 personnes) engendre en relativement peu
de temps (9 heures et plus) un double microcosme, celui du membre tant par rapport à son passé,
présent et futur (intrapersonnel) et celui de ses interactions passées, présentes et futures
(interpersonnel), deux axes fondamentaux de l’OSPTLV. Le petit groupe est donc tout à fait approprié,
voire incontournable, lorsque des aspects interpersonnels sont en jeu comme c’est souvent le cas en
orientation : relations avec parents, enseignants, recruteurs, fonctionnaires, collègues de classe ou de
travail, etc. (Limoges, 2013; 2003).
L’efficacité des groupes --voire leur supériorité dans 25% des cas-- par rapport aux pratiques
individuelles ayant été démontrées (Burlingame et al. 2003; Montgomery, 2002; Toseland & Siporin,
1986), l’enjeu est maintenant de les évaluer par rapport aux pratiques en ligne (Lecourt, 2008) quoique
déjà les premiers résultats permettent de dégager à la fois les possibilités et les limites de celles-ci. De
toute évidence, elles ne pourront se substituer aux approches groupales (Limoges, 2013; Goyer 2010).
Débattre de la division sexuée de l’orientation avec des lycéens de seconde
Rodrigue OZENNE
Langue : Français
Cet atelier rendra compte d’interventions réalisées par les membres du groupe Origenre de l’INETOPCnam auprès de lycéens de seconde dans le cadre du dispositif « Jeunes pour l’égalité » initié par le
Conseil régional d’Ile de France et l’ADRIC[1].
Ce dispositif s’articule autour de quatre thématiques :
 Les représentations sexuées de soi et des métiers
 Les violences subies
 La liberté pour disposer de son corps
 L’appropriation du principe de laïcité.
Le groupe Origenre a été sollicité pour son expertise sur la thématique « Représentations sexuées de
soi et des métiers ». A l’appui de données statistiques sur la division sexuée de l’orientation scolaire et du
monde du travail, l’animation vise à susciter le débat entre élèves, en partant de leurs représentations
spontanées des métiers, des filières formations et de l’image qu’ils se font des filles et des garçons. Le
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but de ces séances est de faire émerger les systèmes explicatifs des adolescentes et adolescents quant
aux différences de sexe et d’initier des discussions sur les rôles de sexe.
Après avoir présenté ce dispositif (contenus, supports utilisés et méthodologie d’animation mise en
œuvre), nous rendrons compte de quelques résultats de l’évaluation consécutive à ces actions. Nous
nous centrerons plus particulièrement sur les arguments développés par les élèves pour justifier leurs
choix de filières et d’emplois.
Nous évoquerons les implications de cette expérience originale pour les praticiennes et les praticiens du
conseil en orientation notamment la possibilité d’aborder de manière indirecte les problématiques
d’orientation convoquées par la question de la division sexuée de l’orientation et du travail (travail sur
l’identité, rôle des modèles identificatoires, connaissance du monde du travail…). Les échanges avec la
salle permettront de s’interroger sur les thématiques et sur les arguments spontanément énoncés par les
élèves et leur importance dans les choix d’avenirs de ces adolescents et adolescentes.
Références bibliographiques :
 QUINQUE, E. (2012) Evaluation d’un dispositif de sensibilisation sur les représentations sexuée
des métiers et des filières de formation auprès d’élèves de seconde. Mémoire de recherche pour
l’obtention du DECOP sous la direction de Marie-Laure STEINBRUCKNER et Françoise
VOUILLOT.
 VOUILLOT, F. (2007) L’orientation aux prises avec le genre, Travail, Genre et sociétés, n°18,
pp. 87-108, 2007
Towards a National Conceptual Framework of Regional Co-operation: A Lay-Out for
Lifelong Guidance Services in Finland
Raimo VUORINEN
Language: English
Lifelong guidance services in Finland - including career and counselling - provided by regional
organizations will be coordinated in a new manner, by one party in the region. The development, design
and implemention of services will be compiled by the regional authorities, ELY Centres (Centre for
Economic Development, Transport and the Environment). There are 15 ELY Centres altogether in
Finland.
This reform of the co-ordination of the services will be implemented in accordance with the following
strategic aims for lifelong guidance in Finland, set by Ministry of Education and the Ministry of
Employment and the Economy: equal access to lifelong guidance and counselling services, strengthening
of individual Career Management Skills (CMS), ensuring the competence of career practitioners,
development of the quality management system and feedback mechanisms, and co-ordination of the
cross-sectoral guidance services and policy development.
. The implementation of the reform is supported by a national ESF-funded “LAITURI” project, hosted
bythe Training and Development centre Salmia within the Ministry of Employment and the Economy. The
workshop will introduce the key elements of the consultative approach of the “LAITURI “ project aiming
towards the following outcomes of this initiative:
1. Coherent cross-adiministrative lifelong guidance services are developed as a joint endeavour of
Ministry of Education and Culture, Ministry of Employment and the Economy and labour market
representatives.
2. Regional stake holders within lifelong guidance will form a new representative structure, based on
existing co-operation networks. The new network consists of ELY Centre specialists, representatives of
employment offices, educational staff, project staff and industry representatives, as well as other
parties in the region involved in advice and guidance, e.g. voluntary organisations.
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3. Consultative support will be provided for regional stake holders in the field of lifelong guidance
activities, focusing on networked service development and production.
4. Regional strategies relevant to lifelong guidance activities will be linked comprehensively to
development, design and implemention of information, advice and guidance services provided in the
region. Monitoring and evaluation of the services are also included.
Activities implemented aim at construction of a national conceptual framework of regional cooperation, on the basis of the experience gained. The national framework covers definitions as well as
responsibilities of the represantives at A) national level, B) regional level and C) career practitioners’
level.
Salmia as a hosting organization will continue to support the regions in the future.
The progress and results of the developmental work is reviewed regularly and reported accordingly. The
first report was published in February 2013.
4 C's of Career Counselling in Japan: Addressing Human and/or Citizen Rights
Takao MIMURA
Darryl T. YAGI
Language: English
C’s mean counseling, consulting, coordination, and classroom career guidance. The aim of this proposal
is to examine how they function in educational and vocational society in Japan.
As the bubble burst and the economy changed, globalization and technology impacted job hiring and
employment practices and conditions. With lifetime employment no longer a guarantee, the employment
tradition is becoming an artifact of the past (Nathan, 2004). The career counseling professions are facing
a lot of educational and vocational problems in Japan.
The Ministry of Education, Culture, Sports, Science and Technology (MEXT. 2012) shows the
occurrence of assault and battery in schools committed by students of public elementary, junior high, or
high schools across the country is recorded at 55,899 cases in 9,036 schools in SY 2011.The number of
bullying cases in the public elementary, junior high and high schools, or special education schools across
the country in SY 2011 is 70,231 cases in 14,894 schools.
We have been facing “Freeter” and “Neet” phenomena. “Freeter” is a Japan-made word combined
the words of “free” and “arbeiter” and the word means “free worker” in English. The Ministry of Health,
Labor and Welfare shows the number of “Freeter” in 2011 is estimated at about 1,760,000. The number of
“Neet” in 2011 is estimated at about 600,000 (MHLW. 2012).
In order to prevent these phenomena there have been several work support systems and many
career-related professionals. The professional organizations issue the counseling and career-related
credential (Younnjung Gong et al., 2013). MEXT issued several textbooks of career education and some
policy reports.
By examining the characteristics of these credentials, we can find how these credentials combine
individual developments with others' developments and the common good.
Career counselors, career consultants, career coordinators and classroom career guidance teachers
play important roles in career counseling and guidance. We must discuss how these professionals work
to promote individual development in relevance with the others’ development and community prosperity.
We examined a national policy report (Central Educational Council. 2011) and a textbook (MEXT. 2013),
and found that the social and vocational independent of individuals is the main aim of classroom career
guidance.
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Career counselees: do they have consumer rights?
Jean-Jacques RUPPERT
Andreas FREY
Language: English
The authors argue that discussing whether career counselling is a human or civil right is missing the
point.
Of course, in a perfect world, all human beings are born free and equal in regards of dignity and rights;
we all know however that this is not the case in reality. Furthermore, it would be a very naive man indeed
to argue that human beings always or even often act towards one another in a spirit of brotherhood.
Similarly, in an ideal world, career counselling would be a basic human right and all human beings would
have access to career counselling. Again, we know that this is not the case and only a fool would argue
that people choose their careers as a function of what is best for all of mankind.
As there is no such thing as an ideal world, the authors will consider the issue of career counselling as a
human or civil right from their singular vantage point and will therefore limit their examination to the career
counselling policies and practices applicable in their countries.
Even in Germany and Luxembourg, the possibility to choose one’s own career is a relatively modern
luxury; if there exists such a thing as a right to career counselling, it applies in the main to a particular
user, an individual consumer. Access to career counselling can of course be considered to be a civil right
if it is granted by the state to all of its citizens, who have thereby an entitlement to career counselling. The
state can even make it compulsory for all of its citizens to participate in career counselling, thus turning a
right into an obligation, into a civic duty.
However, even if and when this were to be the case, by its very nature, career counselling always
addresses itself to an individual person, to a consumer who has the right not only to be adequately
informed about his/her career opportunities but also to be counselled and accompanied in his/her choices
in a professional manner.
Furthermore, even if career counselling can be considered to be an individual privilege, the individual in
question has the right to expect that the service provided is fair, open and unbiased, and that his/her
consumer rights are being respected and protected.
Professionalization in career guidance through Europeanization? - The example of
ELGPN and NICE
Peter WEBER
Language: English
The relevant policies in Europe tend to describe Guidance as a citizen’s right and a public duty (see EU
Council 2008; ELGPN 2012). From this we could argue, such services must be professionalized to
guarantee citizen’s benefits and welfare. But contribute the relevant European Networks as ELGPN or
NICE to professionalism or a process of professionalization?
Theoretical Background
Professionalization is (according Nittel, 2010) characterized by:
 more academic and scientific development of practice,
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 institutional expansion,
 legalization,
 increase of compensation opportunities,
 improvement of the reputation of the profession,
 greater self-determination in relation to important matters of professional work.
These classical criteria for professionalization can be characterized rather as results than as process
criteria. They say little about how a process of professionalization is triggered, why professionalization of
a field of action is more successful or less.
To know more about the process of professionalization, investigation of further factors is necessary: What
contributes to professionalization? Which actors influence it and how? In this sense professionalization
can occur as a result “in passing” and does not have to be an intended goal of the key players. Can we
recognize smaller pattern formation and institutionalization of professionalism below the "major
characteristics" include artefacts, norms, structured knowledge bases or the networking of individual
players and corporate actors (see Weick 1996).
Argumentation and Research question
The process of professionalization is understood in the presented study as a complex process of selforganization (Weber 2012; Schiersmann/Thiel 2012): Not superior control, but the interaction causes
changes in networks and beyond.
Findings from the research on governance (Mayntz 2009; 2010 Schrader 2010, De la Porte 2012) and to
the effective design of change processes (see eg, Kotter, 2005, Gerkhardt and Frey 2006;
Weber/Katsarov 2013) show how such network-processes shall be designed to be successful in terms of
reaching their goals especially to implement results in target systems as national guidance policy.
The central thesis is: The ELGPN and NICE network-processes are examples, how networking can excite
changes in multi-level systems (European, national, regional). To identify weather these networkprocesses fostering the professionalization of career guidance in Europe to the level of contents (what
are the objectives and results from the network-processes) as well as the processes (how are the
processes designed, do they stimulate player on the national level) are evaluated.
Data for the research is coming from document analysis, expert interviews, and internal evaluation of the
network processes (Weber 2013, Weber/Katsarov 2013, Weber 2012, Vuorinen and Weber 2010).
Handbook on strategies in career counseling
Tron INGLAR
Language: English
I have been a partner in a Leonardo da Vinci project where I have trained trainers from Germany, Spain,
Poland and the Czech Republic to implement similar education in career counseling as the one we have
at Oslo and Akershus University College of Applied Sciences (HiOA).
The learning material exists in Norwegian, English and the participants' languages. It consists of a
characterization of four relatively different counseling strategies, advising, mentoring, gestalt and
reflective counseling. In addition there are descriptions of a variety of c counseling techniques, or tools.
I would like to introduce the Leonardo project and the learning material. It may be of theoretical and
practical use for career counselors. Experiential learning is strongly focused in the handbook, so I also
want the participants, in my session, to do a practical task.
The handbook is a result of action research over many years. I have been lecturing, or manager of
education at HiOA and a lot of University Colleges and Universities in Norway and other countries. The
material have been tested and revised several times after the participants and my own evaluations.
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Social architects in social systems? The future role of guidance practitioners in
preventing drop out
Rie THOMSEN - Charlotte SOMMERLUND
Language: English
Theoretical background
Presently Europe is facing a key challenge to keep young people in the educational system, to maintain
and to stimulate their motivation to develop as humans and professional in spite of the devastating
economic crisis Europe is going through. Many see guidance as a key element in making this happen.
However, in the Öresund region every fifth young person does not complete a youth education in spite of
a massive focus on guidance of and support to young people in education. This paper presents findings
from a Nordic project: “The future of career guidance and educational counseling” in which researchers
and guidance practitioners from youth education institutions and guidance centers worked together in a
research circle. A research circle is a method for developing practice which focuses on the
interconnectedness between research based knowledge and experienced-based knowledge and on
building knowledge on equal terms (Härnsten, 1994). The idea is that research circles support knowledge
creation as a joint venture where joint venture focuses on both the development of theory and the
development of practice (Mørck & Huniche, 2006).
Purpose and Design
The overall purpose of the circle was to investigate how future guidance practices can be structured in
order to prevent young people from dropping out of the educational system. More specifically the
practitioners in the research circle looked into the way in which how young people experience guidance
practices and, they also made experiments with group guidance over a period of 18 months. In the
analyses of the empirical material they looked for explanations for the drop-out rates and formulated
possible suggestions to the way in which the role of guidance practitioners can be envisioned in the
future.
Findings, conclusions and implications for practice/ future research
The findings suggest two major foci of change in future guidance practices. Firstly, future guidance
practitioners should be seen more like social architects who are capable of instigating social practices in
which young people can exchange their experiences, get proper and relevant advice rather than being
looked at as expert professionals who provide information in 1-to-1 relationships with the young people.
Secondly, the guidance practitioner should be given more credit for and responsibility as a kind of
organizational catalyst in social systems. This implies that guidance practitioners are given a mandate in
and also provided with educational skills by their organization that makes it possible for them to instigate
and support activities which stimulate organizational coherence for the young people. However, more
knowledge is still needed into why young people drop out and importantly, the challenges and limitations
in doing guidance as we propose in this paper.
Career Engagement: Maximizing Individual and Organizational Success
Roberta NEAULT
Language: English
Career engagement is defined as being positively connected both emotionally and cognitively to one’s
career; it results in focus, energy, and work/life satisfaction (Neault & Pickerell, 2011; Pickerell, 2013).
Maximum engagement is achieved by aligning individual and organizational capacity with an appropriate
level of challenge at work. Recent research identified two types of challenge and nine components of
capacity (Pickerell, 2013). The challenge factors include motivating and meaningful work; the capacity
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components are work-life balance, resources, career fit, work-life boundaries, supervisor support,
alignment, and co-worker relationships.
In a recent Pan-Canadian study of the career engagement of career practitioners, most career
practitioners were within, or very close to, the zone of career engagement (Pickerell, 2013). However,
there were significant differences according to age, gender, geographic region, type of employer, and
years in the sector. Of those not in the ideal zone, more were overwhelmed than underutilized. In
another project, the skills need by today’s career practitioners were explored and several disconnects
were identified, resulting in many practitioners feeling overwhelmed by their changing roles and
expectations (Life Strategies, 2013). These two studies have implications for the career services these
professionals offer to their clients; overwhelmed service providers are more likely to burn out, miss days
of work, lose their creative spark, and accomplish less than if they were fully engaged (Jawahar, Stone, &
Kisamore, 2007; Maslach, Schaufeli, & Leiter, 2001).
In another recent research project involving internationally-trained professionals in the process of getting
their foreign credentials recognized in Canada, most participants reported their skills being underutilized
post-immigration and 65% expressed thoughts about leaving the country to relocate somewhere that their
professional contributions could be exercised and valued (Life Strategies, 2013). The employee
engagement literature also attests to the problems associated with overwhelmed and underutilized
workers and up to 27% of workers have been labelled as actively disengaged (AON Hewitt, 2012;
BlessingWhite, 2011; Gallup Consulting, 2010). However, most working Canadians have very little or no
access to career guidance or counselling.
The Career Engagement model and assessment tool help individuals and organizational leaders identify
specific factors contributing to feelings of being overwhelmed, under-utilized, or completely disengaged
(Pickerell, 2013). Pinpointing the source of career distress facilitates identification of relevant solutions
and interventions. Engaged, motivated, and optimistic workers make greater contributions to their
organizations and broader communities and live richer, more satisfying lives (Aspinwall, Richter, &
Hoffman, 2001; Burns & Gunderman, 2008; Chan, 2002; Seligman, 2006).
Master’s Degree Students’ Experiences of Career Guidance at the University of
Jyväskylä
Terhi SKANIAKOS
Leena PENTTINEN - Marjatta LAIRIO
Language: English
This study focuses on master degree students’ experiences on guidance at the University of Jyväskylä.
More specifically the target group consists of the Finnish students who have been selected to the
master’s level studies, but who have other than University of Jyväskylä Bachelor degree as the
qualification requirement. The two-cycle system of higher education enables student transitions between
higher education institutions, but there is also a political agenda in Finland to enforce the intake from the
vocational upper secondary level. These students are commonly merged into existing student mass and
they have heterogeneous backgrounds. However, it is our experience that quite often they need support
in transition and academic skills. There are very few studies and very little information available of the
study experiences of these students.
The main focus of our paper is on the support and guidance in regard to students’ expertise and working
life orientation during studies. In addition, we will analyse students’ study motivation, required
supplementary or additional studies, compensation of previous studies or work experiences, and working
while studying. The questions related to expertise focus on personal working life relation, knowledge and
skills, and employability, and by whom the guidance and support is provided (Watts & Esbroeck 1998;
Penttinen et al. 2013).
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The data was collected by an online questionnaire from the study cohorts of the year 2010 and 2011. The
respondent rate was 50% (n=158). The questionnaire consisted of multiple-choices and the data was
analysed by using basic descriptive statistical analysis. The preliminary findings implicate that the
students’ experiences of guidance are varying. However, on average the students’ study motivation is
high, their studies proceed well and they expect to be quite well employed in the future. Suggestions are
made for the further improvement of supporting the transition of these students to the master level
studies.
Building of citizen identity through satisfying needs of career development of adults
Lenka HLOUŠKOVÁ
Language: English
Career development is a lifelong process, which could be considered to be one of forms of human
development. Career development stems as well as human development from needs of individuals, which
appear in a specific social context, they are influenced by a line of social factors and their satisfying is
limited by setting rights and duties of individual participants in the role of citizens. Whereas career
development aims at professional identity, human development is represented by a line of other identities,
in which citizen identity plays crucial role. Citizen identity of adults is tightly connected to environment and
community in which an individual lives and unfolds from awareness of mutual links among cultural, social
and economic activities at the country level, in international and global scales.
The aim of this paper is to introduce types of needs of career development and on the base of differences
of the relationship of an individual and environment/ community in individual types of needs of career
development. We will discuss the possibilities of creation of citizen identity, among others also via
services of career guidance and counselling. We identified for the purpose of this paper the needs of
career development of Czech adults based on data from questionnaire research. This questionnaire
represents one step within the second phase of research on the topic: The needs of adults in relation to
the building of their careers and how to satisfy these through career counselling and guidance services.
The selected sample is a representative sample of adult population in the Czech Republic at the age
from18 to 60 among registered users of an internet board of the company Perfect Crowd. The
representativeness of the selected sample has been guaranteed by quota selection according to gender,
age group, education attained and district.
The needs of career development of adults were categorized on the base of statistically significant
relationship among income, the size of the town/village where an individual lives, the highest reached
education, numbers of moving house due to one´s job during an individual life, the time spent in the last
job, staying in the last job, satisfaction with the current job, the feeling of threatening due to the loss of
his/her job. There were gained three factors with the help of factor analysis, which reach value > 1. These
factors were named: the factor of wide possibilities, the factor of satisfaction, the factor of stability. In each
of above mentioned factors is obvious a different role of a link of an individual to the community(the size
of a town/village, where an individual lives, the number of moving house for a job during one´s life). We
will discuss possibilities of promotion greater awareness of being a citizen on the base of specifics of
relationship of an individual and the environment in individual types of needs of career development.
“Hope for the best but prepare for the worst”: does it apply to undergraduates’ career
expectations?
Ieva URBANAVICIUTE
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Language: English
Introduction. This study explores undergraduates’ career expectations and discusses the role they play
in their career choice satisfaction and commitment.
In general, (outcome) expectations are defined as expected results of one’s actions or behaviours
(Bandura, 1986). Its research has a long standing tradition. For example, a number of classical work
motivation theories (e.g., Vroom, 1964) include an expectancy component assuming that it reflects the
way how an individual sees the outcomes of his or her work and is essential in explaining human
behaviour at work. In parallel,career theorists have also attempted to draw on this issue (e.g. SocialCognitive Career Theory by Lent et al., 1994), but it hasn’t become a central topic in the field. However, if
assumed that career expectations reflect how one sees the future of his/her profession or imagines
his/her future job, its analysis would provide an invaluable insight into why and how certain career choices
are made.
Aim. This study focuses on career expectations by setting the following aims: 1) to analyze how
undergraduates depict the most desirable and most undesirable characteristics of a professional job; 2) to
determine their expectations (perceived probability) that these job characteristics will be present in their
future careers; 3) to explore the relationship between undergraduates’ career expectations and their
career choice satisfaction and commitment.
Method. 302 undergraduates from several Lithuanian universities participated in the study (mean age =
20.17; SD = 1.88). The sample consisted of 1 st to 4th year students with different majors. A questionnaire
was developed specifically for this study. It included a composite measure of career expectations, career
choice satisfaction scale and career choice commitment scale.
Results. Firstly, responses about the most (un)desirable future job characteristics were classified into
distinct categories. The results have shown that the most desirable characteristics fall into a number of
categories, such as financial rewards, recognition, interesting tasks, and self-actualization, whereas the
most undesirable characteristics include monotony, low pay, and bad social climate. Furthermore, it was
found that positive outcome expectations (perceived probability for desirable job characteristics to be
present in future careers), in most cases, outweigh the negative ones and are comparatively high. Finally,
multiple regression analysis has shown that career expectations significantly predict both undergraduate
career choice satisfaction and career choice commitment, positive expectations being the strongest
predictor in both cases.
The discussion on the findings draws a parallel between career and work psychology research and
emphasizes the importance of both qualitative and quantitative study of outcome expectations.
Qualitative career assessment in the world of work: Development of the My Systems
of Career Influences (Adult)
Mark WATSON
Mary McMAHON
Language: English
The world of work in the 21st century is complex and constantly fluid. This impacts on adult career
development, requiring multiple career decisions and career transitions across the lifespan. Career
theory, practice, assessment and research have needed to transform themselves in order to remain
relevant and meet the needs of adult clients in the present times. Amongst other newer approaches,
constructivist perspectives of career development have focused more on the individual and contextual
nature of career development across the lifespan. Concomitant with these more recent theoretical
developments in career psychology has been an increasing call for a greater focus on qualitative career
assessment processes that would allow clients to consider the narrative of their career development over
time.
One qualitative career assessment reflection process, the My System of Career Influences
(MSCI), was initially developed for adolescents (McMahon, Patton, & Watson, 2005a, b). The MSCI’s
development is a direct response to the needs of career clients in the 21 st century as well as to newer
developments in career theory and practice. The MSCI (adolescent version) has been used in several
countries to date such as Australia, Canada, Holland, Iceland, Singapore and South Africa. Its application
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has extended beyond individual intervention (McMahon & Watson, 2008) to include its use in secondary
school career education programs (Watson & McMahon, 2006) and in the training of career practitioners.
The present paper describes the modification of the adolescent version of the MSCI for use with
adult clients. The development of this adult version was informed by the guidelines provided for the
development of qualitative career assessment processes (McMahon, Watson & Patton, 2005). The
presentation describes the structure of the MSCI (Adult) and its trialling in Australia, England and South
Africa. A case study is provided that illustrates the use of the MSCI (Adult) with clients facing career
decisions and transitions in their working world.
Analysis of guidance and ICT competences map as tool career development
Luis SOBRADO
Elena FERNANDEZ - Rebeca GARCIA - Ana COUCE
Lengua: Español
The general aim of this work is to explore the Information and Communication Technologies (ICTs)
articulated with guidance competences and the possibilities of this instrument as a resource of
Counsellors development and the users of their activities.
The specific goals are the following: identify ICTs competences, explore the career development abilities,
integrate guidance skills with ICT capacities and analyze the effectiveness of the projected map in the
function of the counselling services.
The plan of a competences map in which guidance skills are properly integrated with ICTs represents a
relevant tool in the structure and development of guidance career in social, educational and labour
scenarios.
The abilities articulation in ICTs and Counselling outlined in a map are vey helpful in the quality
improvement of the Counsellor performance and the services and guidance institutions.
In the integration of the competences map guidance ones are analyze in a wide scientific agreement in
the international field elaborated and disseminated by the IAEVG (International Association Educational
and Vocational Guidance) and in the ICT field it is necessary to mention the FEDORA taxonomy and the
ones generated by the European Project “ICT Skills for Guidance Counsellors” (Cogoi et al., 2005, 2009).
The competences map must be a flexible and open tool that enables to increase in its content and if it is
necessary go deeper in new skills that can appear in the next years.
Voces of drop-outs - a study about young drop outs and their road to the future.
Lovén ANDERS
Language: English
This presentation aims to improve the understanding of institutional processes and individual strategies
regarding upper secondary school failure and the subsequent risky transitions into working life.
The study is a part of a Swedish project called: Risky transitions and is based on interviews with
36 young adults in their twenties and without upper secondary qualifications. The group is
strategically selected to include a gender mix and various local contexts, ethnicities and
dis/abilities. The interviews have a narrative approach and cover students’ life situation from
childhood to the present situation. The findings demonstrate that these young people have
encountered a lot of problems both in and outside school. This has led to a marginalization
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process where they have suffered from, bad school results, bullying, truancy and as a result low
self-esteem. At the age of twenty they have a troublesome situation with no or just part time jobs
and a bad financial situation. In the workshop will be discussed the role of the career counselors
which play an important role when the students are twenty but a minor role in middle and
secondary school.
The author will also present some proposals both on an individual and structural level to prevent the
process of exclusion.
Keywords: School-to-work transitions, Upper secondary school dropout and completion, Careers
guidance.
Community projects and counseling : a practice for human rights
Xiomara CAMARGO
Lengua: Español
The purpose of the participation is to present experiences with community projects governed by values
and principles such as social transformation and well-being, in order to strengthen an educational process
that must have as objective the personality development and respect for human rights and fundamental
freedoms, to encourage understanding, tolerance, friendship and peace between human groups.
This, supported by a model of Counseling that stresses the importance of the same for the integral
development of the human being, responds to the needs and requirements to promote being the
development of a better living. Elements in line with plans and strategies proposed by the Venezuelan
State for the transformation of the educational reality. Through his experience with community projects,
have managed to respond to real needs of the communities, already to after a participative diagnosis, are
designed, executed and evaluated implemented strategies that have generated social impact and
achievements. The right to a standard of living that ensures the comprehensive development, the right to
the good treatment that includes a parenting and non-violent education, based on love, affection, mutual
understanding and respect I reciprocal and solidarity were highlighted.
It has been a significant improvement in school coexistence based on assertiveness, respect and good
treatment between the school and surrounding communities. Key aspects of the current model of
Counseling, for both laws that protect the rights of the Venezuelan people that are responsible for the
integral well-being of the person, their socio-emotional, and development for the respect of human rights.
Bilan de compétences for Job Seekers – Czech Republic situation
Ivana SLAVIKOVA
Pavlína MARIKOVA
Language: English
Bilan de compétences (BdC) is a guidance process. Psychologists implementing the process use
psychodiagnostic and other methods worked with during group and individual consultations with clients
trying to find the best possible ways to utilize capabilities, skills, interests, motivations and other client’s
personality predispositions for optimally succeeding in their professional life.
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The aim ofthis paper isto map theprovision ofBdC in theCzechRepublic (by creation a methodologyforthe
current situation), analyze the problems associatedwith the realization ofBdCand proposesolutions for
furtherdevelopmentof this method.
BdC is most frequently provided to job seekers in Czech Republic. Its goal is to, in cooperation with the
client, find a way facilitating their return to the labour market. It was implemented in the employment
services based on practical experience in France more than 15 years ago. In terms of legislation, it is
embedded as one of the active employment policy measures. However, the system of working with clients
and methods used have not been assessed and innovated since the implementation of BdC; professional
connections with France have ceased and psychologists providing BdC lack unified methodological
support and opportunity to share mutual experience.
Due to that, a “Bilan de compétences” project had been prepared and then, in April 2012, started by the
Guidance Services Support Unit of the National Training Fund in cooperation with experts who
implemented BdC in the Czech Republic around the turn of the millennium. It is funded from the
European Social Fund and national budget of the Czech Republic through the Human Resources and
Employment Operational Program.
Dataandinformationfrom contracting authorities (Labour Offices)andBdC implementerswerecollected bya
questionnaireandinterviewin 2011-2013. Additional information wasobtainedfrompsychological studies. A
significant finding from these analyzes will by presented in paper andwill bringproposals to preserve
and develop this counseling method in the future.
Key words: Guidance process, labour market, job seekers, unemployment, psychodiagnostic methods
Un succès et une Autodétermination depuis la Reconnectivité Autoreconstructiva Réfléchissante de l'être humain
Beatriz DOMINGUEZ
Lengua: Español
El ser humano, dado la complejidad en el mundo actual necesita dirigir sus metas para tomar mayor
conciencia con respecto al conocimiento de sí mismo y entorno; orientado hacia una vida con bienestar
integral, personal, familiar, social, profesional y comunitario; aspectos básicos a dominar en la vida
cotidiana; necesarios tener en cuenta y fortalecer. La autodeterminación (AD) facilita este alcance. Al
respecto, se ha demostrado científicamente en investigaciones y teorías, que la AD es un enfoque
motivacional, de personalidad que usa métodos empíricos tradicionales, con empleo de una metateoría
que busca la satisfacción de las necesidades y adaptación, enfatizando la relevancia de los recursos
humanos internos para el desarrollo de la personalidad y la autorregulación de la conducta Ryan, Kuhl, &
Deci, (1997). Por cuanto, una persona con autodeterminación debe ser: competente Harter, (1978);
White, (1963), relacionarse Baumeister & Leary, (1995); Reis, (1994), y tener autonomía Charms (1968);
Deci, (1975), características fundamentales para un funcionamiento óptimo, autodesarrollo, crecimiento
personal, social constructivo e integración. También, varios autores coinciden que la AD se refiere al
dominio de actitudes, habilidades y destrezas de independencia, de autonomía personal que trasciende
a todos los ámbitos de vida donde se desenvuelve la persona.Deci & Ryan, (1985, 2000); en su teoría de
autodeterminación fundamentan el supuesto de que se nace con tendencias innatas para crecer y
desarrollarse psicológicamente, para esforzarse por superar los retos de su entorno, y por integrar la
experiencia dentro de su autoconcepto. De allí, la necesidad de contextualizar espacios, formar personas
y profesionales de la relación de ayuda en este campo. Respetar el derecho de autodeterminación, en
las personas, significa apoyar decisiones y asumir que a menudo aprenderá lecciones valiosas de los
errores.Las experiencias adquiridas positivas o negativas, fortalecen la seguridad personal. Otros
autores como:Wehmeyer (1992), Abery y Stancliffe (1996) y Wehmeyer & Schwartz, (1997), también,
comparten la necesidad de desarrollar la AD, para evitar la incertidumbre, los conflictos, la falta de toma
de decisión, inadecuado manejo de las relaciones inter e intra personal, de lo contrario se pone en riesgo
el equilibrio y bienestar personal, produciéndose caos y desequilibrio. Diferentes investigadores,de la
University of Illinois at Chicago National Research & Training Center (2002), la consideran relacionada
con conceptos como libre albedrío, derechos civiles y humanos, libertad de elección, independencia,
autodirección y responsabilidad individual. Al respecto conviene decir, que para el autodesarrollo exitoso,
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son ineludibles la autodeterminación, automotivación y un desarrollo psicológico saludable. Por cuanto,
concebir el autodesarrollo y la AD desde métodos de reconectividad autoreconstructiva reflexiva desde la
libertad del ser humano,es una alternativa efectiva para la orientación, estudiantes y profesionales de
ayuda; dado la apertura de los procesos que subyace la autoreconectividad intersubjetiva (mirarse a sí
mismo para darse cuenta y reflexionar) que se logra a través de estos procesos autoreflexivos: dominio
cognitivo – emocional -espiritual – socio-cultural- educativo necesarios para cambios resilientes y de
aceptación personal Domínguez (2013 Tesis Doctoral). Por la razones expuestas, un formador de
formadores (orientador, asesor psicológico, o docente orientador) está comprometido responsablemente
con la formación de profesionales y personas en este ámbito Por consiguiente, orientar estudiantes,
padres y/o representantes, docentes, profesionales de ayuda en éste ámbito; es un compromiso de la
orientación. En fin, todo parece confirmar la importancia de la autodeterminación, para el autodesarrollo
de la confianza en sí mismo, la automotivación, autorregulación e integración de la personalidad como
condiciones para alcanzar el éxito. Cuando se posee educación y una adecuada orientación personal –
social, se tiene una mejor calidad de vida.
Education and orientation ; a human right for the quality of life
Marina MARTINEZ
Lengua: Español
The present era is marked by a quantitative expansion of education at all levels of the education system
in Venezuela. However, there are several aspects that should be taken into account when talking about
teaching and orientation; they are: what to teach, what to guide, the purposes that lead these aspects, the
notions to be built, and the citizens that these require. The human being is a totality and his formation
involves a comprehensive process. It is then to address education from a humanistic perspective, whose
center is the human being and from a holistic perspective of the teaching-learning process in education,
training and values. In this regard, through the development of this research, it was analyzed the
implications of educational guidance in values ??education for today´s citizens, therefore, a
comparative analysis of the theory and reality in relation to the orientation, the objective of the Education
and values ??education is presented.The theoretical foundation rests mainly on global citizenship (Morin,
2003) and the Theory of Citizenship (Cortina, 2004). The work was performed under the qualitative
paradigm, with a hermeneutic phenomenological approach and epistemologically grounded in
phenomenology. After doing this research, it is concluded that the process of formation of values ??
requires various components los which are part of the Theoretical Model of Educational
Orientation(Martínez,2011) towards a Global Education, based on the formation of human values ??for
coexistence of the society in the XXI century.
Key words: Education, Guidance, Values, Humanism, Integration
Apprehension towards the working world: A case study
Guillermina NAVA BOLAÑOS
Lengua: Español
24-year-old female subject with lack of affection and communication with parent figures undergoes
college studies on Robotics Engineering without previous vocational guidance. Manages to finish with
apathy and disinterest but with the drive for finishing what she started.
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She feels unable to face the working world and decides to continue with postgraduate studies, from which
the subject is rejected at her first attempt but admitted on her second. Between both attempts, she
accepts a temporary job which she underrates. Later, she begins her postgraduate studies without any
conviction and after the first course, decides to abandon because she finds herself unmotivated to
continue. Then, she requests for professional guidance since she considers she made the wrong decision
regarding her college studies and doesn’t feel fit for working.
Professional guidance focuses on clarifying the social systems and networks that often fall in conflict:
personal, academic, family, and working place. The subject as living system in constant interaction
(Capra, 1992), takes decisions influenced by his emotions (Capra, 1996). The interactions are analyzed
between the internal and the external subsystems. Internal: thought, affection and physiology; external:
school, family, social, working place (Okun, 2001).
Throughout the process she maintains the vocational election oriented towards technology and identifies
the limiting behaviors that paralyze her life. The Intervention program consists of a personal work agenda
trough Cognitive-Behavioral Techniques in order to confront the irrational thoughts and modify her
negative thinking patterns (Okun, 2001) and consequent referral to a support group of Neurotics
Anonymous.
As a result of guidance intervention, she discovers that her postgraduate studies work as a self-imposed
mask used to win social recognition given the enormous lack of confidence and fear towards enrollment
in the working world. Along with the counselor, design a program that aims to improve her confidence,
motivation and promotes the use of the skills acquired during her college years.
This case study exemplifies the current apprehension and fear of thousands young students upon the
idea of finding an a active job position in the real world and reveals some ley issues that call for more indepth research, such as the following:
(1) How students use postgraduate studies as a mechanism for social recognition given the evident
depreciation of college-level studies.
(2) Gap between academic and occupational reality caused by the lack of connection between them through
close contact from the earliest stages of the university
(3) How the delay between finishing college and enrolling in the working world threatens the self-esteem and
psychosocial welfare of the student
La formation des professionnels de l'orientation au conseil en mobilité
Graziana BOSCATO
Jef VANRAEPENBUSH
Langue : Français
La formation des professionnels de l'orientation au conseil en mobilité
Cet atelier s’inscrit dans le cadre des activités du réseau Euroguidance dont l’objet est de développer la
dimension européenne dans les activités d’orientation, dans un contexte d’orientation tout au
long de la vie.
Des professionnels de l’orientation de ce réseau se basent sur leur expertise issue de la pratique pour
diffuser leur expérience sur le conseil en mobilité auprès d’autres professionnels de l’orientation.
La mobilité à des fins d’apprentissages, d’emploi, se développe en Europe, en particulier auprès des
étudiants, les compétences acquises durant ces expériences permettrent un enrichissement personnel et
constituent un atout pour une recherche d’emploi ou d’études. Mais elle reste encore un phénomène
marginal pour l’ensemble des citoyens. La mobilité s’inscrit dans le contexte social, pour des études ,
pour un emploi, elle est un droit pour tous. Elle est un enjeu politique, social et économique dans le
contexte de mondialisation et d’interdépendances des économies. Pour l’individu, elle ne doit pas être
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une mobilité contrainte, subie dans un contexte économique ou social difficile. Chacun, s’il le souhaite
peut bénéficier de cette mobilité ; mais pour cela il doit être informé au moment des choix d’orientation
scolaires ou des transitions professionnelles, quand il rencontre des professionnels de l’orientation.
La pratique du conseil en mobilité s’inscrit dans la thématique du congrès car elle entre dans la démarche
d’orientation. Elle est un enjeu d’égalité, car elle ne doit pas être réservée à un groupe de citoyens initiés
mais profiter à un maximum, en particulier, aux groupes sociaux les plus fragilisés.
Les professionnels doivent donc être formés pour connaître les contextes de la mobilité, les mécanismes
individuels qu’elle met en œuvre, les outils qui favorisent cette mobilité, les démarches
d’accompagnement avant, pendant, après la mobilité, etc.
Cet atelier présentera deux aspects de la formation des professionnels de l’orientation à la dimension
européenne de l’orientation :
- le conseil en mobilité : enjeux, aspects théoriques et pratiques, outils utiles, éléments pour une
démarche qualité…
- l’utilisation des nouveaux médias pour la professionnalisation des acteurs de l’orientation. Les «
Wikispaces, Twitter, Pinterest… » sont des outils collaboratifs, gratuits qui permettent de publier des
contenus et des liens, de participer à des groupes de discussion. Ils peuvent aussi permettre la
mutualisation,l’échange d’idées et de pratiques pour l'information et à la formation de conseillers
d’orientation qui travaillent dans le domaine de la mobilité.
Libérer la créativité des conseillers d'orientation
Edwidge DESJARDINS
Angélique DESGROSEILLIERS
Langue : Français
La déclaration universelle des droits de l’homme est un concept évolutif. La première génération s’est
d’abord penchée sur les libertés individuelles et politiques, la deuxième sur le droit au travail et à
l’éducation. L’émergence d’une troisième génération voit apparaître un regroupement de droits
environnementaux et également le droit à la différence. Cette communication s’inscrit dans la poursuite
d’une réflexion sur les bienfaits de l’utilisation de la créativité dans l’entretien d’orientation, droit à
l’idéation, l’inspiration et à l’innovation. De la réflexion menée par quatre chargées des cours de
counseling dans le programme du baccalauréat en développement de carrière et d’une professeure
clinique à la maîtrise en carriérologie de l’Université du Québec à Montréal, un constat se dégage de
nos observations de ces dernières années : les étudiants parviennent avec succès à développer des
habiletés relationnelles, à créer une alliance avec le client, à évaluer leurs besoins et à les accompagner
vers des solutions. D’autre part, sortir des approches traditionnelles aidantes pour prendre des risques,
pour improviser et créer des solutions inusitées sont des comportements peu fréquents. McMahon et
Patton (2006) ont remarqué que le counseling de carrière semble perçu comme un domaine peu créatif.
Plusieurs auteurs dont Amundson (2009, 2011) plaident pour l’utilisation de plus de créativité de la part
des conseillers, car si les clients qui consultent en orientation sont souvent « en crise d’imagination », les
conseillers eux ne devraient pas être en panne de créativité. Après avoir revu la notion de créativité et
l’avoir située dans un contexte carriérologique, un modèle de créativité appliqué au counseling de
carrière sera proposé afin de mieux cerner cette complexe réalité.
Le premier objectif de l'atelier proposé est de sensibiliser le conseiller d’orientation à la pertinence
d'utiliser la créativité pour maximiser son impact auprès de la clientèle desservie. Sous le thème
Créativité, outil de changement, seront abordés certains concepts théoriques, partie intégrante d’un
nouveau modèle d’intervention carriérologique développé à partir de l’observation clinique d’étudiants de
premier et de deuxième cycle en développement de carrière à l’université du Québec à Montréal. Le
second objectif vise l’utilisation de la créativité dans les entretiens conseils et ce, à partir d’outils propres
au modèle. Pour y arriver, sera présentée une histoire de cas à partir de laquelle prendront place
différentes méthodes créatives susceptibles d’enrichir l’entretien et d’amener une pléiade de solutions.
L’exercice permettra ainsi de faire ressortir les indicateurs qui qualifient une pratique de créative.
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Après avoir réfléchi sur notre propre créativité, quelques propositions vous seront faites pour aller là où la
magie s’opère, pour libérer notre créativité. Et ainsi mettre en lumière une façon de trouver des
dénominateurs communs propres à la fraternité…
La formation des conseillers d’orientation à la lumière de deux études coopératives
expérientielles sur les fondements de l’accompagnement
Jimmy RATTÉ
Langue : Français
Seront présentés brièvement la méthode et les résultats de deux études exploratoires portant sur les
fondements du counseling (Fonds Desjardins, 2006; Fonds Gérard Dion 2008). La première étude pilote
visait à observer et à mieux comprendre ce qui se passe dans le rapport d’aide en counseling à partir de
l’expérience qu’en fait l’un des acteurs privilégiés de la rencontre : l’accompagnant. Au terme du premier
cycle de recherche, sept fondements du counseling psychologique ont été dégagés et étayés. Dans la
seconde étude exploratoire, les co-chercheurs ont voulu approfondir davantage ces fondements et plus
particulièrement l’espace spirituel qui serait susceptible d’apparaître dans l’accompagnement du souffrant
et ce qu’il peut signifier. Ce qui se dégage de ces recherches correspond à des fondements relationnels
plutôt qu’à des dimensions techniques. Un espace particulier, ouvert à l’être en quête de lui-même et aux
prises avec des souffrances semble pouvoir se constituer sous certaines contingences, qui seront ici
nommées. Des applications dans la formation des conseillers, en particulier en ce qui a trait au
counseling d’orientation, seront évoquées. Cette présentation s’inscrit dans un symposium francophone
mettant à profit un regard croisé sur l’orientation à partir de recherches provenant de plusieurs pays.
SESSIONS
13:30 - 15:00
Educación Cívica y Orientación (Civic Educational and Guidance)
Gabriela CABRERA LÓPEZ
Lengua: Español
MARCO CONCEPTUAL: El enfoque de educación ciudadana de México se fundamenta en los principios
de educación en derechos humanos, ciudadanía y educación para la paz promovidos por la Unesco.
Además, en la Constitución Política de México y la Ley General de Educación de 1993, reformada en
2012.
PROPÓSITO: Describir el desarrollo de la educación cívica en México y establecer su relación con los
principios de la Orientación.
DISEÑO: Investigación documental descriptiva.
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MÉTODO: Análisis de textos –comparativo y relacional-, análisis del discurso.
RESULTADOS: En México, desde su conformación como práctica profesional en el primer tercio del
Siglo XX, la Orientación ha estado ligada a la educación cívica y ética debido a su propósito central de
apoyar el desarrollo integral de las personas y a su coincidencia con el surgimiento y consolidación del
Estado mexicano. La educación cívica inicial contuvo el principio de Orientación para la inserción laboral.
Pero, la educación cívica mexicana estaba ligada al modelo de ciudadanía dependiente que la política
requería. Alcanzar la ciudadanía mexicana no se reflejaba en el ejercicio de los derechos civiles sino en
los atributos que caracterizan a la identidad mexicana: las tradiciones culturales. En México se
enaltecieron los valores culturales por encima de los derechos civiles que, aunque estaban establecidos
en la Constitución Política de 1917, no eran promovidos desde la educación oficial. (Peza y Corona,
2000). El modelo educativo de formación cívica seguía un enfoque prescriptivo y exhortativo, con lo que
los estudiantes no lograban asumir conciencia de sus derechos como futuros ciudadanos y menos aún
compromisos y responsabilidades sociales. Este enfoque fue reformado en 1996 al fusionarse las
asignaturas de Orientación Educativa y Civismo en Educación Secundaria. (Cabrera, 2006),
CONCLUSIONES: Actualmente la formación cívica y ética se imparte durante la educación básica
obligatoria -preescolar, primaria y secundaria-, cuyo enfoque pedagógico se basa en el diálogo, la
reflexión y la vivencia, a partir de afrontar problemas de su entorno social y natural inmediato para buscar
soluciones colectivamente y con la participación de toda la comunidad escolar, estudiantes, profesores,
directivos y padres de familia. (SEP, 2011).
Se requiere resolver la capacitación del profesorado para que este nuevo enfoque pedagógico comience
a mostrar resultados (Yurén, 2004), particularmente desde el enfoque de desarrollo de competencias
(Perrenoud, 2008) que este caso, se trata de competencias cívicas y éticas.
Analysis of the job values of university graduates and identification of profiles
Nuria MANZANO SOTO
Lengua: Español
Keywords: Job values, labor market, counseling university, university graduates.
Abstract:
Introduction: This communication presents the results of the analysis on the job values and job
satisfaction of graduates and young adults who have performed their university studies in the Universidad
Nacional de Educación a Distancia (UNED).
After the theoretical review, we found numerous studies in relation to the labor insertion of university
graduates in both the national and international level. Some of them, transnational type, have used with
large samples of graduates in numerous universities and have had a big impact. At European level, are
remarkable the CHEERS project, the REFLEX project, the Tuning project and Trends reports.
In Spain, most of the studies have been based on surveys to explore the relationship between the
university degreeand its ability to respond to the demands of the labor market, which have been taken
into account the values developed by the university graduates. Some studies of large amplitude analyzed
their process of labor insertion, as is the case of the REFLEX study conducted in Spain.
From this framework, the study is based on the following objectives: 1) Analyze the job values of
university graduates UNED in relation to sex, age, type of studies and their employment situation. 2)
Analyze the job satisfaction of employed graduates with various aspects of current work, establishing its
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level of adjustment with the values identified, considering sex, age and type of studies. 3) Identify specific
profiles in relation to the dimensions above.
Methodology: We conducted a quantitative study by means of a survey, with intentional non-probabilistic
selection for graduates of the UNED which has been extended to all of the degrees offered by the UNED.
The reference populations were defined by the totality of the graduates in the UNED in 4 consecutive
academic years. We collected the responses of the graduates three years after completing their studies,
in order to see stability in their response. The sample amounted to 1,819 graduates. The survey included
three dimensions (training, employability and professional development) and different indicators for each
dimension. The design of the survey took into account the following: (a) indicators are derived from a
theoretical framework that was checked in an empirical study prior, b) the first version of the questionnaire
was reviewed by a panel of qualified experts, c) was conducted a pilot study. Also, we considered the
evidence of content validity based and reliability.
Results: The study includes the results of the analyzes among which are their perceptions about the work,
and in particular, the job values that have been developed, as well with their level of satisfaction with their
jobs, in connection with certain conditions sociobiographical. In the oral presentation will be presented in
detail these results.
Conclusions: The values are powerful indicators of the state of our society and our educational
institutions, so that makes it possible to approach its study to understand its situation, its evolution and its
trends. For the people, the job values have influence in the configuration of the vocational self-esteem,
their preferences, in the personal growth and in their vital roles (Risquez, 2004). In the oral presentation,
we will present the findings in more detail. self-esteem
Career serivices at the Spanish Universities
Belén SUÁREZ LANTARÓN
Lengua: Español
A comienzos de esta década, la necesidad de una mayor y más flexible especialización, así como la
emergencia de nuevas formas de empleo influyen significativamente en el modo de emprender la
orientación profesional. El mercado laboral cambia, se crean nuevas formas de trabajo. Se demanda un
tipo de empleado que cuente con habilidades interpersonales e intrapersonales y con capacidad para
moverse dentro del mercado laboral global.
En este contexto, las universidades juegan un papel fundamental, no sólo promoviendo una formación
adecuada y que se adapte a las nuevas demandas de dicho mercado laboral, también ofreciendo
servicios que apoyen y ayuden a los estudiantes en su transición al mundo laboral, que les informen de
los cambios y oportunidades no sólo académicas, también sobre las elecciones y salidas profesionales.
El objetivo de este trabajo es describir cómo son los servicios de orientación profesional que ofertan las
universidades españolas, así como la labor que realizan para la mejora de la empleabilidad de sus
graduados.
Response to the needs of educational and career guidance in Secondary Education
from the perspective of the tutors. The case of Spain.
Consuelo VÉLAZ DE MEDRANO
Ana GONZÁLEZ BENITO - Eva EXPÓSITO CASAS - Esther LÓPEZ MARTÍN
Lengua: Español
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The exercise of tutoring is a complex and important task, in which numerous functions, and the realization
of a number of even more extensive activities, are required (García, García, Villanueva, and Doménech,
2003). Therefore, it is not surprising that tutoring is presented as a role, whose performance requires
proper preparation and the implementation of multiple professional competencies and personal qualities.
The importance of school tutoring, as a complement to teaching labor, improves the teaching-learning
process of students and contributes to their personal, professional and social development (Grañeras y
Parra, 2008). This paper focuses on the perception of tutors on their contribution to this development, that
is to say, analyzes how these education professionals consider that are responding to the needs of
educational and career guidance of students, as well as the limitations that they find when carrying out
this task. To this end, this work is framed within a major research project aimed at understanding and
assessing the institutional systems of educational support and guidance to schools in a stratified random
sample of nine Spanish regions (Autonomous Communities), involving 3179 educational professionals
(head teachers, school counselors, and tutors) in centers of Primary and Secondary Education. In this
case, we have worked with the subsample of tutors on high schools, amounting to 1016 subjects in total.
The survey as a research method was used, applying questionnaires adapted to the characteristics of the
different Autonomous Communities. The analysis of the results was carried out in two different approach,
descriptive and inferential. In this way first, the answer given by the research participants was studied.
Subsequently, we analyzed differences in the valuation that tutors awarded to the different situations that
could hinder academic and career guidance that students receive in order to adequately perform the step
to the next stage. The main results of this study highlights the high value that, approximately, 75% of the
tutors provide to the academic and career guidance that students receive at their school. Meanwhile, in
those cases where this is not true, the main obstacles referred by these professionals: this goal is not
worked hard enough in partnership with families and there is no systematic and cross-curricular work, just
in isolated information sessions of doubtful utility. Finally, even though the 61.51% of the tutors point out
that are spending "quite" or "very much" time to educational and career guidance of students, there have
been significant differences between the perception of the time that they really devote to this task, and the
time that they think they should spend.
L'évaluation en orientation
Martine LACHARITÉ
Réginald SAVARD
Langue : Français
Un “Guide d’évaluation en orientation” dans le contexte d’activités réservées pour la protection du public
En 2009, l’Assemblée nationale du Québec (Canada) a adopté une loi visant à mieux protéger les
personnes vulnérables. Des activités à haut risque de préjudice sont réservées à certains groupes de
professionnels, dont les conseillers d’orientation. Comme il s’agit d’activités d’évaluation, il a été
nécessaire de créer un Guide précisant ce que signifie, exactement, l’évaluation en orientation : sa
nature, les dimensions qu’elle comporte, les actions qu’elle implique.
L’Ordre des conseillers et conseillères d’orientation du Québec a donc entrepris de réunir un groupe
d’experts pour atteindre cet objectif tout en respectant la multiplicité des approches théoriques et la
diversité des secteurs de pratique (éducation, emploi, réadaptation, santé mentale). Après validation, ce
défi à la fois politique et scientifique a abouti à la publication, en français et en anglais, d’un document
servant désormais de référence pour la réglementation, la formation et la pratique de l’orientation.
Ce guide présente un cadre de référence général permettant aux intervenants en orientation et en
développement de carrière permettant de mieux circonscrire le processus d’évaluation avec ses
dimensions et ses enjeux. Il cherche à éclairer la pratique en matière d’orientation sans renvoi précis à
une conception ou à une approche particulière, de manière à respecter les choix théoriques.
Le guide comporte cinq sections :
 La première section présente l’évaluation en orientation en tant que dimension incontournable de
la pratique
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



La deuxième section définit l’évaluation en orientation au regard de ses trois principales
dimensions dans le champ d’exercice soit le fonctionnement psychologique, les ressources
personnelles et les conditions du milieu
La troisième section du guide présente un processus d’évaluation défini en quatre phases soit
recueillir, décoder, analyser et communiquer les informations.
La quatrième section expose des considérations permettant aux intervenants en orientation et en
développement de carrière de se situer par rapport à l’évaluation en orientation
Et finalement, l’évaluation en orientation : apport des outils psychométriques
Le guide est maintenant diffusé auprès de l’ensemble des conseillers d’orientation du Québec et des
étudiants en orientation et a fait l’objet de plusieurs présentations, activités de formation continue. Il est
devenu une référence et une norme de compétence pour la surveillance de la pratique.
Cet atelier présente le guide d’évaluation et ses atouts pour orienter les interventions des conseillers
d’orientation ainsi que des étudiants en formation initiale dans leur pratique auprès des consultants.
Avant les considérations administratives, financières, légales ou politiques : les
besoins de l’élève. Une stratégie politique de l'orientation
Laurent MATTE
Langue : Français
Cette présentation situe l’historique et les enjeux politiques liés au positionnement de l’orientation scolaire
au Québec et présente la stratégie politique élaborée par l’Ordre des conseillers et conseillères
d’orientation du Québec (OCCOQ) depuis 2010. Cette stratégie se compose d’interpellations
institutionnelles et politiques, de conscientisation des conseillers eux-mêmes et, en 2013, de la
publication d’un Guide de pratique de l’orientation à l’enseignement secondaire des jeunes. La
présentation est à la fois le partage d’une expérience d’action politique et une invitation à réfléchir aux
moyens qu’ont les c.o. pour positionner leurs services lorsque l’administration les remet en question
Projet de présentation :
Il y a toujours un danger inhérent au positionnement institutionnel d’une profession par voie législative.
Lorsque le « contrat social » sur lequel il s’appuyait est modifié, si la profession n’a pas d’autre assise
pour justifier sa présence et son action, elle est rapidement mise en péril. La pensée humaniste et
universaliste des années 60 a fait place au néo-libéralisme et à la raison économique. Le conseil
d’orientation n’est plus financé par principe, mais doit désormais démontrer sa pertinence.
Au Québec, l’orientation avait été inscrite au cœur de la mission du système éducatif lors de la grande
réforme de 1963, élément marquant de la « Révolution tranquille », ce rattrapage historique du Québec
dans la modernité. La réforme de la Loi de l’instruction publique, en 2000, lui confirme cette place
fondamentale dans l’éducation de la jeunesse québécoise.
Or, dans les faits, dans 70% des milieux scolaires, on affecte les conseillers d’orientation à des tâches
administratives, alors que les services professionnels sont loin d’être assurés, particulièrement auprès
des élèves les plus vulnérables ou ceux faisant face à des problématiques aigues comme l’indécision
chronique, l’anxiété liée au choix ou la confusion identitaire. À Montréal, moins de 9% des élèves font
appel à leurs services (alors que 40% des parents croient que leurs enfants en ont bénéficié).
Devant cet état de choses alarmant, l’Ordre a élaboré une stratégie politique visant à conscientiser et
responsabiliser l’ensemble des pouvoirs, et des intervenants d’un système d’éducation complexe où « ce
qui est la responsabilité de tous finit par n’être celle de personne », à proposer, dans un Guide de
pratique une réflexion structurée et à réformer la conception des services d’orientation dans les écoles,
de l’évaluation des besoins du milieu à l’évaluation des résultats, en passant par la planification des
services, à la négociation des ressources et à la priorisation des moyens.
Notre présentation est à la fois le partage d’une expérience d’action politique et une invitation à réfléchir
aux moyens qu’ont les c.o. pour positionner leurs services lorsque l’administration les remet en question.
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Démocratisation de l’éducation en Afrique Noire francophone : Quelle place pour
l’orientation scolaire et professionnelle ?
Laurent SOVET
(Joseph BOMDA - Aimé OUEDRAOGO - Kokou A. ATITSOGBE)
Langue de la communicaton: français
La démocratisation de l’éducation a souvent été comme un idéal que les pays d’Afrique Noire
francophone devaient atteindre pour s’élever vers un développement économique. Après plus d’un demisiècle à tenter de poursuivre cet idéal encouragé et soutenu par les organismes d’aide au
développement, les grandes puissances occidentales et les anciens colonisateurs, la démocratisation de
l’éducation s’est surtout matérialisée dans les faits par une massification de l’accès à l’école et une
centration toute particulière sur l’enseignement primaire (OMD 2). Néanmoins, la réalité du terrain s’est
parfois retrouvée dépassée. Les problèmes posés par une orientation massive vers l’enseignement
général aux dépens de l’enseignement technique sont plus particulièrement soulignés. L’inadéquation
entre la formation et l’emploi est également mise en avant dans de nombreux rapports et articles
scientifiques portant sur l’Afrique Noire francophone. Ainsi, ce mouvement de démocratisation de
l’éducation donne lieu à une situation paradoxale où les inégalités sociales et la dérégulation entre l’offre
de formation et les besoins en termes d’emploi sont de plus en plus criantes.
S’il est vrai que le souci de démocratisation répond à la nécessité de réaliser le droit à
l’éducation, le droit à l’information et le droit à l’orientation scolaire et professionnelle efficients demeurent
quant à eux résiduels. L’objectif de cette communication sera d’examiner la place de l’orientation scolaire
et professionnelle dans le processus de démocratisation de l’éducation en Afrique Noire francophone. La
première partie de cette analyse sera largement consacrée à s’interroger sur l’orientation massive des
élèves vers l’enseignement général en s’appuyant notamment sur la théorie socio-cognitive de carrière
(Lent, Brown et Hackett, 1994). L’environnement socio-économique, les représentations sociales des
familles et le contexte socio-politique constituent ici, des éléments explicatifs essentiels. En discussion,
les problèmes posés par l’absence d’une politique éducative efficace en matière d’orientation scolaire et
professionnelle sur la trajectoire des élèves dans les systèmes éducatifs d’Afrique Noire francophone et
les enjeux à court et long termes de remédier à cette situation seront exposés. Plusieurs axes seront
évoqués incluant notamment la formation des acteurs de l’orientation scolaire et professionnelle, la
gestion des structures institutionnelles et l’adaptation et la contextualisation des pratiques
professionnelles.
Hay un modelo de Orientación Académica y Vocacional en Catalunya?
Màrius MARTÍNEZ MUÑOZ
Language: English
Las transiciones en las persones jóvenes, especialmente de los 16 a los 18 años (intervalo comprendido
entre la edad normativa de finalización de la escolaridad obligatoria, edad laboral y mayoría de edad
respectivamente) son procesos clave en el desarrollo de los proyectos de vida, especialmente en la
actual coyuntura de crisis económica, precarización del mercado laboral, incremento del riesgo de
vulnerabilidad y de exclusión de este sector de la población. La Educación Secundaria Obligatoria
configura una base común para todo el alumnado que les debería permitir afrontar las transiciones con
razonables garantías de éxito. Los itinerarios de los jóvenes de 12 a 16 años son – en términos de
éxito/fracaso educativo, acreditación, cualificación i expectativas de inserción laboral – poco alentadores,
mas aún en un contexto en el que deseablemente se deberían poner las bases para la formación a lo
largo de la vida. Los niveles de no acreditación de la escolaridad obligatoria oscilan entre el 20 y el 60%,
alcanzando el 20% el porcentaje de jóvenes que no trabajan pero tampoco estudian.
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La orientación académica y profesional siempre ha estado presente en los textos legales (desde la Ley
General de Educación de 1970 hasta la Ley de Educación de Catalunya de 2009) como factor de calidad
del sistema educativo. Sin embargo, en Catalunya, la orientación nunca ha formado parte de políticas
decididas de la administración ni desde el punto de vista organizativo y estructural ni en el desarrollo de
programas o proyectos impulsados en los centros educativos. Las prácticas de orientación han
respondido a la voluntad de quién las impulsaba, a menudo concretadas en acciones puntuales que no
se han dirigido a generar procesos de desarrollo sino a actuar sobre necesidades puntuales de
información y asesoramiento. Tampoco existen estudios que hayan aportado evidencias sobre el estado
de la cuestión en el territorio que permitan avanzar en la delimitación de necesidades de orientación
primero y en la definición de un modelo operativo después.
En este contexto, se presenta una investigación realizada durante un año (2012 – 2013) financiada por la
Fundació Jaume Bofill i el Institut de Ciències de l’Educació de la Universitat Autònoma de Barcelona que
perseguía dos objetivos:

Identificar, caracterizar y clasificar las prácticas de orientación que se desarrollan en los centros
de eucación secundaria en Catalunya para describir – a partir de evidencias – sus
características, fortalezas, debilidades y oportunidades y para identificar prácticas de referencia
en esta materia.

Aportar elementos que permitan delimitar un modelo de orientación académica y profesional que
favorezca las transiciones sobre la base del marco referencial internacional y que, a la vez, se
ajuste a las características del país.
Self Counselling Concept of "Gravitation"
Kestutis PUKELIS
Language: English
In the presentation the concept of interplay between “Self” as agent (genotype or creativity
in apriori) and “Self” as an object (phenotype or creativity in aposteriori) in “Self” development is
discussed grounding the leading role of genotype (creativity in apriori) in this interplay applying the last
findings of behavioural genetics (Scarr, S., and McCartney, K., 1983; Spinath, F.M., Ronald, A., Harlaar,
N., Price, T.S., Plomin, R., 2003; Ziegler, A., 2007; Plomin, R., DeFries, J.C., McClearn G.E., and
McGuffin, P., 2008; Thompson, L.A., and Oehlert, J., 2010;).
The concept of “gravitation” (“genetic compass”, Gottfredson, L., 2005) of “Self” ( as the
result of interaction between phenotype and environment) to some special vocational activities as well the
concept of “inclination” as manifestation of “Self” gravitation to some special vocational activities in the
context of J. Holland’s RIASEC hexagon is presented.
Two dimensions (affective – subjectively experienced emotions in the process of vocational
activity and psychomotor – objectively achieved performance results of vocational activity) of four levels
taxonomy for evaluation of validity of subjectively experienced inclinations to compare to others are
described:
a) positive emotionsand his/her performance resultsobjectivelyare above averagethen
othersin the same career phase;
b) positive emotions but his/her performance resultsobjectively are similar or even
lowerthan others average in the same career phase;
c) negative emotionsand his/her performance results objectively are lower than others
average in the same career phase;
d) negative emotionsand his/her performance resultsobjectively are higher than others
average in the same career phase.
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Explanations for evaluation of validity of inclinations of four levels taxonomy (a; b1 and b2;
c; d1 and d2) in the context of J. Holland RIASEC hexagon are presented as effective mean for self
counselling. Mission of career education for preparation students as well as adults to self counselling is
discussed.
Researchers career transitions
Jaana SAARINEN
Langue anglais
The aim of this paper is to study how researchers are negotiating career transitions in a complex and
dynamic academic world. In this study theoretical framework consist of constructivist and postmodern
approaches to careers. Nowadays academic careers are seen as flexible, dynamic and fluid, including
also many transitions from work to work, or from organization to organization.
The data of the study is gathered through open-ended narrative interviews of the twelve doctoral students
and seven postdoctoral researchers. Narrative and discursive approach is used in analysing and
describing what they are telling about their agency, experiences of work and different work communities.
Moreover, narrative analysis is illustrating the role of discourses and perceptions in positioning
interviewees in work organizations. The research findings highlight the ways in which researchers are not
only being positioned, but are positioning within discourse. The results illustrated how researchers are
becoming active agents and what kind of subtle bonds can be identified and how they become attached
to the different communities. Through these career stories interviewees make their experiences
meaningful and express on the other hand hope and optimism and on the other loss and exclusion.
Narratives of the researchers of their work and communities reveal storylines through which their agency
and career transitions are constructed in the academic world.
Keywords: career transitions, agency, narrative analysis and academic work
What about the right of those who have failed? A phenomenological career study of
academically excluded higher education students.
Ian VAN DEN BERG
Language: English
This research study describes the lived experiences of academically excluded students in a higher
education institution in South Africa. The results of the study will be utilised to develop a psychoeducational programme to assist these students with their continued career development. Many students
in Higher Education Institutions (HEIs) in South Africa fail to complete the qualifications they have been
enrolled in. A recent report released by Higher Education South Africa (HESA), indicates that the student
drop-out rate (attrition rate) is reaching highs of up to 35 percent at some universities in the country.
These students subsequently have to face the reality of their academic failures, and the consideration of
identifying alternative educational, employment and career options.
The research design utilised in this study is qualitative, explorative, descriptive and contextual in
approach. The experiences of the participants were captured by conducting phenomenological, semistructured interviews with them, for the purpose of data collection. The interviews were audio recorded
and transcribed verbatim. The participants’ transcripts were analysed, clustered intocommon themes to
describe the phenomenon, and to establish a theoretical framework for the development of the
programme. Ultimately, participation in this programme may contribute to the optimal adjustment of
excluded students and restore their human dignity, by enabling them to pursue different opportunities
towards self-actualization.
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S’orienter aujourd’hui : développer sa carrière entre vie de travail et vie hors travail
pour une meilleure qualité de vie (au travail).
Laurence COCANDEAU-BELLANGER
Langue : Français
C’est à partir des années 1960 en Amérique du Nord que toutes les expériences d’une personne sont
considérées comme pouvant avoir une influence sur son processus d’orientation professionnelle : le
terme développement de carrière s’est alors diffusé. Il faut attendre les années 1980 pour voir les auteurs
mettre l’accent sur le développement de carrière (désignant le processus des choix successifs de
professions et d’activité au travail) tout au long de la vie. Des modèles de développement humain seront
alors élaborés, tel celui de Gysbers, Heppner et Johnston (1998).
Dans cette logique, certains auteurs vont mettre en avant la nécessité de développer la capacité d’une
personne à faire un choix au cours de sa carrière, capacité que Super (1985) appelle la "maturité
vocationnelle" et Gysbers et ses collaborateurs (1998) la "conscience de carrière". Dans cette approche,
l’individu est bien sûr considéré dans sa globalité (Cocandeau-Bellanger, 2011). Tout au long de sa vie,
une interaction dynamique se produit entre "les rôles au cours de la vie" (parent, conjoint, salarié…), "les
cadres de vie" (la maison, l’école, le travail…) et "les événements de la vie" (le mariage, la retraite, la
naissance, l’emploi initial, le divorce...). Cette interaction est bien sûr influencée par le contexte
socioculturel de l’individu, c’est-à-dire les variables de sexe, d’origine ethnique, de religion, et de statut
socio-économique (Gysbers et al., 2000).
Aujourd’hui, la réalité du travail est traversée par les difficultés et les souffrances des personnes au cours
de leurs activités. Leur santé au travail préoccupe de nombreux acteurs. Il est de fait indispensable de
s’interroger sur la façon de contribuer à apporter une qualité de vie au travail. C’est en investiguant les
parcours au travail en lien avec les expériences hors travail (familiales, sociales et personnelles) qu’une
réponse peut être apportée. Le parcours des salariés n’est plus linéaire comme autrefois mais leur
carrière est éclatée, une "carrière sans frontière" écrivait Cardinal en 1999. Il s’agit là d’une carrière
caractérisée par une grande mobilité, tant horizontale que verticale, par des transitions et des
(ré)orientations régulières, par une diversité des cheminements où l’atypicité des parcours devient
typique et enfin par un mode de gestion organisationnelle de la carrière qui a laissé place à un mode de
gestion individualisée. De fait, les dispositifs de gestion collective des carrières ont perdu de leur
efficacité. Pour Amherdt (1999), le développement de carrière doit correspondre au croisement entre la
planification de carrière faite par l’individu et la gestion de carrière effectuée par l’organisation. Il
préconise une gestion des ressources humaines renouvelée qui met l’accent sur une gestion
individualisée des ressources remplaçant ainsi une gestion des carrières traditionnellement collective. De
ce fait, il semble indispensable d’appréhender la vie au travail au regard de la vie hors travail pour
chaque salarié.
De nos jours, le travailleur doit développer des stratégies et des habilités afin de gérer lui-même sa
carrière et de s’assurer un avenir professionnel. Il est amené à prendre en charge lui-même sa vie
professionnelle en tenant compte de sa vie hors travail. Pour ce faire, il doit développer de nouvelles
compétences en matière de carrière. Celles-ci sont définies par De Fillippi et Arthur (1996) par trois types
d’habiletés : "know-why" (savoir-pourquoi ou motivation), "know-how" (savoir-faire) et "know-whom"
(réseaux de relations). Mais alors, comment le professionnel de l’accompagnement des carrières, de
l’orientation professionnelle peut-il collaborer avec l’adulte qui s’empare ainsi de son développement de
carrière ? A-t-il encore une légitimité pour accompagner l’adulte ? L’objectif de l’exposé est d’appréhender
ces nouvelles façons de se positionner de l’adulte face à ces questions d’orientation professionnelle et
d’identifier les effets sur les pratiques des professionnels qui conseillent et accompagnent le
développement de carrière de ces adultes.
Au-delà de ces compétences qui permettent à l’adulte au travail de gérer individuellement sa carrière,
chacun doit chercher à mieux se connaître (soi, ses valeurs, son identité). Le but recherché par l’adulte
n’est plus de réussir dans sa carrière par des promotions verticales, mais de trouver la meilleure
adéquation possible à un poste de travail, ce que Hall appelait "le succès psychologique" (1996) au
regard des expériences et des besoins des autres sphères de vie. Il s’agit alors de se projeter dans
certains domaines ou postes afin d’être plus épanoui, de s’accomplir comme être humain, d’avoir une
meilleure qualité de vie (au travail). Là encore, nous chercherons à exposer la façon dont le professionnel
de l’orientation est influencé dans ses pratiques par cette nouvelle posture de l’adulte.
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Une méthode d’exploration des identités pour l’accompagnement des transitions
professionnelles et personnelles
Philippe JACQUIN
Langue : Français
A partir des années soixante-dix, la mondialisation de l’économie et du travail se traduit par une mutation
de l’organisation de la production et du statut des travailleurs. Cette situation a généré une discontinuité
des parcours professionnels synonyme d’incertitudes, de souplesse et de changements. Dès lors, les
individus se trouvent très souvent confrontés à des ruptures dans leur vie professionnelle (réorientations
successives, changement d’entreprise, de métier, de statut…) et familiale (mutation géographique,
célibat, divorce…). En conséquence, ces transitons impactent les identités professionnelles et
personnelles. Les individus doivent adapter leur soi à leur environnement ou rendre l’environnement
cohérent avec leur soi. Cette construction doit prendre en compte différentes sphères : professionnelle,
familiale, personnelle et sociale. L’objectif de cette communication est de présenter une méthode
constructiviste destinée à l’accompagnement de ces transitions personnelles et professionnelles. Son
développement s’inscrit dans le champ du conseil de carrière constructiviste et plus particulièrement dans
celui du « life designing » (Savickas et al., 2009). Cette méthode est un prolongement de celle
développée par Jacquin et Juhel (2013) à partir du modèle de l’ego-écologie (Zavalloni & Louis-Guérin,
1984). Toutefois, le développement présent s’inspire du principe méthodologique du « Qui suis-je ? »
(Bugental & Zelen, 1950). Cette évolution méthodologique du « Nous » vers le « Je » s’explique par la
demande d’individuation des consultants. Cette méthode cherche à explorer les différents groupes
d’appartenance en lien avec les situations de transition telle que la sphère professionnelle avec les
situations professionnelles passée, présente et future ainsi que les sphères familiale, personnelle et
sociale afin d’avoir accès aux identités sociales et personnelles d’un consultant. Cette méthode se
déroule en sept étapes. Tout d’abord, il s’agit pour le consultant et le psychologue de configurer le
questionnaire en nommant ses différents groupes afin d’en composer ses phrases inductrices. Par
exemple, pour la situation professionnelle passée, les phrases pourraient être : « Moi, en tant que
boulanger, j’étais : / Moi, en tant que boulanger, j’aurais voulu être : ». Ensuite, les deux protagonistes
choisissent l’ordre d’exploration des différentes sphères. Puis, le consultant répond à chaque phrase
inductrice du questionnaire par des adjectifs liés à des descriptions de soi ou d’autrui. Après, il s’agit pour
lui de les spécifier en terme d’appartenance puis de valence. Par la suite, les différents éléments
identitaires recueillis sont projetés au sein de cartographies selon leurs coordonnées obtenues grâce à la
spécification.
Il y a autant de cartographies que de groupes explorés. Elles sont composées de quatre grandes
régions : les ressources liées à soi et à autrui et les limites liées à soi et à autrui. Ces cartographies sont
des interfaces entre le consultant et le psychologue. Le consultant est invité à contextualiser par son récit
de vie l’ensemble de ses réponses afin de saisir leur sens et leur historique. Enfin, ce temps d’échange et
de partage est également l’occasion pour le psychologue de connaître les autrui signifiants incarnant les
ressources et limites n’appartenant par au consultant.
Cette méthode destiné au conseil de carrière répondrait aux préconisations méthodologiques du « life
designing » (Savickas, 2012) en accompagnant le consultant avec une approche globale, en recueillant
les éléments liés à son soi et aux autrui signifiants, en saisissant son évolution identitaire, en favorisant
sa réflexion, en faisant appel à son récit de vie et enfin en le rendant co-constructeur de son outil
d’accompagnement et acteur de son parcours.
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Méthodes pratiques de l’orientation et du conseil pour des immigrants dans la
conception Life Designing
Aneta SLOWIK
Langue : Français
Dans la présentation, deux méthodes seront exposées : 6Ps Career Management Skills, dont l'auteure
est Lori Grant ainsi que Life Space Mapping dont V. Peavy est le concepteur. Ces méthodes permettent
aux consultants provenant d'autres cultures d'analyser la trajectoire de leur vie, particulièrement au cours
d'une migration. La construction du cours de sa vie en utilisant ces méthodes assure au migrants parlant
la langue du pays où il vit de mieux accepter les conditions propices à la réflexion, et, ce qui est plus
important, il permet une meilleure collaboration entre le consultant et le conseiller dans l'analyse des
besoins de diagnostic et dans les recherches de solutions face aux problèmes auxquels les migrants sont
confrontés.
Durant ce le travail méthodologique, il apparaît que les consultants ayant un regard renforcé dans le
pronostic individuel (individual forecast) au niveau du passé, du présent et de l'avenir de leur vie
pouvaient plus efficacement exploiter les ressources "apportées" par le contexte social et culturel du pays
natal (par exemple, des savoir-faire, des expériences de vie, des situations biographiques). Ils pouvaient
également identifier nettement plus rapidement les ressources acquises dans le pays qui les accueillait.
Ils ont entrepris ainsi une réflexion sur les manières de modifier leurs propres attitudes, habitudes et
routines, les conduisant à acquérir une attitude ouverte face aux changements et à être disposé durant
toute leur vie à une adaptation de leurs capacités et possibilités (adapt-abilities).
Des pratiques d’évaluation mieux adaptées pour garantir l’équité : propositions pour
une passation dynamique de l’échelle WISC IV
Katia TERRIOT
Langue : Français
La forme de passation la plus classique pour les tests d’intelligence, est l’évaluation statique qui garantit
les conditions de standardisation: le sujet gère seul les problèmes posés et ne reçoit pas d’aide de la part
du psychologue sur sa performance en cours de tâche. Elle mesure les capacités qu’un sujet a
développées et porte sur les performances obtenues au test.
Une des limites fréquemment mise en avant des tests d’intelligence est qu’ils ne permettent pas de
comprendre le fonctionnement cognitif des sujets (Chartier, P. & Loarer, E. 2008). De plus, l’évaluation
statique ne serait pas favorable aux sujets les moins dotés socioculturellement, présentant des
caractéristiques psychologiques particulières telles que l’anxiété ou l’impulsivité ou encore à ceux qui ne
sont pas familiers avec la situation de test.
L’évaluation dynamique vise à répondre à ces limites en offrant des situations où le processus
d’apprentissage est au cœur du dispositif. Plusieurs procédures d’évaluation existent et notamment l’aide
au cours du test (ACT) où il s’agit, suite à la passation classique, de revenir sur les erreurs du sujet et de
lui fournir des aides progressives standardisées et hiérarchisées. Elle permet d’obtenir des informations
qualitatives supplémentaires sur les capacités cognitives du sujet, ses stratégies de résolution, le
traitement de l’information, de tester les hypothèses formulées à l’issue de la passation classique, et enfin
de proposer des remédiations, aménagements pédagogiques adaptés.
Quelques épreuves ont été développées, notamment dans le cadre de recherches, comme celle adaptée
des cubes de Kohs (H. Santucci et N. Galifret-Granjon, 1960 ; Ionesco et al., 1985).
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Après avoir défini ce qu’est l’évaluation dynamique, ses objectifs, nous présenterons des exemples de
procédures adaptées au WISC IV et leurs intérêts en complément d’une évaluation classique, notamment
pour les élèves présentant des difficultés d’apprentissage.
Orientation des jeunes entre l'autonomie et le besoin de reconnaissance sociale:
L’influence des réactions présumées des autres sur le choix professi
Mona GRANATO
Langue : Français
Bien que les sociétés contemporaines poussent l’homme à vivre le « soi » individuel comme séparé du
« nous social » le philosophe Arthur Schopenhauer, qui a contribué au développement de la
psychanalyse, n’a aucun doute sur les motifs qui guident l'être humain : « C’est avant tout l’opinion
d’autrui qui est pris en considération dans toutes nos actions ou abstentions»" (Schopenhauer, 1950, 62).
Le désir de l’homme de plaire aux autres à fin de se rehausser dans leur estime influence
considérablement ses décisions : » Lorsque l’on voit, cependant, que la plupart de ce que l'homme
s'efforce inlassablement d’atteindre tout au long de sa vie, éprouvant mille dangers et épreuves, a
comme fin ultime, de se faire valoriser dans l'opinion des autres (…) cela prouve, malheureusement,
combien est grande la stupidité humaine » (Schopenhauer 1950, 60).
Suivant cette argumentation philosophique notre thèse est que dans le choix professionnel des jeunes ce
phénomène joue un rôle majeur : A quel degré les jeunes anticipent ils l'opinion supposée des autres et
excluent toutes les professions d’ont-ils pensent qu’elles ne pourraient pas plaire aux autres (pour quelle
raison que soit) ? Cette thèse repose également sur des théories sociologiques du développement de
l'identité, en outre l'interactionnisme symbolique (Mead 1934), l’impression management theory (Tedeschi
1981, Goffman 2008) ou les théories de l’orientation éducative et professionnelle (Gottfredson 1981).
A l’aide d’une enquête réalisé en Allemagne 2010/11 au sujet des orientations, des facteurs individuels,
sociales et structurels qui sont essentiels pour comprendre les choix professionnels, nous vérifions notre
hypothèse auprès de 4600 jeunes s’orientant à la fin de leur scolarité vers une formation professionnelle
en alternance et ayant demandé aux agences d'emploi une place d’apprentissage. La question clé en vue
de l’opinion supposée des autres était: «les professions sont perçus différemment. Avec quelles
professions êtes vous probablement bien respecté par vos amis ? »
Les résultats empiriques indiquent : Si les jeunes pensent que leurs amis et leur environnement social
n'évaluent pas une profession de manière positive, ils s’intéressent guère à cette profession, même s’ils
sont intéressés par les activités exercées dans cette profession. D'autres facteurs, comme p. ex. la
rémunération pendant la formation ou les conditions de travail dans une profession s’avèrent cependant
beaucoup moins significatifs.
Ainsi il semble évident que Schopenhauer avait raison : le besoin de reconnaissance sociale complique
l’orientation et le choix autonome d’une profession. Mais est-il justifié de condamner l'homme en raison
de ces motifs d’orientation et de décision, comme Schopenhauer le fait? Peut-être nous pourrions lui faire
remarquer: Si l’homme aspire tant d’être reconnu par autrui, n’est-il pas justifié que ses orientations et
décisions éducatives et professionnelles soient considérablement influencées par cette aspiration ?
Spinoza par contre a souligné combien il est important pour une vie autodéterminée de ne pas suivre
aveuglément ses sentiments et ses désirs (Spinoza, 2010), mais de les refléter de manière critique. Nous
plaidons donc pour que les jeunes apprennent au plus tard dans le contexte de l’orientation éducative et
professionnelle offensivement de faire face à leur besoin de reconnaissance sociale de l'autre. Suivre sa
propre voie et être en mesure de s’orienter soi-même sans recourir aux (pré-)jugés d'autrui, devrait être
un élément central du développement de l'identité personnelle.
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Influence des conditions de travail, de l’adaptabilité de carrière sur le bien-être général
et professionnelle
Jérôme ROSSIER
Langue : Français
De nombreuses recherches ont évalué l’impact des conditions de travail, en termes de sécurité de
l’emploi et des conditions de travail (exigences professionnelles), sur le bien-être au travail. Le rôle d’une
ressource comme l’adaptabilité de carrière dans cette association n’a pas encore fait l’objet
d’investigation spécifique. L’objectif de cette recherche est donc de modéliser la relation entre le contexte
professionnel et le bien-être général et professionnel en tenant compte de cette ressource personnelle.
Un échantillon représentatif de la population active Suisse (N = 1,895, Age : Moy = 42.01, ET = 8.61) a
répondu à différentes questions évaluant la sécurité de l’emploi, à une échelle d’évaluation des conditions
de travail (JCQ), d’adaptabilité de carrière (CAAS), de stress professionnel (GWSS), de satisfaction
professionnelle, de bien-être subjectif (SWLS), et de santé générale (GHQ).
Les résultats suggèrent que l’adaptabilité de carrière a un impact sur le bien-être général et sur le bienêtre au travail. Comparé au bien-être général, le bien-être au travail est évidemment davantage influencé
par les conditions de travail et la sécurité de l’emploi. De plus, l’adaptabilité de carrière semble avoir un
effet médiateur partiel sur le lien entre les conditions de travail et le bien-être professionnel. Cette étude
confirme l’intérêt d’étudier l’impact d’un concept psychosocial comme l’adaptabilité dans la relation entre
contexte professionnel et bien-être au travail.
Contribution de la pédagogie de l’information à une conception éducative de
l’Orientation: Le savoir s'informer, un enjeu crucial pour la formation des citoyens en
devenir.
Alain RUFINO
Ammar BENRHOUMA
Langue : Français
En démocratie, le rôle du système éducatif est de préparer les citoyens de demain en leur fournissant,
de manière équitable les compétences nécessaires à leur participation effective à la vie sociale,
économique et politique. Dans ce cadre, l'objectif des approches éducatives en orientation est de doter
chaque élève d’un portefeuille de compétences adéquat pour le rendre capable de devenir acteur du
système en gérant de manière progressivement autonome un véritable projet d’insertion socio
professionnelle. Parmi ces compétences, le savoir s’informer est crucial pour un exercice conscient
d’une citoyenneté effective ; or les nombreuses observations de terrain montrent qu’il ne fait pas l’objet
d’un apprentissage scolaire systématique, au risque de devenir handicapant pour l’avenir.
Que recouvre la notion de savoir s’informer pour un citoyen ?
Quels sont les principaux risques d’une société qui a négligé l’éducation au savoir s’informer des
citoyens?
Peut-on éduquer les futurs citoyens au savoir s’informer au collège et au lycée?
La manière plus ou moins éducative (formatrice) dont l’institution prend en compte cette dimension peut
être décisive sur la construction progressive d’une identité citoyenne par des collégiens et lycéens qui ont
besoin de se sentir compétents pour s’engager dans une vie de citoyens actifs.
Pour la recherche en orientation, la question centrale devenait : Comment contribuer aux approches
d’éducatives à la citoyenneté en développant le savoir s’informer pour son orientation chez les
élèves?
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La problématique initiale était de comprendre pourquoi les enquêtes menées sur ce sujet montrent que
les élèves se sentent généralement mal (in)formés ; et qu’en conséquence, ils s’estiment souvent pas
assez compétents pour être acteurs de leur orientation, la subissent, quitte à la critiquer ensuite ( j’ai été
mal informé, mal orienté)
Ainsi, le thème de la pédagogie de l’information pour l’orientation est devenu l’ancrage heuristique
d’une recherche militante.
- Un premier axe de recherche était consacré au thème des représentations mentales et de leurs
rapports avec le savoir s’informer : comment elles se construisent, comment elles se transforment à
plus ou moins long terme sous l’effet d’un processus d’information.
- Un second axe abordait la modélisation des processus cognitifs à l’œuvre dans une tâche d’auto
information sur documents (fiches métiers), avec deux sous thèmes importants : a) la lisibilité des textes
proposés aux élèves, b) la gestion cognitive du processus d’auto-information par les élèves.
- L’étape de synthèse intégrait l’ensemble des résultats précédents à la recherche d’une vision globale
cohérente, en faisant appel à l’ergonomie cognitive de l’information dans une approche systémique ;
intégrant à partir des années 1990, la modélisation de l’interaction cognitive du processus d’autoinformation en ligne.
On y a constaté, notamment, que la réussite du processus d’information sur support hypertexte requiert
chez
l’usager
des
compétences
d’auteur
d’un
texte
ad
hoc.
La dernière recherche montre que les compétences du savoir s’informer sont éducables, que les élèves
qui en ont bénéficié ont pris confiance dans leur capacité à s’auto-informer et acceptent le pari de
devenir progressivement acteurs de leur projet d’orientation, ce qui semble de bonne augure pour de
futurs citoyens.
Pour conclure, les compétences du savoir s’informer sont essentielles dans la formation de citoyens en
devenir. Si elles ne font pas l’objet d’un apprentissage systématique dès l’école, elles risquent de
devenir socialement discriminantes et d’induire chez ceux qui n’ont pu en bénéficier, un sentiment
d’incompétence et une démotivation à l’égard des postures citoyennes.
Contemporanéité, jeunesse et engagement social: l'orientation comme une pratique
de résistance
Luciana ALBANESE VALORE
Langue : Français
L'analyse de la scène contemporaine semble ne laisser aucun doute: la logique du marché, de plus en
plus déterminante dans le monde du travail, a également entraîné des changements dans les relations
sociales, instituant de nouveaux modes de « vivre ensemble » et d'autres formes de subjectivité qui
contribuent à la dissolution générale des identités, des liens et des traditions. La prérogative de guider «
le bon homme à la bonne place » n’a plus de soutien en ces temps d’incertitude pour l’humanité. Et si la
construction d’un soi e d’un projet de vie à long terme représente une impasse à l'orientation, la
considération du bien commun dans une telle perspective devient un défi encore plus grand. Préoccupée
par ces questions, nous avons effectué cette recherche avec 114 lycéens d’établissements public et
privés qui participent à un dispositif d'orientation composé de 8 réunions de groupe à l'Université
Fédérale du Paraná (Brésil). Nous avons appliqué un questionnaire dans le but d'étudier leurs projets de
vie et les contributions qu'ils imaginaient apporter à la société brésilienne en tant que
professionnels. Considérant la «modernité liquide» dans lequel nous vivons, on a formulé l'hypothèse que
ce projet, s'il existait, serait essentiellement individualiste: un futur métier - loin d'être assumé dans sa
relation avec la communauté, serait perçu comme une marchandise. L'analyse des données - référencée
dans l'Analyse Institutionnelle des Discours – a cependant apporté quelques surprises. Parmi elles, le fait
que la plupart des jeunes ont assumé des plans à long terme qui, malgré les moules individualistes et
consumériste,
ont
également
pris
en
compte
des
aspirations fondées
sur
des
valeurs traditionnelles (fonder une famille, obtenir un emploi durable, se réaliser personnellement en
exerçant un métier apprécié). Une certaine résistance aux discours guidés par la logique du marché peut
également être perçue concernant les contributions sociales de leur future profession. Bien que cette
question ait été reconnue comme la plus difficile, les réponses ont montré quatre types de contributions.
Parmi ceux-ci, les actions humanitaires, soutenues par des valeurs telles que l'altruisme et de la
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solidarité, sont apparues dans 45% des réponses. Au cours de l’accompagnement en orientation, le
questionnaire a servi de support, ce qui a entraîné des discussions très productives sur la relation
profession-société et le rôle joué par chacun dans la construction de cette relation. On a observé,
alors, une plus grande capacité chez les participants à cerner les contributions sociales concrètes de la
pratique professionnelle, qui articulaient le point de vue humanitaire - indiqué au début du processus de
façon générique – avec un savoir plus spécifique qui serait obtenu dans leur profession. Ces résultats
démontrent que l'orientation peut être conçue comme une pratique de résistance aux discours institués,
agissant en faveur du bien commun et de la construction despositions subjectives où la tolérance vis-àvis des différences, la coopération et la solidarité puissent prévaloir. Donc, il est nécessaire de progresser
sur la définition d'une carrière - dans laquelle, pour assurer "sauver sa peau", le sujet s’adapte seulement
aux impératifs du marché - et promouvoir la discussion et l'appropriation de la notion de carrière dans sa
dimension d'engagement social. La présente communication vise à contribuer à cette réflexion:
redimensionner l'orientation contemporaine comme un exercice de préoccupation de soi qui, toutefois, ne
dispense pas s'occuper des autres.
Incertitude positive : une utilisation auprès des élèves de première générale et
technologique
Marie-Hélène GROS
Christel MACHADO
Langue : Français
En psychologie de l'orientation, la décision est « le processus par lequel le sujet retient une option parmi
plusieurs préalablement sélectionnées » (Guichard & Huteau, 2006). La décision comprend l’acte de
choisir et le fait de commencer à conduire un plan d’action entre plusieurs possibles. Ainsi, décider, c’est
trancher entre plusieurs possibles. La plupart des psychologues insistent sur le fait qu’en tranchant, la
personne mette ainsi fin à la tension existante avant la prise de décision.
Antonyme négatif de la décision, l’indécision est alors définie par « l’incapacité d’une personne à choisir
ou à s’engager dans un cours d’action particulier quand on lui demande de le faire ou quand, l’ayant
sélectionné, elle éprouve un sentiment d’incertitude à propos du but visé » (Dosnon, 1996). L'incertitude
persiste, pour certains, même après que l'option ait été sélectionnée.
L'imprécision du concept d'indécision a donné lieu à des fluctuations dans les caractéristiques étudiées
permettant, on l'espérait, de distinguer sujets décidés et indécis. Une première clarification théorique a
été effectuée par Tyler (1961) qui a suggéré de différencier l'indécision développementale (en lien avec
les conceptions développementales de Erikson ou de Super), qui traduirait un état d'immaturité de
l'adolescent précédant l'entrée dans le processus de décision et l'indécision fondamentale, ne
disparaissant pas avec l'âge, profonde, chronique et généralisée à l'ensemble des activités. Cette
différenciation en a amené d'autres : on est passé de l'analyse des formes d'indécision aux facteurs
potentiels de l'indécision, catégorisés notamment par Dosnon (1996). Les recherches se sont aussi
intéressées aux liens entre anxiété, maturité vocationnelle et indécision.
Le rôle du CO-P doit être d'aider les consultants à réaliser un choix scolaire et professionnel adéquats. Il
semble donc cohérent de considérer la réduction de l'indécision comme un indicateur de l'efficacité de
l'intervention (Massoudi, Masdonati & Rossier, 2006). D'autres exemples d'intervention du conseiller
concernent la gestion de l'anxiété (Mendoca & Siess, 1976), le travail sur les cognitions biaisées
(Mitchell & Krumboltz, 1987). Les approches actuelles mettent l'accent sur la nécessité d'arriver à
proposer des interventions différenciées en fonction des difficultés rencontrées par les individus.
Mais une question pertinente et impertinente se pose au conseiller d'orientation psychologue : est-il grave
de ne pas décider ? On doit en effet moduler les propos négatifs face à l'indécision, car elle n'est peutêtre pas un état qui doit être évité, mais elle peut être la marque saine et constructive d'une activité
d'exploration tout à fait momentanée dans le processus global, exploration effectuée par des personnes
qui travaillent à leur décision avant de se déterminer. Le premier à avoir évoqué cet aspect positif de
l'incertitude est Gelatt (1989). Gelatt postule que la prise de décision est un processus humain non
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séquentiel, non systématique, non scientifique. La prise de décision est un processus d'arrangement et
de réarrangement de l'information qui s'appuie sur quatre principes paradoxaux.
L'atelier envisagé permettrait la présentation d'une échelle en cours de validation (en collaboration avec
l'Observatoire des politiques et des pratiques pour l'innovation en Orientation) sur la base des quatre
principes de Gelatt et de son utilisation, individuelle et dans le cadre d'échanges en groupes, auprès
d'élèves de première générale et technologique.
MOI-questionnaire sur le concept de soi
Wilfrid LAROCHELLE
Langue : Français
L’approche de L’Écuyer (1994) a été retenue pour notre outil Méthode d’orientation Individuelle (MOI)
édité en 2011 parce qu’elle tient compte d’un grand nombre de composantes du concept de soi, qu’elle
repose sur une recherche empirique québécoise récente et que nous avions développé avec succès en
1995, grâce à la collaboration de Marcel Lavallée et de Francine Audet, le Questionnaire sur le concept
de soi(QCS), publié par les Presses de l’Université du Québec.
MOI est un questionnaire en ligne s’adressant aux intervenants d’élèves de 10 à 13 ans.
L’outil permet d’accompagner l’élève dans le développement de son identité.
Pour le rapport s’adressant à l’élève, nous avons créé trois composantes et seize familles :
le “ moi scolaire ” réfère aux perceptions qu’a l’enfant de sa vie scolaire. Les énoncés portent sur l’attitude
du jeune à l’égard de l’école et de la réussite, sur la relation avec son professeur et avec ses pairs dans
le contexte de la classe, sur la perception de sa capacité d’apprentissage;
le “ moi personnel ” touche ses perceptions au sujet de son apparence et de sa condition physique ainsi que
ses caractéristiques affectives et ses relations avec les autres;
le “ moi avenir ” interroge le jeune sur sa capacité à se projeter dans l’avenir, son attitude devant l’avenir et
sa perception de l’avenir.
L’atelier présentera les meilleures stratégies pour l’animation en classe.
Le guide d’intervention sert à comprendre la réalité du jeune et à lui fournir au besoin les ressources
appropriées selon les résultats obtenus sous six thèmes : mon corps, ma personnalité, ma famille, mes
amis, ma vie scolaire et mon avenir.
L’atelier présentera l’analyse et l’interprétation d’un profil.
Evaluate the Career Guidance Counselling service in a FE College in the Mid West
from the Students, Teachers and Guidance Counsellors perspectives.
Tom GEARY
F. TYNAN-O'SULLIVAN
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Language: English
The aim of this Research was to Evaluate the Quality of the Career Guidance Counselling Service in a
Further Education Centre in the Mid-West from the perspectives of its Business Studies Students,
Teachers and Career Guidance Counsellors.
An Evaluation Framework: Context, Input, Execution, Impact (CIEI) was produced building on three other
Evaluation Frameworks to scaffold the mixed methods approach of Positivist and Interpretative research
paradigms. This pragmatic multi method helped to “explain more fully the richness and complexity of
human behaviour by studying it from more than one standpoint(Cohen et al, 2000 p.112, Tashakkori &
Creswell 2007) and is “effective for Evaluating Educational Interventions” (Connolly, 2009 p. 5).
The Research concluded that Students use the Career Guidance Counselling Service mainly for Career
Advice and Information but Personal and Social Guidance Counselling was not utilised by the vast
majority of students. The Department of Education needs to “maintain and strengthen the Guidance
Counsellors practice of counselling through additional supports and provide ongoing CPD.... to encourage
further dialogue, delivery, supports and training within Guidance provision” (McKenzie cited in Hayes &
Murray, 2011 p.4).
There needs to be an awareness campaign to increase the profile of the service using a mixed methods
approach (e.g. ICT, VLE, Posters). Staff need to be included in working groups to ensure they have a full
understanding of the Service and its importance to the College and the lives of the Students.
Widening the future. Guidance activities at primary school.
Giulio IANNIS
Language: English
The problem of Early School Leaving (ESL) is a complex issue with negative consequences for students
and families, especially for those who come from low socio-economic environments and vulnerable
groups. Because young people coming from immigrated families are often concentrated in the lower
socio-economic groups, their school drop-out rate is twice as high as the one amongst other young
people: 26,4% compared to 13,1% in 2009 (LFS, Eurostat, 2010).
Most negative factors of ESL are already present in primary school and they affecting pupils in their
choices and in their commitment of schooling and learning. Primary school should be a place where
pupils learn to know and to explore the world, as well as to develop their career and life dreams, also in
spite of the cultural and social backgrounds of their families.
Schools and teachers sometimes have not enough guidance skills and training resources to support all
pupils in the delicate process of expanding their “horizons" and of following their career wishes about
future.
“Widening the future” is an international project, supported by the European Programme Comenius and
leaded by the Education Department of the Province of Siena (Italy), aimed at collecting, evaluating and
sharing the best experiences and education resources within effective guidance interventions at primary
school in different European Countries.
This initiative intends to provide teachers with innovative guidance models and tools in order to carry out
activities aimed at preventing uneasiness and disorientation (the main causes of early school leaving),
also through a coherent and consistent use of modern ICT and multimedia resources.
Starting from some positive experiences already tested by the project consortium, the international
research group is going to develop a cooperative learning framework for improving the guidance skills of
teachers and for developing tools and resources in this specific field.
This paper will present the key elements of this work, promoting at the same a participatory reflection
within the guidance community on the priorities and needs of guidance intervention at primary school.
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Career Exploration as Poverty Reduction: A Social Justice Approach to Facilitating
Success in Youth and Their Families
Kathryn LEVINE
Language: English
This paper will describe the development and implementation of a career development program that
addresses the needs of society within the context of a structural framework.
Theoretical Background: Traditional models of career development that focused on matching skills with
occupational choices are currently viewed as amongst the least effective means by which to develop
career exploration capabilities of children and youth. Based on a western scientific model, our field has
always focused the vast majority of its professional energy on career development as an individual
undertaking (Butterwick and Benjamin, 2006). An innovation framework (identifying creative ideas for
long-standing problems) is applied to the development of a contemporary approach to career exploration
within a partnership context that involves children and families, K-12 education systems, post-secondary
institutions (university, colleges and technical schools) federal and provincial government departments,
and the private sector.
Purpose: The most dependable predictors of high school completion and moving on to post-secondary
education remain family income and parental educational attainment. The province of Manitoba currently
has the lowest educational attainment rates in Canada. This has resulted in the creation of a selfperpetuating context, particularly within non-mainstream families who have low educational attainment as
a function of social group memberships. In contrast to deficit-focused explanations that focus on the
perceived absence of individual and family motivation, skills, and abilities, alternative explanations
suggest that there is a disconnect between educational achievement and how this may translate into
meaningful career paths. Parents do not have the necessary information or experiences that could
support them in facilitating the career development of their children. Furthermore, there is a recognized
deterioration in the current state of “community”, and how the current educational and employment
systems are not producing good citizens. This paper describes the development, implementation, and
initial outcomes of an alternative career development program that was designed to address these
issues.
Research Design: Given the inadequacies of traditional career development theory and programming,
particularly as they apply to non-mainstream populations, the Career Trek program began as a practice
response to the above questions. Career Trek began from a “what if” perspective:
What if children’s and family’s perspectives on the relevance of education to their personal talents,
dreams, and abilities could be shifted?
What if a career exploration program could be introduced at a much younger age?
What if a program focused on parental involvement?
What if high school students could actually select their courses based on knowledge?
What if students could attend post-secondary education clearly knowing what career path they
wanted to follow?
What if a career exploration program be utilized as a mechanism to produce good citizens?
Methodology: Evaluation data from the program has focused on three key questions. Was the program
designed and implemented in a manner that met the needs of non-mainstream groups? Did participation
in the program lead to benefits for children, youth and their families in regards to increased knowledge
and application of career development skills? What are the long term outcomes of program participation?
Evaluation process utilized both quantitative and qualitative methods. These include observation of
program participants, individual and group consultations pre- and post- program, annual consultations
with classroom educators, funders, and parents and four evaluations throughout the program year, in
addition to one longitudinal outcome study.
Results: Evaluation results from the program include increased academic engagement, increased
knowledge of post secondary options, and increased postsecondary participation, increased cultural
awareness and competence and increased parental action on their own personal career path.
Conclusions: Early intervention career exploration is an effective means of encouraging greater
academic engagement and post secondary participation in non-mainstream children and youth. Further,
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that demand for such programming is extremely high, especially from among parents (who realize the
value of such programming based on their own negative career experiences), schools (which struggle
mightily to meet the needs of their students) and employers (who struggle with skilled labour shortages).
Implications: Career Trek has used the results of the evaluation to address several areas of delivery of
the program. First, there needs to be even greater efforts directed toward parent and community
involvement. Secondly, because career development is a developmental process – programming needs
to reflect these developmental stages and scaffold throughout the elementary, middle and senior years.
Third, that much of the current career support that is provided for young people is inadequate, both in
terms of level of support (too little) and type (abstract information). Finally, that there is enormous social
appetite for programming that allows its citizens the opportunity to experience their future career
possibilities.
Balancing individuality and social justice in school counsellors' work
Nissilä PIA
Language: English
Question of how to support students towards becoming unique individuals who also respect individualities
of others is seen important from the viewpoint of theoretical approaches emphasising social justice, social
equality, diversity-sensitivity and multiculturalism.
The aim of the presentation is to give two detailed pictures of experience-based and lived definitions of
how to approach question of balancing individuality and social responsibility in school counsellor’s work.
How do school counsellors as individuals define their work from this standpoint and why? How can ideas
of significant work be implemented into practice? How to take into consideration communities of practice
in schools and the socio-economic situation of the municipality?
The presentation is based on the qualitative study consisted of in-depth interviews of two Finnish school
counsellors who had at least 10 years of experience at comprehensive schools. One of them defined her
work within the existentialist framework and another from the perspective of social justice and special
education. These experience-based and lived definitions can be understood within the scope of more
international context as examples of existentialist and special education approaches to school
counselling.
Guidance systems integration: case analysis
Elena FERNÁNDEZ REY
Ana I. COUCE SANTALLA
Lengua: Español
The convergence of strategies for building intersectorial national or regional guidance systems that meet
the criteria of equity, efficiency and quality (Council of Europe, 2004) represents the cornerstone of the
GIANT (Guidance: Innovative Actions and New Tools) Project.
This project focuses on strengthening guidance systems through cooperation among educational, training
and employment systems and its adaptation to the needs of young people less than 25 years, among
which the transitions to the employment stand out.
From the identification of good practices and the exchange of methodologies and tools among
practitioners of various systems, methodological itineraries were made in order to use an adequate
application of the guidance tools.
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In this paper, a case analysis is presented, "Sustainability of the transitions in the workplace" that aims to
provide information, channels, tools and techniques that are useful to explore the labor market and gain
access to it from a proactive and professional development approach.
The recipients of the experience are secondary school students; young people completing vocational
training and users of employment centers or centers for employment, guidance and training for people
less than 25 years old in phase of insertion or reinsertion.
SESSIONS
15:15 - 16:45
Internet-enabled work: what does it mean for individual careers
Sally-Anne BARNES
Language: English
The development of the Internet has led to new forms of Internet-enabled exchanges, such as the
outsourcing work online or crowdsourcing. Crowdsourcing is a dynamic and growing activity. It
defines the outsourcing of work to a large group through an open call made possible through
advances in technology and individual access to personal computers and the internet. Work on
offer may range from so called micro tasks to more complex and better paid tasks. Individuals
engaged in this form of employment do so for a variety of personal reasons, such as needing to
earn extra money or that it enables flexible working. However, the literature highlights deficiencies
in our understanding of how engaging in this form of employment impacts and influences an
individual's career, skills development and progression.
The aim of this presentation is to explore recent case study research on these internet-enabled
exchanges and their potential impact on the employability and adaptability of individuals, i.e. their process
of gaining, sustaining and progressing in employment. It will address the following questions: how do
internet-enabled models based on exchange of labour impact on individuals ability to find employment
and become inclusive members of society?; and what are the opportunities and challenges that these
practices present for employment and employability? As a growing form of employment, there are also
important questions around what role career guidance can play in ensuring individuals engaged in this
form of internet enabled employment gain in terms of improving their employability and career
adaptability. Overall, the research highlights how crowdsourcing may be regarded as enabling support
factors that can assist both individuals and employers by facilitating the connection of labour supply and
demand.
Extending Career Guidance Through Online Delivery - Learning from practice in
Canada
Tannis GODDARD
Language: English
This practice workshop will explore the use of online delivery as an interactive community-based career
guidance intervention.
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As individuals seek career support across their life-span, many questions are emerging about how to
effectively ensure that services and interventions are available to reach clients across cultures, geography
and with varying personal needs to support them in their life-designing process. Thoughtful use of
interactive web spaces can enable practitioners and Clients to leverage the power of a modern
technology as a space for delivering career guidance and employment services.
This presentation will describe how online interventions are being utilized within the delivery of public
employment services in British Columbia, Canada. With 10 years’ experience designing and delivering
online services along-side face-to-face services, the Presenter will describe conditions that support the
integration of online delivery and how this service can extend reach and possibilities for greater access
and participation in career guidance.
Building from themes identified in Transformational Technology Working Group’s Symposium 2009 follow
up
paper
presented
at
the
2011
Symposium
in
Budapest
http://eletpalyafolyoirat.munka.hu/c/document_library/get_file?uuid=ee571dcc-d729-499e-97f407e15885981f&groupId=10418, this workshop will consider the following practice considerations:
 What key pedagogical design components are most helpful to users of distance career
interventions? Are there any significant usefulness differences between demographics or other
Client characteristics?
 What types of organizations display readiness to adopt this type of service delivery model? Are
there commonalities about vision, culture or values that enable organizations to more
successfully and effectively adopt this delivery model? Are there indicators that identify where or
when online distance delivery poses challenges for organizations?
 What characteristics indicate that a practitioner is ready and well suited for online career
intervention delivery? What skills are essential to effectively practice using an online
methodology?
 What Client user characteristics suggest that online distance delivery may be an effective
approach and alternatively that it may not be an optimal method. Are there significant differences
from users in rural versus urban contexts?
WORKSHOP: exploring careers within guidance counselling
Giulio IANNIS
John KELLY
Language: English
This Workshop will present an innovative career guidance software, based on the modern methodologies
of guidance for exploring career choices in a dynamic contexts.
This tool is named “Adult Directions” and it is provided by CASCAiD (UK). The software offers careers
information, advice and guidance.
It is a careers matching program which incorporates interests, skills, occupational level and health factors.
It has been refined over 20 years and has been adapted for use in a number of other countries. In
particular in 2006 the Italian version (“S.OR.PRENDO”) was created as a careers matching tool for use by
career counsellors with students and adult clients. At the moment, thanks also to the contribution of
Centro Studi Pluriversum, the new Italian on line version is available and it contains detailed information
on 438 careers and links to further sources of information. This new phase of the development and the
dissemination at national level includes also a training pathway for guidance practitioners and school
teachers, aimed at improving career guidance skills.
The Workshop will also show how this software can support guidance internventions in different contexts,
such as school, career guidance centers, employment offices.
CASCAiD is an established careers software development company that is a wholly owned subsidiary of
Loughborough University. It is the market leader for supplying careers software within the UK. The
company possesses a portfolio of products to meet the careers guidance needs of all ages. The company
has an established and highly successful record of providing bespoke web software applications
internationally both for, or on behalf of, national or local government organisations in Scotland, Northern
Ireland, Republic of Ireland, Belgium, Slovenia, Croatia, Denmark, Sweden, Canada and the US.
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Centro Studi Pluriversum is an Italian consulting company specialized in the field of vocational guidance.
Conseil en orientation et "sens de la vie": de nouvelles perspectives pour la recherche
et les applications
Jean-Luc BERNAUD
Langue : Français
S’orienter dans le monde d’aujourd’hui nécessite de poser la question fondamentale du sens que l’on
compte donner à sa vie. Si ce sujet était peu traité dans la recherche, son intérêt est actuellement affirmé
suite au développement de nouveaux courants autour du « life designing » et de la psychologie positive.
Cette communication présente un panorama des différentes composantes (philosophiques, théoriques et
empiriques en psychologie) sur le sens de la vie dans le but de démontrer l’utilité et l’unité du concept
pour l’orientation professionnelle. Enfin, les défis pour la rec Travailler sur ses pratiques » une démarche
nécessaire pour la formation continue des conseillers
Alain LEBEAU - Raymonde DEFRENNE
Depuis de nombreuses années Trouver/Créer approfondit les approches éducatives et paradoxales de
l’orientation. Dans ces approches,
 l’expérience, dans la mesure où elle est traitée et intégrée, constitue le « matériel » qui permet de
se développer et de s’orienter tout au long de la vie.
 les paradoxes auxquels confronte l’acte de s’orienter ne peuvent ni ne doivent être ignorer mais
obligent à être créatifs pour trouver un chemin.
Ce que nous proposons, nous conseillers, c’est de nous appliquer à nous même, dans notre propre
développement professionnel, ce que nous mettons en œuvre auprès des jeunes, des étudiants ou des
adultes : travailler sur nos expériences de praticiens, sur les paradoxes rencontrés dans nos pratiques
pour devenir des « praticiens réflexifs » qui mettent en place des instruments qui permettent
d’approfondir le sens de nos actions et d’évoluer tout au long de notre vie professionnelle.
Travailler sur ses pratiques sous la forme d’un atelier de pratiques :
- c’est aller au-delà de ses impressions premières et des feed back renvoyés par
l’environnement,
- c’est prendre le temps de décomposer, d’analyser et de comprendre,
- c’est oser s’enrichir du regard et de l’expérience d’autres praticiens,
- c’est délibérer avec d’autres professionnels pour mieux agir dans les situations complexes et
incertaines qui jalonnent l’activité du conseiller,
- c’est inventer ensemble de nouvelles manières de vivre les paradoxes de l’accompagnement.
Il s’agit là d’un travail délicat, qui doit se dérouler dans une atmosphère de total respect pour permettre
les échanges et qui nécessite donc une méthodologie précise et appropriée et la médiation d’un
formateur porteur de méthodologie et de concepts qui en structurant le travail permet de trouver
ensemble de nouvelles manières d’agir.
Nous vous proposons dans cet atelier de vous faire part de notre expérience d’animation avec des
groupes de conseillers « d’ateliers de pratiques » et des concepts et méthodes sur lesquels nous nous
appuyons pour le faire.
Cadres Théoriques :
Le praticien réflexif.
Les sciences de la complexité.
Les approches expérientielles et paradoxales du conseil
herche et les applications en matière de conseil en orientation sont ensuite abordés afin de développer
chez les individus leur capacité à donner du sens à leur existence.
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« Travailler sur ses pratiques » une démarche nécessaire pour la formation continue
des conseillers
Alain LEBEAU
Raymonde DEFRENNE
Langue : Français
Depuis de nombreuses années Trouver/Créer approfondit les approches éducatives et paradoxales de
l’orientation. Dans ces approches,
 l’expérience, dans la mesure où elle est traitée et intégrée, constitue le « matériel » qui permet de
se développer et de s’orienter tout au long de la vie.
 les paradoxes auxquels confronte l’acte de s’orienter ne peuvent ni ne doivent être ignorer mais
obligent à être créatifs pour trouver un chemin.
Ce que nous proposons, nous conseillers, c’est de nous appliquer à nous même, dans notre propre
développement professionnel, ce que nous mettons en œuvre auprès des jeunes, des étudiants ou des
adultes : travailler sur nos expériences de praticiens, sur les paradoxes rencontrés dans nos pratiques
pour devenir des « praticiens réflexifs » qui mettent en place des instruments qui permettent
d’approfondir le sens de nos actions et d’évoluer tout au long de notre vie professionnelle.
Travailler sur ses pratiques sous la forme d’un atelier de pratiques :
- c’est aller au-delà de ses impressions premières et des feed back renvoyés par
l’environnement,
- c’est prendre le temps de décomposer, d’analyser et de comprendre,
- c’est oser s’enrichir du regard et de l’expérience d’autres praticiens,
- c’est délibérer avec d’autres professionnels pour mieux agir dans les situations complexes et
incertaines qui jalonnent l’activité du conseiller,
- c’est inventer ensemble de nouvelles manières de vivre les paradoxes de l’accompagnement.
Il s’agit là d’un travail délicat, qui doit se dérouler dans une atmosphère de total respect pour permettre
les échanges et qui nécessite donc une méthodologie précise et appropriée et la médiation d’un
formateur porteur de méthodologie et de concepts qui en structurant le travail permet de trouver
ensemble de nouvelles manières d’agir.
Nous vous proposons dans cet atelier de vous faire part de notre expérience d’animation avec des
groupes de conseillers « d’ateliers de pratiques » et des concepts et méthodes sur lesquels nous nous
appuyons pour le faire.
Cadres Théoriques :
Le praticien réflexif.
Les sciences de la complexité.
Les approches expérientielles et paradoxales du conseil
Étude évaluative de neuf projets basé sur une approche intégrative et
contextualisante en employabilité
Guylaine MICHAUD
Langue : Français
Les problèmes liés à l’insertion sociale et professionnelle sont de plus en plus conçus comme les
résultats d’une interrelation complexe entre des facteurs biologique, psychologiques et sociologique.
Dans cette perspective systémique, de nouvelles approches en orientation et développement de carrière
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insistent sur l’importance de tenir compte des contextes de vie des personnes qui rencontrent des
difficultés majeures d’insertion. Les modèles d’intervention mis en place se veulent contextuels et
intégratifs notamment en considérant l’imprévisibilité, la complexité, l’incertitude et le chaos. Peu de
recherches scientifiques documentent les programmes et interventions qui tiennent compte des contextes
des adultes vers la mise en mouvement sociale et professionnelle. Quelques recherches documentent
l’importance de la durée des interventions qui touchent différentes sphères de vie de personnes dites
éloignées du marché du travail et le développement de leurs compétences en orientation
Dans le cadre de cette étude, 9 programmes d’intervention contextualisés et intégratif d’une durée d’une
année et demie ont été crée afin d’accompagner vers la réinsertion sociale et professionnelle des
personnes ayant de nombreuses caractéristiques d’éloignement du marché du travail. Ces programmes
étaient répartis sur 9 sites dans cinq régions administratives du Québec au Canada sous la coordination
du regroupement québécois des organismes en développement de l’employabilité.
Ces programmes ont fait l’objet d’une étude évaluative d’envergure financée déposé par le ministère de
l’Emploi et de la Solidarité sociale au Fonds d’initiative d’innovation pancanadienne du gouvernement
fédéral du Canada. Le devis de l’étude est mixte quantitatif et qualitatif élaboré dans une perspective
formative d’amélioration des pratiques. La méthode d’évaluation de programme s’inspire de Chen (2005)
et de Yin (2010) pour la technique d’analyse « explanation building » qui vise, à partir de plusieurs
études de cas, à construire des explications générales qui peuvent s’appliquer pour chaque cas, même
si ceux-ci sont distincts.
Notre devis de recherche mixte est divisé en quatre parties : la première est descriptive, la deuxième est
centrée sur l’évaluation de processus, la troisième sur l’évaluation des effets et la quatrième sur la
synthèse des résultats. Ce devis a permis de recueillir des données d’une grande richesse auprès de
divers acteurs ayant participé au projet, soit des personnes : participantes, intervenantes et acteurs clé
de la communauté. Sur une période de presque 2 ans (21 mois) 208 entrevues ont été réalisées, 358
questionnaires ont été remplis et 35 journées d’observation directes ont sur les 9 sites ont été faites. Afin
de documenter la programmation réelle, des journaux de bord des personnes intervenantes de tous les
sites ont été recueillis de la période de recrutement à la fin du projet. Ainsi, nous avons évalué des effets
intermédiaires sur des variables psychosociales soit l’estime de soi, le sentiment d’efficacité personnelle,
la détresse psychologique, le soutien social et la motivation et des effets ultimes sur la situation de la
personne. Les effets ultimes évalués de la recherche sont séparés en trois grandes catégories. La
première catégorie comporte les indicateurs économiques soit l’occupation principale, le type d’emploi, le
statut d’emploi, le nombre d’heures travaillées par semaine, le salaire, la perception de la situation
économique et des conditions de vie en général. La deuxième catégorie comprend les indicateurs relatifs
à la mise en mouvement soit la motivation à se mettre en action, l’estime de soi, la confiance en soi, la
santé mentale, la santé physique et la fréquence où l’abandon a été envisagé durant les projets. La
troisième catégorie englobe les effets pré et post participation (un an avant et un an après) sur la
présence à l’aide sociale et la participation à des mesures à partir des données fournit par le MESS.
Nous avons aussi évalué les conditions de la performance à partir de la triangulation des données
qualitatives recueillies tout au long de la recherche et par la description des caractéristiques des
intervenantes, des intervenants et de la clientèle des organismes.
Les résultats de l’efficacité des projets à mettre en mouvement vers la réinsertion sociale et
professionnelle seront présentés. Six logiques d’intervention identifiée qui favorisent la mise en
mouvement vers l’insertion sociale et professionnelle feront l’objet d’une présentation approfondie. De
plus, un processus de réinsertion sociale et professionnelle des personnes dites éloignées du marché du
travail, documenté à partir des résultats de cette étude, sera dévoilé.
Prévention du décrochage dans la formation professionnelle
Jean-Jacques RUPPERT
Andreas FREY
Langue : Français
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Le taux de décrochage élevé dans la formation professionnelle en Europe a récemment déclenché une
vague de diverses mesures. Si beaucoup d'entre elles se concentrent sur le soutien individuel au jeune
une fois que le décrochage a eu lieu, quelques pays comme l'Irlande, le Danemark et la Suisse se sont
intéressés à la détection précoce du risque de décrochage et à la prévention proactive du décrochage.
Des taux de décrochage inférieurs à 10% dans ces pays montrent que la formation continue des
personnels de la formation professionnelle et du conseil en orientation apporte des bénéfices réels,
favorisant les compétences de diagnostic et de conseil de ces professionnels. Ces personnels peuvent
alors fournir des conseils plus compétents à des jeunes lors de moments critiques, comme lors de la
transition de l'école à la formation professionnelle, pendant cette formation, et également lors de la
transition de la formation professionnelle à l'emploi.
Un projet financé par l'UE (PraeLAB: Qualification des personnels de formation professionnelle pour
l'identification et l'orientation des apprentis présentant un risque élevé de décrochage) a servi de base
pour le développement d'un programme de formation pour les professionnels de l'orientation et de la
formation professionnelle. Ce programme s’est focalisé sur ??les compétences nécessaires à
l'identification précoce et au conseil à donner aux jeunes présentant un risque élevé de décrochage. Un
certain nombre d'approches holistiques de diagnostic et de conseil ont été étudiées et un outil de
diagnostic en ligne pour l'identification des risques de décrochage a été mis à l’épreuve.
En outre, nous évoquerons un certain nombre de compétences transférables qui devraient être incluses
dans les programmes de formation des futurs personnels de la formation professionnelle et du conseil.
Ces compétences ont été identifiées dans une enquête qui a étudié le risque de décrochage de 1.500
apprentis en Suisse et en Allemagne.
Enfin, l’utilisation éventuelle future et l’adaptation du questionnaire en ligne seront examinées et de
nouvelles pistes signalées.
How to support university students working life orientation by particular courses in
curriculum?
Leena PENTTINEN
Terhi SKANIAKOS - Marjatta LAIRIO
Language: English
Theoretical background: The paper reports an empirical study of students’ experiences of particular
courses for career guidance in two Finnish universities. The theoretical framework of the study was based
on the model of pedagogical working life horizon in higher education (Penttinen, Skaniakos & Lairio
2013). The empirical research aims to test the model in practice. The model applies the concept of
horizons for action (Hodkinson and Sparkes1997) to the discussion about the influence of social factors
on career decisions in career guidance, curriculum and other contexts in higher education. In addition, the
model pays attention to students’ future career concerns as the basis for construction of working life
orientation. Savickas (2005) suggests that meaningful career planning is based on positive answers to
these kinds of fundamental career questions. An adequate working life orientation can assist students in
constructing a meaningful life in the years ahead. According to Horn (2009), the aim is to develop
students’ understanding of the significance of their prospective career, which in turn requires the creation
of a personal career conception, and the acquisition of skills, knowledge, and experiences that will
correspond to the individual’s expectations and the labor market.
Purpose: The study aims to examine students’ experiences of particular working life orientation courses.
The research questions were: 1) How much career concern have students had during their studies? 2)
How much have particular courses fostered students’ individual working life orientation? 3) How much
have other study and working life contexts enabled the reflection of working life orientation?
Methods: A quantitative method was used to obtain comparable data on features of different courses. The
data were gathered by a web-based questionnaire on three different kinds of career courses. The
questionnaire was designed on the basis of the model of pedagogical working life horizon in higher
education. The questionnaire consisted of multiple-choice Likert scale questions about career concerns
and students’ experiences of the impact of the course on their working life orientation. In addition, there
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were multiple choice questions about the meaning of other study contexts and work experience. The data
were analyzed by using descriptive statistics. Some chi square tests were done for group comparisons.
Results: First, the results show that students have quite a lot of career concerns. Secondly, particular
courses have supported their working life orientation: students’ personal working life relationship,
reflection of working life skills as well as knowledge of the labor market. Finally, the other contexts also
contribute to the construction of working life orientation. Some individual variation between students was
found.
Conclusions: Students can benefit from this kind of course, which can reinforce students’ plans for a
personally meaningful career, skills identification and employability. However, more empirical research is
needed to test the model of pedagogical working life horizon in practice.
Programme for preventing the drop outs of Vocational Education
Juhani PIRTTINIEMI
Matti MAKELA
Language: English
The improvement of vocational education completion is included in the Quarantee of Employment for
Young People in the Government Programme (2011-2015). The purpose of the programme is to reduce
dropouts and support students so they are able to complete their studies on schedule. The programme is
also designed to develop national monitoring. The monitoring includes all the education providers (80%
VET students) that participate in the initiative.
In 2011 the drop-out rate was about 10% in VET per a year. The number of study interruptions varies
between 4.6-24.6 in various field of VET. The interruptions are most frequent during the first half year of
studies.
The projects have developed new practices for the execution of flexible and individual education tracks,
early intervention, activation of student leisure time, group counselling, transition point co-operation,
regional co-operation. The target of development has been alternatively on students, teachers, the overall
activities of an educational institution or on regional co-operation. (The Case of City of Turku).
The guideline of these projects could be expressed as: “Nobody should be left on their own – all young
people should be taken care of.”
Career Guidance in Professional Bachelor Education in University Colleges in
Denmark
Carla Tønder JESSING
Language: English
Background
This study is conducted in the seven university colleges in Denmark from April to Decem-ber 2012.
The aims of the study were:
•
To give a description of understandings of career guidance and of goals and strategies for career
guidance in university colleges
•
To describe and analyze the organization models for career guidance services in university
colleges
•
To give recommendations for organization and content of career guidance in uni-versity colleges
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The study is a qualitative study based on studies of university colleges’ web sites (infor-mation about
guidance services), study of available strategy papers on guidance, and semi-structured focus group
interviews.
The background for the study are several factors, among these: The relatively low level of
professionalization of career guidance staff in university colleges in Denmark; national and international
focus on professionalization of career guidance and on development of career management skills (policy
papers from EU, OECD, ELGPN etc.); and at present an increasing number of unemployed professional
bachelors (nurses, teachers, social work-ers, preschool teachers (‘pedagogs’) etc.) in Denmark due to the
financial and depth crisis.
Research design and survey methods
We have employed the following survey methods in the project:
Initial study of the websites of the UCs in relation to guidance services. These studies have
formed the basis for some of the questions used in the interview guide as well as provided the information
to select and contact guidance counsellors for the focus-group interviews.
Collecting and reading of the strategy descriptions of the UCs in relation to (career) guidance,
where this information has been available.
Semi-structured focus groups with guidance counsellors from the seven UCs. The guidance
counsellors were selected following a search on UC websites in such a way that all subject areas in the
UCs are represented. Between 1 and 4 guidance counsellors have participated from each UC. All
interviews were sound recorded and subsequently transcribed.
Analysis of the collected empirical data/data material: thematic analysis, partly in relation to the
survey questions, and partly in relation to emerging themes, positions and dilemmas in the empirical
material.
In connection with the project, a network day was held for educational and career guid-ance counsellors
in continuing education in the UCs; a workshop for guidance counsellors working in continuing education
was also held at the Conference for Guidance counsellors in Higher Education Annual 2012.
Findings
The presentation will focus on the findings of the study, including the three main organization models for
career guidance services in university colleges; dilemmas and important career guidance thematics seen
from the practitioners’ point of view – among these views on career guidance as a function or a
profession; and conclusions of the study leading to recommendations.
Through this study, several different and general positions in the perceptions of the guid-ance task have
appeared. The positions will be outlined.
It is consistent in the interviews that guidance counsellors embrace their role and/or pro-fession with no
small amount of professional and emotional engagement, with reflective and reasoned positions in
relation to perceptions of the guidance task. Therefore, this is not a value-based assessment of the
positions; however, it is important to be aware of these positions in organisation and strategy
development of guidance in the UCs.
Based on the interviews, the following can be generally concluded in relation to guidance in the UCs:
•
When it is management who take the initiative in relation to guidance at a UC, there is an overall
organisational development and common development of strategy
•
Guidance counsellors offer better professional completion guidance when they are familiar with
the programmes they offer guidance for
•
Guidance education provides common understanding of guidance concepts and tasks
•
Guidance education provides a common language
•
The completely decentralised organization model does not promote cooperation and strategic
development of guidance across programmes
•
It makes good sense to centralise some guidance tasks (administrative tasks and general career
guidance), while it makes less sense to centralise others (subject-specific guidance)
•
There is an increasing awareness of career thinking and career guidance through-out the
programme duration, and in professional bachelor education programmes.
Conclusions and implications for practice/future research
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The study and the results found can contribute to the formative considerations of future educational and
career guidance at the UCs. The working hypothesis for this project was that guidance in the UCs should
be or can develop to be a ‘career learning environment’ that supports the development of students’ career
development and career management competencies.
The interviews with guidance counsellors have revealed great potential for as well as cur-rent practice
directed towards the competencies of those seeking guidance in regard to taking responsibility for their
own career development.
There is a growing awareness of career-education and development of career manage-ment
competencies. In the area of profession-specific education, it can be said that the career learning
environment is evident in the close connection with practice; therefore, there is an educationorganisational foundation for the development of career guidance as a matter of learning in the UCs.
Re/constructing meaningful futures for Australian Indigenous communities in remote
areas: Should the white career practitioner stay at home?
Jennifer GLEESON
Barrie A. IRVING
Language: English
In 1996, Kaye Haw published an article in which, as a white, non-Muslim researcher, she reflexively
questioned her legitimacy to work with Muslim communities in Britain. As Barrie and I are from white
European backgrounds, one as an academic and the other as a practitioner, this resonated with our own
concerns about how we might support the career aspirations of cultural groups that are not ‘our own’ in
more meaningful ways, and led us to reassess our practices. To facilitate this we engaged in a dialogical
process that encompassed a critical reflexive methodology. Through this we interrogated our own values,
re-visited our own experiences and, as a result, re-examined our own understanding of what the career
needs of those who live in rural Aboriginal communities in Australia might be. Our introspective reflections
were further informed by the academic literature in this field, and through an informal evaluation of some
of Jenny’s activities with Aboriginal communities in rural areas.
Our work is located within a recognitive framework (see Irving, 2010). This is cognisant of Young’s (1990)
observation that whilst we can never truly know what it is like to walk in the shoes of the ‘other’, we can
try to understand and be relationally and culturally responsive. In this presentation we provide insights
into the way of life experienced by some remote Aboriginal Western Australian communities and consider
innovative ways to apply common-ground knowledge whilst being mindful of Aboriginal protocols and
values. The potential disconnection between dominant Western constructs of career and how these might
play out in rural Australian Aboriginal communities are reflexively explored. Taking a critical stand, we
examine ways in which ‘career development’ might be culturally rewritten and sensitised, thus making it
relevant for members of Australia’s first people’s. Finally we address the issue of whether the white career
practitioner should stay at home by exploring the scope for them to engage in a participative process that
is based around communicative action (Young, 1990) and community participation. It is our contention
that if career practice is to be socially just, and become culturally meaningful, it must shake off the
pervasive Western discourse of benevolent ‘good intentions’, and resist attempts to impose ‘solutions’
from above.
Building Evidence Based Practice through the Use of Story/Narrative in Qualitative
Reporting
Ursula KEARNEY
Language: English
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Background to the Workshop Theme
If career guidance is being put forward as an individual human right or a citizen’s right, then building
‘evidence based practice’ is the responsibility of every guidance practitioner and the people who are
involved in the development of policy. With rights come responsibilities. The guidance practitioner has a
responsibility to provide a quality service and the client has a responsibility to engage openly and
honestly in the guidance process. Providing a Guidance Service that is accountable and responsible may
also give the client a sense of confidence in the Service. Providing a Guidance Service that models
responsibility may also tap into the client’s capacity to take responsibility in his/her life and career building
aspirations.
The Irish Experience
On a bi-annual basis, the National Centre for Guidance in Education (NCGE) who, amongst other things,
supports adult guidance practice nationally, receives Qualitative Reports on practice from all 39 Adult
Educational Guidance Services nationally. These Qualitative Reports incorporate:- ‘self-evaluation and
reflection’ ‘peer sharing’ and ‘peer learning’ , actions taken as a result of client feedback and case studies
using the format of narrative/story. The Qualitative Reports represent a mechanism for guidance
practitioners to start unlocking key interventions and outcomes of guidance practice.
The 20 Minute Workshop
Ursula will introduce the background to the Workshop Theme and the Irish Experience. She will ask
participants to work in groups of three in the following way:- A Speaker; A Listener and An Observer.
 The speaker will be asked to describe a single case study, based on their practice, which they
really value, as a piece of work they feel proud of (within three to five minutes). This case study
may highlight key guidance approaches, whether in ‘one to one’ or group (rights and
responsibilities may form part of the guidance process). The listener will prompt the speaker at
appropriate times, with the following questions:- outline the scenario; share what happened;
identify any challenges; describe strengths and potential and highlight the key outcomes. The
observer will observe the engagement of both the speaker and the listener.
 Following this exercise, all speakers will form one group; all listeners will form another group and
all observers will form a third group. Each group will be asked to highlight three learning points
which could underpin the theme of Building Evidence Based Practice through the Use of
Story/Narrative in Qualitative Reporting.
Unemployed Citizens and their Capability for Engaging in Career Decision-Making
Jukka LERKKANEN
Language: English
In the post-modern societies needs for career services for adults has become increasingly complex. For
example, a recent study in Finland 332 respondents revealed that 82% were uncertain about their goals
or declared that their career plans were completely unclear, while 64 % said they needed extended
support.One way to match clients to appropriate career services is through the assessment of readiness
for career decision-making.
Our readiness model for career decision-makingincludes two dimensions: Capability and Complexity
(Sampson, Reardon, Peterson, & Lenz, 2004). Capability refers to the cognitive and affective capacity of
an individual to engage in effective career decision-making. Complexity refers to contextual factors,
originating in the family, society, economy, or employing organizations that make it more difficult to make
career decisions.
This abstract focuses on the components of capability of unemployed citizens in their career decision?
making. The Finnish OTA (OhjausTarveArvio –Readiness Measure for Career Decision-Making) is an
instrument which measures capability. It has 32 items which were specially adapted for unemployed
citizens in this country. The measure is based on the Cognitive Information Processing Theory (CIP;
Peterson, Sampson, & Reardon, 1991) and its factor structure is similar to the Career Thoughts Inventory
(CTI; Sampson, Peterson, Lenz, Reardon, & Saunders, 1996a). The OTA consists of three factors:
Decision Making Confusion, Commitment Anxiety, and External Conflict, the same as the CTI.
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If we compare the Finnish findings to previous results from the CTI (Sampson, Peterson, Lenz, Reardon,
& Saunders, 1996b), there are some note able differences. In the CTI the EC scale reflects individual’s
inability to balance the importance of self-perceptions with the importance input from significant others.
The purpose of the CTI items was to be general for adults, college students, high-school students, and
clients. Instead, by the OTA we noted that the unemployed adults’ career choices were highly related to
their life situation. The results demonstrated that we could achieve a deeper understanding of these
particular citizens’ readiness for career decision-making and their needs for career services by
contextualized items especially for unemployed adults.
Guidance and counseling of individuals or constructing work careers through study
counseling – what is the question if vocational education of study c
Heikki PASANEN
Päivi-Katriina JUUTILAINEN - Merja ALANKO-TURUNEN
Language: English
Guidance and counseling (GC) as a phenomenon originates from the worst phases of Taylorism (scientific
management) when objectification and enforcement of an economic character of a worker began.
Parsons has eloquently put it how an individual as herself has to first recognise her own competences
and how human resources as such are integral components. In contrast to Taylorism, GC elevated the
subjective factors as critical in resolving choices. These factors, indeed, were quickly abducted to the
control of career guidance. It was probably not the direct consequence of GC, but after the heydays of
Taylorism more attention was paid in organizations how significant the unofficial social and human factors
were in workplaces.
In a somewhat similar situation – when psychometrics was ruling - Rogers brought to fore the client as a
primary knowledge constructor and being able, via her own resources and support provided, to solve the
problems of her life path. It was the time when relying only on the total external objective hegemonic
expertise was given up and the process of building on the individual started. The role of humanistic
psychology has shaped to a major extent the definitions of GC underlining the respect for individual’s own
goals and intentions. As a clear consequence of this were the T-groups, and traces of humanization of
work could also be observed.
The constructive turn in both psychology and in educational sciences has left its mark to the development
of GC in a such a societal context where an individual in various roles is thrown into a great turmoil with
her identity. This has meant that the absolutes of career construction and the paradigms of negotiative
and changing the behavior of counseling have been giving way to the collaborative construction
processes. E.g. quality circles, work teams and various forms of work humanization in the world of work
have increasingly gained ground, and they have also been found out to be economically sound. One very
distinguishing feature has been the invitation of GC to the construction of wide range of processes such
as career paths.
Trends affecting development of world of work and education are not parallel but different and especially
desynchronized. Some changes take place to one direction and others to another – according to
sociologists a contingence prevails: this means that some things do not take place necessarily but are not
impossible either. This involves putting a strong emphasis on action and actors that are able, when
reflecting and acting, to influence and construct a course of history. With regard to GC we are now in a
critical societal transition phase where it is possible to abduct GC and change its character to serve
primary
needs
of
organizations
instead
the
more
traditional
humanistic
goals.
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The educational policy in Finland is strongly geared towards neoliberal ideas. In education this entails that
there is a strong emphasis on economic - one could almost talk about economic subsumption. When the
success and provision of economic resources of an institution bases on the performances such as
students passing courses, graduating and getting employment there is a substantial interest in providing
support for various processes that assist these particular processes.
The aforementioned situation has led to critical analysis of the functions of all GC and the education of
experts in GC. What are the motives behind the financing, planning and developing of GC in
organizations? Can the organizational development of GC that primarily seeks to ensure the economic
benefits be also helpful to the primary client – to a student - and to the professional who provides it? Or is
the motivation behind the development of GC in the developed western economies and societies
increasingly derived from the work, careers and principles of producing economic benefits?
Our project and presentation
We explore these themes discussed earlier in this abstract in the context of educating study counselors at
the HAAGA-HELIA University of Applied Sciences, School of Vocational Teacher Education. The program
was commenced as a project of Ministry of Education and Culture in the year 2011, and the program is
now being established for the needs of the Helsinki metropolitan area. This program is an ongoing R & D
project and thus provides a framework for the paper presentation. We are especially interested in the
development projects the student-study counselors have carried out during their study process. Our study
and conference presentation aims to compare and contrast the theoretical hypotheses with the practical
development solutions our student-study counselors have produced via their projects. We are especially
interested in trying finding out answers to the following questions: First, in what ways do the development
projects carried out support the neoliberal educational policies? Second, is there any evidence of novel
GC practices where GC is seen as assisting a client and third, what should new career GC be like?
Faut-il avoir un projet pour être motivé ? Nouvelles perspectives sur l’indécision
vocationnelle : le rôle du sentiment d’auto-efficacité
Isabelle FAURIE
Langue : Français
De nombreuses études ont été réalisées sur la motivation aux études et ses conséquences sur la
réussite ou le décrochage en formation (Connell & Klem, 2000; Guay, Ratelle, & Chanal, 2008; Reeve,
2009; Tessier, Sarrazin, & Trouilloud, 2006; Vansteenkiste & al., 2004). Ces travaux se situent pour la
plupart dans une perspective de psychologie de l’éducation qui vise à déterminer les contextes et les
conditions d’apprentissage propices au développement des ressources motivationnelles des apprenants.
Les liens entre construction du projet professionnel et motivation ont été à ce jour beaucoup moins
étudiés. Pourtant une idée largement admise dans le sens commun est celle d’un lien entre projet (ou
absence de projet) et motivation (ou absence de motivation). Sans projet on ne peut être motivé, à
l’inverse, avoir un projet active la motivation des personnes. Cette idée guide un certain nombre de
politiques d’accompagnement toutefois les études empiriques précisant ce lien entre projet et motivation
manquent.
Dans une perspective psychosociale de l’orientation, notre étude vise à apporter un étayage empirique à
cette théorie naïve du lien entre absence de projet et absence de motivation. L’indécision vocationnelle
(Dosnon, 1996 ; Dosnon et al., 1997 ; Forner, 2007, Germeijs & De Boeck, 2003 ; Feldman, 2003 ; Saka
& Gati, 2007 ; Vignoli, 2009 ) c’est-à-dire la difficulté voire l’incapacité pour un individu à exprimer un
choix de carrière ou à se fixer des buts de carrière satisfaisants, est-elle un déterminant majeur des
ressources motivationnelles d’une personne et de leur degré d’autodétermination (Deci, 1975 ; Deci
&Ryan, 1985 ; Ryan & Deci, 2000)?
Un autre objectif de l’étude est de mieux comprendre le rôle du sentiment d’efficacité personnelle
(Bandura, 1977, 1986, 2003) sur l’indécision vocationnelle et sur les ressources motivationnelles. Les
dynamiques du soi (appréhendées à partir des croyances d’auto-efficacité) sont-elles à même d’éclairer
la relation entre indécision et motivation ?
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L’étude présentée, réalisée sur un échantillon de 771 étudiants universitaires (Fr), explore les relations
entre sentiment d’efficacité personnelle, indécision vocationnelle et motivation. Les résultats des
régressions multiples montrent que c’est le sentiment d’auto-efficacité personnelle qui prédit le mieux la
motivation intrinsèque pour les études. Les trois dimensions de l’indécision de carrière (mesurées par le
CDDQ) ne s’avèrent pas de bons prédicteurs de la motivation intrinsèque. Concernant l’amotivation,
l’inconsistance de l’information (informations contradictoires, conflits intra et interpersonnels relatifs au
projet professionnel) prédit le mieux l’absence de motivation. Le sentiment d’autoefficacité explique
également l’amotivation.
Les résultats présentés permettront d’éclairer deux discussion de fond : d’abord celle de l’existence
d’une certaine injonction au projet professionnel (Biémar, 2003, Faurie, 2012, Forner, 2007) ; ensuite
celle de la nécessaire prise en compte des dynamiques du soi (Savickas et al., 2010 ; Guichard, 2004)
dans la construction du projet professionnel. L’apport des résultats pour la définition des politiques
publiques et des accompagnements en orientation sera également discuté.
Des politiques à la pratique : le codéveloppement des pratiques de l'orientation
France PICARD
Langue : Français
Notre projet de recherche collaborative s’est déroulé « avec » trente conseillères et conseillers
d’orientation (c.o.) qui œuvrent dans le système scolaire québécois (Canada). Découlant des politiques
publiques, plusieurs dispositifs d’orientation et d’information scolaires sont mis en œuvre dans les écoles
secondaires et les collèges, premier palier de l’enseignement supérieur québécois. Par exemple, la
session d’accueil et d’intégration est un dispositif d’orientation scolaire et professionnelle (OSP)
découlant de la réforme des collèges d’enseignement général et professionnel (cégep) en 1993. Nous y
avons répertorié quelque 30 services d’OSP offerts par les c.o., entre autres catégories professionnelles
(Picard, Soucy et Demers, 2013).
Dans le cadre de la présente conférence, nous allons aborder les deux facettes de notre recherche
collaborative, soit 1/les modalités d’accompagnement des c.o. aux prises avec des difficultés dans leurs
interventions auprès d’élèves ou d’étudiants fragilisés à l’étape du passage au collège (palier
d’orientation important dans les parcours des jeunes) et 2/les résultats de la recherche en ce qui touche
la nature des impasses professionnelles des c.o. et leurs apprentissages réalisés.
L’accompagnement des c.o. se fonde sur le codéveloppement des pratiques professionnelles. Selon
Adrien Payette et Claude Champagne (2010), il s’agit d’une «approche de formation qui mise sur le
groupe et sur les interactions des participants pour favoriser l’atteinte de l’objectif fondamental : améliorer
la pratique professionnelle » (p. 7). À l’instar de Giddens (2005), nous postulons que les c.o. sont
compétents et aptes à contribuer de manière significative à la clarification de problématiques
professionnelles exposées par leurs pairs. En outre, l’accompagnement en codéveloppement vise la
préservation de l’autonomie de l’accompagné (Charlier & Biémar, 2012). C’est un processus volontaire et
le c.o. accompagné conserve toute latitude au regard de sa demande d’aide au groupe. Nous
exposerons les étapes de ce modèle d’accompagnement.
Résults. Nous avons répertorié certaines difficultés récurrentes soulevées par les c.o., par exemple,
réappliquer en vain la même solution, s’embourber dans les détails, chercher la solution avant même
d’avoir défini le problème, etc. (Curonici et McCulloch, 2007; Picard et coll., sous presse). Cette typologie
des difficultés types et des réponses types visant à dénouer l’impasse sera présentée. Par ailleurs, nous
ferons état des principaux savoirs développés par les c.o. accompagnés, tels que la mise à distance et le
regard critique posé sur ses interventions, le transfert de théories dans la pratique, voire même
l’apprentissage du processus de codéveloppement, etc. (Picard et coll., 2013).
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Small group pedagogics as a tool for empowerment and emanzipation. A case of adult
immigrant students in a School Counsellor Training Programme
Juha LAHTI
Language: English
In this qualitative study on guidance and counselling I aim to examine small group pedagogics, the
dynamics and processes, and their connections to learning in small groups. Although the use of groups
and small groups is a conventional phenomenon, actual research on this appearance in a learning
context has lagged behind. Research by Bion (1979), Eteläpelto & Tynjälä (1999), Malinen (2000), and
Mezirow (1995) form the frame of reference for this study.
The pedagogical use of small groups has been applied successfully over many years at the
School Counsellor Training Programme at the University of Jyväskylä-Finland. In their evaluation of this
Programme the students have shown high regard for the professional emancipation and inner growth that
small group pedagogics generate during their studies.
Between January 2012 and April 2013 a group of immigrant students attended an academic
course to become school counsellors in which small group pedagogics was used. Observations made in
this immigrant group relate to intercultural communication issues, in particular to diversity in perception
regarding students’ diverse educational backgrounds, uncertainty and awareness.
The use of small group pedagogics, as a tool for learning, reflected instances of doubt, plausibility
and usefulness of the method at the beginning of the process. When ways of learning in a small group
were cognitively and emotionally accepted and understood, students reported a sense of empowerment
and emancipation which they attributed to the training. The small groups offered a platform for dealing
with questions of otherness and integration into the host society for the first time in their immigrant life.
At the end of the course students reported having gained a changed mind set of their chances in
Finnish work life and finding their proper place in society. While studying towards the ‘regular’ learning
objectives of the school counsellors training programme also their ‘extra-curricular’ learning goals were
achieved. Small group pedagogics does not only provide an efficient way for adult learners to gain the
skills needed in their professional life as school counsellors. It also provides a safe environment for
students with an immigrant background to deal with their personal issues in trying to find their place in the
host country.
In this presentation I will reflect on these instances which created both challenges and
opportunities for the immigrant students, as well as for the instructors involved.
Challenging professional practice: empowerment through postgraduate CPD
Siobhan NEARY
Language: English
Professional careers practitioners in the UK have become increasingly challenged by the influence of
government policy and the dominance of work-based qualifications. Privatization, multi-professional
working and workforce realignment have all contributed to a reshaping of the career guidance
professional. This research examines the views of a group of practitioners undertaking postgraduate level
continuing professional development (CPD). The participants were UK-based practitioners working in a
careers related role and were either engaged with postgraduate study or had recently completed it. The
research explores practitioners’ views of themselves as professionals, their professional identity and the
impact of their studies in empowering them to challenge accepted practice. The research utilized a case
study approach. The tools selected for this included, document analysis, survey questionnaire, in-depth
telephone interviews and narrative biography. The rationale for each of these tools was located in
providing a multi-dimensional approach to eliciting practitioner lived experience. The research explored
how insecurity within the professional context undermined individuals’ perception of themselves as a
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professional; especially when combined with the restructuring of multiagency working. Engagement with
postgraduate level CPD encouraged practitioners to reclaim their professionalism through reinvigoration
of their passion for careers guidance and ownership of their professional development. Students were
empowered through their studies to take agency over their practice as a result of increased knowledge,
reflection, confidence and engagement with policy agendas. Findings suggest empowerment takes a
number of forms. These can range from increased confidence that supports greater ownership of
individual professional practice, to actively seeking opportunities to directly influence organizational
change such as taking on management and trade union roles. Knowledge gained through engaging in
theory and policy debates at this level, encouraged participants to reflect on their own and their
organizational practice thus allowing challenge from informed perspectives.
Beyond Core Competencies: Effectively Serving Today’s Diverse Clients
Roberta NEAULT
Language: English
Much work has been done, both regionally and internationally, to develop competency
frameworks for career practitioners and counsellors; IAEVG’s Educational and Vocational Guidance
Practitioner (EVGP) certification and the Global Career Development Facilitator (GCDF) certification with
14 country-specific variations are two such examples. Similarly, there are numerous training programs
available to help career practitioners develop their core competencies. However, recent research has
identified emerging competencies, needs for further areas of specialization, and self-identified skill
disconnects for incumbents in a variety of career service provider roles.
The same recent research also explored the training preferences for career practitioners; most
preferred face-to-face methods. However, they also acknowledged several barriers to accessing training;
these included lack of finances, insufficient time, and informal learning not being recognized by
credentialing bodies. This disconnect is a concern; although career practitioners identify a need for
training, training providers within the sector report unfilled spaces in their programs – even in advanced
and specialized training that has been designed to meet emerging needs.
In another study involving internationally-trained professionals engaged in the foreign credential
recognition process in Canada, most ITPs indicated that their career guidance and counselling needs
were not being adequately met by local service providers. Specifically they expressed concerns that
career practitioners didn’t have the specialized sector-specific knowledge necessary to support the job
search of senior leaders or professionals; nor did they understand the concept of a global careerist –
encouraging every “immigrant” to take on “survival jobs” as part of the re-settlement process. However,
presentations on the needs of diverse clients often seem like “preaching to the choir”; most who attend
are already specialists in that area.
From a training provider perspective, it is essential to provide flexible access to required and
optional programming. For learners in remote locations and individuals with family responsibilities or
challenging schedules, e-learning alternatives increase accessibility and facilitate learning anytime,
anywhere. To expose learners to specialized topics that they may not yet be convinced they need to
know about, brief blog posts, newsletter articles, self-directed modules, or webinars may be the most
appealing introduction and entice them to learn more.
From a policy perspective, when specific training is mandated by a professional association,
employer, or funder, those courses are typically filled to overflowing. If we are serious about better
meeting the needs of internationally trained professionals, immigrants, global careerists, and members of
other populations with unique career barriers and challenges, it may be necessary to establish
specialized advanced certifications and require them for specific positions within the sector.
Bio: Dr. Roberta Neault, president of Life Strategies Ltd., is an award-winning leader in career
development in Canada and internationally. Co-developer of the innovative Career Management
Professional Program, co-author of Career Flow: A Hope-Centred Approach to Career Development,
researcher, speaker, and prolific author of articles, workbooks, and invited chapters, Roberta has devoted
her professional career to educating counsellors and career practitioners, influencing policy makers, and
bridging the silos between counselling, career development, and human resource management.
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Power-Group, Groupe d'entraide pour retrouver une activité professionnelle
Dominique CLAVIER
Langue : Français
27 % de chômage et les services de l’emploi qui licencient leur personnel faute de budget. Que reste-t-il
comme solution en Espagne pour aider les personnes en situation de perte d’emploi ?
Dans un contexte comme celui-ci, ce n’est plus le reclassement dans un emploi à durée indéterminée qui
est visé. Les autorités recherchent sans financement possible, les moyens de maintenir un espoir, un
dynamisme. Comment faire en sorte de créer un mouvement pour qu’une partie de la population arrive à
se mobiliser et à se prendre en main ?
Nous avons reproduit, tout d’abord dans la région Catalane, et dans d’autres régions élargies ensuite, ce
que nous avions proposé au Brésil il y a quelques années : des groupes d’entraide visant à créer de
l’activité rémunérée pour chaque participant. Nous avons nommé ces groupes : Power-Group. (Certains
l’ont appelé « Job Friend ».)
Le principe : 1- réunir, après une réunion d’information, 80 ou 100 personnes volontaires dans un même
lieu et leur apprendre les bases d’un système d’entraide et de résolution de problème. 2- proposer un
outil de diagnostic d’employabilité et apprendre à utiliser le contenu de son rapport. 3- constituer des
sous-groupes en les invitant à se réunir 2 fois par semaine dans une salle de leur choix. 4- fournir
quelques repères d’étapes à respecter. 5- aider à se confronter aux réalités intrinsèques et extrinsèques.
6- favoriser la créativité. 7- suivre leur travaux tout en préservant l’autonomie de chacun et encourager la
réflexion sans apport d’expertise ni de dynamisation.
Les effets commencent à s’observer dès la 5ème semaine. Un peu d’argent commence à rentrer, l’espoir
existe à nouveau. Les pratiques s’améliorent, le groupe devient de plus en plus efficace. Le dynamisme
s’installe.
Sans pour autant considérer ce type de groupe comme une solution miracle (ce processus ne remplace
pas de bons conseillers hautement qualifiés mais il nous apprend quelques éléments fortement utiles
pour nos accompagnements), je propose de présenter ici le contexte, la démarche, les outils, les
pratiques ainsi que les résultats obtenus avant de proposer quelques éléments théoriques pour tenter
d’expliquer les effets observés.
Accompagner l'insertion professionnelle de jeunes migrants
Federico DURANTE
Langue : Français
Travaillant depuis 10 ans en tant que psychologue en orientation professionnelle dans des classes
d'accueil de la scolarité post-obligatoire à Lausanne en Suisse, nous nous proposons de
présenter les spécificités de notre accompagnement auprès de jeunes migrants à la recherche
d'une solution de formation ou de travail. Après une brève description de notre contexte de
travail, nous définirons les trois idées-clés utilisées dans notre approche et illustrerons ces
éléments théoriques par quelques exemples.
Tout d’abord, considérer les élèves dans leurs contextes de vie (familial ou communautaire) et en
identifier les attentes est essentiel. En effet, la notion de libre choix individuel provient d’une vision
occidentalisée du parcours de vie. Dans la plupart des autres cultures, les décisions se prennent de
manière concertée avec les membres de l’entourage, voire directement par ceux-ci pour des jeunes. Ne
pas prendre en considération ces éléments risque de mettre en échec l’aide à la construction d’un projet
professionnel.
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Ensuite, il est important de s’intéresser aux motifs de la migration des élèves et de leur famille. En effet,
toute migration est porteuse d’un projet de changement dans un parcours de vie. C’est avec ces
éléments, parfois motivants, parfois décourageants, parfois irréalistes, que les élèves vont aborder leur
insertion professionnelle en Suisse. Les aider dans cette réflexion pour parvenir à quelque chose de
réalisable, en gardant un lien avec leur histoire, leur permettra de se projeter dans l’avenir.
Finalement, il faut être attentif à ne pas interpréter les comportements ou les prises de position des
élèves, mais plutôt à chercher leurs significations. Une interprétation se fait au travers de son propre
système de références, de valeurs et de croyances. Nous ne sommes pas neutres dans la
compréhension de l’autre. En cherchant ces significations, cela permet de ne pas tomber dans le piège
de l’interprétation erronée, du malentendu, du biais de communication entre cultures et, par là même, de
poursuivre l'échange avec la personne en cherchant à comprendre ce qu’elle veut réellement exprimer,
sans jugement.
Nous abordons ainsi l'aide à l'élaboration d'un projet professionnel en considérant la personne dans sa
globalité, avec ses liens familiaux et sociaux, son parcours et sa culture. De cette manière, nous
cherchons à aider chacun à se positionner au mieux dans la société suisse et à endosser
progressivement son rôle de citoyen.
L'évaluation psychométrique et la restitution des résultats auprès de personnes
souffrant de troubles psychiques
Monique - Geneviève GARNIER
Langue : Français
Les ESAT (Établissement et service d'aide par le travail), anciennement et souvent plus connus sous le
nom de CAT (Centre d’aide par le travail) - depuis la loi de 2005 portant sur l’égalité des droits à la
citoyenneté - sont conviés à développer l'accompagnement au projet d'insertion professionnelle des
personnes souffrant de « handicap psychique ». Cette notion, peu définie par le législateur, regroupe en
fait, une très grande variabilité de publics. L’établissement dans lequel notre intervention se déroule,
accueille plus spécifiquement, des adultes présentant des pathologies schizophrènes.
Le recours aux épreuves psychométriques dans les contextes institutionnels actuels, cherche à dépasser
la perspective diagnostique pour contribuer à une démarche favorisant la connaissance de soi. Cet
objectif suppose d'adapter les conditions d'utilisation des épreuves au public accompagné. Il s'agit de
créer un cadre de passation favorisant la découverte et l'appropriation très progressive des processus
réflexifs. « L’information utilisable est celle qui permettra au sujet de mieux se connaître, de penser
autrement ses difficultés ou la manière de les surpasser » (Castro, 2006 – p.59).
En partant d'un aménagement des conditions de passation et de restitution des résultats de la WAIS 3,
nous proposons d'identifier les particularités du fonctionnement cognitif susceptibles d'éclairer la
problématique de l’adaptation à l'emploi pour des personnes orientées en ESAT à la suite d’un handicap
psychique. Nous illustrons la méthodologie proposée en présentant le déroulement d'une étude de cas
réalisée auprès d'un jeune adulte en cours d'élaboration de son projet professionnel.
Visa Destination Emploi
Daniel POULIN
Langue : Français
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Le Visa Destination Emploi est plus qu’un document, il s’inscrit dans une approche développementale
dans laquelle chacun des clients est amené à prendre conscience de ses apprentissages, de ses
réalisations et du développement de ses compétences, elle est en lien avec l’approche Bilan de
Compétences-Portfolio.
Cadre théorique
Le Visa Destination Emploi s’appuie sur les concepts suivants :
 Le savoir-agir (Le Bortef 2005)
 Le sentiment d’efficacité personnelle (Bandura 2007)
 La transfert des compétences
 Bilan de Compétences-Portfolio ( Poulin 2010)
La clientèle viséepar le présent projet est composée de participants qui répondent à une ou plusieurs des
caractéristiques suivantes :
 Avoir des difficultés d’insertion socioprofessionnelle, par exemple : problèmes de comportement,
difficultés d’intégration à un emploi régulier, échecs répétés, etc.
 Avoir un faible niveau de scolarité.
 Posséder peu ou pas d’expérience de travail significative.
 Être inactif (travail/étude) depuis au moins un an.
 Manquer de motivation et/ou d’autonomie.
Source : Contrat no 373026-1, entre Emploi Québec et l’ASM
Les participants sont évalués de façon formelle à 4 reprises et les résultats se retrouvent dans le
document : Visa Destination Emploi.
Construction des grilles d’évaluation, méthodologie :
 À partir de chacun des plateaux de travail, identification des tâches nécessaires pour réaliser le
travail à faire.
 Identification des tâches clés (validées : par le contremaître, les formateurs et participants en fin
de parcours).
 En fonction des tâches clés, identification : des attitudes et comportements exigés.
 Construction des grilles d’évaluation avec une pondération de 1 à 5 en s’inspirant de l’échelle
construite par Sansregret 1994
Lors de l’évaluation, il y a une double évaluation. En fonction de son travail et de sa participation dans les
ateliers, chacun des participants doit s’autoévaluer en complétant les grilles d’évaluation, qui sont aussi
complétées par l’intervenant et il y a échange entre les parties. Cette rencontre est vraiment faite dans un
esprit de relation d’aide avec la valorisation des bons coups, si la pondération des deux parties pour un
ou des items n’est pas identique, il y a une activité de counseling qui favorise l’introspection, la réflexion
chez le participant lui permettant de prendre du recul en vue d’ajuster les résultats (il arrive que, suite aux
commentaires du participant, l’intervenant ajuste son évaluation). À la fin de l’évaluation, le participant
rédige un plan action en vue d’améliorer s’il y a lieu certains points et ce jusqu’à la prochaine évaluation.
Au cours des évaluations les participants sont amenés à faire des liens entre les items évalués et leur
objectif d’emploi. Ils sont donc entraînés à parler de leurs connaissances acquises, l’expertise technique
développée ainsi que leurs attitudes et comportements, en faisant le lien sur ce qui pourrait être transféré
dans leur futur emploi. Le tout est repris dans les dernières semaines du parcours à l’entreprise
d’insertion afin que chacun des participants puisse mettre en valeur sa mise en candidature vis-à-vis les
employeurs. Ils seront maintenant en mesure de dire quelle contribution (le savoir-agir en situation) ils
peuvent apporter à une entreprise.
Les retombées du Visa Destination Emploi
Depuis que nous avons introduit cette approche, nous constatons des améliorations au niveau :
 Du sentiment d’efficacité personnelle qui s’est développé chez nos participants à travers les
réalisations, les rétroactions des intervenants ainsi que les commentaires positifs reçus par les
collègues.
 La qualité des parcours s’est améliorée. Pour plusieurs participants, recevoir en fin de parcours
leur Visa a un autre impact sur leur sentiment d’efficacité personnelle, par ricochet sur leur
confiance en soi.
 De l’implication et de la motivation chez les participants. Il y a maintenant un sens utile et
monnayable au parcours vers l’emploi.
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Puisque nos participants sont capables d’argumenter sur leur niveau d’employabilité, avec preuve à
l’appui qui est le Visa Destination Emploi, les emplois obtenus par ceux-ci sont plus rémunérateurs. Ils
sont maintenant capables de concurrencer les autres chercheurs d’emploi. Selon Le Bortef (2005), celui
qui pourra mettre en avant un ensemble de compétences validées disposera d’un avantage appréciable
sur le marché du travail. Il sera en mesure d’argumenter sur son employabilité, en 2012, le taux de
placement de L’ASM et du Buffet Accès-Emploi a été supérieur à 80%.
AFFICHES POSTERS
Self-Efficacy and Interests for Realistic and Investigative fields
Tomoko ADACHI
Language: English
In an effort to encourage more people in science, technology, engineering and math fields
(STEM), a lot of studies focused on self-efficacy and interests for realistic and investigative areas in
Holland’s codes. Moreover, career choices in traditionally male dominated fields such as realistic domain
are, more often than not, significantly affected by gender role attitudes (Oswald, 2008). In the current
study, self-efficacy and interests for realistic and investigative activities among Japanese undergraduate
and graduates were assessed. First, differences between gender and gender role attitudes were
examined. Second, the relationship between self-efficacy and interests was investigated. Results and
discussion of these examinations were expected to provide guidance for enticing more people into STEM
fields.
Method
Participants: Valid responses were obtained from 264 university undergraduates (132 men, 132
women) and 276 graduates (146 men, 130 women). Mean age was 20.80 (SD=1.41) and 39.04
(SD=8.82) respectively. Instrument: Modified version of Matsui & Tsukamoto (1991) was administered to
measure participant’s self-efficacy and interest for Holland’s RIASEC areas. The Scale of Attitudes toward
the Roles of Liberated Men (SARLM) developed by Suzuki (1994) was used to assess participants'
gender role attitudes.
Results
Two-way ANOVA was performed on realistic and investigative interests, using a 2 (gender) x 2
(gender role attitudes) design. As for realistic interests, the interaction effect was marginally significant,
indicating that people with egalitarian attitudes showed higher interest than people with traditional
attitudes, and that the gap was greater among women than among men. In terms of investigative
interests, main effect of gender and gender role attitudes were significant, showing that women
possessed higher interests than men and people with egalitarian attitudes possessed higher interest than
people with traditional attitudes. Results of path analyses using structural equation modeling showed that
in both realistic and investigative areas, self-efficacy and interests were closely related.
Discussion
The results suggested that aside from participants' gender, gender role attitude also played an
important role in cultivating realistic and investigative interests. To encourage more women to consider
STEM fields, especially to the realistic field which has been dominated by men, interventions focusing on
gender role attitudes should be effective. In accordance with previous findings, current results indicated
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that self-efficacy for realistic and investigative activities were the determinants of interests for those fields.
As Betz & Schifano (2000) reported, researchers and educators need to implement interventions
targeting to build domain specific self-efficacy. The findings are considered to have meaningful
implications for encouraging efforts to invite more youth into the STEM fields.
Motivation on the postgraduate course choice, time organization modality, and
representation of face-to-face and virtual education on postgraduate stu
Silvia BATLLE
Cecilia KLINGMAN - Susana MANTEGAZZA - Gladys SARMIENTO - Viviana SCABONE Jazmin URENA
Lengua: Español
In a context of big transformations on higher education at a world level and in Argentina, among which
outstands the virtualization of the education, it is relevant to study studies, work and personal trajectories
of postgraduate courses students'.
In this work it is analyzed the motivation on the choice of a postgraduate course, the time organization
modality, and the representation of face-to-face and virtual education of the students of two master's
degrees.
In the theoretical framework of this investigation is Orientation Psychology which studies the elaboration
of future projects that people build along their lives, interacting with different insertion contexts they go
trough (family, school, work, higher studies, among others), as the development of the trajectories that
outline those projects. This process is made from a mutual accommodation among an active subject with
a developing identity and in a context that changes constantly.
In the construction of their trajectories, people go through different transitions. The choice of a
postgraduate course and the exit from it are examples of transitions.
This work is part of a bigger study which general goal is to analyze and compare the personal,
educational, and work trajectories of students and graduates of two master's degrees from national
universities on the area of the Social Sciences in Argentina, which give the same degree, one with a
virtual modality and the other with a face-to-face one.
The theoretical methodological strategy is qualitative. This kind of look allows to deepen in the senses
and significations that students and graduates give to the different experiences that they go through and
how those significations affect on their trajectories. This significations where enquired through the
biographic interview.
The case selection was intentional. It was taken into account the theoretical saturation of the main
categories. The criteria used for the selection include gender, age, and the condition of current student or
graduate.
The analytical strategy which is being used is the thematic analysis of life stories. In this task are
identified the subjects that come up in the stories and the way they appear and are signified by the actors.
Next, and in the later analysis, each of the central dimensions of study were related, identifying those
aspects considered relevant on the interviews for its later link and interpretation.
The sample of this work corresponds to twenty-four students from two master's degrees courses of
national universities on the area of the Social Sciences in Argentina, which give the same degree, one
with a virtual modality and the other with a face-to-face one.
The main results show that there are similarities and differences in the motivation for the choice of the
postgraduate course, the time organization and the representation of the difference between the virtual
and the face-to-face modalities.
Students from both modalities look for a deepening of knowledge and update and improve their work
placement. They also consider the academic prestige of the faculty. The virtual modality is mainly chosen
for distance reasons and for having personal, family or work commitments.
In both the virtual and the face-to-face modalities students point out the difficulty of fitting together work,
study and family time. Also, they state the need of counting with support (specially from the family) in
order to go through with the studies. Students from the virtual modality spend more hours studying than
those of the face-to-face modality.
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In both modalities it is preferred the face-to-face course because of the exchange that is produced
between classmates and teachers.
Regarding the implications on the orientation practices, this study allows to visualize three stages in
which the counselor can intervene: the choice of the postgraduate course, taking it, and its finalization.
Giving information, working on the candidates' expectations regarding the postgraduate course proposal,
doing a follow up of the possible obstacles of the course and helping to build projects for the future after
finishing the postgraduate course.
In reference to new investigation lines, it would be interesting to deepen into other areas (in this
investigation it has been worked with two master degrees courses on the area of the Social Sciences) or
analyzing the trajectories of students of doctorate courses.
Educational guidance based on NTIC : a human rights perspective
Olga BERNATTE
Language: English
The educational and vocational guidance has had in recent years closer to new technologies of
Information and Communication (NTIC), they become the most active and well known part in the
Information Society, which begins to be configured and open a giant step in all walks of life. In this
contextual framework, the orientation is called to occupy a privileged place due to its nature of support,
assistance or advice of the person, in the same way takes on a new value from a different perspective, to
make way for the new processes training through networks, the demand for new professions and a host
of variables that will redefine the action orientation. Therefore, the guidance should be prepared to cope
with their new commitments and requirements. NTIC in the field of Educational and Vocational Guidance
lead to modifications in the different structures in the organization of the media, training of counselors and
the implications that also affect students, where all these changes will favor the relations between them
through NTIC. The best way is to accept this reality as expressed Fuenmayor and Quintero (2011) new
technologies of information and communication technologies (NTIC), are today a heritage of the people,
their access has become a human right that each person can take advantage of. Based on what limited
this research to analyze the Educational and Vocational Guidance, based on NTIC, from the perspective
of human rights in Venezuela.
The methodology used is related to documentary research, supported by the hermeneutical method and
analysis of texts, allow an approximation of the impact of NTIC in the field of Educational and professional
based on the review of legal documents that give strength institutionalized as a human right under the
Constitution, the Organic Law of Education, the National Guidance System, and Presidential Decree No.
6649 dated March 24, 2009.
Estrategic model based on holistic development hemisferiscidad directed to teachers
in basic school Dr Peraza Jose Arnoldo city of Guanare Portuguese
Carmen Elisa CAMPOS HERNANDEZ
Lengua: Español
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The hemisferiscidad shows the individual to express a preference for the use of a cognitive style that
appears to be linked to the main activity of the two hemispheres of the essences of education and
therefore holism is in the pretense of educating the human being as a everything. In this sense, the
present study is to develop a strategic model based on the holistic development hemisferiscidad meant
for teachers of the Primary School Dr. Arnoldo José Peraza Guanare Township Portuguesa State.
According to the problem and in terms of their objectives, incorporating the type of research called
projective research. It is as Hurtado (1998) to focus the development of a proposal or a model in a
solution to a problem and the statement holopráxico ddeterminará consisting of the exploratory phase of
an investigation under a phrase epistemological projective presenting evidence of previous research
study-related conferences both as field Ramirez (1997) is customary when studying social phenomena of
reality itself where they occur and the population made up of 20 teachers, who answered a questionnaire
of 44 items, It was submitted to the validity of expert judgment. The reliability was determined using
Cronbach's Alpha and KR20.
From the results of the diagnostic instrument applied, it was proposed strategic model based on the
holistic development hemisferiscidad meant for teachers of the Primary School Dr. Arnoldo José Peraza
State Guanare Township.
Peer Tutoring: What's good for the Student is Good for the Tutor
Lorenza DA RE
Ana LOPEZ MEDIALDEA
Lengua: Español
Based on experience gained at the University of Padova, this paper is a reflection on the expectations
linked to the role of University tutor.
Junior Tutors are "capable and deserving" students enrolled in the second-cycle degree course of studies
or in the doctoral degree course (graduate studies or Ph.D. program) who offer their support, knowledge
and expertise in study techniques to students enrolled the first-cycle degree course of studies just
embarking on their freshman year at the University.
At the threshold of their appointment and the beginning of two academic years (2011-2012 and 20122013) all junior tutors were asked to fill out a questionnaire aiming to identify the reasons behind those
students' ambition to take on the role/function of tutor.
This research falls within the context of a larger project promoted by the University aiming to analyze the
tutoring system and to aid students needing assistance in study techniques to achieve academic success.
Kew words: Tutoring, peer tutoring, drop-outs, inclusion
Budding Women Entrepreneurs from our school
Nalini DHARMASEELAN
Anbuvanan ARUNACHALAM
Language: English
The poster gives the framework of some of the skills that our school girls are being taught from
the sixth grade to ninth grade and eleventh grade.
Our school has intended to change the unemployment among women in our society, by
encouraging them to take up training for entrepreneurial activity especially in cooking, and sewing.
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Our school has felt the need of the transition of women from homemaker to sophisticated
business women, hence training them in the vocational dimensions will categorically encourage them to
set up small scale industries on their own initiatives. In order to mobilize such a women entrepreneurs,
our school has systematically drafted a number of activities such as, making of paper bags artificial
jewelry making, dress making, craft designing, painting, printing, and cooking. The girls of our school are
trained in the entrepreneur skills with the extended timetable of 40 minutes per day in the respective
course as per the designed curriculum. In order to elevate their entrepreneur skills and individuality
various programmes are organized by our school.
Acculturation style and career maturity of adolescents from different cultural
background
Nikos DROSOS
Despina SIDIROPOULOU-DIMAKAKOU
Language: English
The purpose of this study was to examine career maturity of adolescents from the former Soviet Union
and from Albania who attend Greek schools, compared with their native Greek classmates. The sample
included 214 immigrants from the former USSR, 299 immigrants from Albania and 549 natives. All
students attended 9nth grade. Career Evolution Scale (Drosos, & Cassotakis, 2010) was used to assess
students career maturity. CES measures both the attitudinal dimensions (Programming of educational/
career future and Searching for information) and the cognitive dimensions (Decision Making and
Information) of career maturity. Immigrant students acculturation level was assessed by Acculturation
Scale (Nguyen & Von Eye, 2002). Immigrant students seem to have lower scores than Greeks in the
cognitive dimensions of career maturity. Adolescents from Albania score lower than Greeks; and
adolescents from former USSR score lower than Albanians. There were found low positive correlations
between the cognitive dimensions of career maturity and immigrants’ orientation towards Greek culture.
Practical implications of the results are discussed in order to promote career opportunities equality
between Greek and immigrant students in the shadow of the current economic crisis.
Use of ict in guidance and counseling citizen for integral education in Venezuela
Ada DUGARTE DE VILLEGAS
Lengua: Español
The use of Information Technology and Communication (ICT) have found new applications in the different
strata of society, from the labor, economic, scientific, cultural and personnel to venture into the education
sector, where its use is new and different ways of learning and teaching, being implicit guidance and
counseling, which gradually acquires greater significance, (Cabero, 2003). Appearance is evidenced by
the number of associations that are having their informative websites, the progressive realization of
educational materials and information for the guidance of students, such as organizing conferences and
specialized documents EduWeb in the targeted area. The problem arises when students use the Internet
underutilizing its educational value, and comprehensive training. From this starting point, the research
aims to present a proposal in order to optimize the use of ICT in guidance and counseling for
Comprehensive Citizen Education in Venezuela. Reflecting on his application, educational guidance and
evaluation to improve the quality of teaching and learning, providing substantiated conditions ICTs as
tools that allow students to develop their creative, innovative, reviews and training Solidad values, respect
and social justice. Theoretically and legally research generally supports the plan of economic and social
mainstream 2007-2013, in terms of ethics: justice, equality, citizenship, collective moral, and social
happiness. Recognizing the right of people to quality comprehensive education, ongoing and equal
opportunities, as enshrined in Article 103 of the Constitution of the Bolivarian Republic of Venezuela.
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Dabbling here the guidance and counseling as a discipline that addresses the personal, family, social and
community issues that are based on the (Education Act, 1999), the General Regulations of the Organic
Law of Education (National Guidance System , 2009.) and the Universal Declaration of Human Rights
1948). Methodologically is defined as a qualitative research, projective type with non experimental design.
As the diagnostic results is presented as advance research that is under development.
Les effets du conseil en orientation
Marie-Hélène GROS
Monique WACH
Langue : Français
Notre recherche s’intéresse aux effets du conseil en orientation.
Position théorique :
En lien avec les travaux de Massoudi, Masdonati et Rossier (2006), ou ceux de Nota, Soresi et
Ferrari (2008), on peut affirmer que le conseil en orientation a des effets subjectifs concernant la levée de
l’indécision en orientation, la satisfaction face à la prestation d’orientation, tout comme sur la satisfaction
globale de vie (Gosselin, 2005).
Articulée sur la théorie agentique de Bandura (1989, 1997, 2003), notre recherche postule que le
conseil en orientation peut augmenter la compétence ou le sentiment d’efficacité personnelle en
orientation (Guillon, Gosling, Dosnon, Estève, 2004). De surcroit, nous postulons que le conseil en
orientation a un effet sur la compétence politique du jeune (Bourdieu 1973, 1977; Michelat, 1965, 1975 ;
Michelat et Michel, 1974 ; Campbell, Gurin & Miller, 1954 ; Wollman & Stouder, 1990) et qu’il a également
un effet sur le sentiment d’efficacité générale (Schwarzer, 1995).
Dans la théorie de Bandura il est possible d’envisager le transfert d’une compétence spécifique
vers une autre sous certaines conditions. Mais envisager le transfert d’une compétence spécifique à une
compétence générale est plutôt contraire à sa théorie, qui plaide pour la nécessaire spécificité du
sentiment de contrôle.
Le conseil en orientation prend la forme d’un dispositif qui comprend d’abord, selon les
préconisations de Massoudi et al. (2006) et de Forner et Ronzeau (1992), une phase motivationnelle.
Parmi les théories de la motivation, nous avons privilégié l’approche de Forner et sa mise en pratique
auprès des élèves (Forner & Ronzeau, 1992).
Dispositif :
Trois séances ont été effectuées pour sensibiliser les élèves aux trois dimensions définies dans
cette théorie : le besoin de réussite, le locus de contrôle, la perspective temporelle. Ensuite pour
accompagner les élèves dans leur décision, nous leur avons proposé un travail autour du concept
d’incertitude positive (Gelatt, 1989, 2003), et de la pensée latérale (de Bono, 2005).
Ce dispositif a été complété par un, voire plusieurs entretiens auprès des consultants.
L’exposition au dispositif a été perçue comme satisfaisante par la quasi-totalité des participants
ayant répondu au questionnaire de satisfaction (Bernaud, Di Fabio & Saint-Denis, 2010).
Résultats :
Le dispositif a permis d’obtenir une augmentation significative du sentiment de compétence
politique et du sentiment d’efficacité générale. Quant à l'amélioration du sentiment de compétence en
orientation par rapport aux élèves non bénéficiaires du dispositif, les résultats indiquent une amélioration
mais plus faible.
Ces résultats révèlent non seulement le transfert d’une compétence spécifique vers une autre
compétence spécifique mais également un transfert vers une compétence plus générale.
Le dispositif a ainsi montré que l’accompagnement en orientation a également vocation à aider à
l’émergence du citoyen.
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A field study on the use of organizational learning on career development of female
university students.
Namiko INOUE
Language: English
Currently Japan is undergoing advances in global competition. This fact makes it very difficult for new
graduates in Japan to find job opportunities. I have been working for 18 years in a career placement office
serving recent graduates of the university. In Japan, universities have to create an environment conducive
for career development for students, making them proactive in their career goals.
Based on the understanding that there are limitations to career development initiated by university
faculty members, this study aims at presenting a framework for career development through students
working on campus and continually learning together about various aspects of working. In everyday
school life, students experience mutual support in their daily activity space.
This study reports one case of such support. A student organization called the Student Advisor (SA)
group was established within the university system. Especially the study by PM. Senge(1990) ?? on the
theory of Learning Organization was referred to when establishing this SA group. This study is a field
research on the 3-year observation of the participants. The SA's work as part-timers in their student
offices open to other students who come for help. The SA group consists of about 30 members. SA
listened to female first-year and sophomore students who have problems or concerns. SA freely took part
in the activities of the university and performed various odd jobs. Changes in consciousness and actions
in individual SAs were observed. On the other hand, it was also observed that a few SAs were shocked
that there were still some tasks that they could not master even after gaining months of experience as a
SA. There were some SAs who repeatedly engaged in the tasks that were challenging for them. Their coworkers praised such defiant engagements.
As a result, the effective phenomena observed during each transition stage (preparation? encounter?
adjustment? stabilization)leading to career transition?2?by students. I identified two categories. The
categories deal with mental (spontaneous peer assisting leader et al.) and technical (Building up of Skills/
know-how) aspect. Both are work together to create learning effectively. In conclusion, this study sets up
the stand-alone framework for the career development of students. ????
All SAs changed in awareness, which came about through the experiences of working on campus. It
spread to other students around SA and expanded to changing student awareness across the university.
This paper presented the significance of a new form of career development by elucidating that when
students develop habitual proactive learning actions from organizational learning, they create on their
own accord settings which trigger behavioral changes. Under the current harsh circumstances of job
hunting, all students who were active as SAs were able to be hired by companies. ??.Senge, PM, The
Fifth Discipline: The Art and Practice of theLearning ,Organization.Doubleday.1991.
Integrating of the Career Guidance Program with the Professional Development
Curriculum of the Graduate School in Nara University of Education
Tomoe KAWASAKI
Masahito YOSHIMURA - Takashi NAKAI
Language: English
As the importance of career guidance has gradually recognized in school education in Japan, the teacher
education is expected to include cultivating the abilities of career guidance in its professional
development curriculum for teacher candidates. We have a reality, however, that there are many
students who have not acquired enough self-understanding and prospects for their life career even in
graduate schools. It is difficult for them to reflect their own career development, so that it could be more
difficult to acquire abilities of career guidance, which would be necessary for their teaching jobs in the
future.
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Thus, we, as teacher educators in a graduate school, have made a research on a curriculum for both
their career development and the abilities of career guidance through the following steps. First, we
developed a basic concept model integrating self-development and caring (Kawasaki, 2011), based on
the perspectives and notions, such as “Life career rainbow” by Super (1980), “integrated life planning” by
Hansen (1997) and “self development and caring” by Noddings (1984) and so on. Second, we have
modified the model according to the Japanese education context and created a new model focusing on
the teacher education. Third, we have implemented the program, based on the new model, in the
curriculum of PD in education at the graduate school level. And now, we are assessing the students’
development during the program.
In our presentation, we will introduce our model, explaining the procedure of its development and
implementation in detail with the results of the assessment and the tasks for the improvement of the
curriculum. Our final goal is to develop a graduate school curriculum that enables the students to have
abilities of self-reflection of their own career development as a teaching professional and those of career
guidance including counseling skills. The teachers with these abilities could hopefully raise the children,
with self-understanding and caring mind, who contribute to the social cohesion not only as a citizen but
also as a human.
Les régulations psychologiques dans l'orientation scolaire et professionnelle.
Marie-Loup LÉLIAS
Christophe BOUJON - Benoit FROMAGE
Langue : Français
Les processus de régulation et d’autorégulation interviennent dans un contexte de volonté de
changement chez l’individu, initié par un constat d’écart entre une situation actuelle et une situation
désirée (reconversion professionnelle par ex.) ou peuvent être mobilisés dans des situations critiques
(orientation scolaire). Les régulations ont des dimensions cognitives, sociocognitives, émotionnelles,
motivationnelles et environnementales (Nader-Grosbois, 2007).Dans ce travail nous nous intéressons
spécifiquement aux différentes dimensions des processus de régulations mis en place dans les activités
liées à l’orientation scolaire et professionnelle.Nous prenons en compte le fait qu'en matière de conseil,
les jeunes s'interrogeant sur leur avenir et leur orientation scolaire n'ont pas les mêmes attentes ni les
même besoins que les adultes en reconversion professionnelle.
Pour croiser ce questionnement avec l’étude des régulations; nous prenons appui sur les théories de
Bauer, Schwade, Wewerka & Delaney (1999) qui suggèrent que les capacités à réguler émergent à
différentes périodes de la vie et viennent donc progressivement. Nous mettons également l’accent sur les
travaux de Bronson (2001) démontrant les bénéfices de l’hétérorégulation; dans un but de réflexion sur
l’accompagnement par une tierce personne dans les activités d’orientation, ou des activités collectives.
Ce travail s’inscrit dans un double contexte. D’une part celui de l’individu par l’étude des processus de
régulations psychologiques observés dans les situations d’orientation scolaire et professionnelle; et
d’autre part dans un contexte sociétal, car la régionalisation engendre une confusion dans les notions
d’orientation scolaire et professionnelle, et peut donc avoir un impact sur les réels besoin des individus.
Selon une approche développementale, notre première hypothèse est qu’il existe des différences dans
l’investissement des fonctions régulatrices (et notamment autorégulatrices) selon l’âge de l’individu dans
les activités liées à l’orientation scolaire et professionnelle.Notre seconde hypothèse est qu’il existe une
spécificité des processus régulateurs en fonction de la situation: reconversion professionnelle ou
orientation scolaire.Notre troisième hypothèse suppose un contraste dans les processus régulateurs
exécutés lors des activités individuelles ou des activités collectives liées à l’orientation.
L’objet de ce travail est de vérifier ces hypothèses et de déterminer si un profil spécifique peut se
dessiner en fonction de l’âge de l’individu et du type d’activité réalisée.
La méthodologie consiste en la construction d’une grille de recueil d’informations des régulations à partir
d’un modèle proposé par Nader-Grosbois (2002) adapté à une situation d’orientation scolaire ou
professionnelle. Différentes stratégies seront observées :identification des objectifs, exploration,
planification, attention conjointe, régulation du comportement, gestion de l’attention, motivation
intrinsèque, auto-évaluation. L’échantillon sera composé d’un groupe de lycéens (EPLE et CIO) et d’un
deuxième groupe d’adultes en reconversion professionnelle (AFPA).
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Vocational guidance and information tenologias as a human right in Venezuela
Alida MALPICA MALDONADO
Lengua: Español
The impact of information technology and communication (ICT) have been really strong in education,
about life, nature and operation of organizations, has accelerated development by providing knowledge,
culture and world views of the outside world. In this sense, Marquis (2008) are indisputable and are there,
are part of the technological culture around us and with which we must live and let social development
opportunities. Similarly Bisquerra and Fililla (2003), expressed "with new technologies have experienced
changes in education and counseling, among them is to use automated testing correction and interactive
programs" (p.16). Also Cabero (2002) rule on this when he notes, ICTs can play different roles in the field
of guidance as to the information and counseling, for authorization, as a tool for diagnosis, guidance and
training as a tool for management and administration. As for Vocational Guidance, has become necessary
in the school curriculum as a priority in recent years, highlighting the importance of improving their
practice with regard to linking university graduates with the productive sector, the use of ICT to provide
the guiding functionality and autonomy at work guiding, which help to reduce in part the difficulties to meet
the masses of students in their charge. From this perspective, career guidance is, like education, a
universal human right aimed at helping all people without exception, from its particularities and
peculiarities, and from the multidimensional nature of development. It is therefore the general societies
and states in particular make every effort to ensure this right. In this sense, it seeks to investigate through
documentary study Informational (expository), the diverse realities of vocational guidance as an
inalienable right in the incorporation of ICTs for development of the practice of Guidance; through written
laws, in order to analyze and select all relevant information.
Un processus de réinsertion sociale et professionnelle fondé sur les sphères du droit,
de la solidarité et de l'amour
Guylaine MICHAUD
Langue : Français
Les résultats de l’étude sur le projet Personnes et communautés en mouvement nous ont permis de
documenter des étapes favorisant la transformation de l’individu dans son rapport à soi, aux autres et à la
société. Ainsi, dans le cadre de cette présentation seront dévoilés les étapes d’un processus de
réinsertion sociale et professionnelle de personnes dites éloignées du marché du travail fondé
notamment sur le concept de reconnaissance chez le philosophe et sociologue Allemand Axel Honneth.
Ce processus est articulé à trois sphères de reconnaissance permettant de mettre en valeur différentes
formes d’intégration sociale selon qu’elles reposent sur des liens affectifs (amour), sur l’exercice des
droits ou sur l’adhésion à des valeurs communes (solidarité). Les personnes éloignées du marché du
travail sont notamment des personnes en chômage de longue durée ou toutes autres personnes vivant
des formes d’exclusion sociale et professionnelle.
Résumé détaillé
Le processus de réinsertion sociale et professionnelle qui sera dévoilé propose une modélisation des
étapes de la mise en mouvement l’emploi et des conditions optimales de la réinsertion sociale et
professionnelle de personnes dites éloignées du marché du travail. Ce processus a été crée à partir de
l’ensemble des données recueillies, analysées et triangulées de l’étude sur le projet Personnes et
communautés en mouvement. Cela concerne la description des programmes par site, les logiques
d’intervention transversales aux sites, des obstacles et des leviers à la mise en mouvement des
personnes ou du groupe, de l’évolution de variables psychosociales aux différents temps de la
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recherche : l’estime de soi, le sentiment d’efficacité personnelle, la détresse psychologique, la motivation
au travail, l’échelle des provisions sociales dans les réseaux sociaux, de la situation des personnes aux
cinq temps de la recherche. Les retombées et changements chez les personnes participantes et la
communauté ont aussi été considérés. De plus, une analyse des parcours individualisés des personnes
participantes ayant répondu au dernier temps de la recherche (N=46) a été effectué pour augmenter la
validité du processus qui vise à décrire un parcours individualisé possible de la désinsertion à la
réinsertion professionnelle. La modélisation a connu plusieurs étapes de validation au sein de l’équipe de
recherche et une restitution aux milieux ayant participé à la recherche. Elle a également été confrontée
aux différents écrits pertinents issus du cadre conceptuel de cette étude (Bronfenbrenner et Moris, 1998;
Sen, 1998; Riverin-Simard et Simard, 2004) et notamment des écrits sur le concept de reconnaissance
en philosophie sociale (Honneth, 2002 ; Garon et Paris, sous presse ; Garon et Bélisle, 2009) ainsi que
de la psychologie intersubjective américaine (Lecomte et Richard, 2003 ; Storolow et Atwood, 1992;
Lichtenberg, Lachmann et Fossahges, 2011).
Nous concevons le processus de réinsertion sociale et professionnelle comme un processus dynamique
de transformation de l’individu dans son rapport à soi, aux autres et à la société. Afin de favoriser cette
réinsertion sociale et professionnelle, il y a lieu de créer ou favoriser des situations qui permettent à une
personne considérée comme éloignée du marché du travail de vivre différentes formes de
reconnaissance sur une période de temps assez longue pour qu’elle se transforme de manière durable
dans son rapport à soi, aux autres et à la société.
Ce processus est articulé à trois sphères de reconnaissance permettant de mettre en valeur différentes
formes d’intégration sociale selon qu’elles reposent sur des liens affectifs (amour), sur l’exercice des
droits ou sur l’adhésion à des valeurs communes (solidarité). Les personnes éloignées du marché du
travail sont notamment des personnes en chômage de longue durée ou toutes autres personnes vivant
des formes d’exclusion sociale et professionnelle.
Du point de vue de l’intervention, et suite à la réaction des milieux suite aux activités de restitution, la
modélisation de ce processus pourrait avoir une portée importante car il tient compte de la complexité,
des défis et des difficultés d’intervenir auprès des personnes vulnérables dans une perspective
systémique qui considère les contextes de vie et les luttes pour la reconnaissance.
Student’s engagement in school and School Guidance
Hélia MOURA
Graça BREIA - Edgar PEREIRA
Language: English
The concept of student’s engagement in school has been the focus of debate concerning academic
success and school dropout. The aim of this study is to analyze the relation between student’s
engagement in school and the participation on guidance intervention. The sample consists of high school
students of both genders from different schools. The data is collected with Students Engagement in
School – four dimensional scale and, Career Exploration Scale. The analysis of the results in student’s
engagement in school allows us to find differences on the expected direction according to the
participation in guidance programs as well as the implementation of actions for career exploration.
Problem of investigation: what are the fluctuations between student’s school engagement and school
guidance intervention?
Las políticas educativas: ¿La Orientación es un derecho humano o del ciudadano?
Olga OLIVEROS
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Lengua: Español
In the last meeting of the Regional Latin American and Caribbean Education Project (PRELAC in
Spanish), held in January 2013, attendants reaffirmed education as a fundamental human right as set
forth in the Universal Declaration of such. Thus, asking whether counseling is a human or an individual
right may seem merely rhetorical, for counselingis an integral part of education; henceforth, it is a Human
Right.
In order to confirm this belief the Faculty of Education of the Carabobo University carried out a survey
among 8th and 9th semester students (morning schedule, mean age 24 years old) where they had to
answer the aforementioned question in connection to Venezuelan education and counseling policies,
87.13% out of 123 surveyed students considered that, in Venezuela, counseling in education is indeed a
human right as it is set forth in the law and in a number of documents issued by the Ministry of the
Popular Power for Education and for Higher Education which run along those lines.
In the official document of the National Education Counseling System (2009) Counseling in Education is
defined as “a social practice which aims to facilitate the core human dimensions of a lifelong human
development - as: being, living together, serving, knowing, and doing - at personal, family and community
levels, so as to foster talents, self-determination, freedom and liberty, in order to stir sustainable
development and integral welfare for people and communities”. However, it is also important to see
counseling, according to the document issued by the Counseling System for Higher Education (2011), as
an “inherent process of education that has a direct impact on personal and career development,
humanizing education so it doesn’t only teach subjects but also values and attitudes” and promote
integration.
The main task of counseling in education shall be to create a space of love, cooperation, self and mutual
respect, as well as self-acceptance and acceptance of others (Maturana, 1999).
Promoting career choice in the field of science: Evaluation of effectiveness of a
guidance intervention (ACARISS Program)
Letizia PALAZZESCHI
Annamaria DI FABIO
Language: English
This study is part of the ACARISS Program promoted in Italy by the Region of Tuscany with the aim of
developing innovative approaches for improving learning of the scientific disciplines and
enhancing talents of students. The objective of the present study is to evaluate the effectiveness
of a guidance intervention to promote career choice in the scientific field. The present work
evaluated the effectiveness of the intervention using a pre- and post-experimental design with a
control group. In the experimental group, prior to intervention (T1) students’ attitudes towards
science (Kind, Jones, & Barmby, 2007), career decision-making difficulties (Gati, Krausz, &
Osipow, 1996), and career decision-making self-efficacy (Betz & Taylor, 2000) were investigated.
These variables were measured in the control group again following the intervention (T2). The
control group completed the questionnaires in the same manner and timing of the experimental
group but received no intervention. The results showed the effectiveness of the intervention
highlighting an increase of career decision-making self-efficacy and a reduction of career
decision-making difficulties. This study contributed to the evaluation of effectiveness of a
guidance intervention to promote talents of students in scientific disciplines.
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The German Version of the Hope-Centered Career Inventory
Marc SCHREIBER
Hyung Joon Yoon
Language: English
The Hope-Centered Career Inventory (HCCI; Niles, Yoon, & Amundson, 2010) is a questionnaire, which is
based on the Hope-Centered Model of Career Development (HCMCD; Niles, Amundson, &
Neault, 2010). It measures seven important competencies for effective career self-management.
These competencies are: 1) hope, 2) self-reflection, 3) self-clarity, 4) visioning, 5) goal setting and
planning, 6) implementing and 7) adapting. As hope is essential for every process of the
HCMCD, it represents the core element of the model. Being hopeful means having goals,
knowing how to achieve those goals and believing to be able to reach those goals. Hope helps
invididuals to take action toward goals.
The HCCI contains 28 items and can be applied in different career counseling contexts. It can be used as
a diagnostic instrument, a developmental guide or as an evaluation instrument. The questionnaire was
developed for adolescents and adults.
We are currently working on the development of a German version of the HCCI. The English original
version was translated into German and back-translated into English. The comparison of the backtranslation and the original version of the HCCI led to a revision of some items. In order to collect data,
we are going to integrate the German version of the HCCI into www.laufbahndiagnostik.ch, which was
developed for our research and career counseling services. Our goal is the psychometric evaluation of
the German version of the HCCI (and the development of norms). At the IAEVG Conference in Marseille
in September, we will present first results of this evaluation process and present a practical example.
“Leaving job stability behind and moving towards career adaptability”: A Career
guidance program for a successful future career
Katerins ARGYROPOULOU - Nikos DROSOS - Katerina MIKEDAKI - Roubini TSAKANIKA
Language: English
Introduction
This is an intervention program which has been developed by the scientific staff of the Career
Counseling Research and Assessment Center of the Psychology Department, University of AthensGreece (Director: Professor Despoina Sidiropoulou-Dimakakou) and aims at empowering individuals to
take positive actions regarding the development of career adaptability skills. According to theory career
adaptability is a psychological construct that denotes an individual’s readiness and resources for coping
with current and anticipated tasks, transitions, traumas in their occupational roles that, to some degree
large or small, alter their social integration (Porfeli & Savickas, 2012). Therefore, career adaptability is the
capability of an individual to make a series of successful transitions where the labour market, organisation
of work and underlying occupational and organisational knowledge bases may all be subject to
considerable change (Bimroseetal., 2011). Within this approach, the following five separate but interrelated competencies are identified as crucial for increasing individuals’ career adaptive responses to
transitions: concern, control, curiosity, confidence and commitment. In this context: (a) concern refers to
stimulating or developing a positive and optimistic attitude to the future, (b) control emphasises the need
for individuals to exert a degree of influence on their situations, (c) curiosity emphasises the value in
broadening horizons by exploring social opportunities and possibilities; (d) confidence relates to believing
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in yourself and your ability to achieve what is necessary to achieve your career goal; (e) commitment
stresses how individuals should experiment with new and different activities and projects, rather than
being focused narrowly on getting into a particular job, so that new possibilities can be generated (Hirschi,
2009). This argues that the five adapt-ability competencies support self-regulation strengths or capacities,
which they reside as the intersection of person-in-environment and help people to deal with current
changes and developmental issues.
The program participants were university undergraduate students and high school students.The
activities of the program include elements from the narrative approach and the career construction theory
and practice (Savickas, 2007. Mc Mahon & Watson, 2012) and aims to help participants: a) to tell the
current transitions observing how the self of today shaped by the self of yesterday and will lead to the self
of tomorrow, b) toexpressthelegitimateaspirationtodeveloppersonalabilitiesforpersonalsuccess, c) to
understand the limitations and challenges in achieving their goals and to explore the motivations,
strengths, career interests and values (Nathan & Hill, 2006), d) to understand that career
counselingcanofferintermsofeducationandtrainingofyoungcitizens.
Method
The programconsists of 7 group sessions structured as follows:
Session 1:A 15 minutes extract ofafilm is presented to the participants in order to help them to
distinguish the dimensions of career adaptability. Afterwards, under the guidance of the counselor, the
meaning of being career adaptive is discussed.
Session 2: Thedimension concern is presented and participants are asked to do an exercise based
on the “future orientation” (Savickas, 1991). Firstly, participantsare encouraged to write an imaginative
story of their career future entitled “My Future Career Autobiography” in which they describe how they
envision their career future after 5 years. Then they choose one career goal from this paragraph and try to
write down the step that they must take to achieve this goal. Each step presupposes the achievement of
the previous and each goal should be SMART (Significant, Measurable, Attainable, Relevant, Timebound) (Nathan & Hill, 2006).
Session 3: The dimension control is presented and a case study is given in a video form. Participants
are asked to do an exercise based on the SWOT analysis. In other words, participants try to find the
strengths, weaknesses, opportunities, and threats that the protagonist faces, in order to exert a degree of
influence on his environment and then they try to find an answer to the dilemma that he is facing, using
decision- making skills. Also, the exercise “Turning the pessimistic thoughts into realistic” is given so as
the participants to learn how to deal with limitations in achieving their goals and develop problem solving
strategies.
Session 4: Thedimensioncuriosityispresentedand participants are invited to imagine and give an end
to a recorded story considering the characteristics of curiosity. Later thecounselorreveals the real end of
the story and discussion follows about it as well as about thethoughtsandfeelingsof the participants.If
there is enough time a case study is also given. Participants are first asked to look for phrases that
indicate the flexibility and adaptability of the protagonist and afterwards they try to enter this role writing a
letter to someone whose curiosity is not developed enough.
Session 5: The dimension confidence is presented andacasestudy is given. Participants are asked to
identify the obstacles that the protagonist is facing and then to suggest the appropriate “bridges”, the best
possible ways to overcome these obstacles (Nathan & Hill, 2006). In a next phase, the groups of
participants try to describe the steps that the protagonist has to follow so as to achieve his/her goals. With
the use of an extra exercise named "What can I do with my blot" participants try to enter their blot in a
whole painting, realizing through this symbolic way that they can enhance their self-efficacy.
Session 6: Thedimensioncommitmentispresentedandparticipantswork in teams. Each member of the
team talks about his/her qualifications; the others express their opinion and add extra skills. Then, the
participants make a story together and practice their self-presentation skills through role-playing or
through a comic strip consisting of three scenes (self-presentation, reflection of the team, job-interview).
In that way everyone has the chance to think how he/she is committed in a possible career choice and
take an active role as the author of his/her personal story.
Session 7: The final session includes the evaluation of the program’s effectiveness and the
participants are invited to express their thoughts and feelings about career adaptability through a song, a
dramatization or slogans.
Results
The program iscurrentlyinpilotphase, but its implementation until this time showed that it contributes
significantly in thedevelopment of career adaptability skills.The program has been applied to career
counsellors, high school students and undergraduate students in order to ascertain the functionality of the
experiential
activities.According
to
career
counsellors
the
program
is
considered
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asinnovativeandcreativethatyieldsbeneficial
outcomes.
Furthermore,
high
school
students
andundergraduateuniversity studentscommented that its experiential activities constitute “a practical
guide of optimism” and helped them “to discover the dynamic side of themselves”.
Our next goal is to adjust Career Adapt-Abilities Scale (CAAS; Savickas & Porfeli, 2011) in Greek
samples so as to administer it before and after the program’s implementation and explore whether or not
the career adaptability of the target population has been enhanced.
Finally, future directions for research include establishing systematic follow-up procedures.
ARIADNE- Career Interest Questionnaire
Nikos DROSOS
Language: English
The purpose of this study is to present the ARIADNE – Career Interests Questionnaire which is a careerguidance instrument designed to provide information about Secondary Education students’ interests in
fields of education and work. It can facilitate students’ exploration of their educational and occupational
alternatives, learning about careers, and setting goals for the future. ARIADNE was standardized in 1003
Secondary Education Students in Cyprus and has very good psychometric characteristics.
 It is an online computerized questionnaire.
 It provides scores for 16 occupations’ categories
 It is an adaptive questionnaire and it can provide scores for 30 occupations’ sub-categories (it
depends on the first answers of each student)
 It takes just 20-30 minutes to complete
 All results are completely confidential; personalized reports may be viewed on-screen or printed
out by the counselor.
 The report provides a list of the indicative occupations and fields of study that most closely match
the students’ interests.
 Counselors who use ARIADNE are trained on how to proceed through the career counseling
procedure using its result to facilitate students self-knowledge, career planning, career
exploration and decision making process.
ARIADNE can be used: a) in individual career counseling, b) in research, and c) in needs assessment.
Further use of the questionnaire will be discussed.
Search for the theories of "meaning-making" in career
Kanbe YASUHIRO
Language: English
The theme of this study is career and meaning. The purpose of this study is the new understanding of
the meaning of career by using “the map of meaning-making in career”(Lips-Wiersma,2002), which
includes 4 purposes of career. To make the purpose of this study clear, two researches were
conducted.
The first research shows the relationship between the meaning of career and social change or social
contribution, through the research about the award winner of “Woman of the year”, by using the map of
meaning-making in career.
First of all, the research shows how the 4 purposes of career were adjusted to social change or social
contribution. The 4 purposes of career were found to be related to social change or social contribution
according to the following criteria :
(1) acquisition of skill
(2) acquisition of passion
(3) use of company resources
(4) solution to the problems of customer or society (function, 1-RQ1).
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Next, the research shows the route leading to social change or social contribution, and presents the
concept of “meaning growth in career” (route, 1-RQ2).
The second research shows the relationship between the meaning of career and the problem of being
adapted to the workplace at an early stage, through the research about career beginners who
graduated the seminar on Thanatology, by using the map of meaning-making in career.
First of all, the research shows what problems related to being adapted to the workplace in early stages
happened, and where they did happen, in the map of meaning-making in career (meaning-making or
meaning-suspension, 2-RQ1).
Next, the research shows the route towards the spirit of serving others, from college education to the
early stage of career, and presents 4 routes leading to the spirit of serving others (route,2-RQ2).
The paper concludes with suggestions for practice and future research.
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REUNIONS & FORUMS
MEETINGS &
FORUMS
REUNIONS & FORUMS - MEETINGS & FORUMS
Lundi - Monday 9:00 - 12:00
IAEVG Pre-Conference Meeting of European National Associations
Karen Schober (IAEVG Vice President), Dr. Raimo Vuorinen (IAEVG Vice President; ELGPN
Co-ordinator), Heiner Bleckmann (German National Association - dvb)
DRAC room
Language: English
In the framework of the IAEVG-Montpellier conference National Career Practitioner Associations from
European countries are invited to designate 1-2 members to attend an open forum (Monday, September
23, 2013 between 9:00 – 12:00) for discussions on mutual professional concerns and ways for future cooperation among European national associations and the IAEVG.
The idea for such a meeting was brought up at the IAEVG-Members Forum last year during the IAEVG
conference in Mannheim/Germany, October 2012, because some members felt that there should be
closer links and cooperation among IAEVG members in Europe and that IAEVG could facilitate this.
There was also a concern that European policy in the field of education and training as well as in the field
of guidance and counselling increasingly affects the day-to-day work of guidance practitioners and that
therefore practitioners should have a voice at European level through IAEVG.
The IAEVG Executive Committee welcomed these ideas and decided to arrange a pre conference
meeting for this in 2013 and designated the organisation of the meeting to Dr. Raimo Vuorinen (Finland)
and Karen Schober (Germany) who are both Vice Presidents of IAEVG and at the same time involved in
the ELGPN and to Heiner Bleckmann (German Association for Educational and Vocational Guidance –
dvb).
The conference organizers agreed to give space for a pre-conference meeting on September 23, 09.00 –
12.00 a.m. The meeting will be organized as an open forum which means that there is no fixed agenda.
Suggestions for further topics to be discussed are welcome.
1. Some of the concerns to be discussed may be related to common European policy issues and how to
enhance the voice of practitioners and national associations through IAEVG, and also how the European
Network ELGPN can be helpful in this context. Since the both of us are actively involved both in the
ELGPN and in IAEVG we could build bridges and enhance cooperation andcollaboration on a European
level. At the meeting Raimo Vuorinen as the Co Ordinator of ELGPN would also give some short
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information about ELGPN and its role in promoting common policy issues which directly benefit guidance
practitioners.
2. Other items to be addressed by participants could be how to enhance co-operation of different
initiatives on European level to build
consistent
competence
frameworks
and
accreditation
mechanisms.
3. Any other suggestions for topics to be discussed are welcome and should be mailed to us
(see
contact details below).
Please note that the language of the pre-conference meeting will be English and that we cannot provide
translation.
Jeudi - Thursday 15:15 - 16:45
Forum Latino-Américain - Latin-American Forum
Julio González Bello
Lengua: Español
1. Presentación de los Asistentes (5 min.)
2. Agenda:
- Situación de los Derechos Humanos y la Orientación en América Latina (20 min)
- Discusión sobre el papel de los orientadores en la promoción y defensa de los Derechos Humanos
en América Latina. (30 min)
- Conclusiones y Acciones a tomar (15 min)
- Lectura del Documento producido (5 minutos)
Réunion des Jeunes Membres de l’AIOSP - IAEVG Young Members Meeting
New Modes of engaging in Conference Activities - IAEVG Open Forum 2013.
Judith Fruebing, Marius Martinez,
Rie Thomsen, Helene Valgreen
Lycée Joffre Bâtiment E Salle Euréka
Language: English
Introductory text: This workshop includes you! You will get to take an active part in forming ideas for future
conference activities. Together we will explore ideas for new modes of participation during and between
future IAEVG conferences. Why do you attend the IAEVG conference? What do you expect to gain from
the time you invest? Presenting, listening, creating, getting feed-back? Testing new ideas? Searching for
future partners for large scale research projects? Networking? Making professional friends? Gaining
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support. How does all this impact your personal and professional life? What can we do between
conferences? How do we interact?
Join the IAEVG Open Forum and make an impact for the future!
About the Open Forum: The IAEVG Open Forum is a new group founded by some of our dynamic
members. The group members have formed a fellowship that has its own culture, great moments,
friendships and takes advantage of Facebook to keep in touch. Its members say that this sense of
community has brought the IAEVG experience to a whole new level, both socially and professionally.
Since its establishment in the 2011 IAEVG Capetown conference, they have been in close touch, shared
ideas and even held an out-of-the-box joyful session to spread the word in the last IAEVG conference in
Mannheim in 2012. If this spirit appeals to you, you might want to take a close look at the session they
are planning to hold this time: New Modes - IAEVG Open Forum 2013.
Jeudi - Thursday 16:45 - 18:15
Forum de l’AIOSP - IAEVG Forum
16:45 Welcome Suzanne BULTHEEL and Lester.OAKES
16:50 Brief introductions by attendees. (Jane) Name, country, name of organization if they represent one,
and name of paper if one is being distributed.
Note to Board: We will be really strict on this. No dialogue or any other discussion at this stage. We will
email all delegates prior to the conference inviting them to this meeting attendees and invite them to bring
a handout or other materials outlining developments in their country or announcing their conferences. We
will be clear that they will be able to distribute this material but not be able to talk to it.
17:05 Summary of board activity, particularly in response to the survey : Lester OAKES
17:15. Member input session : Jane GOODMAN and Board members
17:40 Feedback from groups and any responses from Board (Jane + Board members)
18:05. Summary and wrap up.
18.10 Any conference announcements
18:15. End
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Liste des congressistes
Delagates list
Cette liste comprend tous les congressistes inscrits et ayant confirmé leur inscription au 14 septembre.
This list includes all registered delegates who have confirmed before the 14 th of September.
A
Sabine
Tomoko
Nina
Soonhoon
Merja
Luciana
Françoise
Camilla
Laurie-Anne
Christine
Barbara
Valérie
Sylvie
Lovén
Michèle
Inga H.
Helena
Lucie
Françoise
Nancy
Anbuvanan
Kadra
Sylvie
Anne-Marie
Yeslaine
Mélanie
Kobon
Jérôme
ACQUIER
ADACHI
AHLROOS
AHN
ALANKO-TURUNEN
ALBANESE VALORE
ALBERT
ALFSEN
ALLEMAND
ALLIER - SIMON
ALOGUES
ALPE
AMICI
ANDERS
ANDREA
ANDREASSEN
ANTTILA
ARLANDES
ARNAUD
ARTHUR
ARUNACHALAM
ASLI OUAFI
AUBEL-KENIL
AUDIER
ÁVILA CRUZ
AVRILLAUD
AYEKOE
France
Japan
Sweden
USA
Finland
Brasil
France
Norway
France
France
France
France
France
Sweden
France
Norway
Finland
France
France
Canada
India
France
France
France
Italia
France
Côte d'Ivoire
B
Pascale
Elin
Rasmata
Kiyomi
Sylvie
Hana
Martine
Lyn
BACCINI
BAERLAND
BAKYONONABALOUM
BANDA
BAR
BARBOT
BARGE
BARHAM
France
Norway
France
Japan
France
France
France
United
Kingdom
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Anne
Sophie
Sally-Anne
BARILLOT
France
BARNES
Piotr
Catherine
Sylvie
Silvia
Annie
Bettina
Celia
BARTOSIAK
BAS
BASSET
BATLLE
BAUZA-CANELLAS
BEGLINGER
BEIZSLEY
Lenka
Ammar
Céline
Agnès
Chantal
Christine
Gérard
Jean Michel
Joëlle
Fabienne
Olga Teresa
BEKOVA
BEN RHOUMA
BENOIST
BENOIT
BERGEON
BERGES
BERGES
BERLAND
BERLIERE
BERNARD
BERNATTE DE
SANABRIA
BERNAUD
BERNE
BERTAUD
BERTHELOT
BERTRAND
BEULLIER
BIELECKI
BILE
BIMROSE
BIONDI
BJERREGAARD
BJORDAL
BLANC
BLANCHARD
BLANCHARD
BLE
United
Kingdom
Poland
France
France
Argentina
France
Switzerland
United
Kingdom
Slovakia
France
France
France
France
France
France
France
France
France
Venezuela
Jean-Luc
Dominique
François
Myriam
Sophie
Dominique
Jerzy
FABIENNE
Jenny
Christèle
Morten
Cathrine
Christine
Hélène
Elisa
Nanin
Armand
Heiner
Pierre
Paulette
Karine
Karyn
René
Edith
Nathalie
BLECKMANN
BLESSON
BLOCH
BLON
BOISVERT
BOMMELI
BOMPART
BONFILS
France
France
France
France
France
France
Poland
France
England
France
Denmark
Norway
France
France
France
Côte d'Ivoire
Deutschland
FRANCE
France
France
Canada
Suisse
France
France
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Jocelyne
Michel
Eric
Stéphane
Graziana
Arij
Geneviève
Dominique
Christine
Pierre
Brigitte
Mélanie
David
Agnes
Vincent
Ghislaine
Toril
Hedva
Grégory
Ingunn
Sandem
Cécile
Régine
Alan
Jean Luc
Rita
Suzanne
Marcel
Daniel
Sylvie
Jeanne
Murielle
BONJOUR
BONNARD
BONNESOEUR
BONZON
BOSCATO
BOUAJILA
BOUCHARD JEAN
BOUCHER
BOUDESSEU
BOUILLARD
BOURCIER
BOURGEOIS
BOURNE
BOUTET
BOUVIER
BOUZEKRI
BRATLI
BRAUNSTEINBERCOVITZ
BRISON
BRO
France
France
France
Suisse
France
Qatar
France
France
France
France
France
France
France / UK
France
France
France
Norway
Israel
BROCHARD
BROSSUT
BROWN
France
France
United
Kingdom
France
Denmark
France
France
France
France
France
France
BRUN
BUHL
BULTHEEL
BULTHEEL
BURGER
BURNET
BUSSON
BUVAT
France
Norway
C
Gabriela
Xiomara
Claire
Martine
Marie-Laure
Manuelle
Martine
Mick
CABRERA
CAMARGO
CAMPERO
CAMPOS
CANO
CAPUT
CARBOUE
CAREY
Alice
Christine
JeanFrançois
Doris
CARLIER
CARON
CASTELL
Mexico
Venezuela
France
France
France
France
France
United
Kingdom
France
Belgique
France
CASTRE
France
CIOM 2013
134
Danièle
Fabienne
Sylvie
Anita
Aline
Nadia
Saléha
Janick
Nadine
MarieElisabeth
Dominique
Elisabeth
Dominique
CELESTINE
CENIER
CERFEUILLET
CHABERT
CHAMPOLLION
CHAOUCH
CHAOURAR
CHAPRON
CHARESSON
CHARPENTIERZERR
CHARVE
CLAUZIER
CLAVIER
Thomas
Chantal
Aurore
Laurence
CLAWSON
CLEMENT
CLOUET
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COLE
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CROIX
CURZI
Darrell
Serge
Christelle
Claude
Denis
Michèle
Christian
Yvan
Ana Isabel
Josie
David
Sophie
Françoise
France
France
France
France
France
France
France
France
France
France
France
France
FranceCanada
USA
France
France
France
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Belgique
France
France
France
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France
France
France
France
D
Lorenza
Françoise
Lena
Francis
Sylvie
Jean-Pierre
Robyn
Florence
Dominique
Astrid
Marjolaine
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DAVIS
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DE BUS
DE LOS SANTOS
DE LUZE-BAUTZ
DEBIANE
DEFRENNE
DEGUFFROY
DEHEZ
Italia
France
Sweden
France
France
Suisse
Australia
France
France
France
France
France
France
France
France
CIOM 2013
135
Isabelle
Claudette
Aline
Eric
Monique
Carole
Andrée
Catherine
Angélique
Edwidge
Catherine
Jocelyne
Karine
Jean-Marie
Lydia
Nalini
Annamaria
Rose
Catherine
Lucie
Amélie
Beatriz
Jean-Louis
Diane
Ève
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MarieChristine
Annie
Ada
Nadine
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Brigitte
Philippe
Federico
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DEL GROSSO
CHANEL
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DELOIN
DELORME
DELOS
DEMERSSEMAN
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DESJARDINS
DESLANDES
DESOUCHES
DESSARTRE
DEVOCELLE
DEYREM
DHARMASEELAN
DI FABIO
DI SALVO
DIAZ
DOISNEAU
DOLY
DOMINGUEZ
DORMOY
DOYON
DRILLE
DUARTE
France
France
DUBOST
France
DUCHESNOY
DUGARTE DE
VILLEGAS
DULAC
DULAURIER
DUMAS-PINTRE
DURAND
DURANTE
DURIEZ
DUVINAGE
France
Venezuela
France
France
France
France
France
France
Canada
Canada
France
France
France
France
France
India
Italia
France
France
France
France
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France
Canada
France
Portugal
France
France
France
France
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France
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E
Solange
Gilberte
Gøril
Brigitte
EGEA
EGLY
ERIKSTAD
EVENO
France
France
Norway
France
F
Natalie
Marion
Monique
FABRE
FABREGAT
FAGES
France
France
France
CIOM 2013
136
Marie-Paule
Corinne
Isabelle
Sabrina
Christophe
Christiane
Marie-ange
Elena
Alison
Christel
Dominique
Delphine
Françoise
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Domitille
Maud
Anne
Marielle
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Alain
Judith
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FERNANDEZ
FERNÁNDEZ REY
FIELDING
FINANCE
FLAISSIER
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THIEBAULT
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FRAIN
FRANC
FRANCK
FRANCOISDUPETIT
FREMAUX
FREY
FROMAGE
FRUEBING
France
France
France
Italia
France
France
France
España
England
France
France
France
France
France
France
France
France
France
France
Deutschland
France
Germany
G
Peter
Nicole
Soizick
Sonia
Georges
Georges
Rebeca
Frédérique
Lydie
Dominique
Monique
Régine
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Dominique
Hélène
Anne-Cécile
Karl
Karine
Mireille
MarieClaude
Florence
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GERLEIN
GERVAIS
GHITTI
GIEZENDANNER
GILBERT
GIOVANNANGELI
GIRAUDON
Slovenia
Canada
France
France
France
France
España
France
France
France
France
France
France
GIUDICELLI -
France
France
France
France
Suisse
Switzerland
France
France
France
CIOM 2013
137
Jacques
Jennifer
Tannis
Sophie
Jean
Christophe
Sonja
Jane
Sylvie
Alexandra
Mona
Sylvie
MariePierre
Vegar
Vegar
MarieHélène
Charlotte
Nils S.
Eve Lyne
Jean-Louis
Leïla
Pierre
Julie
Céline
Jean
MarieFrançoise
MarieChristine
Vincent
Ntsiki
Gaëlle
SCOTTO
GIUST
GLEESON
GODDARD
GODILLON
GOETSCHY
France
Australia
Canada
France
France
GOMBOC
GOODMAN
GOUILLAUD
GOUJON
GRANATO
GRAULLE
GRIME
Slovenija
USA
France
France
Allemagne
France
France
GRISLINGAAS
GRISLINGAAS
GROS
Norway
Norway
France
GROVE JAKOBSEN
GRUDZINSKI
GUAVEIA
GUERCHE
GUERNINE
OUFRICHE
GUERRAZ
GUEURI
GUGLIELMETTI
GUICHARD
GUIGNARD-PETRI
Denmark
Germany
France
France
France
GUILHAUMON
France
GUILLON
GUMBE
GUY
France
South Africa
France
France
France
France
France
France
H
Stine
Ellen
Phil
Brianna
Katerina
HANEVOLD
HARALDSEN
HARRINGTON
HARRINGTON
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Cathinca
Marie-Paule
Lauren
HATLEM
HAUTIER
HENDRIE
Sylvie
Hélène
Roger
HERBERT
HERBIN
HILL
Norway
Norway
USA
USA
Czech
Republic
Norway
Belgique
United
Kingdom
France
France
USA
CIOM 2013
138
Lenka
HLOUŠKOVÁ
Dominique
Nathalie
Pauline
Annick
Anne
Martine
HOCQUARD
HOUCKE
HOUZELLE
Czech
Republic
France
Belgique
France
HUE
HUREL
France
France
I
Karin
Giulio
Fathi
Nathalie
Lee
Maritxu
Barrie
Leena
IAMBERTY
IANNIS
IHALOUINE
IMBERT
IN HEOK
INDABURU
IRVING
ITKONEN
France
Italia
France
France
USA
France
Australia
Finland
J
Jocelyne
Martial
Philippe
Claire
France Lise
Jean Claude
Ilze
Óscar
Christine
Phillip
Benjamine
Sonia
Carla
Tønder
MarieChantal
Hélène
Nicole
Aleksandra
Annakaisa
Ketill
Virginie
Chantal
MarieHélène
Martine
Henriette
Francine
Tarja
JACQUEMARD
JACQUEY
JACQUIN
JAMOND
JANCZAK
JANCZAK
JANSONE
JARA-ALBÁN
JARRIGE
JARVIS
JEANDOT
JEAUNEAU
JESSING
France
France
France
France
France
France
Latvia
España
France
Canada
France
France
Denmark
JOLLAND
France
JOLLIOT
JOLLY
JOMA
JORTIKKA FREDRIKSON
JOSEFSSON
JOSEPH
JOUANEN
JOUANICOU
France
France
Latvia
Finland
JUBAULT
JULIO
JUST JOURDREN
JUURAKKOKOSKINEN
France
France
France
Finland
Iceland
France
France
France
CIOM 2013
139
PäiviKatriina
JUUTILAINEN
Finland
K
Siff
Nora
Alicja
Kaisa
Helena
Johannes
Georg
Jolanta
Tomoe
Ursula
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KALEJA
KARGULOWA
KARHU
KASURINEN
KATSAROV
KAUFMANN
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KAWASAKI
KEARNEY
John
KELLY
Annie
Florence
Pauliina
Nektarios
Annike
Isachsen
Kjell Helge
Halvor G
Georgette
Merja
Pascale
Jutta
Patricija
Susanne
Beata
KERBAUL
KERSULEC
KESKINARKAUS
KIKAS
KJAER HANSEN
KJERSTI
KLEPPESTØ
KNUDSEN
KOHLER-PAIRE
KOIVULUHTA
KOLLEN
KÖNIG
KOREN
KRAATZ
KRAHULCOVA
Béatrice
Roland
Kjersti
KUNEGEL
KUNZ
KVALØY
France
Latvia
Poland
Finland
Finland
Germany
Liechtenstein
Lithuania
Japan
Republic of
Ireland
United
Kingdom
France
France
Finland
Cyprus
Denmark
Norway
Norway
Norway
France
Finland
France
Netherlands
Slovenia
Belgium
Czech
Republic
France
Suisse
Norway
L
Khalid
Martine
Magali
Juha
Marjatta
Frédérique
Béatrice
Wilfrid
Irene
Mika
Helene
Cécile
Christine
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LACHARITÉ
LACOMBE
LAHTI
LAIRIO
LAMBERT
LAMBS
LAROCHELLE
LAUKHOLM
LAUNIKARI
LE FAUCONNIER
LE GLATIN
LE PAGE
France
Canada
France
Finland
Finland
France
France
Canada
Norway
Finland
France
France
France
CIOM 2013
140
Elyane
Yves
Claudie
Sabrina
Susana
Brigitte
Alain
Christian
Conrad
Magali
Eric
Véronique
Marie-Loup
Catherine
Vilma
Martine
Seija
Amandine
Jukka
Bernard
Omaira
Mireille
Alain
Kathryn
Dominique
Webjørn
Frédéric
Jaana
Jacques
Mia
Nathalie
Céline
Ana
Christian
Régine
Roselyne
Nadine
Charly
Floriane
Hilary
LE THIEC
LE THINH
LE TRON
LE VERGE
LEAL
LEAUTHIER
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LECOMTE
LECOMTE
LEGENDARME
LEGROS
LELANDAIS
LÉLIAS
LEMERLE
LENSELINK
LEPANNETIER
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LERICHE
LERKKANEN
LESPES
LESSIRE DE
GONZALEZ
LETOURNEAU
LEU
LEVINE
LEYLAVERGNE
LIE
LIEZ
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LIMOGES
LINDBERG
LION
LOISEL
LOPEZ MEDIALDEA
LORENT
LORFEUVRE
AUDABRAM
LOUBATIERES
LOUE
LOURY
LOVIS
LYNCH
France
France
France
France
Venezuela
France
France
France
Canada
France
France
France
France
France
Netherlands
France
Finland
France
Finland
France
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France
France
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France
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France
Finland
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Sweden
Belgique
France
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France
France
France
France
France
Suisse
Ireland
M
Christel
Emmanuell
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Soraya
Estelle
Matti
MACHADO
MAGNANI
France
france
MAHALAINE
MAILLARD
MÄKELÄ
France
France
Finland
CIOM 2013
141
Beatriz
Adriana
Alida
Antonio
Nadia
Christopher
MALIK
MALLIEGAS
MALPICA
MALDONADO
MANES
MANKOUR
MANLEY
Nuria
Sophie
Corinne
Pavlína
MANZANO-SOTO
MAQUIN
MARICHAL
MARÍKOVÁ
Hervé
Christiane
Jérôme
Anne
Régine
Marina
Patricia
Màrius
Annie
Gisèle
Laurent
Aigbe
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MARTIN
MARTIN
MARTIN-BOCQUET
MARTINET
MARTINEZ
MARTINEZ
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MAZEK
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MELONI
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METZGER
Nathalie
Brigitte
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Arlette
John
Mary
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Dominique
Cécile
Bastien
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Guylaine
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Thomas
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MILLER
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MINETTI
MOEREMANS
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MOINE
Spain
France
Venezuela
Italia
France
United
Kingdom
España
France
France
Czech
Republic
France
France
France
France
France
Venezuela
France
España
France
France
Canada
Nigeria
France
France
France
USA
Poland
France
France
Australia
France
France
France
France
France
France
Canada
Latvia
Australia
Japan
France
Belgium
Denmark
France
CIOM 2013
142
Françoise
Johanna
Jonas, Lars
Åke
Marcel
André
Catherine
Camille
MarieAgnès
Martine
Patricia
Doriane
CHANTAL
Hélia
Jean
Venita
Bernard
Rachel
Liliane
Tore
Fabienne
MÖLLER
MÖLLER
Sweden
Sweden
MONETTE
MONHART
MONNET
MONNIER
MONNIER
Canada
Suisse
France
France
France
MORELLE
MORINIERE
MORIVAL
MOULIN
MOURA
MOUTOUH
MULLER
MÜLLER
MULVEY
France
France
France
France
Portugal
France
France
Suisse
United
Kingdom
France
Norway
France
MURATET
MUREN
MURY
N
Myriam
Rachida
Takashi
Béatrice
Guillermina
Siobhan
NABAL
NAJI
NAKAI
NAPARSTEK
NAVA BOLAÑOS
NEARY
Roberta
N'Guetta
Leonard
Gwladys
Lena
Annie
Jos
Kirsten
Marie
Marianne
Skog
NEAULTS
N'GUOANDI
France
France
Japan
France
México
United
Kingdom
Canada
Côte d'Ivoire
NICETTA
NICOLAOU
NICOTERA
NOESEN
NORENDAL
France
Cyprus
France
Luxembourg
Norway
NYBORG
Norway
O
Lester
Frédérique
Stephanie
Laurent
Atsushi
Montserrat
OAKES
ODDOZ-MAZET
ODENWALD
OHRESSER
OKABE
OLIVERAS
New Zealand
France
Germany
France
Japan
España
CIOM 2013
143
Aurélie
Nathalie
Doryne
Rodrigue
ORTIZ
OSPITAL
OUELLETTE
OZENNE
France
France
Canada
France
P
Florence
Letizia
Daniel
Véronique
David
Marie
Eloise
Heikki
Christiane
Anne
Juliette
Pierre
Katie
PAGES
PALAZZESCHI
PANDOLFI
PANNETIER
PANTALACCI
PANTALACCI
PAQUIER
PASANEN
PASCAL
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Sylvie
Céline
Martine
Frédérique
Fabienne
Leena
Elisabeth
Suzanne
Emilie
Alexandra
Pierre
Bernard
Nissilä
Hélène
France
Martine
Karine
Karine
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e
Dominique
Evelyne
MarieThérèse
Marie
Juhani
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Françoise
Peter
Michel
PEDEBAS
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PENNINCK
PENTTINEN
PERRIN
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PETREAU
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PIERSON
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PIGIERE
PILLOT
PINEAU
PIRSON
PIRTTINIEMI
PITHON
PLANET
PLANT
PLANTE
France
Italia
France
France
France
France
France
Finland
France
Germany
France
France
United
Kingdom
France
France
France
France
Belgique
Finland
France
France
France
Suisse
Belgique
France
Finland
France
Canada
France
France
France
France
France
France
France
Belgique
Finland
France
France
Denmark
France
CIOM 2013
144
Danielle
Patrick
Valérie
André
Christine
Didier
Daniel
Manon
Bo Klindt
Gérard
Luce
Kestutis
PODMILSAK
POIRIER
POIRMEUR
PONS
PONVERT
PORTHAULT
POULIN
POULIOT
POULSEN
PROMP
PUGIN
PUKELIS
France
France
France
France
France
France
Canada
France
Denmark
France
France
Lithuania
Q
Lisa
Jean Marie
Lucie
QUAGLIATA
QUAIREL
QUÉRÉ
Norway
France
France
R
Geneviève
Fabienne
Margit
Mads
Jimmy
BO
Sylvain
Gilles
Fabrice
Hazel
RACINE
RAIMBAULT
RAMMO
RANGVID
RATTÉ
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REATO
REID
Catherine
Isabelle
Geneviève
Denise
Mireille
Dominique
MarieHélène
Barbara
Christel
Christian
Bernadette
Luisa
Yolande
Caroline
Beatrice
Janni
Jérôme
Sylvie
Clemence
REMERMIER
REMY-VOGLER
RETIF
REYNOUARD
RICHARD
RINAUDO
RIOU
France
France
Estonia
Denmark
Canada
Denmark
Canada
France
Belgique
United
Kingdom
France
France
France
France
France
France
France
RITZ
ROBERT
ROBERT
ROBIN
ROJAS
ROLET
RONDEL
ROSE
ROSENDAHL
ROSSIER
ROUSSEAU-VIC
ROUX
France
France
France
France
Venezuela
France
France
France
Denmark
Suisse
France
France
CIOM 2013
145
Catherine
Sylvie
Sophie
Alain
Denis
JeanJacques
Helen
ROUYER NICOLAS
ROYER LAIGRE
ROYON
RUFINO
RUIZ
RUPPERT
France
France
France
France
France
Luxembourg
RYAN
Australia
S
Jaana
Mah-jong
Odile
Monique
Irène
Arto
Beatrice
Estelle
Marie-Jean
Hélène
Réginald
Mark
Curt
Céline
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Franz
Sandra
Edith
Marc
Evelyne
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Marianne
Simon
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SAINTE BEUVE
SAINT-MARTIN
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SAPHY TONIOLO
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Aneta
Luis
Charlotte
Véronique
Simone
SLOWIK
SOBRADO
SOMMERLUND
SOULIÉ
SOULLIÈRE
Finland
France
France
France
France
Finland
France
France
Franc'e
France
Canada
USA
Qatar
France
Germany
Deutschland
Austria
Switzerland
Switzerland
France
Germany
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Côte d'Ivoire
France
France
Finland
Côte d'ivoire
France
Finland
Slovenia
Norway
Denmark
Czech
Republic
Pologne
España
Denmark
France
France
CIOM 2013
146
Rachelle
Laurent
Laurence
Graziano
Annie
Margaret
Marilou
Belén
M-Christine
Nadine
Sonja
Arne
Hanna
Julie
SOUPLY
SOVET
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SPITZ
STAPPER
STRUILLOU
SUÁREZ LANTARÓN
SUBIRES
SUDRES BASTIDE
SUSNIC
SVENDSRUD
SWIATKIEWICZZYCH
SZWAT
France
France
France
France
France
Australia
France
España
France
France
Norway
Norway
Poland
France
T
Isabel
Nicolas
Jaana
MarieNoelle
Jessica
Susanne
Linda
TAHER-SELLÉS
TAILLEFER
TAMSKI
TANGUY
Suisse
France
Finland
France
TARLAND
TAYLOR
TAYLOR
MarieRafaelle
Rebecca
Dominique
Birtha
Rainer
Elisabeth
Rie
Rie
Denis
Marianne
Catherine
Catherine
Christine
Isabelle
Anne
Adeline
Isabelle
Patricia
Sophie
Marie
Sylvia
Michel
TEDESCHI
Sweden
Deutschland
United
Kingdom
France
TEE
TEYSSIER THOLLET
THEUT
THIEL
THOM
THOMSEN
THOMSEN
THOOR
THORVALDSEN
THUET
TILLARD
TOISON
TOLOSA
TON VAN
TOSELLO
TOUSSAINT
TOUTAIN
TRIBOUT
TRONCHET
TUMSONET
TURCOTTE
England
France
Denmark
Deutschland
France
Denmark
Denmark
France
Norway
France
France
France
France
France
France
France
France
France
France
France
Canada
U
CIOM 2013
147
Ieva
URBANAVICIUTE
Lithuania
V
Jukka
Gert
Ian
Inge
Marlies
Marjatta
Jozef
Kirsti
Franck
Tone
Tone
Jacques
Marie
Christine
Pierre
Anne
Pierric
Raimo
Jukka Eero
VALTANEN
VAN BRUSSEL
VAN DEN BERG
VAN DER PUTTEN
VAN VENROOIJ
VANHALAKKARUOHO
VANRAEPENBUSCH
VÄNSKÄ
VANTOUROUX
VASSBOTN
VASSBOTN
VAULOUP
VIBERT
Finland
Netherlands
South Africa
Netherlands
Netherlands
Finland
VIEY
VILLETTE
VINOT
VUORINEN
VUORINEN
France
France
France
Finland
Finland
Belgium
Finland
France
Norway
Norway
France
France
W
Willy
Mark
Peter C.
Elodie
Joseph
Nicole
Frida
Peter
Jan
WASTIAU
WATSON
WEBER
WEGEL
WEHRMAN
WEINSTEIN
WIKSTRAND
WINKLER
WOLDENDORP
Witold
WOZNIAK
Belgique
South Africa
Deutschland
France
USA
France
Sweden
Denmark
The
Netherlands
Poland
Y
Darryl
MASAHITO
YAGI
YOSHIMURA
USA
Japan
CIOM 2013
148

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