B. Bassot

Counselling for career construction – Connecting life themes to construct life portraits: turning pain into hope

upcoming focus areas in career development. If I have any criticisms of the book, it is that as extensive as the book is, there are gaps in its representativeness. As an American, I loved having my horizons expanded by the inclusion of so many authors not typically published in American journals: the authors are from 13 countries and the chapters reflect their work with a far greater number of countries. Yet, a broader representation of countries would have made the book even more useful. The book grew out of, although was not restricted to, the deliberations at a conference of the International Association for Educational and Vocational Guidance (IAEVG) in India. India, understandably, is perhaps overrepresented and South America, for example, barely visible. Moreover, sometimes the process of individual authors writing about specific aspects of a theme, interesting as each is, makes it harder to see general principles or guidelines for improving service. Overall, however, this is a wonderful compendium of information, ideas and suggestions for the practitioner, researcher or student. The 41 chapters offer a broad array of perspectives, research and references. Especially because several ideas are sourced from cultures other than the widely published US, the handbook will broaden horizons and challenge preconceived notions. I thank the editors and all of the authors for doing that for me.

Upholding equality and social justice: A social constructivist perspective on emancipatory career guidance practice

After several years of political agendas focused on social inclusion, career guidance practice needs to return to its roots of promoting equality and social justice. This conceptual article argues that for many years there has been an overreliance on theories focused on the individual, and examines the relationship between social structures and individual agency. It presents insights from a social constructivist perspective, built on the application of collectivist interpretations of the zone of proximal development, situated learning and activity theory. Social constructivism asserts that individuals cannot be separated from their social context, and that social context is dynamic and constantly changing. The article concludes with the identification of the zone of proximal development as a useful overarching construct to support progress towards emancipatory career guidance practice.

Shaping the story: a guide to facilitating narrative career counselling

Shaping the story: a guide to facilitating narrative career counselling, edited by K. Maree, Rotterdam, Sense Publishers, 2011, 256 pp., £19.42 (pbk), ISBN 9789460913860 Reviewed by Dr Barbara Bass...

Constructing a space for career reflection: ‘The gift of time to think’

This paper reports on an in-depth qualitative pilot study with three participants which adapted Nancy Kline’s thinking session to develop a new approach for career counselling. The Career Thinking Session focuses on enabling clients to challenge their limiting assumptions. This paper outlines the approach and a brief review of the literature that underpins the work is then offered. The research methodology is then critiqued and the approach taken to data analysis is described, noting the questions that we continue to ask of the material. The case study of Helen is used to illustrate the possible strengths of the model and the challenges it poses. Some commonalities and themes that are suggested across the transcripts are then discussed. This paper concludes with thoughts about the usefulness of the model and its potential for further development.

Enabling Culturally Sensitive Career Counseling through Critically Reflective Practice: The Role of Reflective Diaries in Personal and Professional Development

This chapter focuses on the use of reflective diaries in the training and professional development of career counselors, in particular the role of diary writing in relation to developing the skills of client-centered, empathic, nonjudgemental career counseling. The use of reflective diaries in the training and development of student counselors in the UK is discussed, especially the findings from a small scale study which showed how some students found the process of diary writing helpful in their development. A range of relevant theoretical models of reflection are introduced. There has been a move from early discussions of reflective practice focused on action and continuous improvement to more recent theoretical perspectives of critically reflective practice where counselors are encouraged to reflect at a deeper level in order to consider their emotional responses to situations and become aware of their assumptions in relation to their professional practice.

Career Development Through Participation: Insights from Vygotsky

From my early days of working as a career guidance practitioner in deprived communities with numbers of clients from ethnic minorities, I have had a firm commitment to issues of equality and social justice. Through this I have become acutely aware of some of the dilemmas involved; in particular, how can equality be promoted when stereotypical images and messages are so prevalent? Since its inception, career guidance and counselling has embraced client centred approaches as one of the cornerstones of effective professional practice.

Action without action planning: the potential of the Career Thinking Session in enabling transformational career learning and development

ABSTRACT This paper examines the potential of the Career Thinking Session (CTS) model to career guidance and counselling practice with young people. A qualitative research study is presented, focusing on the case study of a client involved in the transition to higher education. The setting for the research is described and the origins of the CTS are critically evaluated in relation to a number of relevant strands from published literature. The interpretivist qualitative methodology taken is then presented. A case study of one client is then presented to highlight the particular application of the CTS model and its possible effectiveness as a tool for enabling agency, building confidence and establishing greater self-efficacy. The paper concludes with some insights into the ways in which critical thinking in relation to self and career development could be encouraged and supported through the use of the CTS.

The career thinking session

Many might say that taking the time to think in today’s hectic world is a luxury that we simply cannot afford. With the speed of change and constant activity that technological advances bring, it is easy to feel that there is no time to pause for thought. This chapter proposes a qualitative model for career assessment that asks people to do just that.

Becoming eco-responsible, active citizens through participation in the eco ambassadors project: a reflective analysis

This article offers a reflective analysis of the Eco Ambassadors Project as an example of the some of the ways in which learning about environmental issues and active citizenship can be encouraged and enabled through collaboration and negotiated participation. Some policy background to the project is given, followed by a critical consideration of the theoretical framework of situated learning; participation in a community of practice is then presented in relation to the project, alongside theories of citizenship. Three activities undertaken during the project are highlighted and these are critically examined in relation to the theories under consideration. The paper argues that the theoretical framework of learning by participation can usefully augment and help better explain how learners develop their identities as citizens, and that through participation people can become active members of communities that are environmentally and politically aware.

Becoming a different person: the zone of proximal development in career guidance = Llegar a ser una persona diferente: la zona de desarrollo próximo en orientación para la carrera

ABSTRACT This article examines an emerging social constructivist approach to career guidance, with a particular focus on the concept of the zone of proximal development. This is done by examining a metaphor used by one of the students who took part in a small scale in-depth qualitative study, all of whom were in the process of making their university choices. Some background to the study is given in order to set the scene and the theoretical lens for the study is then described, emphasising the active and social nature of learning. The metaphor used by the student (“me and my future” and “joining the dots”) is then described and interpreted in order to put forward understandings of the zone of proximal development in the context of career guidance. In particular the role of agency and participation are highlighted as ways in which people can develop beyond the expectations of society.