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Comics as a tool for a narrative approach in early career counselling: theory versus empirical evidence
British Journal of Guidance & Counselling
Abstract
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https://www.tandfonline.com/eprint/mAcVPweZQevjSEIry2zG/full ...................
An analysis of both theoretical and empirical literature suggests that career counselling should begin in childhood and that it should be an ongoing process based on a narrative approach. The basis of this paradigm is an insightful reflection over one’s life history, which requires tapping into the capacities of autobiographical memory. At the same time, childhood and adolescence are periods when readiness for insightful analysis of one’s past are at their lowest. Literature reviews illustrate that comics are an effective way of inciting reflection and stimulating early development memories. Accordingly, this research aimed at examining the usefulness of comics in stimulating insights into life among young adolescents. The sample comprised 242 students, that is 114 boys and 128 girls aged 13–15. We found that comics help create an environment that is conducive to recalling memories among young people.
... The narrative template could provide structure, supporting career changers' decision making, goal setting and perseverance by supporting them to develop an empowered career story. Recently practitioners have proposed interventions grounded in social constructionist theory using mediums such as poetry (Wafula, 2019), comics (Piróg & Rachwał, 2019) and collage (Chant, 2019). The Hero's Journey structure is not limited to any one medium and may prove useful in conjunction with the interventions proposed. ...
Although career construction theory is relevant to today's vocational climate, empirical research into it is scarce. Accordingly, we explored this theory by investigating the concepts, structures and processes that millennial career changers use to construct narratives allowing for continuity of plot and discontinuity of career direction. Interpretative phenomenological analysis on semi-structured interviews (N=6) identified four themes: dissatisfaction, realisation, sacrifice and return. The Hero’s Journey was identified as an overarching structure for meaning making in career change. Participants assimilated instability and discontinuity into a broader framework of continuity, through narrating a quest for a closer alignment between their work and personality. This study provides useful insights into career construction theory and suggests further utility of The Hero’s Journey in career counselling/guidance.
... Należy też podkreślić, że wielu nauczycieli przedsiębiorczości pełni funkcję doradców zawodowych w szkołach, co pozwala na odpowiednie powiązanie treści kształcenia z tego przedmiotu z bardzo ważną kwestią rozpoznania predyspozycji zawodowej (por. Piróg, Rachwał, 2018) oraz projektowania ścieżki kariery zawodowej. Należy więc uznać, że polski system oświaty dysponuje dobrymi zasobami ludzkimi do kształcenia w zakresie przedsiębiorczości. ...
W obliczu coraz bardziej dynamicznych przemian społeczno-gospodarczych na świecie współcześnie wzrasta świadomość potrzeby kształcenia ekonomicznego od najmłodszych lat. Szczególną wagę ma wyposażanie młodzieży w wiedzę, która pozwala zrozumieć zjawiska społeczno- -ekonomiczne, oraz w umiejętności praktyczne, a także kształtowanie postaw, dzięki którym możliwe jest wejście młodzieży w okres aktywności zawodowej i brania odpowiedzialności za swoje decyzje ekonomiczne. Dyskusja na temat roli edukacji szkolnej w tym względzie oraz treści kształcenia w zakresie przedsiębiorczości ma miejsce w Polsce od 2002 r., kiedy to wprowadzono do kształcenia ogólnego w szkołach ponadgimnazjalnych nowy przedmiot – podstawy przedsiębiorczości. Obecnie, ze względu na kolejną reformę edukacji, następują zmiany w kształceniu w zakresie podstaw przedsiębiorczości, które odbywać się będzie głównie na etapie szkoły średniej. Cele i treści kształcenia z zakresu przedsiębiorczości zostały także włączone w pewnym stopniu do edukacji w szkole podstawowej i wychowania przedszkolnego. Celem niniejszego artykułu jest zatem przedstawienie założeń nowej podstawy programowej z podstaw przedsiębiorczości dla szkół ponadpodstawowych, która zgodnie z harmonogramem wdrażania reformy będzie obowiązywać od roku szkolnego 2019/2020, oraz wskazanie możliwości kształtowania postaw przedsiębiorczych na niższych etapach edukacji. Przedstawiono także ważniejsze wnioski z przeprowadzonych konsultacji społecznych w tym zakresie. Analiza zapisów nowej podstawy programowej wskazuje, że jej wdrożenie powinno, zdaniem autorów, lepiej niż dotychczas sprzyjać edukacji ekonomicznej dzieci i młodzieży oraz kształtowaniu ich postaw przedsiębiorczych. Aby tak się stało, musi być spełnionych jednak szereg warunków, dlatego w końcowej części autorzy zawarli rekomendacje dla interesariuszy procesu kształcenia – instytucji kształcących i doskonalących nauczycieli, organów prowadzących, szkół i ich dyrektorów oraz nauczycieli.
This study sought to understand the process of construction of the vocational identity of university students. Assuming cultural psychology as a theoretical reference, a qualitative methodology was adopted, with a narrative perspective. In-depth interviews were conducted with 20 participants, male and female engineering, and psychology students from two universities in Colombia about their exploration process, choice, commitment, and reconsideration to the career. In the findings the vocational identity emerges as a product of the negotiation of meanings between the personal dimension and the social dimension of individuals, which allows them to intentionally orient their actions towards the achievement of their life goals. In turn, the negotiation between these two dimensions occurs through psychosocial processes derived from the influential experiences and interactions with significant others. These processes facilitate the appropriation of the folk psychology of a socio-cultural context, a background of meanings about occupational and/or educational practices on which the vocational identity is configured. It is concluded that vocational identity is a process in constant formation shaped by a social scaffolding mechanism; namely, support structures that provided by the relational resource in the context of everyday interactions and that assist in the configuration of vocational identity of young people. It has an important organizing function of experiences, emotions, cognitions, and actions in the occupational and educational spheres. The conceptual model validated by the findings allows understanding the process of negotiation of identity meanings and the construction of possible vocational worlds.
Both accessible and comprehensive, Narrative Career Counselling bridges the gap between theory and practice to allow a full understanding of the topic and allow confident implementation within professional settings.
This new edition offers updated chapters showcasing an increased focus on diverse contexts and cultures. It brings together 33 high-profile international experts from 10 countries to share perspectives on theory and provide practical ideas about how to implement narrative career counselling. Fully updated to reflect changes in the field, including the growth of narrative counselling, it:
* provides a foundation for narrative career counselling by considering its philosophical and theoretical background;
* presents a range of approaches that demonstrate the integration of theory and practice;
* studies the application of narrative career counselling in a range of cultures and contexts; and
* provides examples of practical application.
This resource is essential reading for anyone who wants to learn more about narrative career counselling including beginners to the field, experienced researchers, career counsellor educators, career counsellors, and practitioners and students studying in this field.
Counsellor Education programmes provide opportunities for students to engage in approaches grounded in theory and research, utilise appropriate interventions, and conceptualise career concerns using both objective and subjective methods. This phenomenological study examined 25 students’ perceptions of learning and conducting the Career Construction Interview. Analysis of the 25 interviews revealed
four major themes: (a) Skills and Knowledge, (b) Client Experience, (c) Perspectives on Theory, and (d) Counsellor Views of Intervention. Findings of this study have the potential to inform counsellor education pedagogy regarding career counselling training and career theory development.
The aim of the study is to assess educational comics in the context of meta-analytic and meta-thematic analysis. Within the scope of meta-analysis, studies on educational comics from 2005 to 2021 were obtained from different databases. The effect size of educational comics studies on achievement was medium (g=0.71), and on attitudes was also medium (g=0.70), with educational comics in favor of academic achievement and attitude points. Moderator analyses were conducted in the meta-analytic process, and it is aimed to address the status of educational comic activity in terms of teaching levels, application process, subject matter domains and sample sizes. The reliability of meta-analysis process was considered and the operations in the meta-analysis process were completed at reliable levels. For the meta-thematic aspect, national and international studies with qualitative dimensions were reached. Despite some minor flaws of the comic, it has been seen that it has positive effects on academic achievement, attitude, and cognitive and affective dimensions of students. These emerging data were combined in two directions, and it was ensured that the study reached a general conclusion. It is thought that performing both meta-analysis and meta-thematic analysis with different data sources contributes to the scope and reliability of the research.
The objective of our study was to examine the effectiveness of a new version of the autobiographical recall procedure (i.e., drawing a happy personal event) in eliciting a positive mood in 6-, 8-, and 10-year-old children and to compare the drawing condition to the more classical telling condition. The mood of children was assessed before and after induction using the Self-Assessment Manikin (SAM) and across the two emotional dimensions of valence and arousal. The results showed that the drawing condition was as effective as the telling condition for inducing a positive mood. Furthermore, in the drawing condition, children reported feeling calmer than in the telling condition, suggesting that drawing was more likely to help children regulate their emotional state. The drawing procedure could be used in future research aiming to induce positive moods in school-aged children, to help further investigate the relationship between cognition and emotion.
Five experiments investigated the structure of autobiographical memories. In Exps 1–3, a timed production paradigm was used, and Ss listed details of memories in free recall, in forward order (from first to last), in reverse order, in terms of centrality, and in terms of the interest value of the details. Memory detail production rates were significantly higher under free recall and forward order listing, and details listed in free recall were associated with the most personally important detail in a memory. Exp 4 found that once a memory was accessed, both distinctive and beginning details of memories were available equally quickly, whereas Exp 5 found that distinctive details provided significantly faster access to individual memories than did beginning and ending details. These findings show that both personally significant knowledge and temporal knowledge play central roles in the organization of specific memories. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Today’s careers practitioners are tasked with offering assistance to a populace becoming increasingly culturally diverse, whilst facing ever growing professional insecurity. Uncertainty besets not just the seeker but also the helper. There is a need to develop creative practice to meet the needs of individuals but also to motivate practitioners to, tentatively, venture forward. This article will consider creative written practices referring to case studies and my own MA autoethnographical experience, offering both a reflective and reflexive account. Some feel unable to voice their thoughts and feelings. Writing their narrative could heighten self awareness and become a catalyst for career development. My intention is to encourage career professionals to consider possible creative writing processes to facilitate clients to tell their unique stories, but also as better assisting others to understand the changing nature of career.
This article reports the development and psychometric requisites of Design My Future, an instrument assessing future orientation and resilience. Three different studies involving Italian preadolescents were conducted. With the first the items were developed and the factor structure verified; the second confirmed instrument’s multidimensional structure and evaluated its discriminant validity. The third study was conducted to verify the invariance of factorial structure across gender. Results provide strong psychometric support for Design My Future as a valid measure for analyzing middle school students’ thoughts about their future orientation and resilience and for career education and career counseling activities.
At the beginning of the 21st century, a new social arrangement of work poses a series of questions and challenges to scholars who aim to help people develop their working lives. Given the globalization of career counseling, we decided to address these issues and then to formulate potentially innovative responses in an international forum. We used this approach to avoid the difficulties of creating models and methods in one country and then trying to export them to other countries where they would be adapted for use. This article presents the initial outcome of this collaboration, a counseling model and methods. The life-designing model for career intervention endorses five presuppositions about people and their work lives: contextual possibilities, dynamic processes, non-linear progression, multiple perspectives, and personal patterns. Thinking from these five presuppositions, we have crafted a contextualized model based on the epistemology of social constructionism, particularly recognizing that an individual's knowledge and identity are the product of social interaction and that meaning is coconstructed through discourse. The life-design framework for counseling implements the theories of self-constructing (Guichard, 2005) and career construction (Savickas, 2005) that describe vocational behavior and its development. Thus, the framework is structured to be life-long, holistic, contextual, and preventive.
Among the current definitions of narrative, causal and temporal conceptions continue to vie for explanatory supremacy. In contrast, nearly all standard accounts of modern criticism and theory follow a narrowly linear and relentlessly causal trajectory that reenacts the very teleology that recent theory has taught us to reject. A comprehensive account of the oblique evolution of narrative theory in this century leads to a more multiform model that can better express the recursive and deviant patterns of literary and critical history.
In 7 free recall experiments, the benefit of creating drawings of to-be-remembered information relative to writing, was examined as a mnemonic strategy. In Experiments 1 and 2, participants were presented with a list of words and asked to either draw or write out each. Drawn words were better recalled than written. Experiments 3-5 showed that the memory boost provided by drawing could not be explained by elaborative encoding (deep level of processing (LoP)), visual imagery, or picture superiority, respectively. In Experiment 6, we explored potential limitations of the drawing effect, by reducing encoding time, and increasing list length. Drawing, relative to writing, still benefited memory despite these constraints. In Experiment 7, the drawing effect was significant even when encoding trial types were compared in pure-lists between-participants, inconsistent with a distinctiveness account. Together these experiments indicate that drawing enhances memory relative to writing, across settings, instructions, and alternate encoding strategies, both within- and between-participants, and that a deep LoP, visual imagery, or picture superiority, alone or collectively, are not sufficient to explain the observed effect. We propose that drawing improves memory by encouraging a seamless integration of semantic, visual, and motor aspects of a memory trace.
Problematyka rynku pracy, rozumiana jako relacja między podażą a popytem oraz zagadnienia dotyczące zatrudnienia i bezrobocia, czynników wpływających na zróżnicowanie rynku pracy wraz z mechanizmami i konsekwencjami tego procesu, od dawna interesowała specjalistów wielu dyscyplin naukowych, głównie ekonomistów, socjologów i geografów społecznych. Jakkolwiek rynek pracy i problemy jego funkcjonowania były przedmiotem dużej liczby opracowań naukowych, to w dalszym ciągu nie zostały one zbadane i opisane w sposób wyczerpujący. Zagadnienia o dużym potencjale naukowym i aplikacyjnym, eksplorowane dotychczas fragmentarycznie, wymagają zainicjowania dalszych badań. Takie pole badawcze kreują niezwykle złożone, relatywnie słabo rozpoznane, a jednocześnie generujące wiele długofalowych konsekwencji społecznych, ekonomicznych i psychologicznych procesy wchodzenia absolwentów wybranych szczebli szkolnictwa na rynek pracy.
http://danutapirog.pl/index.php?option=com_content&view=article&id=182&catid=75&lang=pl
Though graphic narratives (or comics) now permeate popular culture, address every conceivable topic including illness and dying, and are used in educational settings from grade school through university, they have not typically been integrated into the medical school curriculum. This paper describes a popular and innovative course on comics and medicine for 4th-year medical students. In this course, students learn to critically read book length comics as well as create their own stories using the comics format. The rationale for the course, its general content and format, and methods for teaching are described. Finally, the author offers some reflections on why this medium resonates so powerfully with medical student learners.
In this paper we argue that autobiographical memory can be conceptualized as a mental state resulting from the interplay of a set of psychological capaci- ties—self-reflection, self-agency, self-ownership and personal temporal- ity—that transform a memorial representation into an autobiographical personal experience. We first review evidence from a variety of clinical do- mains—for example, amnesia, autism, frontal lobe pathology, schizophre- nia—showing that breakdowns in any of the proposed components can produce impairments in autobiographical recollection, and conclude that the self-reflection, agency, ownership, and personal temporality are individually necessary and jointly sufficient for autobiographical memorial experience. We then suggest a taxonomy of amnesic disorders derived from consideration of the consequences of breakdown in each of the individual component processes that contribute to the experience of autobiographical recollection.
Lifespan developmental psychology is an overarching framework, which considers the study of individual development (ontogenesis) from conception into old age. Efforts are made to highlight the uniqueness in developmental theory that emanates from a lifespan developmental framework. Models and definitions of successful (effective) development, which highlight individual and cultural variations, are a main focus of researchers in this field. The concept of lifespan developmental psychology was previously advanced to incorporate two approaches (i.e., wholistic person-centered and function-centered) to lifespan ontogenesis. Historical and societal contexts of theoretical arguments are discussed to embed the current issues surrounding lifespan psychology and its location in the larger field of developmental psychology. Five sequential but interrelated steps are presented to examine psychological theories of lifespan development. Two areas of human development are emphasized, intellectual functioning and personality, to illustrate lifespan research and theory. Work from these fields is presented to provide a theoretical umbrella under which lifespan research can be examined. The integrative role of lifespan theory in organizing and stimulating the study of personality development is offered.Keywords:five levels of analysis;intellectual functioning;lifespan development;personality
The growing interest and influence of Japanese manga (“comics”) in America has inspired comparisons between the properties of the two cultures’ graphic systems. Various theories have hinted to the existence of structural variation between these cultures’ books, yet little quantitative data has served to support these claims. This study seeks to provide empirical evidence for these cross-cultural theories by examining 300 panels in each of twelve American and twelve Japanese comic books. It examines 1) how they highlight amounts of information, 2) their depiction of subjective viewpoints, and 3) the angle of view taken by their representations.
Narratives are an integral part of human expression. In the graphic form, they range from cave paintings to Egyptian hieroglyphics, from the Bayeux Tapestry to modern day comic books (Kunzle, 1973; McCloud, 1993). Yet not much research has addressed the structure and comprehension of narrative images, for example, how do people create meaning out of sequential images? This piece helps fill the gap by presenting a theory of Narrative Grammar. We describe the basic narrative categories and their relationship to a canonical narrative arc, followed by a discussion of complex structures that extend beyond the canonical schema. This demands that the canonical arc be reconsidered as a generative schema whereby any narrative category can be expanded into a node in a tree structure. Narrative "pacing" is interpreted as a reflection of various patterns of this embedding: conjunction, left-branching trees, center-embedded constituencies, and others. Following this, diagnostic methods are proposed for testing narrative categories and constituency. Finally, we outline the applicability of this theory beyond sequential images, such as to film and verbal discourse, and compare this theory with previous approaches to narrative and discourse.
In the present study, we examined the effect of drawing on children's reports of an educational event. Five- and 6-year-old children visited a local museum and were interviewed either 1–2 days or 7 months later. After each delay, half of the children were asked to tell about what they had learned during their visit to the museum and the other half were given the opportunity to draw while telling. All children were also given a standard comprehension test, covering material that the museum staff considered to be most relevant to the visit. When tested after a short delay, children who drew while talking reported more factual and more narrative information than children who did not draw. When tested after a long delay, drawing only enhanced children's reports of narrative information. After both delays, children's verbal descriptions of the event exceeded their scores on the comprehension test. These data have important practical implications for the educational value of museum visits and suggest a new method of assessing children's learning in educational contexts. Copyright © 2008 John Wiley & Sons, Ltd.
Comparative studies describing the transition from higher education to work have often simplified the complex transition processes
involved. In this paper we extend previous research by taking into account several steps that comprise labor market entry,
e.g., recurrent education leading to more than one instance of labor market entry. By comparing Germany and the United States
we also examine how the tertiary education systems influence these transitions via the mode of stratification (parallel tracks
in Germany vs. consecutive tracks in the US), the coordination mechanism (state-controlled vs. market-based) and the degree
of standardization in educational programs. In our empirical analyses using large-scale longitudinal survey data we find that
transitions in the US are less standardized and regulated than in Germany. Furthermore, differences between students from
lower- and higher-tier institutions are less marked than expected, both within and between the two countries.
KeywordsEducational system-Transition patterns-Labor market entry-Re-entry into education
At the beginning of the 21st century, a new social arrangement of work poses a series of questions and challenges to scholars who aim to help people develop their working lives. Given the globalization of career counseling, we decided to address these issues and then to formulate potentially innovative responses in an international forum. We used this approach to avoid the difficulties of creating models and methods in one country and then trying to export them to other countries where they would be adapted for use. This article presents the initial outcome of this collaboration, a counseling model and methods. The life-designing model for career intervention endorses five presuppositions about people and their work lives: contextual possibilities, dynamic processes, non-linear progression, multiple perspectives, and personal patterns. Thinking from these five presuppositions, we have crafted a contextualized model based on the epistemology of social constructionism, particularly recognizing that an individual’s knowledge and identity are the product of social interaction and that meaning is co-constructed through discourse. The life-design framework for counseling implements the theories of self-constructing [Guichard, J. (2005). Life-long self-construction. International Journal for Educational and Vocational Guidance, 5, 111–124] and career construction [Savickas, M. L. (2005). The theory and practice of career construction. In S. D. Brown & R. W. Lent (Eds.), Career development and counselling: putting theory and research to work (pp. 42–70). Hoboken, NJ: Wiley] that describe vocational behavior and its development. Thus, the framework is structured to be life-long, holistic, contextual, and preventive.
: Constructing stories is a type of playing that involves mobilizing the storyteller’s imagination and finding original ways
to convey narrative intentions. When a child invents a story, there is a natural interaction with the local environment and
the use of various means of expression. We adopted a user-centered approach to design POGO, a playful environment which utilizes
the child’s physical environment and sensory modalities. Pogo is a system of active tools that enable children to create stories
by connecting physical and virtual environments. By providing children with the possibility of capturing and manipulating
images and various media, and combining them in sequential form, Pogo triggered new strategies in the construction of narrative
logic, time and space, in the construction of the episodes and in the visual narration.
The authors describe a model of autobiographical memory in which memories are transitory mental constructions within a self-memory system (SMS). The SMS contains an autobiographical knowledge base and current goals of the working self. Within the SMS, control processes modulate access to the knowledge base by successively shaping cues used to activate autobiographical memory knowledge structures and, in this way, form specific memories. The relation of the knowledge base to active goals is reciprocal, and the knowledge base "grounds" the goals of the working self. It is shown how this model can be used to draw together a wide range of diverse data from cognitive, social, developmental, personality, clinical, and neuropsychological autobiographical memory research.
Computer technology has ushered in a new era of mass media, bringing with it great promise and great concerns about the effect on children's development and well-being. Although we tend to see these issues as being new, similar promises and concerns have accompanied each new wave of media technology throughout the past century: films in the early 1900s, radio in the 1920s, and television in the 1940s. With the introduction of each of these technologies, proponents touted the educational benefits for children, while opponents voiced fears about exposure to inappropriate commercial, sexual, and violent content. This article places current studies on children and computers in a historical context, noting the recurrent themes and patterns in media research during the twentieth century. Initial research concerning each innovation has tended to focus on issues of access and the amount of time children were spending with the new medium. As use of the technology became more prevalent, research shifted to issues related to content and its effects on children. Current research on children's use of computers is again following this pattern. But the increased level of interactivity now possible with computer games and with the communication features of the Internet has heightened both the promise of greatly enriched learning and the concerns related to increased risk of harm. As a result, research on the effects of exposure to various types of content has taken on a new sense of urgency. The authors conclude that to help inform and sustain the creation of more quality content for children, further research is needed on the effects of media on children, and new partnerships must be forged between industry, academia, and advocacy groups.
The authors present a multicomponent dynamic developmental theory of human autobiographical memory that emerges gradually across the preschool years. The components that contribute to the process of emergence include basic memory abilities, language and narrative, adult memory talk, temporal understanding, and understanding of self and others. The authors review the empirical developmental evidence within each of these components to show how each contributes to the timing, quantity, and quality of personal memories from the early years of life. The authors then consider the relevance of the theory to explanations of childhood amnesia and how the theory accounts for and predicts the complex findings on adults' earliest memories, including individual, gender, and cultural differences.
The 3rd edition of this classic book offers practitioners, researchers and students a comprehensive introduction to, and overview of, career theory; introduces the Systems Theory Framework of career development; and demonstrates its considerable contemporary and innovative application to practice. A number of authors have identified the framework as one of a small number of significant innovations in the career development literature. The Systems Theory Framework of career development was developed to provide coherence to the career development field by providing a comprehensive conceptualisation of the many existing theories and concepts relevant to understanding career development. It is not designed to be a theory of career development; rather systems theory is introduced as the basis for an overarching, or metatheoretical, framework within which all concepts of career development, described in the plethora of career theories, can be usefully positioned and utilised in both theory and practice. It has been applied to the career development of children, adolescents and women. Since its first publication, the Systems Theory Framework has been the basis of numerous publications focusing on theoretical application and integration, practice and research, with a growing number of these by authors other than the framework developers. Its application across cultures also has been emphasised. The theoretical and practical unity of the Systems Theory Framework makes this book a worthy addition to the professional libraries of practitioners, researchers and students, new to, or experienced in, the field of career development.
This study examined which components of the process and content of counseling for career and self-construction fostered reflection and reflexivity in two clients. The study used the Interpersonal Process Recall procedure and client descriptions of important moments to investigate client reactions to counseling. The goal was to identify which components of the counseling content and process prompted client reflection about the past and present as well as reflexivity about the future. The most important content was the discussion of role models and early recollections. The most important process was revisiting past thoughts and actions, suggesting how past stories related to the present situation, and empathic responding to deep emotions.
Both the difficulty and the reward of crossing disciplinary borders can be seen by applying a cognitive take to two familiar terms in literary discourse: narrative and literature. This perspective gives new and interesting life to these terms and at the same time reveals a wide conceptual gap between them. briefly, narrative operates as a platform while literature operates as a set of toggle switches. Narrative appears to be a more deeply embedded human response that can be turned on and left running while other operations are performed on top of it. Literature, on the other hand, is made up of qualities, the perception of which can be turned on and off through suggestion or other cultural means. A final complication of this argument is that one of these cultural toggle switches--instrumentality/non-instrumentality--can, in one of its modes, operate as a platform. The reason for this is that, while non-instrumentality is a widely accepted literary trait, instrumentality is itself a narrative condition.
A troubled childhood in Iran. Living with a disability. Grieving for a dead child. Over the last forty years the comic book has become an increasingly popular way of telling personal stories of considerable complexity and depth. In Autobiographical Comics: Life Writing in Pictures, Elisabeth El Refaie offers a long overdue assessment of the key conventions, formal properties, and narrative patterns of this fascinating genre. The book considers eighty-five works of North American and European provenance, works that cover a broad range of subject matters and employ many different artistic styles. Drawing on concepts from several disciplinary fields-including semiotics, literary and narrative theory, art history, and psychology-El Refaie shows that the traditions and formal features of comics provide new possibilities for autobiographical storytelling. For example, the requirement to produce multiple drawn versions of one's self necessarily involves an intense engagement with physical aspects of identity, as well as with the cultural models that underpin body image. The comics medium also offers memoirists unique ways of representing their experience of time, their memories of past events, and their hopes and dreams for the future. Furthermore, autobiographical comics creators are able to draw on the close association in contemporary Western culture between seeing and believing in order to persuade readers of the authentic nature of their stories. Copyright © 2012 by University Press of Mississippi. All rights reserved.
Materiały metodyczno-informacyjne i narzędzia dla nauczycieli, doradców zawodowych, psychologów, pedagogów i rodziców
Głównym celem tej publikacji jest podnoszenie szans uczniów gimnazjów, szkół ponadgimnazjalnych i innych placówek systemu oświaty, w tym Centrum Kształcenia Ustawicznego i Zawodowego (CKUiZ), na pomyślne wejście na rynek pracy, tj. pozyskanie zatrudnienia zgodnego z ich zainteresowaniami oraz predyspozycjami zawodowymi.
Optymalizowanie tranzycji zakłada wsparcie uczniów gimnazjów, szkół ponadgimnazjalnych i innych placówek systemu oświaty w zakresie planowania oraz wyboru ścieżki edukacyjnej polegające na:
• wzbogaceniu warsztatu pracy doradców zawodowych, nauczycieli, pedagogów, psychologów przez zapewnienie:
– nowoczesnego narzędzia do rozpoznawania predyspozycji zawodowych,
– materiałów dydaktycznych, które mogą być wykorzystywane zarówno do lepszego przygotowania osób do diagnozy, jak również jako warsztaty uzupełniające oraz pogłębiające diagnozę w toku kierowanej autorefleksji uczennicy/ucznia;
• wsparciu rodziców w zakresie przygotowania się do dyskusji mającej na celu pomoc dzieciom w podjęciu decyzji edukacyjno-zawodowych;
• pobudzeniu aktywności zawodowej uczniów, która będzie konsekwencją dokonanej diagnozy oraz autorefleksji.
Herein, the contributions to this special issue and positions the field of child career development in terms of its past, present, and future are considered. There is an initial brief overview of past developments in the field, specifically as described in seminal reviews. The article then considers the present status of and future agenda for the field in relation to four identified themes: advances in child career development theory; innovations in practice and assessment related to child career development; child career development in diverse settings; and policy implications of child career development theory, research and practice. The article concludes by proposing seven directions for future research in child career development.
Children’s understanding of factors influencing their career choices was examined. Seventy-two children, in grades kindergarten, 4, and 8, responded to questions about their perceptions of career influences. Responses were coded to capture the nature of the influences identified, including the global versus specific and linear versus interacting nature of these influences. Further, influences were coded as existing proximal versus distal to the child. Results indicate that older children identified more career influences that were either specific or categorical and interacted in dynamic ways. No evidence was found for older children offering influences that existed at a systems level of organization.
Objective:
Children involved in medical research often fail to comprehend essential research aspects. In order to improve information provision, a participatory approach was used to develop new information material explaining essential concepts of medical research.
Methods:
A draft of a comic strip was developed by a science communicator in collaboration with pediatricians. The draft was presented to children participating in a clinical trial and to two school classes. Children were consulted for further development in surveys and interviews. Subsequently, the material was revised and re-evaluated in four school classes with children of varying ages and educational levels.
Results:
In the first evaluation, children provided feedback on the storyline, wording and layout. Children thought the comic strip was 'fun' and 'informative'. Understanding of 8 basic research aspects was on average 83% and all above 65%, illustrating that children understood and remembered key messages.
Conclusion:
A comic strip was developed to support the informed consent process. Children were consulted and provided feedback. The resulting material was well understood and accepted.
Practice implications:
Involving children in the development of information material can substantially contribute to the quality of the material. Children were excited to participate and to 'be a part of science'.
A new paradigm is implicit within the constructivist and narrative methods for career intervention that have emerged in the 21st century. This article makes that general pattern explicit by abstracting its key elements from the specific instances that substantiate the new conceptual model. The paradigm for life design interventions constructs career through small stories, reconstructs the stories into a life portrait, and coconstructs intentions that advance the career story into a new episode.
The purpose of this investigation was to explore childhood career development by examining 4th- and 5th-grade students' career and self-awareness, exploration, and career planning. Responses to written assignments provided qualitative data for analysis. Written narrative data were analyzed using consensual qualitative research methods as described by C. E. Hill, B. J. Thompson, and E. N. Williams (1997). Consistent with theory (D. Super, 1990), children's reflections on prominent career tasks and influences revealed 8 of the 9 (all but curiosity) dimensions of childhood career development as outlined by Super. In addition, participants described their conceptions of work, a domain not explicitly articulated by Super and worthy of further inquiry.
Childhood marks the dawn of vocational development, involving developmental tasks, transitions, and change. Children must acquire the rudiments of career adaptability to envision a future, make educational and vocational decisions, explore self and occupations, and problem solve. The authors situate child vocational development within human life span and life course development paradigms and career development theory. They then consider the theoretical origins of career adaptability and examine it as a critical construct for construing vocational development. Two models derived from career construction theory offer guides for research and counseling practice designed to foster development through work and other social roles.
The article presents results of a survey conducted among Polish geography graduates. They were asked questions about the relevance of their degree to their transition from university studies to the job market. The research project revealed that less than half of them found a job. Out of working graduates, one in five geographers worked in an area related to geography and only one in six graduates found their degree useful in their job-seeking efforts. The respondents were also of the view that potential employers often did not perceive them as professionals with a specialised range of skills.
The author explores how comics texts and writing practices are rich literacy resources for educators. Few studies report on how teachers explore such texts and practices in their classrooms. The author examines how drawing improves students' narrative writing and presents findings from a 7-month case study of Delainey and Rasmussen's collaborative composing routines. Delainey and Rasmussen are the creators of the daily syndicated comic strip, Betty, an internationally published family comic strip that has been in newspapers for 20 years. The author explores Delainey and Rasmussen's collaborative routines and composing practices and provides parallel suggestions for classroom work.
Narrative career counselling is a growing force in career guidance and counselling that offers a direction for the field to respond to the needs of increasingly diverse client groups. In this article, we review established and emerging approaches to narrative career counselling, then focus on the emerging story telling approach. We offer examples of how career counsellors may facilitate narrative career counselling through three levels of story crafting questions, as well as mapping and scaffolding, which are illustrated by a case example.
This article argues for the development of a framework through which to describe children's multimodal texts. Such a shared discourse should be capable of including different modes and media and the ways in which children integrate and combine them for their own meaning-making purposes. It should also acknowledge that multimodal texts are not always or only screen-based. In addition, it is argued that current definitions of literacy do not readily answer to the variety of semiotic resources deployed in the design of multimodal texts. In revisiting the author's previous tentative thoughts about `the rhetoric of design' the article develops this theme further through offering a possible framework and using this to analyse three different types of multimodal texts created by seven-year-old children. The framework is, however, a `work in progress', which it is hoped, will open up debate.
This paper presents a case study about the use of digital comics in teaching modern Greek in high schools (aged 12–13). The ultimate goal of the educational use of digital comics is to promote students’ acquisition of language skills and to help them apply their imaginations and reuse their cultural experiences in creating multimodal comic‐like digital stories. The core idea of this case study, which was conducted at a high school in Greece, was to provide the opportunity to students become authors of their own digital comic stories using an innovative authoring tool called ComicLab.
We explored the “idiothetic” cognitive structure of RIASEC occupational percepts in a sample of Italian middle and high school students over a one year period, examining the possible bidirectional linkages between cognitive–vocational structure, involvement in career exploration activities, and exposure to authoritative parenting style. The focus was on the extent to which individuals’ thinking deviates from the normative RIASEC circumplex structure. Results indicated that there was less stability in the occupational percepts of middle school students over time, but both student groups showed change in the direction of greater adherence to circular structure. In addition, deviation from the circular model was related to subsequent career exploration, and initial levels of career exploration and parental authoritativeness were predictive of later circular structure, especially in middle school students. The results support the importance of examining individual variation in cognitive–vocational structure in relation to career development models and interventions.
Children’s Conceptions of career choice and attainment were evaluated in two studies to test whether reasoning levels varied by grade level (Studies 1 and 2) and perspective-taking complexity (Study 2). Results indicated that younger children (Grade K) were more likely to use reasoning strategies associated with fantasy and magical thinking and older children (Grade 6) were more likely to consider personal interests, abilities, and job requirements. Study 2 replicated these results and also found that children evaluated as able to use more complex perspective-taking reported higher reasoning levels when discussing their Conceptions of career choice and attainment.
Childhood marks the dawn of human development. To organize, integrate, and advance knowledge about vocational development during this age period from a life-span perspective, we conducted a comprehensive review of the empirical vocational development literature that addresses early-to-late childhood. The review considers career exploration, career awareness, vocational expectations and aspirations, vocational interests, and career maturity/adaptability. By conducting the review, we sought to consolidate knowledge and identify avenues for further research concerned with vocational development in childhood and across the life span. Linking knowledge of child vocational development with what is known about adolescent and adult vocational development and conducting research that embeds vocational development within the fabric of a life-span developmental framework could move the field of vocational psychology from a disjointed perspective on career as studied in isolated age groups and toward an integrated life-span conceptualization.
The Self-Memory System (SMS) is a conceptual framework that emphasizes the interconnectedness of self and memory. Within this framework memory is viewed as the data base of the self. The self is conceived as a complex set of active goals and associated self-images, collectively referred to as the working self. The relationship between the working self and long-term memory is a reciprocal one in which autobiographical knowledge constrains what the self is, has been, and can be, whereas the working self-modulates access to long-term knowledge. Specific proposals concerning the role of episodic memories and autobiographical knowledge in the SMS, their function in defining the self, the neuroanatomical basis of the system, its development, relation to consciousness, and possible evolutionary history are considered with reference to current and new findings as well as to findings from the study of impaired autobiographical remembering.
Breadth of vocational interests (BVI) denotes the diversity of an individual's vocational interests. Not much is known about the meaning and development of BVI or its career outcomes. The authors' framework for conceptualizing the development of BVI includes three individual difference domains (i.e., life experiences, cognitive ability, and personality) related to the development of BVI and three possible outcomes (i.e., career commitment, job involvement, and stability of occupational classification). The framework is tested longitudinally. It appears that life experiences are more instrumental in the development of women's BVI, whereas academic achievement is more important for men. These findings have practical implications for counselors, career clients, and researchers alike. In light of the suggested changes in career management and the dynamic work environment, understanding BVI should prove insightful to all. BVI may be associated with adaptability to a changing economy and shifting job demands.
Recent advances in career theory have resulted in widespread acceptance of the lifespan perspective on development. However, a review of research and practice conducted during 2001 revealed that little attention has been paid to the career development of children (Whiston & Brecheisen, 2002). In response to calls for a greater concentration on this important stage in the lifespan, the present article uses learning as a unifying theme to structure a research review of career development in children. This theme highlights the need to understand more holistically the influences on and the process of career development learning in children. The learning framework accommodates the dynamic and interactional nature of career development and suggests the need for dual focus research that examines the what and the how of children’s career development learning.
El autor ofrece un acercamiento al mundo de las historietas desde el punto de vista de que se trata de un medio de comunicación con una estructura y un lenguaje propio. Analizan los diversos elementos de las historietas, desde el vocabulario hasta su diseño y su retórica.
The pioneering longitudinal studies of child development (all launched in the 1920s and 1930s) were extended well beyond childhood. Indeed, they eventually followed their young study members up to the middle years and later life. In doing so, they generated issues that could not be addressed satisfactorily by available theories. These include the recognition that individual lives are influenced by their ever-changing historical context, that the study of human lives calls for new ways of thinking about their pattern and dynamic, and that concepts of human development should apply to processes across the life span. Life course theory has evolved since the 1960s through programmatic efforts to address such issues.
The use of 'story' in higher education is obvious in some disciplines such as drama, English literature and other art subjects--but there is story in other disciplines, including nursing, which is often unrecognised and undervalued. When something is unrecognised, we have less power to work with it and exploit its potential. This paper identifies a theoretical structure for the use of story in higher education and provides illustrative examples from nursing and other academic disciplines.
Child career development in developing world contexts
- A J Bakshi
Bakshi, A. J. (2017). Child career development in developing world contexts. In M. Watson & M. McMahon (Eds.), Career
exploration and development in childhood: Perspectives from theory, practice and research (pp. 114-126). Abingdon:
Routledge.