EDUCATIONAL AND VOCATIONAL CAREER PLANNING

Ioannes S. Pantelides ADOLESCENTS EDUCATIONAL AND VOCATIONAL CAREER PLANNING. * Ioannes S. Pantelides is a vocational orientation – career counselor a...
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Ioannes S. Pantelides ADOLESCENTS EDUCATIONAL AND VOCATIONAL CAREER PLANNING. * Ioannes S. Pantelides is a vocational orientation – career counselor and a teacher in Secondary Education. His service includes positions such as career office in Patision C&G Centre, School vocational orientation offices in 65TH Gymnasium of Athens and Lyceum of Mandra Attikis and in National Centre for Vocational Orientation. Tel.: 6977415618, email: [email protected]

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How personality develops for students in secondary education. An empirical approach to how emotional domain of personality develops – An empirical approach to how emotional domain of personality develops. Adolescents vocational (occupational) development – bibliography review. Approaching adolescents educational and vocational career planning. Career counseling sessions synthesis.

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LITERARY QUOTES FROM UNPUBLISHED TEXT. HOW PERSONALITY DEVELOPS FOR STUDENTS IN SECONDARY EDUCATION. PERSONALITY DOMAINS. PERSONAL DEVELOPMENT OF THE STUDENT, “PURPOSE – LANGUAGE” OF CHAPTER A "GENERAL PROVISIONS" OF LAW 1566/1986 GOG 167 ISSUE A. AN EMPIRICAL APPROACH TO EMOTIONAL DEVELOPMENT, SYNTHESIS TOOLS. ADOLESCENTS VOCATIONAL (OCCUPATIONAL) DEVELOPMENT – BIBLIOGRAPHY REVIEW. CONTRIBUTION OF COUNSELING. STRESS, ANXIETY AND IMPACT ON THE BEHAVIOUR OF THE INDIVIDUAL. INCLUSION OF GUIDANCE TO ASSISTANCE INSTITUTIONS OF THE MODERN INDIVIDUAL. COUNSELING AND VOCATIONAL ORIENTATION FUNCTIONS. THE DECISIONS IN OUR LIVES, EDUCATIONAL AND OCCUPATIONAL DECISIONS. DECISIONS MAKING THEORIES, INDICATIONAL EXAMPLES. CRITERIA DECISION SIGNIFICANCY. HOW DO PEOPLE MAKE DECISIONS?

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CONCEPT OF TRANSITION. TRANSITION AND VOCATIONAL DEVELOPMENT. CLASSIFICATION OF VOCATIONAL DEVELOPMENT THEORIES. DISCOVER MYSELF (SVO MANUAL FOR CLASS C OF GYMNASIUM, 2007). VOCATIONAL DEVELOPMENT THEORIES, ANNE ROE’S THEORY (NEEDS, SELF), HOW PERSONALITY TYPES DEVELOP ACCORDING TO HOLLAND. THE LIFE-CAREER RAINBOW ACCORDING TO SUPER. VOCATIONAL TYPES AND OCCUPATIONAL ENVIRONMENTS INTERACTION. VOCATIONAL SELF-EFFICACY. BANDURA’S SELF – EFFICACY THEORY (BANDURA 1977). STALIKAS’ PYRAMID OF SKILLS AND WORKPLACE. THE HELLENIC TYPICAL EDUCATIONAL SYSTEM. GENERAL DISTINCTION. REFERENCES TO HELLENIC EDUCATIONAL LEGISLATION. ANNEXES: TARGETING PROCEDURE S.M.A.R.T., BEHAVIOUR PATTERNS. ADOLESCENTS EDUCATIONAL AND VOCATIONAL CAREER PLANNING. VOCATIONAL ORIENTATION FUNCTIONS IMPLEMENTED IN SECONDARY EDUCATION IN GREECE.

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CURRENT APPROACH OF ADOLESCENTS EDUCATIONAL AND VOCATIONAL CAREER PLANNING: CHOICE OF STUDIES. ALTERNATIVE APPROACH FOR UTILISING FUNCTIONS OF COUNSELLING AND GUIDANCE ACHIEVING PERSONAL DEVELOPMENT AND TARGETING WORK OBJECTS. CAREER COUNSELING SESSIONS SYNTHESIS. PERSONALITY TRAITS & PERSONALITY TYPE DEVELOPMENT, DISCOVERING EMOTIONAL DEVELOPMENT, DISCOVERING SKILLS AND CAPABILITIES, JOB–SEEKING FILTERS SYNTHESIS, WORK OBJECTS TARGETING – SMART, RESOURCES MANAGEMENT, MAKING DECISIONS – COGNITIVE AND EMOTIONAL PERSPECTIVE, PATH CRYSTALLIZATION, ALTERNATIVES, TRANSITION, FOLLOW–UP.

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PERSONALITY DEVELOPMENT OF THE INDIVIDUAL – EMOTIONAL DEVELOPMENT. Ioannes S. Pantelides

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Literary quotes. 1st quote: «…They attended together during the early years of Secondary Education. Later Evi’s parents bought a house in another neighborhood of town. This led to split the youngster neighbors and unfortunately this separation was transferred to their attendance of late secondary school due to that neighborhood change.  When Evie developed and flourished as a woman, her presence beautified and sweetened in the late teens and early youth, Sven was not near her to claim her for his life companion. Like an invisible wall, the veil of their physical separation between them descend as a rolling shutter. It remain there preventing their communication even their contacts in a place that is was rather small as a country town is, full of social haze and random encounters. And it is true, that although in a sparse and irregular intervals, Sven had passed several times without being aware ahead of the new home of Evie.  The veil ascended only after Evie had fallen asleep with exception only these two times they random met, but Evie had meanwhile found a permanent companion, had married and given birth to a girl and two boys…». 

Unpublished quote of literary text. Ioannes S. Pantelides

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Literary quotes. 2nd quote: «…A bitter comment of a deposed relationship, shortly before sinking into oblivion of time by closing the door behind her, mocked the use of garden furniture as she named them in the decoration in the interior of the house. The peak passed inches away of her target, as the targeting of her attack was more or less in the same wavelength with her brain and the absence of understanding and evaluating of the living element that was introduced by unvarnished hydrophilic wood with its presence inside the house. A deeper level of communication in the absence of words but only by comparing experiences and recognition them in the fleeting contraction of facial muscles, the glow of the iris and the wetting of the bulb, the dilation of the pupil of the eyes during their focus and the appearing of affirmative acceptance in a grimace of the lips and chin, with the inflation of the cheek and the intonation of the zygomatic boneapple, the lifting of the eyebrows which overall approaches the appearance of a smile that refers to the approval of the visual stimulus. Things inside the room seemed to be in their regular position and didn’t abstract his attention anymore…». 

Unpublished quote of literary text. Ioannes S. Pantelides

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Reflection questions. How would you comment the above texts?  Could you see parallels and similarities to your reactions (projecting yourself at a future date in the corresponding age) getting in the place of the performing character?  Do you distinguish the transitions of the situations?  Can adversities be prevented?  How well do I know myself? My limits? My skills? My capabilities?  Can we plan the future, leaving outside our planning the unexpected?  Why do we do so many plans for our vocational careers and get feverish prepared by our early years?  These and many more pressing questions appear to us everyday – to your school life. Stuck with me … long but useful and interesting tour continues. Ioannes S. Pantelides HE.S.CO.G., 2012_12_8, Adolescents 8 

educational and vocational career planning

SELF – Personality. Personality Domains. Psychological domain Other domains

Figure 1. Personality domains, source: Demetropoulos 2000 2nd book.

Ioannes S. Pantelides

Vocational /Occupational domain

Cognitive domain Affective domain Social domain

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PERSONAL DEVELOPMENT 

Article 1 "Purpose - Language" of chapter A "General Provisions" of Law 1566/1986 GOG 167 issue A



1. The purpose of primary and secondary education is to contribute to all-round, harmonious and balanced development of mental and psychosomatic forces of students that, regardless of sex or origin, to have the potential to evolve into integrated personalities and live creatively. Specifically assists students: α) To become free, responsible, democratic citizens, to defend national independence, territorial integrity and democracy, inspired by love for human, life and nature and possessed of loyalty to the homeland and the original elements of Orthodox Christian tradition. Freedom of religious conscience is inviolable. b) To cultivate and develop harmonious the spirit and body, their tendencies, interests and skills. To acquire, through their school education, social identity and awareness, to understand and realize the social value and parity of mental and manual labor. To be informed and be carried over to the proper and beneficial for the human race use and utilization of goods of modern civilization and values of the folk tradition. c) To develop creative and critical thinking and perception of collective effort and cooperation that, to take initiative and responsible participation to contribute decisively to the advancement of society and the development of our country. d) To understand the importance of art, science and technology, to respect human values and to preserve and promote culture. e) To develop a spirit of friendship and cooperation with all peoples of the earth, looking forward to a better world, fair and peaceful.







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Factors associated with positive adolescent development 1/3 (Developing Adolescents. A Reference for Professionals. American Psychological Association, 2002). 

Inside family:

It appears that parents who are warm and involved, provide firm guidelines and limits, have appropriate developmental expectations, and encourage the adolescent to develop his or her own beliefs tend to be most effective. These parents tend to use reasoning and persuasion, explain rules, discuss issues, and listen respectfully. Adolescents who come from homes with this style of parenting tend to achieve more in school, report less depression and anxiety, score higher in measures of self-reliance and self-esteem, and be less likely to engage in delinquent behaviors and drug abuse (Carlson et al., 2000; Dornbusch, Ritter, Liderman, & Fraleigh, 1987; Sessa & Steinberg, 1991; Steinberg, 2001) p.23.

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Factors associated with positive adolescent development 2/3 (Developing Adolescents. A Reference for Professionals. American Psychological Association, 2002). 

Inside school:

For adolescents who lack social skills, adults who informally coach them in the appropriate skill areas can be lifesavers. Discussions about how to initiate conversations with peers, give genuine compliments, be a good listener, share private information appropriately, and keep confidences can go a long way towards enhancing social skills (Asher & Coie, 1990), p.22. A strong sense of attachment, bonding, and belonging, and a feeling of being cared about, characterize adolescents’ positive relationships with their teachers and their schools. One additional factor adolescent perception of teacher fairness has also been found to be associated (Resnick et al., 1997; Klein, 1997), p.24. The large number of students and the small number of guidance counselors in many schools virtually guarantee that many students will fall through the cracks in terms of career planning, p.25

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Factors associated with positive adolescent development 3/3 (Developing Adolescents. A Reference for Professionals. American Psychological Association, 2002). 

Among Peers: Peer groups

- provide a temporary reference point for a developing sense of identity (Bishop & Inderbitzen, 1995), - define how they differ from their parents (Micucci, 1998) (it is important to note that teens also strive, often covertly, for ways to identify with their parents), - provide adolescents with a source of information about the world outside of the family and about themselves (Santrock, 2001), - serve as powerful reinforcers during adolescence as sources of popularity, status, prestige, and acceptance (Santrock, 2001), p.21 Ioannes S. Pantelides

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EMOTIONAL DEVELOPEMENT  

An empirical approach to emotional development: … as the awakening and awareness of the presence, status and existence of self and the establishment and configuration of personality traits. Elements which mental scribe in consciousness in the early years, dipping into the conscious and subconscious cortex of man and define self as distinct characteristics. These features are presented as a schematic diagrammatic representation of an individual, a modern maze of synapses that were activated by the effect of the influence of one or more important for us people or situations that took place in our perception consciously or not. individualize the person from his peers, integrating parallel the individual activity to collective level. Bear the seal of the family environment, the local environment, the social environment, the environment cultural elements and the environment cultural roots as a reservoir of cultivation of the individual immature personality.

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Synthesis tools. 

A mechanical example of preparation of youth for adult life is the development and enrichment - the supply of the toolholder by cutting tools, of a machining center. From simple lathe which rotated the machining sample and milling machines which moved the machining bank, evolve to numerical control machine tools and later to computer numerical control machine tools. The next stage along with the development of type Tool «revolver» was the blending of a machining center of all the above types and characteristics of the machine tools with material removal conventional matching. Το match the adolescent in his /hers premature stage of his /hers personality development, accumulates knowledge and skills, develop skills as if sharpening the edges of cutting tools of the mind and spirit and be prepared for the world of maturity when edges will have been worn and sharpening them will become an extremely laborious task because of the multitude of cutting edges. On the other hand the vast number of these will not be even necessary but useful reserve in case of regression to regular practices and earlier stages. The maturity calls for improved cutting edge capabilities of mind and spirit from sharp to curved edges with a large radius of curvature, for "greater resistance" and less "shock" in their application and implementation. The cruelty and lack of measure of adolescence and early adulthood is enriched by the accuracy, economy and weighing of the approaches in adulthood, passes to the next stage of maturity through the weave of gathering experiences in the "cocoon of the silkworm“. The catalytic effect of experiences is replaced by a holistic approach on how to manage situations that seek to mitigate the conflicts by cushioning. Approach – es which allow the survival and coexistence of at least those people that do not display "trenches" and "pre mounds' in their attitudes and behaviors towards others.

Ioannes S. Pantelides

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VOCATIONAL (OCCUPATIONAL) DEVELOPMENT (career pathways: Holland term) – BIBLIOGRAPHY REVIEW.

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Contribution of counseling. Chiotis P. M., in his notes to students of SELETE (Maroussi, April 1985) notes: "The more obstacles that appear in our lives, prevent us from satisfying our emotional rather than biological needs. In the world of our time that ideas and ideals differentiated so widely, it is natural that man can not find spiritual peace and tranquility. Secondly, for our good luck the more obstacles we face are small and we can neutralize them with little effort. Therefore, our health is not constantly jeopardized by these. But when we encounter severe cancellations from serious obstacles, then it is possible that a type of unhealthy behavior to be created or in some cases spiritual - mental illness to be taken place especially to people who have an inherited or physical predisposition (malfunction)".  So the stress which is experienced by modern man as a result of such barriers is created by canceling existing expectations, his desires. Sometimes the obstacles are insurmountable. Such kind of cancelling means that man must adapt his behavior to smooth out the effects of drastic changes that occurred. 

1.

Michael P. Chiotis is a psychologist. He served for twenty years as a professor in PATES / SELETE with rich literary and research work, which was enriched by many years of professional presence. Ioannes S. Pantelides

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Stress, anxiety and impact on the behavior of the individual (Chiotis, 1985). 





People interact with each other through interpersonal, social and professional relationships. The correlations developed in these interactions generate positive and negative feelings to the individual itself. Negative emotions are the so-called "stress" and pressuring people to diversify their behavior. The differentiation of behavior requires from individuals to adapt to new data, new conditions. Adaptation generally requires effort for learning successful ways to help them cope successfully. Further effort should be spent to offset the burden resulting from the change in conditions. This effort, however, is undesirable as unwanted are and negative emotions. Such situations occur frequently in our daily lives. Managing them is a daily reality.

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INCLUSION OF GUIDANCE TO ASSISTANCE INSTITUTIONS OF THE MODERN INDIVIDUAL. From my study "Issues in Economic Thought & Management at work - vocational environment" for the training of Panteion University (May 2008), for school career officers of Guidance service centres. First quote. 

This "velvet" harmonization of the behavior of individual that is attempted in modern times by joining the society (socialization), in labor (job entry), in family (family leader) and generally at his transition in different evolutional stages (Buehler 1933 , Super 1963 & 1984, Make & Smith 1991, Dimitropoulos 2000 2nd book) in the modern society of merging of markets and personalization of the individual, displayes strongly the need for institutions of vocational assistance. Needs of support and guidance, liquidity and the transitivity of ideas in modern societies (crisis of values), social work and uncertainty as a result of the merging of markets, the technological development with new technologies in communications and transport, the increase in claims of required labor market skills and knowledge (certified or not), the changes in modern family (nuclear and single parent families) and school (multicultural and intercultural), require the assistance of modern individual in his quest for successful adaptation to the labor and composite social environment.

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INCLUSION OF GUIDANCE TO ASSISTANCE INSTITUTIONS OF THE MODERN INDIVIDUAL. From my study "Issues in Economic Thought & Management at work - vocational environment" for the training of Panteion University (May 2008), for school career officers of Guidance service centres. Second quote.



Vocational career starts from education and extends in various stages of adult life of man. The flexibility policies in labor relationships and their impacts (Melas, 2007), social processes of social adaption during job entry in labor market (Patiniotis, 2007), vocational indecision of people (Melon 2007), Lifelong Learning and Education and the prospect of changing work object but even vocation too during adulthood, appear as threatening situations to adult workers who see as a bleak prospect the unemployment and the marginalization.

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INCLUSION OF GUIDANCE TO ASSISTANCE INSTITUTIONS OF THE MODERN INDIVIDUAL. From my study "Issues in Economic Thought & Management at work - vocational environment" for the training of Panteion University (May 2008), for school career officers of Guidance service centres. Third quote. 

A new element that economic growth brings, a consequence of increased market and its association with socio-economic development, is the decisive contribution to the increasing of the female labor force - modern employment (Mousourou, 2005). Women as part of vulnerable groups, like all members of vulnerable groups irrespective of gender, deserve special attention as easily become targets and victims of the difficult periods (eg: layoffs) in organizations - enterprises. They should undertake multiple efforts to be professionally honored and most times to the detriment of female identity, performing in their behaviour quite manly characteristics (loss of femininity in their work).

Ioannes S. Pantelides

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INCLUSION OF GUIDANCE TO ASSISTANCE INSTITUTIONS OF THE MODERN INDIVIDUAL. From my study "Issues in Economic Thought & Management at work - vocational environment" for the training of Panteion University (May 2008), for school career officers of Guidance service centres. Fourth quote.

At this point its noteworthy that professional development is not an autonomous path of the individual that aims at personal development and the satisfaction of senior human needs. A number of factors recognized to individual as hereditary - biological factors and acquired factors) and external individual factors such as individual environment, school environment, the wider social and natural environment, the circumstances the signs and the ideas of the current age and random events affecting the vocational development of the individual (Dimitropoulos, 2000 2nd book). These factors, strongly and combined, influence the individual, their combined action effects complicates the progress of individual and his vocational choices..



Ioannes S. Pantelides

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INCLUSION OF GUIDANCE TO ASSISTANCE INSTITUTIONS OF THE MODERN INDIVIDUAL. From my study "Issues in Economic Thought & Management at work - vocational environment" for the training of Panteion University (May 2008), for school career officers of Guidance service centres. Fifth quote. 

Today, assistance institutions appear as helpers of modern man during his socialization, his personal development, his transitions in the various stages of his life and general in his life path. Counseling and Guidance are included in assistance institutions offering a variety of functions in this direction. For example could be mentioned the following functions: Self-awareness – Self-concept, Information, Decision making, Teaching Life-skills, Transition, Adaption, Placement, Referral, Follow-up, Counselling and Psychological support, Evaluation and Research, Vocational development of individual and Other Functions (Demetropoulos, 2000 2nd book).

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COUNSELLING AND VOCATIONAL ORIENTATION FUNCTIONS Vocational development of individual

Information Self-awareness – Self-concept

Other Functions

Decision making

Evaluation and Research

Teaching Lifeskills Counselling and Psychological support Transition Follow-up

Figure 2: Counselling and Guindace Basic Functions, source: Demetropoulos 2000 2nd book Ioannes S. Pantelides

Adaption Referral

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The decisions in our lives. Educational and Occupational Decisions. Schematic display of four- educational vocational decisions by Demetropoulos .(Inner-work decision of job keeping and job evolvement) 4. CHOICE OF OCCUPATION -WORKPLACE, JOB ENTRY 3. CHOICE OF VOCATION 2. SECOND CHOICE OF EDUCATIONAL –VOCATIONAL DIRECTION 1. FIRST CHOICE OF EDUCATIONAL –VOCATIONAL DIRECTION

Figure 3. Demetropoulos Model (source: Demetropoulow, 2000 2nd book). Ioannes S. Pantelides

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DECISIONS MAKING THEORIES indicational examples: THE OCCUPATIONAL DECISION MAKING PROCESS HILTON MODEL (1962). Figure 4. HILTON MODEL, source: Demetropoulos 2000 2nd book. DATA MEMORY COGNITIVE DISSONANCE CHECK

ENVIRONMENT INPUT TEST DATA OR PLANS

REMOVING OR ADDING DATA.

RESULT WITHIN TOLERATE LIMITS

ACCEPTANCE TEST PLAN AND / OR DATA ADAPTION  DECISION

RESULT OUTSIDE TOLERATE LIMITS

DATA EXAMINATION AND /OR PRODUCE NEW DATA

IF DATA ARE DIFFERANTIABLE

CHOICE OF A TEST PLAN

ARE NOT DIFFERANTIABLE

SEARCH FOR ALTERNATIVE SOLUTIONS NOT PREFERABLE ROLES

Ioannes S. Pantelides

IF DATA

SAVE ROLES WHICH ARE PERCEIVED AS POTENTIAL HE.S.CO.G., 2012_12_8, Adolescents educational and vocational career planning

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DECISIONS MAKING THEORIES indicational examples: THE OCCUPATIONAL DECISION MAKING PROCESS – GELATT MODEL (1962). OBJECTIVES OR DATA

Strategy

Forecasting system Results

Evaluation system

Possible alternatives. Potential results. The chance of displaying results.

Desirability results

Criterion Evaluation and decision making

Terminal decision

Method of investigation.

Explorative decision

Figure 5. GELATT MODEL, source: Demetropoulos 2000 2nd book. Ioannes S. Pantelides

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Criteria Decision Significancy (Demetropoulos 2000 2nd book).        

The difficulty of a decision. Alternatives displayed equal attractive. Urgent need for making a decision. The purpose of leading to making the decision. Increased chance of success or increased chance of failure of a decision. The risk of the decision. Need for auxiliary data (specific information etc.). Irrevocable results of a decision. Limited time for the making of a decision. The outcomes of the decision is critical and serious for the individual and affect his life in various dimensions.

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HOW DO PEOPLE MAKE DECISIONS •







COGNITIVE APPROACH With the method of what is desired - desire is a decisive variable, with the method of avoidance –unwished outcome, with the method of security – alternative with the more chances, with the method of the combination - combination of the above.

Ioannes S. Pantelides

EMOTIONAL APPROACH • • • • • •

Spontaneous behavior. Fatalistic attitude. Behavior of compliance (compliable). Behavior insight. Anxiety behavior (agonizing). Behavior paralysis (paralytic).

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CONCEPT OF TRANSITION 



The concept of transition includes the change. Switching from one situation to another. These situations where a change occurs are many and occur in many domains such as evolutionarypsychological domain, affective domain, social domain, economic domain, educational domain, occupational domain. The transition is not restricted to one domain, but typically includes elements from several domains. Moving away from home and attending school during infancy is a transition. The move from primary to early secondary school and then in high school are other transition situations. The change of environment where the family moves to another city is also transition situation. Finding a job after high school into labour or further study at the University are also situations of transition. Joining the army during obligatory service is also a transition, as dismissal too, a job change etc.

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TRANSITION AND VOCATIONAL DEVELOPMENT Pantelides S. Ioannes researh, Professor supervisor: Tsaousis Ioannis, Ph.D.,(2002). The psychometric evaluation of a Vocational Interest Inventory and a Self-efficacy Vocational Scale (inventory). PESYP /ASPAITE, MAROUSSI-ATTIKI.

Among the key organisational practices adopted in various countries to intervene and help the person during the transition from education to labour, the following are included: Creating centers of liaison education and labor markets inside schools, creating career offices, liaison services organisation, occupational placement services organisation at school or at local community by organising similar centers and offices, occupational services utilization, creation of joint committees of the educational and working environment in local chambers of various professional groups, setting up offices for adult education and long life learning (eg for our country, the programs of the General Secretariat for Youth), the creation of offices for the strengthening of gender and occupational opportunities (eg for our country, programs of the General Secretariat for Equality), centers of occupational education and training (eg for our country, programs of the Organization for Employment and Labor Force, the programs of General Secretariat of Long Life Learning, municipal Centers of Occupational Training, other public or private training centers), etc.. Ioannes S. Pantelides

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VOCATIONAL (OCCUPATIONAL) DEVELOPMENT 

The evolutional pathway of the individual in the workplace and the decisions he takes for his profession consist the major area of putting these into effect. Vocational (occupational) Development is a long process, and develops in line with the psychological development of individual. So when we refer to occupational development we refer to an evolutionary development and especially for the career pathway in evolutionary career. Decisions taken on the profession in the early ages of youth is important because they typically determine the occupation which individual will practice in youth and adult age. They are an occupational choice. Usually, are different from his initial occupational preferences and involve the subjective element. Among the first occupational preferences and final occupational and career choices mediates a certain period of time. Time spent in education and in expansion of vocational opportunities in a way that occupational entry to take place at conditions of comfort and generally to occupational advantageous position (Cantas & Chantzi, 1991).

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CLASSIFICATION OF VOCATIONAL DEVELOPMENT THEORIES (Super, 1981). 







Super (1981. As refer in Kantas & Chantzi, 1991) distinguishes three categories of theories (Matching, Evolutionary, Decision Making). This classification is based on the finding that Vocational Development:theories either: a) matching people and occupations, which distinguish and separate in 1) differential, looking at the person's skills and personality traits, 2) situational, mainly dealing with the economic structure, the individual in its social environment and the socialization process and 3) phenomenological, which examine individual's self-concept and the matching between human and environment. b) describe an evolutionary process that also leads to the final matching of man and occupation, while they examine the stages of human life. Whether examining the processes of identification and differentiation either the personal module of semantics, concept and the notional structure or perception of self, perception of others, or deal with the concept of the distance of life, role-playing and c) focus on decision-making process that can coexist with some of the other theories why trying to describe how the matching takes place or the evolutionary process at the points of making decision.

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CLASSIFICATION OF VOCATIONAL DEVELOPMENT THEORIES (Kantas & Chantzi, 1991). VOCATIONAL DEVELOPMENT THEORIES NON – PSYCHOLOGICAL THEORIES RANDOM FINANCIAL CULTURAL AND SOCIAL PSYCHOLOGICAL THEORIES TRAITS AND FACTOR PSYCHODYNAMIC THEORIES PSYCHOANALYTIC, NEEDS, SELF EVOLUTION THEORIES CINZBERG, SUPER, TIEDEMAN & O’HARA LEARNING BANDURA, KRUMBOLTZ DECISION MAKING GENERAL THEORIES HOLLAND'S Typological THEORY

Figure 6: Classification of Vocational Development Theories Ioannes S. Pantelides

BLAU at al., THEORY

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Discover myself (School Vocational Orientation Manual for class C of Gymnasium, 2007).           

Self-knowledge, Self-awareness. Self-concept. Self-esteem. Self-confidence. Capabilities. Interests. Prefferencies. Values – Personal and Vocational. Taking Competencies. Positive feedback - Reinforcement. Perception of others.

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VOCATIONAL DEVELOPMENT THEORIES ANNE ROE’S THEORY – Classified in psychodynamic theories (psychoanalytic, needs, self)



Vocational choice according to Roe (1956) is related to early experiences of the individual within the family. She also considers that genetic heritage plays an important role that correlates with the establishment of limits on mental abilities. Individual characteristics such as interests, attitudes and personality, determined by the satisfaction or frustration of the needs of the individual especially during the early years of his life. Failure to satisfy the needs of the individual leads to the creation of incentives as strong as rarely was the satisfaction of needs. Adopts the system of Maslow (1954), in the hierarchy of needs, where in the base of the pyramid are the biological needs and in the top is the self-actualization. The upbringing method of the child, the way the needs are satisfied, cold or warm family environment has an impact on subsequent vocational /occupational choices of individual.

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How personality types develop according to Holland (1997). Home, school, friends, relationships and friends provide opportunities and reinforcement in accordance with the types who dominate in their corresponding environments.

Figure 7: How personality types develop. Holland: Making Vocational Choices (1997).

Personality or behavioral role-playing model (repertoire)

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The life-career rainbow according to SUPER (source: Kantas & Hantzi,1991) Βοιοτικά στάδια: Life stages Ανάπτυξη: Growth Διερεύνηση: Exploration Καταστάλαγμα: Establishment Συντήρηση: Maintenance Παρακμή: Decline Ηλικία: Age Παιδί: Child Σπουδαστής: Student Ψυγαγωγούμενος: Leisurite Πολίτης: Citizen Εργαζόμενος: Worker Συνταξιούχος: pensionerretired Σύζυγος: husband /wife Οικογενειάρχης: Homemaker Γονιός: Parent Figure 8: The life-career rainbow according to SUPER, source: Kantas & Hantzi (1991). Ioannes S. Pantelides

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Vocational types and occupational environments Interaction according to Holland, 3rd hypothesis (Holland, 1997). 



3rd Case: People looking for those environments that will allow them to practice their skills and capabilities, express their views and values, accomplish mutually agreed problems and roles. Practical types seek practical environment, the social model types seek Social environment and so on. Occupational environments also look for individuals through interpersonal relationships and established practices. The way individual is looking vary in ways and changes in practices at different levels of consciousness of the individual as for a long time. The personality types summarizing some common ways that individuals grow in the culture of any society. It also outlines the ways of personal and vocational development goals of the individual, their vocational and occupational choices and in general mobility.

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Vocational Self-efficacy. The subjective judgment of individual concerning the ability to follow a course of action that will prove effective in a particular situation given by Bandura (1971,1977) as the definition of self-efficacy (self-efficacy). In other words, the estimation we've got, whether we can meet the demands of an activity or an occupation.  The construct of self-efficacy appears to be a useful tool to comprehend the career development. It is supposed that selfefficacy to be associated with specific expectations for taking over duties concerning the performance of the individual. Therefore to determine the self-efficacy, the specific activities (as evidence) required the occupational duties of a particular profession to fulfill must first be recognized and identified (Bandura 1977, 1986). 

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The Self-efficacy theory. 

As originally proposed by Bandura (1977), self-efficacy expectations refer to a person's beliefs regarding his ability to grapple successfully with a certain task or behavior. These beliefs were proposed by Bandura (1977), as the main mediators of behavior and behavioral change. Low self-efficacy expectations in correlation to a behavior or a behavioral "field", result in avoiding such behaviors and increase on self-efficacy expectations increase the chances of approaching behavior versus avoidance behavior. Therefore, the positions of the theory of self-efficacy may appear useful in understanding and predicting behavior.

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Interventions, designed to facilitate approach behaviors, Bandura (1977). Performance achievements, such as behaviors of successful execution of these behaviors that are under examination. The way in which the achievements are been accepted have an influence on expectations of self-efficacy of the individual and his actions.  Indirect learning. Beliefs are often acquired through observation and interpretation. During observation as a model of others behavior, the learner may refer to past experiences of similar conduct and relatively interpret a new situation.  Verbal persuasion, for example, encouragement and support from others. Beliefs about self are influenced by the messages we gain from others.  Emotional stimulation, for example anxiety in connection with the behavior. Stress and anxiety have a negative effect on self-efficacy as well as learning. "The mind learns selectively induced appropriately to do so, and reacts negatively under detected threat» (Caine & Caine, 1990). HE.S.CO.G., 2012_12_8, Adolescents Ioannes S. Pantelides 42 

educational and vocational career planning

Pyramid of skills and workplace Stalikas (2007). CAREER WORK PLACE 1

JOB (A)

JOB (B)

ACTIVITY, TASKS, ROLES I

JOB (C)

ACTIVITY, TASKS, ROLES II

SKILL 1

SKILL 2

WORK PLACE 1

JOB (D)

ACTIVITY, TASKS, ROLES III

SKILL 3

WORK PLACE 1

JOB (E)

JOB (F)

ACTIVITY, TASKS, ROLES IV

SKILL 4

SKILL 5

JOB (G)

ACTIVITY, TASKS, ROLES V

SKILL 6

JOB (H)

ACTIVITY, TASKS, ROLES VI

SKILL 7

Figure 9: Pyramid of skills and workplace, source: Stalikas (2007). Ioannes S. Pantelides

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Education and workplace. “Projecting yourself into practicing a job”, Stalikas (2007). Talking to employees, ‘practicing a job’. It is also necessary to get an idea of what this job is, from the perspective of an employee already inside the job. In other words you want to see what a day's work consists of a particular professional. You should talk with vivid examples - people doing the work that you think you might like. In an abstract form, 'try' their tasks and their work-roles to see whether you match with them, these tasks and work-roles meet your needs and expectations and whether they allow you to sharpen your skills and develop your capabilities. 

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The hellenic typical educational system. GENERAL DISTINCTION 

Primary education.



Secondary education  Labour market.



Higher education  Labour market.

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EDUCATIONAL CHOICES – DEGREES AFTER GYMNASIUM. HIGHER EDUCATION (UNIVERSITIES – POLYTECNIC SCHOOLS) Institutes for Occupational Training (POST SECONDARY)

Occupation al School (Two years)

After class A

After class A

Institutes for Occupational Training

GENERAL LUCEUM

VOCATIO -NAL LUCEUM (THREE YEARS)

AFTER GYMNASIUM

L A B O R M A R K E T

GYMNASIOUM Education and training after Gymnasium, Source: Acrotere Luceum Career Office. Ioannes S. Pantelides

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REFERENCES (1)         

American Psychological Association (2002). Developing Adolescents. A Reference for Professionals. Washington DC. url: www.apa.org. Bandura, A. (1971). Psychological modeling: Conflicting theories. Chicago: AldineAtherton. Bandura, A. (1977). Social learning theory. Englewood Cliffs: N. J.: Prentice-Hall. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Buehler D. (1933). Der Menschliche Lebenslauf als Psychologisches Problem. Leibzig: Hirzel. Caine, R.N. and Caine, G. (1990). Understanding a Brain-Based Approach to Learning and Teaching. Educational Leadership 48, no. 2, 66-70. Gelatt, A. B. (1962). Decision Making: A Perceptual Frame of Reference for Counseling. Journal of Counseling Psychology, 9, 240-245. Festinger, L. (1957). A theory of cognitive dissonance. Stanford University Press. Stanford, California. Hilton, T. L. (1962). Career decision-making. Journal of Counseling Psychology, 9, 291-298.

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REFERENCES (2) 

    





Holland, L. J. (1997). Making Vocational Choices: A Theory of Vocational Personalities and Work Environments-3rd ed. Florida: Psychological Assessment Research Inc,. Maslow, A. H. (1954). Motivation and personality. N. York: Harper and Row. Roe, A. (1956). The psychology of occupations. N.Y.: Wiley. Super, D. E., (1963). Career Development. Self-concept theory. N.Y.: C.E.E.B. Super, E. D. (1984). Career and life development. Στο D. Brown, L. Brooks et al. (Eds.), Career choice and development. San Francisco: Jossey-Bass, 1984. Demetropoulos, Ε. (2000) τ.2ος. Συμβουλευτική Προσανατολισμός. Συμβουλευτική Σταδιοδρομίας, Εκπαιδευτικός, Επαγγελματικός Προσανατολισμός. Αθήνα: Εκδόσεις Γρηγόρη. Kantas, Α. and Chantzi, Α. (1991). Ψυχολογία της Εργασίας. Θεωρίες Επαγγελματικής Ανάπτυξης και Στοιχεία Συμβουλευτικής. Αθήνα: Ελληνικά Γράμματα. Chiotis, P. Μ., Π., (1985). Μηχανισμοί Άμυνας του Εγώ. Μαρούσι: ΣΕΛΕΤΕ.

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REFERENCES (3) 



 

 





Μelas, Κ., (2007). Ανεργία, Πολιτικές Απασχόλησης, Επαγγελματική Κατάρτιση και Εργασιακές Σχέσεις, σελ. 391 - 439. Συμβουλευτικοί ορίζοντες για τον σχολικό προσανατολισμό. ΣΟΣ προσανατολισμός. Αθήνα: Πάντειος. Μellon, Ρ., (2007). Η διαχείριση της ενίσχυσης στην αντιμετώπιση της επαγγελματικής αναποφασιστικότητας, σελ. 85 - 108. Συμβουλευτικοί ορίζοντες για τον σχολικό προσανατολισμό. ΣΟΣ προσανατολισμός. Αθήνα: Πάντειος. Μousourou, Λ. Μ., (2005). Γυναίκα και απασχόληση. Αθήνα: Εκδόσεις Gutenberg Pantelides, S. Ι. Research, Rroffesor Supervisor: Tsaousis Ioannes, Ph.D.,(2002). The psychometric evaluation of a Vocational Interest Inventory and a Vocational Self-efficacy Scale. PESYP /ASPAITE, MAROUSSI ATTIKI. Pantelides, S. Ι., Unpublished literary text quotes. Quotes 1st & 2nd . Patiniotis, Ν., (2007). Κοινωνικές διαδικασίες προσαρμογής κατά την ένταξη στην αγορά εργασίας, σελ. 164 - 186. Συμβουλευτικοί ορίζοντες για τον σχολικό προσανατολισμό. ΣΟΣ προσανατολισμός. Αθήνα: Πάντειος. Stalikas, Α, (2007). Συμβουλευτική Καριέρας. Διαδικασία εξεύρεσης εργασίας και χρήση τεστ στην Συμβουλευτική καριέρας. Συμβουλευτικοί ορίζοντες για τον σχολικό προσανατολισμό. ΣΟΣ προσανατολισμός. Αθήνα: Πάντειος. Giastas, Ι., Demetropoulos, Ε., Reppa Ε., Tsergas, Ν., (2007). School Vocational Orientation Manual for class C of Gymnasium. Αthens: Paidagogical Institute.

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REFERENCES TO EDUCATIONAL LEGISLATION  

  



Law 1566 /30-9-1985 (GOG 167, issue Α΄). “Structure and function of primary and secondary education and other provisions”. Law 2525 /1997 (GOG 188, issue Α΄). “Eniaio Luceum, Access to Higher Education by its graduates, Evaluation of educational work and other provisions”. Law 2909 /2001 (GOG 90, issue Α΄). «Import regulations in higher education and other provisions». Presidential Decree 60 /30-3-2006 (GOG 65, issue Α΄). “Evaluation of students of Lyceum”. Presidential Decree 12 /13-2-2009 (GOG 22, issue Α΄). “Modification of Presidential Decree 60 /2006. Evaluation of students of Lyceum”. The numbered Φ253 /120789 /Β6 /1-11-2006 Ministerial Decision of Ministry of Education regarding: «Type, content, duration and method of calculating degrees of CERTIFICATION».

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ANNEXE: TARGETING PROCEDURE Target characteristics (SMART) –Kosti Rena1:      1.

Specific Measurable Achieved Realistic Time Mrs Kosti Rena is an Education Counsellor /Marketing specialist. Trainer in Hellenic National Centre for Public Administration and Local-government.

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ANNEXE: BEHAVIOUR PATTERNS 

Patterns1 (Michiotis Stefanos) that affect and visualize the behavior and our decisions have formatted by our personal and collective experience (life and work) and strongly associated with the value systems adopted by us, but also in family and work environment. They are somehow filters which employ and refract the reality by each person. Each new stimulus (knowledge, facts or evidence) that "makes sense”2 for us, happens because it is associated by us with one of our own patterns. But if we can not put these stimulus in any familiar pattern, then we do not comprehend it, thus we investigate, incorporate or pass it, and several times we react negatively to it (2007).

1.

Michiotis Stefanos is a organisational councellor. Trainer in Hellenic National Centre for Public Administration and Local-government. Correlation of patterns of behavior with the social representations.

2.

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ANNEXE Ι: ADOLECENT’S EDUCATIONAL & VOCATIONAL CAREER PLANNING Ioannes S. Pantelides

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ADOLESCENTS EDUCATIONAL – VOCATIONAL CAREER PLANNING (1). CURRENT APPROACH: CHOICE OF STUDIES – VOCATIONAL ENTRY IN A PROFFESSION THROUGH THE TYPICAL EDUCATIONAL SYSTEM.  SEEKING WORK OBJECT IN ACCORDANCE AND UTILIZATION OF STUDIES IN OCCUPATIONAL ENTRY .  DISADVANTAGES: MISUSED ATTENDED YEARS TO PRIMARY AND SECONDARY EDUCATION. GUIDANCE OCCURS ONLY DURING THE PERIOD FOR SUBMITTING THE COMPUTERISED APPLICATION OF STUDIES PREFERENCES.  DOCUMENTATION OF VOCATIONAL CHOICE IS MISSING. IN ADOLESCENT’S PREFERENCES MISSING THE APPEARANCE OF STRONG INTEREST. 

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ADOLESCENTS EDUCATIONAL – VOCATIONAL CAREER PLANNING (2A). ALTERNATIVE APPROACH FOR UTILISING FUNCTIONS OF COUNSELLING AND GUIDANCE:  UTILISATION OF STUDIES DURING PRIMARY EDUCATION BY DIFFUSION OF SCHOOL VOCATIONAL ORIENTATION IN OTHER TEACHING LESSONS. PROVIDING AND ACCESSING INFORMATION IN THE LAST CLASS OF PRIMARY EDUCATION AS AN INTRODUCTION TO LEARNING THE EDUCATIONAL SYSTEM.  STUDENTS INTRODUCTION TO CAREER OFFICES FUNCTIONING INSIDE SECONDARY EDUCATION AND STUDENTS SENSITIZATION BY SCHOOL CAREER OFFICERS FOR ACCESSING THESE OFFICES AND FAMILIARISE WITH SCHOOL VOCATIONAL ORIENTATION OBJECT (RELEVANT SYLLABUS).  THE COURSE (LESSON) OF SCHOOL VOCATIONAL ORIENTATION IN THE THIRD CLASS OF GYMNASIOUM (AGE 15YRS OLD) CONSIST OF TARGETING WORK OBJECTS AND PLANNING ALTERNATIVE ROUTES IN STUDENT'S EDUCATIONAL /VOCATIONAL CAREER. UTILISATION OF STUDENT'S PERSONALITY TRAITS (SELF AWARENESS) - FILTERS USAGE IN HIS /HER VOCATIONAL CHOICES USAGE OF CONTEMPORARY CRITERIA IN DECISION MAKING - DYNAMIC PROCESS OF ELEMENTS ENRICHMENT OR DECLASSIFICATION AND INDEXING INFORMATION. CHOISE OF THE TYPE OF LUCEUM (GENERAL OR VOCATIONAL) 

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ADOLESCENTS EDUCATIONAL – VOCATIONAL CAREER PLANNING (2B). IN LUCEUM (UPPER SECONDARY EDUCATION) CLASS A (AGE: 16 YEARS OLD) EXPLORATION OF EDUCATIONAL SELECTIONS TAKES PLACE WHILE PARALLEL REDUCING ONES, CHOICES CRYSTALLISATION OF ALTERNATIVE ROUTES TAKE PLACE TOO FOR APPROACHING EDUCATIONAL AND VOCATIONAL CAREER. APPLICATION BY USING SKILLS FOR ACTIVE INFORMATION. UTILIZATION OF EDUCATIONAL COMMUNITY AND SCHOOL VOCATIONAL ORIENTATION OFFICES FOR GATHERING VALID AND ON TIME INFORMATION.  IMPLEMENTATION OF DECISION-MAKING SKILLS. UNDERSTANDING THE CONCEPT OF TRANSITION AND THE CONSEQUENCES AFTER DECISION-MAKING. (E.G. IF I CHANGE THE TYPE OF LUCEUM AT THE END OF THE SCHOOL YEAR WHAT CONSEQUENCES WILL RESULT?)  LUCEUM: WORK-LABOUR OBJECTS TARGETING AND EDUCATIONALOCCUPATIONAL ROUTE PLANNING CRYSTALLIZATION. OCCUPATIONAL HORIZONS (STATE: SUPPLY EDUCATIONAL-OCCUPATIONAL ROUTES WITH CRYSTAL CLEAR VISIBILITY) - OCCUPATIONAL DEVELOPMENT. PARTICIPATION IN SOCIETY - PERSONALITY DEVELOPMENT OF THE ADOLESCENT. VALUES, BEHAVIORS, ATTITUDES. GRADUATION AND ACCESS TO HIGHER EDUCATION OR TO POST-SECONDARY TRAINING. 

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ADOLESCENTS EDUCATIONAL – VOCATIONAL CAREER PLANNING (2C). ADVANTAGES:

UTILIZATION OF ATTENDING YEARS IN PRIMARY AND SECONDARY EDUCATION.  ACADEMIC PERFORMANCE TAKEN AS EXTERNAL EVALUATION FEEDBACK RATHER THAN A GOAL IN A WIDER PLANNING OF EDUCATIONAL AND OCCUPATIONAL ROUTE.  UTILIZATION OF OTHER COGNITIVE OBJECTS (LESSONSCOURSES).  ANSWERS FOR TOMORROW. BRINGING FORTH (PRODUCE) STRONG INTEREST - PERSONALITY TRAITS'S DEVELOPMENT.  LIFE SKILLS LEARNING DURING IMMPLEMENTATION OF SCHOOL VOCATIONAL ORIENTATION. 

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ANNEXE ΙΙ: CAREER COUNSELING SESSIONS SYNTHESIS

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Career counseling sessions synthesis(1), an empirical approach as a career counsellor.  Consulting's

entrance reception.  Creation of a familiarity climate.  Discovering consulting personality traits.  Self-knowledge, Self-awareness – Self-concept – Self-image – Self-esteem – perception of self and world – Values, personal and vocational – Sensitivity to enviromental influences (Holland’s approach).  Recording his /her inheritance - educational - social local background (Holland’s approach).  Recording his /her activities - interests - initiatives preferences. Ioannes S. Pantelides

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Career counseling sessions synthesis(2), an empirical approach as a career counsellor. 



  

Displaying opportunities of taking over responsibilities analysis. Significance of positive feedback and reinforcement. Discovering predisposition - tendency to show strong interest (empirical approach). Discovering his /her emotional development Orientation to human – orientation to non persons. Orientation towards people - orientation to non-persons (includes Roe’s approach besides empirical approach). Teaching specific subjects and learning feedback through critical base exercises and case studies applications. Discovering his /her skills and capabilities. Displaying his /her personality traits – profile synthesis.

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Career counseling sessions synthesis(3), an empirical approach as a career counsellor. 





 

Learning targeted information on work objects – looking work objects through scientific fields. Homework assignment in learning specific cognitive object for vocational and professional groups and allied work and industrial objects. Job seeking Filters, synthesis. Values are compact and dynamics. Where appropriate, enriched and waned over time. Values are not precipitated - they are the basis of selection of work objects. Personal values filter. Vocational values filter. Looking into work objects using values filter and encounter qualify these work objects that meet the very important values (n1). Hierarchical results display.

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Career counseling sessions synthesis(4), an empirical approach as a career counsellor. 







Preferences and interests (show strong interest) filter. Looking into work objects using this filter and encounter qualify these work objects that meet strong interest. Hierarchical results display. Self-efficacy (high level) filter. Looking into work objects using this filter and encounter - qualify these work objects that meet high level of self-efficacy. Hierarchical results display. Results synthesis in search of common ground. Meeting choices with multiple displays to high positions to previous hierarchical results display. Extracting results. Examining results through different viewing angles that meets consulting's profile.

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Career counseling sessions synthesis(5), an empirical approach as a career counsellor. 





  

Work objects targeting. Targeting procedure application using target traits (Specific, Measurable, Achieved, Realistic, Time). Resources management. Deepening cognitive subject and level of expertise working towards targeting work object and the requested skills and capabilities. Selected work objects analysis in correspondence with pyramid skills (Stalikas, 2007) workplaces - jobs - activities functions - roles - skills - abilities. Hilton, Gellat, etc, making decisions models application. Decision-making criteria examination. Making the decision - cognitive and emotional perspective. Hierarchical display of selected work objects.

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Career counseling sessions synthesis(6), an empirical approach as a career counsellor.       

educational and vocational career path crystallization. Alternative routes. Specific information for studies in Greece or abroad. Transition. Before, during and after. Before (preparation). By (follow-up). After (career development of the individual).

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