Re-Examining Roe's Theory of Personality Development and Career Choice

1997 ◽  
Vol 51 (2) ◽  
pp. 280-282 ◽  
Author(s):  
Howard E.A. Tinsley
Keyword(s):  
Career Choice ◽  
Personality Development

SYSTEMATIC ATTITUDE TOWARDS STUDENTS’ CAREER EDUCATION

2019 ◽  
Vol 7 (1) ◽  
pp. 4-8
Author(s):  
Dalia Augienė
Keyword(s):  
Career Choice ◽  
Labour Market ◽  
Career Education ◽  
Personality Development ◽  
Educational Activity ◽  
Important Place ◽  
Professional Career ◽  
Education Planning ◽  
Structural Parts ◽  
Education Process

Making a career choice is one of the most important choices a person can make in life. A successful career gives a possibility to be acknowledged in society, to occupy a certain social status. Therefore, a rational, consistent, conforming to abilities and interests career choice means not only professional behaviour development, but also a grounded attitude to other aspects of one’s own life. In nowadays society, rapidly changing the activity world, changes occurring in the labour market, the old professions disappearing and the new ones appearing, it becomes more and more problematic to choose a promising career, corresponding to the society and person’s individual needs. Career choice - is a continual, long-term process, in which career education process occupies an important place. Educational influence of career education upon the youth has significance for the whole life: choosing a profession, making important career decisions, seeking appropriate education, planning professional career, integrating in the labour market, realising their inner potential, going through professional success and fullness. Therefore, one has to look at a career education process as a systematic phenomenon, a complex of devices and activity directions covering the whole school’s educational activity and the whole personality development. A carried out scientific literature and document analysis and the conducted research results allow us to form a systematic attitude towards career education and to distinguish structural parts of career education system.

scholarly journals Apprenticeships as a Unique Shaping Field for the Development of an Individual Future-Oriented “Vocationality”

2021 ◽  
Vol 13 (4) ◽  
pp. 2279
Author(s):  
Bernd-Joachim Ertelt ◽  
Andreas Frey ◽  
Melanie Hochmuth ◽  
Jean-Jacques Ruppert ◽  
Silke Seyffer
Keyword(s):  
Labor Market ◽  
Young People ◽  
Career Choice ◽  
Career Guidance ◽  
Choice Theory ◽  
Personality Development ◽  
Individual Characteristics ◽  
Training System ◽  
Vocational Education And Training ◽  
Guidance Needs

With the labor market and work environments becoming increasingly dynamic, the question of how young people can find their way to a sustainable professional future becomes ever more complex. This paper looks from different perspectives at apprenticeships, at their advantages and limitations. The first step is a description of the prerequisites that are necessary for a sustainable career choice. In this respect, the role of career guidance is particularly relevant, as guidance needs to take into account both individual characteristics as well as labor market aspects in order to support a sustainable career choice. Based on a comprehensive critical literature review of current interdisciplinary and international papers, as well as of basic career choice theory literature, the theoretical framework is set out and linked to empirical results. The conclusion emphasizes the high importance of apprenticeships for the holistic personality development of young people and a positive as well as a sustainable effect on their lifelong employment careers. It should be stressed that this success depends, to a large extent, on the structure of the vocational education and training system, on labor market developments, and on individual advanced qualifications in the course of working life.

Rorschach Assessment of Complex Trauma in Youth

2020 ◽  
Vol 41 (1) ◽  
pp. 19-41
Author(s):  
David Ephraim
Keyword(s):  
Psychological Assessment ◽  
Complex Trauma ◽  
Personality Development ◽  
Traumatic Events ◽  
History Of ◽  
The Way

Abstract. A history of complex trauma or exposure to multiple traumatic events of an interpersonal nature, such as abuse, neglect, and/or major attachment disruptions, is unfortunately common in youth referred for psychological assessment. The way these adolescents approach the Rorschach task and thematic contents they provide often reflect how such experiences have deeply affected their personality development. This article proposes a shift in perspective in the interpretation of protocols of adolescents who suffered complex trauma with reference to two aspects: (a) the diagnostic relevance of avoidant or emotionally constricted Rorschach protocols that may otherwise appear of little use, and (b) the importance of danger-related thematic contents reflecting the youth’s sense of threat, harm, and vulnerability. Regarding this last aspect, the article reintroduces the Preoccupation with Danger Index ( DI). Two cases are presented to illustrate the approach.

Positive Adult Personality Development

2005 ◽  
Vol 10 (4) ◽  
pp. 320-329 ◽  
Author(s):  
Ursula M. Staudinger ◽  
Ute Kunzmann
Keyword(s):  
Young Adulthood ◽  
Personality Development ◽  
Cross Cultural ◽  
Personality Change ◽  
Developmental Tasks ◽  
Adult Personality ◽  
Heated Debate

Abstract. Does personality stay stable after young adulthood or is there continued change throughout middle and later adulthood? For decades, this question has caused heated debate. Over the last couple of years, a consensus has emerged based on recent cross-cultural as well as longitudinal evidence. This consensus confirms that indeed there is personality change in middle and later adulthood. Many authors have labeled this change personality maturation or growth. In somewhat simplified terms the observed pattern is as follows: neuroticism declines, conscientiousness and agreeableness increase. At the same time it has been argued that this pattern of personality change is the result of coping with the developmental tasks of adulthood and, thus, increased adjustment. We would like to examine this practice of equating developmental adjustment with growth and ask how to define personality growth. To answer this question, we consult theories of personality development as well as lifespan theory.

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