Action without Action Planning: The Potential of the Career Thinking Session in Enabling Transformational Career Learning and Development

Autor/in	Bassot, Barbara
Titel	Action without Action Planning: The Potential of the Career Thinking Session in Enabling Transformational Career Learning and Development
Quelle	In: British Journal of Guidance & Counselling, 45 (2017) 4, S.391-401 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2017.1335855
Schlagwörter	Career Counseling; Career Guidance; Qualitative Research; Case Studies; Higher Education; Self Efficacy; Critical Thinking; Career Development; Student Development; Foreign Countries; Coaching (Performance); Goal Orientation; Planning; Transformative Learning; College Students; Career Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Berufsorientierung; Qualitative Forschung; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Self-efficacy; Selbstwirksamkeit; Kritisches Denken; Berufsentwicklung; Ausland; Zielorientierung; Zielvorstellung; Ablaufplanung; Planungsprozess; Pädagogische Transformation; Collegestudent; Arbeitslehre
Abstract	This paper examines the potential of the Career Thinking Session (CTS) model to career guidance and counselling practice with young people. A qualitative research study is presented, focusing on the case study of a client involved in the transition to higher education. The setting for the research is described and the origins of the CTS are critically evaluated in relation to a number of relevant strands from published literature. The interpretivist qualitative methodology taken is then presented. A case study of one client is then presented to highlight the particular application of the CTS model and its possible effectiveness as a tool for enabling agency, building confidence and establishing greater self-efficacy. The paper concludes with some insights into the ways in which critical thinking in relation to self and career development could be encouraged and supported through the use of the CTS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01