Cultural psychology as a transformative agent for vocational psychology

Vocational psychology is need of reinvigoration and one way to achieve this goal is by re-examining vocational psychology in the light of cultural psychology. Vocational psychology is a cultural enterprise and the embeddedness of culture needs to be more fully incorporated into career theory and research. Cross-cultural and cultural psychology are described. Specific reference is made as to how core vocational concepts, such as development and the self, can be re-interpreted through cultural lenses.     

The emergence of a relational cultural paradigm for vocational psychology

An inclusive paradigm that emphasizes the nature and inevitable cultural shaping of meaning-making through relationships is represented as the relational cultural paradigm for vocational psychology presented in this article. This paradigm represents a phenomenological worldview or meta-theory for understanding meaning and mattering in worklife. The concept of worklife represents the nexus of work (unbound by dichotomous distinctions such as labour market and personal work), relationships, and culture (including the cultural construction of gender). Narratives are identified as a tool for understanding the meanings people construct.     

Desiderata: towards indigenous models of vocational psychology

As a result of a relative lack of cross-cultural validity in most current (Western) psychological models, indigenous models of psychology have recently become a popular approach for understanding behaviour in specific cultures. Such models would be valuable to vocational psychology research with culturally diverse populations. Problems facing current psychological models and methods of improving cultural validity are discussed. An integrative model of cross-cultural psychology is reviewed and the relevance of indigenous psychological methods to the advancement of vocational psychology is explained.     

The psychology of working and globalisation: a new perspective for a new era

In this article the impact of globalisation is explored in relation to a new perspective entitled the psychology-of-working. This perspective has been developed as an overarching framework for career development, vocational guidance, and related explorations of the role of work in people’s lives (Blustein, 2006). With the conceptual infusion of the psychology-of-working perspective, recommendations for career counsellors and vocational psychologists are discussed with the objective of helping clients cope with the changes in their work lives brought about by globalisation.     

A new training model: Professional child psychology

School psychology certification implies limited opportunities in so far as it provides for a narrow age range and functioning within a public school setting. Child psychology as a professional model should encompass school psychology training, but broaden its scope to include children of all ages from infancy to adolescence. The school system is only a part of the broader alliance of agencies and institutions servicing the needs of children. The psychologist as a behavioral scientist should not be identified with institutions, but primarily with the subject matter of his training and concern, the child.     

Multidisciplinary, interdisciplinary, and transdisciplinary collaboration: implications for vocational psychology

The literature on interdisciplinarity identifies several forms of collaboration: multidisciplinary, transdisciplinary, and interdisciplinary (as bridge building or integration). To assist vocational psychology translate its interdisciplinary discourse into action, this paper uses that literature to identify the benefits, challenges and conditions for success. It indicates that the form of collaboration needed must be decided, and the cognitive, social, organizational and institutional aspects of the collaborating disciplines considered. It highlights the significance of interpersonal relationships when establishing and maintaining collaboration.     

Different research markets: a disciplinary perspective

Drawing upon the notions of academic capitalism and the transformation of academic research from traditional academic orientation into market orientation, the paper sets out to empirically scrutinize the changing nature of academic research, focusing especially on disciplinary differences. The paper is based on a survey of heads of departments and research units at Finnish universities representing all disciplinary groups (n = 255) and on in-depth interviews with Finnish academics (n = 31) in the fields of humanities, social sciences, technology and natural sciences. Based on the survey data, the funding, selection of research topics, collaboration partners, audiences and publication forums in research are analysed. Following this, five research markets are discerned: academic, corporate, policy, professional and public market, each characterized by its own values and rationality as to what is considered the reference group, basic objective and outcome of research. The paper concludes that the transformation thesis needs to be revisited and specified since on the one hand, academic orientation still remains crucially important in all disciplinary groups, and on the other hand, market orientation entails several kinds of markets, pointing to the versatility of the university–society relationship.     

职中生心理承受力教育的研究

心理承受力是我校<职中生健康人格培养的探索>科研项目的系列研究之一,2000年对课题的理论与实践进行了为期一年的研究,取得了一定效果.现就心理承受力教育的实践研究探讨如下.     

高等职业院校实验(训)室建设规范化策略研究

分析了高等职业教育的特点,以及高等职业院校受管理体制、制度建设等因素的制约而在实验(训)室建设工程中存在的诸多问题,提出高职院校必须从管理体系构建、规划制定、规范建设过程、建立信息反馈机制等方面解决好实验(训)室建设的规范化问题,使实验(训)室更好地服务高职人才培养的整体目标。     

Gendered childhoods: a cross disciplinary overview

The last three decades have seen the emergence of a new discipline of childhood studies, made up of contributions from sociology, anthropology and cultural studies, challenging previous studies of children based on paradigms from psychology and education. This new discipline has revolutionized the study of children and demanded that they be looked as important subjects in their own right. Tensions remain, however, between studies of gender and those of generation, and the importance of the latter has sometimes been overlooked as researchers concentrate on childhood as an age related experience and not a gendered one. This article looks at how this has come about and the ways in which the study of these two aspects of children’s lives needs to be better integrated.

Children are pygmies among giants, ignorant among the knowledgeable, wordless among the articulate. … And to the adults, children everywhere represent something weak and helpless, in need of protection, supervision, training, models, skills, beliefs, education. (Mead & Wolfenstein, 1955 Mead, M. and Wolfenstein, M. 1955. Childhood in contemporary cultures, Chicago: University of Chicago Press.  [Google Scholar], p. 7)     

建立新型高职就业质量评价体系的研究

针对采用初次就业率来衡量就业质量的局限性,从分析就业质量的内涵着手,深入阐述影响高职就业质量的因素———就业率、工资、社会保险、专业对口情况、适应工作能力和工作稳定性等含义,分析近年国内形势状况及对高职生就业质量的影响。综合地域、个人、家庭和社会等各柔性因素建立一套科学、全面、可量化的就业质量评估系统,根据各项目对就业质量影响的程度,确定各项的权重,并制定了评价标准。     

网络机房软件系统维护的新方法

如何更轻松,更高效地维护好学校公用机房的计算机软、硬件系统,一直是机房维护人员最关心的问题。文章结合工作实践,对网络机房软件系统维护问题提出了一些行之有效的新方法。     

新就业压力背景下高职生就业心理及调控方法刍议

当前,高职院校学生在学历上处于劣势,各种就业压力和不良心理情况问题较多,亟待解决。为此,探究造成这些问题的原因,并针对这些具体问题提出针对性的解决办法、调整手段,帮助高职毕业生做好职业规划,做好自我评价、提升心理素质是就业指导的重中之重。     

Real books vs reading schemes: a new perspective from instructional psychology

A fiercely contested debate in teaching reading concerns the respective roles and merits of reading schemes and real books. Underpinning the controversy are different philosophies and beliefs about how children learn to read. However, to some extent debates have largely been rhetoric‐driven, rather than research‐driven. This article provides a theoretical perspective derived from instructional psychology and explores the assumptions that have been made about the use of real books and reading schemes, which have tended to polarise arguments about their respective strengths and limitations. It analyses the structures of adult literature, children’s real books, and reading schemes, and examines the demands that they make on children’s sight vocabulary and phonic skills. The critical high‐frequency words and grapheme–phoneme correspondences (GPCs) are identified that will enable children to read the majority of phonically regular and irregular words that they encounter which, perhaps surprisingly, occur more often in real books than structured reading schemes. Learning additional sight words or GPCs is of limited value due to their relatively low occurrence in written English and, thus, potentially minimal impact on children’s reading. Finally, the implications of this research for teaching reading are considered, particularly the complementary roles of real books and teaching methods derived from instructional psychology. In the past they have been viewed as diametrically opposed and mutually exclusive.