浅论高校职业指导的全程化建设

大力开展和积极推动高校职业指导的全程化建设,既是一项迫在眉睫的就业工程,又是一项着眼未来的育人工程。文章详细分析了我国高校职业指导全程化建设的必要性和可行性,并提出了加强高校指导全程化建设的有效方案。     

关于做好高校大学生职业指导工作的思考

开展职业指导是高校大学生就业工作的重要内容,事关培养什么人的核心问题。现阶段高校不同程度存在着对职业指导工作的持续发展重视不够、组织实施创新不多、个性服务范围不广、整体观念认识不强等问题。增强高校职业指导工作的实效性,必须切实提高做好职业指导的思想认识,着力提升职业指导队伍的专业素质,注重完善高校职业指导的课程体系,努力扩大职业指导的个性服务范围。     

高校职业指导的状况及对策研究

当前我国高等教育大众化进程加快,高校职业指导受到越来越多的关注。此次研究发现高校职业指导存在师资力量薄弱,指导队伍规模小,指导内容简单,效果不显著等问题。根据相应调查分析,认为高校职业指导需要构建有针对性的职业指导目标,建立合理的职业指导机构,采用多样化的指导方式和服务式的指导模式,更新职业指导的内容体系。     

大学生就业困难的原因分析及指导对策

大学生就业困难的原因复杂，主要从大学生自身和高校职业指导工作两方面的原因展开分析，并结合高校职业指导的现状提出了聚集多方人力资源参与职业指导（人员保障），构建“点、线、面”结合的职业指导体系（指导广度），建立高效的职业指导工作模式（指导深度）三个方面的指导对策。     

试论高校职业指导队伍“三化”建设

本文分析了高校职业指导队伍建设现状，阐明了加强高校职业指导队伍“三化”建设的必要性，提出了实现“三化”建设的途径。     

深圳市高校职业指导工作实践与创新

职业指导是帮助人们了解自己,了解社会,选择职业,并在职业岗位上有所发展的过程。本文阐述了高校职业指导工作的重要意义,也分析了高校职业指导存在的问题:缺乏针对性的指导;缺乏专门的职业指导机构;缺乏职业生涯规划指导;缺乏有效的指导方式。同时也对存在的问题做了三点原因分析:对职业指导不够重视;职业指导旧观念没有及时更新;职业信息没有完全发挥作用。因此笔者提出创新高校职业指导的新思路、新实践,来提高大学生就业质量,促进大学生充分就业。     

浅谈高校职业指导教师应具备的基本素质

随着我国经济体制深入改革,大学生就业形势越来越严峻。大学生就业问题已经成为社会各界关注的热点、焦点和难点问题,这要求高校必须重视大学生职业指导工作的地位和作用,重视职业指导教师的素质养成,保障高校职业指导的有效性。     

职业指导在促进重点群体就业工作中的作用和重要性

当今高校毕业生就业问题特别是重点群体的就业问题已倍受社会、国家的关注。本文通过对高校毕业生中重点群体进行分析，探讨职业指导在这一群体中的作用和重要性，明确了职业指导对重点群体的现实意义。     

试论如何实现更高质量的职业指导

当今社会,经济高速发展,大学生是规模非常庞大的就业群体,有效的职业指导在各大高校都十分重要。通过采取培养职业兴趣、夯实基础管理、加强校企联动、重视创业教育等措施,以实现高校更高质量的职业指导。     

加强高校职业指导师队伍建设的对策思考

目前,很多高校已经意识到职业指导教育的重要性,都不同程度地对大学毕业生开展了职业指导教育.本文分析了我国高校职业指导师队伍现状和存在的主要问题,提出了加强我国高校职业指导师队伍建设的几点对策.     

Coming Full Circle: Reoccurring Career Development Trends in Schools

Current state and national mandates focusing on academic achievement have drawn critical counseling resources away from career development. As the world of work radically changes and economic situations remain uncertain, the call for a return to school counseling roots based in career guidance has never been louder. The authors explore reoccurring career guidance trends throughout the history of school counseling to expand awareness of the basis of today's career and technical education discussions and increase understanding of the interconnectedness of career guidance and counseling and educational reform.     

Trends in the History of Vocational Guidance

In this article, the relationships between vocational guidance and vocational education, employment counseling, career guidance, and career counseling are explored. Also examined are the wide‐ranging federal and state policies that have stimulated and shaped the professional history of vocational guidance, vocational policy, and contemporary terms.     

试论高职院校职业指导人员职业素养的提升

从分析当前高职院校职业指导人员的职业素养状况出发，分析问题，并反思探索提升高职院校职业指导人员职业素养的有效途径。     

Promoting Career and College Readiness,Aspirations, and Self‐Efficacy: Curriculum Field Test

To address the need for enhanced career and college readiness, a classroom guidance curriculum was studied using a pretest–posttest nonequivalent groups quasi‐experimental design. Data from 163 ninth‐grade students enrolled in a low‐performing high school were analyzed via hierarchical linear modeling. The analyses indicated a treatment effect on postsecondary education‐going knowledge and career and college readiness self‐efficacy, accounting for 100% of the variance explained by classroom‐level factors and indicating potential for the classroom guidance curriculum. The findings encourage career and professional school counselors to proactively employ similar classroom guidance programs aimed at encouraging high school students to consider postsecondary education opportunities. Future research could focus on component analyses of the curriculum, broadening the target populations, using mixed‐method designs, and additional validity studies of the dependent measures.     

Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

This study examined the effectiveness of the computer‐assisted career guidance system, FOCUS‐2, on 1st‐year college students’ social cognitive career development. Specifically, the authors assessed career decision self‐efficacy (CDSE) and assessment of attributions for career decision making (AACDM) using repeated measures analyses of variance with a sample of 1st‐year college students (N= 420). Effectiveness was measured as a change in participants’ CDSE and AACDM scores from pretest to posttest. Results demonstrated that participants’ interaction with FOCUS‐2 was associated with increases in participants’ CDSE and alteration to a less optimistic style for AACDM. Gender, race, academic major status, and the amount of time using FOCUS‐2 were also considered. Implications for practice are explored.     

A Phenomenological Study of Career Anxiety Among College Students

This study explored the phenomenon of career anxiety through a qualitative investigation of the experiences of 7 traditional‐aged college students who were in various stages of their undergraduate degree programs. Using Moustakas's ( 1994 ) method of transcendental phenomenology, the authors conducted in‐depth interviews to answer the following questions: (a) What are coresearchers’ (participants') experiences with the phenomenon of career anxiety? and (b) In what contexts do the coresearchers experience career anxiety? Seven themes emerged: general symptoms of anxiety, existential concerns, pressure, lack of career guidance, cognitive distortions, social comparisons, and economic/occupational uncertainty. The findings provide a contextual and developmental perspective on career‐related anxiety that can guide counselors in the implementation of interventions for reducing anxiety associated with career choice and development.     

The Role of Thinking Styles in Career Development Among Chinese College Students

Thinking styles define individuals' marked preferences in how they learn about or process information. This study considered the function of collecting and processing information in career exploration and decision making, and examined thinking styles as a predictor of career decision‐making difficulties (CDMD) and career exploration as a mediator of this relationship. Chinese college students (N = 463) responded to measures of thinking styles, career exploration, and CDMD. Results partially supported the contribution of thinking styles to career exploration and CDMD. Type I styles, characterized as more creativity‐generating, positively predicted career exploration and negatively predicted CDMD. Type II styles, characterized as more norm‐favoring, positively predicted CDMD. Partial mediation was supported in the link between Type I styles and lack of information through career environment exploration. The benefits of type styles should be highlighted for career guidance and counseling among Chinese college students and should be validated in different cultural contexts.     

Computer‐Assisted Career Guidance Systems: A Part of NCDA History

The first computer‐assisted career planning systems were developed in the late 1960s and were based soundly on the best of career development and decision‐making theory. Over the years, this tradition has continued as the technology that delivers these systems’ content has improved dramatically and as they have been universally accepted as effective tools for career guidance practice. Although their widespread use in the United States is currently affected by financial conditions, the potential for using these systems in developing countries as a part of their implementation of career guidance services is promising.     

Early 20th-Century Career Counseling for Women: Contemporary Practice and Research Implications

The authors critically examine the development of career counseling for women during the early 20th century. The development of career counseling for women lagged behind career counseling for men. Challenges, such as feminization of occupations, restricted occupational opportunities, and societal norms, stunted the development of career counseling for women. Furthermore, career counseling for women varied based on racial groups. Early writings discussed opportunities specifically geared toward White, college-educated, nonimmigrant women. Although these beginning opportunities provided formal guidance to White women, many other women were excluded from formal career counseling and are not represented in these writings. Implications include training practitioners to recognize their own biases when working with women, how gender bias influences career counseling inventories and career theories, and how counselors can challenge these biases and stereotypes to provide the full range of career opportunities to women. Future research should address the impact of career counseling on women of color.     

大学生职业生涯规划教学中须明确的几种关系

就业问题是对大学生各方面素质提出考验的综合问题,因而在指导大学生进行职业生涯规划时,必须强调其综合性。为达到理想的教学效果,要跳出这门课程本身所设定的范畴,正确处理好几种根本性的关系,即适应就业形势与坚持理想兴趣的关系、学习规划技能与提升品德能力的关系、强调实践教学与重视理论指导的关系。