法治实践之路论纲

中国法治的实现在于法治实践路径之确立,包括:建构良法体系;实现司法公正;落实法律监督;完善律师制度;型构农村法治;更新法律教育,形成法律职业共同体;建设一国两制三法的法治文化。     

浅谈职业生涯规划教育在中职学校的开展

市场经济条件下,中职生面临激烈的就业竞争,如何帮助和引导他们做出科学、合理的职业生涯规划,成为中职学校教学的重点。学生在老师的引导下通过自身评估和对环境因素的分析,结合职业理想,规划在校学习生活,可以提高综合素质和就业竞争力,为顺利就业和个人实现终身可持续发展奠定基础。     

Power play: the use of space to control and signify power in the workplace

ABSTRACT

The findings of this article emerge from an eight-month study examining career identity practices amongst a select group of fitness professionals in the U.K. We examine how the inter-relationship between physical and social space can denote how power is acquired, displayed, and used by individuals interacting in a shared space. The findings show that power is signified through spatial practices as individuals negotiate through triadic space, creating an identity of space and place for both trainer and client that identifies power, and signifies who has power. Fitness professionals with high levels of symbolic power are able to subvert organizational spatial norms to better serve themselves and their clients, while those with lower levels of symbolic power are forced to, or choose to, negotiate or abdicate space to others. These findings are relevant to a wide range of occupations where self-employment and contract workers interact in shared space.     

简析职校生职业生涯规划中的常见误区

"职业教育就是就业教育"。进行职业生涯规划,就是为自己构筑人生的宏伟大厦。职校生因生源基础、生活阅历以及客观环境等局限,对自我和社会往往缺乏全面、正确的认识,不能审时度势、科学抉择,正确规划自己的职业人生,他们在生涯规划时易陷进一些误区。明确这些误区,旨在正视生涯教育,启迪职校生的心灵成长。     

Career Adaptability,Self‐Esteem,and Social Support Among Hong Kong University Students

Career adaptability manifests itself through 4 self‐regulated internal resources for coping with occupational challenges and transitions: concern, control, curiosity, and confidence. Few studies have examined career adaptability specifically in the Hong Kong context. The Career Adapt‐Abilities Scale–China Form (CAAS‐China; Hou, Leung, Li, Li, & Xu, 2012 ) was administered, along with measures of self‐esteem and social support, to 522 Hong Kong Chinese undergraduate students. Results indicated that the CAAS‐China is a reliable and valid instrument for use with these students. Data also showed that self‐esteem was strongly associated with career adaptability, and this relationship was partially mediated by perceived social support. Implications for careers counseling in universities and colleges are discussed.     

Career Counseling With Black Men: Applying Principles of Existential Psychotherapy

Counselors may benefit from applying principles of existential psychotherapy to career counseling with Black men. Existential psychotherapy asserts that there are 4 issues that all people experience: death, freedom, isolation, and meaning. The life experiences of Black men, including difficulty with their careers, suggest that they may struggle with these existential concerns, particularly finding meaning in their lives. Because work and issues in other domains of life (e.g., family, community) often intersect, an existentially based career counseling approach may prove useful. An overview of existential psychotherapy is presented, followed by a discussion of its applicability to career counseling with Black men. In addition to suggestions for career counselors, recommendations for training and professional development are offered.     

The Influence of Career Planning on Career Thoughts in STEM‐Interested Undergraduates

Undergraduate career planning courses have shown efficacy in decreasing students’ negative career thoughts; however, universities have minimally applied these courses to science, technology, engineering, and math (STEM) populations. This study compared the influence of a STEM‐focused career planning course for undecided STEM students with a seminar course for decided STEM majors. An analysis of covariance with covariate adjustment revealed that undecided career planning students had lower adjusted mean scores on a measure of negative career thinking than the decided STEM majors after the first semester of college. The results provide support for the efficacy of STEM‐focused career planning courses and measuring negative career thoughts with STEM undergraduates.     

Racial/Ethnic Minority Vocational Research Trends: An 11‐Year Update

This study extends Flores et al.'s ( 2006 ) 36‐year analysis of racial/ethnic minority (REM) career research to identify recent trends in choice of topics and leading individual and institutional contributors. The authors identified 166 articles on REM career research published from 2005 to 2015 in the Journal of Vocational Behavior, The Career Development Quarterly, the Journal of Career Assessment, and the Journal of Career Development. Of these studies, 92% were empirical, with more than three quarters of these using quantitative rather than qualitative methodology. Most frequently, the empirical studies (n = 153) were based on samples of high school (30.7%) or undergraduate (34.6%) students. The authors discuss the implications of their findings and suggest ways to expand REM career research in the future.     

“Yes,I Can”: Testing an Intervention to Increase Middle School Students’ College and Career Self‐Efficacy

Middle school is the appropriate time for students to begin exploring careers and improving self‐efficacy; however, empirically supported career and college readiness interventions for U.S. middle school students are limited. Examining the effect of an intervention that combined a virtual experience and a local college visit on middle school students (99 girls, 74 boys), the authors found that participating students had higher levels of college and career self‐efficacy than did nonparticipating students. The study shows that a workshop of the online Florida CHOICES program coupled with a campus visit increased middle school student career and college self‐efficacy. Future research should include longitudinal studies and use of diverse populations to improve generalizability of study results.     

The Relation of Negative Career Thoughts to Depression and Hopelessness

Although some research literature focuses on the integration of mental health and career counseling, there has been little that examines both areas in relation to depression and hopelessness. This study investigated the relationship among dysfunctional career thinking, depression, and hopelessness in a sample of 139 undergraduate and graduate students seeking drop‐in or individual career counseling services at a university career center. The authors found that two aspects of dysfunctional career thinking, decision‐making confusion and commitment anxiety, accounted for a significant amount of variance in depression. Decision‐making confusion also accounted for a significant amount of variance in hopelessness. Implications for counseling practice include the need for more careful screening of career clients who present with high levels of anxiety and negative thinking. Future research could involve more diverse client populations, such as unemployed adults, and explore the use of additional screening measures to assess the intersection of career and mental health issues.