newsletter of the esdvc - larioslarios.psy.unipd.it/.../02/esvdc-newsletter-2_2018.pdf · (see the...

Newsletter Winter 2018

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NEWSLETTERoftheESDVC

EuropeanSocietyforVocationalDesigningandCareerCounselling

Inthisissue

§ ESVDCatthe1stNICEFoundationAcademy 2

§ 2018ESVDCAwardfordistinguishedcontributionstovocationaldesigningandcareercounselingtoProfC.Schiersmann 3

§ Reflectionasaresourceincounsellingprocessestocopewithcomplexity 4

§ 2018ESVDCEarlyResearcherAwardstoDrA.AlbienandDrS.Santilli 8

§ AUNESCO-ESVDCjointsymposiumproposalattheECP2019 11

§ TheUNESCOChairofLifelongGuidanceandCounselling 12

§ TheUNITWINinternationalnetwork“LifeDesigningInterventionsforDecentWorkandSustainableDevelopment” 13

§ Reportonthe1stNICEFoundationAcademy 14

§ Reportonthe5thECADOCsummerschool 16

§ 6thECADOCsummerschool,Malta2019 18

§ Callsfornominations 19

§ 2018/2019membershipfees 21

§ NewmembersoftheESVDCnetwork 22


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ESVDCatthe1stNICEFoundationAcademyFOSTERINGTHEDIALOGUEBETWEENSCIENCEANDPRACTICEINCAREERGUIDANCEANDCOUNSELLINGTheESVDCplayedanactiveroleatthe1stAcademyof theNICE foundation(NetworkforInnovationinCareer Guidance and Counselling in Europe)“Fosteringthedialoguebetweenscienceandpracticein career guidance and counselling”, which tookplace at the Jagiellonian University of Krarow,Poland, from September 6th to September 8th 2018(seethereportbyJohannesKatsarov,p.14).As announced in the Newsletter of Spring 2018, the ESVDC organized a symposium onemerging issues in career counseling from the viewpoint of intervention and training.HazelReidspokeabouttheimportanceofensuringrigorousqualitativeassessments,bothfor career counseling and research. LauraNota, Salvatore Soresi,Maria CristinaGinevra,SaraSantilli,andIlariaDiMaggiosharedtheirvisionofaninclusiveandsustainablecareercounseling and of the training of counselors. Laurence Bergugnat and Jacques Pouyauddescribed an intervention promoting health and decentwork during vocational training.Jonas Masdonati presented the results of a research on the learning processes andoutcomes of a career counseling training program. Jonas Masdonati chaired thesymposium,andLauraNotawasdiscussant.

The ESVDC General Assembly 2018 tookplace within the NICE Academy onSeptember 6th. During the assembly, thePresident, Prof Laura Nota announced thatProf Christiane Schiersmann was the 2018ESVDC Award Winner. Prof Hazel Reidintroduceddr.AnoukJasmineAlbienanddr.SaraSantilli,whowonthe2018ESVDCEarlyCareer Researchers Award. Dr. Albien andSantilli presented their PhD project viavideoconference.Pastandfutureactivitiesofthe ESVDC were also presented. OnSeptember 7th, Prof Laura Nota introducedandpresentedprofChristiane Schiersmann,the 2018 ESVDC Award Winner. Prof

Schiersmannpresentedthekeynotelecture“Reflectionasresourceincounselingprocessesinordertocopewithcomplexity”(seepp.4-7).


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2018AWARDFORDISTINGUISHEDCONTRIBUTIONSTOVOCATIONALDESIGNINGANDCAREERCOUNSELINGAWARDEDTOPROFESSORCHRISTIANESCHIERSMANN The European Society for Vocational Designing andCareer Counselingwas particularly proud to present its2018 Award for Distinguished Contributions toVocational Designing and Career Counseling to ProfChristiane Schiersmann, full Professor for AdultEducationandcounsellingattheInstituteofEducationalScience,UniversityofHeidelberg.Professor Schiersmann is one of the most influentscientistsineducation,lifelonglearningandcounselinginthe German speaking countries. She has an importantimpact on the field of career guidance and counselingacross the world through her steady and fundamentalscientific work and broadening perspectives. Her mainresearch areas regard adult vocational training,vocational and career counselling across the lifespan,organizational development, study of individuals andgroupsinchangingcontexts(includingnewtechnologiesforwork-relatedformsofstudy).Professor Schiersmann’s reputation is also reflected in both her impressive list ofpublications and her current work and research priorities. These include fields such asorganizational development and management (with a particular emphasis on educationand guidance organizations), analysis and quality development of counselling processes,elaborationoftheories,educationalaspirationsandparticipationofadultsineducationaswellasself-directed,on-the-jobandcomputer-aidedlearninginadulteducation.ProfessorSchiersmannhasscientific leadership inrelevantprojects, isexpertmemberofthe innovation circle for furthereducationof theGermanFederalMinistry forEducationandResearch, and fundingmemberandvicepresidentof theGermanNationalGuidanceForum (NFB) since 2006. Particularly relevant are the following projects: “The BeQuConceptforQualityDevelopmentinCareerGuidanceandCounseling”andthe“NetworkforInnovation in Career Guidance and Counseling in Europe (NICE)”. The first project wascarried out as a joint venture between the German National Guidance Forum and theInstituteforEducationalscience/HeidelbergUniversity,sponsoredbytheGermanFederalMinistry of Education and Research (BMBF) from 2009-2014. The second project,coordinatedbyProfessorSchiersmann,involves45partnersfrom28Europeancountries.Most of them are higher education institutions that offer degree programmes in careerguidanceandcounsellingorengageinrelatedresearch.ShewasfoundingmemberandvicepresidentoftheESVDCsince2011.Withthisrole,shehas significantly contributed to the interdisciplinary development of the field and theinclusionofGermanspeakingcountries.


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REFLECTIONASARESOURCEINCOUNSELLINGPROCESSESTOCOPEWITHCOMPLEXITYByProfessorChristianeSchiersmannIntroductionLookingatcounsellingfromasystemicperspective,thecounsellingprocessisconfrontedbygreat complexity.The thesis is that reflection is a relevant resource to copewith thiscomplexity alongside instability - within the counselling process and in daily life.Reflection,andrespectively,reflexivityarewell-knowntermsinthecounsellingdiscussion,but conceptually not very precisely defined. Therefore, a reflection matrix is presentedwiththeaimtosystemizethisconcept.Whilsttheliteratureoftendiscussesthenecessityofreflection by the counsellor, this contribution places reflective processes betweencounsellorandclientatthecenterofinterest.CrucialimportanceofreflectionWearefacedwithcomplexsituationsincounsellingprocessesduetoacomplexworldwithrapid changes, the so called VUCA-world (volatility, uncertainty, complexity andambiguity).Therefore,basiccause-effectmodelsdonotrepresentanappropriatebasisforstrategies, which help clients to take decisions, solve problems and to foster change. Asystemicparadigm,inthesenseofaframeworktheory,isconsequentlyasuitableanswer.Systemicapproachesseektoidentifypatternsandrules,aswellastheinterplaybetweendifferent elements, rather than searching for mono-causal influences. Complexity andinstabilitycannotbeavoidedneitherinrealitynorinthecounsellingprocess,butdealingwith it can be improved. Reflection is a crucial strategy to handle such cognitive andemotionalunsettlingsituations.Youcanobservethattheterm‘reflection’isoftenusedwithinthecounsellingdiscussion.Itcan be noted – particularly during the last decade – that reflection is viewed by someauthorsasthecentralcharacteristicofcounselling.Forexample,Greif(2008)emphasizesthe importance of result-oriented self-reflection in coaching. Moldaschl (2010) uses theterm “reflexive organizational counselling”: He characterizes reflection as a “continuousbalancing act” - in German this is more precise: Drahtseilakt - between “systematicdoubting and rational, goal-oriented acting” (Moldaschl 2010, S. 298). Nevertheless, it isnoticeable that the concept of reflection so far is not sufficiently conceptualized and itsapplicationishighlyinconsistent.BeforegoingintomoredetailsonthisIwanttoturntheattentiontothepossibledifferencebetween the terms reflection and reflexivitywhich ismade by some authors.Moldaschl(2016,S.20)defines reflectionasanactivity. In contrast reflexivity is characterizedasacapacity, as a feature of social structures, processes or systems. Reid&Bassot (2012, S.179f.) define reflection as a professional ability to deal with practical experiences.Reflexivity is seen as a deeper process which includes a consciousness of the personal,socialandculturalcontextanditsinfluenceoncounsellorsandclients.Incontrasttothesepositionshere–alongwithForster(2014,S.589),theopinionisfosteredthatacapacityisapreconditionforanactivity,andasthedifferenttermsarenotdefinedinacommonway,itisnotsohelpfultomakethisdifferentiation.


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Ifyoulookattheliterature,youcanobservethatwithinthedebateonreflectionmainlythecounsellor isaddressedasareflectivepractitioner.But thiscontributionconcentratesontheclientinordertoimprovehisorhercapacityforreflectionandself-organization.Theroleofthecounsellorinthiscontextistobeareflectionenabler.Afterthereflectionprocess–sothethesis–itiseasierfortheclienttotakejustifieddecisionsonoptionsofplanningandactivities.MatrixofreflectionInorder tosystemizetheconceptofreflection,mycolleagueHeinz-UlrichThielandI (cf.Schiersmann/Thiel2019)developedamatrix.Itdifferentiatesbetween:• twostepsofreflection(wideningperspectivesandassessingthese)ontheonehandand• betweenself-andcontext-reflectionontheotherhand.

Figure1:Matrixofreflection

DistinctionbetweennewperspectivesandtheirassessmentThe distinction between new perspectives and their assessment refers to the famoussentence of Bateson (1994, S. 582) that reflection concerns „a difference that makes adifference”. Also you can refer to new neurobiological findings, which also distinguishbetweeninformationandassessment.Isitnew?Thisisthequestionofthecorticalmemorysystem.Isitimportant,doesitmakeadifference?Thisisprovedbythelimbicassessmentsystemwithitsemotionalpatterns(cf.Roth2003,S.153f.,S.256f.).The first step is the identification of something subjectively new concerning cognition,emotionand/orbehaviour.Newperspectivescomparedtotheexistingonescanbeevokede.g.by:• certainquestioningtechniques,likecircularquestions• questionsconcerningexceptions,• complexmethodslikesystemmodelling(cf.Schiersmann/Thiel2016)or• thetemporarilyadoptionoftheperspectivesofothers.In the context or and the end of such questions a systematic reflection can be initiated.Whatisnew?Thiscouldbeapossiblequestionofthecounsellor.The second step - and this is crucial for this definition of reflection – concerns the self-related assessment: Is the new perspective relevant, important and useful that means


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subjectivelyvaluablefortheregardedsystem?Whyisthisimportant?Couldbethequestionofthecounsellor.Whatmakesa(relevant)difference?At first the client should assess the new perspectives inductively in the sense of self-referentialjustifications (cf.Luhmann1984).Thecounsellorcanadditionallyoffertheory-relatedcriteria forreflection.Suitable forthispurposeare,amongstothers,referencestothefollowingtheoreticalapproaches:a)Concerningthecounsellingprocess:• thephasesofthecounsellingprocess(cf.Schiersmann/Thiel2018,S.47pp.).Aretheaimsclear,aretheplannedactionsconcreteenough?

• impactprinciples like the generic principles ofHaken/Schiepek (2010) or the successfactorsdefinedbyGerkhardt/Frey(2006)

• theusedmethodsandtools:Weretheyappropriate?b)Relatedtotheconcernofthecounselling(tomentionjustafewexamples):• threelevelsoflearningaccordingtoAgyris/Schön(2008)(Singlelooplearningmeanstodirectly change actions, double loop learning includes to reflect basic assumptions,attitudesetc.anddeuterolearningaimstoreflectthelearningprocessitself.)

• basichumanneedsaccordingtoGrawe(2000,S.385ff.)liketheneedoforientationandcontrolortheneedofbondorraiseofself-esteem

• neurologicallevelsaccording toDilts,Delozier&Dilts (2013)asbehavior,competence,beliefsetc.

Distinctionbetweenself-andcontext-reflectionFrequentlythetermself-reflectionisusedinsteadofthetermreflection(e.g.Greif2008).Thebasicquestionofself-reflectionis,whethernewperspectivesandtheirassessmentfitintotheself-conceptofapersonorthevisionoridentityofateamoranorganization.Butitseems particularly important to supplement this perspective by a context - respectivelystructure-reflection. This perspective is neglected in many counselling concepts. Someauthorshavepointedoutthisextension,amongstothersLash(2014,S.203ff.)aswellasDehnbostel et al. (2003). The aim is to reflect the framework conditions of intendedstrategies, because they influence the possible scope of action. This means to examinewhich supportive or obstructive factors are relevant for the realization of subjectivelyimportantperspectivesand ideas.Such influencing factorscouldbethe family, friendsorcolleagues,butalsothestructureofthefirm,thelabourmarketorothers.ConclusionThephenomena complexity and reflection canbedescribed as characteristics of the21.century.Theyaremutuallydependent–ontheindividualaswellasonthesocietal leveland demand for a systemic approach. Processes of reflection enable persons andorganizations to thematize the complexity alongside uncertainty and to cope with it. Itmightbeastonishingtoadvocatereflection,whichtakestime,inafast-movingworld.Butitcane.g.bereferred to theNobelprizewinnerKahneman(2015,S.106),whowithhisdistinction between two thinking systems at least implicitly refers to reflection. Hedifferentiates between the (rather intuitive) system one, which is responsible for fast,routine thinkingand important tomeet the challengesofdaily life anda rather rationalsystem, which also deals with contradictory interpretations. He criticizes the rapidthinkingandactingandarguesfortheconscioususeofslowthinking.Thishelpstobringdifferentaspectsinrelationtoeachother,andthereforeleadstobetterresults.


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ReferencesArgyris, C.& Schön,D. (2008).Die lernendeOrganisation.Grundlagen,Methode,Praxis (3.Aufl.).Stuttgart:Klett-Cotta.

Bateson, G. (1994).ÖkologiedesGeistes:Anthropologische,psychologische,biologischeundepistemologischePerspektiven(5.Aufl.).Frankfurta.M.:Suhrkamp.

Dehnbostel, P., Molzberger, G. & Overviewn, B. (Hg.). (2003). Informelles Lernen inmodernenArbeitsprozessendargestelltamBeispielvonKlein-undMittelbetriebenderIT-Branche.Berlin:BBJ.

Dilts,R.,Delozier,J.&Dilts,D.B.(2013).NLPII–DieneueGeneration.StrukturensubjektiverErfahrung–DieErforschunggehtweiter.Paderborn:Junfermann.

Forster, E. (2014). Reflexivität. In C. Wulf & J. Zirfas (Hg.), Handbuch PädagogischeAnthropologie.(S.589-597).Wiesbaden:SpringerVS.

Gerkhardt, M. & Frey, D. (2006). Erfolgsfaktoren und psychologische Hintergründe inVeränderungsprozessen.OrganisationsEntwicklung,2006(13,4),48-59.

Grawe,K.(2000).PsychologischeTherapie(2.korr.Aufl.).Göttingen:Hogrefe.Greif, S. (2008). Coachingund ergebnisorientierte Selbstreflektion. Theorie, ForschungundPraxisdesEinzel-undGruppencoachings.Göttingen:Hogrefe.

Haken,H.&Schiepek,G.(2010).SynergetikinderPsychologie.Selbstorganisationverstehenundgestalten(2.Aufl.).Göttingenetal.:Hogrefe.

Kahneman,D.(2015).SchnellesDenken,langsamesDenken.München:Pantheon.Lash,S.(2014).ReflexivitätundihreDoppelungen:Struktur,ÄsthetikundGemeinschaft.InU.Beck,A.Giddens&S.Lash.ReflexiveModernisierung(6.Aufl.,S.195-286).Frankfurta.M.:Suhrkamp.

Luhmann,N. (1984).SozialeSysteme:GrundrißeinerallgemeinenTheorie.Frankfurta.M.:Suhrkamp.

Moldaschl, M. (2010). Reflexive Organisationsberatung. In S. Kühl &M.Moldaschl (Hg.),Organisation und Intervention. Ansätze für eine sozialwissenschaftliche Fundierung vonOrganisationsberatung(S.271-302).München:RainerHampp.

Moldaschl, M. (2016). Innovationsfähigkeit. Theorie und Befunde zur Rolle reflexiverVerfahren. In M. Moldaschl & D. Manger (Hg.), Im Spiegel der Organisation.InnovationsfähigkeitdurchReflexivität(S.13-38).München&Mehring:ReinerHampp.

Reid,H.&Bassot,B. (2012).Reflexivity. InCh.Schiersmannetal. (Hg.),NICEHANDBOOKfor theAcademicTrainingofCareerGuidanceandCounsellingProfessionals. UniversitätHeidelberg.

Roth, G. (2003). Fühlen, Denken,Handeln.Wie das Gehirn unser Verhalten steuert (vollst.überarb.2.Aufl.).Frankfurta.M.:Suhrkamp.

Schiersmann,Ch.&Thiel,H.U.(2016).SystemmodellierungalsMethodederMusteranalyseund–veränderunginderOrganisationsentwicklung.InGöhlich,M./Weber,S./Schröer,A.&Schemmann,M.(Hg.),OrganisationundMethode(S.189-199).Wiesbaden:SpringerVS.

Schiersmann,Ch.&Thiel,H.U.(2018).Organisationsentwicklung.PrinzipienundStrategienvonVeränderungsprozessen(5.überarb.undaktual.Aufl.).Wiesbaden:VSVerlag.

Schiersmann,Ch.&Thiel,H.U.(2019).Reflexioninpersonen-undorganisationsbezogenenBeratungsprozessen Grundlage für einen kreativen Umgang mit Komplexität undUnsicherheit.InRohs,M.u.a.(Hg.),PädagogischePerspektivenaufTransformations-undVeränderungsprozesse.Bielefeld:wbv(imDruck).


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2018ESVCDEARLYRESEARCHERSAWARDTODR.ANOUKJASMINEALBIENANDDR.SARASANTILLIDuring the 2018 General Assembly, which was held in Wroklaw during the 1st NICEAcademy, the ESVDC granted the Awards for Early Researchers. The ESVDC boardmembersunanimouslyagreed thatDrAnoukAlbien and Dr Sara Santillideserved theESVCD2018EarlyResearcherAward.Dr. Anouk Jasmine Albien is currently a postdoctoralresearcherattheWorkandOrganisationalPsychologyDivisionat the University of Bern, Switzerland. She has an interest incontributingtoadvancingthecareer-lifecoursedevelopmentofadolescentsandyoungadultsindisadvantagedormarginalisedcontexts. Dr. Albien has held many leadership roles andreceived several awards based on academic excellence, ofwhich the most noteworthy are the South African NationalResearchFoundation’sInnovationDoctoralScholarshipAward,EarlyCareerFellow funding from theCarnegieCorporationofNew York as well as her selection to the EmergingPsychologistsProgrammeinJapanin2016.HerPhDprojectistitled:“Amixed-methodsanalysisofblackadolescents’vocationalidentitystatusandcareeradaptabilitycompetenciesinaSouthAfricantownship”andexplores how key career constructs, such as career adaptability and vocational identity,couldmanifestdifferentlyinanon-Westernanddevelopingworldcontext,suchasthatoftheKayamandi township inSouthAfrica.Theresearchprocessconsistedofsixphasesaspart of a multi-phase mixed-methods research design. In Phase 1, relevant role playerswere included in the development of a culturally sensitive life-designing careerintervention.InPhase2,apsychometricanalysiswasundertaken,thatdeterminedthattheCareer Adapt-abilities Scale (CAAS) and Vocational Identity Status Assessment (VISA)measureshadmoderate reliability and validity in theKayamandi township context. ThisdatawascontextualisedwithqualitativeDelphiinterviews.Thereafter,Phase3consistedofthe pilot intervention, which established the content, structure and applicability of thecareer intervention, both quantitatively and qualitatively. Phase 4 included the finaladministration of the Shaping Career Voices intervention. The career measures wereadministeredto582Grade10,11,and12isiXhosa-speakingstudentsbetweentheagesof14and22yearsold(M=17,SD=1.3)fromaperi-urbanlow-incomesetting.Participantsincluded 314 Grade 10 (55%), 237 Grade 11 (41%) and 31 Grade 12 (5%) students, ofwhom169(31%)weremalesand369(69%)werefemales.Arepeated-measuresresearchdesignwasutilisedandscoresweretrackedatfourtimepointsoverfourweeks:T1andT2before administering a culturally-constructed career life-designing intervention of 20hours (eighthours’ facilitation and12hours’ homeworkover aweek), aswell as at twotimepointsaftertheintervention(T3andT4).


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Scores increased significantly in all of the VISA and CAAS subscales as a result of theintervention, with the most significant results between T1 and T4. As a result of theinterventionprocess,twonewvocationalidentitystatuseswereuncoveredinthissamplenamelyundifferentiatedmoratoriumandforeclosedmoratorium.Additionalqualitativedata(i.e., intervention feedback and a focus group) allowed a deeper analysis of contextuallyboundandculturallysensitivefactors.Theformationofvocationalidentitystatusesinthepresentstudywas influencedbysocio-economicstatus,socialcomparison,acollectivisticsense of self, aswell asmembership of amarginalisedpopulation group.This is a novelfindingandneedsreplicationindiverseworldwidepopulationgroups,whichcouldincluderefugees,migrants,asylumseekersorimmigrants.

Dr.SaraSantilli isaResearchFellowatUniversityCentreforResearchandServicesonDisability,RehabilitationandInclusion at Padua University, and she collaborates withLa.R.I.O.S. (Laboratory of Research and Intervention inVocational Guidance), University of Padova, Italy, in theorganization of vocational guidance projects and researchconcerning disability, career guidance and social-workinclusion. Research interests concern the fields of careercounseling and disability. Specifically, research efforts aredirected toward the analysis of relationships betweencareer adaptability, positive attitudes toward future and

quality of life in quantitative and qualitative way and in developing and evaluating theefficacyoftrainingprogramsaimingatincreasingthelifedesignskillsinyouthandadultswith andwithout disability or vulnerability. In the research activity her efforts are alsodirectintheanalysisoffactorsassociatedwiththesocialandworkinclusionwithspecialattention to career development, career adaptability, employer’s, teacher’s and peer’sattitudestowardpeoplewithdisabilityorvulnerability.Dr. Santilli submitted to theESVDC early researcher award a study entitled “My CareerStory:Description and Initial Validity Evidence”developed incollaborationwithProfPaulHartungNortheastOhioMedicalUniversity,whichaimwastoanalyzethevalidityofMyCareerStory(MCS;Savickas&Hartung,2012),aworkbookdesignedtoaugmentandsimulate essential elements of career construction counseling. The MCS applies careerconstruction counseling principles to helping people make choices about current life-career transitions and future career directions. Specifically the workbook aims to helpclientstell,hear,andenacttheirownlife-careerstoriesintermsofwhotheyare,whereinthe world of work they would like to be, and what they think it will take to connectthemselves tooccupations theymay like.Because it containswrittenexercisesandgoal-settingactivitiesidentifiedascriticaltosuccessfulcareerplanning(Brownetal.,2003)andusesanarrativeapproach,theMCSmayproveespeciallyusefulforlife-careerdesigninthedigitalage(Savickasetal.,2009).


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ToassesstheusabilityoftheMCS,22counselingprogramgraduatestudentscompletedtheworkbook and evaluated its content. To initially examine the validity of the MCS, weassessed the extent towhichMCSuser life-portrait summarieswouldmatch life-portraitsummaries written for those users by career counselors steeped in the principles andpractice of career construction counseling. The guiding questionwaswhether or not anMCS summary made by a user would match a summary made by an expert in thedevelopment and use of the MCS. To answer this question we compared the levels ofagreementbetweenuser-constructedandexpert-constructedlife-portraitsummariesusingaLatent SemanticAnalysis (LSA)procedure to estimate the semantic similaritybetweenparticipantsandexpertsMCSsummaries.InitialassessmentoftheMCScontentby22counselinggraduatestudentuserssupportedthe usability, formatting, and comprehensibility of the workbook. Likewise, initialassessmentofthevalidityoftheMCSindicatedthatusersappearabletomeaningfullyandaccuratelyconstruct lifeportraitsthat largelyagreewithexpert lifeportraitsconstructedfor users. The present study is a first contribution to support the importance ofMCS inoffering a theory-based, practical method for empowering individuals and groups toconstructtheirlife-careers.

TheESVCDcongratulatesDr.AlbienandDr.Santilliandwishesthemasuccessfulcareerdevelopment!


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RepresentationoftheESVDCinupcominginternationalconferencesAUNESCO-ESVDCJOINTSYMPOSIUMPROPOSALATTHEECP2019Valérie Cohen-Scali, Guðbjörg T. Vilhjálmsdóttir,and Jacques Pouyaud submitted a joint ESVDC –UNITWINUNESCOsymposiumproposalatthe16thEuropean congress of psychology, which will beheldinMoscowfromJuly2toJuly5,2019.The symposium proposal entitles “Relationshipto work of emerging adults in precarioussituations: gender and intersectionality”. ItincludespresentationsbyJonasMasdonati,JérômeRossier, Laurence Fedrigo & Robin Zufferey(UniversityofLausanne,Switzerland),LauraNota,Maria Cristina Ginevra, Sara Santilli, Ilaria DiMaggio & Salvatore Soresi (University of Padova,Italy),LaurenceCocandeau-Bellanger,AngelEgido& Soazig Disquay-Perot, (Catholic University ofAngers-Cnam-CRTD, France), GudbjörgVilhjálmsdóttir (University of Iceland), Kobus G.Maree, (University of Pretoria, South Africa), andValérieCohen-Scali(Cnam-CRTD,France).JacquesPouyaud (University of Bordeaux, France) isplanned to be the discussant. Participants in thesymposium present counselling research projectsthat are conducted in different contexts, butmainlywithemergingadultsinaprecariousworksituation.SomepresentersintroduceinterventionsbasedontheLifeDesignapproach.!!!TheESVDC2019GeneralAssemblywilltakeplaceduringtheECP!!!

(datetobeannounced)


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THEUNESCOCHAIROFLIFELONGGUIDANCEANDCOUNSELLINGByProfMariaEduardaDuarte,UNESCOChairholder

TheUNESCOChairofLifelongGuidanceandCounsellingwasfoundedattheUniversityofWrocław,Poland, in2013bytheassociationof4universities(Wroclaw,BuenosAires,ParisCnam,BurkinaFaso).TheChairisdedicatedtopromoteanintegratedsystemofresearch,training,informationanddocumentationactivitiesinthefieldofeducationalandvocationalcounselling;also,istoremindeachstateofitscommitmentinregardssuchastheUNagenda,andexplainhowallprofessionalsinourfield(counsellors,teachers,socialworkers,educators,researchers,etc.)couldcontributefromtheirownleveltoUNagenda.The chair is part of UNESCO/UNITWIN network programme and is dedicated topromoting integrated system of research, training, information, and documentationactivities, in order to facilitate networking of scholars affiliated with higher educationinstitutionsinEurope,Africa,LatinAmerica,andotherregionsoftheworld.TheUNITWINprojectassociatesagroupof19universitiesfromallregionsoftheworld(seep.13).Fromthescientificpointofview,UNESCOChairand itsmembersproducesaremarkableresearch, and the vocabulary such as “fair and sustainable human development”,“implementation of decentwork”, are everydaymore present in book chapters, articles,presentations and so on. This means that UNESCO Chair, its members, the Universitiesinvolved,theytrytobeattentive,andtheytrytodisseminate.At last, allow me to emphasize that UNESCO Chair is not endowed in itself, so all thesuggestionswillbewelcome,inordertodiscoverothersolutions.Chairholder:MariaEduardaDuarteHonoraryChair:JeanGuichardNetworkcoordinators:ViolettaDrabik-Podgórna,andMarekPodgórnyUnitwinScientificnetworkcoordinator:JerômeRossierWebsite:www.unesco.uni.wroc.plContact:[email protected]


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THEUNITWININTERNATIONALNETWORK“LIFEDESIGNINGINTERVENTIONS(COUNSELING,GUIDANCE,EDUCATION)FORDECENTWORKANDSUSTAINABLEDEVELOPMENT”ByProfJérômeRossier,UNITWINNetworkCoordinatorThe UniTwin international network “Life Designing Interventions (counseling,guidance, education) for decent work and sustainable development” promotesworldwide cooperation between universities on lifelong guidance and counseling tosupportdecentworkandsustainabledevelopment.ThisUnitwininternationalcooperatingnetworkbringstogether19universitiesfromaroundtheworld.This cooperation will allow developing research and programs that promote lifelonglearning opportunities and improve vocational counseling for all. It will also createprograms to promote social inclusion by providing adapted interventions fordisadvantaged,marginalized,underserved,andunderrepresentedgroups.Convinced that vocational guidance, career counseling, and life design can contribute topromote access to decentwork and decent life, this networkwas developed in order toworktowardthesegoals.FollowusonFacebookoronourwebsite:www.unil.ch/unitwin


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REPORTONTHE1stNICEACADEMYByJohannesKatsarov,CoordinatoroftheNICEFoundationFrom 5-8 September 2018, the newly established Foundation of the Network forInnovation in Career Guidance and Counselling in Europe (NICE) held its first EuropeanAcademy in Krakow. With its academies, NICE aims at enriching the current range ofinternational scientific conferenceswithanew format that focusesprimarilyon learningandnetworking.Accordingly, theacademiesaren’t conferences,but large trainingeventsforpractitionersofcareerguidanceandcounsellingandacademictrainersinthedomain.

The theme of the first NICE Academy was the question of how the dialogue betweenscienceandpracticeincareerguidanceandcounsellingcanbeenhanced.Thefirstkeynotespeaker,JennyBimrosefromtheUniversityofWarwick(UK),immediatelydevotedherselftothisquestionafterawarmreceptionwithallkindsofdrinksandsnacks.Sheraisedthequestionofwhatroletheoryplaysforpracticeandrepeatedlyencouragedtheparticipantstodiscussvariouskeyquestionsinsmallgroups.The next morning, the second keynote speaker, Scott Solberg from Boston University(USA), spoke out in favour of rethinking career guidance and counselling. To a greaterextent than in the past, socio-emotional learning should empower people to shape theireducationalandprofessionalbiographiesindependently,forexamplebyenablingthemtodealwithinsecurity.Directly following these words, which invited the participants to rethink their practice,theyhad the opportunity to choosebetween several 90-minute trainingworkshops. Themost popular was a master class on "Career Guidance for Social Justice" offered byTristramHooley(UK),RonaldSultana(Malta)andRieThomsen(Denmark).Formypart,ItookpartinaworkshoponsupportingmigrantsandrefugeesfromAnneChantandHazelReid (UK). There we solved mathematical problems, while our neighbours asked us all


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sortsofstrangequestionsaboutothertopics–togetalivelypictureofthementalburdensfugitivesoftencarryaroundwiththem.Atotalof12suchworkshopswereofferedattheacademy-andwereverywellreceivedbytheparticipants.Acentralconditionwas thatat least60minutesof theworkshopswerespentondiscussions,individualandgrouptasks.IntheotherworkshopIattended,NurtenKaracan Özdemir (Turkey), for example, led us to intuitively select therapeutic cards tobecomeawareofdifferentaspectsofourowncareers.What I learnedaboutmyself (andaboutavaluedcolleague)wasunexpectedandleftalastingimpressiononme.The Academy also offered space for the presentation and discussion of new scientificfindings on counselling practice and training of counsellors. Through its academies, theNICEFoundationwouldalso liketopromoteresearchthatmakesgreatereffortstowardsinnovationinpracticeandtraining.Anotherhighlightformanyparticipantswereparallelworkshopsunderthemotto"Ittakestwototango".UsingtheDynamicFacilitationmethod,practitionersandacademicsjointlydiscussedspecificchallengesofcareerguidanceandcounselling,e.g.,clarifyingwhatkindofasupportaclientneeds,askingthequestions(a)whatpracticalchallengesareinvolved,(b)whataregoodpractices,(c)howcouldpractitionersbetrainedforthesechallengesand(d)whatresearchanddevelopmentneedsdoweseehere?Whatwasfascinatingaboutthecorrespondingdiscussionswashowmuchtheparticipantscouldlearnfromeachotherandhowmanyideaswerecollectedtoimprovetheexistingpractices(careersupport&trainingofpractitioners).Asummarywillbepublishedin2019.TocrowntheAcademy,MaryMcMahon(UniversityofQueensland,Australia)spokeabouthowasystemicunderstandingofthecounsellingsituation,theclientsandthecounsellorscanchangethepracticeandhowitcanbeputintopractice.Twopeoplewerehonouredattheacademy,whomIwouldliketocongratulatehereinthenameoftheNICEFoundation:ChristianeSchiersmann(UniversityofHeidelberg)receivedtheannualprizeoftheEuropeanSocietyforVocationalDesigningandCareerCounselling(ESVDC) for her life'swork in the field of research on educational and career guidance.Bernd-JoachimErtelt (HdBAMannheimetal.)washonouredby theNICEFoundation forhislifelongservicestothetrainingofguidancepractitionersinEurope.Thesetwoawardswere also extensively celebrated at a particularly cordial galadinnerhostedbyourhostCzeslawNoworol(UniwersytetJagiellonskiKrakow).With the first academy in Krakow, NICEwants to establish a new beginning and a newtradition. The very positive feedback from around 80 participants from around 25countriesshowsthatwearewellonourwaytofulfillingthismission.Inthisrespect,IamverypleasedtotakethisopportunitytodrawyourattentiontothenextNICEAcademy,whichwillbeheldfrom9to12October2019attheUniversityofSplitinCroatia.Thisyear's theme will be innovative methods and approaches in educational and vocationalguidance,andwearealreadylookingforwardtolearningmanynewthingsandbroadeningourhorizonsinadialoguebetweenpracticeandresearch.Contact:[email protected]:www.nice-network.euPhotoGalleryfromKrakowAcademy:http://www.nice-krakow2018.confer.uj.edu.pl/photo-gallery/


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REPORTONTHE5thEUROPEANDOCTORALPROGRAMME INCAREERGUIDANCEANDCOUNSELLING(ECADOC)SUMMERSCHOOLByDr.NikosDrososTheEuropeanDoctoralProgrammeinCareerGuidanceandCounselling(ECADOC)isa joint initiativeof theEuropeanSociety forVocationalDesigningandCareerCounseling(ESVDC) and the Foundation of the Network for Innovation in Career Guidance andCounselling in Europe (NICE Foundation), and is supported by higher educationinstitutionsfrommorethan10Europeancountries.

ECADOC aims at training future academic and practitioner leaders in the field ofcareer guidance and counselling to become interdisciplinary researchers with strongleadership and teaching competences by organizing annual summer schools for PhDstudents. Inourunderstanding themainaimof thesesummerschools isnot just tohelpPhDstudentsadvanceintheircareerbyexpandingtheirknowledgeandskills,butalsotocreate a broad academic community not only in Europe but worldwide. The foursummerschoolsofthepreviousyears(inPadua,Paris,Lausanne&Mannheim)hadmorethan120researchersfrommorethan30countries.

The 2018 ECADOC summer school was organized by the Laboratory of CareerCounsellingandGudinaceoftheNational&KapoditrianUniversityofAthens,andthePanHellenic Association for Psychosocial Rehabilitation and Work Integration(PEPSAEE). The organizing committee comprised Despoina Sidiropoulou-Dimakakou(National&KapodistrianUniversityofAthens),LaurentSovet(ParisDescartesUniversity),RieTomsen(AarhusUniversity),andPeterC.Weber(UniversityofAppliedLabourStudies


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-HdBA,Mannheim).Dr.NikosDrososwas in chargeof theorganizing committee. Intotal23PhDstudentsfrom12countrieswereselectedtoparticipateinthesummerschool.Young researchers had the opportunity to present their own researchwork,meetcolleagues with common interests, share their thoughts, and discuss regardingfuture,innovativejointresearch.TheAthensSummerSchoolofferedawidevarietyofintellectually stimulating choices.Asweliveintimesofsocio-economicchangesandthereforethefieldofcareercounselingandguidancehastoevolveinordertoaddresstoday’sneeds,summerschool’sinstructorsputmuch emphasis in new approaches. The summer school included presentations thataddress current trends, such as career characteristics and career counselling forvulnerable and marginalized groups (Anouk Jasmine Albien, Nikos Drosos, AntonisKorfiatis and Anthony Vernon Naidoo), increased individualization and humanresource management (Peter Weber), and new approaches in career counselling(Laurent Sovet andRie Tomsen). Additionally, therewere specially designedworkshopsandsessionsthataimedatpresentingadvancedqualitativeandquantitative researchmethods (Nikos Drosos, Philia Issari, Athanasios Verdis, and Peter Weber). Moreover,somepresentationsaimedatpreparingPhDstudents toundertake their futureacademicrole, have more publications in peer-reviewed journals (Jérôme Rossier), and acquireresearchfunding(LaurentSovet).Finally,thetwoesteemedinvitedprofessorsgaveusan insight in Career Decision-Making and how we, as counsellors, may facilitate it(ItamarGati),andstartedaproductivedialogueregardingour limitationsandwhatwecanactuallydoascareercounsellorstohelpourclients(MariaEduardaDuarte).AstheDelphi evaluation of the summer school showed participants were enthusiastic by thequalityandthehighleveloftheorganizationandtheinstructors.TheAthensSummerSchoolalsoincludedseveralculturalactivities:(a)guidedtourintheNational and Archeological Museum (https://www.namuseum.gr/), one of the richestmuseumsof theworldwithtreasures fromallpartsofGreece, (b)dinner ina traditionalGreek “tavern” with live music, (c) a theatrical show for PEPSAEE’s theatrical group(https://www.youtube.com/watch?v=2Dji4n4Yi04),and(d)anexcursioninthetempleofPoseidoninCapeSouniowherewehadtochancetoswimintheAegeansea.


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6thEUROPEANDOCTORALPROGRAMMEINCAREERGUIDANCEANDCOUNSELLING(ECADOC)SUMMERSCHOOL,MALTA2019ByProfRonaldG.Sultana After the very successfulpreviouseditionsoftheECADOCDoctoral Summer School held inPadua (2014), Paris (2015),Lausanne (2016), Mannheim(2017), and Athens (2018), weare happy to announce the nextencounter,whichwill takeplaceinMalta9-14June2019.The theme will be“Researching Career Guidance for Social Justice: Knowledge,Practice,andPower”.Theprogrammewillprovideselectedparticipantswithopportunitiesto:à Exploretheintersectionsbetweencareerguidanceandsocialjusticeà Investigatehowresearchcanbemobilisedtofurtherequityagendasà Presenttheirworkinprogressà Discussthechallengesencounteredduringtheirdoctoraljourneyà BenefitfromadviceandsupportfromECADOCfacultyandpeersà Advance their career development through publications in scientific journals, and

participationininternationalprojectsKeynotepresentersincludethethreeSummerSchoolorganisers,ProfRonaldG.Sultana(UniversityofMalta),ProfRieThomsen(AarhusUniversity),andProfTristramHooley(University of Derby), together with other guest speakers such asProfDavid Blustein(Boston College Lynch School of Education) and Dr Gideon Arulmani (PromiseFoundation,Bangalore).MembersoftheECADOCscientificcommitteewillalsocontributetothedifferentsessionsbysharingtheirknowledge,research,andexperience.Theprogrammewill createapowerful learningenvironment through lectures, seminars,workshops,postersessions,a filmforum,andon-sitevisits. Itwillalsobeanoccasiontofeel part of a community of practice,with cultural events that include participation in atraditionalvillagefesta,atouroftheisland,avisittoaNeolithictemple,andaboattour.Places are limited to 20 applicants. The application form, criteria for selection, andinformationaboutvenueandcostsavailablehere.Thereisnoregistrationfeeforthosestayingattheconferencevenue.Selectedparticipantswillmeettravel,accommodation,andperdiemexpenses.IndividualsmaywishtoapplyforEuropeanmobilityfundingattheirrespectiveinstitutions.Applicationfinaldeadline:15February2019ProcessedASAP(latestby15March)


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Callfornominations(I)2019AWARDFORDISTINGUISHEDCONTRIBUTIONSTOVOCATIONALDESIGNINGANDCAREERCOUNSELLINGTheEuropeanSocietyforVocationalDesigningandCareerCounselling(ESVDC)isseekingnominations for the “2019 Award for Distinguished Contributions to VocationalDesigning and Career Counselling”. This annual award recognizes distinguishedcontributions to the advancement of a European and International perspective andresearchinVocationalDesigningandCareerCounselling.Thefocusofthesecontributionscanbeeitherinthecandidate’shomecountry(e.g.,servingasanadvocateforaEuropeanand International perspective in Vocational Designing and Career Counselling in one’scountry), across multiple countries, or through various international and Europeanassociationsorjournals.CandidatesmaybefromanycountryandcanbeESVDCmembersaswellasnon-members.RecipientsoftheawardwillbefeaturedintheESVDCNewsletterandhonouredatthenextGeneralAssemblyoftheESVDC.Nominationsshouldinclude:1. Asupportingstatement(max.500words)2. Acurrentvita3. Alistofrelevantpublications4. Lettersofsupportfromtwopeoplefamiliarwiththenominee'srelevantcontributionsAn Awards Committee appointed by the ESVDC President will review nominations.Nominations and supporting materials should be sent to the Chair of the AwardsCommittee: Prof Laura Nota (e-mail: [email protected]). The deadline for submissionisMarch31st,2019.


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Callfornominations(II)2019EARLYCAREERRESEARCHERSAWARDThe ESVDC aims, among others, to promote research in the broad field of vocationaldesigningandcareercounseling.ESVDCchosetocreateaspecialawardforpersonswhoareengaged in this fieldof researchandrecentlyearnedaPhDdegree.ThisawardwillrecognizetheirexcellentcontributiontothefieldofVocationalDesigningandCareerCounselingresearch.Thecompetitionforthisawardisopentonon-tenuredearlycareerresearchersworkinginEuropewhoearned theirPhDdegree (doctorate) afterMarch1st, 2016.CandidatesmaycomefromanycountryandcanbeESVDCmembersaswellasnon-members.Researchersholding – at the moment of the application deadline (March 31st, 2019) – a temporaryteaching or research contract or a grant at public or private research institutes anduniversitiesorother institutionsofhighereducationareeligible.Tenuredstaffor facultymemberscannotparticipateinthecompetition.Applicantsshouldsubmitthefollowingdocuments:1. A request to participate to the “ESVDC Early Career Researchers Award” (indicating

name,surname,educationandposition),certifyingsatisfactionofeligibilitycriteria;2. Adetaileddescription(inEnglish)oftheresearchsubmittedtotheselectionprocedure

(nolongerthan2000words).Thisshouldincludea. Anintroduction,b. Hypotheses,c. Participantsandmeasures,d. Procedureanddataanalysis,e. Results,f. Conclusions;

3. ACVthatgivesspecialattentiontotheirpublications.

PleasesubmittheapplicationelectronicallytoESVDC(mail: [email protected])byMarch31st,2019andspecifytheobject:“ESVDCEarlyCareerResearchersAward”.Anadhoccommitteewillevaluatemanuscripts.ParticipantswillbenotifiedontheresultsoftheselectionprocedurebytheendofJune2019.RecipientsoftheawardwillbefeaturedintheESVDCNewsletterandhonouredatthenextESVDCGeneralAssembly.


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2018/19MEMBERSHIPFEESThefinancialsituationofESVDCissatisfactory.Howeverweneedtoaskyoufortheannualmembershipfeesaccordingtoourstatutes.Asareminder:• Fullmembershipfeeis€50,00• Associatemembershipfeeis€30,00TheESVDCbankaccountis:CREDITSUISSEAccountNr.:0525-1375350-01IBANCode:CH4404835137535001000BIC:CRESCHZZ10RThebanktransferchargesarebornebytheassociation.TheamountisdueandpayablebyDecember31for2018membership,andbyJuly31for2019.Thankyouallinadvance!


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NEWMEMBERSOFESVDCNETWORKThe ESVDC has as its goal to stimulate and promote European and internationalcollaboration in research and development in the fields of life-designing, vocationalguidanceandcareercounseling.TheESVDCnetworkofresearchersalreadyco-operatesonresearchprojectsandhascollaboratedwiththeNICEfoundationinTheEuropeanDoctoralProgramme in CareerGuidance andCounselling. Currently the network counts about 70members.Active researchers in the field of life-designing, vocational guidance and careercounselingareencouragedtojointhenetwork!If youwant to become amember you can contact any of the followingmembers of theexecutivecommittee:ProfLauraNota,UniversityofPadova(Italy),ProfJacquesPouyaud,University of Bordeaux (France), Prof Jonas Masdonati, University of Lausanne(Switzerland),Prof,HazelReid,CanterburyChristChurchUniversity(UK)orProfGudbjörgVilhjálmsdóttir,UniversityofIceland.

The ESVDC Board wishes you a very happy 2019!

newsletter of the esdvc - larioslarios.psy.unipd.it/.../02/esvdc-newsletter-2_2018.pdf · (see the...

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