Page 11 - Phsychologyst-and-Guidance

Savickas and Porfeli35 also propose that psychologists develop a
three-step process that allows individuals a non-directive
exploration, directive modelling, and active learning.

In a first step, psychologists may use a non-directive style (e.g. open
questions) and support their client in identifying one or more items
responded on the opposite direction to the expected one, and reflect
with them, what was the basis for their response, analysing related
beliefs, feelings and behaviours, clarifying the meaning of the
response, and more actively modelling more adaptive visions and
responses by the client (e.g. through instruction, persuasion, verbal
modelling, stories and reinforcement). When the client verbally
expresses a change of beliefs or attitude, psychologists can help
consultants translate their new beliefs and attitudes into vocational
goals. This process can be followed for one or more items and for
different dimensions of career adaptability.

Psychologists can use this process in a group, without even looking at
CMI-C, focusing on the analysis and discussion of each item, with a
more focused approach to the career decision making process and less
on its contents, considering which could be considered beneficial to all
students in the group. Students who demonstrate more favourable
beliefs and attitudes can be chosen as role models and support the
promotion of change in the other peers.

In addition, psychologists can also work in the classroom by
addressing the four dimensions of career adaptability and then
applying the CMI-C to assess the impact of their intervention.

The CMI-C authors recommend that professionals rely on models that
explicitly consider the role of culture and acculturation in career
building41, as well as the role of identity, to support their consultants in
interpreting the results in the consultation sub-scale of CDI-C.