A Orientação Profissional e de Carreira tem sido objeto de estudo desde o início do século passado, constituindo um domínio do conhecimento teórico e prático de relevante interesse por parte de pesquisadores e profissionais do campo da Psicologia Vocacional em diferentes cenários e contextos. No entanto, no que se refere ao contexto moçambicano, poucos estudos mostraram interesse em promover serviçossistematizados que visemajudar os adolescentes a refletir sobre a complexidade do processo da escolha e sua natureza multideterminada. Constatada esta lacuna, este estudo objetivou delinear, implementar e avaliar uma intervenção em Orientação Profissional e de Carreira para adolescentes, alunos do ensino secundário público moçambicano. Para concretizar os objetivos almejados foi delineado um estudo do tipo pesquisa-ação. Apoiando-se numa abordagem prevalentemente qualitativa, primeiro buscou-se indagar as condições pessoais, familiares e contextuais que influenciam no processo da escolha e em seguida avaliar a intervenção a partir da ótica dos participantes. A intervenção iniciou com um grupo de adolescentes (N=30), estudantes do ensino secundário (1º e 2º ciclos) público moçambicano, na cidade de Nampula, matriculados entre a 8ª e 12ª classe, com idades compreendidas entre 14-18 anos, de ambos sexos. Entre eles desistiram de participar da intervenção sete (7), sendo que a amostra final foi de 23 participantes, e participaram da avaliação pós-intervenção 18 estudantes. A coleta de dados decorreu ao longo de doze sessões e última avaliação seis meses após a intervenção. A coleta de dados baseou-se emtécnicas de cunho qualitativo (narrativas), a saber: \"Carta aos pais\", Redação sobre a escolha profissional e de carreira, \"Carta ao Presidente da República\", \"Carta ao Orientador Hipotético\" e uma atividade baseada em um Roteiro de questões abertas que foram respondidas em quatro momentos diferentes ao longo da intervenção. A análise e discussão dos dados se apoiou na abordagem qualitativa e se subsidiou da análise temática de conteúdo, proposta por Minayo e nos aportes da perspectiva desenvolvimentista e construtivista de teorias de carreira. Os resultados corroboraram na complexidade dos fatores que multideterminam a escolha profissional e de carreira, sendo que família, particularmente marcada com o exercício de autoridade vinculada ao modelo cultural, no qual é reservado aos pais uma posição particular de \"decisão\", exerce ainda uma contínua e incontornável influência nas aspirações e escolhas profissionais dos adolescentes. O diálogo, o apoio moral, e instrumental atuam como mediadores desta influência.A avaliação da intervenção, de um lado, contribuiu para preencher a lacuna da insipiência de intervenções sistematizadas que se propõem a avaliar serviços ou programas no âmbito da intervenção em orientação profissional e de carreira, incluindo a perspectiva dos usurários. Sobre a avaliação levada adiante neste estudo há que destacar primeiro que os relatos dos participantes concluintes convergem na apreciação positiva tanto dos procedimentos quanto dos resultados do processo. Os participantes que avaliaram o processoconfirmaram a hipótese da urgência, necessidade e pertinência de serviços nesta área, tendo sugerido a continuidade, expansão e manutenção do serviço, em particular para o contexto escolar moçambicano. As opiniões emitidas pelos \"avaliadores\" (estudantes) da intervenção convergem na ideia de que futuras intervenções devem focalizar a abordagem de Educação para a Carreira a ser desenvolvida ao longo da vida escolar. Outro resultado significado do estudo aponta para uma temática muito debatida na área, trata-se da importância da formação dos orientadores profissionais, com foco nas competências teórico-práticase relacionais. O foco na abordagem qualitativa ajudou a explicitar a natureza subjetiva da carreira, a interrelação entre os fatores pessoais e contextuais, reforçando a importância de ajudar as novas gerações a desenvolver atitudes mais ativas no processo de construção das suas identidades pessoais e ocupacionais de modo a se adaptar mais adequadamente às atuais e contínuas mudanças que ocorrem em diferentes âmbitos da vida humana, em particular no mundo do trabalho. As considerações conclusivas apontam asimplicações para a prática e algumas linhas que podem servir de ponto de partida para refletir sobre possibilidades de intervenção com particular atenção ao domínio da realidade moçambicana. Limitações do estudo são assumidas com vista a aprimorar futuras intervenções. / The vocational guidance and career has been studied since the beginning of last century, constituting a domain of theoretical and practical knowledge of relevant interest by researchers and Vocational Psychology field professionals in different settings and contexts. However, with regard to the Mozambican context, few studies have shown an interest in promoting systematic services aimed at helping teens to reflect on the complexity of the process of choice and its multifactorial nature. Found this gap, this study aimed to design, implement and evaluate an intervention in Career Guidance for mozambican public secondary school students. To achieve the desired goals was outlined a kind of action research study. Relying on a prevalently qualitative approach, first sought to investigate the personal, family and contextual influencing the process of choice, and then evaluate the intervention from the perspective of the participants. The intervention began with a group of 30 adolescents (N = 30), high school students (1st and 2nd cycles) mozambican public in the city of Nampula, enrolled between the 8th and 12th grade, aged 14-18 years, of both sexes. Among them gave up to participate in the intervention seven (7), and the final sample consisted of 23 participants, and participated in the post-intervention assessment 18 students. Data collection took place over twelve sessions and final evaluation six months after the intervention. Data collection was based on qualitative approach techniques (narratives), namely: \"Letter to Parents\" Writing about the career choice and career, \"Letter to the President\", \"Letter to the Hypothetical Guinding\" and an activity based on a open questions roadmap which were answered at four different times during the intervention. Analysis and discussion of the data was based on a qualitative approach and subsidized the thematic content analysis proposed by Minayo and contributions from the developmental perspective and constructivist theories of career. The results confirm the complexity of the factors that multidetermin career choice and career, and that family, particularly marked with the exercise of authority linked to the cultural model, in which it is reserved for parents a particular position of \"decision\", still exerts a continuous and inescapable influence on the aspirations and career choices of adolescents. The dialogue, moral support, and instrumental act as mediators of this influence. The evaluation of the intervention on the one hand, contributed to fill the gap of the foolishness of systematic interventions that purport to assess services or programs of intervention in vocational guidance and career, including the prospect of usurers. On the evaluation carried on in this study must be first noted that the reports of the graduating participants converge on the positive assessment of both the procedures and the outcomes of the process. Participants reviewed the confirmed case of urgency, necessity and relevance of services in this area and suggested the continuity, expansion and maintenance of the service, in particular for the mozambican school context. Opinions expressed by \"evaluators\" (students) intervention converge on the idea that future interventions should focus on Career Education being developed throughout school life. Another significance of the study results point to a much debated topic in the area, it is the importance of training professionals guiding, focusing on theoretical and practical and relational skills.The focus on qualitative approach helped explain the subjective nature of the career, the interrelationship between personal and contextual factors, reinforcing the importance of helping new generations to develop more active attitude sin the construction of their personal and occupational identities in order to adapt better to the current and continuous changes that occur in different areas of human life, particularly in the workplace.The conclusive considerations point the implications for practice and some lines that can serve as a starting point to reflect on possibilities of intervention with particular attention to the area of the Mozambican reality. Study limitations are taken in order to improve future interventions.

A Orientação Profissional e de Carreira tem sido objeto de estudo desde o início do século passado, constituindo um domínio do conhecimento teórico e prático de relevante interesse por parte de pesquisadores e profissionais do campo da Psicologia Vocacional em diferentes cenários e contextos. No entanto, no que se refere ao contexto moçambicano, poucos estudos mostraram interesse em promover serviçossistematizados que visemajudar os adolescentes a refletir sobre a complexidade do processo da escolha e sua natureza multideterminada. Constatada esta lacuna, este estudo objetivou delinear, implementar e avaliar uma intervenção em Orientação Profissional e de Carreira para adolescentes, alunos do ensino secundário público moçambicano. Para concretizar os objetivos almejados foi delineado um estudo do tipo pesquisa-ação. Apoiando-se numa abordagem prevalentemente qualitativa, primeiro buscou-se indagar as condições pessoais, familiares e contextuais que influenciam no processo da escolha e em seguida avaliar a intervenção a partir da ótica dos participantes. A intervenção iniciou com um grupo de adolescentes (N=30), estudantes do ensino secundário (1º e 2º ciclos) público moçambicano, na cidade de Nampula, matriculados entre a 8ª e 12ª classe, com idades compreendidas entre 14-18 anos, de ambos sexos. Entre eles desistiram de participar da intervenção sete (7), sendo que a amostra final foi de 23 participantes, e participaram da avaliação pós-intervenção 18 estudantes. A coleta de dados decorreu ao longo de doze sessões e última avaliação seis meses após a intervenção. A coleta de dados baseou-se emtécnicas de cunho qualitativo (narrativas), a saber: \"Carta aos pais\", Redação sobre a escolha profissional e de carreira, \"Carta ao Presidente da República\", \"Carta ao Orientador Hipotético\" e uma atividade baseada em um Roteiro de questões abertas que foram respondidas em quatro momentos diferentes ao longo da intervenção. A análise e discussão dos dados se apoiou na abordagem qualitativa e se subsidiou da análise temática de conteúdo, proposta por Minayo e nos aportes da perspectiva desenvolvimentista e construtivista de teorias de carreira. Os resultados corroboraram na complexidade dos fatores que multideterminam a escolha profissional e de carreira, sendo que família, particularmente marcada com o exercício de autoridade vinculada ao modelo cultural, no qual é reservado aos pais uma posição particular de \"decisão\", exerce ainda uma contínua e incontornável influência nas aspirações e escolhas profissionais dos adolescentes. O diálogo, o apoio moral, e instrumental atuam como mediadores desta influência.A avaliação da intervenção, de um lado, contribuiu para preencher a lacuna da insipiência de intervenções sistematizadas que se propõem a avaliar serviços ou programas no âmbito da intervenção em orientação profissional e de carreira, incluindo a perspectiva dos usurários. Sobre a avaliação levada adiante neste estudo há que destacar primeiro que os relatos dos participantes concluintes convergem na apreciação positiva tanto dos procedimentos quanto dos resultados do processo. Os participantes que avaliaram o processoconfirmaram a hipótese da urgência, necessidade e pertinência de serviços nesta área, tendo sugerido a continuidade, expansão e manutenção do serviço, em particular para o contexto escolar moçambicano. As opiniões emitidas pelos \"avaliadores\" (estudantes) da intervenção convergem na ideia de que futuras intervenções devem focalizar a abordagem de Educação para a Carreira a ser desenvolvida ao longo da vida escolar. Outro resultado significado do estudo aponta para uma temática muito debatida na área, trata-se da importância da formação dos orientadores profissionais, com foco nas competências teórico-práticase relacionais. O foco na abordagem qualitativa ajudou a explicitar a natureza subjetiva da carreira, a interrelação entre os fatores pessoais e contextuais, reforçando a importância de ajudar as novas gerações a desenvolver atitudes mais ativas no processo de construção das suas identidades pessoais e ocupacionais de modo a se adaptar mais adequadamente às atuais e contínuas mudanças que ocorrem em diferentes âmbitos da vida humana, em particular no mundo do trabalho. As considerações conclusivas apontam asimplicações para a prática e algumas linhas que podem servir de ponto de partida para refletir sobre possibilidades de intervenção com particular atenção ao domínio da realidade moçambicana. Limitações do estudo são assumidas com vista a aprimorar futuras intervenções. / The vocational guidance and career has been studied since the beginning of last century, constituting a domain of theoretical and practical knowledge of relevant interest by researchers and Vocational Psychology field professionals in different settings and contexts. However, with regard to the Mozambican context, few studies have shown an interest in promoting systematic services aimed at helping teens to reflect on the complexity of the process of choice and its multifactorial nature. Found this gap, this study aimed to design, implement and evaluate an intervention in Career Guidance for mozambican public secondary school students. To achieve the desired goals was outlined a kind of action research study. Relying on a prevalently qualitative approach, first sought to investigate the personal, family and contextual influencing the process of choice, and then evaluate the intervention from the perspective of the participants. The intervention began with a group of 30 adolescents (N = 30), high school students (1st and 2nd cycles) mozambican public in the city of Nampula, enrolled between the 8th and 12th grade, aged 14-18 years, of both sexes. Among them gave up to participate in the intervention seven (7), and the final sample consisted of 23 participants, and participated in the post-intervention assessment 18 students. Data collection took place over twelve sessions and final evaluation six months after the intervention. Data collection was based on qualitative approach techniques (narratives), namely: \"Letter to Parents\" Writing about the career choice and career, \"Letter to the President\", \"Letter to the Hypothetical Guinding\" and an activity based on a open questions roadmap which were answered at four different times during the intervention. Analysis and discussion of the data was based on a qualitative approach and subsidized the thematic content analysis proposed by Minayo and contributions from the developmental perspective and constructivist theories of career. The results confirm the complexity of the factors that multidetermin career choice and career, and that family, particularly marked with the exercise of authority linked to the cultural model, in which it is reserved for parents a particular position of \"decision\", still exerts a continuous and inescapable influence on the aspirations and career choices of adolescents. The dialogue, moral support, and instrumental act as mediators of this influence. The evaluation of the intervention on the one hand, contributed to fill the gap of the foolishness of systematic interventions that purport to assess services or programs of intervention in vocational guidance and career, including the prospect of usurers. On the evaluation carried on in this study must be first noted that the reports of the graduating participants converge on the positive assessment of both the procedures and the outcomes of the process. Participants reviewed the confirmed case of urgency, necessity and relevance of services in this area and suggested the continuity, expansion and maintenance of the service, in particular for the mozambican school context. Opinions expressed by \"evaluators\" (students) intervention converge on the idea that future interventions should focus on Career Education being developed throughout school life. Another significance of the study results point to a much debated topic in the area, it is the importance of training professionals guiding, focusing on theoretical and practical and relational skills.The focus on qualitative approach helped explain the subjective nature of the career, the interrelationship between personal and contextual factors, reinforcing the importance of helping new generations to develop more active attitude sin the construction of their personal and occupational identities in order to adapt better to the current and continuous changes that occur in different areas of human life, particularly in the workplace.The conclusive considerations point the implications for practice and some lines that can serve as a starting point to reflect on possibilities of intervention with particular attention to the area of the Mozambican reality. Study limitations are taken in order to improve future interventions.

Doctor of Philosophy / Department of Special Education / Kenneth F. Hughey / This study investigated the impact of a seven-session career intervention in a First Year Experience course on the dysfunctional career thoughts, locus of control, and career decision self-efficacy of underprepared college students. The career intervention was based on the cognitive information processing approach to career decision making (Peterson, Sampson, & Reardon, 1991; Peterson, Sampson, Reardon, & Lenz, 1996; Reardon, Lenz, Sampson, & Peterson, 2000; Sampson, Reardon, Peterson, & Lenz, 2004) and utilized the CTI workbook (Sampson, Peterson, Lenz, Reardon, & Saunders, 1996b). Participants in the study were full-time freshmen enrolled in remedial academic courses at a small, open-enrollment institution. The study was a Nonequivalent Control Group design with delayed posttest. Ten hypotheses were identified and tested. The Career Thoughts Inventory, the Rotter IE Scale, and the Career Decision Self-Efficacy-Short Form were administered at pretest, posttest, and delayed posttest. ANCOVA was used to analyze differences between the mean scores by group for each of the dependent variables. In addition, dependent t-tests were used to examine the differences between the mean scores within group for each of the dependent variables. Results of this study indicated that underprepared students who participated in the career intervention significantly improved dysfunctional career thoughts on all variables from pretest to posttest. Further, improvement in dysfunctional career thoughts was maintained four weeks after the intervention. Significant differences were also found at posttest between the treatment and control groups for CTI Total and Decision-Making Confusion. In addition, a significant positive correlation was found between dysfunctional career thinking and locus of control, indicating the participants with higher levels of dysfunctional career thoughts also had a more external locus of control. Locus of control was not significantly different from pretest to posttest in the treatment group; however, locus of control did become more internal following the intervention. At delayed posttest, locus of control of the treatment group was not significantly different from Rotter’s (1966) normative sample while the control group continued to be significantly more external than the normative sample. While career decision self-efficacy was not significantly different from pretest to posttest, students’ scores indicated confidence in their ability to perform career tasks.

The diploma thesis deals with the psychological context of career counselling and education in adolescence. Today, only a minimal amount of research interest in the Czech Republic is devoted to career counselling and education, while in several developed countries of the world it is an important social science field. The aim of the diploma thesis is to provide recommendations for career education at secondary schools and to design intervention programs for career counselling for a group of secondary school students. The research questions seek to answer what variables play a role in high school career decision-making, what high school students expect from career guidance and education in schools, and the benefits of sharing a career decision-making process among peers. The qualitative research was chosen to answer the given research questions. Data were collected by the focus group method. The research project involved 29 students from three Prague grammar schools and one secondary vocational school. The results show that high school students' career decision-making is primarily influenced by their values, abilities and skills, interests, personality traits, perceived obstacles and barriers, and social effect. High school students expect guidance, information, acquaintance, a realistic perspective,...

In this research, a cross-sectional quantitative survey was conducted on a convenience sample of working adults (N = 550) from different race, gender, age, qualification, job level and tenure groups in various South African organisations, with the intention of developing a psychosocial model of career wellbeing for the working adult in the South African context. To identify the elements and nature of the model, the relationship dynamics between the constructs of occupational passion, psychological career resources, psychosocial career preoccupations and the outcome of career satisfaction were examined. The mediating effect of psychological career resources and psychosocial career preoccupations on the relationship dynamics between occupational passion and career satisfaction was determined. The moderating effect of certain sociodemographic variables (race, gender, age, qualification, job level, and tenure) on the relationship dynamics between the research constructs was measured. In addition, an evaluation of the differences manifested by individuals from various sociodemographic backgrounds (race, gender, age, qualification, job level, and tenure) regarding the research constructs added to an understanding of the manifested model. Correlation and inferential statistical analyses (multi-level mediation modelling, regression analysis and tests for significant mean differences) indicated that career management practices should consider harmonious passion to be an important intrinsic motivational antecedent in explaining the variance in individuals’ career satisfaction as it can facilitate the development of important psychosocial resources. These resources include flexible career preferences, well-crafted career plans and actions to achieve career goals, career harmonisers (i.e. self-esteem, behavioural adaptability and emotional literacy) and a strong need to be upskilled and employable (career adaptation needs). These elements manifested as the core elements of the psychosocial career wellbeing profile. Job level and race were further indicated as important sociodemographic variables in explaining levels of career satisfaction. Differences between race, gender, age, qualification, job level and tenure groups, for the constructs of occupational passion, psychological career resources, psychosocial career preoccupations and career satisfaction, also need to be considered in the career wellbeing profile. Theoretically, the results advanced career theory by empirically validating the core elements of the career wellbeing profile. These may be applied to inform career management practices and consequently enhance the career wellbeing of working adults. / Industrial and Organisational Psychology / Ph. D. (Psychology (Industrial and Organisational Psychology))