As decisões relacionadas com a carreira assumem um papel preponderante na vida de um indivíduo, sendo assim um dos temas mais trabalhados desde a fundação da Psicologia Vocacional no contexto da educação e do trabalho. No sistema educacional brasileiro, em todos os níveis, rara é a oferta de suporte aos estudantes no que se refere à educação, desenvolvimento e decisão de carreira. São poucas as iniciativas desenvolvidas nas Instituições de Ensino Superior que objetivam intervir em questões e problemas relacionados ao desenvolvimento da carreira de universitários. Visando contribuir para a ampliação do conhecimento sobre questões da decisão de carreira de estudantes universitários no Brasil e oferecer instrumento apropriado para avaliação e intervenção nesse domínio, este estudo teve como principal objetivo, analisar as qualidades psicométricas da adaptação e validação da versão brasileira do Questionário de Dificuldades de Tomada de Decisão de Carreira do CDDQ de autoria de Gati e colaboradores. Para atingir tais objetivos os dados foram coletados em dois momentos diferentes com 511 universitários, de instituições públicas e particulares, organizados em duas amostras sendo a primeira (n=11) para a validação semântica, a segunda (n=500) para a validação estatística (fatorial). Para a validação semântica foram feitos: tradução, retradução, análise dos itens e ensaio experimental. Os resultados dessa etapa indicaram a necessidade de modificações em apenas uma das questões (item 30). Para a validação estatística foram realizadas análises fatoriais e testes de confiabilidade no sentido de verificar a estrutura do instrumento de acordo com o modelo de dificuldades de tomada de decisão vocacional de Gati, Krausz e Osipow. Em sua versão original o instrumento possui 34 itens divididos em três fatores. O fator 1 (12 itens) relacionase com dificuldades relativas à Falta de Informação, o fator 2 (12 itens) engloba dificuldades relacionadas com Informação Inconsistente e o fator 3 (10 itens) inclui dificuldades relativas à Prontidão. Os resultados confirmaram a estrutura fatorial e indicaram boa confiabilidade geral do instrumento CDDQ (alfa de Cronbach de 0,92). A análise fatorial dos eixos principais (PAF) e de consistência interna das dimensões do CDDQ34 indicou uma solução de três fatores (Prontidão ?=0,58; Falta de Informação ? = 0,92; Informações inconsistentes ? = 0,86). O fator 1, que se relaciona com falta de informação, passou a ser composto por 18 itens, o fator 2 que se relaciona com informação inconsistente por 9 itens, e o fator 3 Prontidão com 4 itens. A escala Prontidão mostrou-se com menor confiabilidade confirmando os achados da literatura internacional, e apresentando apenas 4 dos 10 itens propostos no original, desta forma deve ser melhor analisada para sua utilização no contexto brasileiro. Por fim, o CDDQ mostrou-se como um instrumento promissor na utilização com universitários, porém necessita de maiores adaptações de seus itens, principalmente na escala Prontidão. / Career decisions play a key role in the life of an individual and it is one of the most studied and worked construct in Vocational Psychology. However, the brazilian educational system at all levels, rarely supports students in their career education, development and decision. There is only a few initiatives in the higher education institutions that aim to intervene in issues and problems relating to the career development of students. Aiming to increase the knowledge about the career decision of brazilians college students and provide a tool for this purpose, this study had as objective, analyze the psychometric properties of the adaptation and validation of the Brazilian version of Career Decision Making Difficulties Questionnaire (CDDQ) authored by Gati et al. To achieve this objective the data were collected at two different moments, attended by 511 academics from public and private institutions, divided into two samples being the first one to semantic validation and the second one for the statistical validation. For semantic validation were made the translation, retranslation, item analysis and experimental testing. The results indicated that the instrument needs modifications in one of the items (item 30). For statistical validation, factor analyzes and reliability tests were performed in order to verify the structure of the instrument according to the career decision-making difficulties proposed by Gati, Krausz, and Osipow (1996). The original instrument has 34 items divided into three factors. The factor 1 (12 items) refers to difficulties related to lack of information, the factor 2 (12 items) includes difficulties associated with Inconsistent Information and factor 3 (10 items) includes difficulties related to readiness. The results confirmed partially the factor structure and indicated good reliability of the instrument CDDQ (? = 0.92). The principal axis factor analysis (PAF) and internal consistency of the dimensions of CDDQ34 indicate a three-factor solution (Readiness ? = 0.58, Lack of Information ? = 0.92, Inconsistent Information ? = 0.86). The factor that relates to a lack of information is now composed of 18 items, the factor inconsistent information by 9 items, and the factor Readiness by 4 items. The analyses showed that the factor readiness has lower reliability confirming the findings of international literature, and remaining only four items of the 10 proposed in the original, so should be better analyzed for their use. Finally, the CDDQ proved to be a promising tool to assess career decision making difficults of college students, but needs further adaptations of their items, especially on the scale Readiness.

Denna studies huvudsakliga syfte är att undersöka hur studie- och yrkesvägledarnas yrkesutövning och kompensatoriska arbete påverkas av den kommunala styrningen i tre olika kommuner. Frågor som belyses är hur kommunernas policydokument lyfter fram vägledningens betydelse för kompensatorisk vägledning och hur vägledarna uppfattar styrningens påverkan. Metod som använts är tredelad, datainsamling från kommunernas styrningsdokument, enkäter till vägledare på gymnasier och grundskolor och intervjuer med två vägledare i respektive kommun. Resultatet visar att skillnader förekommer mellan kommuner, att studie- och yrkesvägledningen inte behandlas specifikt i kommunala policydokument och att styrningen ger en stark påverkan av vägledarnas möjligheter att arbeta kompensatoriskt. I två av studiens tre kommuner har steg tagits för organisatoriska ändringar och visade på ökad fokus på vägledningen. En av tre kommuner hade begränsade resurser vilka hade en direkt inverkan på, och begränsade, möjligheterna till kompensatorisk vägledning. / The main purpose of this study is to investigate what effect the municipal governance have on study- and career counselors professional practice and on their compensatory work in three different municipalities. Research is made on how, and if, the municipality policy documents mention counseling practice in the compensatory work at schools and how the study- and career counselor perceive the effects of governance. The method used is triangular, data collection from municipal policy documents, using questionnaires to career- and study counselors at high and elementary schools and interviews with two counselors in each municipality. The results show differences between the municipalities and that study and career counseling is not specified in the municipal policy documents. It also shows that the governance has a strong influence on counselors’ opportunity to work compensatory. Two out of three municipalities show that steps had been taken for organizational changes and indicated an increased focus on career-and study counseling. One of the three municipalities had limited resources which had a direct impact on, and limited the practice, of compensatory work.

Utifrån semistrukturerade intervjuer och en tematisk analys utforskas studie- och yrkesvägledares upplevelser utifrån att arbeta under restriktionerna på grund av covid-19 pandemin. Vägledarna presenterar hur deras upplevelser om vägledning med hjälp av digitala verktyg är relativt goda, trots att det funnits en viss skepsis till denna typ av vägledning hos flertalet informanter innan de prövat på den. Trots att uppfattningen om e-vägledning på distans i sin helhet är god har hinder upptäckts. Tidskrävande tekniska problem gynnar inte kommunikationen, men främst upplevs en avsaknad av kroppsspråk, relationsbyggande och möjligheten att använda vägledningsmetoder. Utifrån resultaten används CIP-teorins begreppsapparat för att diskutera hur e-vägledning kan användas som ett komplement till traditionell vägledning, med vilka individer och vilka förutsättningar som krävs. Enklare samtal med självständiga vägledningssökande kan med gott resultat även göras digitalt medan det kan finnas utmaningar med att digitalt vägleda sökande som behöver mycket individuell hjälp att vidga sina perspektiv. Vägledare bör dock utveckla sina färdigheter att genomföra utmanande samtal digitalt då e-vägledning också kan nå individer som annars inte kan ta del av någon vägledning, utifrån till exempel psykisk ohälsa och socioekonomiska förutsättningar. Trots hinder presenterar resultatet anledningar för vägledare att fortsätta utforska möjligheter med e-vägledning, där en ökad tillgänglighet är det främsta argumentet. Det finns en möjlighet att skiftet mot ökad e-vägledning blir enklare än vad som tidigare befarats. / Using semi structured interviews and a thematic analysis, this study explores the experiences of Swedish guidance counselors about working during the restrictions set by the covid-19 pandemic. The counselors present how their experiences of career guidance using digital tools has been relatively positive, despite earlier being skeptical of this method of guidance. Although the experiences of digital guidance were mainly positive, some obstacles have been identified. Time-consuming technical difficulties does not promote the communication and the lack of body language, relationship building, and the difficulty using guidance methods has been the main issues experienced. The results have been analyzed using the conceptual framework of the CIP-theory to discuss how digital guidance can be used as a complement to traditional career guidance, with what individuals, and what prerequisites need to be in place. Less complex discussions with independent clients could be held digitally, whereas it can be challenging to digitally guide clients who need a lot of individual support of a more explorative nature. There is nevertheless a reason for guidance counselors to develop skills to be able to have e-guidance sessions of a more challenging nature as well. The reason being that digital guidance is a way to reach individuals who normally cannot take part in any form of career guidance, because of mental health issues or socioeconomic factors. Despite the obstacles, the result presents reasons for counselors to keep exploring the opportunities of e-guidance, with an increased accessibility being the main argument for this. There is reason to believe that the transition towards an increased use of e-guidance will be easier than previously thought.

Diploma thesis is focused on system of career guidance in the Czech Republic and Germany. The aim of this thesis is to analyze system of career guidance for adults in the Czech Republic and compare it with current situation in Germany. The first part of the thesis deals with definition of career and its development. Thesis then deals with guidance and with theoretical approaches in career guidance. The second part of thesis is dedicated to framework of comparative study and determines criteria, which are going to be use in the thesis. Another part is focused on description of career guidance system in the Czech Republic and Germany. In last part of the thesis is described comparation with list of recommendations and project suggestions for implementation in the Czech Republic.

This diploma thesis entitled "Possible Use of Career Counseling in Secondary school" focuses primarily on the possible way of introduction of career counseling into secondary schools that are within the czech standard eduacational system. The aim of this diploma thesis is to analyze both the possibilities of use and ways of realization of career counseling in secondary schools, which is now provided primarily within educational counseling. Aim of the thesis was, based on given research assumptions, to analyze opinions of both students and educational counselor on the level of services provided by the career counseling in secondary school. The first part of the thesis will discuss terms related to the area of career counseling and professional orientation of students. It will also analyze occupation selection theories and career development of students, aspects of counseling process, and it will also list knowledge about adolescence period. There will also be identified those subjects and institutions providing career counseling servises that are situated in the Czech Republic. The research part of the thesis will focus on the topic of career counseling itself, more specificly on its concrete form in one selected secondary school which is part of czech standard educational system. A questionnaire...

The diploma thesis deals with the analysis of the education of pedagogical staff working in children's homes focusing on the field of career counselling within the Czech Republic. The aim of the work is to identify whether the acquired education and the possibilities of further professional education in this area correspond with the professional requirement for the optimal performance of pedagogical staff of children's homes. Based on academic sources and conducted research on partial topics, the educational need of pedagogical staff in the field of career counselling is set. Part of the work is an overview of currently offered educational activities in the field of career counselling for pedagogical professions in the Czech Republic. The final part is represented by an empirical investigation dealing with the identification of the rate and other circumstances of participation of pedagogical staff within Prague and the Central Bohemian Region on this type of education considering their subjective educational needs. Key words: education of pedagogical staff, further professional education, career counselling, children's home, pedagogical staff of children's home

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