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My goal in this paper is to present what is referred to as the life design paradigm as a new, viable approach to career design which takes into account the new contexts cursorily outlined above. Drawing on the notion of chaos as a tool for describing today’s world, I seek to show how the concept can help us conceptualise the changing systems of work organisation, people’s biographies and applicatory potentials of career counselling theories. By doing this, I to make the case for the pertinence and utility of the intervention model proposed by Mark L. Savickas and his collaborators.

According to Maslach and Leiter, burnout syndrome consists of three elements: exhaustion, cynicism, and a sense of ineffectiveness experienced by individuals in the work environment. However, burnout does not only apply to professional activity but can also be experienced by students pursuing higher education. This is important because the consequences of student burnout can be related to students’ mental and physical health. Until recently, the dominant diagnostic trend in the studies of burnout syndrome was based on a variable-focused approach. This approach focuses primarily on identifying subgroups in the population and presents different configurations of the various dimensions of burnout. However, there is emerging research using a person-centered approach and including the analysis of latent profiles to study professional and student burnout. This approach allows us to isolate subgroups of individuals in the study sample who have a similar burnout pattern. It focuses on the differences between individuals, which helps us to look at the phenomenon of professional burnout from a different perspective and shows the individuality of its experience. Our research aimed at identifying latent profiles, was conducted on a sample of 1519 Polish students, and partly confirms reports from other countries. We identified four profiles: low burnout, moderate below-average burnout, moderate above-average burnout, and very high burnout groups.

Making the idea of sustainable development a reality speaks to the commitment to invest reasonably in the future. It involves efforts that promote economic growth, preservation of natural resources and social development. The latter includes, among others, common access to lifelong education which equips people with competences they need to function successfully in today’s world and fosters individuals’ responsibility and balanced development. The achievement of these goals is furthered by guidance and counseling which support education and assist people in designing their lives. The rise of the notion of the Anthropocene in scholarship has recast the language of politics, research and art. As the place and role of humans in the world are being redefined, our responsibility for the changes we affect as a species is being highlighted, while the imperative that we collectively and individually take care of the world and leave it to the future generations as a hospitable place to live in is being touted. My chapter focuses on responsibility and shows the role of ethics in life design counseling. Helping in decision-making about the future, counseling supports clients in taking responsibility for themselves and their environments as, ethically, “the human is responsible for what he/she chooses. The human is also responsible for the shape that his/her decisions give to existence” (Popielski, K, Koncepcja logoteorii V. E. Frankla i jej znaczenie w poradnictwie psychologiczno-pastoralnym [V. E. Frankl’s logotheory and its relevance to psychological pastoral counselling]. In: Chlewinski Z (ed) Wybrane zagadnienia z psychologii pastoralnej [Selected issues in pastoral psychology]. KUL, Lublin, pp 68–102, 1998). This means that fostering responsibility in clients can be counseling’s valid goal. At the same time, responsibility for constructing social relationships demands that counselors adopt the position of dialogue and partnership. Responsibility (both formal and substitutive) can thus be identified as a principle of subject-oriented interventions in counseling.

This chapter comprises of three parts. The first is focused on the origins and implementation of the UNESCO chair in Life Long Career Counseling of the University of Wroclaw, as well as the main discussions and activities that have taken place since its creation in 2013. The UNESCO Chair has been created in a context where many major crises threaten the future of mankind and the second part describes the key challenges that the UNESCO Chair has integrated as main concerns. Its aim is to contribute to reflection on the ways career counseling and guidance could play a role in handling these crises and build a better future for all people. The third part gives an overview of the contributions in this book that aimed to bring together the output of researchers working in the framework of the UNESCO Chair during these first years of operation (from 2013 to 2017) and offer an overview of a set of conceptual and methodological innovations in the field of Career Counseling in different parts of the world. The purpose of the book is also to provide a large overview of current research in the field of Interventions for Life and Career Design (ILCD) in northern and southern countries, pinpointing the importance of both worldview and local contexts to build accurate ILCD.

This chapter presents the case study of an employee of the didactic and guidance office of a public graduate school and research institute in Italy who participated in a new life construction dialogue intervention entitled “Constructing My Future Purposeful Life” and filled qualitative instruments for verifying the effectiveness of this intervention: the Future Career Autobiography (FCA), the Life Adaptability Qualitative Assessment (LAQuA), and the Career Counseling Innovative Outcomes (CCIO). The qualitative instruments were administered before and after the life construction dialogue intervention. The results of the case study underscored the effectiveness of the Constructing My Future Purposeful Life intervention evaluated through different qualitative instruments and highlighted the value of enhancing new dialogue interventions to strengthen client’s reflexivity and increase purposeful identitarian awareness.

In post-modern reality, it is imperative to analyse life in its entire complexity. In this chapter, a holistic perspective is proposed to grasp the multidimensionality of life in terms of a spatial structure with a specific dynamics of its own. This life space is increasingly often recognised and examined by scholars; it is also targeted by helping interventions of career counselling. Because self-construction takes place in interpersonal relationships, dialogue becomes a key factor in counselling, where it designates a mindset, a principle and an intervention method. The author outlines the dialogic concept of counselling as participatory architecture of life space and argues that this counselling model fosters such competences as adaptability, resilience and coping with transitions.

The article presents counselling as an activity that supports socialisation processes. Lifelong career counselling helps young people prepare for vocational and life-related roles and aims to assist an individual in developing competencies one needs to function effectively on the labor market. One of such competencies is professional mobility, which is a typical marker of contemporary biographies called boundaryless career. Keywords: boundaryless career, career counselling, professional mobility, socialization. DOI: http://dx.doi.org/10.15823/p.2015.053

The article deals with multicultural career counselling. It introduces the situation of minorities in a globalized world and the consequences of the migration process. The author mainly focuses on the concept and principle of career counselling. She also pays great attention to the issue of multicultural counselling, which belongs among the three main categories of counselling interventions.

Dyskursy Młodych Andragogów, Nr 04 (2003): DYSKURSY MŁODYCH ANDRAGOGÓW

Dyskursy Młodych Andragogów, Nr 03 (2002): DYSKURSY MŁODYCH ANDRAGOGÓW

Dyskursy Młodych Andragogów, Nr 02 (2001): DYSKURSY MŁODYCH ANDRAGOGÓW

Texte publié en polonais :Guichard, J. (2007). Poradnictwo zawodowe i życiowe a etyka. [Orientation – professionnelle et personnelle – et éthique]. In V. Drabik-Podgórnej (Ed.), Poradnictwo miẹdzy etika a technica [L’orientation entre éthique et technique] (pp. 17-33). Krákow : Oficyna Wydavnicka Impuls.(ISBN : 978-83-7308-879-5); International audience; « S'orienter »-orienter son existence-implique de s'engager dans des considérations d'ordre éthique. L'intention éthique peut être définie avec Ricoeur comme le souci de « vivre avec et pour autrui » dans des institutions justes. Dans la civilisation technologique, ce souci conduit à définir un principe fondamental de responsabilité relatif au maintien d'une vie authentiquement humaine sur terre (Jonas). Le plus souvent, la réflexion de l'individu quant à son orientation prend la forme d'un « questionnement » relatif à soi et aux contextes, dont la dimension éthique n'est pas développée. Cependant, dans la mesure où la conscience humaine est un processus trinitaire articulant les points de vue du « je », du « tu » et du « il/elle », l'individu qui réfléchit à son orientation est nécessairement conduit à autrui. Ces autrui sont généralement des proches. C'est la raison pour laquelle cette réflexion ne s'effectue souvent que sur le fond d'un « certain horizon d'examen éthique » : un horizon où seules sont affleurées les implications des choix individuels pour les autrui proches. Le passage de cet « horizon d'examen éthique » à « un processus d'examen éthique » s'effectue lorsque l'un des « tu » (ou le « je ») du dialogue interne (ou interindividuel) introduit explicitement le thème des conséquences possibles pour autrui (indéterminé) de l'engagement de l'individu dans telle ou telle option. Celui-ci en vient à se poser alors la question suivante : « Comment bien orienter ma vie dans la société humaine à laquelle j'appartiens ? » L'éthique professionnelle de conseillers d'orientation apparaît leur enjoindre d'aider leurs consultants à s'engager dans un tel processus d'examen éthique.

Texte publié en polonais :Guichard, J. (2007). Poradnictwo zawodowe i życiowe a etyka. [Orientation – professionnelle et personnelle – et éthique]. In V. Drabik-Podgórnej (Ed.), Poradnictwo miẹdzy etika a technica [L’orientation entre éthique et technique] (pp. 17-33). Krákow : Oficyna Wydavnicka Impuls.(ISBN : 978-83-7308-879-5); International audience; « S'orienter »-orienter son existence-implique de s'engager dans des considérations d'ordre éthique. L'intention éthique peut être définie avec Ricoeur comme le souci de « vivre avec et pour autrui » dans des institutions justes. Dans la civilisation technologique, ce souci conduit à définir un principe fondamental de responsabilité relatif au maintien d'une vie authentiquement humaine sur terre (Jonas). Le plus souvent, la réflexion de l'individu quant à son orientation prend la forme d'un « questionnement » relatif à soi et aux contextes, dont la dimension éthique n'est pas développée. Cependant, dans la mesure où la conscience humaine est un processus trinitaire articulant les points de vue du « je », du « tu » et du « il/elle », l'individu qui réfléchit à son orientation est nécessairement conduit à autrui. Ces autrui sont généralement des proches. C'est la raison pour laquelle cette réflexion ne s'effectue souvent que sur le fond d'un « certain horizon d'examen éthique » : un horizon où seules sont affleurées les implications des choix individuels pour les autrui proches. Le passage de cet « horizon d'examen éthique » à « un processus d'examen éthique » s'effectue lorsque l'un des « tu » (ou le « je ») du dialogue interne (ou interindividuel) introduit explicitement le thème des conséquences possibles pour autrui (indéterminé) de l'engagement de l'individu dans telle ou telle option. Celui-ci en vient à se poser alors la question suivante : « Comment bien orienter ma vie dans la société humaine à laquelle j'appartiens ? » L'éthique professionnelle de conseillers d'orientation apparaît leur enjoindre d'aider leurs consultants à s'engager dans un tel processus d'examen éthique.