1 Whole Person Development: The Life Career Development Perspective Dr. Mantak Yuen C.Psych....

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Whole Person Development: The Life Career Development

Perspective

Dr. Mantak Yuen C.Psych.Registered Educational Psychologist

Faculty of EducationThe University of Hong Kong

Hong Kong China

Objectives:

1. review the life career development perspective 2. examine its relevance in promoting whole person

development and developing individual potentials 3. to highlight some of the recent research findings

on students’ career and personal-social development in the West and in Hong Kong

4. to discuss implications on enhancing life-wide learning programs for senior secondary students in schools.

What are the implications for the education

of senior secondary students?

1. Learning goals for whole person development

2. Contents of learning program for senior secondary students

3. Individual student planning

Whole person development and Life career development

Life career development: “self-development over the life span through

the integration of the roles, settings, and events in a person’s life” (Gysbers & Henderson, p.55)

Life career development

emphasize the interrelatedness of 1. life roles (e.g. student, worker, citizen,

consumer and parent), 2. life settings (e.g. home, school, and work

place, community) 3. life events (e.g. examination, job entry,

promotion, marriage, divorce, retirement) people participating and becoming over the

life span

Life career development

is influenced by: 1. gender 2. ethnic origin 3. spirituality 4. race 5. sexual orientation 6. socioeconomic status (Gysbers & Henderson, p.56)

Life skills development

involves three areas of student growth and development:

1. personal/social development 2. academic development 3. career development involving knowledge, skills and attitudes (American School Counselor Association,

2003; Yuen et al., 2003)

3. Individual Student Planning

Whole-Person Development and Developing Individual Potentials in Senior

Secondary Students

Hong Kong Education and Manpower Bureau (2005, p.18-p.19)

Seven learning goals for whole-person development:

“1. to be biliterate and trilingual with adequate proficiency

2. to acquire a broad knowledge base, and be able to understand contemporary issues that may impact on their daily life at personal, community, national and global levels;

3. To be an informed and responsible citizen with a sense of global and national identity;

4. To respect pluralism of cultures and views, and be a critical, reflective and independent thinker;

5. To acquire IT and other skills as necessary for being a life-long learner;

6. To understand their own career/academic aspirations and develop positive attitudes towards work and learning; and

7. To lead a healthy life style with active participation in aesthetic and physical activities”

Components of New Senior Secondary Student Programme

1. Core: Languages, Maths and Liberal Studies for all (45-55%)

2. Elective: 2 or 3 from 20 subjects or career-oriented studies (20-30%)

3. Other learning experiences: moral and civic education, community service, aesthetic and physical activities, career-related experiences (15-35%)

Hong Kong Education and Manpower Bureau (2005, p.15)

Senior Secondary Student Learning Profile

“A student should be recognized by means of a Senior Secondary Student Learning Profile…

The student learning profile should provide a comprehensive picture of the full range of achievements and abilities of students.

Schools should use resources flexibly and efficiently to provide students with sufficient activities for other learning experiences within schools to cater for their diversified needs and interests”

Hong Kong Education and Manpower Bureau (2005, pp.88-89)

What are senior secondary students’ needs?

Literature review from the West

Local research findings

Developmental issues of senior secondary students

Issues of Career development

“Senior high school students differ significantly in their individual career development and career maturity. Possible reasons for these variances include inconsistent exposure to career development tasks in previous grades, in appropriate or inaccurate information delivery service experiences, and the confounding variables of socioeconomic status (SES), class, and minority ethnic group membership.” (Herring, 1998, p.93)

Transition from school to work

“High school students need to be prepared for the world of work as they enter a period of transition from secondary student to adult citizen…students’ decisions about career choices connect to future educational plans about entering job market, enrolling in vocational schools for technical training, or attending college after graduation.” (Herring, 1998, p.93-94)

Characteristics of senior secondary school students

Adolescents experience many transitions: Identity versus role confusion: Development of

inner assurance Reinforcement by recognition from significant others

(Erikson, 1968) Confiding in parents and significant others to their

peers (Eccles et al., 1993) Engage in complex mental operations on problems

(Ginsburg & Operr, 1988)

Female adolescents develop interpersonal relationships and empathic relatedness (Crosse, 1992)

Male adolescents develop autonomy by learning to think alone and follow an internalized set of rules applicable to all situations (Crosse, 1992)

Occupational choice has a tremendous impact on teenagers’ sense of identity (Erikson, 1968)

Altruism: Thinking about the idea of serving the society rather than their own needs

Beginning to be aware that they might choose a career that would use their special skills (Ginzberg, Ginsburg, Axelrad, & Herma, 1951)

Explore resources to help themselves to make decision and give less time to their hobbies

Develop a realistic self-concept that is to be implemented, stablized and consolidated in early adulthood (Super, 1953;1990)

Decision making in curricular studies, extra-curricular activities, part-time jobs, hobbies and sports could be connected to their future life or career plans (Herring, 1998)

Life skills competencies of senior secondary students in Hong Kong (Yuen et al., 2004a; 2004b; 2004c)

Purpose: To assess academic, career, and personal-social development of senior secondary students in Hong Kong

Sample: 4 focus groups and a survey of 6776 senior secondary students from 28 schools

Instruments: Personal-social development self-efficacy inventory Academic development self-efficacy inventory Career development self-efficacy inventory

Personal-Social Competencies 1. Self-Realization P55 Have the courage and stamina to evaluate

myself (10.Introspection) P50 Encourage myself in face of setbacks

(5.Setback)

2. Leadership and Teamwork P38Appropriately allocate work to group members

when I lead an activity (8.Leadership) P41 Exchange ideas with my classmates when I

participate in school/classroom Activities (11.Expression)

3. Emotional, Physical and Social Wellness P21 Master the ways to stay psychologically healthy

(6. Health) P31 Accept and like myself (1. Self)

4. Interests and Life Goals P28 Develop some interests so that my leisure time

will be richer and happier(13.Leisure) P15 Set up different goals in my life (15.Goal)

5. Relationships P57 Maintain a romance relationship with the

opposite sex (12.Relationship) P12 Develop friendship with the opposite sex (12. Relationship)

6.Avoding Drugs, Excessive Drinking and Smoking Prevent myself from forming the habits of excessive

drinking, smoking or drug abuse (3.Drugs) P18 Resist the temptation of smoking or excessive

drinking (3.Drugs)

7.Finance and Self-Care P59 Make a financial budget and spend

wisely (14.Finance) P36 Take care of my body when I am sick (6. Health)

Career competencies

Career Planning C13 Understand my abilities so as to help

myself choose a career.

Gender Issues in Career C14 Make use of the good points of being a

male/female at work.

Training selection C03 Understand a vocational training

program before I enroll in it.

Job Hunt Preparation C22 Produce a job application letter for

myself.

Job Hunting C11 Look for suitable jobs according to my

interest and ability.

Career Goal Setting C18 Master the strategy to achieve my career

Findings

Students have some, but not strong, confidence in their personal-social, career, and academic development.

Self-realization

Leadershipand

Teamwork

Emotional,Physical and

SocialWellness

Interests andLife Goals

Relationships AvoidingDrugs,

ExcessiveDrinking and

Smoking

Finance andSelf-care

Factor Subscales

Item Means Means of the Subscales of thePersonal-Social Development Self-Efficacy Inventory

CareerPlanning

GenderIssues

TrainingSelection

Job HuntPreparation

Job Hunting Career GoalSetting

Factor Subsales

Item Means Means of the Six Subscales of theCareer Development Self-Efficacy Inventory

Schools have their own unique profiles

Gender Differences

There are some differences among boys and girls. e.g. boys are more confident than girls in handling gender issues in jobs (Yuen et al., 2005)

e.g. boys are more confident in self-realization and maintaining wellness;

e.g. girls are more confident in leadership and teamwork, relationship with the opposite sex, and avoiding drugs, drinking and smoking (Yuen et al., in progress)

Planning makes a difference in Career and Personal-Social Development Self-Efficacy

students with plans for university: reported higher scores in Career Planning, Gender

Issues in Career, Training Selection, Job Hunt Preparation, Job Hunting, and Career Goal Setting than students without plans for university (Yuen et al, 2005)

have more confidence in various person-social development domains than those who do not (Yuen et al, in progress).

Enhancing Life-wide Learning through a

comprehensive guidance and counseling program Life Skills (Guidance) Curriculum (e.g. Class teacher Period; Guidance,

Moral, and Spiritual Class; Whole School Activities; Community Services)

Individual Planning (e.g. Student Profile; Assessments in Education, Career, and Talent; Mentorship/Advisory Scheme)

Responsive services (e.g. Individual Projects; Group Activities; Individual Counseling)

System support (e.g. Cross-curricular and extra-curricular activities; Parent Education; Teacher Development & Consultation; Referral to Community Resources)

For enhancing students’ personal/social, academic, career, spiritual development (Yuen et al., 2003; Yuen et al., 2004)

17.3117.17

Level of

implementation

GuidanceCurriculum

IndividualCareer &

EducationalPlanning

ResponsiveService

SystemSupport

Table 1 Level of Implementation in Guidance Activities

Overall mean

4.826.43

Working hours

(hrs per week)

Classteacher

Guidancemaster

Careersmaster

Lifeeducation

co-ordinator

Schoolsocialworker

Type of Guidance Personnel

Table 2 Working Hour in Guidance Work

% Allocation

Guidancecurriculum

Individualassessment and

planning

Responsiveservices

System support

Types of guidance personnels

Time Allocation in Guidance Work (table3)

Class teacher Guidance master Careers masterLife education co-ordinator School social worker

Concluding thoughts

Enhancing Life-wide Learning

Need time, human, financial, and political resources

References American School Counseling Association (2003). The ASCA

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Eccles, J.S., Midgley, C., Wigfield, A., Buchanan, C.M., reumann, D., Flanagan, C. & Maciver, P. (1993). Development during adolescence: the impact of stage-environmental fit on young adolescents’ experiences in schools and families. American Psychologist, 48, 90.

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Acknowledgement

The preparation of the presentation is partly funded by the Hong Kong Research Grant Council (HKU 7295/03H). The project would not be possible without the generous support of the school guidance personnel and other members of the life skills development project team including Professor Norman C. Gysbers, Dr. Eadaoin K.P. Hui, Professor Patrick S. Y. Lau, Dr. Raymond M.C. Chan, Mr. Peter M.K. Shea, Mr. Thomas K. M. Leung, and Mr. Sherin S. Y. Ke. Their valuable contributions to the research were highly appreciated. Dr. Mantak Yuen could be contacted at the Faculty of Education, University of Hong Kong, Pokfulam, Hong Kong China. (e-mail: mtyuen@hkucc.hku.hk)

1 Whole Person Development: The Life Career Development Perspective Dr. Mantak Yuen C.Psych....

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