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عنوان فارسی مقاله:
بررسی تغییرات در گفتگوهای زندگی و طراحی حرفه ای
عنوان انگلیسی مقاله:
Exploring changes during life and career design dialogues
سال انتشار : 2016
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بخشی از مقاله انگلیسی:
2. Theoretical framework
The ‘construction of the self’ model is based on the idea of subjective identity described as “a Dynamic System of Subjective Identity Forms” (DYSSIF). In other words, a subjective identity is seen as plural (comprising subjective identity forms), unified (a system) and changing (dynamic). A Subjective Identity Form (SIF) is defined as a composition of (a) a set of ways of being, acting, interacting and dialoguing in a certain setting; (b) certain visions of self, of others, and of objects signifying in this setting; and (3) expectations about self in this setting. A subjective identity is formed by various SIF, each corresponding to a present, past or anticipated life domain or role. Some SIF occupy a more prominent role than others at a given time in a person's life and as such may be considered as core to the person's DYSSIF. A core SIF corresponds to a life domain or role in which a person wishes to achieve something highly significant to her or him. A core SIF is often linked with the expectation of achieving a goal that is important to the person. This goal corresponds to an Expected SIF (ESIF). Frequently, a core SIF is connected to one or more SIFs that played an important role in the person's past. For example, an empirical study (Szejnok, 2012) of young people preparing for high-level athletic competitions showed that the “top athlete in my sport” SIF was a core one in their DYSSIF. This SIF was connected to a specific ESIF: they saw themselves in the future on an Olympic podium. For many of them, these SIF and ESIF referred to an important past SIF (e.g. many of these athletes were initiated in their sport when they were young children by someone who mattered to them). SIF and DYSSIF are transformed according to the events marking the course of a person's life and to the ways in which, on one hand, the person feels, interprets and symbolizes them and, on the other hand, acts. Such events include maturation, learning, encounters, fortunate or unfortunate accidents, aging, etc. Their role in the dynamism of the DYSSIF is both immediate (e.g. an accident can compel a person to give up his/her job) and mediated by the meaning made of the event by the person. Two forms of reflexivity combine to create such a meaning (Wiley, 1994). Dual reflexivity aims to stabilize the system while ternary reflexivity endorses its evolution. Dual reflexivity is a mode of relating the self (as a future subject) to the self (as a present object) from the perspective of a certain state of perfection or of a certain ideal that the person wants to achieve (Lacan, 1977; Erikson, 1959; Foucault, 1982a, 1982b, 1983). This form of reflexivity leads the person to define and implement behaviors that aim at achieving this state of perfection by moving purposefully from the presently experienced situation to the desired future situation. For example, it is because the young high-level athletes daydreamt about themselves on an Olympic podium that they made the efforts required to get there. The second form of reflexivity plays a leading role in the transformations of the SIFs' system. It is called “ternary” or “trinity” (Peirce, 1934; Colapietro, 1989; Jacques, 1991), as the reflection takes the form of a continued dialogue between “I” and “You” that activates the correlative “He/She,” which means I considered from the point of view of You. Identity processes integrate the three positions of (a) speaking as I, (b) being spoken to as you, and (c) being spoken of as he/she. The individual as an I must be capable of receiving a communication as a you. Also, the individual must be able to recognize self as a third person in a discourse about he/she. Thus, I, you, and he/she are the three agencies of personal identity. Personal identity requires taking into account the three poles of communication acts, that is, I speaking about me, being spoken to by others as a you, and being spoken of as a he/she. This dialogue with you and with he/she can be interpersonal, with two or three people interacting in person. It may also be intrapersonal in the mind of the I who thinks from the you and he/she positions whom are structurally present within the self. Life and career design dialogues (LCDD) help clients to articulate the three agencies of I, you, and he/she. A dialogue is organized in the following way: (1) “I” says (something) to “You” (“You” = another or myself), (2) “You” understands “something” – called an ‘interpretant’ by Peirce – about the “something” that “I” said. (3) On the basis of this interpretant, “You” answers (something) to “I”, who in turn produces an interpretant about this saying by “You”. And so on … At each turn in the dialogue, a gap occurs between what “I” says and what “You” hear about what “I” said: a gap between what “I” says and what “I” hears “He” or “She” (himself or herself) said, from the perspective of “You.” What “I” said is heard from the viewpoint of the other and, for this reason, is opened up to a spectrum of possible interpretations. This form of reflexivity is particularly active when people are wondering about the future prospects that could give meaning to their current lives. They engage in dialogues with themselves, with relatives, or with a counselor, during which they select – in their (past, present or even possible in the future) lives – some experiences, events, thoughts, etc. By saying to “You” (oneself or another) each of these experiences (events, etc.), “I” hears it from the perspectives of various potential external points of views (some “You” who might produce such or such interpretant about what “I” said). An experience, (event, etc.) that is thus “said and heard from the perspective of potential “You” acquires a certain independence from the particular features of a subjective event (emotions, representations, beliefs, etc.), in which it was entangled before being said. Therefore, “I” can connect it, compare it, combine it with other experiences (events, etc.), which were 4 J. Pouyaud et al. / Journal of Vocational Behavior 97 (2016) 3–12 also “said and heard from the perspective of potential “You”” and give this set some meaning that each of these experiences (events, etc.) didn't have before being said.
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کلمات کلیدی:
Reflexivity in life design interventions: Comments on life and career ... https://www.infona.pl/.../bwmeta1.element.elsevier-4344b2dd-000e-3407-9d59-bce49d... by J Guichard - 2016 - Related articles Papers published in the Symposium on Reflexivity in Life Design ... Reflexivity in life design interventions: Comments on life and career design dialogues. Handbook of Life Design: From Practice to Theory and From Theory to ... https://books.google.com/books?isbn=1613344473 Laura Nota, Jérôme Rossier - 2015 - Psychology Therefore they can be called career guidance or advising interventions. The bilan de competences ... In contrast to career guidance, life design dialogues ... Design Dialogues | College of Human Sciences | Iowa State University https://www.hs.iastate.edu/isu4u/supporting-programs/design-dialogues/ The purpose of Design Dialogues is to provide opportunities for youth served by schools and organizations in the River Bend and King-Irving neighborhoods to ... Exploring New Horizons in Career Counselling: Turning Challenge into ... https://books.google.com/books?isbn=9463001549 Kobus Maree, Annamaria Di Fabio - 2015 - Education Planning for career and life: Job surfing on the tidal waves of change. The Futurist ... From vocational guidance and career counselling to life design dialogues.
