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Career interventions for adults frequently include personality assessment. Personality in career counseling contexts should no longer be considered as vocational personality associated with personality interests but, rather, as a set of dispositions that has an impact on several vocational and career-related outcomes, such as work engagement, work satisfaction, job performance, etc. Although the relationship between personality and the vocational and career related outcomes is not direct, it might certainly be mediated by several regulatory processes, such as work adaptability, and moderated by contextual and environmental factors. Personality assessment initiates an individual's self-regulatory process and contributes to the overall effectiveness of career interventions when feedback is individualized and stimulates a deconstruction, reconstruction, and co-construction of the vocational or multiple self-concept. Personality assessments can also promote the reconstruction of a self-concept more aligned with the perception of the environment about the personality of the counselee, strengthening the reality principle allowing more rational and controlled choices. In addition, some specific personality profiles, such as having high levels of neuroticism and low levels of conscientiousness, can be considered as risk factors frequently leading to career decision-making difficulties. Moreover, people with low conscientiousness benefit less from career interventions, so special attention should be devoted to counselees having that characteristic. Two case studies are provided to illustrate these important aspects of personality assessment in career interventions.

The baby and the couple : understanding and treating young families

The Baby and the Couple provides an insider's view on how infant communication develops in the context of the family and how parents either work together as a team or struggle in the process. The authors present vignettes from everyday life as well as case studies from a longitudinal research project of infants and their parents interacting together in the Lausanne Trilogue Play (LTP), an assessment tool for very young families. Divided into three parts, the book focuses not only on the parents, but also on the infant's contribution to the family. Part 1 presents a case study of Lucas and his family, from infancy to age 5. With each chapter we see how, in the context of their families, infants learn to communicate with more than one person at a time. Part 2 explores how infants cope when their parents struggle to work together - excluding, competing or only connecting through their child. The authors follow several case examples from infancy through to early childhood to illustrate various forms of problematic co-parenting, along with the infant's derailed trajectory at different ages and stages. In Part 3, prevention and intervention models based on the LTP are presented. In addition to an overview of these programs, chapters are devoted to the Developmental Systems Consultation, which combines use of the LTP and video feedback, and a new model, Reflective Family Play, which allows whole families to engage in treatment. The Baby and the Couple is a vital resource for professionals working in the fields of infant and preschool mental health including psychiatrists, psychologists, social workers, family therapists and educators, as well as researchers.

Quelle organisation des soins pour le patient polymorbide? [How should we organize health care for multimorbidity patients?].

Polymorbidity affects an increasing number of patients of all ages as demonstrated by a recent epidemiological study and represents a real challenge for the organization of health care. Appropriate management of polymorbid patients requires an interdisciplinary approach associating generalist and specialist physicians, but also nurses, other health professionals and social workers. An improvement in transition care between the community and the hospital is necessary in both directions. Prioritizing the treatment objectives is essential to allow patient adherence and avoid cumulative drug interactions and adverse effects. Those objectives are difficult to attain in the context of our present health care organization. This paper attempts to identify the difficulties involved in caring for polymorbid patients and propose ways to improve it.

Las competencias emocionales en los procesos de inserción laboral

Este trabajo presenta un estudio basado en la evaluación y desarrollo de las competencias emocionales en los procesos de orientación y formación de personas desempleadas. Se presenta una experiencia realizada en el marco de una investigación entre el Centro IG-NOVA Ocupació de l"Ajuntament d"Igualada y el GROP (Grup de Recerca en Orientació Psicopedagògica) de la Universidad de Barcelona. Esta investigación muestra como el conocimiento y desarrollo de las competencias emocionales permite afrontar con mayor eficacia los procesos de inserción laboral. Se ha aplicado el (QDE-R) cuestionario para la evaluación de las competencias emocionales de adultos a un grupo de 46 personas adultas en situación de desempleo y con un nivel de formación medio-bajo. A partir de los resultados se exponen las aplicaciones derivadas de esta evaluación para un grupo de desempleados usuarios del Servicio Local de Ocupación.

Soins intégrés: comment accompagner un changement de culture [Integrated care: how to support a culture change?].

The primary care center at Lausanne University Hospital trains residents to new models of integrated care. The future GPs discover new forms of collaboration with nurses, pharmacists or social workers. The collaboration model includes seeing patients together or delegating care to other providers, with the aim of improving the efficiency of a patient-centered care approach. The article includes examples of integrated care in consultation for travelers, victims of violence, pharmacist medication adherence counseling, medicosocial team work for alcohol use disorders and nurse practitioners' primary care for asylum seekers.

Entrepreneurial skills and over-education five years later. A comparison between Spain and the Netherlands

[cat] El fenòmen de la sobre-educació és freqüent i persistent a molts països. En aquest article estudiem el paper de les habilitats emprenedores en evitar la sobre-educació a la primera feina, i en sortir d’una situació de sobre-educació cinc anys després. Comparem els resultats d’Espanya i Holanda, dos països que difereixen en el seu sistema educatiu i mercat de treball. Els resultats mostren que les habilitats emprenedores ajuden a evitar i/o sortir de la sobre-educació només a Espanya, on el sistema educatiu és més flexible i menys vinculat amb el mercat de treball. En general, els nostres resultats recolzen les polítiques que promocionen el desenvolupament d’habilitats emprenedores al sistema educatiu espanyol.

Entrepreneurial skills and over-education five years later. A comparison between Spain and the Netherlands

[cat] El fenòmen de la sobre-educació és freqüent i persistent a molts països. En aquest article estudiem el paper de les habilitats emprenedores en evitar la sobre-educació a la primera feina, i en sortir d’una situació de sobre-educació cinc anys després. Comparem els resultats d’Espanya i Holanda, dos països que difereixen en el seu sistema educatiu i mercat de treball. Els resultats mostren que les habilitats emprenedores ajuden a evitar i/o sortir de la sobre-educació només a Espanya, on el sistema educatiu és més flexible i menys vinculat amb el mercat de treball. En general, els nostres resultats recolzen les polítiques que promocionen el desenvolupament d’habilitats emprenedores al sistema educatiu espanyol.

Sosiaalityö ja maahanmuuttajat. Lastensuojelun ammattilaisten ja asiakkaiden vuorovaikutus ja tulkinnat

Tutkimuksen tavoitteena oli tuottaa tietoa siitä, mitä maahanmuuttajia koskevat erityiskysymykset suomalaisessa lastensuojelun sosiaalityössä ovat ja miten näitä kysymyksiä lastensuojelussa käsitellään. Teoreettismetodologisena viitekehyksenä on sosiaalinen konstruktionismi. Etnisten suhteiden tutkimusperinteessä työ paikantuu keskusteluun, jossa kulttuuri ja etnisyys nähdään sosiaalisesti rakentuvina ja muuntuvina. Analyysissä sovelletaan diskurssianalyyttistä metodologiaa. Tutkimus rakentuu yhteenveto-osiosta ja neljästä artikkelista. Maahanmuuttajasosiaalityötä ja lastensuojelua tarkastellaan sosiaalityöntekijöiden, muiden ammattilaisten ja asiakkaiden kielenkäytön kautta. Aineisto koostuu 11 lastensuojelun asiakaskeskustelusta ja niiden jälkeen keskustelun osapuolille tehdyistä haastatteluista, joita on yhteensä 35. Tutkimuksessa analysoidaan seuraavia kysymyksiä: Miten sosiaalityöntekijät tulkitsevat maahanmuuttajasosiaalityön erityisyyttä oman ammatillisen tehtävänsä näkökulmasta? Minkälaisia ominaisuuksia sosiaalityöntekijät rakentavat maahanmuuttaja-asiakkaille? Miten lastensuojelun keskusteluissa puhutaan monikulttuurisuuteen liittyvistä teemoista, kuten erilaisuudesta ja samanlaisuudesta sekä kulttuuri- ja rasismikysymyksistä? Miten maahanmuuttajalasten ja -nuorten osallisuus lastensuojelun asiakaskeskusteluissa rakentuu aikuisten ja lasten itsensä tuottamana? Mitä ja miten maahanmuuttajalapset ja -nuoret puhuvat kokemuksistaan lastensuojelussa ja suomalaisessa yhteiskunnassa? Maahanmuuttajien erityiskysymyksiä ovat kieleen, kulttuuriin ja valtayhteiskunnan toimintaan liittyvät ymmärtämisvaikeudet, kokemukset arkipäivän rasismista sekä perheen ja yhteisön merkittävä, osin ristiriitainen rooli. Lapsilla ja nuorilla kulttuuri on muuntuvaa ja jatkuvien neuvottelujen kohteena. Aineiston lastensuojelutilanteiden taustalla on usein kouluympäristöön liittyviä vaikeuksia. Haastatteluissa lapset kertovat kokemuksistaan ja toimijuudestaan perheeseen, yhteisöön ja kouluun paikantuvissa tilanteissa. Asiakaskeskusteluissa lasten puhuja-asema on usein heikko, jos aikuiset eivät aktiivisesti vahvista sitä. Jotkut lapset ottavat itse vahvan puhuja-aseman. Asiakaskeskusteluissa maahanmuuttajien erityiskysymyksistä puhutaan harvoin eksplisiittisesti. Haastatteluissa sosiaalityöntekijät enemmän tai vähemmän tietoisesti paikantavat maahanmuuttajasosiaalityötä vieraannuttavaan, sopeuttavaan, tasa-arvoistavaan, kulttuuritietoiseen, rasismitietoiseen ja osallistavaan kehykseen. Kehykset nostavat sosiaalityön tavoitteista, menetelmistä ja asiakkaasta keskeisiksi erilaisia asioita. Tulkinnat ovat muuntuvia, vaikka osoittavat myös tiettyä säännönmukaisuutta. Kulttuuri on keskeinen käsite erilaisuuden ja samanlaisuuden ymmärtämiseksi. Sekä työntekijät että asiakkaat perustelevat toivottavia elämäntapoja "omalla kulttuurillaan" ja selittävät ongelmia ”erilaisella kulttuurilla”. Kulttuurin käsitettä voidaan myös käyttää työvälineenä asiakaskeskusteluissa avattaessa asiakkaan omaa näkökulmaa korostavaa dialogia. Perheen ja kulttuurisen yhteisön merkitys on tärkeää arvioida lapsen ja nuoren hyvinvoinnin ja kulttuurisen identiteetin kehittymisen näkökulmasta. Sosiaalityöntekijöillä on merkittävä välittäjän rooli yhtäältä valtayhteiskunnan ja maahanmuuttaja-asiakkaiden, toisaalta vanhempien, yhteisöjen sekä lasten ja nuorten välillä. Lastensuojelussa haasteena on arkipäivän rasismin tiedostaminen sekä siihen pureutuvien työmenetelmien kehittäminen.

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Our lives and careers are becoming ever more unpredictable. The "life-design paradigm" described in detail in this ground-breaking handbook helps counselors and others meet people's increasing need to develop and manage their own lives and careers. Life-design interventions, suited to a wide variety of cultural settings, help individuals become actors in their own lives and careers by activating, stimulating, and developing their personal resources. This handbook first addresses life-design theory, then shows how to apply life designing to different age groups and with more at-risk people, and looks at how to train life-design counselors.

Handbook of life design : from practice to theory and from theory to practice

Our lives and careers are becoming ever more unpredictable. The "life-design paradigm" described in detail in this ground-breaking handbook helps counselors and others meet people's increasing need to develop and manage their own lives and careers. Life-design interventions, suited to a wide variety of cultural settings, help individuals become actors in their own lives and careers by activating, stimulating, and developing their personal resources. This handbook first addresses life-design theory, then shows how to apply life designing to different age groups and with more at-risk people, and looks at how to train life-design counselors

Evaluation of Teacher Education Programs by Students and Graduates

The purpose of this research was to do a repeated cross-sectional research on class teachers who study in the 4th year and also graduated at the Faculty of Education, University of Turku between the years of 2000 through 2004. Specifically, seven research questions were addressed to target the main purpose of the study: How do class teacher education masters’ degree senior students and graduates rate “importance; effectiveness; and quality” of training they have received at the Faculty of Education? Are there significant differences between overall ratings of importance; effectiveness and quality of training by year of graduation, sex, and age (for graduates) and sex and age (for senior students)? Is there significant relationship between respondents’ overall ratings of importance; effectiveness and their overall ratings of the quality of training and preparation they have received? Are there significant differences between graduates and senior students about importance, effectiveness, and quality of teacher education programs? And what do teachers’ [Graduates] believe about how increasing work experience has changed their opinions of their preservice training? Moreover the following concepts related to the instructional activities were studied: critical thinking skills, communication skills, attention to ethics, curriculum and instruction (planning), role of teacher and teaching knowledge, assessment skills, attention to continuous professional development, subject matters knowledge, knowledge of learning environment, and using educational technology. Researcher also tried to find influence of some moderator variables e.g. year of graduation, sex, and age on the dependent and independent variables. This study consisted of two questionnaires (a structured likert-scale and an open ended questionnaire). The population in study 1 was all senior students and 2000-2004 class teacher education masters’ degree from the departments of Teacher Education Faculty of Education at University of Turku. Of the 1020 students and graduates the researcher was able to find current addresses of 675 of the subjects and of the 675 graduates contacted, 439 or 66.2 percent responded to the survey. The population in study 2 was all class teachers who graduated from Turku University and now work in the few basic schools (59 Schools) in South- West Finland. 257 teachers answered to the open ended web-based questions. SPSS was used to produce standard deviations; Analysis of Variance; Pearson Product Moment Correlation (r); T-test; ANOVA, Bonferroni post-hoc test; and Polynomial Contrast tests meant to analyze linear trend. An alpha level of .05 was used to determine statistical significance. The results of the study showed that: A majority of the respondents (graduates and students) rated the overall importance, effectiveness and quality of the teacher education programs as important, effective and good. Generally speaking there were only a few significant differences between the cohorts and groups related to the background variables (gender, age). The different cohorts were rating the quality of the programs very similarly but some differences between the cohorts were found in the importance and effectiveness ratings. Graduates of 2001 and 2002 rated the importance of the program significantly higher than 2000 graduates. The effectiveness of the programs was rated significantly higher by 2001 and 2003 graduates than other groups. In spite of these individual differences between cohorts there were no linear trends among the year cohorts in any measure. In respondents’ ratings of the effectiveness of teacher education programs there was significant difference between males and females; females rated it higher than males. There were no significant differences between males’ and females’ ratings of the importance and quality of programs. In the ratings there was only one difference between age groups. Older graduates (35 years or older) rated the importance of the teacher training significantly higher that 25-35 years old graduates. In graduates’ ratings there were positive but relatively low correlations between all variables related to importance, effectiveness and quality of Teacher Education Programs. Generally speaking students’ ratings about importance, effectiveness and quality of teacher education program were very positive. There was only one significant difference related to the background variables. Females rated higher the effectiveness of the program. The comparison of students’ and graduates’ perception about importance, effectiveness, and quality of teacher education programs showed that there were no significant differences between graduates and students in the overall ratings. However there were differences in some individual variables. Students rated higher in importance of “Continuous Professional Development”, effectiveness of “Critical Thinking Skills” and “Using Educational Technology” and quality of “Advice received from the advisor”. Graduates rated higher in importance of “Knowledge of Learning Environment” and effectiveness of “Continuous Professional Development”. According to the qualitative data of study 2 some graduates expressed that their perceptions have not changed about the importance, effectiveness, and quality of training that they received during their study time. They pointed out that teacher education programs have provided them the basic theoretical/formal knowledge and some training of practical routines. However, a majority of the teachers seems to have somewhat critical opinions about the teacher education. These teachers were not satisfied with teacher education programs because they argued that the programs failed to meet their practical demands in different everyday situations of the classroom e.g. in coping with students’ learning difficulties, multiprofessional communication with parents and other professional groups (psychologists and social workers), and classroom management problems. Participants also emphasized more practice oriented knowledge of subject matter, evaluation methods and teachers’ rights and responsibilities. Therefore, they (54.1% of participants) suggested that teacher education departments should provide more practice-based courses and programs as well as closer collaboration between regular schools and teacher education departments in order to fill gap between theory and practice.