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Mark L. Savickas - One of the best experts on this subject based on the ideXlab platform.
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meyer bloomfield organizer of the Vocational Guidance movement 1907 1917
Career Development Quarterly, 2009Co-Authors: Mark L. SavickasAbstract:Meyer Bloomfield was the preeminent leader of the Vocational Guidance movement during the first 20 years of the 20th century. From 1907 to 1917, he worked to establish organizations, which today are called the National Career Development Association and the American Management Association, and to found a journal, which is now called the Journal of Counseling & Development. To train Vocational Guidance personnel, he offered the 1st university course in counselor education. He also published several books and many articles on Vocational Guidance for both professionals and the public. During the 1st decade of the 20th century, many activists and pioneers advanced the Vocational Guidance movement ignited by Frank Parsons's (1909) book Choosing a Vocation. Meyer Bloomfield, the preeminent leader of the movement, worked for 3 decades to establish organizations, train practitioners, and publish materials. Widely acknowledged by historians of the counseling profession for Bloomfield's contributions to Vocational Guidance, the breadth of his contributions remains an untold story within the field. Bloomfield did more than propel a movement that concentrated on guiding the Vocational choices of youth - he helped shape related specialties including occupational placement, employee selection, and worker supervision. Bloomfield believed that the contributions made by Vocational Guidance would be "nullified" without close connection to these disciplines. Thus, he worked equally on creating the fields of Vocational Guidance and personnel management. Today, many career counselors are concerned about the problem that Bloomfield feared, namely that the fields of Vocational Guidance and personnel management would go their separate ways. In considering this issue, however, Bloomfield's contributions to Vocational Guidance and personnel management should be examined. Childhood and Adolescence Bloomfield was born on February 11, 1878, in Bucharest, Romania. When he was 4 years old, his father, Maurice Bloomfield, and his mother, Bertha Pastmanten, moved the family to Manhattan's Lower East Side. Here, Maurice Bloomfield taught English to immigrants, an activity that his son would in due course take up in Boston. Bloomfield's obituary in the New York Times noted, His first years in the United States were spent on the Lower East Side and from the University and Henry Street Settlements he gained his first interest in social work and a life-long belief in the need for Vocational Guidance. ("Meyer Bloomfield, a Welfare Leader," 1938, p. 23) As an adult, M. Bloomfield (1915c) fondly recalled a young woman at the University Settlement House's small library. Before lending a book, she took great care to learn about each boy's or girl's ambitions and ideals. Bloomfield believed that she often gave them relevant books about fitting vocations that were previously unknown to them. Bloomfield attended public high school, graduating from the Technical Institute of New York City. He earned an A.B. (artium baccalaureatus degree equivalent to a bachelor of arts degree) from the City College of New York in 1899 and a second A.B. in social work from Harvard University in 1901 (Ingham, 1983). While a student at Harvard, Bloomfield became the first guide for the Jacob Hecht Club for boys, a project of the Hebrew Industrial School (Solomon, 1956). Civic Service House In 1901, Pauline Agassiz Shaw, a noted philanthropist, provided funding for a new settlement house to be located in the center of the North End. The Civic Service House was to provide educational opportunities for immigrants and young persons seeking work. Having been impressed by Bloomfield's work with the Hecht boys club, she chose him to head the new Civic Service House. Bloomfield, a newly minted social worker, hired his friend Philip Davis, who also just graduated from Harvard with a degree in social work. Davis and his bride lived on the top floor of the house. …
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Pioneers of the Vocational Guidance Movement: A Centennial Celebration
The Career Development Quarterly, 2009Co-Authors: Mark L. SavickasAbstract:Beginning late in the 19th century, social reformers began to call for Vocational Guidance to meet the needs of newcomers to rapidly growing cities. These reformers hoped that teachers and social workers would construct and use scientific methods of Guidance to replace 19th-century charity work with a 20th-century professional service. As a consequence, personal forms of mentoring and "friendly visiting" (Richmond, 1899, p. 5) gave way to the scientific philanthropy of a bureaucratic society. Lysander Richards (1881) wrote Vocophy: The New Profession about the need for a new profession of Vocational assistance. George Merrill began Vocational Guidance in Cogswell High School in San Francisco in 1888. As headmaster of the California School of Mechanical Arts, in 1895, Merrill implemented a plan wherein the teachers observed and counseled students about appropriate occupational choices and trade preparation (Gregoire & Jungers, 2007). From 1904 to 1906, in the New York City schools, Eli Witwer Weaver organized a peer counseling program by selecting students to advise other students on the selection of courses necessary for entry into an occupation. His obituary in the New York Times (November 3, 1922) was titled "ELI WITWER WEAVER DEAD. Father of Vocational Guidance System in the Public Schools." In the Cincinnati public schools, a history teacher named Frank Parker Goodwin began an organized Guidance program in 1907. The actual conception of modern Vocational Guidance began in 1908 because of events that year in Scotland, Germany, and the United States. Maria Ogilvie Gordon of Aberdeen, Scotland, initiated modern Vocational Guidance services in Scotland and in England where she pioneered educational information and employment bureaus. With the collaboration of social workers in Glasgow, Edinburgh, and Dundee, Scotland, Gordon (1908) published A Handbook of Employments Specially Prepared for the Use of Boys and Girls on Entering the Trades, Industries, and Professions, which became a model for other countries. In Germany, Dr. Wolff opened in 1908 a department for Vocational counseling, with the aid of one assistant. On his own initiative, Wolff notified the schools that he was willing to consult with information seekers, doing so at night in his office at the Halle Bureau of Statistics, which he directed. He may have been the first to conduct follow-ups because he had his secretary record the advice given and checked the progress of the youth he had guided. Wolff is credited with initiating Germany's movement for organized Vocational Guidance, which spread quickly to Munich, Pforzheim, and Dusseldorf (Keller & Viteles, 1937). One of the best documented stories of the origins of modern Vocational Guidance also began in 1908 in Boston (Brewer, 1918). A social reformer named Frank Parsons believed that the "City of the Future" required specially trained personnel to help youth make Vocational choices. Rather than using the mentoring techniques of a friendly visit, Parsons urged that science be applied to the problem of Vocational Guidance, a term he coined in 1908 to denote both his work with youth and the profession that marks its origin to the publication in 1909 of his influential book titled Choosing a Vocation. In the United States, Parsons's book ignited the Vocational Guidance movement as a function of social reform, resting on the promise of social efficiency in matching workers to work and of fostering the personal development of workers. The progenitors of this social movement included social workers, lawyers, economists, psychologists, and educators. These pioneers propelled the movement and established the profession of Vocational Guidance, which later evolved into the field of counseling. Those interested in biography are wont to claim that to know any field well, practitioners must know its founders. Therefore, on the 100th anniversary of the Vocational Guidance movement, the profession of career counseling revisits the work of its progenitors and pioneers. …
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introduction to the special issue global perspectives on Vocational Guidance
Career Development Quarterly, 2005Co-Authors: Raoul Van Esbroeck, Edwin L. Herr, Mark L. SavickasAbstract:This thematic issue of the International Journal for Educational and Vocational Guidance includes a selection of papers presented at an IAEVG-NCDA Symposium, entitled “International Perspectives on Career Development”. The articles in this special issue deal with a number of topics related to international developments and perspectives, the impact of globalisation on Guidance practice and research, and comparative approaches to educational and Vocational Guidance that differentiate career development practices in different countries. The outcome of the general discussion that centred around these specific themes at the International Symposium were jointly published in a special issue of the Career Development Quarterly, Vol. 54, No. 1.
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The Internationalization of Educational and Vocational Guidance
The Career Development Quarterly, 2005Co-Authors: Mark L. Savickas, Raoul Van Esbroeck, Edwin L. HerrAbstract:The authors identify and discuss the main themes from the discourse on the internationalization of educational and Vocational Guidance at the 2004 Symposium on International Perspectives on Career Development, cosponsored by the International Association for Educational and Vocational Guidance and the National Career Development Association. Participants from 46 countries discussed international perspectives on and comparative features of educational and Vocational Guidance. They concentrated on issues of designing and adapting models, methods, and materials for career education and counseling. Three additional themes revolved around the importance of public policy initiatives, training enough practitioners to meet the growing international need for career services, and the promise of information technology for expanding the delivery of educational and Vocational Guidance and for supporting career counselors. Globalization of the world's economies is causing diverse cultures to become more alike through trade, immigration, and the exchange of information and ideas. It is also changing the way the world works. Today, individuals around the world are experiencing a transformation in forms of work, the social organization of occupations, and the personal experience of careers (Herr, Cramer, & Niles, 2004). This break with past practices in the work world has been accelerated by rapid advances in information technology and the emergence of knowledge societies. In response, educational and Vocational Guidance practices in many countries are changing to better assist the world's workers adapt to their new situations. As occupational roles have become more alike in different countries, Guidance practices in these countries have also become more similar. This growing similarity among Guidance practices in many countries has made it possible to envision the internationalization of educational and Vocational Guidance. This international perspective may be evolving, in part, because more counselors are receiving their training abroad and more counselor educators are attending international conferences and studying abroad. Through the exchange of information and ideas in international journals, Web sites, and national conferences with international participants, the internationalization of Guidance even touches counselors who choose to stay at home. Internationalization of Guidance denotes the process of designing career interventions and services so that they can be adapted for local use in various languages, regions, and cultures. Internationalized applications of Guidance interventions should be easily adapted to the customs and languages of users around the world. The localization of these practices, of course, requires the addition of local components, data, and sensitivities. The internationalization of Guidance differs from cross-cultural and multicultural approaches to Guidance. A cross-cultural approach examines how cultural differences in developmental, social, and educational experiences affect both individual Vocational behavior and career Guidance practices. A multicultural approach seeks to transform Guidance so that it critiques and addresses holistically current shortcomings, failings, and discriminatory practices in career services while advancing social justice and equity. We view cross-cultural Guidance as comparing features between countries and multicultural Guidance as comparing features within countries among diverse groups. In comparison, internationalization of Guidance deals with the process of "globalocalization," which means importing general knowledge about work, workers, and careers and then adapting it to the local language, customs, and caring practices of each country (Savickas, 2003). To promote the internationalization of Guidance, the International Association for Educational and Vocational Guidance and the National Career Development Association cosponsored the 2004 symposium on International Perspectives on Career Development. …
Xie Chang-fa - One of the best experts on this subject based on the ideXlab platform.
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On Vocational Guidance Thought of Pan Wen'an
Vocational and Technical Education, 2011Co-Authors: Xie Chang-faAbstract:Pan Wen'an is a famous Vocational educator in modern China,he dedicated himself in practicing Vocational education,exploring Vocational Guidance thought,introducing western Vocational Guidance thought and building Chinese Vocational Guidance theory.He was an important exploitor and founder of Vocational Guidance theory and practice in early China.
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The Introduction of Vocational Guidance in Modern China
Vocational and Technical Education, 2011Co-Authors: Xie Chang-faAbstract:Vocational Guidance is an important part of Vocational education.In modern China,a lot of patriotic educators and progressive intellectuals had advocated,explored and practiced Vocational education;at the same time,they also spared no efforts to introduce western Vocational Guidance,which included the introduction of western Vocational Guidance practices as well as theoretical exploration on translation works of western Vocational Guidance theories.All of these played very important role in promoting Vocational Guidance in modern China.
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Zhuang Zexuan and Modern Vocational Guidance Movement
Vocational and Technical Education, 2009Co-Authors: Xie Chang-faAbstract:Zhuang Zexuan was a famous educator in modern China.After studying in America,he returned with the idea of saving the nation by education.Based on comprehension about the development and theory of Vocational Guidance of western countries,he initiated and organized Vocational Guidance movement in Tsinghua University and participated actively in Vocational Guidance movement of Chinese Vocational education association.Meanwhile,he wrote many articles of Vocational Guidance,which contributed to the construction of Vocational Guidance theory in early modern China.
Edwin L. Herr - One of the best experts on this subject based on the ideXlab platform.
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Trends in the History of Vocational Guidance
The Career Development Quarterly, 2013Co-Authors: Edwin L. HerrAbstract:In this article, the relationships between Vocational Guidance and Vocational education, employment counseling, career Guidance, and career counseling are explored. Also examined are the wide-ranging federal and state policies that have stimulated and shaped the professional history of Vocational Guidance, Vocational policy, and contemporary terms.
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introduction to the special issue global perspectives on Vocational Guidance
Career Development Quarterly, 2005Co-Authors: Raoul Van Esbroeck, Edwin L. Herr, Mark L. SavickasAbstract:This thematic issue of the International Journal for Educational and Vocational Guidance includes a selection of papers presented at an IAEVG-NCDA Symposium, entitled “International Perspectives on Career Development”. The articles in this special issue deal with a number of topics related to international developments and perspectives, the impact of globalisation on Guidance practice and research, and comparative approaches to educational and Vocational Guidance that differentiate career development practices in different countries. The outcome of the general discussion that centred around these specific themes at the International Symposium were jointly published in a special issue of the Career Development Quarterly, Vol. 54, No. 1.
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The Internationalization of Educational and Vocational Guidance
The Career Development Quarterly, 2005Co-Authors: Mark L. Savickas, Raoul Van Esbroeck, Edwin L. HerrAbstract:The authors identify and discuss the main themes from the discourse on the internationalization of educational and Vocational Guidance at the 2004 Symposium on International Perspectives on Career Development, cosponsored by the International Association for Educational and Vocational Guidance and the National Career Development Association. Participants from 46 countries discussed international perspectives on and comparative features of educational and Vocational Guidance. They concentrated on issues of designing and adapting models, methods, and materials for career education and counseling. Three additional themes revolved around the importance of public policy initiatives, training enough practitioners to meet the growing international need for career services, and the promise of information technology for expanding the delivery of educational and Vocational Guidance and for supporting career counselors. Globalization of the world's economies is causing diverse cultures to become more alike through trade, immigration, and the exchange of information and ideas. It is also changing the way the world works. Today, individuals around the world are experiencing a transformation in forms of work, the social organization of occupations, and the personal experience of careers (Herr, Cramer, & Niles, 2004). This break with past practices in the work world has been accelerated by rapid advances in information technology and the emergence of knowledge societies. In response, educational and Vocational Guidance practices in many countries are changing to better assist the world's workers adapt to their new situations. As occupational roles have become more alike in different countries, Guidance practices in these countries have also become more similar. This growing similarity among Guidance practices in many countries has made it possible to envision the internationalization of educational and Vocational Guidance. This international perspective may be evolving, in part, because more counselors are receiving their training abroad and more counselor educators are attending international conferences and studying abroad. Through the exchange of information and ideas in international journals, Web sites, and national conferences with international participants, the internationalization of Guidance even touches counselors who choose to stay at home. Internationalization of Guidance denotes the process of designing career interventions and services so that they can be adapted for local use in various languages, regions, and cultures. Internationalized applications of Guidance interventions should be easily adapted to the customs and languages of users around the world. The localization of these practices, of course, requires the addition of local components, data, and sensitivities. The internationalization of Guidance differs from cross-cultural and multicultural approaches to Guidance. A cross-cultural approach examines how cultural differences in developmental, social, and educational experiences affect both individual Vocational behavior and career Guidance practices. A multicultural approach seeks to transform Guidance so that it critiques and addresses holistically current shortcomings, failings, and discriminatory practices in career services while advancing social justice and equity. We view cross-cultural Guidance as comparing features between countries and multicultural Guidance as comparing features within countries among diverse groups. In comparison, internationalization of Guidance deals with the process of "globalocalization," which means importing general knowledge about work, workers, and careers and then adapting it to the local language, customs, and caring practices of each country (Savickas, 2003). To promote the internationalization of Guidance, the International Association for Educational and Vocational Guidance and the National Career Development Association cosponsored the 2004 symposium on International Perspectives on Career Development. …
Jin Bing - One of the best experts on this subject based on the ideXlab platform.
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The Practice of Latter day Vocational Guidance Movement and the Reflection——The Investigation Centered on Shanghai Vocational Guidance Institute
Journal of Jiangnan University, 2007Co-Authors: Jin BingAbstract:The Vocational Guidance originated in occident and was introduced to China at the beginning of the period of Republic.Shanghai Vocational Guidance Institute was the first Vocational Guidance organization opened to the society in latter-day China.It's content of activities included vocation introduction,employment Guidance,entering a higher school Guidance,life Guidance,commission or acting as a agent,etc.The set up and operation of Shanghai Vocational Guidance Institute promoted the Vocational Guidance in latter day China to develop from theory to practice,producing great influence in the society.As a case,Shanghai Vocational Guidance Institute reflected the course of Vocational Guidance in latter day China, meanwhile reflected some epoch traits of Vocational Guidance at that time.
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The Research on the Vocational Guidance Movement of Modern China from Vocational Education Institute of China
Journal of Tianjin Professional College, 2007Co-Authors: Jin BingAbstract:In early years of the republic of China,Vocational Guidance was introduced into our country.As an organization which worked for communication between education and vocation,Vocational Education Institute of China was a main institute to push the movement of Vocational Guidance in modern China.It's activities included Vocational Guidance's introduction,transmission and practice.At the same time,it's activities reflected the characters of modern China's Vocational Guidance.
Raoul Van Esbroeck - One of the best experts on this subject based on the ideXlab platform.
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introduction to the special issue global perspectives on Vocational Guidance
Career Development Quarterly, 2005Co-Authors: Raoul Van Esbroeck, Edwin L. Herr, Mark L. SavickasAbstract:This thematic issue of the International Journal for Educational and Vocational Guidance includes a selection of papers presented at an IAEVG-NCDA Symposium, entitled “International Perspectives on Career Development”. The articles in this special issue deal with a number of topics related to international developments and perspectives, the impact of globalisation on Guidance practice and research, and comparative approaches to educational and Vocational Guidance that differentiate career development practices in different countries. The outcome of the general discussion that centred around these specific themes at the International Symposium were jointly published in a special issue of the Career Development Quarterly, Vol. 54, No. 1.
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The Internationalization of Educational and Vocational Guidance
The Career Development Quarterly, 2005Co-Authors: Mark L. Savickas, Raoul Van Esbroeck, Edwin L. HerrAbstract:The authors identify and discuss the main themes from the discourse on the internationalization of educational and Vocational Guidance at the 2004 Symposium on International Perspectives on Career Development, cosponsored by the International Association for Educational and Vocational Guidance and the National Career Development Association. Participants from 46 countries discussed international perspectives on and comparative features of educational and Vocational Guidance. They concentrated on issues of designing and adapting models, methods, and materials for career education and counseling. Three additional themes revolved around the importance of public policy initiatives, training enough practitioners to meet the growing international need for career services, and the promise of information technology for expanding the delivery of educational and Vocational Guidance and for supporting career counselors. Globalization of the world's economies is causing diverse cultures to become more alike through trade, immigration, and the exchange of information and ideas. It is also changing the way the world works. Today, individuals around the world are experiencing a transformation in forms of work, the social organization of occupations, and the personal experience of careers (Herr, Cramer, & Niles, 2004). This break with past practices in the work world has been accelerated by rapid advances in information technology and the emergence of knowledge societies. In response, educational and Vocational Guidance practices in many countries are changing to better assist the world's workers adapt to their new situations. As occupational roles have become more alike in different countries, Guidance practices in these countries have also become more similar. This growing similarity among Guidance practices in many countries has made it possible to envision the internationalization of educational and Vocational Guidance. This international perspective may be evolving, in part, because more counselors are receiving their training abroad and more counselor educators are attending international conferences and studying abroad. Through the exchange of information and ideas in international journals, Web sites, and national conferences with international participants, the internationalization of Guidance even touches counselors who choose to stay at home. Internationalization of Guidance denotes the process of designing career interventions and services so that they can be adapted for local use in various languages, regions, and cultures. Internationalized applications of Guidance interventions should be easily adapted to the customs and languages of users around the world. The localization of these practices, of course, requires the addition of local components, data, and sensitivities. The internationalization of Guidance differs from cross-cultural and multicultural approaches to Guidance. A cross-cultural approach examines how cultural differences in developmental, social, and educational experiences affect both individual Vocational behavior and career Guidance practices. A multicultural approach seeks to transform Guidance so that it critiques and addresses holistically current shortcomings, failings, and discriminatory practices in career services while advancing social justice and equity. We view cross-cultural Guidance as comparing features between countries and multicultural Guidance as comparing features within countries among diverse groups. In comparison, internationalization of Guidance deals with the process of "globalocalization," which means importing general knowledge about work, workers, and careers and then adapting it to the local language, customs, and caring practices of each country (Savickas, 2003). To promote the internationalization of Guidance, the International Association for Educational and Vocational Guidance and the National Career Development Association cosponsored the 2004 symposium on International Perspectives on Career Development. …
