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Career developmental learning in childhood: A critical analysis

Call for Papers

Abstract Deadline: 1 December 2019

Guest Editors

Professor Mark Watson, Nelson Mandela University, South Africa

Dr Mary McMahon, The University of Queensland, Australia

British Journal of Guidance & Counselling

The authors and readers of BJGC include practitioners, academics, researchers, policymakers, and students from across the globe, representing different cultural backgrounds and disciplines. The journal facilitates and enriches dialogue in all areas relating to guidance, counselling and psychotherapy. Manuscripts are published under three broad headings: (a) counselling and psychotherapy, (b) career guidance and counselling, including career development, and (c) cross-disciplinary issues.

Language: en-US

Publisher: tandf

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The critical need for intentional career development learning in childhood has long been recognised (e.g., Super, 1983). Porfeli and Lee (2012) argue that childhood is an ideal time for intentional career development learning that fosters career exploration as committing to a career choice is not appropriate for this developmental age. Watson, McMahon and Stroud (2016) similarly argue that there is clear evidence to suggest that career development learning is relevant for this developmental phase of the lifespan, and that enhancing career development in childhood strengthens the foundation for career development across the lifespan. Indeed, a “narrower, more stereotypical career awareness and exploration in childhood” (Watson & McMahon, 2008, p. 82) can be detrimental to later lifestage career development. Intentional career development learning for children is not only appropriate, it can also impact positively on other aspects of child development. For instance, Lapan, Bobek, and Kosciulek (2017) point to the positive impact such career development learning can have on children’s academic achievement, their motivational behaviour, and their self-regulatory growth.

As editors of this special issue on Career Development Learning in Childhood: A Critical Analysis, we encourage authors to address the lack of a specific, detailed focus on career development learning in childhood. In particular, we invite authors to share their knowledge and expertise and critically consider the following aspects of career development learning in childhood:

  • A multidisciplinary perspective on career development learning in childhood
  • The potential recursiveness of theory and research on intentional career development learning programs for children
  • An evidence base for intentional career development learning programs for children
  • Intentional career development learning programs for children experiencing disadvantage, children with special needs and children from lower socioeconomic backgrounds

How to submit your abstract

Proposals for articles should be sent to mark.watson@mandela.ac.za and marylmcmahon@uq.edu.au

Interested authors should submit a proposal that includes the title, an abstract of no more than 500 words, the names of the authors, and the contact details for the corresponding author by 1st December 2019.

Once your proposal has been considered, the guest authors will send you guidelines and further details. Full papers need to be submitted by 31st July 2020  but should be submitted earlier if possible. All manuscripts will go through the complete peer review process established by the British Journal of Guidance and Counselling. Please visit our Author Services at http://authorservices.taylorandfrancis.com and read the British Journal of Guidance & Counselling Instructions for Authors.

The anticipated publication date of this Special Issue of the British Journal of Guidance and Counselling is late October 2021