Green Guidance

Plant, Peter

doi:10.1007/978-1-4614-9460-7_17

Cited by 10 publications

(11 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Green guidance is concerned with sustainable development (Plant, 2013), environmental conscientiousness (Career Development Association of Australia [CDAA], 2010), and responsibility for the ecosystem (Barham and Eagleson, 2013). It deals with the choice of work and jobs that minimize environmental harm and that heighten awareness of the importance of green careers (Career Development Association of Australia [CDAA], 2010).…”

Section: Introductionmentioning

confidence: 99%

“…It deals with the choice of work and jobs that minimize environmental harm and that heighten awareness of the importance of green careers (Career Development Association of Australia [CDAA], 2010). It encourages individuals to consider the environmental implications of their career choices (Plant, 2013) and to balance work and other aspects of their lives (Guichard, 2013a; Plant, 2013), thereby sustaining a way of life that promotes health, economic security, and social justice (Career Development Association of Australia [CDAA], 2010). Green guidance also encourages organizations to pay more attention to sustainability issues and to recruit staff who understand these concerns on the one hand, and, on the other hand, it encourages job applicants to consider organizations that view their social responsibilities seriously and that implement enlightened human resource policies (Career Development Association of Australia [CDAA], 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Green guidance focuses on sustainability issues, especially sustainability in career practices and career interventions aimed at promoting a balance between individual aspirations and societal and global needs (Guichard, 2013a; Plant, 2013). It thus underlines the importance of aligning individual needs with the needs of society, the environment, and the common good (Barham and Eagleson, 2013; Guichard, 2013a).…”

Section: Introductionmentioning

confidence: 99%

“…A green challenge for career practitioners is how they engage their clients in considering the kind of world they want to live and the role they want to play in it (Guichard, 2013a; Plant, 2013). Clients are citizens in the present and have a role to play in constructing the future, which they can discuss with their career advisors (Guichard, 2013a; Plant, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Clients are citizens in the present and have a role to play in constructing the future, which they can discuss with their career advisors (Guichard, 2013a; Plant, 2013). …”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Green Positive Guidance and Green Positive Life Counseling for Decent Work and Decent Lives: Some Empirical Results

Fabio

Bucci

2016

Front. Psychol.

View full text Add to dashboard Cite

This article discusses green positive guidance and green positive life counseling for decent work and decent lives. From a green guidance perspective, the connectedness to nature construct is important both in terms of the meaning of work and life construction. The study discussed in this article analyzed the relationship between empathy and connectedness to nature, controlling for the effects of fluid intelligence and personality traits. In this connection, the Advanced Progressive Matrices, the Big Five Questionnaire, and the Interpersonal Reactivity Index were administered to 144 Italian high school students. The study revealed that connecteness to nature was not associated with fluid intelligence and was only moderately associated with personality traits. It was empathy that showed the highest association with connectedness to nature. The results open new opportunities for future research and interventions in green positive guidance/life counseling and green positive decent work.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Clients are citizens in the present and have a role to play in constructing the future, which they can discuss with their career advisors (Guichard, 2013a; Plant, 2013). …”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Green Positive Guidance and Green Positive Life Counseling for Decent Work and Decent Lives: Some Empirical Results

Fabio

Bucci

2016

Front. Psychol.

View full text Add to dashboard Cite

show abstract

Career Life Skills for 10th Grade Boys in Delhi, India: Mapping Information Literacies for Sustainable Development

Arur

Sharma

2021

Life Skills Education for Youth

View full text Add to dashboard Cite

The pressure is high on career educators to develop information literacies as a life skill for themselves as well as for youth, particularly those from disadvantaged communities, and to document and process career information in a rapidly changing world of work that is relevant to their sociocultural and environmental contexts. We employ a critical or transformative approach to information literacies to explore young people’s socially situated practices of collecting, validating, and processing career information as well as how they might “democratically transform structures of authority over information exchanges, and then maintain scrutiny over this authority” (Whitworth A, Radical information literacy: reclaiming the political heart of the IL movement. Elsevier, 2014, p. 2). We draw from qualitative interviews with ten boys studying in 10th grade at a government school in Delhi, India, and videos produced by them to map their career information landscapes. Using an education for sustainable development lens, “bumps” were made visible in their information landscapes, that is, the tensions that emerge between multiple informational actors for reimagining sustainable futures. We suggest that these tensions can serve as cultural resources that students can democratically engage with in developing crucial career and life skills for their futures.

show abstract