Revitalising decent work through inclusion: toward relational understanding and action

ABSTRACT

To address the challenges of realising decent work, Contextual Action Theory (CAT) is proposed as an innovative, relational approach. Grounded on the notion of goal-directed actions that occur in daily life, many involving significant others, the approach provides a framework for a relationally oriented supportive counselling intervention that shifts the emphasis to one's relation with others as the way in which one constructs meaning in life and work. This intervention is illustrated with a case of young immigrants in pursuit of decent work as they transition to a new country. Strengths, limitations, and future directions of the approach are discussed.

KEYWORDS:

• Decent work
• contextual action theory
• counselling
• immigrants
• transition

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This work was supported by Social Sciences and Humanities Research Council of Canada [Insight Research grant number 435-2017-0128].

Notes on contributors

Richard A. Young

Richard A. Young, Professor, Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Vancouver, Canada.

José F. Domene

José F. Domene, Professor, Werklund School of Education, University of Calgary, Calgary, Alberta, Canada.

L. Alejandra Botia

L. Alejandra Botia, PhD Student, Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Vancouver, Canada.

Mindy Ming-Jung Chiang

Mindy Ming-Jung Chiang, Graduate Student, Department of Educational and Counselling Psychology, and Special Education University of British Columbia, Vancouver, Canada.

Mathew R. Gendron

Mathew R. Gendron, PhD Student, Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Vancouver, Canada.

Kesha Pradhan

Kesha Pradhan, PhD Student, Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Vancouver, Canada.