Intrapersonal, social, environmental-societal influences and career development learning during childhood

ABSTRACT

Recent trends in developmental psychology and developmental systems theory have opened child career development learning (CCDL) to new perspectives. This study adopts a Systems of Influences perspective with the aim of highlighting the development of systems of influences characterising students attending an Italian primary and middle school. Two levels of analysis emerged, addressing (1) the ability to identify influences and (2) the self and social awareness characterising the personal systems of influences developed by participants. This study underscores the relevance of a diachronic and systemic perspective in understanding age-specific systems of influences and their meaning for CCDL and related educational actions. It also provides insights into the meaning of the current complex challenges associated with the COVID-19 pandemic.

KEYWORDS:

• Systems of influences
• self and social awareness
• age-specific patterns
• diachronic approach
• challenging events

Disclosure statement

No potential conflict of interest was reported by the author.

Ethical approval

All procedures in the study were performed in accordance with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Data availability statement

Due to confidentiality agreement with schools and families involved in the study, the dataset generated and analysed during the study are available from the corresponding author on reasonable request.

Additional information

Notes on contributors

Sgaramella Teresa Maria

Teresa Maria Sgaramella, Ph.D., is an Associate Professor at the Department of Philosophy, Sociology, Education, and Applied Psychology, University of Padova (Italy). Her research interests includePositive Development from childhood throughout adulthood and focus on social and emotional competencies and executive skills, on systemic determinants of development, and their role on future orientation and wellbeing. She is vice president of ESRAD, the European Society for Adult Development; active member in the IASSIDD (International Association for the Scientific Study of Intellectual and Developmental Disabilities); and the founder and active member of the NICE (Network for Innovation in Career Guidance in Europe) Foundation. She is currently coordinating the Italian research team for the Erasmus+ projects psSMILE (Social and Emotional Capacity Building in primary education) and InCREA (Inclusive Education through Creative Artmaking).