A WORD TO PARENTS

Press, Volume XCVII, Issue 28481, 10 January 1958, Page 15

A WORD TO PARENTS

By

G. C. BROOKES

DEFINITIONS are always difficult to arrive at, but my concept of vocational guidance work may be put like this:— It aims at helping a young person to study and to understand himself, his resources, his limitations, and their causes, and to appreciate and to develop his aptitudes, abilities and interests; to gain a knowledge of the conditions of success, the abilities, educational and personal requirements, the advantages, disadvantages, and opportunities in different occupations; and to reason clearly about these matters.

This emphasises that the choice is the young person’s while older persons help him. It emphasises too the fact that choosing a career is a gradual process, not something which happens suddenly, when a girl or boy leaves school, for example. . The stage at which the choice is made varies, of course, with the individual since people mature at different rates. It should not be made until there is a sufficiently wide background of information and experience to ensure that it may be a wise one. Parents should not be unduly worried if their children are older than the average before reaching a decision. Most children pass through several stages in the process of occupational choice. First there is the "fantasy” stage during which [the girl is going to be a nurse one

day and a lady in an office the next, and the boy anything from a bus driver. to a jet pilot or explorer. Later they become rather more realistic but still tentative, considering this or that in terms of what interests them or catches their attention at the moment. As they grow older, children see more clearly the relationship between their abilities and their interests, and learn to judge occupations more objectively in terms of the actual work done in different jobs and of opportunities. It is at this stage .that their ideas become particularly affected by the system of values that they have built up. This largely results from the attitudes that parent, teachers and other people with influence ovex them have displayed to occupations. ~ How often do we hear: ” Is

a good job; 1 know a boy who is earning £l5 a week at it?” Or: “Boys should learn a trade because they will never be out of work during a depression.” Or. “You’ve too many brains -to take that on.”

Such generalisations may not only be inaccurate but actually harmful when applied to individual children. The only true criterion for a “good” job is whether the particular boy or girl is suited to it.

Most parents today believe quite rightly, that it is unwise to try to force children into the careers they have chosen for them. But it may be equally unwise to leave the choice entirely to the child who lacks knowledge and experience and maturtiy of thought and outlook. Most children feel the need, even if they don’t express it, for parental advice and opinions.

These should not be forced on them, but there should be discussion at least in the home and a somewhat more positive interest than is shown by some parents. During their early years most children need little stimulation to talk about careers. As they develop it helps if they can be encouraged to see occupations in a series of "Family Groups." They should be guided to concentrate later on a group of related occupations. Interest can form a basis for one such groupingartistic, mechanical, literary, clerical, scientific, outdoor, ate. Another method la according to

the educational level required—two years’ post-primary education, School Certificate, University Entrance, and so on. I prefer a method that in part combines these two and all our information about careers is classified under the main headings of:—

Health (dentistry, medicine, nursing). Artistic and Learning (art, journalism, library work, teaching). Scientific and Mathematical (architecture, engineering, science, valuing). Trades (including all apprenticeships, clerical administrative and legal work). Sales (all occupations leading to buying or selling). Industry (occupations concerned with the processing or manufacture of goods). The Public Services, local bodies armed services.

The final stage in the process would be the choice from the more limited and realistically conceived group or sub-group. It should be emphasised here that it is important’to distinguish between “interest” and "ability.” The one does not necessarily presuppose the other. Realistic interests and potential abilities are difficult to det*nine at an early ‘ age and this makes it important to avoid fixing a young child's interest either for or against a, particular occupation. By starting early and finding out as much as possible about as many careen as possible the range of choice is made wider. By discussing careers abtf;examining them realistically ift relation to oneself, it is possible to narrow that choice to a wise one: