Nota, L. and Soresi, S., University of Padua Italy
A number of theories and models - Lent, Brown, and Hackett's (1996) social cognitive model, Peterson, Sampson, Reardon, and Lenz's (1996) career problem-solving model, Janis and Mann's (1977) and Mann et al.'s (1997) theory of decisional conflict, Gati's (1996) career decision making models - have helped to create an articulated conceptual picture capable of supplying a clearer interpretation of the task related to school/career choice, and to highlight the difficulties people may encounter on their way. Starting from these, as well as from some preliminary research works which have focused on problems associated to school/career indecision in adolescents, the present research aims at setting up and verifying the efficacy of intervention programs having the purpose of reducing a number of choice-associated problems in young adolescents. From the studies so far carried out, the most appropriate interventions with young adolescents seem to be those which focus on strictly decisional competencies, on problem- solving and decision-making so as to enable them to reach the most advantageous choices. Also possible are interventions taking into consideration a series of more general competencies, both cognitive and social, and general decisional abilities, in order to increase the human agency of the individual, that is his or her ability to control events that concern him or her, and to actively intervene. Making reference to this second type of intervention we have devised a program hypothesizing that increased "more general" competencies in dealing with problems should more greatly weigh on these problems and that these educational interventions could actually reduce levels of indecision. Data will be presented on efficacy of intervention as well as on the type of training administered.