Academic Student Career Coaching

Here is a detailed and explained presentation of the career coaching services I offer.
 
It is an accompaniment that is both a real work of reflection guided by our discussions in which you must invest yourself, and also research or exercises, to which you will have to devote a little time between sessions.

This is not a service where I tell you what job to do or what you are cut out for by means of a test or questionnaire and suggest the corresponding training courses, all according to your grades.

I will explain below why this would be against your interest and I will start by introducing the context and the prerequisites for an intelligent and thoughtful orientation by integrating explanations and argumentation.

In a context where we are all formatted, conditioned, normalized and influenced, there is a lot to unravel to ensure that you make a reasoned choice, but first and foremost what we are going to focus on in the work is questioning and then validating what you like and what is important to you. Sometimes we want something for the wrong reasons, and we believe that some things are important when they are not.

It is necessary to start on the right footing, to refocus on yourself, not in the mysterious sense of the term used in the world of wellness, but in the concrete sense, that is to say, to make the distinction between your value system, your thoughts and ideas and those (of others) that you have ended up adopting without realizing it.

The advantage of coaching is that it is a problem-solving process that encourages action and is adapted to each context, specific situation and personality. Wherever you are in your reflection, whether you have already spent hours or very little time, whether you think you know what you want to do as a profession or are totally lost, my role is to adapt and help you validate and make your choice.

What I propose as a guidance service is pure coaching, i.e. based on your own resources. Of course, I could propose you open exercises that do not influence you and that I could develop and refine since more than 17 years to accompany students in their orientation, in order to help you to bring out important elements for you on which to reflect.

It is your specific situation, reflection or problematic that will generate the axis of work of the accompaniment, and, whatever the related problematic, it will be taken into account and solved whether it is about self-confidence, motivation, problems of concentration, organization or any other type of difficulties.

An example: It would be a shame if you were to leave a job simply because of a self-confidence problem or a shyness in public speaking, you will agree.

Sometimes the work on the main problem naturally makes us wonder about certain points that are external to the problem, but which are linked, and of which I have just given an example.
Why do these coaching and accompaniments answer your need and not especially your desire?

I offer you a service that I consider essential. If I propose to guide you according to this method it is for very specific reasons.

Indeed, this does not ideally correspond to what you are looking for and I know it well. On the other hand, it is ideally what you need.

I consider that it is my duty as a professional to offer you what you need before anything else. Imagine that you go to a DIY store, this is an example I often take, would you prefer that the salesman directs you to the product you say you want, or the one he will advise you according to what you have to do? You should trust the professional (if you think he is one), to guide you in the choice of the most suitable tool for the task you intend to do. You will have to listen to his explanations and determine if they are relevant and convincing.

For your orientation, a subject with much more at stake, it is the same thing, you must trust me to propose the best method. So why would coaching, and more precisely the type of coaching detailed above, that I propose to you, be the best method?

To answer this question, we must also talk about other methods and analyze their contributions and limitations, and make a comparison, I talk about this in my article on choosing a guidance service which I invite you to read. It would be too long to detail in this presentation of the service. This one is accessible via the menu of the site. I also talk about it in much greater detail in my modest book "L'orientation aujourd'hui ou l'art de ne pas se planter" available on Amazon, Kobo, iTunes and Google Play, of which you will find a short presentation in the "books" section of this site.

It is impossible for me to summarize more than 50 pages of explanations and argumentation in a few lines, but here are the main reasons:
(For each of the items below, I invite you to do some additional research, if you don't know what it is about).

- I followed one of the most complete French University coaching courses, lasting 1 year
- I have analyzed all the methods, their origins, their shortcomings, their flaws and their contributions
- Following the above point, therefore I do not propose any kind of test or questionnaire
- I do not use any particular toolbox and even less tools used in NLP
- I do not base myself mainly on the themes of the pyramid method which are of little interest
- The client is in an active and participative position and is involved in the reflection process, which cannot take place without him/her
- The client is at the center of the process and of his choices, he is responsible and empowered
- Coaching is based on your situation, your experience, your personality, your resources and your elements
- As a psychoanalyst and with my training as a psychologist and my personal work, I know myself and try to minimize the effects on the coaching,
- I have the skills to identify psychological issues that are beyond the scope of coaching
- I assume that everything can be questioned, including the nature and quality of my coaching
- I know the types of questions and their effects and have been doing my best for over 17 years to master their use
- I do not look for the easy way out and only propose questions and open-ended exercises that allow you to answer in your own way, reframed if necessary to allow you to move forward
- I am careful not to give you advice and it is imperative for me not to influence you, I have been questioning myself for years about influence, especially in terms of orientation (I refer you to my blog and my books)
 
 
I offer you a coaching that is totally centered on you and your own resources, based essentially on the art of questioning, active listening and reformulation, projection and awareness, without any other tools or tests. A coaching whose only framework is the objective to be reached and not the tool used.

In all aspects of their orientation, except perhaps the knowledge of the different paths, pupils and students are almost left to their own devices, whether in high school or in university, during important stages of their student and professional life and they need to be accompanied in a more conscientious and personalized way to put all the chances on their side to flourish!

You will find in the details below an expansion of some of the items listed above.

Coaching for academic and professional orientation/construction of a professional project

Generally, the students' request is quite simple. They want to find their profession. They are not aware that it is not enough to find one's profession and that it does not come down to deciding: "I want to be an engineer" or "I want to be a lawyer".

Defining one's orientation means first of all finding what really interests us in order to define a precise profession, but also necessarily specifying a sector and a field, a speciality.

It is a matter of building your professional project.

My goal is to help you discover yourself, to awaken your desires, what makes you tick, what you like, what makes you want to move forward, what excites you, motivates you, has meaning for you.
In short, make sure that these vague ideas evolve little by little to allow you to choose a profession, a clear, exciting, passionate professional project, matured by deep reflection.

Many students who have a main interest or a passion rightly think that it is not difficult to define one's orientation. They are right in principle, but in reality it is more complicated than that. And sometimes, they tend not to realize that the reality of a daily life is far from the representation that one makes of it and from the previous experience of this passion outside the framework of paid work with all that it implies. It is not unusual today for these students to question their choice. The status of the "passion" profession, which has long been perceived as the Holy Grail by all, is wavering.

Then, there are many young people who do not have a real passion, a real center of interest, sometimes it is rather because they have too many, that none is really more important than the others, and finally, sometimes, it evolves constantly, from month to month, from year to year. In my last two examples, I am talking about zebras, scanners, two relatively recent names for children who are different, EIP, gifted, who simply have a different way of functioning, a particular way of thinking, and a different relationship to the task and to their interests, but not only.

And for all those who are hesitating, don't forget that double courses exist!

I will be very sincere, for these different students, sometimes it is not a question of helping them to find their job, but rather to help them to define the jobs they will dislike the least, in which they will be the least bothered, the branch in which they will be able to quickly change position, role or activity for example and there is a real work of acceptance, of awareness to be implemented. Yes, there are EIPs (or HPIs) who find it very difficult to accept being confined to a single professional activity and for whom adapted solutions must be found.

I know very well the specificities of these children and young adults, following my readings and research since about 2011 and I have had the pleasure of accompanying many of them.

In short, it is essential to be accompanied in one's choice of orientation and for the student to take responsibility for thinking about and researching this issue. It is important to put all the chances on one's side, and to move forward serenely by asking the right questions, in order to reach one's personal, professional and fulfillment objectives, but above all to avoid failure or dropping out in the first year as is unfortunately the case for 50% of them, according to credoc sources, and thus avoid losing time, motivation and an inevitable part of one's confidence.

The coaching services I offer meet these expectations and allow you to move forward concretely, step by step, in the definition of your career orientation.I do not work with tests but only with questioning, you can refer to the section of this site on the course of an orientation coaching to learn more.

My role is to adapt myself, to meet your expectations and to help you make your choices without influencing you.
Guidance coaching can be more or less focused:
  • Job Choice,
  • building a professional project,
  • choice of university or school.

Our work will depend on your specific request.

The question of motivation and self-confidence

These are central issues in the definition of a professional project, because their action, their impact, their consequences are truly limiting.

It is often necessary to unravel this by working on these issues to ensure that the choice of orientation is not biased.

In short, what I call motivation is actually a general observation that the student is not working, is not getting to work, or is dropping out quickly, and that is not the real problem. The real problem is the cause of this lack of motivation and this is what needs to be defined so that the student can move forward again. This is the work of reflection that I undertake: to help the student to look for and express the cause and then to help him to find his solutions.

In 90% of the cases, it is a problem related to orientation, a lack of objective.

I will only address the issue of self-confidence here from the perspective of orientation.

This handicap is most frequently caused, during the school or student career, by fear (or more specifically anxiety, anguish in all its forms). It can "affect" in depth and almost always influences orientation choices.

Sometimes students are really aware of it and come to me to work on it. Sometimes, it is by digging a little that the student becomes aware of the biases and limitations of their thinking because they have :
  • fear of defining a goal
  • fear of making the choice to reach that goal
  • tendency to doubt one's abilities, one's value, one's skills
  • tendency to think that he will fail
  • shyness, fear or discomfort with public speaking
  • fear of facing the gaze and judgment of others
  • fear of disappointing parents
  • fear of trying everything and failing despite his efforts
  • fear of not being smart enough
  • fear of being aware of one's limits

Of course there are some redundancies and this list is not exhaustive but it is to illustrate the different ways they have to verbalize it.

Depending on the personalities and the issues at stake, we can approach the work from different angles. A first step of reflection and awareness of oneself, one's experiences, one's history is necessary and this is what will invariably guide the work.

Orientation coaching has a primary interest: it makes you AUTONOMOUS. I am going to make a small aside because it seems to me very important.

I have already insisted on this point which seems to me to be essential in other articles, and it is thanks to the feedback of a client that I understood it. Contrary to other orientation methods, the coaching process will aim at developing autonomy towards the reflection on one's orientation but also towards the coach.

It sometimes happens that when one does not do enough research on a profession and its training (during the coaching or afterwards) one realizes afterwards that it does not (or no longer) totally correspond to one's priorities. Because of course, priorities can change, and sometimes very quickly, especially at 17 / 18 years old! Or maybe you are so excited and euphoric to have "found" your job at the time that you are not lucid enough about the other elements of this job to take into account or about your own priorities.

One student came back to me by email (this email has been traduced from French):

"Where we left off, I claimed I wanted to work in human resources. However, when I researched related courses, I realized that this is not at all what I am interested in.

So I came back to communication and realized that the digital and network aspect of communication makes me vibrate. It's a fast developing and very versatile sector, it allows me to integrate an event or cryptocurrency company.
I wanted to thank you for the help you gave me. We may not have come to the right conclusion together, but you taught me to create a personal reflection and to think about myself. A skill that now serves me on a daily basis."

 

This shows the importance of this SELF-REFLECTION.

In this last case, we can see that despite the fact that his desires or priorities change (after 3 weeks, or after 10, 30 years), you are autonomous and resume by yourself the reflection with a real structure, on your job, allowing you to reach the goal.

 

Last Blog Articles

  • The difference between influence and manipulation and the reasons for these behaviors

    Information
    Publié le 12 October 2021 par Philippe Vivier dans Reflections on Influence - Manipulation

    I am often astonished by the way these terms are used, whether in articles by bloggers or vloggers of varying quality, or in the literature and research in social psychology and clinical psychology, particularly the very trendy one on narcissism, whether it be the question of narcissistic personality or narcissistic perversion disorder.

    This misunderstanding in the use of these terms led me to wonder.

    Of course, there is an etymological difference between the two terms, but that is not the subject here.

    In my opinion, we must focus on the meaning of these words, since they are used as a qualifier for an action.

    For the Larousse dictionary, influence is the fact of an “Action, generally continuous, that something exerts on something or someone” and manipulation would be the “Action of directing the conduct of someone, of a group in the direction that one wishes and without them realizing it”.

    This would imply that the fundamental difference between influence and manipulation is that the victim be or become aware of it.

    Context would therefore also seem to play a role in being able to identify influence or manipulation through the examples offered: an example of political manipulation in one case, and television influencing youth in another.

    Concepts that are intermingled in the collection of expressions using the term influence, we find; “subjected to a manipulation of ideological, psychological order.” Moreover, the use of the term “ideological” also refers to politics,

    ...
  • Being comfortable with your Coach is not that important!

    Information
    Publié le 11 September 2021 par Philippe Vivier dans Academic and Career Guidance

    All coaches and therapists are subject to the vagaries of their clients' lives and to the fact that they sometimes drop out because of discomfort, whatever term is used. In the context of coaching, this is much less important, in my opinion, than the general discourse based on the principles of therapy, as taught to all apprentice coaches in training schools, and which consists in indicating that it is essential, which logically leads to the emergence of discourse suggesting that one should not take on coaching when one does not "feel" able to do so with regard to one's own shadow areas, etc. This implies that the coach would know his shadow areas that he would have explored in therapy beforehand, which is generally not the case. This can also be explained simply by the diversity of profiles that register for coaching training without any prior knowledge of psychology or therapy methods. It is a question of making this public conceptualize the commercial relationship particularity that unites a practitioner with his client, which is quite different from the one that a salesman at the wallmart might have with his client.
    It is thus a question here of discussing the principle that I myself have put forward from the beginning in the introductory texts present on my website, without very detailed explanation, aiming at explaining that it was important to have a good "feeling" with one's coach. I have decided for this article to focus on what is necessary without being

    ...
  • How to know if an influence is good or bad?

    Information
    Publié le 31 July 2021 par Philippe Vivier dans Reflections on Influence - Manipulation

    Influence could be good or bad, positive or negative? A notion that is more a matter of common conception than of scientific reality, even if social psychology has taken an interest in it.

    It is not necessary to question whether it is fair to consider that there can be negative influences when referring to trauma, alienation or indoctrination, to mention only some of its most telling forms. The whole point of this article is to see if we could, by argumentation, manage to define whether influence can be beneficial in a general way, according to the context, in all honesty and intellectual vigilance.

    More simply, can we talk about good influence? Does a good influence exist? If a good influence exists, to what extent is it identifiable and what makes it possible to define that it is universally and unmistakably good in all its effects?

    Can all these questions be answered a priori? Let’s try.

    The question of whether some influences are less harmful than others in their effects is not one, that is quite clear. Whether it is in a similar context or not.

    We can use as an example the case of a friend’s advice in a similar context of buying a car and the case of two subjects with different contexts.

    The context of buying a car, where you tell a friend, assuming that you would be likely to follow the advice given and thus be influenced:

    You have two children aged 12 and 14, your spouse’s car is a city car, your family’s outdoor activities are surfing and mountain biking, and the

    ...
  • 5 simple steps to protect yourself from influence

    Information
    Publié le 25 July 2021 par Philippe Vivier dans Reflections on Influence - Manipulation

    What is influence?

    A vast subject whose spider’s web that can represent it is terribly fine, often imperceptible and complex to correctly identify and map in order to define it, but also to explain it and try to thwart it.

    This article does not aim at detailing the influence in its smallest aspects and effects, that would be too long and tedious. It has two main functions:

    • The first one is to give you a list of what you can do to limit its effects,
    • The second one is to explain to you how to do it concretely by giving you some explanations and examples.

    So for those who are in a hurry or who need a structure before a presentation, here are the 5 key steps to help you protect yourself globally from influence. It is a general process that cannot necessarily correspond to all types of influences, but it seeks to combat beliefs, norms and the acquisition of new knowledge, among others.

    --------------------------------------------------------------------------------------------------------------------------------

    5 steps in 2 parts, adaptable according to the subject:

    I) Question the source’s expertise 

    1. Who is speaking? What is their training and background?
    2. What element makes it possible to determine if he knows what he is talking about?

    II) Questioning the discourse 

    1. Does he cites his sources or the origin of his statements or reasoning?
    2. You must deconstruct and analyze the speech and the level of justification and precision of the statements.
    3. You have to check the possible
  • ...