Denis Grcić, Vojka Žerovnik

The theory of career guidance puts forward:
 Elements of career decision;
 Timely preparation for career decision.
These theoretical starting points are valid for all groups of adults and youth, but the methodological approaches change in certain populations.

A young person, who is preparing for a career decision should be familiarised with the importance of distinguishing of personality and with objective options. Before reaching a career decision, the juvenile will have to (in Žerovnik, 1997):
 Review own personal values and views;
 Recognize personal treats and characteristics;
 Find suitable information and use them;
 Check all reasons for and against  of each choice;
 To realize the decision, the individual will have to prepare an "action plan", which includes different activities for evaluation and development of potential and for obtaining information on occupations, education and labour market.

In order for the individual to fulfil all requirements, he or she must be ready for this decision. The preparation begins early in the time, when the development of interests is most intensive. The systematic preparation for career decision is a process that according to Donald E. Super (in Lapajne, 1996) begins in normal population with the intensive development of interests in the age of eleven and twelve and consists in whole of four steps (in Žerovnik, 1997, p. 26):
 The first step is represented by systematic development of interests among children and juveniles;
 The second step is learning about the fields in the broadest sense;
 The third step is familiarising with occupations and obtaining of various information;
 The fourth step consists of search for career goals.

According to the findings of the development and research project titled “Career decisions of socially less included juveniles" [Poklicno odločanje socialno slabše vključene mladine] that was carried out by authors of this paper together with associates from the social work centre Ljubljana–Šiška in 2003 within the institute Izida, Ljubljana, it seems that among children and juveniles with lower social inclusion, besides above mentioned steps, one has to be performed additionally in advance – teaching of social skills. In years 2003 to 2005 in the continuation of the project that is now known as “Social integration of children and juveniles [Socialna integracija otrok in mladostnikov]” it was shown that social skills are efficiently taught with the help of creative activities. In such groups of youth, it is important to teach them to value own, someone else's and group work, where also the role of parents, awareness and education for parenting need to be exposed. We would also like to put forward the role of the mentor or teacher, who must make sure that the participant is satisfied in his work and that his self-confidence is growing. Žlebnik (1975) believes that the mentor should not be indifferent towards the work of his learners, but should provide suitable commendation, incentive or tactful criticism, which should also stimulate.
When first positive results in learning social skills are achieved among this target group, we can more successfully continue with the preparation for career decision with the steps that are envisaged for this process. The whole process thus becomes longer, as the children need to be included in this procedure as soon as possible, right after the situation is noted. In every case, the success is greater if the individual starts preparing for career decision before entering puberty.

Collection of summaries from the third Slovenian congress of social pedagogy with international participation [Zbornik povzetkov 3. slovenskega kongresa socialne pedagogike z mednarodno udeležbo]
REFERENCE: http://www.zzsp.org/Zbornik_povzetkov_Rogla_2005.doc#_Toc116902266; date: 2.8.2006