A generally held belief in the field of career development is that career attitudes and abilities, including identity and self-direction, can and should be developed in school programmes with a cognitive focus. The purpose of this paper is twofold: first, to question this belief, and second, to provide a new perspective on career development that may inspire innovations for career science, and guidance during the lifespan.,Specific questions are formulated and answered on the basis of sources mainly stemming from neurosciences and different sub-disciplines of psychology. On the basis of a systems theory, a new approach is proposed.,Current approaches in career guidance are at odds with findings and insights from developmental sciences and brain research. Several risks of current approaches are described. One risk is identity foreclosure. Another risk involves the development of ineffective ways of thinking and decision making. A control theory that stems from cybernetics is proposed to offer an alternative view on career development.,One implication for research is that long-term longitudinal approaches are required to fully clarify the development of self-direction and identity. Furthermore, the building and testing of models of career development based on dynamic systems theories is recommended.,The main implication for career practices and policies is that self-direction and identity are no realistic aims for most students. Instead, it is recommended to relieve the pressure associated with career choices for young people, and to give more time, room, stimulation and guidance for exploration and reconsideration, for adults as well. Guidance should consist of offering sufficiently varied work experiences, and counselling when individuals experience conflicts that impede direction finding. Not too much emphasis should be put on reflection and rational thinking. Acceptance and commitment therapy is recommended as an approach offering many useful insights and instruments that may inspire career professionals.,This paper questions a mainstream approach and offers an original point of view.

中文翻译：

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简单易行：关于发展职业认同和自我指导的创新观点

人们对职业发展领域普遍持有的信念是，职业态度和能力，包括身份和自我指导，可以而且应该在学校课程中以认知为重点发展。本文的目的是双重的：首先，对这一信念提出质疑，其次，为职业发展提供新的视角，这可能会激发职业科学的创新和生命周期的指导。在此基础上，提出并回答了具体问题来源主要来自神经科学和心理学的不同子学科。在系统理论的基础上，提出了一种新的方法。目前的职业指导方法与来自发展科学和大脑研究的发现和见解不一致。描述了当前方法的几种风险。一种风险是身份丧失抵押品赎回权。另一个风险涉及开发无效的思维和决策方式。提出了一种基于控制论的控制理论，以提供关于职业发展的另一种观点。研究的一个含义是，需要长期的纵向方法来充分阐明自我指导和身份的发展。此外，建议建立和测试基于动态系统理论的职业发展模型。职业生涯实践和政策的主要含义是，自我指导和认同对于大多数学生而言并不是现实的目标。相反，建议为年轻人减轻与职业选择相关的压力，并为成年人提供更多的时间，空间，刺激和指导，以进行探索和重新考虑。指导应包括提供足够多样的工作经验，并在个人遇到阻碍寻找方向的冲突时提供咨询。不应过多地强调反思和理性思考。建议采用接受和承诺治疗作为一种可以提供许多有用的见解和手段的方法，这些方法和方法可能会激发职业专业人员的兴趣。本文对主流方法提出了质疑，并提出了一种原始观点。