To find out the trend of adolescent Students of present time who are mostly like to be in creatively...

To find out the trend of adolescent Students

CHAPTER I

The Trend of Today-In Our Young Generation

Today’s youth are more aware of how brands impact their

lives than ever before. And the smartest brands are using

the digital social sphere, pop culture, and new

technologies to reach these young customers. Although a

majority of 16- to 34-year-olds say pop culture has

influenced their personalities and attitudes.

Highlights from the newly released Prosumer Report,“Hashtag

Nation: Marketing to the Selfie Generation,” include:

Let’s be friends. Young people are far more willing

to invite brands into their lives than are older

generations. Nearly half of all young respondents

characterize brands as “essential” to them—compared

with just a quarter of those aged 55+. But a word of

warning to marketers: 4 in 10 respondents aged 16‒34

say brands don’t take young people seriously enough.

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Branded content as social tool. Sixty percent of

young respondents consider brands to be “an

important part of the creative content online.”

Smart brands are helping young people to navigate

the social waters by offering shareable content and

experiences worth talking about.

Pop culture made me. Far more than older

generations, young people say pop culture has helped

to form their personalities (51%) and attitudes

(50%). And though we’re largely talking about

American pop culture, those figures are higher in

emerging markets.

Technology brands are closest to young people’s

hearts. Samsung, Google, YouTube, PayPal, and Face

book are millennials’ favorite brands, according to

HavasWorldwide’s most recent Brand Momentum polling.

But, as this new report shows, any brand can become

a tech brand by using digital technologies to

provide something new and innovative to consumers.

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The New Consumer and the Sharing Economy

Seventy percent of the 10,574 people surveyed around the

globe believe that overconsumption is actually putting

our planet and society at risk. Half say they could

happily live without most of the items they own. And two-

thirds make it a point to rid themselves of unneeded

possessions at least once a year. In the just released

report, The New Consumer and the Sharing Economy, Havas

Worldwide explores the coming wave of “smarter”

consumerism that promises to significantly alter our

economic models and the roles brands are expected to

play.

Brand Relevance

Facing universal skepticism from consumers and stiff

competition from a sea of competitors, how can a brand

differentiate itself to win a loyal following—or at the

very least, to prove itself worthy of its customers’

time? It boils down to two essential elements: trust and

dynamism—the consumer’s perception that a brand has

delivered on the promises of the past while

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simultaneously helping lead the way to a better future. A

new global study from Havas Worldwide, “Building Brands

that Matter: The Sweet Spot between Trust and Dynamism,”

explores the critical factors at play in brand success

and consumer engagement. Tracking factors such as

transparency, innovation, authenticity, utility, and

sociability, the white paper identifies what people

around the world truly value in their relationship with

brands.

Talent Mandate

"Our employees are our greatest asset"—it's a cliché

companies feel obliged to spout. Some may even believe

it. But as with eating healthy food and getting exercise,

lip-service doesn't make goals come true. In this

groundbreaking book, Andrew Benett explores how truly

"talent centric" organizations thrive in today's changing

economy. Based on original research and in-depth

interviews with outstanding leaders of talent-driven

organizations such as Zappos, DreamWorks Animation SKG,

Nestle, Dow Chemical, The Motley Fool, AnswerLab, and

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more, Benett uncovers emerging trends and benchmarks and

shows why it is so important to invest in and develop

tomorrow's talent.

Digital and the New Consumer: Emerging Paths to Purchase

As e-commerce extends into mobile technologies, growing

numbers of hyper-connected consumers are making smart

phones a regular part of their purchasing processes. This

worldwide trend is moving fastest in certain emerging

markets, where switched-on consumers are proving more apt

to embrace m-shopping than are their developed market

peers. This study explores how consumers are moving on

from the last decade’s relatively simple and static model

of e-commerce to the more complex and dynamic systems.

Circular Chase Trends

The fascination between the Eastern and Western worlds is

now going beyond the superficial into a richer territory

of deeper values.The East is now more interested in the

Western values of social liberation rather than just

greater opportunities, success,and money . And as for

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the West, increasingly robotic lifestyles have resulted

in a spiritual and an emotional vacuum, which is leading

Westerners to embrace more Eastern mantras.

Love and Lust in the Digital Age

20th century science fiction scenarios of computer sex

and love are becoming real in the 21st century for the

rising generation of Millennials, who are immersed in

computer games and online socializing. Having grown up

digital, Millennials are more likely than older cohorts

to access it, experience it as real, and regard it as

normal.In HavasWorldwide annual “Love & Lust” survey,

conducted among 2,000 adults in the US and UK, almost

one-third (32 percent) of 18-34s say that virtuality is

reality, meaning that for them, what happens online is

real.

Communities and Citizenship: Redesigned for a New World

Who has the most power to effect change today? If you

think it’s the world’s political leaders, you’re in the

minority.Our newest global study shows that the single

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greatest agent of change is “the people, empowered by

social media.” It is part of a shift that is seeing the

responsibility for solving our most pressing challenges

shared not just by the world’s governments, but also by

citizen-consumers and businesses.

Trends: 13 for 2013

The only way to survive and thrive in an age in which

fluidity dominates culture is to arm yourself with the

right tools. In this quest, trend spotting is more

important than ever. It’s essential for creating relevant

content and shaping products, services and markets. Why

is knowing about trends important? Spotting trends is big

business for people in many industries and walks of life

who need to be thinking ahead, for themselves and their

colleagues and clients. Trends help identify the driving

forces behind today and the future and plan for long-term

success, and they help discover unexpected opportunities

that can transform brands and businesses

Aging: Moving Beyond Youth Culture

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Insights into the world are changing perceptions of aging

and what “old” means in this era of longer lifespan. We

find that as the median age in many countries heads for

40 and beyond, prosumers and mainstream consumers are

tiring of the obsession with endless youth. They are more

interested in aging well—feeling good, remaining active,

and maintaining their health, fitness, finances, and

independence for as long as possible.

This Digital Life

Insights into feelings about the digital lifestyles the

world has embraced. After a whirlwind romance and heady

honeymoon with all things digital, we find people around

the world are now taking stock of what’s good about it

and what’s not. They want to take advantage of modern

conveniences without losing what’s natural and authentic.

Their appetite for digital is tempered by a hunger for

real meaning and deeper satisfactions.

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My Body, Myself, Our Problem: Health and Wellness in

Modern Times

Insights into the emerging attitudes and behaviors of our

society as people become more interested in health and

wellness. As the world faces a ballooning obesity crisis,

we find people want to be more proactive in managing

their weight, tuning up their cardiovascular systems, and

managing their brain health. Amid widespread mistrust of

many health-related businesses, they yearn for more

transparent products and services that honestly help them

live better

MILLENNIALS: The Challenger Generation

Insights into the up-and-coming generation of today’s

youth and tomorrow’s leaders.

Despite the problems facing the world, we find that this

confident generation has a distinctive mix of optimism,

principles, pragmatism, and respect for their elders.

They feel a duty to work together to create positive

change with the help of technology and brands that earn

their trust.

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GENDER SHIFT: Are Women the New Men?

Insights into the growing power and influence of women

through the attitudes of young people in the world are

leading economies. We find that debates about women’s

rights and capabilities are history for this post-

feminism generation, who see the sexes as equal but not

identical; they reject unthinking stereotypes, but they

value real differences. Gender roles and traditions have

been turned on their heads.

The New Consumer in the Era of Mindful Spending

Insights into changing consumer mindsets gathered from

our Prosumer study across Brazil, China, France, Japan,

the Netherlands, the U.K., and the U.S. The 2007-2008

financial crisis prompted widespread belt-tightening and

soul-searching. We identify important shifts in consumer

values away from knee-jerk spending and toward more

purposeful purchasing. We see a desire for greater

substance, a quest for personal improvement, more mindful

consumption, and expectations that companies embrace

higher ethical standards.

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Earn while you learn generation

Today’s generation wants to have everything quickly, be

it their degrees, starting to earn money or being

independent. Many individuals of today’s generation do

not want to spend years and years studying. They want to

become independent quickly and start earning money. They

are attracted towardscreatively vibrant professions as

these are more glamorous, practical and give a chance to

earn while they learn.

What is called creatively Vibrant?

INNOVATION – We think creatively yet strategically and

look beyond what already exists to see what could be. We

identify new possibilities, initiate change and help

motivate others to agree on new solutions. We evolve with

Vibrant and help Vibrant evolve.

ENTREPRENEURSHIP – We own our responsibilities and feel

accountable for every detail of our work because we care

about our customers, colleagues and personal development.

We stay focused on our objectives; follow through on our

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goals, and work to solve challenges as individuals and as

a team.

VIBRANCY – We bring passion, energy, positivity, and

intelligence to everything we do. We put our egos and

differences aside and stay focused on achieving common

goals. We believe in working hard and playing hard and we

celebrate our accomplishments and team wins.

Prefers More Training Program than Theoretical Studies

People often said that the term ‘job satisfaction’ is a

paradox, depending mostly on your personal interests. For

example, if you are inclined towards machines and

technology, you will probably not enjoy careers where you

need to interact with the public on a daily basis. There

are different creative funs careers that can help you

draw a handsome salary and enjoy every moment.

To have a rocking creative career, you need to have a

knack for it. If you enjoy music or painting, you can

pursue your interest and eventually start cashing in on

it. The pay may vary from one career field to another.

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For example, if you can prove your worth as a greeting

card writer, you can earn as much as $150 a day. If you

want to have a career in writing, you can earn a never-

ending royalty. However, success in creative fun careers

depends upon how suitable you are for that creative

field.

If you have keen artistic eye, talent and some technical

skills, photography is an option you may consider.

Photography is all about flair and availability of

specific accessories like lenses and lighting equipment.

This is not meant for anyone and everyone. You will need

professional training to hone your photography skills.

With the right kind of equipment, the right attitude, you

can have a bright career prospect in photography.

Have you ever considered a career in the field of acting?

Stage, films, and commercials offer ample opportunities.

You cannot expect to have a quick rise to the top in the

very beginning. But in due course, you will eventually

earn the limelight with a steady flow of income. You can

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prepare by attending workshops, acting schools, and

working with acting coaches.

There are more creative fun careers to consider. You can

earn by traveling, doing research work and even by saving

others. There are many career options that offer a

lucrative pay package but if they don’t interest you,

then it is best to do what you love. Remember to always

be mindful of your interests as you begin heading down a

career path.

What is a creative personality?

Creative people have a flair for making something from

nothing, whether it’s writing a story, putting together

new music, producing a film or even coming up with new

hair styles. It’s not an easy thing to do and if you do

naturally enjoy creating then you’re very lucky.

Primary factors needs to be there in personality traits

for a creative person:

If you can tick more than five of the following points then you have a creative

personality:

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I have lots of energy

I’m not embarrassed to put ideas forward, even if

they may seem silly

I’m a playful person

I have a vivid imagination

I am passionate about the things I enjoy

I enjoy hobbies

I’m a sensitive person

I would describe myself as an artistic person

I enjoy creating new things

I’m a very open person and I’m willing to listen to

new ideas

So are you a creative person? No - check out some other work personalities in

our career assessment tools using during assessment of our students’ clinet.

Making money from a creative personality

It’s easy to think that you can’t make a good living if

you go for creative jobs as often they are more

competitive so people will take lower salaries. However,

some of the world’s most successful creative people have

actually really hit the big time…

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JK Rowling – Need we say more? The incredibly successful

author of the Harry Potter franchise is now a multi

millionaire. In fact, according to Forbes Magazine, she

was worth £620 million in May 2011. Wowsas.

Steve Jobs – The sadly deceased creator of Apple was

incredibly creative and saw product opportunities where

other people didn’t. It was reported by Forbes that he

was worth $7 billion before he died late last year.

Mark Zuckerberg – Another computer whizz, Zuckerberg came

up with Facebook, which has revolutionized the way we use

the internet and interact with each other. In November

2011 he was worth $17.5 billion. Yes, billion.

Giuseppe and Gaetano Mascolo – Never heard of them? How

about if we say Toni and Guy? Yup, these are the brothers

who started a creative hair salon, revolutionized

haircuts and went on to earn a reputed family worth of

£250 million.

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Changing Trends among Adolescents in High Schools:

Lifestyle, Career and Happiness

The term “adolescence” comes from the Latin word

“adolescere”, which means ‘to grow’ or ‘to grow to

maturity’. As the term “adolescence” is used today, it

has a broader meaning and includes mental, emotional and

social as well as physical maturity. The definition given

by WHO defines adolescence both in terms of age (10-19

years) and in terms of phase of life marked by special

attributes. These attributes include rapid physical,

psychological, cognitive and behavioral changes and

developments, including urge to experiment, attainment of

sexual maturity, development of adult identity, and

transition from socio-economic dependence to relative

independence. Adolescence is an extremely enthusiastic,

energetic, joyous and fun loving period. The exact start

and end of adolescence are arbitrary, but adolescence is

the time when puberty brings about physical changes,

gender role definition gets intensified and girls and

boys move from childhood to adult roles as wife/husband,

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mother/father, worker and citizen. It is the preparation

for the adulthood; it can be a critical stage in the

lifespan of human development because of biological,

Psychological and social interaction at varied levels and

adolescents face many problems varying in severity

according to different levels, society, sex and other

detrimental factors (Kavitha, 2010)

Onset and End of Adolescence

The interplay of biological changes and social attitude

will determine the psychological meaning of puberty for

its members. The common themes and assumptions, which are

relevant in this context, are: The onset of puberty marks

the beginning of adolescence. There are individual as

well as cultural differences in the length of adolescence

and in the age of onset and completion. While the

physical changes of pubescence signal the beginning of

this phase. Sociological criteria such as achievement of

adult status and privileges, marriage, the end of

education and the beginning of economic independence

frequently mark the termination of adolescence. The stage

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of adolescence is likely to end earlier in primitive

cultures and later in technological ones.

Career Aspirations

Career aspirations refer to an individual’s expressed

career related goals or intentions and also include

motivational components that are not present in mere

interests. Career selection is one of many important

choices students will make in determining future plans.

This decision wills impact them throughout their lives

“Work is one of our greatest blessings. During

adolescence, aspirations are especially important because

they allow them to evaluate the degree to which various

choices help or hinder their chances of attaining desired

goals.

Significance of the Study

Adolescents are very particular about how they look and

what others think about them. Exposure to western markets

and international brands, malls etc have given rise to

huge display and access to fashionable clothes,

electronics, and food products- ready to eat which come

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handy to the working families. All of us hope to work

towards a future that is stable, happy and secure. It is

natural that adolescents have similar thoughts about

their own lives. However the difference lies in their

perspective about the future. Adolescents begin to feel the pressure

of having to state what they want to be by the time they reach the end of their

schooling. In fact they have to make academic decisions at

school that would more or less seal their career. Choices

of career available have expanded. Medicine and engineering is

no longer considered as a profession for boys. In today’s modern world

girls also look forward to a secure career. But what’s

interesting to know is that, do they still choose the

typically stereotype professions? How do they make their

choices? And what is the influence of parents or are they

given freedom to decide themselves? Happiness is

something we all strive for. It may mean different things

to different people at different stage of life. For

example… during adolescence happiness would simply mean wearing

fashionable clothes, eating out or independence from surrounding….where

as in the adult stage happiness means more stability and security in life,

career, relationships etc. Adolescence is a stage where they

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become more independent and construct their self-concept.

Therefore, we deiced to study these changing trends among

adolescents such as lifestyle, career aspirations and

state of happiness among urban adolescents. The present

study on “Changing trends among Adolescents in School:

Lifestyles, Career and Happiness “has been carried out.

It has aimed to carry out a comparative analysis between

the 2-group of school going students at Class XII private

and government schools of Kolkata. 1-group of student

came for career counseling being confused and indecisive

and other join the Career Counseling program at their

parent’s office premises under the supervision of

Employees’ Welfare Association. Basically three aspects

were covered which include various subfields like

friends, dressing style, communication with friends,

skill efficacy, the remarks of their close associates on

their skill, choice of subjects, goals in life, what

makes them happy, their stress level, personality,

subject aptitudes and preferences using standard

assessment scales.

Objectives

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To study the lifestyle of adolescents in schools.

To find out the Career aspirations of adolescents in

schools.

To analyze the gender differences in lifestyle,

career aspirations and happiness in schools.

To study the career trend among the adolescents

To study the career pattern

To study the types of most preferred careers

Modern Family Structure

The family is generally regarded as a major social

institution and a locus of much of a person's social

activity. It is a social unit created by blood, marriage,

or adoption, and can be described as nuclear (parents and

children) or extended (encompassing other relatives)

(Nam, 2004).

As new social trends, the structure of family has changed

dramatically in the past three decades in most countries

in the world (Brace et al, 2008). The family is conceived

as composed by parents and unmarried children in

traditional mind. However, in the modern society, the

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definition of family has moved from only couple and

children to family household. According to European

Community Household Panel, a family household is a group

of people who live together, share the bill and

housekeeping arrangement (Askegaard et al, 2006). Family

household types in modern society are diversified, such

as single parent families, reconstituted families,

unmarried cohabitation families, traditional families,

and couple with no children families and roommate family

households. The reason of diversified family household

type is that unmarried cohabitation, delayed marriage and

delayed childbirth are trends for young people in the

recent years. Furthermore, there have been increases in

the proportion of the return of mothers to the workforce

and the number of divorces and a decrease in the

proportion of “intact” family unit (two biological

parents and their dependent children).

The Change – Then and Now

“The extended family used to be the most common family

unit.” Typically, the extended family unit consists of

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three generations living together under one roof. This

type of living arrangements encompasses parents,

grandparents, children and often also aunts, uncles and

cousins.

Historically, the extended family provided fostering,

pension and economic functions. Children were expected to

care for their parents when they were old. This kind of

inter-generational contract provided security and

stability. In the 1950’s, the nuclear family replaced

the, by then dominating, extended family structure. The

nuclear family consists of a mother, father and one or

more children.

Blended family:

Blended family also referred to as stepfamily, describes

“a family that includes children of a previous marriage

of one spouse or both”.

Single-parent

“Single parent is a term that is mostly used to suggest

that one parent has most of the day to day

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responsibilities in the raising of the child or

children.”

Same-sex Relationship and Marriage

“A same-sex relationship is a relationship between two

persons of the same sex”. The recognition of same-sex

marriages goes along with a debate about civil rights,

political, social, moral, and religious issues.

The Sandwich Generation

The term Sandwich Generation labels middle-aged people

“because they must attend to those above and below them

in age”. The number of traditional families is declining,

but the function of taking care of parents has been

preserved.

Parent Ambitions for Children

Children often aspire to become like their parents, in

one way or another. From their infancy until their

teenage years and sometimes even later, they are strongly

influenced and guided by their parents. They admire their

seniors and strive to please them, as well as to be

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accepted by them. This interaction essentially determines

not only their personality, opinions and beliefs, but

also their ambitions. Parents define their children to

such an extent that they ultimately become catalytic role

models shaping their little ones' dreams and aspirations

Often, parents will subconsciously use this influence and

power over their children to fulfill their own unresolved

ambitions. This can in some cases push the child towards

an area where he will succeed and find his purpose. In

other cases, however, it might prevent him from exploring

other fields and discovering a great talent somewhere

different. The parent's unfulfilled desires can encourage

the child's talent or suppress his potential.

Parents often say they want their children to be who they

are rather than fulfill some parental ambition of who or

what they should be. But, without realizing it, this goal

is sometimes thwarted by concerns left over from a

mother's or father's own life.

Sometimes, parents try to redo their own lives, repair

their mistakes or fulfill lost ambitions through their

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children. Perhaps, they imagine, their own path not taken

will be followed by a child. For instance, the failure to

excel at a particular subject in school or to develop a

wished for talent is experienced by a parent – and, as a

result, by the child – as a failure.

Both negative expectations – the anticipation of

characteristics parents don't want to accept – and

positive expectations – the ambitions they dream of for

their children – can be equally intrusive in the

development of the real child. Behavior seen from the

vantage point of negative expectation is often then

viewed as problem behavior. Despite their good

intentions, they may try to correct something in their

child simply because they identify it with something they

don't like in themselves. They have difficulty seeing

their child as someone separate from themselves.

Students Pressurized By Parents to Choose Their Career

Options

Parents influence children’s career choices both

intentionally and inadvertently. By the time children

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move into adolescence, they begin seriously considering

their futures, often looking to their parents either as

role models or for career advice. A parent’s approach to

this can either inspire teenagers to explore a diverse

set of potential occupations or to stick to a path they

think their parents will approve of.

Adolescents often take their cues from their parents

regarding what career doors are open to them. Parents'

high standards sometimes influence children to pursue

activities they think will win the approval of their

parents. For example, some parents punish their teenagers

for not earning straight A’s, or criticize them for

pursuing art instead of a practical profession such as

law or medicine. In these cases, teenagers might feel

obligated to select a prestigious or high-earning

occupation to earn their parents’ respect or to make them

proud. On the other hand, when parents make it clear they

have no specific expectations for their child’s career,

they often feel free to explore a greater variety of

professions, choosing one based on their own preferences

instead of those of their parents’.

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The influence of parents on the lifelong goals of

children becomes apparent with regard to careers. Parents

may subtly or directly encourage children to take over a

family business, or remain in the same line of work as

other family members. For example, a family of lawyers

may expect their children to follow in the footsteps of

their father, grandfather, and great-grandfather.

Conversely, families who do not view a college education

or white-collar careers as a realistic option for their

children may discourage related goal setting toward these

objectives. Parental pressure may play a role in lifelong

goals, too, according to John Hopkins Center for Talented

Youth. For example, children who feel pressured to meet

career standards established by their parents may adjust

their private goals in order to please them.

Parents often-with best intentions in mind-decide what

career their children should set their aims upon. They do

it to secure their child’s future or due to deeply rooted

thinking styles or prejudices. Either way, the child’s

dreams, desires, and talent are often left to waste as a

consequence. The child isn’t given the opportunity, or

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the option, to explore and harness his capabilities and

choices. Thus he doesn’t know what his aptitude is for a

certain career path. He is just made to walk upon a

certain one. This may have three consequences. One, the

child does have an inclination for the career path set by

his parents and is successful; two, the child does not

possess the aptitude or interest to excel in that field;

and three, even though the child is able to make a living

for himself in the pre-decided career path, he doesn’t

get any gratification doing so, is left without knowing

his real interest and as a result has serious effects on

his life like unsuccessful personal and professional

life, stress, frustration, indecisiveness, and

dissatisfaction.

Now, the consequences are fairly the same if a child

himself decides his own career path. The only difference

is that if it doesn’t work out as planned, the child has

himself to blame, not his parents; which is surely

better.

Skills Vs Preferences

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"A set of achievements, understandings and personal attributes that make

individuals more likely to gain employment and to be successful in their

chosen occupations".

- Peter Knight & MantzYorke

You can't rely on your degree alone to automatically open

doors after you graduate. It will certainly unlock doors

- in other words it will make you eligible to apply for

jobs that specify "must be a graduate” and the subject or

class of your degree may also be important to certain

employers. But however good your degree is, however

relevant your subject is to the career that you'll be

applying for, it is likely that you will be competing for

this job with a number of other graduates who are equally

well-qualified academically.

Once your degree has unlocked the door, you'll need the

right mix of skills, abilities and personal qualities in

order to turn the handle and give the door the push that

will open it to you.

Before doing this, of course, you need to have chosen the

right door. Your degree, subject and academic ability may

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influence this choice, but your skills and interests will

be just as important in making final decisions on your

choice of career.

Most students, when making career choices, will say ‘‘I

want something interesting’’. Your interests have already

influenced many of the choices made in your life: your

choice of A-level and degree subjects; the ways in which

you spend your spare time; the holidays, and perhaps the

jobs, which you have taken during vacations. They may

have been responsible for many of the friends you have

made and helped you to develop your personal skills.

These interests are likely to have a similar influence on

your career.

For some people, an interest is of such importance in

their life that it is the main influence on their career

choice. A gifted athlete, for example, may be able to use

their interest and ability to succeed in a sporting

career. Many more people will be content to play their

sport at a recreational level, but will still take this

interest into account when selecting a career or an

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employer. Some may enter sports-related careers, in

leisure management, sports administration or promotion,

retailing sports goods or teaching physical education.

Others will seek out careers in different fields that

offer similar opportunities for physical activity,

teamwork, competition or challenge. Or they may simply

choose between employers on the basis of the company

sports facilities.

Personality

“The first thing to look for when searching for a great employee is somebody

with a personality that fits with your company culture. Most skills can be

learned, but it is difficult to train people on their personality. If you can find

people who are fun, friendly, caring and love helping others, you are on to a

winner. Personality is the key.”- Richard Branson

Your skills may determine your chances of success in a

career and your interests will help you decide where to

apply these skills: but personal characteristics can have

a strong influence on your career choice.

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The Big Five Personality Traits model is one of the most

famous and reliable tests for evaluating the personality

of an individual. Lewis Goldberg, a researcher at the

Oregon Research Institute, is credited with naming the

model "The Big Five".

The Big Five Personality Traits Model measures five key

dimensions of people's personalities:

1. Openness – This measures your level of creativity,

and your desire for knowledge and new experiences.

2. Conscientiousness – This looks at the level of care

you take in your life and work. If you score high in

conscientiousness, you're organized and thorough,

and you know how to make plans and follow them

through. If you score low, you're likely to be lax

and disorganized.

3. Extraversion/Introversion – This dimension measures

your level of sociability. Are you outgoing or

quiet? Do you draw energy from a crowd, or do you

find it difficult to work and be around others?

34


4. Agreeableness – This dimension looks at your level

of friendliness and kindness to others. Do you have

empathy? Can you sympathize with others?

5. Neuroticism – This measures your level of emotions.

Do you react negatively to bad news and yell at your

colleagues, or do you react calmly? Do you worry

obsessively about small details, or are you relaxed

in stressful situations?

Researches done on relation between personality and its

effect on career choices found that openness and

conscientiousness have direct relationships with planning

and indirect relationships with planning via self-

efficacy and goals. These findings suggest that

individuals who are conscientious and open to experiences

are more likely to engage in career planning.

Conscientiousness and extraversion were found to have

indirect relationships with exploration via self-efficacy

and goals. The indirect relationship between personality

and choice actions (planning and exploration), via self-

efficacy and goals, supports other research that found a

35


relationship between conscientiousness and self-efficacy

and goals (Judge & Ilies, 2002). Contrary to predictions,

extraversion and neuroticism were not found to be

associated with career planning, and openness and

neuroticism were not related to career exploration.

Agreeableness was also unrelated to planning or

exploration, a finding consistent with Reed et al. (2004)

in relation to exploration activities.

Thus, your personality has a major influence on whether

you start thinking about your career choices at the right

time, you are aware of the best options for yourself,

your personality matches fields relatable to your

aptitude and interests or not and whether you choose to

act upon it.

Study of aptitude through school results

“Your attitude, not your aptitude, determines your

altitude.” – Zig Ziglar

Success is something that every individual strives to

achieve.

36


Every single person in the world has their own goals and

dreams. Young or old, male or female, black or white,

rich or poor, all have the same drive and desire to live

life in the best way they see possible. Trying to succeed

is an integral human behavior that pays no heed to

superficial and emotional factors. We are built to want

something more, to improve ourselves, and to be a better

person than who we were yesterday. How does one succeed

in life? This is a common question that one asks

countless times. The answer depends on how you view

yourself. You know yourself more than anybody else. This

means that you can have the most precise answer from

within you; and no one else can come as close to the

correct answer than you can. However, there is always

something you can do to ensure that you do find the

answer.

Aptitudes come hand in hand with your attitudes. Everyone

is born with a basketful of aptitudes we usually call

talents.

37


Aptitudes are our potential to learn skills which we

develop and hone through time. We call it growing up.

When you learn and begin to utilize your talents to take

control of your environment, you begin weaving a

particular set of aptitudes. What works, you continue

using. What does not, you strive to change. However,

aptitudes alone cannot take you all the way through the

path to success. It is fully dependent on the very nature

of the attitudes you have. This is mainly why your

attitude, not your aptitude, determines your altitude.

Adolescents tend to pay more attention to and try to

excel in subjects that are of interest to them. Be it

mathematics, physics, dance, art or history. Thus they

generally score well in their favored subjects. These act

as a pointer that they have an affinity for that

particular area of study and can develop on it easily.

Thus aptitudes can be inferred from school results of

adolescents.

Tradition VS New Opportunities

38


In a society where social image plays an extremely

important role, being well off and supporting your family

play an important role. Hence, youngsters generally stick

to traditional fields of career as choices. They think of

them as ‘safe bets’. In the fast changing world, there

are new avenues and opportunities opening every day

offering different and new jobs. But still the society

has not yet accepted these options as valid life choices.

They are risky, unsure and not practical. Even if someone

wants to try a newer and creatively vibrant career

option, he has to first pass many obstacles like views of

his parents, family, friends and society. And then he has

to work very hard to become stable in that discipline.

A simple notion says that you’ll excel in what you’re

good at, no matter how unconventional that option is. You

choose to be a doctor, lawyer or engineering without an

aptitude for it and no amount of surety of success they

show in our society, you won’t excel because, simply,

it’s not for you.

Hurriedness in getting quick job absorption

39


Youth today seeks instant gratification. They are not

used to and don’t want to wait for something or its

reward.

This same principle is applied to every adolescent who

wants to get a degree, get a job, make money and go for

that two week holiday every year. They want and expect

instant reward and outcomes of whatever it is that they

do. They want instant results. But when this does not

happen in the real world, it leads to frustration and

dissatisfaction in them.

The way their mind is set, they only have to get up in

the morning, work whatever it is that needs to be done

and reap its effects then and there. They hurry in

completing their job to achieve satisfaction from the job

and in themselves.

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CHAPTER II

Education: As Unfolding of Potentialities

The aim of the education is the development of the

child’s inborn tendencies – the development of his mind

according to the low of his being. It helps the child to

grow and to live, as a member of society and thus

development is made possible through self-activity in a

social atmosphere. John Dewey (1870-1952)

“Education is the ‘development of all the capacities in

the individual which will enable him to control his

environment and fulfill his possibilities.” Formal

education has a controversial dual role regarding human

creativity: It simultaneously kills and cultivates it. A

common view is that as student progresses from year to

year in school, the academic orientation to teaching and

learning becomes more dominant. It overrides play and

personal exploration that characterize early years of

schooling. Indeed schools do have a great potential to

enhance human ecology by removing barriers and utilizing

the potentials for more creative learning environments.

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The lexeme in the English word creativity comes from the

Latin term creō “to create, make:” Its derivational

suffixes also come from Latin. The word “create” appeared

in English as early as the 14th century, notably in

Chaucer, to indicate divine creation (in The Parson’s

Tale). However, its modern meaning as an act of human

creation did not emerge until after the enlightenment.

“Creativity is defined as the tendency to generate or

recognize ideas, alternatives, or possibilities that may

be useful in solving problems, communicating with others,

and entertaining ourselves and others.”– Robert E.

Franken, human motivation “creativity is the ability to

generate innovative ideas and manifest them from thought

into reality. The process involves original thinking and

then producing.” The school environment can have a

dramatic impact on how students learn. It can affect

mood, motivation, creativity and productivity of students

- positively or negatively.

Creativity is a mental and social process involving the

generation of new ideas or concepts, or new associations

42


of the creative mind between existing ideas or concepts.

The process of either conscious or unconscious insight

fuels creativity. An alternative conception of creativity

is that it is simply the act of making something new.

Good education, proper care and provision of

opportunities for creative expression inspire, stimulate

and sharpen creative minds. Creativity encourages and

demands complete freedom to accept and express the varied

responses. A positive environment or situation that is

open, democratic and free may be said to contribute

positively to the development of creative potential. On

the other hand, a closed society, culture or situation

may act as a strong deterrent to the development of the

initiative within the individual.

The Career Development Bridge

In situations of disadvantage and socio-economic

disadvantage, the Career Development Bridge plays a

further function for career development. Young people

from disadvantaged homes tend to prematurely enter the

world of work as unskilled labourers. The most immediate

43


target before the career counsellor therefore is to help

these young people begin to consider career development

as a real possibility. Career Alternatives that require

long term planning and large investments may discourage

these young people. The Career Development Bridge offers

a stage-wise approach to career development. Take the

example of a boy from a poor home whose personal profile

indicates that he would do well as a graphic designer.

Career counselling that merely makes this recommendation

would discourage this young man and perhaps push him even

more firmly toward unskilled employment. According to the

Career Preparation Process Model, this young person would

benefit significantly from counseling interventions that

address negative career beliefs and enhance his career

preparation selfefficacy.

The Career Alternatives he develops could first of all

focus on inexpensive short term courses within the broad

spectrum of careers in the design industry. The

counsellor for example could guide him toward a short

course in screen printing. The skills obtained would

place him in a position to command a better salary. The

44


counsellor’s role now is to facilitate his movement

toward the long term objective of becoming a graphic

designer by helping him plan his career development

accordingly.

The counsellor could help him identify government

sponsored part-time courses in design. Alternatively he

could be linked up with voluntary organizations,

financial institutions such as banks and other supports

available at the community level. The counselling

objective is to facilitate career development in short,

affordable steps that lead toward long term goals. This

form of career development is far more arduous and the

disadvantaged young person could falter. Therefore on the

background is the vital necessity of continued and

regular counselling inputs that address career and self-

efficacy beliefs.

Developing a Career Development Bridge is in effect a

counselling technique that facilitates career preparation

for the disadvantaged. The role of the counsellor in this

context is to first of all help the young person move

45


from a ‘no skill’ status to at least a ‘low skill’

status. Subsequent career development would then be the

result of encouragement, reinforcement and networking to

help the disadvantaged move more deliberately toward

prosperity.

How has creativity been interpreted in educational

policy?

Creativity has recently been granted official recognition

as one of the overarching aims of the curriculum in

English schools. The curriculum should enable pupils to

think creatively and critically, to solve problems and to

make a difference for the better. It should give them the

opportunity to become creative, innovative, enterprising

and capable of leadership to equip them for their future

lives as workers and citizens (2, p. 11). The Foundation

Stage curriculum is aimed at early year’s settings,

providing for children aged around three to six years.

The curriculum is divided into six main areas of

learning, one of which is creative development. According

to the curriculum guidance for the Foundation Stage in

46


2000 (3, p.116): being creative enables children to make

connections between one area of learning and another and

so extend their understanding. This area includes art,

music, dance, role-play and imaginative play. These

definitions have been welcomed as giving recognition to

the importance of creativity and the role of education in

encouraging creative development. The appearance of

creativity as an aim of the curriculum in England is part

of a trend to recognize the importance of creativity

internationally (4). However the above statements also

raise many questions, such as:

What is meant by the terms ‘creative thinking’,

‘creative development’ and ‘being creative’?

How does creativity relate to curriculum areas?

And how should early year’s staff help children to

develop their creative abilities?

Defining creativity

Definitions of creativity are not straightforward, and

many writers have contributed to the debate about what

constitutes creativity, often hotly contesting different

47


views. However, most theorists agree that the creative

process involves a number of components, most commonly:

Imagination

Originality (the ability to come up with ideas and

products that are new and unusual)

Productivity (the ability to generate a variety of

different ideas through divergent thinking)

Problem solving (application of knowledge and

imagination to a given situation)

The ability to produce an outcome of value and

worth.

Where definitions of creativity differ most strikingly is

the extent to which their proponents are attempting to

identify creativity as a generic human characteristic, or

to define what makes highly creative people special and

different from others. This is the distinction between

what the Robinson Report (5) calls the ‘democratic’, as

opposed to the ‘élite’, definition of creativity. Howard

Gardner (6), adopts an élite definition of creativity

when he argues that truly creative people are those who

make a difference to the world (e.g. by moving forward

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thinking in science, social science, music or art). This

type of ‘Big C’ creativity is reserved for very few

individuals. The report (5) of the National Advisory

Committee for Creative and Cultural Education, chaired by

Professor Ken Robinson, adopted a democratic view of

creativity. It argued that this was the most useful way

of viewing creativity in relation to education (5, para.

25).

All people are capable of creative achievement in some

area of activity, provided that the conditions are right

and they have acquired the relevant knowledge and skills.

So is creativity another way of talking about

intelligence or talent?

Most authorities agree that creativity is different.

Creativity has been shown to be distinct from

intelligence (children scoring high on intelligence tests

are not necessarily highly creative). The concept of

‘multiple intelligences’ (6) suggests that people may

have a particular intelligence (or potential) in relation

to a given field of endeavour. While this is a more

49


‘inclusive’ concept than traditional IQ, it is still

essentially distinct from creativity, which may be

considered to represent a more generic set of abilities,

applicable to a range of domains. Talent usually refers

to the possession of a high degree of aptitude and skill

in a given area (such as music or mathematics), but would

not necessarily imply either a high degree of originality

or an ability to demonstrate creative abilities outside

the specific area. Talk to most parents about their

children’s creativity and they will probably think you

are talking about artistic or musical talent. The

Robinson Report (5) argues that, while there are strong

links between the expressive arts and creativity, viewing

creativity as solely or mainly the province of the arts

is unhelpful because it can lead to a denial of the role

of creativity in other areas, such as science and

mathematics.

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Creativity in young children

When considering young children, it is appropriate to

adopt a broad, democratic definition of creativity. In

this way, every child can be considered to have creative

potential and to be capable of creative expression. It is

important to consider what might constitute ‘originality’

in the work of a young child. After all, only a child

prodigy could be expected to come up with something new

and valuable to society. Instead, each child’s creative

abilities can be related to his/her personal stage of

development. For example, a young child’s work may be

adaptive and original for that particular child and/or in

relation to children in their class or age group (7).

Another suggestion for adapting the notion of creativity

to suit young children is to put the emphasis on the

creative process, rather than to judge the quality of

their ‘products’. This is because young children may not

have developed all the skills they need to achieve a

successful creative outcome (8, 9). A similar point is

made by Malaguzzi (10), who says (p. 77): Creativity

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becomes more visible when adults try to be more attentive

to the cognitive processes of children than to the

results they achieve in various fields of doing and

understanding. This is an interesting comment coming from

the driving force behind the Reggio Emilia approach,

which has impressed so many people with the quality of

creative ‘products’ generated by young children.

How does creativity develop?

Some theorists have studied the way in which creativity

develops in children. Most theories of child development

view young children as highly creative, with a natural

tendency to fantasies, experiment and explore their

environment. However, this high level of creativity is

not necessarily maintained throughout childhood and into

adulthood. For example, Meador (11) presents evidence

from the USA that creativity (as measured by divergent

thinking tests) declines when children enter

kindergarten, at around the age of five or six. Runco

(12) has studied how creativity develops. He explains

that longitudinal research on trends in creativity

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suggests both continuities and 6 developing young

children’s creativity is creativity another way of

talking about intelligence or talent? In other words, a

child identified as highly creative in early life may or

may not consistently show creativity later on. He argues

that this uneven development may result from the fact

that certain traits and talents develop at different

rates and are influenced by each individual’s environment

and life chances.

How does education influence creativity?

Most writers on creativity agree that it is possible to

encourage or indeed to inhibit the development of

creativity in young children. The finding highlighted by

Meador (11), that children are apparently more creative

before they enter kindergarten, leads to the question of

whether this is a natural consequence of children

maturing and becoming constrained by social conventions,

or whether their experiences in kindergarten somehow

caused the decline. In order to consider the way in which

creativity can be fostered in educational settings, it

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may be helpful to identify some of the components of

creativity in young children. Creativity is closely bound

up with an individual’s personality and emotional life:

there is more involved than just ‘thinking skills’. Russ

(13) has developed a model to explain the relationship

between creativity and psychological processes. This

model suggests that the following three elements are

involved: The implication of this model is that, in order

for children to express creativity, they need a

combination of attributes. Although some children already

have the necessary components, others may need help,

encouragement and skill development in order to engage in

creative activity. For example, a child may not choose to

engage in creative thinking because she lacks self-

confidence and does not believe that she has anything of

value to offer. Or maybe she becomes anxious when given

an open-ended task with several possible solutions.

Through observation and conversation, an adult can work

out what is causing the child’s difficulties and

encourage her to work through them.

How can educational settings influence creativity?

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Mellou (14) suggests that young children’s creativity can

be nurtured through educational settings in three

respects: the creative environment, creative programs and

creative teachers and ways of teaching. A brief overview

of recommendations in relation to these three elements is

given below.

The creative environment

Fundamental to the creative environment is the

encouragement of children’s play. Play is strongly

featured in many of the discussions about creativity in

young children. Indeed, older children and adults are

often encouraged to be ‘playful’ in order to facilitate

creative thinking. Imaginative play (especially role

play) and free choice of activities would seem to be key

components of the early childhood setting in relation to

creativity (see 9, 13, 15–18). Both creativity and play

require imagination, insight, problem solving, and

divergent thinking, the ability to experience emotion and

to make choices (19). This does not mean that all play

involves creativity. Prentice (18) suggests that active

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involvement is a key feature: ‘For creativity to flourish

in an educational setting, it is necessary for learners

to be actively involved in the process of their own

learning’ (p. 154). Research has also shown that it is

possible for adults to help children improve their

imaginative play skills, with apparent positive

consequences for their creative abilities (19). Two other

issues have been raised concerning the environment in

early childhood settings. The stimulation offered by a

child’s physical environment is important, as Runco (20)

has pointed out. This could include the size and layout

of the classroom and outdoor space, the quality of

equipment and materials, and access to varied and new

environments. A second key issue is the need 7 Developing

young children’s creativity

1. Personality traits, such as self-confidence, being

able to tolerate ambiguity, curiosity and motivation

2. Emotional processes, such as emotional fantasy in

play, pleasure in challenge, involvement in tasks

and tolerance of anxiety

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3. Cognitive abilities, such as divergent thinking,

ability to ‘transform’ thinking (for example, by

being able to reorder information or shift thinking

‘sets’), sensitivity to problems, breadth of

knowledge and judgement.

Creative programmes

Can creativity be taught through creative programs?

The results from research in this area would seem to

suggest that it is possible to enhance children’s

creative skills through specific teaching programmes,

including arts-based ones (see 22, 23). However,

conclusions from two reviews of research into the

transferable effects of arts education have concluded

that the impact of arts programs on children’s creativity

is not yet proven (24, 25). The apparent contradiction

probably arises from a lack of sufficient high-quality

research, and the possibility that not all arts

activities serve to enhance creativity.

Creative teachers and creative teaching

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Creative teachers and creative teaching are key

components in fostering creativity in young children.

Many writers such as Tegano et al. (9), Mellou (14),

Craft (15), Runco (20) and Edwards and Springate (21),

highlight the role of the teacher in providing the

optimum balance between structure and freedom of

expression for young children.

They explain that teachers and other early childhood

workers can encourage creativity by behaviours such as:

Asking open-ended questions

Tolerating ambiguity

Modelling creative thinking and behavior

Encouraging experimentation and persistence

Praising children who provide unexpected answers.

Malaguzzi (10) has made a number of observations about

the best conditions for developing creativity in

children’s daily experience, which include an emphasis on

interaction with adults and peers (p. 76) Runco (7)

argues that teachers should show an interest in

children’s creative potential and encourage children to

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construct their own personal interpretations of knowledge

and events. Some children may need to learn to stand up

for their own ideas, especially when these do not conform

to those of the rest of the group. But children also need

to learn discretion, so that they can judge when it is

appropriate to be divergent and original, and when it is

appropriate to conform. Adults, therefore, can act as

supporters and coaches, facilitators and models of

creativity for children. But on the other hand, adults

also have the potential to stifle opportunities for

creativity by being overly didactic or prescriptive (9,

10). They can limit creativity by discouraging fantasy or

by having low expectations about what young children are

able to achieve (14, 18). Several elements can conspire

against the encouragement of creativity in early years

settings, including the pressure for teachers to focus on

literacy and numeracy, a lack of training in early years

practice, and a tension between meeting the needs of a

class and encouraging the interests of an individual (26,

27).

The role of creative professionals

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In addition to the three aspects already outlined, the

literature contains several preferences to the potential

of creative professionals to help develop children’s

creativity. For example, the QCA’s guidance in 2000 for

the Foundation Stage (3) suggests that, in order to

facilitate creative development, young children should

have opportunities to work alongside artists and other

creative adults. In the pre-schools of Reggio Emilia,

educators enable young children to engage in extended

projects. Children are encouraged to use drawings as a

‘graphic language’ to record their ideas, feelings and

observations. A key part of Reggio Emilia settings is the

existence of spaces that are ‘rich in materials, tools

and people with professional competencies’ (10, p. 74).

These spaces, known as ateliers, are designed to be places

in which children’s different languages can be explored

by them and studied by their teachers and others in a

peaceful atmosphere. While there is a body of research

into the impact of artists-in-schools schemes, the role

of artists in encouraging young children’s creativity has

not yet been well researched. In other words, although

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the involvement of professional artists and creative

workers has considerable potential to be helpful, we do

not have research evidence to say what kinds of

involvement may have the greatest impact on creativity.

This issue is, however, currently being investigated as

part of the Creative Partnerships Program (See

www.creative-partnerships.com/).

Conclusion

Creativity is an important human characteristic. It is

perhaps best thought of as a process, requiring a mixture

of ingredients, including personality traits, abilities

and skills. Early years staff can help young children to

develop their creativity by providing a creative

environment, helping children to build up their skills

through play, behaving creatively themselves and praising

children’s creative efforts. Remember that people are

creative because they choose to be, so finding out about

and encouraging a child’s own interests is an important

starting point. Some children may find it difficult to

express their creativity. Staff can help by observing

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http://www.creative-partnerships.com/


their behaviour (especially during imaginative play),

identifying where the difficulty lies and devising an

action plan. But, you may ask, isn’t this just a

description of good early childhood practice? Well yes,

but with a creative twist.

Some myths about creativity

1. Creativity is limited to arts subjects.

Although creativity is often associated with ‘creative’

subjects, such as art and music, creativity is not

subject specific. Creativity is a way of approaching

problem solving that can be exercised in different areas.

On the other hand, creativity does not take place in a

vacuum: the way in which children express creativity will

be different in different curriculum areas.

2. Children find it easy to transfer learning from one

area/domain to another.

All the evidence shows that most children find it very

difficult to transfer learning from one area to another.

Knowledge and skills are so context specific that

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children may simply fail to recognize that something they

had already learned can be applied to a new situation.

Adults can help children to make the connection.

3. The creative process is fun: it should not be taken

too seriously.

Creativity may seem like a fun, self indulgent activity

to counteract the more serious ‘work’ of the classroom.

But the creative process presents many challenges. It

requires concentration, persistence and determination to

succeed; it may in fact be a frustrating and difficult

process. Creativity deserves to be taken seriously.

4. Creativity is an in-born trait, limited to the

talented few. Highly creative people will find their own

way, regardless of what happens at school.

Individuals have a different combination of abilities,

personality traits and home experiences that make them

more or less able to express their creative potential.

The study of highly creative adults shows that some of

them insisted on ‘being creative’ almost in spite of

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their educational experiences, but this is not an

argument for leaving creativity to chance. Some children

will miss the opportunity to develop their creativity

without encouragement and support in pre-school and

school.

5. Children can get all the creative experience they

need from free play and unstructured arts activities.

Children do benefit from free play and unstructured arts

activities. But left entirely to their own devices,

children’s play and artwork can become routine and

repetitive. Children need stimulation and creative

problems to solve. Adults can help children to develop

their creative skills through play.

6. You don’t need to be knowledgeable or skilful to be

creative.

There is a balance to be struck here, because insisting

on extensive knowledge and skill development can be

stultifying. On the other hand, knowledge and skill are

fundamental to creativity. Existing knowledge of the

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world is a starting point for young children’s play. How

can people express their creativity without developing

the necessary skills? How would you know if your

contribution was original or appropriate unless you had

some understanding of the area?

Tests Used

In our research, we have used two tests to find out the

personalities and aptitudes of the students who came for

counseling.

These tests are the MBTI test and Holland test. MBTI or

Myers-Briggs Type Indicator was developed by Isabel

Briggs Myers and her mother Katherine Briggs. The Holland

test was developed by Dr. John Holland.

The purpose of the Myers-Briggs Type Indicator (MBTI)

personality inventory is to make the theory of

psychological types described by C. G. Jung

understandable and useful in people's lives. The essence

of the theory is that much seemingly random variation in

the behavior is actually quite orderly and consistent,

65


being due to basic differences in the ways individuals

prefer to use their perception and judgment.

"Perception involves all the ways of becoming aware of

things, people, happenings, or ideas. Judgment involves

all the ways of coming to conclusions about what has been

perceived. If people differ systematically in what they

perceive and in how they reach conclusions, then it is

only reasonable for them to differ correspondingly in

their interests, reactions, values, motivations, and

skills."

In developing the Myers-Briggs Type Indicator

[instrument], the aim, was to make the insights of type

theory accessible to individuals and groups.

Excerpted with permission from the MBTI Manual: A Guide

to the Development and Use of the Myers-Briggs Type

Indicator

Favorite world: Do you prefer to focus on the outer world

or on your own inner world? This is called Extraversion

(E) or Introversion (I).

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Information: Do you prefer to focus on the basic

information you take in or do you prefer to interpret and

add meaning? This is called Sensing (S) or Intuition

(N).Decisions: When making decisions, do you prefer to

first look at logic and consistency or first look at the

people and special circumstances? This is called Thinking

(T) or Feeling (F).

Structure: In dealing with the outside world, do you

prefer to get things decided or do you prefer to stay

open to new information and options? This is

called Judging (J) or Perceiving (P).

Your Personality Type: When you decide on your preference

in each category, you have your own personality type,

which can be expressed as a code with four letters.

All types are equal: The goal of knowing about

personality type is to understand and appreciate

differences between people. As all types are equal, there

is no best type.

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The MBTI instrument sorts for preferences and does not

measure trait, ability, or character. The MBTI tool is

different from many other psychological instruments and

also different from other personality tests.

The best reason to choose the MBTI instrument to discover

your personality type is that hundreds of studies over

the past 40 years have proven the instrument to be

both valid and reliable. In other words, it measures what

it says it does (validity) and produces the same results

when given more than once (reliability).

The theory of psychological type was introduced in the

1920s by Carl G. Jung. The MBTI tool was developed in the

1940s by Isabel Briggs Myers and the original

research was done in the 1940s and '50s. This research is

ongoing, providing users with updated and new information

about psychological type and its applications. Millions

of people worldwide have taken the Indicator each year

since its first publication in 1962.

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ISTJ

Quiet, serious, earn success by thoroughness and

dependability. Practical, matter-of-fact, realistic, and

responsible. Decide logically what should be done and

work toward it steadily, regardless of distractions. Take

pleasure in making everything orderly and organized -

their work, their home, their life. Value traditions and

loyalty.

ISFJ

Quiet, friendly, responsible, and conscientious.

Committed and steady in meeting their obligations.

Thorough, painstaking, and accurate. Loyal, considerate,

notice and remember specifics about people who are

important to them, concerned with how others feel. Strive

to create an orderly and harmonious environment at work

and at home.

INFJ

Seek meaning and connection in ideas, relationships, and

material possessions. Want to understand what motivates

69


people and are insightful about others. Conscientious and

committed to their firm values. Develop a clear vision

about how best to serve the common good. Organized and

decisive in implementing their vision.

INTJ

Have original minds and great drive for implementing

their ideas and achieving their goals. Quickly see

patterns in external events and develop long-range

explanatory perspectives. When committed, organize a job

and carry it through. Skeptical and independent, have

high standards of competence and performance - for

themselves and others.

ISTP

Tolerant and flexible, quiet observers until a problem

appears, then act quickly to find workable solutions.

Analyze what makes things work and readily get through

large amounts of data to isolate the core of practical

problems. Interested in cause and effect, organize facts

using logical principles, value efficiency.

70


ISFP

Quiet, friendly, sensitive, and kind. Enjoy the present

moment, what's going on around them. Like to have their

own space and to work within their own time frame. Loyal

and committed to their values and to people who are

important to them. Dislike disagreements and conflicts,

do not force their opinions or values on others.

INFP

Idealistic, loyal to their values and to people who are

important to them. Want an external life that is

congruent with their values. Curious, quick to see

possibilities, can be catalysts for implementing ideas.

Seek to understand people and to help them fulfill their

potential. Adaptable, flexible, and accepting unless a

value is threatened.

INTP

Seek to develop logical explanations for everything that

interests them. Theoretical and abstract, interested more

in ideas than in social interaction. Quiet, contained,

71


flexible, and adaptable. Have unusual ability to focus in

depth to solve problems in their area of interest.

Skeptical, sometimes critical, always analytical.

ESTP

Flexible and tolerant, they take a pragmatic approach

focused on immediate results. Theories and conceptual

explanations bore them - they want to act energetically

to solve the problem. Focus on the here-and-now,

spontaneous, enjoy each moment that they can be active

with others. Enjoy material comforts and style. Learn

best through doing.

ESFP

Outgoing, friendly, and accepting. Exuberant lovers of

life, people, and material comforts. Enjoy working with

others to make things happen. Bring common sense and a

realistic approach to their work, and make work fun.

Flexible and spontaneous, adapt readily to new people and

environments. Learn best by trying a new skill with other

people.

72


ENFP

Warmly enthusiastic and imaginative. See life as full of

possibilities. Make connections between events and

information very quickly, and confidently proceed based

on the patterns they see. Want a lot of affirmation from

others, and readily give appreciation and support.

Spontaneous and flexible, often rely on their ability to

improvise and their verbal fluency.

ENTP

Quick, ingenious, stimulating, alert, and outspoken.

Resourceful in solving new and challenging problems.

Adept at generating conceptual possibilities and then

analyzing them strategically. Good at reading other

people. Bored by routine, will seldom do the same thing

the same way, apt to turn to one new interest after

another.

ESTJ

Practical, realistic, matter-of-fact. Decisive, quickly

move to implement decisions. Organize projects and people

73


to get things done, focus on getting results in the most

efficient way possible. Take care of routine details.

Have a clear set of logical standards, systematically

follow them and want others to also. Forceful in

implementing their plans.

ESFJ

Warmhearted, conscientious, and cooperative. Want harmony

in their environment, work with determination to

establish it. Like to work with others to complete tasks

accurately and on time. Loyal, follow through even in

small matters. Notice what others need in their day-by-

day lives and try to provide it. Want to be appreciated

for who they are and for what they contribute.

ENFJ

Warm, empathetic, responsive, and responsible. Highly

attuned to the emotions, needs, and motivations of

others. Find potential in everyone, want to help others

fulfill their potential. May act as catalysts for

individual and group growth. Loyal, responsive to praise

74


and criticism. Sociable, facilitate others in a group,

and provide inspiring leadership.

ENTJ

Frank, decisive, assume leadership readily. Quickly see

illogical and inefficient procedures and policies,

develop and implement comprehensive systems to solve

organizational problems. Enjoy long-term planning and

goal setting. Usually well informed, well read, enjoy

expanding their knowledge and passing it on to others.

Forceful in presenting their ideas.

According to John Holland's theory, most people are one

of six personality types: Realistic, Investigative,

Artistic, Social, Enterprising, and Conventional.

Realistic

Likes to work with animals, tools, or machines;

generally avoids social activities like teaching,

healing, and informing others;

75


Has good skills in working with tools, mechanical or

electrical drawings, machines, or plants and

animals;

Values practical things you can see, touch, and use

like plants and animals, tools, equipment, or

machines; and

Sees self as practical, mechanical, and realistic.

Investigative

Likes to study and solve math or science problems;

generally avoids leading, selling, or persuading

people;

Is good at understanding and solving science and

math problems;

Values science; and

Sees self as precise, scientific, and intellectual.

Artistic

Likes to do creative activities like art, drama,

crafts, dance, music, or creative writing; generally

avoids highly ordered or repetitive activities;

76


Has good artistic abilities -- in creative writing,

drama, crafts, music, or art;

Values the creative arts -- like drama, music, art,

or the works of creative writers; and

Sees self as expressive, original, and independent.

77


Social

Likes to do things to help people -- like, teaching,

nursing, or giving first aid, providing information;

generally avoids using machines, tools, or animals

to achieve a goal;

Is good at teaching, counseling, nursing, or giving

information;

Values helping people and solving social problems;

and

Sees self as helpful, friendly, and trustworthy.

Enterprising

Likes to lead and persuade people, and to sell

things and ideas; generally avoids activities that

require careful observation and scientific,

analytical thinking;

Is good at leading people and selling things or

ideas;

Values success in politics, leadership, or business;

and

Sees self as energetic, ambitious, and sociable.

78


Conventional

Likes to work with numbers, records, or machines in

a set, orderly way; generally avoids ambiguous,

unstructured activities

Is good at working with written records and numbers

in a systematic, orderly way;

Values success in business; and

Sees self as orderly, and good at following a set

plan.

CHAPTER III

Research and Design

Case Studies-1

Students attended the program in a group of 40 in a hall,

initially they were encouraged by a preliminary lecture

why the Career Counselling Program is important and how

they would take part in the entire process.

Presentation on Career Counselling program and its

importance in present world:

79


Career is future identity of every individual; so

they should think properly depending on their own

way without being motivated with the concept of

their parents’ demand and target.

Career day dreaming is quite natural: young

generation for obvious reasons start dreaming of

their future career: this is the first step of

career awareness: no problem how foolish they are.

Now they need to think practically whether it is

possible to achieve depending on their skill

efficacy

Skill Efficacy is the serious thought which each and

every student should think about themselves what

they actually can do realistically: this is called

SKILL.

Next step is the Career Belief: is it there in them?

How long they like to be in preparation of their

skill improvement studies to do better in their

field?

80


This is the motivation steps making them focus on the

entire assessment process in order to get

appropriate response from them.

Distribution of Assessment inventories:

Two types of inventories we used:

MBTI : to know personality and potential

Holland Occupation Findings: to know the

occupational interest

Interview to know the study history of the students’

participants in school’s exam and behavior, the

environment they live, skill efficacy and the

positive remarks of their close relatives on him.

Table No-1

(students were asked to attend the Career Counseling

Program at

their fathers’ office premises)

SlNo

Attendant

MBTI HOLLAND

Skill/aptitudes

Suggested

career

Categorization of thecareer styles

DayDream(First)

Creative

Conventional

1 Aniruddha Biswas

INFP ( Idealistic )

SIE/A Biology, Drawing,Organic Chemistry and

Betteroptionis in Biological /

Direction & screenplay writin

Creative andinnovative

-

81


SlNo

Attendant

MBTI HOLLAND

Skill/aptitudes

Suggested

career


DayDream(First)

Creative

Conventional

Geography Psychological World

g

2 Priya Das

ISFJ ICE Loves novels,flair for writing, English,travelling,social

- Wants to go overseas, write

Creative

-

3 Biswadeep Dawn

ISFJ ICE Likes physics , chemistry, maths, drawing, travel

- -

4 ArghaNaskar

ESTJ ESC Computer, maths, lovespets, plays guitar

In sales service, accounting, management, lawyer

MBA inFinance, jobafter MBA, earn money

Creative andintuitive

-

5 Mondira Adak

ISFJ ICE Math, painting, dancing, travelling

- Settled job,research in food processing or biochemical engineering

Innovative, explorative

-

6 SulagnaHazra

ISTJ AEC Corporate service, physics, math, reading, singing

Teacher , banking services,

Executive, statistician

Innovative

-

82


SlNo

Attendant

MBTI HOLLAND

Skill/aptitudes

Suggested

career


DayDream(First)

Creative

Conventional

legal

7 PapiyaSamanta

ISFJ ICE Biology, music, learnt tally

- Priority in getting employed

- -

8 SubhamMaity

ISFJ ICE - - - -

9 RajdeepChanda

ISFJ ICE - - - -

10 PriankaChanda

ESTJ EIS/EIC

- - - -

11 TunTun Valmiki

ISFJ ICE Geography - Govt. job

-

12 Supriya Das

ISFJ ICE Physics, financial accountancy,bike riding

- - - -

13 SunitaSahoo

ISFJ ICE Computers, finance, statistics, math, music

- MBA and job, banking

14 SubhankarSardar

ISFJ ICE Biology, chemistry, English, study birds,wildlife photography

Civil services, photography

-

15 RitujaGayen

INFP AIS English, writing articles, rifle shooting, painting, visit heritage

Artist, journalist, socialworker, educat

Editor, artist, author, ecologist,

Creative, innovative, artistic

-

83


SlNo

Attendant

MBTI HOLLAND

Skill/aptitudes

Suggested

career


DayDream(First)

Creative

Conventional

buildings ionist photographer

16 AvikPanjal

ESTJ SCR Math, computers, social, cricket, make friends, fast bike riding

Computer analyst, stockbroker,HR, consultant

MCA, computers

-

17 ArijitMondal

INTP CER - - -

18 PiyaliMondal

ESFJ EAC - - - - -

19 Kasturi Paul

ESFJ ISR -

-

- - -

20 AbhijitBera

ISFJ ICE Computer gaming

- - -

21 BiswajitBera

ESFJ CSE/CES

Organized , loyal, likesBengali, business minded

Teacher, PRO, banker, socialworker, counselor

Computer engineer, businessman

-

22 SayantiHore

ESFJ ACE Math, writesbooks and film reviews

Teacher, PRO, socialworker

PhD inStatistics, CA

-

23 Sk. Injamamu

ISFJ ICE English, maths, cricket,

Play cricket

-

84


SlNo

Attendant

MBTI HOLLAND

Skill/aptitudes

Suggested

career


DayDream(First)

Creative

Conventional

lHaque music, travel

professionally

24 Arnab Santra

ISFJ ICE Math, accounting, plays guitar, economics

Govt. job, make self identity

-

25 MitaliMaity

ESTJ ASE English , geography, travel, explore, sing

Mass.comm., PR, banker, administrator, entertainment industry

Civil service, nursing, professionalsinger, HR, business

-

26 PriyankaSardar

ISFJ ICE Geography, wildlife photography

-

27 AbhishekMajumdar

ISFJ ICE Musical, plays piano,learning vocal

-

28 KuntalBera

ISFJ ICE Biology, engineering,math, plant trees

- - - -

29 SandipMondal

ENTJ CSA/CAS

History, algebra, finance

Business, administrator, financial planner, banker

MBA finance, engineer, player

-

85


SlNo

Attendant

MBTI HOLLAND

Skill/aptitudes

Suggested

career


DayDream(First)

Creative

Conventional

30 AbhishekMondal

ENTJ SAI Commerce, social, travel, visit historical places

Administrator, lawyer, banker

teacher

-

31 Prithvi Rao

ISFJ ICE Physics, maths

- - - -

32 Rahul Shaw

ISFJ ICE Business management, math, history, life sciences

Bank PO job, IBPS

-

33 SangeetaShaw

ESTJ SEC/SCE

Geography, commerce, reading, cooking,

Teacher, consultant, manager

Teacher, govt. job, own house

-

34 SayakKarar

INTJ CRI/E Math, trigonometry, music, travel

Teacher, management consultant, engineer, architect, artist

GATE, UPSC, WBCS, job indubai,doctor

-

35 Sayanti Bose

ISFJ ICE Economics, maths, statistics

- - - -

36 Md. Faizan Pasha

ESTP SIE Stable , calm, cannottake job pressure, takes life as it comes

Police, detective, investigator, entrepreneur,

Job incar manufacturing company, R and D divisi

-

86


SlNo

Attendant

MBTI HOLLAND

Skill/aptitudes

Suggested

career


DayDream(First)

Creative

Conventional

technician

on

37 Pooja Nigam

INFJ SIA Counseling, education, social/healthcare services, HRM

Psychologist, therapist, economist, journalist, artist

Marinebiology, engineering,journalism

-

38 SrijayeeGhosh

ISTP AIE Practical, realistic, troubleshooter

Sales,economist, banker, artist, trading, technician

Fashion designing, animation,

-

39 AratrikaUpadhyaya

ESFP IAS Practical, realistic, social

Teaching, counseling, therapist, HRM, journalist

Research, official job, doctor

-

40 Praveen Singh

ESFJ ESA/R Social, enterprising, biology, painting

Doctor, therapist, dietitian, pharmacist, teacher, counselor

Doctor, automobile engineer, animator

-

87


All these students (40) had no confusion in their minds

regarding the careers they wanted to pursue. Some of

them, as shown in the table, had dreams and had already

decided what to do. Some did not have any dream and were

ready to take the fundamental and conventional route and

subjects. They either were not creative at all or under

the pressure of family having no decisive skill or were

dependent prone. The students who had dreams regarding

their career path and future, all were creative and

wanted to take the creative subjects with more practical

route of learning than theoretical. They were more

inclined towards glamorous and practical careers of their

interests.

88


According to MBTI code:

Tabler-2

MBTI ENFJ ENFP ENTJ ENTP ESTP ESTJ ESFP ESFJ INTP INTJ ISF

P

ISFJ INFP INFJ ISTP ISTJ

No.

Of

stude

nts

(40)

The

give

r

The

inspi

rer

The

Execut

ive

The

Vision

ary

The

Doer

The

Guardi

an

The

Perfor

mer

The

Caregi

ver

The

Think

er

The

Scien

tist

The

Art

ist

The

Nurtu

rer

The

Idea

list

The

prote

ctor

The

Mechan

ic

The

Duty

Fulfi

ller

nil Nil 2 nil 1 5 1 5 1 1 nil 19 2 1 1 1

% 0 0 5 0 2.5 12.5 2.5 12.5 2.5 2.5 0 47.5 5 2.5 2.5 2.5

89


Which of above MBTI code is absolute CREATIVE code?

It is really tough to give straight answer. First of all

we should have clear idea of Creativity: Generally it is

the Right Brain Activity: Poetry, songwriting, art,

drama, and other such hobbies tend to get more credit for

requiring creativity while other pursuits like

engineering, computer programming, inventing, rational

problem solving, etc. get overlooked.

There are multiple purposes of creativity.

It can exist for the purpose of enhanced physical

utility, or can communicate something expressively. What

it communicates can be an idea or a feeling. This may be

the only area of western culture that actually values the

INFP's {the idealist: Dominant Function: introverted

feeling (Fi), Auxiliary Function: extroverted intuition

(Ne)}, natural preferences, because when anyone speaks of

creativity, they tend to mean the kind that exists to

express a feeling. One can say that most types are

90


creative, but choose to apply their creativity in the

service of different goals

So anyone can be creative, and in different ways, so it

depends on how you define "creativity."

Someone thinks the quintessential "artist" in Western

culture, though, is the ISFP. They immerse themselves in

sensory experience on a values/emotional level and play

with everything to see what happens... and because they

love it, they do it over and over and over again without

having to discipline themselves, and so they become quite

talented in the process.

S=Sensing: its function establishes that something exists

and can perceive by our sensory organs, feeling is the

function of subjective judgment or valuation, sensation

is called irrational functions(perceiving). ISFP’s are

creative by perceiving world using sensory organs.

N’s or intuition refers to perception by way of the

unconscious (e.g., receptivity to unconscious contents)-

perceiving irrational way by picking up from inner world.

91


N's will usually have more "otherworldly"( unearthly) or

"outside the box / new direction" forms of communication

and expression, though, and sometimes this gives people

the impression that N's are "creative" compared with

others. Not really, it's just the more extreme form of

it.

So we may consider two types of creativity

1. Technical Creativity - Creating new solutions,

inventions and business ideas which has not done

before, they use T

2. Artistic Creativity - Writing songs, drawing,

novels, they use F

It is believed that for whatever creativity, it would be

someone with Ni or Ne: Introverted intuition or

extroverted intuition.

INFJ/INTJ/ ENFP/ENTP

It is also a belief that ENFPs are really good at out of

the box thinking and creating new ideas out of nothing.

92


ISFPs are really good at expressing themselves creatively

through the arts. ENFP uses the Ne function which sees

connection between objects

Now there is some guy who maybe creative but doesn't look

creative as s/he doesn't apply her/his creativity to the

outside world. Those would be P- types like NTPs and

NFPs.

How many of the participants are CREATIVE:

Table-3

MBTICode

ENFPThe

inspirer

(Ne)

ENTPThe

Visionary(Ne)

INFJThe

protector(Ni)

INTJThe

Scientist

(Ni)

ISFPThe

Artist(Fi)

No. ofStudents: 40

No one No one 1 1 No one

(%) 0 0 2.5 2.5 0

Graph: 3

93


ENFP ENTP INFJ INTJ ISFP0

0.51

1.52

2.5

% of creative participants

Series1

MBTI Code

% of participants

In our discussion we spot above five MBTI Code as

Creative Code whereas we found among the participants who

were instructed to attend the Career Counseling Program

organized by their parents’ office: only 2.5 % of each

INFJ and INTJ were found which are creative according to

our above discussion. Among the pupils’ population only

5% are of creative potential and 95% are comfortable with

traditional career set up.

94


The above code is defined as the creative code in Holland

Occupational Findings.

According to Holland code:

Table: 4

Holland creativecode

ASE/ESA/SAE

ASI/SIA/ISA

AER/ERA/REA

AEI/IEA/EAI

AIS/SAI/IAS

No. Of students(40)

1 2 0 1 2

%2.5 5 0 2.5 5

Graph: 4

95


ASE ASI AER AEI AIS0246

Creative code: Holland

Series1

Holland Code

%of the participants

These are the population of Creative Holland Code in %;

and the value is only 15% of total population; most of

the students’ participants were firm in approach, when

they were interviewed they reacted calmly, no confusion

had been found in them. Basically they were in

comfortable position and whatever coming out from the

assessment they had no hesitation in opting for it.

Case Studies-2

Mind’s Eye is one of the Career Counselling Centres

operating from Kolkata: at the time of admission to

Colleges (March-June) students came at their motivation

to know the best career options of them. Discussion with

them revealed the fact that they were very confused and

indecisive to choose their favourite career option

depending on their own conception and findings.

96


In their mind there is always,

1. Less confidence

2. Blur idea of their skill

3. Being confused because of their parental pressure

4. Creatively inclined

5. Odd career options’ likeness

6. No choice of usual career(

Engineering/Medicine/Law/or other conventional

career) options

So we offered them to sit first for open and free

discussion as there is no barrier to think giving

preferences to inner call; now-a-days many options are

there, and if the students are inclined to choose new

option there is scope to deal with it.

Technological growth is everywhere, it helps to create

new Career Options, may be parents are not knowledgeable

of it, but students are aware of it as they are techno

savvy and also concern to choose right one-so they

themselves need counseling to have a methodical

97


discussion to feel confident. The working procedure is

same as the Case Stuides-1

Presentation on Career Counselling program and its

importance in present world:

Career is future identity of every individual; so

they should think properly depending on their own

way without being motivated with the concept of

their parents’ demand and target.

Career day dreaming is quite natural: young

generation for obvious reasons start dreaming of

their future career: this is the first step of

career awareness: no problem how foolish they are.

Now they need to think practically whether it is

possible to achieve depending on their skill

efficacy

Skill Efficacy is the serious thought which each and

every student should think about themselves, what

they actually can do realistically: this is called

SKILL.

Next step is the Career Belief: is it there in them?

How long they like to be in preparation of their

98


skill improvement studies to do better in their

field?

This is the motivation steps making them focus on the

entire assessment process in order to get appropriate

response from them.

Distribution of Assessment inventories:

Two types of inventories we used:

MBTI : to know personality and potential

Holland Occupation Findings: to know the

occupational interest

Interview to know the study history of the students’

participants in school’s exam and behavior, the

environment they live, skill efficacy and the

positive remarks of their close relatives on him.

Table-5

SlNo

Attendant

MBTI HOLLAND

Skill/aptitud

es

Suggestedcareer


Day Dream (First)

Creative

Conventional

1 Shreya Mondal

ISTJ ISA

Analytical, firm, analyzing

Forensic science, doctor, surgeon, analyst

Forensicscience,surgeon,microbiologist,

99


SlNo

Attendant

MBTI HOLLAND

Skill/aptitud

es

Suggestedcareer


Day Dream (First)

Creative

Conventional

biotechnologist

2 Riya Ghosh

ESTP SIA

Math, English, practical, cannot follow rules

Mass comm., psychologist,social worker, journalist

Flute expert, news reporter, journalist, photographer, para commando

creative

3 Sukla Ghosh

ISTJ Computer literate, sings well

Teacher, psychologist,geriatric care, music therapy, p r job

Singer, music teacher, Bengali teacher, front office job

4 Indrashis Paul

ENFP SAE

Chemistry, nutrition, biology, computer hardware networking

Nutritionist,sports teacher, physical education

Biologist,English teacher, radio jockey, computer hardware networking, guitarist

creative

5 SthitiDey

ESTP Sports,drawing, painting, photography, dancing

Hotel management, chef, interior designer, artist

Business woman, teacher, model, actor

artistic

6 MalabikaSamsukha

INFJ ASE

Humanities, English, arts and crafts,music

Psychologist,artist, music, computers, home science

DJ, RJ, photographer, fashion designer

artistic

7 MollaAranyak Islam

ISTP ASE

Watching movies,writing

Can excel in the field of literature

Cinematographer, doctor, engineer,

Artistic, creative

100


SlNo

Attendant

MBTI HOLLAND

Skill/aptitud

es

Suggestedcareer


Day Dream (First)

Creative

Conventional

poetry,scripts, cinematography

poet, actor

8 Shrey Mishra

ISTJ IRE

Interested in gun making,martialarts, explosives

Needs counseling for aggressive nature and anger

National security guard

9 Shreyasi Banerjee

INFP AEI/AIE

English, chemistry, biology, good writer,quizzer

Social work, nutritionist,psychologist,occupational therapy

Professor,psychologist,Englishteacher,astronomer,scientist

creative

10 Arundhati Biswas

ENFP SAE

Dance, music, acting,sociology, economics, english

Psychology, social work, teacher, sociologist, HR

Journalist, actress,model, sociologist, professor

artistic

11 MalshreeMukerjee

INTJ IAE

Music, painting, singing, imaginative

Research and technical person, career path okay, developinterpersonalskills

Engineer, research, teaching

imaginative

12 Abhradeep Ghosh

ENTJ IRE

Physics, maths, computer science, mechanics, space

Engineering, research and analysis

Engineering, electronics, physicist,teaching

creative

101


SlNo

Attendant

MBTI HOLLAND

Skill/aptitud

es

Suggestedcareer


Day Dream (First)

Creative

Conventional

studies13 Devesh

JainISTJ AE

SGeography, physics, photography, commerce background

BBA, CS, BBA.LLB, BSW

Journalism, photography, writer,MBA, business man, actor

Creative, artistic

14 Krittika Kunda

ESFJ SAI

Physics, biology, chemistry, dancing, drawing

Psychologist,counselor, dentist, doctor, HR, PR

Research fellow, biotechnologist, professor

creative

15 WritamaChaterjee

ESTP EIR/S

Yoga, TT, physics, biology, cooking,

Medical technologist,hotel management, interior designer

Astrophysicist, sports journalist, PR manager, event management

creative

16 Mansi Kesri

ISTP SIE

Hindi, math, bioscience, computers

Careers in science, giveIISER exam

Doctor, engineer

17 Koyel Sadhu

ISFJ SAE

Humanities, history, geography, languages, sketching, glass paintin

BSW, fine arts, fashiondesigning, mass comm., graphics, cosmetologist

Animation,graphics,fashiondesigning,singer

Artistic, innovative

102


SlNo

Attendant

MBTI HOLLAND

Skill/aptitud

es

Suggestedcareer


Day Dream (First)

Creative

Conventional

g18 Shania

DeyINFP IS

ALiterature, biology, humanbody

Dietician, psychologist,social work

Doctor, biochemist, singer

artistic

19 BodhisattaDatta

ENFP ASE

Literature, writing, history

Architect, law, designer, writer

Film making, travel show

Artistic

20 Tamal Das

ESTP ISA/R

Chemistry, drawing, sketching, oilpainting

Hotel management, hospital management, computers

EDM, film making

creative

21 Indrajit Pandey

ISTJ Comfortable with pharmacology

M.Pharma, director, scientist, analyst

22 AyshiGanguly

ISFJ ASI

Chemistry, math, English, lit.,dance, music

Dietician, social worker, special educator, counselor

Singer, painter, doctor, scientist

creative

23 SanjuktaChaurasia

INFP AES

Life sciences, business studies, fashionstudies

Fashion designing, painting, psychologist,travel tourism

Fashion designer, business women, BBA/MBA

artistic

24 Ashish Sharma

ENTP AIS

Language, poetic,paintin

Social work, psychologist

Artistic

103


SlNo

Attendant

MBTI HOLLAND

Skill/aptitud

es

Suggestedcareer


Day Dream (First)

Creative

Conventional

g

25 Payal De

ISFJ SIA

Biology, chemistry, fine arts, singing

Nutritionist, therapist,pathologist,educator, hospital management

Tangodancer,bankmanager,biochemist, popstar,guitarist

artistic

26 Sonal Chopra

ENTP ASE

English, pol. Sc., debater, swimmer

Law, social work, MBA, pol.sc.

Lawyer, professor

27 Seema Mandal

ESFJ Math, computer science, MBA marketing

Math teacher, retail management, geriatric care, psychologist

28 Rohit Thakkar

ISTP SIR

History, literature, accountancy, economics, computers

MBA, mass comm., mediaand entertainment, entrepreneurship

Entrepreneur, policeofficer, actor

creative

29 AyanavaChoudhury

INTJ ECI

Math, physics, slow,lacks concentration

Take sciencein 11th, counseling after 12th again.

Merchant navy, business

30 AritraNandy

ESTP Math, quizzing, lacks concentration

Engineering in fire and safety, medical tech. physical

104


SlNo

Attendant

MBTI HOLLAND

Skill/aptitud

es

Suggestedcareer


Day Dream (First)

Creative

Conventional

edu.

31 MallikaTripathi

ENFP ASE

Debater, poetry writing, math,physics, chemistry

Architecture, HR, media management, hotel management

Army, civil services, engineer, doctor,pilot

Innovative, creative

32 Suranjana Sen

ESFP ICE

Theoretical botany,likes to write

Nutritionist, marine biologist, occupationaltherapist

Doctor, engineer, dancer, singer

33 Sreeja Banerjee

ISTJ Biology, math,physics

Medical tech., vet.,BDS, doctor,engineer, physiotherapist

doctor

34 KashfaHaque

ESTJ SAE

English, economics, writing, sketching

MBA, logistics

Civil services, journalism, economist

35 PurbaNandy

ESFJ SAE

Commerce student, mass comm., english

Hospitality management, customer relations, psychologist, MBA, MSW

HR, actor,teacher, counselor,airhostess, work in WHO/NGO

creative

36 NirupamSahoo

ENTP RIA

Math, computers, sciencestudent

Computers, hardware networking, industrial design

Professor,engineer

37 FaamidaMadhat

ESFP SIA

English, physics

Any professionalcourse in

Social work, doctor,

105


SlNo

Attendant

MBTI HOLLAND

Skill/aptitud

es

Suggestedcareer


Day Dream (First)

Creative

Conventional

, biology

science stream

professor

38 DidhitiGhosh

INTJ SEA

Economics, psychology, sociology, art

BA.LLB, designer, psychologist, MBA

Social worker, instructor

artistic

39 MandiraMajumdar

ENFP SEA

Bengali, pol.sc., philosophy, loves to teach

Child/schoolcounselor, teacher, MSW, MBA(HR)

Teacher, researcher

creative

40 Sneha Chowdhury

INTJ EAC

Sociology, geography

Life skill dev. Prog, mass comm., hospitality management

Acting anddance,business,journalist,astronaut

Creative

41 Poonam Barua

ESFP ESC

Economics, commerce, drawing

CS, MBA, fine arts

CS, MBA, HR manager, CEO of company

Artistic

42 AneweshaNaskar

ENTJ ISC

Physics, math,computers

Computer engineering,actuary, MBA

IIT, architect

Creative

43 SrijaniBanerjee

ESTP IAS

Maths, dress designing

Fashion designing, nutritionist, interior designing

Fashion designer, textile engineering, actor

Artistic

44 RishabhBajaj

ISTP RAI

Sciencestudent, compute

Engineering,MBA, M.Tech,PH.D.

Engineering, architecture, CA,

106


SlNo

Attendant

MBTI HOLLAND

Skill/aptitud

es

Suggestedcareer


Day Dream (First)

Creative

Conventional

rs pilot, astronaut

45 SakshiDhanawat

ISTJ SEC

Commerce, accounts, business studies

CS, MBA, life skill development,social entrepreneur

Event management, CA, art and craft

Artistic

46 ToshitaAgarwal

INFP SEA

Literature, psychology, biology, arts

Psychologist, artist, HR, advertising

Fashion advisor, life stylemagazine

imaginative

47 Mainak Sarkar

ESTP CIE

Math, good PRskills,finance

In HR, public relations, soft skill developer, financial planner

Programmer, photographer, financial advisor

48 Shreya Mukhopadhayay

ENTJ EIA

Physics, drawing, dancing, good communicator

Psychologist, lawyer, engineer

Lawyer,politician, actor,HR manager

49 JahnviKanabar

ESTP IEA/S

English, pol.sc., geography, good public speaker

Political analyst, sociologist,strategic planner

Politician, UN representative

Creative

50 AtrayeeDatta

ISTP IRS

Computer science, chemistry, biology

Engineering,computers, research andanalysis

Research, good speaker-debate/UN,travellingjob

Creative

107


SlNo

Attendant

MBTI HOLLAND

Skill/aptitud

es

Suggestedcareer


Day Dream (First)

Creative

Conventional

51 Himalaya Bothra

ISFJ CSI/E

Commerce, math, history, cricket, actuary, statistics

Teacher, HR manager, financial planner, CA,actuary, MBA

CA,MBA, actuary, cricketer

52 Manish Gupta

ISTP CES

Economics, math, accountancy

CS, ICAI, CA, MBA, banker

Cricketer,business man

53 SanchariKirtania

ESFP SAI

History, life sciences, cooking, chemistry

Psychologist, nutritionist, sociologist,biologist

Chef, counselor,doctor, photographer

Artistic, creative

54 Anisha Sharma

ISTJ SCE

Physics, Biology, painting, Sports,

Teacher, HR,Administrator, Sports Management, hospital Management

Engineering, MBA, Dr,

55 ChandramaLaha

ESTP EAS/C

Physics, Computers, English, Psychology, Biology, Nutrition

MBA in communications profession

Reporter, Psychologist, Dr, Nutritionist, Archaeologist

56 Pulastya Gangopadhyay

INTP Computer Sc, English, Bengali,

Computer Engineer, Programmer, Analyst,

Dr (onlyforresearchwork),Economist,Marine

108


SlNo

Attendant

MBTI HOLLAND

Skill/aptitud

es

Suggestedcareer


Day Dream (First)

Creative

Conventional

Literature, Biology, Maths

Biologist,Astrophysicist

57 SouryaBanargee

ESTJ ASI

History, Computer Games, Archeology, Research

Economist, Historian, Archeologist, Teacher

Space Scientist,Psychologist, Archeologist, Hollywood

Celeb

58 Rajshree Basak

ENFJ IAE

Analytical, MSE physics, Photography, Music,

Industrial Research andDevelopment,Quality Control, Patent Agent, Writer

Development of products by overcomingtechnological challengesthat have a direct impact/contribution to society

Innovative

The students came with their parents being confused and

indecisive; they took part in the assessment program

being interested and enthusiastic as they thought that

these would after all helped them a lot to be confident

and stayed with their own career options.

109


According to MBTI code:

Table-6

MBTI ENFJ ENFP ENTJ ENTP ESTP ESTJ ESFP ESFJ INTP INTJ ISF

P

ISFJ INFP INFJ ISTP ISTJ

No.

Of

stude

nts

(58)

The

give

r

The

inspi

rer

The

Execut

ive

The

Vision

ary

The

Doer

The

Guardi

an

The

Perfor

mer

The

Caregi

ver

The

Think

er

The

Scien

tist

The

Art

ist

The

Nurtu

rer

The

Idea

list

The

protec

tor

The

Mechan

ic

The

Duty

Fulfi

ller

1 5 3 3 9 2 4 3 1 4 0 4 4 1 6 8

% 1.7 8.6 5.17 5.17 15.5 3.4 6.8 5.17 1.7 6.8 0 6.8 6.8 1.7 10.3 13.7

110


How many of the participants are CREATIVE:

From our previous discussion we know the creative code of

artistic potential. Below is the % of participants who

are creative by nature.

Table-7

MBTICode

ENFPThe

inspirer

(Ne)

ENTPThe

Visionary(Ne)

INFJThe

protector

(Ni)

INTJThe

Scientist(Ni)

ISFPThe

Artist(Fi)

No. ofStudents

: 58

5 3 1 4 0

(%) 8.6 5.17 1.7 6.8 0

Graph-7


% of Creative participants

Series1

MBTI Code

% of participants

It has been observed that the percentage of Creative

Participants in MBTI is increased when the participants

came being interested, confused and indecisive. Creative

111


person implies the personality as gullible, their

motivation of work/learning depends only when the

activity they are involved is up to their choice and

skill.

Presently the student’s community take interest to

discuss or be under the career assessments just to know

the suitability of career according to their potential,

preferences and aptitudes; more the students’ approach

means more they are confused and indecisive to select

their own career options.

According to Holland code:

The artistic or creative participants must have this

combination giving below and we found % of participants

who have creative potential.

Table: 8 Holland

creative

code

ASE/ESA/

SAE

ASI/SIA/

ISA

AER/ERA/REA AEI/IEA/

EAI

AIS/SAI/

IAS

No. of

students

(58)

10 8 0 2 4

%

17.2 13.7 0 3.4 6.8

112


Graph-8


5

10

15

20

% OF Holland Creative Code

Series1

Holland Creative Code

% of Participants

It has been found that the interest code by Holland is

also observed to be more creative when the participants

came being willing and confused, creative mind has

trouble to stay motivated at target if the target is not

selected by them only. So it is vital to be under career

counselor or to have expertise opinion to set students’

goal and target which helps them to be more successful.

113


CHAPTER IV

Results and Discussion

Before continuing the discussion on percentage of MBTI

and Holland Code of Creative persons we started observing

the Day Dreaming of two groups of participant. In the

Case Studies(1) the participants came being directed by

their parents to attend the Career Counselling Program

organized by Employer of participants’ parents. For the

Case Studies(2) participants asked their parents to be

accompanied them for career assessment program by career

Counsellor on individual basis as they came as they liked

to organize their program to know their best career

option.

There are always tussles between students and parents in

choosing the career of students as parents prefer

pressurizing students to select the colleges, subjects

and also friends according to their way, not even they

mind that when a child is in adolescence phase it is the

duty of each parent to feel their children to be more

responsible for their own being; instead they start

114


interfering in advising students in advance, this results

anxiety, tension, confusion and many conflicts in their

adolescent son/daughter emotion.

In our data we first observed how the students of today

are day dreaming of their future career options: whether

they are more prone to conventional career

(engineering/doctor/law/executives/bank etc.) or

something like more updated career concept which is not

there in the job market some days ago.

Creative persons are always ready to take risk in

venturing new horizon by exploiting their skill of living

according to demand of the newly found/formed career. But

the students who prefer to be home bound under the

protection of seniors of family prefer traditional job

which is less risk prone as the job market is already

there-so no extra burden they need to take in searching

their future career.

115


In our data collection we put the words like Fundamental

for Conventional work and Creative /Artistic for newly

shaped career which is more prone to original style of

thinking of individuals, unique in approach of the

individuals’ role in his/her entire career connection.

Table-9

(Types of Day Dreams)

Table-(1) (% of participants) Table –(5) (% of participants)

DirectedParticipants

Conventional

Creative WillingParticipants

Conventional Creative

40 11 19 58 23 35

% 27.5 47.5 % 39.65 60.34

Table-10

(Types of Day Dreams)

Participants’

type

Creative (%) Conventional (%)

Directed 47.5 27.5Willing 60.34 39.6

116


Graph-9

Creative Conventional010203040506070

Type of Day Dream of participants

DirectedWilling

% of participants

In the entire Career Counselling Program (Directed Table-

1 /Willing Table-5) we observed that the DAY DREAMS of

candidates were related in favour of creative careers,

they prefer to be original in executing their work and

feelings of comfort is there.

But to act as a creative person needs skill and

enthusiasm; in addition participants need to be agreeable

with struggle of making attempt as creative venture may

have chance to be successful and failure with equal

probability.

Above Table-9 & Table -10 and Graph-9 reveal the fact

that percentage of creative career option always leads

117


ahead of that of conventional career option irrespective

of fact of candidates taking part willingly or being

directed.

Now we are going to discuss on Potentials & Preferences

of candidates whether these two assessments are inclined

to creative career options or conventional options.

With reference to MBTI creative code we have following

results. For the Case Studies-1 in Table-3 and Graph-3 we

observed followings:


0.51

1.52

2.5

% of creative participants

Series1

MBTI Code

% of participants

In Table-& and Graph-7 we have the graphical

presentation like below;

118



% of Creative participants

Series1

MBTI Code

% of participants

We observed in above two graphical presentations (Graph-3

& Graph-7) when the participants came being willing to

know their best career option their creativity range

increases more than the candidates who were directed to

attend the Career Counselling program.

If we compare the all types of creative code of MBTI as a

whole we found following graphical presentation:

119


Table-11

MBTI

Code in

% of

particip

ants

ENFP

The

inspire

r

(Ne)

ENTP

The

Visiona

ry

(Ne)

INFJ

The

protector

(Ni)

INTJ

The

Scientist

(Ni)

ISFP

The

Artist

(Fi)

Directed 0 0 2.5 2.5 0Willing 8.6 5.17 1.7 6.8 0

Graph-10

ENFP ENTP

INFJ INTJ ISFP0246810

Comparison of MBTI creative code among the participants coming direct

and being instructed

Series1Series2DirectedWilling

% of participants

As MBTI creative code concerned we had seen again the

increased percentage of candidates coming being confused

and indecisive were inclined more creative code more than

the candidates who were instructed by their parents. So

when adolescent boys and girls are confused to take

120


decision in choosing their appropriate career options

implying that they are more gullible than others as they

are most of the times in pursuit of their own original

unique career options which may not be supported by their

parents and other relatives; but they are still stubborn

to follow their dream with the support of career findings

generated by using career assessment tools.

Cultivation of creativity requires courage to lead a life

of own as it does not follow the known path of reaching

the career target; so parents are naturally becomes

fearful in giving support their adolescent boys and

girls.

To follow a creative path of unique concept demands

Courage to know more

Agreeableness to go along the uneven route of life

Tenacity to face failure

Wide openness to accept uncertainty and

Last but not the least ,confidence to make attempts if not

succeeds at first/second trial

In our DAY DREAM stage (Graph- 9) we explored

participants to be more creative than to be conventional

irrespective of their status of coming willingly or being

121


instructed; but when serious assessment started to apply

participants became more conscious about their choice of

responses and it was found that percentage of MBTI

creative code is restricted and the result of findings is

not appreciably high towards the creativity.

Results suggested us that participants were creatively

more inclined and if parents had allowed them to sit for

career Counseling, they were free to respond as they

like, being free of all restrictions.

With reference to Holland creative code we have following

results.

For the Case Studies-1 in Graph-4 we observed followings:

Graph-4


Creative code: Holland

Series1

Holland Code

%of the participants

For the Case Studies-2 in Graph-8 we observed followings

Graph-8

122



5

10

15

20

% OF Holland Creative Code

Series1

Holland Creative Code

% of Participants

Table-12

Holland

creativecode

ASE/ESA/SAE

ASI/SIA/ISA

AER/ERA/REA

AEI/IEA/EAI

AIS/SAI/IAS

Directed

2.5 5 0 2.5 5

Willing

17.2 13.7 0 3.4 6.8

Graph-11

123


ASE/ESA/SAE

ASI/SIA/ISA

AER/ERA/REA

AEI/IEA/EAI

AIS/SAI/IAS

0

5

10

15

20

Comparison of Holland Creative Code among the

participants coming Direct and being instructed

DirectWilling

% of participants

Same occurrence like Graph-10 had been seen in these

Holland Occupational Findings also; the creative code is

higher in willing candidate than the candidates coming

being instructed. When participants came willingly and

agreed to be under assessment they were free to give

responses and the results shown them to be more creative.

So in both the cases (MBTI & Holland Occupational Code)

participants reacted more creatively in assessment than

to be conventional way.

Creative career options allow anyone to be more

realistically bent than to be Theoretical: they prefer

124


hands on training and more application –mere theoretical

studies cannot motivate them to be with, rather

participants are eager to apply their original

suggestions in reality and this brings happiness in them

and they enthuse to go ahead with their own concept and

suggestions coming appropriately after fruitful and

reality base application.

So it has been observed that if each and every

participant has been instructed to response according to

their own demand being free of all responsibilities from

home, parents and other relationship they obviously would

be in favour of socially vibrant creative code

encouraging hands on application of their original and

unique concept.

If the participants are giving scopes of doing so a nation

will survive more interestingly and uniquely as concept of

every attempt is appropriately checked by reality and well

suited perception would always be selected by mass for the

well being of nation.

125


126


CHAPTER-V

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60. SHARP, C. (2001). ‘Developing young children’s

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to offer?’ Paper presented to an Invitational

Seminar, Chadwick Street Recreation Centre, London,

14 February [online]. Available:

http://www.nfer.ac.uk/research/papers/

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63 SHARP, C. and LE METAIS, J. (2000). The Arts,

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Assessment Frameworks) [online]. Available:

http://www.inca.org.uk/ pdf/finalreport.pdf [13

January, 2004].

64. ROBINSON REPORT. GREAT BRITAIN. DEPARTMENT FOR

EDUCATION AND EMPLOYMENT. DEPARTMENT FOR CULTURE,

MEDIA AND SPORT. NATIONAL ADVISORY COMMITTEE ON

CREATIVE AND CULTURAL EDUCATION (1999). All Our

Futures: Creativity, Culture and Education. London:

DfEE.

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65. GARDNER, H. (1999). Intelligence Reframed: Multiple

Intelligences for the 21st Century. New York, NY:

Basic Books.

66. RUNCO, M.A. (2003). ‘Education for creative

potential’, Scandinavian Journal of Educational

Research, 47, 3, 317–24.

67. CRAFT, A. (2003). ‘Creative thinking in the early

years of education’, Early Years, 23, 2, 143–54.

68. TEGANO, D.W., MORAN, J.D. and SAWYERS, J.K. (1991).

Creativity in Early Childhood Classrooms (NEA Early

Childhood Education Series). West Haven, CT:

National Education Association.

69. MALAGUZZI, L. (1993). ‘History, ideas, and basic

philosophy: an interview with Lella Gandini.’ In:

EDWARDS, C., GANDINI, L. and FORMAN, G. (Eds) The

Hundred Languages of Children: The Reggio Emilia

Approach – Advanced Reflections. Second edn.

Greenwich, CT: Ablex Publishing.

70. MEADOR, K.S. (1992). ‘Emerging rainbows: a review of

the literature on creativity’, Journal for the

Education of the Gifted, 15, 2, 163–81.

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through Adulthood: The Developmental Issues (New

Directions for Child Development No. 72). San

Francisco, CA: Jossey-Bass.

72. RUSS, S.W. (1996). ‘Development of creative

processes in children’. In: RUNCO, M.A. (Ed.)

Creativity from Childhood through Adulthood: The

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Developmental Issues (New Directions for Child

Development No. 72). San Francisco, CA: Jossey-Bass.

73. Developing young children’s creativity 5. Children

can get all the creative experience they need from

free play and unstructured arts activities. Children

do benefit from free play and unstructured arts

activities. But left entirely to their own devices,

children’s play and artwork can become routine and

repetitive. Children need stimulation and creative

problems to solve. Adults can help children to

develop their creative skills through play.

74. You don’t need to be knowledgeable or skilful to be

creative. There is a balance to be struck here,

because insisting on extensive knowledge and skill

development can be stultifying. On the other hand,

knowledge and skill are fundamental to creativity.

Existing knowledge of the world is a starting point

for young children’s play. How can people express

their creativity without developing the necessary

skills? How would you know if your contribution was

original or appropriate unless you had some

understanding of the area?

75. MELLOU, E. (1996). ‘Can creativity be nurtured in

young children?’ Early Child Development and Care,

119, 119–30.

76. CRAFT, A. (2000). Creativity across the Primary

Curriculum: Framing and Developing Practice. London:

Routledge.

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77 CRAFT, A. (2002). Creativity and Early Years

Education. London: Continuum.

78. MELLOU, E. (1994). ‘The case of intervention in

young children’s dramatic play in order to develop

creativity’, Early Child Development and Care, 99,

53–61.

79. PRENTICE, R. (2000). ‘Creativity: a reaffirmation of

its place in early childhood education’, Curriculum

Journal, 11, 2, 145–58.

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developmental issues’, Scandinavian Journal of

Educational Research, 47, 3, 291–303.

81. RUNCO, M.A. (1990). ‘The divergent thinking of young

children: implications of the research’, Gifted

Child Today, 13, 4, 37–9.

82. EDWARDS, C.P. and SPRINGATE, K.W. (1995).

Encouraging Creativity in Early Childhood Classrooms

(ERIC Digest). Urbana, IL: ERIC Clearinghouse on

Elementary and Early Childhood Education (ED389474).

83. SCOPE, E.E. (1999). A meta-analysis of research on

creativity: the effects of instructional variables.

Unpublished dissertation, Fordham University.

84. MURDOCK, M.C. (2003). ‘The effects of teaching

programmes intended to stimulate creativity: a

disciplinary view’, Scandinavian Journal of

Educational Research, 47, 3, 339–57.

85. WINNER, E. and COOPER, M. (2000). ‘Mute those

claims: no evidence (yet) for a causal link between

139


arts study and academic achievement’, Journal of

Aesthetic Education, 34, 3–4, 1–65.

86. SHARP, C., BENEFIELD, P. and KENDALL, L. (1998). The

Effects of Teaching and Learning in the Arts: A

Review of Research. London: QCA.

87. DAVID, T. (2003). What Do We Know about Teaching

Young Children? A Professional User Review of UK

Research Based on the BERA Academic Review ‘Early

Years Research: Pedagogy, Curriculum and Adult

Roles, Training and Professionalism’. Nottingham:

British Educational Research Association.

88. DOWNING, D., JOHNSON, F. and KAUR, S. (2003). Saving

a Place for the Arts? A Survey of the Arts in

Primary Schools in England (LGA Research Report No.

41). Slough: NFER. About the author Caroline Sharp

is a Principal Research Officer in the Department of

Professional and Curriculum Studies at the National

Foundation for Educational Research. Her research

interests are in early childhood, arts and

creativity and study support. Address for

correspondence [email protected] Copying permitted

The NFER grants to educational institutions and

interested bodies permission to reproduce this item

in the interests of wider dissemination.

Related websiteswww.ncaction.org.uk/creativity

140

http://www.ncaction.org.uk/creativity


The Creativity website from the QCA is the result of a project

to research creativity in schools. It offers practical ideas

on how to promote pupil's creativity, thinking and behaviour.

The QCA

invites schools to contribute to the ongoing work of the

project, go to by sending examples and

telling them how pupils' creativity has been promoted in the

classroom and school.

www.creative-partnerships.com/

Creative Partnerships is a government-funded national

initiative, established to develop schoolchildren's potential,

ambition, creativity and imagination. The initiative provides

school

children across England with the opportunity to develop

creativity in learning and to take part in cultural

activities. Creative Partnerships does not fund projects but

aims to establish collaborative partnerships to enable the

development of projects that reflect the interests,

specialism’s and shared vision of those involved. 11

Developing young children’s creativity

www.refocus-cambridge.co.uk

Refocus Cambridge and Cambridge Centre for Curiosity and

Imagination in collaboration with the Kaetsu Educational and

Cultural Centre host the 100 languages of children exhibition.

ERIC (Educational Resources Information Center, US) publishes

digests on all aspects of education. The following may be of

interest for further reading on the topic of creativity and

young children.

www.ericfacility.net/databases/ERIC_Digests/ ed306008.html

141

http://www.ericfacility.net/databases/ERIC_Digests/

http://www.refocus-cambridge.co.uk/

http://www.creative-partnerships.com/


Moran, James D., III (1998). Creativity in Young Children.

Urbana, IL: ERIC Clearinghouse on Elementary and Early

Childhood Education (ED306008). This digest explores factors

that affect creativity in children and techniques for

fostering this quality. The need to study creativity, and the

definition of creativity within a developmental framework, are

also discussed. (Original abstract)

www.ericfacility.net/databases/ERIC_Digests/ ed389474.html

Edwards, C.P. and Springate, K.W. (1995). Encouraging

Creativity in Early Childhood Classrooms. Urbana, IL: ERIC

Clearinghouse on Elementary and Early Childhood Education

(ED389474). This digest considers both teacher-initiated and

child-initiated strategies for enhancing young children’s

self-expression and creativity. It reports on the Reggio

Emilia approach to early childhood education, which considers

the arts to be one of the ‘hundred languages of children’.

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http://www.ericfacility.net/databases/ERIC_Digests/


Appendix -IMYERS-BRIGGS TYPE INDICATOR

DIRECTIONS

THERE ARE NO “RIGHT“ OR “WRONG” ANSWERS TO THE QUESTIONS ON THIS INVENTORY

YOUR ANSWERS WILL HELP TO SHOW HOW YOU LIKE TO LOOK AT THINGS AND HOW YOU LIKE TO

GO ABOUT DECIDING THINGS. KNOWING YOUR OWN PREFERENCES AND LEARNING ABOUT OTHER

PEOPLE’S CAN HELP YOU UNDERSTAND WHETHER YOUR SPECIAL STRENGHTS ARE, WHAT KIND OF

WORK YOU MIGHT ENJOY AND BE SUCCESSFUL DOING, AND HOW PEOPLE WITH DIFFERENT

PREFERENCES CAN RELATE TO EACH OTHER AND BE VALUABLE TO SOCIETY.

READ EACH QUESTION CAREFULLY AND SELECT ONE OF THE TWO CHOICES GIVEN, WHICH

APPLIES TO YOU, BY CIRCLING TO EITHER “A” OR “B”.

PART1: WHICH ANSWER COMES CLOSER TO TELLING HOW YOU USUALLY FEEL OR ACT?

1. WHEN YOU GO SOMEWHERE FOR THE DAY, WOULD YOU RATHER

A. PLAN WHAT YOU WILL DO AND WHEN, OR

B. JUST GO?

2. IF YOU WERE A TEACHER, WOULD YOU RATHER TEACH

A. FACT COURSES, OR

B. COURSES INVOLVING THEORY?

3. ARE YOU USUALLY

A. A “GOOD MIXER”, OR

B. RATHER QUIET AND RESERVED?

4. DO YOU MORE OFTEN LET

A. YOUR HEART RULE YOUR HEAD. OR

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B. YOUR HEAD RULE YOUR HEART?

5. IN DOING SOMETHING THAT MANY OTHER PEOPLE DO, DOES IT APPEAL TO YOU MORE

TO

A. INVENT A WAY OF YOUR OWN, OR

B. DO IT IN THE ACCEPTED WAY?

6. AMONG YOUR FRIENDS ARE YOU

A. FULL OF NEWS ABOUT EVERYBODY, OR

B. ONE OF THE LAST TO HEAR WHAT IS GOING ON?

7. DOES THE IDEA OF MAKING A LIST OF WHAT YOU SHOULD GET DONE OVER A WEEKEND

A. APPEAL TO YOU, OR

B. LEAVE YOU COLD, OR

C. POSITIVELY DEPRESS YOU?

8. WHEN YOU HAVE A SPECIALJOB TO DO, DO YOU LIKE TO

A. ORGANIZE IT CAREFULLY BEFORE YOU START, OR

B. FIND OUT WHAT IS NECESSARY AS YOU GO ALONG?

9. DO YOU TEND TO HAVE

A. BROAD FRIENDSHIPS WITH MANY DIFFERENT PEOPLE, OR

B. DEEP FRIENDSHIP WITH VERY FEW PEOPLE?

10. DO YOU ADMIRE MORE THE PEOPLE WHO ARE

A. CONVENTIONAL ENOUGH NEVER TO MAKE THEMSELVES CONSPICUOUS, OR

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B. TOO ORIGINAL AND INDIVIDUAL TO CARE WHETHER THEY ARE CONSPICUOUS

OR NOT

11. DO YOU PREFER TO

A. ARRANGE PICNICS, PARTIES ETC, WELL IN ADVANCE, OR

B. BE FREE TO DO WHATEVER TO LOOKS LIKE FUN WHEN THE TIME

COMES?

12. DO YOU USUALLY GET ALONG BETTER WITH

A. REALISTIC PEOPLE, OR

B. IMAGINATIVE PEOPLE?

13. WHEN YOU ARE WITH THE GROUP OF PEOPLE, WOULD YOU USUALLY RATHER

A. JOIN IN THE TALK OF THE GROUP OR

B. IMAGINATIVE PEOPLE?

14. IS IT A HIGHER COMPLIMENT TO BE CALLED

A. A PERSON OF REAL FEELING, OR

B. A CONSISTENTLY REASONABLE PERSON?

15. IN READING FOR PLEASURE, DO YOU

A. ENJOY ODD OR ORIGINAL WAYS OF SAYING THINGS, OR

B. LIKE WRITERS TO SAY EXACTLY WHAT THEY MEAN?

16. DO YOU

A. TALK EASILY TO ALMOST ANYONE FOR AS LONG AS YOU HAVE TO, OR

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B. FIND A LOT TO SAY ONLY TO CERTAIN PEOPLE OR UNDER CERTAIN

CONDITIONS?

17. DOES FOLLOWING A SCHEDULE

A. APPEAL TO YOU, OR

B. CRAMP YOU?

18. WHEN IT IS SETTLED WELL IN ADVANCE THAT YOU WILL DO A CERTAIN THING AT A

CERTAIN TIME,DO YOU FIND IT

A. NICE TO BE ABLE TO PLAN ACCORDINGLY, OR

B. A LITTLE UNPLEASANT TO BE TIED DOWN?

19. ARE YOU MORE SUCCESSFUL

A. AT FOLLOWING A CAREFULLY WORKED OUT PLAN, OR

B. AT DEALING WITH THE UNEXPECTED AND SEEING QUICKLY WHAT SHOULD BE

DONE?

20. WOULD YOU RATHER BE CONSIDERED

A. A PRACTICAL PERSON, OR

B. AN INGENIOUS PERSON?

21. IN A LARGE GROUP, DO YOU MORE OFTEN

A. INTRODUCE OTHERS, OR

B. GET INTRODUCED?

22. DO YOU USUALLY

A. VALUE SENTIMENT MORE THAN LOGIC, OR

B. VALUE LOGIC MORE THAN SENTIMENTS?

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23. WOULD YOU RATHER HAVE AS A FRIEND

A. SOMEONE WHO IS ALWAYS COMING UP WITH NEW IDEAS, OR

B. SOMEONE WHO HAS BOTH FEET ON THE GROUND?

24. CAN THE NEW PEOPLE YOU MEET TELL WHAT YOU ARE INTERESTED IN

A. RIGHT AWAY, OR

B. ONLY AFTER THEY REALLY GET TO KNOW YOU?

25. (ON THIS QUESTION ONLY, IF TWO ANSWERS ARE TRUE, CIRCLE BOTH)

IN YOUR DAILY WORK, DO YOU

A. USUALLY PLAN YOUR WORK SO YOU WON’T NEED TO WORK UNDER

PRESSURE, OR

B. RATHER ENJOY AN EMERGENCY THAT MAKES YOU WORK AGAINST TIME,

OR

C. HATE TO WORK UNDER PRESSURE?

26. DO YOU USUALLY

A. SHOW YOUR FEELINGS FREELY, OR

B. KEEP YOUR FEELINGS TO YOURSELF?

PART 2: WHICH WORD IN EACH PAIR APPEALS TO YOU MORE? (THINK WHAT THE WORD MEAN, NOT HOW THEY LOOK OR HOW THEY SOUND)

27. A. SCHEDULED 35. A. STATEMENT 43. A.

CALM

B. UNPLANNED B. CONCEPT B.

LIVELY

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28. A. FACTS 36. A. RESERVED 44. A.

JUSTICE

B. IDEAS B. TALAKATIVE B.

MERCY

29. A. QUIET 37. A. ANALYZE 45. A.

FASCINATING

B. HEARTY B. SYMPATHIZE B.

SENSIBLE

30. A. CONVINCING 38. A. CREATE 46. A.

FIRM-MINDED

B. TOUCHING B. MAKE

B. WARM HEARTED

31. A. IMAGINATIVE 39. A. DETERMINED 47. A.

FEELING B. MATETR-OF-FACT B. DEVOTED

B. THINKING

32. A. BENEFITS 40. A. GENTLE 48.

A. LITERAL

B. BLESSINGS B. FIRM

B. FIGURATIVE

33. A. PEACEMAKER 41. A. SYSTEMATIC 49. A.

FORESIGHT

B. JUDGE B. CASUAL B.

COMPASSION

34. A. SYSTEMATIC 42. A. CERTAINTY 50. A.

HARD

B. SPONTANEOUS B. THEORY B.

SOFT

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Appendix –II: John Holland Occupation Findings

Name:………………………………………..Study:……………………………

Age:…… Sex……… Mobile

No.................................... Board:

………………………………….

Name of School/College: ………………………………………………………….

Occupational Day Dream

List belowthe occupations you have considered in thinking

about your future, List the careers you have daydreamed about

as well as those you have discussed with others. Try giving a

history of your daydreams. Put your most recent choice on Line

1 and work backwards to the earlier job you have considered.

Occupation

1 ………………………………………………………………………………………

2 ………………………………………………………………………………………

3 ………………………………………………………………………………………

4 ………………………………………………………………………………………

5 ………………………………………………………………………………………..

6 …………………………………………………………………………………………

7 ………………………………………………………………………………………….

8 ………………………………………………………………………………………

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( No compulsion is there to have 8 occupations-as you like to

dream, may be 3 or 4 or 5, write down freely and then stop).

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151


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154


155


Appendix -III

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The Interview with the students/parents to know his

APTITUDES and INTEREST and SOCIO-ECONOMIC BACKGROUND1. No. of siblings and the position:

2. The family set up and status parents:

3. Family environment

4. The economic Status

5. Parents’ interest

6. Students’ academic performances from Class VIII onwards:

7. The highest score subject wise

8. Interpersonal relationship with classmates/teachers:

9. No. of friends:

10. Leadership

11. Any performances in school program

12. Skill efficacy:

13. Career Belief:

14. Idea of his/her potential:

15. Any hobby:

16. Leisure time activities:

17. Likeness

18. Remarks on him:

a. Teachers

b. Parents individually

c. Friends

d. Any important relatives

19. Day dreaming related to profession/career

20. Emotional status:

a. Ready to go anywhere within a short notice:

b. Socialization skill:

c. The idol you love

d. Sharing skills

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