Academic Student Career Coaching

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

It is a matter of building your professional project.

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

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

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

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

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

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

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

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

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

Our work will depend on your specific request.

The question of motivation and self-confidence

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


This shows the importance of this SELF-REFLECTION.

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


Last Blog Articles

  • Indicators that a gifted child is not supported by the school

    Publié le 28 December 2021 par Philippe Vivier dans Teaching, Education and Schooling

    Here is a non-exhaustive list of some indicators that I have quickly put together for parents that will allow them to identify that the school is not taking care of their gifted children as it should and is not adapting its methods and supervision. This is despite the fact that the national education system claims to do everything possible to support them according to their needs and the recommendations of specialists.

    Of course, nothing dispenses with having a good knowledge of the specificities of your gifted children, particular or shared. I therefore encourage you to get information and training on the subject, as this is probably the best way to accompany your child serenely and intelligently into his adult life.

    It is not a question of defining how many indicators you need to take into account to be sure of the situation and determine if your child's needs are known, taken into account and provided for.

    It's about using common sense, because not everything is necessary and just because you identify a few things in this list doesn't mean that your child is not being properly supported.

    As you will see from some of the indicators, it is necessary to know your child's specificities, but above all his real level of knowledge, especially in the different subjects, which invariably involves personal work, on weekends and during the vacations, via revision books and exercise books allowing him to progress at his own pace and to set himself challenges. This will allow you to

  • Sample letter for parents to teachers of gifted children

    Publié le 19 December 2021 par Philippe Vivier dans Teaching, Education and Schooling

    Here is a sample letter to be adapted and given to the teachers of your children who have not been trained or made aware of the specificities of gifted children.

    First, you should make sure of what is the exact situation, please follow this link to find some key tips to help you work with your teacher/school/district :

    If you realize that nothing's done the way it should and it's a knowledge and will problem, check the letter below.

    I have voluntarily separated this prewritten letter from my article on the wanderings of the school in the face of gifted children in order to improve the referencing of the content so that it can be found more easily by the majority of parents who have to deal with these difficulties.

    You have permission to copy, modify, and reuse this letter to give to your child's teacher. For professionals, journalists, bloggers, you have the obligation to cite the source of this letter in a clear and detailed manner as well as to link to this website, in case of editorial use.

    It goes without saying that I decline all responsibility for the possible consequences arising from the use of this letter and you are therefore entirely responsible for your action.

    This letter has been traduced from French, please alter it before use with the specific wording needed.

    It has been deliberately formatted to fit on a single A4 page. When editing the content, I encourage you to make sure it

  • Why doesn't school support gifted children?

    Publié le 19 December 2021 par Philippe Vivier dans Teaching, Education and Schooling

    The present and future problems that parents of gifted children face and will face in the future are related to the lack of training of teachers and the lack of adapted pedagogical adaptations proposed.

    It is interesting to note that on most of the websites dealing with gifted children, the one’s from the different states, including the NAGC website, the emphasis is generally placed on identification. Identification is emphasized because many children are not identified and therefore are not properly accompanied?

    I am surprised by one thing, generally when a child has difficulties, they are identified quickly, teachers, psychologists and parents wonder about their origins. The existing reading grids allow for a fairly rapid diagnosis in order to put in place the appropriate measures.
    The question of identification does not seem to present a major difficulty in itself and would therefore only be of interest, in the case of gifted children, in order to ANTICIPATE the problems and above all to offer them appropriate support. Otherwise, I would like to understand why it would be useful to identify a gifted child who does not have problems if it is not because his particular functioning requires pedagogical adjustments.

    Since all gifted children have similar cognitive functioning, many specific accommodations would then be common and others related to the specificities or difficulties of each one.

    Idyllic, isn't it?

    Obviously, this is an important part of the overall problem, but

  • Causes of school failure and solutions for children without physical or environmental predispositions

    Publié le 28 November 2021 par Philippe Vivier dans Teaching, Education and Schooling

    I will not try to elaborate here an umpteenth definition of school failure, because you will already find many depending on the authors and writers of the web, according to the French Wikipedia page: school failure can designate an educational delay, in all its forms.

    A definition that is sufficiently global to be dangerously generalized, but after all, this notion has a meaning directly linked to the representations of each person and isn’t it, for those who have to deal with this problem, the cause that it is above all important to identify in order to find solutions. Here again, many authors list the problems without necessarily proposing any interesting in-depth analysis or easy-to-implement solutions.
    So I’m going to remedy this and give you my analysis of the problem, which seems to me, generally speaking, in everything I’ve read, to carefully avoid putting my foot in it in order to ensure that I remain politically correct. Political correctness is a bubble of hypocrisy that prevents us from addressing the problems as they are and therefore prevent us from finding effective solutions.

    But between some who define school failure as a “delay” in schooling and OECD (Organization for Economic Co-operation and Development) stating that it relates to students “who leaves school without qualifications” in its Project description from “OVERCOMING SCHOOL FAILURE: POLICIES THAT WORK”, site and document accessed on November 23, 2021 at: ...