This conceptual contribution aims to adapt and apply Psychology of Working Theory to the specificities of the school-to-work transition (STWT) process. The STWT is thus conceptualized as a first attempt to access decent work under the influence of specific predictors, mediators, and moderators and leading to particular outcomes. Based on recent literature, we consider that (1) socioeconomic constraints and belonging to marginalized groups are contextual predictors of a successful transition; (2) psychosocial resources, including self-efficacy and adaptability, and vocational and work role identity, are mediators of the relation between contextual factors and a successful transition; (3) moderator factors include the education system, labor market conditions, social support, and critical consciousness; and (4) decent and meaningful work are the optimal outcomes of the STWT process.

This study analyzes the role of the working alliance on the life satisfaction and career decision difficulties of clients participating in career counseling in Switzerland. The study also compares these career counseling clients to a group of students who did not seek counseling, to explore the overall effectiveness of a face-to-face career counseling intervention, using a pre—post design. Results indicated that the working alliance was positively associated with clients’ satisfaction with the intervention and with the final level of their life satisfaction. Working alliance was also negatively associated with the final levels of career decision difficulties. Moreover, clients’ career decision difficulties significantly decreased and their life satisfaction increased throughout the intervention. These findings suggest that working alliance represents an important variable to better understand career interventions’ underlying mechanisms. Moreover, face-to-face career counseling is effective considering career-specific as well as broader, life-related indicators.

Les transitions professionnelles jalonnent les parcours de vie des personnes. Nous proposons de considérer trois dynamiques que ces transitions impliquent : les remaniements identitaires, l’acquisition de compétences, la construction de sens. Les personnes peuvent trouver différentes ressources pour aménager des transitions. Dans le contexte socioprofessionnel actuel, le rôle des conseillers en orientation est souvent d’accompagner ces processus de transitions, et d’aider à l’identification et l’usage de ces ressources. En particulier, nous montrons ce qu’est et pourrait être le rôle du conseiller dans les transitions école-travail, les transitions liées à l’alternance en cours d’emploi et à la retraite.