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Effectiveness of career choice interventions: A meta-analytic replication and extension
Abstract
This meta-analysis of career choice intervention is a replication of Brown and Ryan Krane's (2000) notable meta-analysis. This random-effects meta-analysis included 57 published and unpublished studies that produced a weighted mean effect size of 0.352. Seven separate meta-analyses were conducted for the outcomes of vocational identity, career maturity, career decidedness, career decision-making self-efficacy, perceived environmental support, perceived career barriers, and outcome expectations. Studies (k = 32) that utilized measures of career decision-making self-efficacy had the largest effect sizes with an average of 0.452. This effect size was homogeneous, but tentative moderator analyses were conducted. Counselor support appears to be a critical ingredient in career choice counseling. Implications and directions for future research are discussed.
... spent in the intervention; Brown et al., 2003;Brown & Ryan Krane, 2000;Oliver & Spokane, 1988;Ryan, 1999;Spokane & Oliver, 1983;Whiston et al., 1998;Whiston et al., 2003;Whiston et al., 2017). ...
... Prior studies regarding career course evaluation are based largely on considerations regarding the contributions of critical content ingredients; for example, written exercises, individualised feedback, provision of career information, modelling, and social support (Brown et al., 2003;Brown & Ryan Krane, 2000;Folsom & Reardon, 2003;Whiston et al., 2017). However, there has been limited research on comparisons between within-class interventions and other delivery modalities, or comparisons between different within-class interventions (Whiston et al., 2003). ...
... That we included critical career development ingredients (e.g. self-assessment of interests, skills, and values, research on career options; Brown et al., 2003;Whiston et al., 2017) and applied the CASVE cycle to enhance the decision-making process (Sampson et al., 2004), potentially accounts for the overall positive results, while the enhanced opportunity for practicing skills and receiving immediate feedback is likely to account for the additional benefits provided by the flipped-class approach over the lecture delivery mode. However, because there were differences in the delivery of the courses (e.g. the lecture-based group was expected to engage in the individual exercises outside of class), researchers and instructors should be cautious when interpreting the positive effects of the flipped course design and look to replications to validate and extend these results. ...
... This turn in the question comes from the field of psychotherapy research, with the well-known debate on common and specific factors (Perez, 2013). Along the lines of common factors, Whiston et al. (2017), conducted a meta-analytic study that explored the critical components of career choice interventions. The authors conclude that those components that best explain variance in vocational interventions-and thus their effectiveness-are: counselor support (ES = 0.825), values clarification (ES = 0.522), and psychoeducation (ES = 0.506). ...
... In this way, we begin to outline the indispensable components that any intervention aimed at facilitating this type of choice must have. Ryan (1999) provides a description of the three critical components mentioned above (Whiston et al., 2017). ...
... Finally, Ryan (1999) defines values clarification as any activity that is aimed at exploring personal values as they relate to possible career choices. According to the research conducted by Whiston et al. (2017), values clarification is the second component that best explains the variance in interventions and the first if one considers that the working alliance turns out to be more of a facilitator, rather than a work dimension in itself (Bordin, 1994). Thus, the clarification of values is specified as the core of the interventions in this area. ...
This study aimed to evaluate the changes achieved by the participants of a pilot career choice intervention that addressed the critical components defined in the empirical research: counselor support, clarification of values, and psychoeducation. The clarification of values is specified as the main component of the intervention, which was approached with tools and procedures from Acceptance and Commitment Therapy (ACT). A single group design (n = 11) was carried out with mixed methodology. The participants were students of the Academic Baccalaureate Program of the University of Chile. Three measurements were made (before the intervention, after it, and one month after the intervention) through outcome measures: Self-efficacy in Career Decision Making and Indecision in career choice. At the end of the intervention, a focus
group was held to know the experience of the participants. The intervention was shown to increase Self-efficacy levels in Career Decision Making and decrease Indecision in career choice
... To this end, Halstead and Lare (2018) recommended higher education professionals develop students' career skills (e.g., self and environmental exploration, planning, role management). These skills seem to have a positive outcome on people's life (Berg & Lanáreth, 1990;Cardoso et al., 2018;Hughes et al., 2016;Langher et al., 2018;Maree, 2019;Santilli et al., 2019;Whiston et al., 2017). Two recent meta-analyses proved career interventions' efficacy in improving career maturity, career decidedness, vocational identity, and career decision-making self-efficacy (Langher et al., 2018;Whiston et al., 2017). ...
... These skills seem to have a positive outcome on people's life (Berg & Lanáreth, 1990;Cardoso et al., 2018;Hughes et al., 2016;Langher et al., 2018;Maree, 2019;Santilli et al., 2019;Whiston et al., 2017). Two recent meta-analyses proved career interventions' efficacy in improving career maturity, career decidedness, vocational identity, and career decision-making self-efficacy (Langher et al., 2018;Whiston et al., 2017). Specifically, among university students, effect sizes seem to be higher at the career certainty level (Langher et al., 2018). ...
... Four multidisciplinary (Web of Science, ProQuest, RCAAP, and Redib), and one focused on education topics (ERIC). The Web of Science, ERIC, and ProQuest databases were selected based on the studies performed by Whiston et al. (2017) and Langher et al. (2018). Meanwhile, selecting RCAAP and Redib had the purpose of broadening the knowledge of career interventions in the Latin context. ...
This study presents a systematic literature review about career interventions for university students exploring (1) which theoretical framework; (2) structure; (3) evaluation system; and (4) outcomes are reported. Fourteen keywords, five databases, and six eligibility criteria were defined. Among the 596 articles collected, 26 remained for meta-synthesis. Results indicated a predominance of (1) three theoretical frameworks, (2) group intervention modality, (3) pre-and post-test evaluation system, and (4) the positive development of skills in decision-making. Recommendations are presented to guide future research and practice in the field. For example, this study indicates the importance of providing updated information about the world of work within career interventions or educational programs.
... A importância de investigar variáveis ligadas à carreira desse público-alvo já vem sendo destacada em metanálises e revisões sistemáticas (Hirschi & Koen, 2021;Kleine et al., 2021;Whiston et al., 2017). Além de estudos de intervenção de carreira com universitários, que em seu conjunto, concluem efeitos positivos na clareza dos objetivos profissionais (Pinto et al., 2015), nos recursos de adaptabilidade de carreira (Alves & Teixeira, 2021;Barbosa et al., 2018;Green et al., 2019;van der Horst et al., 2021) e na tomada de decisão profissional durante e após a conclusão do processo (Pordelan & Hosseinian, 2021). ...
... O objetivo deste estudo foi investigar os efeitos da intervenção de planejamento de carreira, em grupo e on-line, sobre os recursos de adaptabilidade de carreira e as percepções de desenvolvimento profissional e de empregabilidade de universitários em fase de conclusão do curso. Ele atende às sugestões de mais estudos que ajudem os estudantes a se prepararem para a transição universidade-mundo do trabalho (van de Horst, 2021;Whiston et al., 2017). ...
Apesar do crescimento do acesso ao Ensino Superior, muitos universitários enfrentam dificuldades no momento de transição para o mundo do trabalho. O objetivo desta tese foi investigar a identidade profissional e o impacto do planejamento de carreira nos recursos de adaptabilidade de carreira e nas percepções de desenvolvimento profissional e de empregabilidade em universitários. Sob a égide do suporte teórico do Modelo Life Design (Teoria da Construção de Carreira e Teoria da Construção de Si) e do Modelo de Desenvolvimento Profissional de Universitários, foram realizados quatro estudos, sendo o primeiro voltado para o papel das experiências de trabalho sobre os sentidos que os universitários atribuem à identidade profissional. Na análise de redes semânticas, foram comparados três grupos: universitários com experiência de trabalho na área (n=821), com trabalho fora da área (n=615), e sem nenhuma vivência profissional (n=855). Os resultados indicaram que a identidade profissional é amplamente influenciada pelas experiências laborais. O segundo estudo comparou as percepções de desenvolvimento profissional e de empregabilidade de graduandos (n=2.291) que planejam ou não sua carreira. As conclusões evidenciam que aqueles que planejam a carreira, independentemente do momento do curso ou da participação em atividades acadêmicas complementares, apresentam percepções mais positivas de desenvolvimento profissional e empregabilidade. O terceiro estudo testou o papel mediador da percepção de desenvolvimento profissional dos universitários (n=1.105) na relação entre adaptabilidade de carreira e percepção de empregabilidade. A associação positiva entre esses três construtos destaca que a adaptabilidade de carreira amplia a percepção de desenvolvimento dos universitários, o que promove maior confiança na resolução das tarefas relativas à busca de oportunidades profissionais. Por fim, o último estudo investigou os efeitos da intervenção de planejamento de carreira em universitários concluintes no formato em grupo e on-line. Para tanto, foi realizado um estudo piloto (n=20) que permitiu aprimorar o protocolo dos exercícios autobiográficos do Minha História de Carreira. Os universitários que se dispuseram a participar foram aleatoriamente divididos em dois grupos: intervenção (n=14) e comparação (n=14). Duas observadoras fizeram relatos de cada sessão e os participantes preencheram avaliações após cada uma delas. A intervenção foi aplicada totalmente on-line durante três meses, sendo a sessão inicial e a de follow-up individuais e cinco outras sessões semanais realizadas em grupos de sete pessoas. Os resultados mostraram que o planejamento amplia os recursos de adaptabilidade de carreira dos universitários, bem como suas percepções de desenvolvimento profissional e empregabilidade. Assim, confirmamos nossa tese central de que planejar a carreira, ainda na graduação, traz resultados positivos para os universitários em termos de ampliar a forma como eles percebem seu desenvolvimento, suas chances de obter um emprego e sua adaptabilidade de carreira. Os efeitos de tal planejamento, em consonância com as vivências ao longo do curso de graduação, envolvem uma identidade profissional mais sólida e percepções mais positivas de desenvolvimento profissional. Portanto, o objetivo geral estabelecido foi atingido, gerando resultados que agregam novos conhecimentos ao campo da Psicologia, em especial na área de orientação de carreira, com contribuições teóricas, metodológicas e práticas que são discutidas ao longo da tese.
... Revisões de literatura confirmam a escassez de estudos de avaliação realizados com adultos fora dos Estados Unidos, indicando que pouco se sabe sobre a eficácia das intervenções para este público (Maguire, 2004;Oliver & Spokane, 1988). A meta-análise de Whiston et al. (2017), embora considerando somente estudos com ênfase em intervenções para a escolha de carreira, encontrou apenas nove estudos (16,1%) com a população adulta. ...
... Não há na literatura unanimidade sobre variáveis que funcionam como medidas de resultados de intervenções em OPC, havendo a recomendação tanto do uso de medidas específicas, quanto gerais (Flynn, 1994;Oliver, 1979); mais de uma variável (Oliver, 1979), "em parte função da crença de que os efeitos do aconselhamento pessoal e de carreira são complexos e multidimensionais" (Whiston, 2001, p. 216); e variáveis que demonstrem uma relação direta entre objetivos e resultados das intervenções (Whiston, 2001). Embora recomende-se a adoção de medidas não reativas (Oliver, 1979;Whiston et al., 1998), a influência do orientador nos resultados foi a variável investigada em alguns estudos aqui considerados, indicando que o apoio do orientador funciona como fator moderador dos resultados de intervenções em OPC (Whiston et al., 2017). ...
This article presents an integrative review about the evaluation process of adult career guidance and counseling interventions. SiBIUSP, SciELO, PePSIC and PsycINFO were the databases adopted for screening with key words corresponding to the diverse nomenclature related to those practices around the world. 42 empirical studies published between 1978 and 2018 were analysed on who, what and how evaluation is done. The review summarizes methodological resources adopted, confirms an opportunity gap on adult career intervention evaluation research and points to a need of expanding research from decision making to career maintenance issues for this population.
... Earlier literature reviews on recent career guidance outcomes have included career interventions across the entire life-span from childhood to adulthood (Whiston, Li, Goodrich Mitts, & Wright, 2017) or addressed the effectiveness of career interventions for university or graduate students (Langher, Nannini, & Caputo, 2018) whereas we could not find a study providing a synthesis of how effective career interventions carried out over the last 10 years are for school students' career-related outcomes. This investigation might thus contribute to the existing literature on the topic by yielding some summarised evidence. ...
... Relevant research on how career interventions impact school-aged children and youth covering the period from 2011 to 2021. More specifically, the meta-analytic review (Whiston et al., 2017) was intended to synthesize all available empirical evidence on the effectiveness of career choice interventions. Having processed 57 works including grey literature representing the period between 1996 and 2015, the authors eventually computed a summary mean Cohen's d equal to 0.35. ...
This paper aims to examine the impacts of career guidance interventions on school students’ career-related skills, knowledge and beliefs by combining relevant empirical studies conducted in the last 10 years. A random-effects meta-analytic technique was employed for this purpose. After screening, electronic databases using pre-defined eligibility criteria, nine studies involving a total of 1,433 participants were included in the final meta-analysis. The analysis yielded a weighted mean effect size of 0.42 (95% confidence interval = 0.19, 0.65; z = 3.61, p < 0.01) which may be construed as a moderate-to-high effect size with a significant difference between the treatment and control conditions at post-treatment. As a result, post-test career-related outcomes in students who received career guidance were significantly higher than in non-guidance groups. The results suggest that career interventions may provide some modest developmental progression in school-age children and adolescents particularly through improving learners’ career decidedness and attitudes such as future time perspective. These findings might have strategic implications for policy and practice. This paper extends past research on career guidance effectiveness by identifying the combined effect size of relevant career interventions.
... Finally, we asked students whether they received individual guidance from a study advisor, coach, student psychologist or mentor during their study, 1 (yes) or 2 (no). Research demonstrates that social support is an important resource in the career decision-making process [42,43]. ...
... This study provides medical schools with directives to develop targeted interventions to diminish career decision-making stress among medical students. First, medical schools could provide the tools (e.g., career counseling or coaching [42]) to stimulate the timely development of students' future work self, preferably at an early stage of the clerkships when students can reflect on their own needs and aspirations unhindered by the constraints of the job market. Second, in later stages of the clinical clerkships, medical schools could focus on helping students cope with time pressure and competition, both of which promote career decisionmaking stress which reduces well-being and potentially fosters suboptimal decision-making [27]. ...
Objectives:
Many medical students experience career decision-making stress in the final phase of training. Yet, the factors that induce or reduce career decision-making stress and how progression in their clerkships relates to these factors are unknown. This knowledge gap limits the possibilities for medical schools to develop and implement interventions targeting students' career decision-making stress. This study explores content, process, and context factors that may affect career decision-making stress.
Methods:
Using cross-sectional survey data from medical master students (n = 507), we assessed content (future work self), process (choice irreversibility, time pressure, career decision-making self-efficacy), and context (supervisory support, medical school support, study load, competition) factors and their relationships with career decision-making stress. The hypothesized relationships were tested with structural equation modelling.
Results:
A clearer future work self and higher career decision self-efficacy were associated with lower career decision-making stress, while experienced time pressure, competition, and study load were associated with higher career decision-making stress. Choice-irreversibility beliefs, supervisory support, and medical school support were unrelated to career decision-making stress. As students' clerkships progressed, they gained a clearer future work self, but also experienced more time pressure.
Discussion:
Clinical clerkships help students to form a clearer future work self, which can diminish career decision-making stress. Yet, students also experience more time pressure as the period of clerkships lengthens, which can increase career decision-making stress. A school climate of high competition and study load seems to foster career decision-making stress, while school support hardly seems effective in diminishing this stress.
... Further studies emphasise vocational interests as a meaningful predictor of gross income and full-time employment (Stoll et al., 2017), academic achievement (Patrick et al., 2011), the sustainability of occupational choices and job satisfaction (Hansen, 2005), and subjective well-being (Harris & Rottinghaus, 2015). Furthermore, studies have found correlations between vocational interests and other jobrelated personality traits, such as professional choice self-efficacy (Whiston et al., 2017), motivation (Rajitha, 2016), and persistence (Fouad et al., 2016). ...
... To investigate predictive validity, future longitudinal research is necessary, for which the named studies can serve as models. In addition to career success, it seems particularly important for the target group of adolescents who have already experienced various discontinuities in their educational and vocational biographies to focus on the sustainability of vocational choices and job satisfaction (Hansen, 2005) as well as vocational choice self-efficacy (Whiston et al., 2017). ...
Vocational interest inventories play an important role in supporting adolescents and young adults in their vocational choice. However, existing verbal and pictorial questionnaires have limitations regarding the complexity, abstraction level, and ambiguity of the item material. The presented research attempts to overcome these limitations by developing a new pictorial questionnaire. Study 1 describes the construction process of the Nonverbal Vocational Interest Scale (NVIS) and its psychometric properties, evaluation, and construct validation. Data from N = 363 adolescents and young adults in lower secondary school and vocational training centres were considered. Study 2 was conducted to confirm convergent and discriminant validity. N = 237 adolescents and young adults completed the revised form of the NVIS and the Photo-Interest-Inventory (F-I-T). The results confirm that the NVIS is a reliable and valid computer-based instrument for assessing vocational interests. Limitations and implications for further research and use in vocational training and counselling settings are discussed.
... Meta-analyses have examined the impact of career support, in a range of settings, defined broadly, to include group career education, computer assisted career guidance, written exercises and one-to-one work (Brown and Ryan Krane 2000;Oliver and Spokane 1988;Whiston, Rossier, and Barón 2016;Whiston et al. 2017). These studies have identified that career support overall has a positive effect on clients' career decidedness, self-efficacy, and readiness to make career decisions. ...
... The working alliance, however, is not the only important factor. The amount of career support has also been shown to have an impact; Everitt et al. (2018) found that at least 30 minutes was needed for an effective session at school or college and Whiston et al. (2017) identified five sessions as optimal. In a major study that explored career conversations within HE institutions in the UK, Bimrose et al. (2004) identified a number of additional features of 'useful guidance': exploration of potential; identification of options and strategies; ending and follow-through. ...
One-to-one work with students remains at the core of many higher education career services in the UK, but there is limited empirical evidence detailing the nature of these interactions. Drawing together existing strands of literature on the process and effectiveness of one-to-one career conversations, career decision-making difficulties, and career practice training, we report the findings of interviews with 22 career professionals in HE in the UK who were invited to reflect on their one-to-one practice with university students, describe their approaches and techniques and to identify any challenges they face. Through template analysis, we identified three key aspects to the career professionals’ practice: the relationship, the structure of the conversation and specific techniques. The participants described aspects of their practice which diverge from the approaches they were taught during their initial professional training, notably the use of a flexible conversation structure and limited use of career development theories. We identified that the key challenge practitioners reported was feeling that they disappoint some of their clients. We highlight some theoretical implications and offer some recommendations for practitioner training.
... Meta-analyses conducted in the past decades (Brown & Ryan Krane, 2000;Oliver & Spokane, 1988;Ryan Krane, 1999;Spokane & Oliver, 1983;Whiston et al., 1998Whiston et al., , 2017 have demonstrated that individual career counseling leads to positive pre-post change in various career outcomes with moderate to large effect sizes (ds ranging between 0.41 and 1.08). However, since none of the studies included in these meta-analyses reported follow-up data, it is not known whether these significant changes are stable over the long term (Perdrix et al., 2012). ...
This study assessed the effects of two individual career counseling interventions during the COVID‐19 pandemic over a 1‐year follow‐up. Participants ( n = 71) engaged either in four individual humanistic–psychodynamic (during winter 2021) or cognitive career counseling (during winter 2022) sessions at a university counseling clinic. Latent growth models indicated that clients experienced a significant reduction in their career decision difficulties and psychological distress and a significant increase in their life satisfaction over sessions and the 12 months following. Clients who received cognitive career counseling sessions experienced larger effects. Results highlight the utility of individual career counseling in times of crisis.
... Career advising must be humanizing because it is founded on personal, caring relationships (Gordon, 2006;Hughey & Hughey, 2009). Efficacy studies of practitioner-delivered career counseling showed more positive effects than self-directed, computer-based career interventions (Whiston et al., 2017), as advisors can demonstrate holistic concern for students in a personable and interested manner. Advisors may also offer support and reassurance to enhance students' sense of belonging and future well-being (Rendon, 2021;Strayhorn, 2015). ...
Although Virginia Gordon framed an effective model for career advising, student respondents in national surveys continue to report unmet needs. Several national organizations have called for further integration of academic and career advising. Previous scholars, however, have not fully acknowledged environmental constraints or provided a recent comprehensive overview of culturally engaged career advising. After updating Gordon's framework with inclusive and institutional design practices, the authors provide examples of culturally engaged strategies they deployed. Practitioners can use this framework and institutional examples to advance and expand advising on their campuses.
... al., 2017;Oliveira et al., 2017). Ainda, os resultados da meta-análise publicada por Whiston et al., (2017) indicaram que clientes que receberam intervenção apresentaram maiores médias nos resultados, em comparação aos que não receberam. Assim, esta categoria corresponde às limitações apontadas pelos autores das referidas publicações, especificamente ao Planejamento da Intervenção e Planejamento da Avaliação. ...
This integrative review study aimed to analyze the evaluation procedures of career interventions with adults in national and international publications over the last 10 years. A search was carried out in the Web of Science, PePSIC, BVS-Psi, LILACS, SciELO and CAPES databases. The sample comprises 27 studies: three national and 24 internationals. The information was treated using the content analysis technique and grouped into three categories: evaluation objectives; evaluation methods; limitations of intervention planning and evaluation. Studies on the evaluation of results: quantitative, longitudinal and with experimental and quasi-experimental designs predominate. The authors point out limitations regarding the planning of intervention and evaluation, making it impossible to generalize certain results and generating bias in research.
... In addition, with such activities, the excitement of the students was sustained and they experienced the same emotional states that they could experience during the real performance. Providing students with the opportunity to evaluate themselves and make future plans through written materials, giving individual feedback to students, and making comments about their future plans increase the effectiveness of career intervention programs (Brown et al., 2003;Whiston et al., 2017). ...
This study aims to reveal the effectiveness of the ESTU401 Transition to Professional Life (1+1; 2 ECTS) course, designed to help university senior students gain the competencies needed for career development and to develop their existing competencies, on the students’ career decision-making self-efficacy (CDMSE) levels. An experimental model with pretest-posttest control group was used, with an effort to evaluate the effect of the students taking the 8th semester ESTU401 course on their career decision-making self-efficacy and the differentiation status based on the factors affecting these levels. All the analyses were done by using R. The results show that the career decision-making self-efficacy of the students who took the ESTU401 course increased in all of the factors. In addition, the CDMSE levels of the students were found to differ in the Level of Satisfaction with the Department. These results make an important contribution to the literature by revealing the effects of a career course given online during the Covid-19 pandemic on students’ CDMSE.
... As pesquisas se difundem a conteúdos diversos, como aposentadoria, projeto de vida, transição de populações em desvantagem socioeconômica, entre outros. A respeito de sua eficácia, há evidências de que intervenções em orientação profissional e de carreira produzem efeitos positivos nas competências para escolha de carreira (Whiston et al., 2017). Dessa forma, há aumento significativo do interesse de pesquisadores e profissionais da área para os diversos públicos e contextos que a OPC possa estar presente. ...
... Engagement with one's career development process was found to be essential for students to feel satisfied with their career progress and self-determinedly prepare for their career life beyond school context (Baluku et al., 2021). Consistent with the recommendations of employability scholars, metaanalyses found that various career-related outcome measures were higher for those who had received career intervention than those who had not (Ryan, 1999;Whiston et al., 2017). Completion of a career development subject during a degree resulted in students becoming more certain about an occupational choice, satisfied with their current occupational choice, confident about the process of making a career choice (Miller et al., 2018), and also graduating with more credits and higher cumulative GPAs (Hansen et al., 2017). ...
Students, the public, and government expect university graduates to find meaningful employment and contribute to the economic and social prosperity of society. Universities have a responsibility to support students to develop their career management skills. An assessed career research module was embedded into a second-year human physiology subject taken by students in health-science related undergraduate STEM degrees. Students conducted research on the logistics of entering their preferred career, the Australian labour market for this career, and the transferable skills and personal attributes required. They communicated their learnings in a video and completed reflection activities comprised of Likert-scale and open-ended questions. The aims of this study were to determine students’: 1) ability to research the logistics of entering their preferred career and the labour market; 2) perceptions of the most important skills and attributes for their preferred career, and development of these; 3) perceptions of module activities and career planning, and perceived career management skills. To address the aims of the study, 265 student videos and reflection activities were analysed. Results indicate that the module supported students in gaining career management skills that were a focus of the curriculum. Most students identified their current university course as the main way they were developing important skills and attributes, with their course, volunteering and further study the main ways they planned to continue skill and attribute development. In conclusion, a career research module is an effective career development tool for students in a range of undergraduate courses.
... Also for this reason, it is difficult to find the effectiveness of interventions, the second point to be addressed. It is necessary to choose the specific measures that allow grasping the effectiveness of digital game use in career guidance, as the computer-based interventions showed (Fowkes and McWhirter 2007;Whiston et al. 2017; Whiston, Mitts, and Li 2019). ...
Career practitioners make use of various tools and increasingly use digital ones as well. Although scientific interest in digital games and their use has grown in recent years, researchers and career practitioners have little idea of how many and what digital games are used for career guidance, and in particular to foster career decision-making and development, and their effectiveness. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the present study aimed to review the literature concerning the application of digital games for career development in career guidance settings. This review included seven studies published between 2008 and 2021 that were indexed in major databases. Although few records have been found, the results provide evidence of the use of digital games in career guidance. Moreover, usability experiences suggest a positive effect of digital games on career development, and specifically on enhancing career adaptability. Finally, implications for practitioners and researchers are outlined.
... Participants' confidence in obtaining trustworthy career information may have increased as a result of these interventions [12]. It's also found that effective career interventions tend to include elements of general counseling; structured group interventions appear to be more useful than unstructured group interventions [16]; and, in general, qualitative group career counseling outcomes are more positive than quantitative ones [17]. ...
With the popularization of higher education, more and more students choose to enter high school and prepare for the ideal university. The career planning of middle school students not only affects the curriculum choice of high school but also provides a direction for the professional choice of university and even affects the future employment of students. The current researchers have some research on the career planning of middle school students, but have not found a better way to help students find their own good and suitable development direction. Therefore, this article intends to improve this situation from the source by finding the factors that affect career planning. Finally, the article provides a summary of middle school students' global career planning, outlines the factors that have a greater impact on their careers, explains how to mitigate the negative effects, and offers some advice for middle school students' career planning.
... Van der Horst and Klehe (2019) state that few scholars agree on how best to meet the career counselling needs of large groups of people, for instance, structured interventions (Oliver & Spokane, 1988), counselling in group format (Brown & Krane, 2000), or interventions based on information communication technology In the latest meta-analysis of the effect of career interventions overall, Whiston et al.'s (2017) meta-analysis of the value and impact of group career counselling for employable or work-age people uncovered nine (quantitative) research projects involving this specific population. What research has been conducted has been done mostly by a handful of researchers who have demonstrated the value of the approach, particularly with people from marginalised and minority communities. ...
This article reviews the outcomes of five purposely selected group career construction research projects conducted in a developing country context. Thematic data analysis was done on the results of these projects to identify qualitatively the strengths and areas for development (weaknesses) of the approach followed in these projects. The findings demonstrated the value of career constructing in contexts that differed substantially from the context in which the career construction counselling was originally developed. Overall, the quantitative findings in regard to career adaptability revealed that the women benefited more from the intervention than the men. The findings in regard to career decision-making difficulties also uncovered gender differences. The qualitative outcomes revealed that the participants’ psychological self as an autobiographical author benefited more from the intervention than either the social actor or the motivated agent. Future research should focus on the application of group career construction counselling with larger groups, using instruments based on career construction counselling theory developed locally. Moreover, given current developments (including the impact of the Covid-19 pandemic on employment), special emphasis should be placed on research among the unemployed. Keywords: psychological self, integrative group career construction, Global South, unemployment
... Meta-analysis showed that individual counseling was more effective than other modalities (Whiston et al., 1998(Whiston et al., , 2017. There is little research on individual career counseling in China. ...
This article aims to explore the effectiveness of Life Design Counseling (LDC) for a high school student before choosing the subject. To evaluate LDC outcomes, the Career Adapt-Abilities Scale-China Form was used before and after the intervention. Two measures were used to evaluate the process of LDC: the Innovative Moments Coding System (IMCS) and Future Career Autobiography (FCA). The results show that the LDC approach produced a significant change in career adaptability. In addition, the findings demonstrate a significant narrative movement or change with the evaluation of the process. Implications for future research and practice are discussed.
... As an important research direction, SCCT intervention can be designed around career guidance and counseling in school. In addition, the primary forms of career intervention are career class, group career counseling, workshop, computer network system, and individual counseling (Whiston et al., 2017). Regarding the student development guidance model, the school career development is designed on three levels. ...
... This meta-analysis was conducted through R programming environment using a random-effects model, which was chosen to minimize Type I error occurrence and pick up the generalisability of results from this investigation [23]. A pooled standardised mean difference (SMD) was estimated using each study post-test value, as well as corresponding standard deviation and group size. ...
The objective of this research was to identify the overall effectiveness of mobile-based interventions on the learning performance of tertiary education students. Besides, the paper sought to contour common variables across eligible studies that might have favoured learning achievement. A meta-analysis of the impacts of ubiquitous learning interventions on academic outcomes over 12 years (2010–2021) was carried out, in which 12 experimental and quasi-experimental studies were analysed. A random-effects model yielded the overall standardised mean difference of .52 [.37 to .67] in favour of mobile learning environment, which is a moderate effect size. Common facilitators of achievement as distinguished by experimenters and participants were commendable multimedia design, diversified content, the opportunity for relevant interaction with teachers and peers, as well as flexibility and accessibility of learning activities due to handheld devices. These findings suggest the potential of mobile-assisted interventions in contributing to student educational outcomes. This study summarises the extant literature to some degree thus advancing the investigation into the effectiveness and expediency of mobile technologies in higher education.
... In contrast, group career counseling had a more significant effect on students with insecure, pessimistic, or superficial career coping styles. What makes counseling effective can be explained by the effectiveness component of the career intervention (Whiston et al., 2017), which the meta-analysis found that effective career counseling interventions were namely written exercises for participants to clarify their goals and plans, individualized interpretation and feedback. The SCCT group's outcome expectations correspond to this crucial component. ...
The aim of this study was to examine the effect of cognitive information processing (CIP) and social cognitive career theory (SCCT) group counseling on high school students’ career adaptability. The study involved 81 students from grade 10 and grade 11 in a Chinese public high school. Among the 81 participants, 27 were in the CIP group, 28 were in the SCCT group, while the rest were in the control group. All participants completed a pre-test, post-test, and tracking-test assessment of their career adaptability. Results indicated that the interventions were effective for the students with low career adaptability, the CIP group counseling improved the career concern after the intervention, whereas the SCCT group revealed a more robust effect on career adaptability after 3 months of the intervention. The practical implications of the study for career interventions are also discussed.
... Recent studies have explored the effectiveness of career guidance in a college setting (e.g., Whiston, Li, Mitts, & Wright, 2017). For example, Talib, Salleh, Amat, Ghavifekr, and Ariff (2015) examined the effect of a career education module (9-week, 2-h weekly class interventions) on career development among a group of 122 community college students in Malaysia. ...
Using career construction theory, the present study developed a motivational interview between peers that involves engaging, focusing, evoking, and planning. The study aimed to determine if motivational interviews could enhance career adaptabilities of Chinese at-risk first-year college students majoring in foreign languages. A total of 67 "at-risk" first-year college students with low career adaptability scores were identified from a screening process (N = 343) and assigned to the intervention or control groups. In the intervention group, 14 senior student-peers were selected to conduct 90-minute motivational interviews. Motivational interviews were not given to students in the control group. Career adaptability questionnaire was used to assess the effectiveness of motivational interviews. The results indicated a significant improvement in career control and confidence after intervention. Career adaptability was not improved in the control group. This study offers first-year students a feasible intervention for constructing and reflecting on their career choices.
... Given these results, counselors may want to consider other career interventions they can provide adolescent clients or students with that could improve their CSE and CDSE. Such interventions could include individual career counseling (Whiston, Li, Mitts, & Wright, 2017), group career counseling (Falco & Shaheed, 2021), or classroom curriculum (Martinez, Baker, & Young, 2017) formats. For example, clinical mental health counselors could lead small counseling groups in which adolescents explore and discuss their career plans. ...
Adolescence is a pivotal time for career development, and internship programs are one tool that counselors recommend to clients and students to enhance their career self-efficacy. Despite the supposed value in internships, however, little research has examined the impact such programs have on adolescent interns’ career self-efficacy. Research is further scarce on the effect of paid internship programs on adolescents. To fill this gap, we used a retrospective survey research approach to examine a large-scale, paid summer internship program and its impact on adolescents’ (N = 95) Career Self-Efficacy (CSE) and Career Decision Self-Efficacy (CDSE). Participants completed internships in diverse employment fields in which they showed interest. Results showed statistically significant increases in participant CSE and CDSE after their internship experiences, suggesting internships may be a viable method for supporting adolescent career development. Results also indicated that participants’ CSE and CDSE did not continue to increase statistically significantly six months after the internships ceased, suggesting that additional programming may be needed to continually enhance adolescent career development. Given the study findings, counselors may benefit from recommending paid summer internships to adolescent clients and students or advocating that such programs be created in their communities.
... Van der Horst and Klehe (2019) state that few scholars agree on how best to meet the career counselling needs of large groups of people, for instance, structured interventions (Oliver & Spokane, 1988), counselling in group format (Brown & Krane, 2000), or interventions based on information communication technology In the latest meta-analysis of the effect of career interventions overall, Whiston et al.'s (2017) meta-analysis of the value and impact of group career counselling for employable or work-age people uncovered nine (quantitative) research projects involving this specific population. What research has been conducted has been done mostly by a handful of researchers who have demonstrated the value of the approach, particularly with people from marginalised and minority communities. ...
This article reviews the outcomes of five purposely selected group career construction research projects conducted in a developing country context. Thematic data analysis was done on the results of these projects to identify qualitatively the strengths and areas for development (weaknesses) of the approach followed in these projects. The findings demonstrated the value of career constructing in contexts that differed substantially from the context in which the career construction counselling was originally developed. Overall, the quantitative findings in regard to career adaptability revealed that the women benefited more from the intervention than the men. The findings in regard to career decision-making difficulties also uncovered gender differences. The qualitative outcomes revealed that the participants’ psychological self as an autobiographical author benefited more from the intervention than either the social actor or the motivated agent. Future research should focus on the application of group career construction counselling with larger groups, using instruments based on career construction counselling theory developed locally. Moreover, given current developments (including the impact of the Covid-19 pandemic on employment), special emphasis should be placed on research among the unemployed. Keywords: psychological self, integrative group career construction, Global South, unemployment
... Esso è stato così riconosciuto tra le strategie di apprendimento permanente e un ruolo centrale è stato attribuito all'accesso di tutti i cittadini ai servizi di orientamento, assicurandone la visibilità con tutti i mezzi di comunicazione e informazione disponibili e favorendo il libero accesso alle risorse documentali, l'assistenza nelle ricerche e l'opportunità di consulenze individuali. Come mette in evidenza il recente report Lifelong guidance policy and practice in the EU: trends, challenges and opportunities (EC, 2020), è ormai comprovata l'efficacia dell'orientamento nell'accompagnare la presa di decisioni in materia di istruzione, apprendimento e carriera (Bimrose, Brown, Barnes, & Hughes, 2011;Watts & Sultana, 2004;Whiston, Li, Goodrich Mitts, & Wright, 2017) così come risulta condiviso il ruolo che un orientamento di qualità può rivestire nel facilitare una partecipazione piena e attiva nella società (ICCDPP-International Centre for Career Development and Public Policy, 2019). A livello nazionale, il Ministero dell'Istruzione, Università e Ricerca ha emanato nel 2014 le Linee Guida per l'Orientamento Permanente (MIUR, 2014) attribuendo all'orientamento un ruolo strategico nella lotta all'abbandono scolastico e all'insuccesso formativo. ...
The study presents a systematic literature review based on relevant articles at a national and international level and focused on equity and inclusion in the access to Career Education (CE) and Work-Related Learning (WRL) Opportunities. The systematic review was carried out following a defined process and the research identified 22 papers, 7 conceptual and 17 empirical. The study aims to identify factors that can facilitate or hinder access to CE and WRL and strategies by schools and universities to improve it.
Accesso a Career Education e Work-Related Learning: una analisi complessa della letteratura su equità e inclusione.
Il contributo presenta un’analisi sistematica della letteratura rintracciata a livello nazionale e internazionale con l’obiettivo di indagare i temi di equità e inclusione nell’accesso a programmi, progetti, interventi di Career Education (CE) e Work-Related Learning (WRL). I criteri di selezione adottati hanno condotto all’identificazione di 22 contributi, 7 concettuali e 15 empirici. Lo studio intende identificare fattori che possono facilitare o ostacolare l’accesso a CE e WRL e strategie che scuole e università possono attivare per incoraggiarlo.
... The lagged relationship is mediated through careerrelated self-efficacy. Accordingly, to foster mental health during the pre-graduation phase, students and career counselors should focus on increasing students' perceived career-related selfefficacy and career planning, for example, through career choice interventions (for a metaanalysis, see Whiston et al., 2017). As shown by Raabe et al. (2007), clear career plans may initiate positive career self-management processes. ...
The current study seeks to shed light on social-cognitive resources that mitigate master students’ experience of dysfunctional career-related worry before graduation. Based on the career self-management model (CSM; Lent & Brown, 2013 ), we investigate concurrent and time-lagged direct and mediated relationships between career planning, career-related self-efficacy, and career-related worry among a sample of 482 students shortly before graduation. Using data collected at three time points, a negative relationship was found between career planning (T1) and career-related worry (T3) via career-related self-efficacy (T2). Our findings shed light on the role of career planning and career-related self-efficacy as malleable social-cognitive resources that diminish dysfunctional thinking before graduation in sequential order. These findings imply that career planning and career-related self-efficacy are relevant predictors of affective states and can be incorporated into the CSM.
... The offering of career planning courses by universities in Taiwan and overseas indeed and effectively helps students in career decision makings and career planning. Research indicates that career planning courses can (1) enhance the learning of professional curricula; (2) prompt career decision makings and development; (3) develop soft power for career progression; (4) reduce the anxiety associated with career decision makings (Ciarocco, 2018;Freeman, Lenz, & Reardon, 2017;Kulcsar, Dobrean, & Gati, 2020;Lam & Santos, 2018;Peng, 2005;Whiston, Li, Mitts, & Wright, 2017). ...
This study investigates the effectiveness of applying the flipped classroom teaching model to career planning courses in colleges and its efficacy on students’ learning satisfaction and career planning. This study samples 52 first-year university students and 56 first year junior college student. The purpose is to identify and improve the deficiency in the application of flipped classrooms to career planning courses under different academic systems at colleges, so as to enhance benefits to students. In addition, this study adopts the Learning Satisfaction Questionnaire as the assessment tool. The statistical analysis and the research findings suggest that in general, older students (with an average age of 18) in the first year of the four-year technical program are more satisfied with the teaching model of flipped classrooms than younger students (with an average age of 15) in the first year of the five-year junior college program. The teaching model of flipped classrooms has differing effects on students in different academic systems. Based on the research findings, for 4-year technical program freshmen, after taking the flipping career planning course it is about 92% of students have personal specialty-oriented career planning; for first-year junior college students, after taking the flipping career planning course it is about to 86% of students have personal specialty-oriented career planning. This paper develops suggestions for the application of flipped classrooms to the teaching of career planning courses to college students. It serves as a template for the promotion of flipped classroom teaching in higher education for specialty-oriented career planning courses in colleges.
... Through shifts such as these, online career service delivery that attends to clients' varying needs have weathered the initial and enduring storm created by the pandemic, and provide a possibility of continued delivery in this vein in the future. Research has demonstrated the effectiveness of career services delivered via self-help (Kronholz, 2015), brief-staff assisted (Osborn, Kronholz, et al., 2016), and individual counseling (Whiston et al., 2017) in face-to-face settings; future research will need to examine the efficaciousness of these online career service delivery modes. ...
The COVID‐19 pandemic has had a world‐wide impact on all areas of individuals’ health, including physical, psychological, financial, familial, social, and vocational. In the United States, the unemployment rate rose from 3.5% (5.8 million) to 13.3% (21 million) in May 2020 before dropping to 7.9% in October 2020. Cognitive information processing (CIP)is one career theory that addresses career needs of clients and society. In this article, we examine the impact of COVID‐19 on mental health and wellness, highlight differences for marginalized groups, and demonstrate how CIP theoretical elements may have been impacted by COVID‐19, and provide strategies enhancing client growth in these domains during a time when largescale social and physical distancing is recommended. The CIP‐based differentiated service delivery model is also described as a means for extending and providing access to career services.
The study of career development among unemployed people is vital for effective institutional responses. This integrative review based on Torraco's protocol fills a literature gap by synthesizing research on interventions for this population. Seven keywords, five databases, and six eligibility criteria were defined. Among 324 articles, 36 were reviewed. Findings highlight diverse counseling modalities, emphasizing group interventions and remote delivery. Tailored approaches, including length, frequency, and social‐emotional and career dimensions, are crucial. Practical recommendations emphasize comprehensive, psychological support, goal‐oriented counseling, and postintervention assistance. These insights underscore vocational psychology's importance in addressing unemployment, impacting government policies, career services, and psychologists.
Recent college graduates are navigating a complex labor market due to the COVID-19 pandemic, changing economic conditions, and advancing technologies. Career adaptability, a psychosocial construct focused on managing career transitions, is critical for college students in this environment. Career adaptability interventions have shown promising results, but many are time consuming or involve one-on-one counseling, and none have focused on US college samples, which prompted this study. We tested a brief career adaptability training on a sample of 89 US college students and measured its effect on participants’ career adaptability resources (career concern, career control, career curiosity, career confidence) and career adapting responses (career decision self-efficacy, career planning). Results showed no increase in career adaptability resources or career planning but indicated an increase in career decision self-efficacy, suggesting that brief interventions may be effective for some desired outcomes but not others. Future research should examine which intervention ingredients are necessary to enhance career adaptability.
Career development learning is increasingly emphasized as a curricular strategy to prepare students for their post-compulsory school transitions to further study or employment. Educators require career development frameworks and resources to support students’ reflective learning. The present research tested a hypothesized Career Education and Development Framework (CEDF) comprising eight factors: The understanding of self; opportunities; influences; goal setting; decision-making; taking action; reflecting/reviewing; and confidence. The hypothesized framework was tested by confirmatory factor analysis (CFA) using data from two independent studies with samples ( n = 567, n = 272) of senior secondary school students from different schools and jurisdictions. In addition to acceptable overall fit, invariance testing revealed consistency across gender on most factors.
This literature review aimed to investigate the literature on career support for university student-athletes to facilitate their career transitions and explore specific support components. National and international databases were searched using terms such as “student athlete,” “career,” and “intervention” and a final total of seven studies were selected. Robust data are not provided because of variations in theoretical background, study design, and outcomes. The content and effectiveness of support for student-athletes were described for each intervention period and support was categorized into six components: (1) Clarifying values and interests, (2) Identifying skills, strengths, and transferable skills acquired throughout their athletic career, (3) Providing or collecting information on work and occupations, (4) Expanding values and interests, and directing their attention to new areas, (5) Based on (1) to (4), considering links with the labor market and developing a career plan, and (6) Providing general support on career transitions. Stakeholders providing career support to university student-athletes should consider the six components presented in this review. In the future, data should be gathered to provide evidence-based practice, as well as examining the relationships between components and identifying which components provide more effective support.
This paper reviews existing international evidence on career guidance to examine the role it plays in skills development, considers what extended career support for adults could look like and gives policy recommendations.
Although robust evidence has been accumulating over the last decades supporting the effectiveness of career counseling in various populations, yet there are scarce conceptual or empirical studies investigating the impact of distinct approaches, such as traditional-“psychometric,” narrative, or a mixed (integrative) one. The primary aim of this paper is to make a contribution in the field, providing a synthetic overview of contemporary research findings regarding the effectiveness of narrative and mixed career counseling approaches with a special focus on university students. The recent trend of utilizing mixed approaches in career assessment and intervention is also emphasized in the article, suggesting they may have a great potential in helping young adults advance meaning-making about career and life design. Finally, a discussion of both benefits and challenges relating to narrative and mixed interventions along with recommendations for extending research in the area of assessing career interventions’ effectiveness for university students is provided.
Members of socially vulnerable groups are in danger of social exclusion if attention, concerning their professional and social integration, is not provided, this is why the career counseling programs involving these individuals should correspond to their special needs. Epikendro of ActionAid Greece is a non-profit organization which helps individuals, members of socially vulnerable groups, by providing among others counseling services for employment placement. The present study which was actualized in collaboration with ActionAid Greece, focused on examining the strategies and means used by the professional counselors from Epikendro of ActionAid Greece in order to satisfy the needs of the individuals who benefit from this service. The survey methodology involves a qualitative approach with semi-structured interviews in which all the participants are the career counselors who work in the aforementioned organization. The results of the survey present the needs and demands of the individuals who benefit from this service as well as the means used by this organization in order to accomplish effectively its targets. Finally, there is a reference to the benefits gained by the individuals involved, after the completion of the whole process, always according to the opinion of the participants in the survey.
This study aimed to identify trajectories of change in client career decision difficulties during a manualized career counseling intervention and examine the role of counselor adherence, working alliance, and personality traits in predicting these trajectories. Participants were 257 individuals who received an average of 7.79 career counseling sessions at a university career services center. Using growth mixture modeling, four class-trajectories were identified. Clients in class 1 had a moderate level of decision difficulties at the beginning of counseling while clients in classes 2, 3 and 4 had moderate-salient initial levels of difficulties. Clients in classes 1 and 2 experienced a very large reduction of their decision difficulties during counseling and left the process with negligible levels of difficulties. Clients in class 3 saw a large reduction of their decision difficulties during counseling and left the process with moderate levels of difficulties. Clients in class 4 did not experience change and left the process with moderate-salient levels of difficulties. Counselor adherence to the intervention manual significantly contributed to discriminate between clients from class 4 and clients from classes 1, 2 and 3. Client level of neuroticism significantly contributed to distinguish clients belonging to class 4 from clients belonging to class 1.
There has been a growing demand for evidence-based interventions to help students prepare for the transition between university and the world of work. The aim of this study was to investigate the effects of a career counseling intervention, in groups and online, on the career adaptability resources and perceptions of professional development and employability of college students in the final stage of their undergraduate courses. The study was based on career construction theory and the theoretical model for professional development of college students. As a preliminary activity, the intervention was performed with a pilot group (n = 20), followed by the actual experiment with an IG (n = 14) and an N-TG (n = 14). Based on a detailed protocol, the intervention was applied for three months, with six weekly sessions and a follow-up session one month after the end of the intervention. Between the sessions, the participants were expected to accomplish directed tasks. Two observers were part of the experiment and elaborated reports of each session. The Linear Mixed Regression Model (LMM) and the Jacobson and Truax (JT) Method were used to evaluate the effectiveness of the intervention, comparing each participant with themself before and after the intervention. The results show that career counseling with graduating college students expands their career adaptability resources, and their perceptions of professional development and employability. The no-treatment group did not present an increase in the score's dimensions over time. Therefore, based on the study, career counseling interventions can be recommended for college students to promote proactive action to anticipate barriers and increase awareness of possibilities and work interests among participants.
In higher education systems around the world, there is growing emphasis on the importance of career development learning (CDL) to support students’ transition out of university. However, there has been limited research to date how CDL programs and interventions can incorporate student voices through co-design to improve their engagement, delivery, and effectiveness. In this chapter, we will present a five-step process of co-design that CDL practitioners and scholars can use to embed co-design with students into their practice. We will also present and discuss practical examples of user experience design activities, such as storyboarding and cognitive interviews, that can be used within each phase. We hope that this chapter will serve as guide for university staff who are looking to embed co-design approaches to consider how CDL programs, services, or interventions can be inclusive to diverse student cohorts.
In Deutschland gibt es im internationalen Vergleich wenig Forschung zu Employability fördernden Lehrangeboten. Die vorliegende Studie leistet hier einen Beitrag. 429 Studierende einer deutschen Universität wurden mit dem Career Resources Questionnaire (CRQ) nach der Ausprägung ihrer Employability befragt. Die Ergebnisse derjenigen, die nicht an Career-Service-Veranstaltungen teilgenommen hatten, wurden verglichen mit denen von Career-Service-Teilnehmer*innen. Bei den Faktoren „Arbeitsmarktwissen“, „Netzwerken“, „Informieren über Möglichkeiten“ und „Kontinuierliches Lernen“ zeigten Teilnehmer*innen an Career-Service-Seminaren eine signifikant höhere Ausprägung der Employability als die Nicht-Teilnehmer*innen. Entgegen der Annahme waren die Ausprägungen bei „Motivation“ und „Allgemeine Fähigkeiten“ dagegen nicht signifikant höher. Diskutiert wird in diesem Kontext der Einfluss der Perceived Employability und die Frage, wie Employability förderliche Kompetenzen aktiv gehalten werden können.
Rehberlik ve Psikolojik Danışma programlarında lisans öğrencilerinin süpervizyon altında uygulama yaptıkları derslerden biri de Mesleki Rehberlik ve Psikolojik Danışma Uygulamaları dersidir. Bu ders kapsamında kariyer danışması ve rehberliği hizmetlerini sunmaya ilişkin yeterlikler kazandırılmaya çalışılmaktadır. Bu nedenle söz konusu ders sürecinde öğretim elemanlarının sunduğu uygulama fırsatları ve süpervizyon hizmetleri kariyer psikolojik danışmanı yetiştirilmesinde önemli bir yer kaplamaktadır. Bu çalışmanın amacı da lisans eğitiminde MRDU dersi kapsamındaki uygulama ve süpervizyon deneyimlerinin niceliği ve niteliğinin süpervizör ve öğrenci görüşlerine dayalı olarak incelenmesidir. Çalışma nitel yaklaşıma dayalı olarak gerçekleştirilmiş ve açık ve kapalı uçlu sorular bir arada kullanılmıştır. Çalışmaya 39 farklı üniversiteden MRDU ders sorumlusu olan 56 öğretim elemanı ve 23 farklı üniversiteden MRDU dersini almış 223’ü kadın 55’i erkek toplam 278 RPD lisans programı öğrencisi katılmıştır. Çalışmada araştırmacılar tarafından oluşturulan iki farklı form kullanılmış ve formlar çevrimiçi ortamda katılımcılara uygulanmıştır. Elde edilen bulguların uygulama sürecinin yapılandırılması, süpervizyon sürecinin yapılandırılması ve süreçlerin yapılandırılmasında güçlükler olmak üzere üç kategoride toplandığı görülmüştür. Bulgular literatüre dayalı olarak tartışılmış ve öneriler sunulmuştur.
This research examines the effects of a class‐level intervention for career indecision variables. A repeated measures intervention study was used to examine the efficacy of a 16‐week career exploration course on decreasing career indecision variables. Results showed significant improvement in lack of readiness, choice/commitment anxiety, and neuroticism/negative affectivity. Interpersonal conflicts remained stable. Overall, we found the class‐level intervention had a significant effect on decreasing college students’ career indecision.
Research conclusions in the social sciences are increasingly based on meta-analysis, making questions of the accuracy of meta-analysis critical to the integrity of the base of cumulative knowledge. Both fixed effects (FE) and random effects (RE) meta-analysis models have been used widely in published meta-analyses. This article shows that FE models typically manifest a substantial Type I bias in significance tests for mean effect sizes and for moderator variables (interactions), while RE models do not. Likewise, FE models, but not RE models, yield confidence intervals for mean effect sizes that are narrower than their nominal width, thereby overstating the degree of precision in meta-analysis findings. This article demonstrates analytically that these biases in FE procedures are large enough to create serious distortions in conclusions about cumulative knowledge in the research literature. We therefore recommend that RE methods routinely be employed in meta-analysis in preference to FE methods.
College students (N = 125) volunteered to participate in a study of career exploratory behavior. Participants were randomly assigned to complete the Self-Directed Search Form R (SDS: R) Internet version or to a control group that did not complete the SDS. Results indicated that individuals who completed the SDS: R Internet and reviewed the Interpretive Report engaged in a greater frequency of exploratory career behaviors over 3 weeks and were considering more occupational alternatives than members of the control group. The amount to time spent reviewing the SDS Interpretive Report by members of the treatment group was also associated with greater frequency of career exploratory behavior and with the increased number of occupations being considered. Furthermore, vocational identity was found to mediate the relationship between minutes reviewing the SDS report and the number of occupations considered, but not the frequency of occupations explored. Anxiety as a potential second mediating variable was not associated with either. Implications for practice are discussed.
This study examined the effect of a Career Education Module on career development among a group of community college students. Using a pre-post and control group design, a quasi-experimental study was carried out on a purposive sample of 122 participants in Malaysia. Multivariate Analysis of Variance (MANOVA) was applied to test the effect of Career Education Module on career development. The effect of gender and the interaction effect of gender and Career Education Module on career development were also investigated. The analyses showed significant differences between the experimental and control groups in career development in terms of career planning, self-efficacy, and career maturity. However, no significant interaction was observed between strategies and gender on the three career development constructs. Our findings from Malaysia are consistent with most career education studies that used secondary school samples.
Keywords: career development, self-efficacy, career maturity, career planning ability, community college students,
The current meta-analytic review examined the effectiveness of job search interventions in facilitating job search success (i.e., obtaining employment). Major theoretical perspectives on job search interventions, including behavioral learning theory, theory of planned behavior, social cognitive theory, and coping theory, were reviewed and integrated to derive a taxonomy of critical job search intervention components. Summarizing the data from 47 experimentally or quasi-experimentally evaluated job search interventions, we found that the odds of obtaining employment were 2.67 times higher for job seekers participating in job search interventions compared to job seekers in the control group, who did not participate in such intervention programs. Our moderator analysis also suggested that job search interventions that contained certain components, including teaching job search skills, improving self-presentation, boosting self-efficacy, encouraging proactivity, promoting goal setting, and enlisting social support, were more effective than interventions that did not include such components. More important, job search interventions effectively promoted employment only when both skill development and motivation enhancement were included. In addition, we found that job search interventions were more effective in helping younger and older (vs. middle-aged) job seekers, short-term (vs. long-term) unemployed job seekers, and job seekers with special needs and conditions (vs. job seekers in general) to find employment. Furthermore, meta-analytic path analysis revealed that increased job search skills, job search self-efficacy, and job search behaviors partially mediated the positive effect of job search interventions on obtaining employment. Theoretical and practical implications and future research directions are discussed.
Two studies evaluating a school-based, culturally responsive career exploration and assessment group for low-income, urban Chinese immigrant youth are described. Mixed qualitative and quantitative methods compared the treatment (CEDAR group) versus the control group (no intervention). In Study 1, CEDAR group participants reported a significant decrease in career indecision; increases in academic, career, and college help seeking; and career decision-making self-efficacy at posttest compared to the control group. In Study 2, CEDAR group participants reported a significant increase in career decision making; decreases in career counseling stigma and value, collective self esteem, and affirmation and belonging in ethnic identity at posttest compared to the control group. Qualitative data from Study 1 and 2 revealed that participants had experienced an increased sense of social support, self-regard, self-knowledge, and learned practical career skills after participating in the CEDAR group. Implications for future research in career assessment and program development are discussed.
This article evaluates the efficacy of a training program focused on increasing emotional intelligence (EI), which was developed for Italian high school students. The training was constructed using an ability-based model of EI. It was hypothesized that specific training would increase both ability and self-reported EI and reduce levels of indecisiveness and career decision difficulties. This article outlines relevant literature and provides a description of the intervention, an evaluation of its efficacy, and a presentation of the results with regard to decisional problems.
The authors tested the effectiveness of 2 group career interventions for 73 battered women who were randomly assigned to 1 of 2 treatment conditions or a wait-list control group. Both interventions included the 5 most effective career intervention components identified by S. D. Brown and N. E. Krane (2000), and 1 of the interventions also was designed to enhance critical consciousness (i.e., empowerment for self-protection and awareness of domestic violence impact; P. Freire, 1970; I. Martín-Baró, 1994). Relative to controls, standard participants had higher career-search self-efficacy, and standard-plus participants had higher critical consciousness at posttest. At follow-up, standard-plus participants had higher critical consciousness scores and made more progress toward goal achievement than standard participants. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Studies published between 1983 and 1995 that examined the effectiveness of career interventions were subjected to a meta-analytic review to replicate L. W. Oliver and A. R. Spokane's (see record
1989-06873-001) study. Using a sophisticated coding system and extensive data analyses, this study examined 268 treatment-control contrasts from 47 studies that involved 4,660 participants. The average overall effect sizes were smaller but similar to those found previously. Individual career counseling was found to be the most effective and efficient treatment, whereas computer interventions were the most cost-effective. The results of this study do not support the previous finding that treatment intensity predicted effect-size magnitude. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
An earlier research integration of the career-counseling literature (Oliver & Spokane, 1981; Spokane & Oliver, 1983) found moderate effect sizes for various career interventions but did not explore the relations between specific study characteristics. The present study extended the data base of Spokane and Oliver and used more sophisticated coding and analysis procedures to examine the relations between study characteristics and outcomes. Two hundred forty treatment–control comparisons resulted from 58 studies containing 7,311 subjects. Class interventions were the most effective but required the greatest number of intervention hours. Four indexes of the relative efficacy of different career intervention modes revealed that individual counseling produced more client gain per hour (or session) than any other intervention mode. Intensity of treatment was the only significant contributor to outcome magnitude. Contrary to earlier reviews, there were clear differences in effectiveness among intervention modes, a finding that ought to be considered in treatment selection. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The effects of a vocational rehabilitation - based workshop on commitment to career choice were measured. Participants were 28 men and 20 women with a mean age of 37. Twenty-five were African Americans, and 20 were White. An experimental design with aptitude-treatment interaction analysis was used to determine the effects of the workshop on 3 measures. Regions of statistically significant difference at alpha of .10 were found for measures of vocational identity and vocational exploration and commitment. No statistically significant differences were found for tendency to foreclose. The workshop was effective for clients who had low levels of career commitment or low levels of vocational identity.
Research synthesis is an empirical process. As with any empirical research, statistical considerations have an influence at many points in the process. Some of these, such as how to estimate a particular effect parameter or establish its sampling uncertainty, are narrowly matters of statistical practice. They are considered in detail in subsequent chapters of this handbook. Other issues are more conceptual and might best be considered statistical considerations that impinge on general matters of research strategy or interpretation. This chapter addresses selected issues related to interpretation.
The research related to the working alliance in career counseling is reviewed in this article. This review indicates that the working alliance does typically increase over the course of career counseling. Furthermore in career counseling, most of the correlations between the working alliance and various outcome measures were significant and hovered around .30, which is consistent with findings related to the correlation between the working alliance and the outcome in psychotherapy. In terms of factors that predict the working alliance’s contribution to career counseling outcome, there is a lack of studies and more research is needed in this area. This article also provides suggestions for practice in career counseling and recommendations for future research.
There are 2 families of statistical procedures in meta-analysis: fixed- and random-effects procedures. They were developed for somewhat different inference goals: making inferences about the effect parameters in the studies that have been observed versus making inferences about the distribution of effect parameters in a population of studies from a random sample of studies. The authors evaluate the performance of confidence intervals and hypothesis tests when each type of statistical procedure is used for each type of inference and confirm that each procedure is best for making the kind of inference for which it was designed. Conditionally random-effects procedures (a hybrid type) are shown to have properties in between those of fixed- and random-effects procedures.
Component studies, which involve comparisons between a treatment package and the treatment package without a theoretically important component or the treatment package with an added component, use experimental designs to test whether the component is necessary to produce therapeutic benefit. A meta-analysis was conducted on 27 component studies culled from the literature. It was found that the effect size for the difference between a package with and without the critical components was not significantly different from zero, indicating that theoretically purported important components are not responsible for therapeutic benefits. Moreover, the effect sizes were homogeneous, which suggests that there were no important variables moderating effect sizes. The results cast doubt on the specificity of psychological treatments.
The purpose of this study was to examine the effects of a brief interest inventory intervention on career decision self-efficacy in an undergraduate sample. A pretest-posttest equivalent group design compared students who completed an interest inventory and participated in two sessions of its interpretation, students who only completed an interest inventory, and students who received no career intervention. Participants completed the Career Decision Self-Efficacy Scale — Short Form before and at the end of the intervention. The results indicated that both experimental groups had significant gains on career decision self-efficacy, whereas no significant gains were observed for the control group. Although both treatment conditions were effective, the feedback group appeared to be more powerful in increasing career decision self-efficacy. By participating in a feedback group and completing the activities in their interest profiles, a client had the opportunity to be actively involved in his/her own career process instead of passively completing an inventory and receiving no feedback. As well, clients had the opportunity to check the interpretations of their profile and share their results with other clients having similar career difficulties.
In this study, the authors investigated the influence of group career guidance programme in facilitating the vocational maturity of senior secondary school students in Ibadan. Sixty-five senior secondary school students (35 males and 30 females) randomly
selected from two secondary schools in Ibadan constituted the sample with 35 in experimental and 30 in control groups. The experimental group received group career guidance by lecture method for 4 weeks. The modified version of the Super and Forrest\'s (1972) Career Development Inventory (GDI) was used to measure the students\' vocational maturity before and after treatment. ANCOVA and t-test were used to analyze the data
obtained. The results indicated that group career guidance significantly improved the students\' vocational maturity but educational background and gender differences had no significant influence on their vocational maturity. The findings provide evidence that it is possible to accelerate the vocational maturity of the students and there is need for counsellors to mount group career guidance programme in their schools and colleges to meet the vocational needs of their students.Nigerian Journal of Guidance and Counselling Vol. 6 (1&2) 1998: pp. 27-42
The Self-Directed Search (SDS; Holland, 1994) is sometimes administered to large student groups outside of counseling to address common career development needs. This study evaluated the effectiveness of the SDS as a stand-alone intervention by comparing a general sample of college students who completed the SDS (n = 39) with a no-treatment control group (n = 41) on several outcomes. Completion of the SDS related to an increase in the number of career alternatives being considered 4 weeks later but did not relate to career exploration, career decision-making self-efficacy, career indecision, and seeking of career counseling services. If the SDS is used outside of counseling with broad student samples, the authors suggest providing additional intervention to ensure that it promotes exploration of any additional careers being considered.
Nontraditional college students (29 women and 37 men) participated in a career counseling workshop based on Bandura's (1977) self-efficacy theory. Participants were randomly assigned to either an experimental treatment group or a delayed-treatment control group. Results suggested that participation in the workshop had a significant, positive effect on the career decision-making self-efficacy of the participants (p < .05) across levels of age, sex, year in college, and family income. Results provide support for career self-efficacy theory and indicate that the career decision-making self-efficacy of nontraditional college students is amenable to change through counseling interventions.
A structured 10-didactic unit intervention was devised to foster adolescents’ time perspective and career decidedness. The study was conducted with 50 adolescents who were selected from a group of 624; 25 of the participants were randomly assigned to the control group and 25 were assigned to the experimental group. They were selected according to their level of career indecision and poor propensity to look to the future. A series of repeated measure analyses of variance were carried out to evaluate pre- and posttest differences between the experimental and control groups regarding time perspective and career decidedness. At posttest, the experimental group showed higher levels of continuity, hope, and career decidedness than did the control group. Implications for future practice and research are discussed.
This study used a pretest—posttest, nonequivalent control group, quasi experimental design to examine the effectiveness of a 12-week, metacognitive and planned happenstance career training course for Taiwanese college students. The treatment groups significantly increased their career competencies in metacognitive, cognitive, affective, and behavioral dimensions over the comparison and nonequivalent control groups.
Students enrolled in a college success course were assigned to (a) a cognitive intervention using the Career Thoughts Inventory (CTI) workbook (Sampson, Peterson, Lenz, Reardon, & Saunders, 1996b), (b) an occupational research project involving an oral report, and (c) a control condition. The workbook condition had a significant effect on the CTI total score, whereas the research condition and the control condition did not. Both workbook and research conditions had a significant positive effect on decision‐making confusion and commitment anxiety.
This study examined the effectiveness of group‐based career counseling using the Career Interest Profile (CIP). The study used an experimental design involving 2 groups of Italian university students: an experimental group (42 participants) who received narrative career counseling and a control group (47 participants) who did not. Results indicated more specific life and occupational goals after the intervention among members of the experimental group in addition to a decrease in career decision‐making difficulties and an increase in career decision‐making self‐efficacy, thus suggesting the value of group‐based career counseling on the basis of the principles embodied in the CIP.
The study evaluated whether women participating in a career group designed to increase career‐related self‐efficacy would make gains on career decision‐making self‐efficacy and vocational exploration and commitment compared with women in a control group. Thirty‐one women participated in a 6‐week treatment group, and 30 women participated in a no‐treatment control group. Results indicated that, compared with the control group, women in the treatment group improved on career decision‐making self‐efficacy and vocational exploration and commitment, and maintained those gains at 6‐week follow‐up. The discussion focuses on implications for counseling, limitations of the study, and future research.
This study shows the results obtained after developing and applying a vocational evaluation and guidance program to a sample of persons with physical and sensory disabilities from a center of vocational rehabilitation. The participants were 84 students: 56 in the experimental group and 28 in the control group. The program, lasting 27 h, included information to enhance self-awareness and knowledge of the labor world, and training in employment-seeking strategies. Pre- and post-test measurements were taken by means of three employability maturity evaluation instruments and a self-image evaluation instrument. Results show significant improvements in professional and personal identity (i.e. abilities, interest and need awareness), together with employment seeking skills. Finally, conclusions and suggestions for further research are presented.
The authors evaluated the effectiveness of an intervention with adolescents living in an inner city that was based on the Integrative Contextual Model of Career Development (Lapan, 2004). Adolescent participants reported greater efficacy and positive self‐attributions and greater skills in person‐environment fit; social, prosocial, and work readiness; the garnering of emotional and instrumental support; and self‐regulated learning. Adolescents who participated in a more traditional career counseling model only reported greater emotional support than did adolescents not receiving career counseling.
Researchers from 13 countries collaborated in constructing a psychometric scale to measure career adaptability. Based on four pilot tests, a research version of the proposed scale consisting of 55 items was field tested in 13 countries. The resulting Career Adapt-Abilities Scale (CAAS) consists of four scales, each with six items. The four scales measure concern, control, curiosity, and confidence as psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. The CAAS demonstrated metric invariance across all the countries, but did not exhibit residual/strict invariance or scalar invariance. The reliabilities of the CAAS subscales and the combined adaptability scale range from acceptable to excellent when computed with the combined data. As expected, the reliability estimates varied across countries. Nevertheless, the internal consistency estimates for the four subscales of concern, control, curiosity, and confidence were generally acceptable to excellent. The internal consistency estimates for the CAAS total score were excellent across all countries. Separate articles in this special issue report the psychometric characteristics of the CAAS, including initial validity evidence, for each of the 13 countries that collaborated in constructing the Scale.
An independent evaluation of the Armed Services Vocational Aptitude Battery (ASVAB) Career Exploration Program was conducted using nationally representative samples of high school students. The sample consisted of current ASVAB Program participants (n = 255) and two control groups of nonparticipants (n = 233, n = 189). A pretest-posttest design showed that participation in the ASVAB Program increased career exploration knowledge and reduced diffusion and approach-approach forms of career indecision, as assessed by the Career Decision Scale (S. Osipow, 1986).
This study adapted existing empirically supported interventions to explore options for serving large numbers of unemployed adults. Participants included 150 unemployed adults (72 experimental group, 78 control group) seeking employment office services to maintain U.S. federal unemployment compensation. A 1-hour workshop was offered to the 72 experimental group participants. The same career development variables were assessed during data collection for both groups. Results revealed the workshop had no impact on negative career thinking and potentially increased career decision-making difficulties in the experimental group. Intervention effectiveness issues, implications for future research, and intervention options with unemployed adults are discussed.
The use of statistical methods to combine the results of independent empirical research studies (meta-analysis) has a long history. Meta-analytic work can be divided into two traditions: tests of the statistical significance of combined results and methods for combining estimates across studies. The principal classes of combined significance tests are reviewed, and the limitations of these tests are discussed. Fixed effects approaches treat the effect magnitude parameters to be estimated as a consequence of a model involving fixed but unknown constants. Random effects approaches treat effect magnitude parameters as if they were sampled from a universe of effects and attempt to estimate the mean and variance of the hyperpopulation of effects. Mixed models incorporate both fixed and random effects. Finally, areas of current research are summarized, including methods for handling missing data, models for publication selection, models to handle studies that are not independent, and distribution-free models for random effects.
Meta-analysis is a statistical tool for estimating the mean and variance of underlying population effects from a collection of empirical studies addressing ostensibly the same research question. Meta-analysis has become an increasing popular and valuable tool in psychological research, and major review articles typically employ these methods. This article describes the process of conducting meta-analysis: selecting articles, developing inclusion criteria, calculating effect sizes, conducting the actual analysis (including information on how to do the analysis on popular computer packages such as IBM SPSS and R) and estimating the effects of publication bias. Guidance is also given on how to write up a meta-analysis.
Initially administered in 1961, the Career Maturity Inventory (CMI) was the first paper-and-pencil measure of vocational development. The present research revised the CMI to reestablish its usefulness as a succinct, reliable, and valid measure of career choice readiness, with a few theoretically relevant and practically useful content scales for diagnostic work with school populations up to and including Grade 12. The new Form C was produced by combining rational organization of item content with confirmatory factor analysis (CFA). In the end, CMI Form C provides a total score for career choice readiness, three scale scores reflecting career adaptability dimensions of concern, curiosity, and confidence, and a score reflecting relational style in forming occupational choices. Initial evidence supports the face, construct, and concurrent validity of the CMI scores as indicators of career choice readiness.
An exploratory study was conducted to compare the effectiveness of two different career education courses on career decision making for college freshmen in Taiwan. Two different career education courses were designed for college students; one was a cognitive restructuring intervention and the other was a career decision skills training intervention. The cognitive restructuring career education course was compared to two other conditions. Approximately 164 college freshmen were administered the Career Decision Scale, a demographic sheet, and a follow-up questionnaire. The design selected for the study was a pre- and post-test design, using two experimental groups (two approaches to career education courses) and one control group. A total of 152 subjects completed both pre- and post-analyses. A 3 × 2 multivariate analysis of covariance (MANCOVA) was performed. The factors were treatment and gender. In the comparisons of the students who took the two different approaches to career education courses and the students who did not, statistical analyses of the data indicated that regardless of gender, a significant treatment main effect on the indecision scale of the Career Decision Scale was found. However, there were no significant treatment group differences between the two experimental groups. Implications and suggestions for designing a college career education course were also discussed.
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.
Self-efficacy is a useful construct in vocational psychology because it helps us conceptualize client issues, interventions to address those issues, and instrumentation to assess vocational status and improvement. This article details two separate studies with veterans seeking vocational assistance within a Veteran's Affairs Medical Center. In both studies, the interventions themselves were designed around the strengthening of specific self-efficacy expectations. In the first study, patients' efficacy regarding general job search and decision-making behaviors was targeted using little more than traditional résumé preparation. In the second study, personality and cognitive functioning test feedback provided a platform to discuss difficult personality issues, their usual manifestation in the patient's work life, and the patient's efficacy about integrating this information in future career decision-making, job seeking, and work. In both studies, moderate to large effect sizes supported the effectiveness of our interventions.
Undergraduates (64 women and 35 men) enrolled in a university orientation course completed measures of career decision-making self-efficacy and career beliefs. Participants were then randomly assigned to one of three experimental groups: the Strong Interest Inventory (SII) with feedback group, the SII completion-only group, or the control group. Students who completed the SII and participated in a social cognitive-based group feedback and interpretation session exhibited higher levels of posttest career decision-making self-efficacy and differential career beliefs relative to students in the other experimental groups. Theoretical and practical implications of the results are presented, and ideas for additional research in this domain are discussed.
The present study tested the effects of a time perspective intervention designed to increase an individual's orientation to the future. Because a future orientation constitutes a fundamental dimension in career choice attitudes and competencies, the intervention should, in addition to increasing future orientation, foster career development. Accordingly, the outcome measures addressed both future orientation (i.e., temporal continuity and optimism about the achievability of future goals) and career planning (i.e., planful attitudes and planning outcomes). The intervention was administered, separately, to two groups of tenth-grade students and two groups of college freshmen. The experimental groups, when compared to control groups, exhibited statistically significant increases in future orientation as they improved their sense of continuity between the past, present, and future and enhanced their optimism about the future. The intervention produced its largest effect size (.77) for more highly developed attitudes toward career planning among the experimental group. The intervention, however, did not immediately affect the quality of the students’ planning outcomes.
This meta-analysis involved the direct comparison of treatment modalities used in career interventions. In general, interventions that did not involve a counselor were found to be less effective than other modalities. Results also indicated that workshops or structured groups tended to produce better outcomes than non-structured career counseling groups. Furthermore, participants who used a career computer system supplemented by counseling had better outcomes than those who just used a computer system. Many of the comparisons involved comparing counselor-free interventions to other counselor-free interventions; however, this analysis did not find any significant moderators to effect size variation. There was also significant variation in workshops/structured groups and additional research is needed to analyze workshop content and client attributes.
The purpose of this study was to assess the effects of a 9- week career intervention program on at-risk middle school students' career maturity levels, self-esteem, and academic achievement. This study was based on a pretest and posttest design using a control group. Data were collected from 27 at-risk middle school students representing the experimental group and 30 at-risk middle school students making up the control group. Modes of measurement consisted of the Crites Career Maturity Inventory (measuring attitude and compe- tency levels), the Coopersmith Self-Esteem Inventory, and grades. Data for this study were coded numeri- cally and analyzed using inferential t tests and analy- sis of covariance. Qualitative interviews were con- ducted with teachers of 5 randomly selected partici- pants from the experimental group to compare self- esteem and academic achievement prior and subse- quent to the treatment. Although results revealed that the sample's career maturity attitude and competency levels and academic achievement improved, such increases were not statistically significant. Recommen- dations for future research and implications for school counselors are discussed.
The effects of a career development course on career decision-making self-efficacy were investigated. The course was primarily designed to help undecided students with career decision making. A pretest-posttest nonequivalent group design compared students who completed the course (n = 30) with a quasi-control group of students who were enrolled in an introductory psychology course (n = 66). The results indicated that students who completed the career course showed increased career decision-making self-efficacy overall, specifically in the areas of obtaining occupational information, setting career goals, and career planning. The career course also appeared to lower perceived career decision difficulties. The importance of having a theoretically based career course and the increased need for research in this area are discussed, given the increase in the popularity of career services on college and university campuses. Limitations and future studies are discussed.
To compare the effects of three different modes of interest assessment on career decision-making self-efficacy, 81 career-undecided college students participated in one of the following four conditions: an assessment intervention using the Strong Interest Inventory, an intervention using one of two methods of applying the Self-Directed Search, or a no-treatment control group. Change in career decisionmaking self-efficacy from pre-to posttest was assessed. Career decision-making self-efficacy increased significantly for all three treatment groups, and in each case, pre-post differences for the treatment groups exceeded the pre-post difference for the no-treatment control group. Differences in outcomes among the three treatment groups were not observed.
This study describes the development and evaluation of a short form of the widely used Career Decision-Making Self-Efficacy Scale (CDMSE; Taylor & Betz, 1983). The psychometric characteristics and relationship to the Career Decision Scale (CDS; Osipow, 1987) and the Vocational Identity Scale (Holland, Johnston, & Asama, 1993) were examined in a sample of 180 college students. The potential utility of a more efficient short form of the scale for use in career counseling interventions will be discussed.
Date revised - 20010221, Language of summary - English, Number of references - 123, Pages - 167-205, ProQuest ID - 619679326, PubXState - NJ, SubjectsTermNotLitGenreText - 2000 7707; 5603; 6760 3492; 8289; 1196 2206 3821; 8763, Target audience - Psychology: Professional & Research, Last updated - 2012-09-10, docISBN - 0805826661; 080582667X, Corporate institution author - Leong, Frederick T. L.; Serafica, Felicisima C., DOI - PSIN-2001-16483-006; 2001-16483-006; 0805826661; 080582667X, 1995 Career development and vocational behavior of racial and ethnic minorities. Career development and vocational behavior of racial and ethnic minorities. xi, 303, Arbona, Consuelo 1990 Career counseling research and Hispanics: A review of the literature. The Counseling psychologist 18 2 300-323, Atkinson, Donald R., Morten, George 1993 Counseling American minorities: A cross-cultural perspective (4th ed.). Counseling American minorities: A cross-cultural perspective (4th ed.). ix, 387, Bergland, Bruce W., Lundquist, Gerald W. 1975 The vocational exploration group and minority youth: An experimental outcome study. Journal of Vocational Behavior 7 3 289-296, Bergman, B. R. (1996). In defense of affirmation action. New York: Basic Books., _____ 1980 Acculturation as varieties of adaptation. In Acculturation: Theory, models and some new findings. A.M. PAdilla, ed. Pp. 9-25, Vol. AAAS Selected Symposium. Boulder, CO: Westview Press., Bingham, R. P., & Ward, C. M. (1994). Career counseling with ethnic minority women. In W. B. Walsh & S. H. Osipow (Eds.), Career counseling for women (pp. 165-195). Hillsdale, NJ: Lawrence Erlbaum Associates., Bowman, S. L. (1995). Career intervention strategies and assessment issues for African Americans. In F. T. L. Leong (Ed.), Career development and vocational behavior of racial and ethnic minorities (pp. 137-164). Mahwah, NJ: Lawrence Erlbaum Associates., Brooks, Linda, Brown, Duane 1990 Recent developments in theory building. Career choice and development: Applying contemporary theories to practice (2nd ed.). 364-394, Brown, D., & Brooks, L. (1991). Career counseling techniques. Boston: Allyn & Bacon., Brown, Chris 1997 Sex differences in the career development of urban African American Adolescents. Journal of Career Development 23 4 295-304, Crites, J. O. (1978). Career maturity inventory: Administration and use manual. Monterey, CA: McGraw-Hill., Crites, John O. 1969 Vocational psychology: The study of vocational behavior and development. Vocational psychology: The study of v