Science topic

Career Counseling - Science topic

In career counseling and career coaching the focus is on issues such as career exploration, career change, personal career development and other career related issues.
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I will soon finish my PhD in biomedical research in Spain. I have no previous jobs related to science for my CV/resume. I need to start earning a living as soon as possible, but I want it to be meaningful for my career! I am not sure which career is right for me, but I enjoy research if it includes collaboration or a research group/team. Can you advise me?
How do I begin my research career? Do you recommend doing so in the USA or in Europe (I am a USA citizen), and what are the differences?
Can I have a research career that is not ultra competitive or stressful? Is it better in academia or industry? If it's neither, then can you recommend another science career?
Should I get a temporary job while I am deciding/searching for my preferred long term job, post-doc, etc.?
If you have advice on any of these questions, or know about any low-cost career counseling, I would greatly appreciate it! Thank you so much.
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I work in the field of social engineering of behavior within the workplace
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It believed that the following factors affect career development of college students. These are:
1. career counselling
2. environmental factors
3. hereditary factors
4. educational factors
I want to study the relationships of the factors to career development. What kind of statistical technique should I use? Thank you.
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From another Lilian:
It’s not clear how advanced your research design is advanced at this moment. The question of what kind of statistic to use is the last step, it is not the first step, even if that is the first question your supervisor asks you. Statistics is the answer to “how”; before that cones the question of “what“ do you want to research? Examples:1. do you want to find out if these factors are indeed important for career development?
2. Do you want to know which are the most important?
3. How do you want to measure it? Ask people’s opinions? Do people really know what influenced them? Are you going to ask alumni to retrospect? Are you going to ask students what they experience as being helpful? Are you going to ask what they want? Past/present/future.
Will you make a questionnaire and ask them to give a score? Or will you ask them to write a story and then you analyse to see which factors you recognise in their stories?
All these kind of choices will decide if you need statistics, what kind of statistics. I hope this helps in some way.
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Any suggestions on how to pivot to policy making?
I saw that there are PhD about it, but I'm not sure to be qualified for them.
How could I increase the chances of being admitted to one without pursuing another master?
I'm finishing a double master in plant sciences and plant biotechnology at Wageningen University & Research. My specialisations are functional plant genomics and phytopathology and entomology, with a minor in nematology and one still to define (around biophysics and omics).
I did a thesis in nematology at the ETH Zurich, one in plant molecular biology at INRAE (French national institute for Agro-Environmental research) and one still to define at SLU (Swedish Agricultural University).
I'd like to pivot toward policy making, but I only have a few courses about transversal skills such as "Negotiation skills", "Communication & Persuasion", "Scientific Writing" etc. and none about policy itself.
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Great suggestion by Sally Elkady . I would suggest that you get into a PhD program focusing on Transdisciplinary research which straddles both policy-making and Biology. You have studied Phytobiology ( plant ecology), entomology, and genomics. I think it is a great combo to explore the impact of GM seeds and variants on friendly insects and plant ecology. This is exactly what is needed to influence policy. Your research comes would be suggested policy direction or changes that would ensure that ecology and friendly insects are protected for sustainable farming. Hope this helps.
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Results: REJECTED
Comment: Has not been done before and therefore may have no chance of success.
Even from very smart people with solid publications in highly referred journals, funny rejection reasons have been seen.
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Hi! Sometimes the success of proposals with solid ideas depend on the how well this can complement the funders objectives, country context and so on. Certain research ideas might seem to be very demanding in developing countries compared to developed countries that attract funders easily and vice versa. There are always multiple factors work behind the successful project funding. Thanks!
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Why many highly successful physicists like Ludwig Boltzmann, Paul Drude, Paul Ehrenfest, Arnold Berliner, Percy Williams Bridgman, Augustus Matthiessen took their own lives at the pinnacle of their careers? Was it because they did not learn to manage stress or there is some other bit of a mystery?
Do every research need to learning to manage stress as it can have life-saving consequences?
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I think their thoughts were confusing forwards the life, and they did not have any ability to comfort lives with it.
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What are the best tips for success in a scientific career?
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Interesting question Muneeb Faiq . Would be interested to know as well.
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I am building an Intelligent Career Counseling chatbot. Which will provide guidance to college graduates in choosing their career path based on their background, Interest Inventories, values Inventories, and aptitude assessment.
Will be happy to work with a volunteer.
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Hello Aymal,
My personal opinion is that there is no solution that relies solely on I.T., even allowing for new techniques such as machine learning, social media, A.I. and so on. It still requires the intervention of a trained human to embrace the intricacies of the labour market and the individual client. But you might like to look at Vigurs, K; Everitt, J. S. T.; The evidence base for careers websites. What works? The Careers and Enterprise Company, 2017 , as a starting point . Probably
you have already read it?
best regards
David
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If so, how does school support regarding study choice look like? Is there any research about it? Any reference welcome. Thanks.
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In Ghana, it is not included in the curriculum for students to be taught and guided on what school and program they should attend after senior high school. However there other structures in place to provide such support to students which is absolutely optional and hence most students do not attend. Among all such structures, the most effective one is the one currently in the Ashanti Region, were after writing final exams and completing while waiting the results? Students are enrolled in a preparatory classes were they are only prepared for the university and other Tartary Institutions.
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I am interested in any research that has been done using Motivational Maps with pre-service teachers and/or recent university graduates. Thank you.
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I do not think ... The idea is new .. I hope to communicate with you and write scientific research in this aspect
Assistant Professor Dr. Suhad Jawad Al - Sakani
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After hundreds of hours of research and preparation, I'm done with the presentation "Rethinking Career Choice: Why 80,000 Hours should give us Pause"! Feedback (positive or negative) is more than appreciated so please let me know what you think!
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Blustein (2006) cautioned that wholesale preoccupation with career choice and development has overplayed choice, ignored the reality of people who do not have the access to resources that might afford career choices, and—indeed—that the very concept of job security, never mind career, has probably become irrelevant in the age of globalization and information and communication technology. He saw that, owing to the spread of free market capitalism, lack of job security has become a major theme in the narrative of the new economy: thence, the major counterpoints he detected are, first, that there is too much work but not enough jobs; and, second, that people no longer experience feelings of connection, social engagement, and investment in a greater social entity because of technology.
Reference:
Blustein, D. (2006). The psychology of working: A new perspective for career development, counseling, and public policy. New York, NY: Routledge.
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Dear Colleagues! How, from your point of view, is possible (and justified) the implementation of the concept of Life Long Learning in a professional (non-academic) business career through the complete withdrawal from a successful business activity, including with the preparation and defense of a doctoral dissertation with subsequent teaching (research) activities? Do you know and can you give examples of such personal career development?
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Dmytro Lukianov I am not sure I understand your question correctly, but I started my career in restaurant and tourist businesses both as a successful professional chef and later as a manager. At age 32 I started my academic career for the first time and took a PhD at age 47. I currently work as a lecturer and researcher. In Norway many of my master students are over 40 years of age. My oldest student so far has been 67. Life Long Learning I think is also an economical question. My grandparents would not think of changing their career during their life. I would be very difficult economically.
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Dear Colleagues! In your opinion, how possible (and justified) is the implementation of the concept of Life Long Learning in the academic field by preparing and defending a second (third, etc.) doctoral dissertation in a new direction for a scientist? Do you know and can you give examples of such a scientific career development?
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Hi!
I do not associate the term Life-long-learning with any general right for an academic to do a series of doctoral dissertations in various directions. A doctoral students education and support is a big investment for the state/the taxpayers, the university and the individual. To reach a PhD level is for an individual to be recognised for the ability to really both learn and create new knowledge on ones own.
Then other students should get the possibility to PhD studies. There is possibility to change directions of interest in research anyway.
I don’t want to criticise people who have double PhDs, but to create new possibilities for academics to make a number of dissertations in different subjects is probably not an ideal use of resources.
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Dear Colleagues! Is it possible to consider, from your point of view, taking into account the concept of Life Long Learning, a person of the age category 40+ "young scientists", if at that age he only defended his doctoral thesis? And if 50+? And more? Why?
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There are always newcomers to many events in this life. In research and education newcomers should always be welcome.
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Any suggested model for all over the country...!!!
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For secondary schools what format / Design / model, i can follow for making provision of the career education in schools for my whole country?
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Hi Maroof Bin Rauf have you heard about the American School Counseling Association Model (2005) on Comprehensive School Counseling Program?
I have used it in my previous research on guidance needs. I hope this can help.
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"Mistake 2: Not building flexible career capital that
will be useful in the future" (80000hours.org Career guide). My question: What are the reasons behind this mistake?
--
Background
I'm trying to understand what the reasons that lead people to this mistake are. Maybe after we understand the reasons, we would realize that they're not mistakes after all. Or if we still believe they're mistakes, we'll be much able to solve them.
Here are some general reasons:
1. Trade-offs: Advice often neglects to address the trade-off that comes with this advice: For example, "be flexible" ignores the disadvantages of being flexible and the advantages of being "inflexible" (keeping your eye on the goal, avoiding distractions, persistence etc…) and vice versa with persistence advice like "never give up".
2. Unclear evidence or debatable positions
Often contrary or seemingly contrary positions both have evidence.
Do we underestimate or over-estimate the differences between us and others? The "False Consensus Effect" suggests that we under-estimate while the "Fundamental Attribution Error" can imply that we over-estimate the role of personal differences.
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So even though the position behind the advice has evidence, it can also be true that the position contrary to the advice has evidence too.
3. Lack of knowledge or effort.
4. More pressing issues
The question then becomes: is : Does the advice that comes with "Not building flexible career capital that will be useful in the future" suffer from general reasons 1+2?
Here are the sub-mistakes of the main mistake:
Some of the reasons that cause people to fall into this mistake (based or influenced by the 80k section though not exactly how they say in all points):
1* Short-term thinking.
2* Not giving career choices enough thought (e.g. English PhD sounds nice so I’m just going to go with it).
3* Underestimating soft-skills: Not Investing in transferable skills that can be used in any job like
A- Deep Work by Calvin Newport. The example given in 80k career guide is writing your daily priorities. I would prefer something like "how to avoid distraction).
B-Learning how to learn
C- Rationality
4* Lack of awareness about automation threat.
5* Inaccurate predictions about one’s future interest/opportunities in the chosen career. (e.g) "The End of History Illusion":
So for example, for 5*, it could be the case that General reason 2 "unclear evidence" is implicated it could be (and I don't know it is) that in contrast to the "End of history Illusion", there is a group of personality theorists who claim that we under-estimate how stable our personality is. Or for 3*, general reason number 1 "trade-offs" is implicated. For example (and again I don’t know), it could be the case that the more you focus on developing general skills like "learning how to learn", you become less competitive in non-transferable technical skills because you have less time to focus on that now.
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Christopher Steinman
Very good points! I want to add them to the blog post as a comment. Are you ok with that? I'll quote you ofcourse.
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Hi there,
Is there strong evidence that choosing a career that fits one's personality or interests is of primary importance in regards to satisfaction or performance ? (For the purpose of this question, personality and interests do NOT include skills or mental ability)
Here is a list of scholarly statements pertaining to the issue
.
Please add any important studies or points that I missed. Your thoughts and insights are much appreciated
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As it happens, a major review article relevant to the question has just appeared today (in press):
a lead-article review in the journal Applied Psychology
Arieli, S., Sagiv, L., & Roccas, S. (2018). Values at work: The impact of personal values in organizations. Applied Psychology (https://onlinelibrary.wiley.com/doi/epdf/10.1111/apps.12181 ), In Press, , 1-70. [paywall]
Abstract
This paper reviews and integrates past research on personal values in work organizations, seeking to portray the role personal values play in shaping the choices and behavior of individuals in work settings. We start by addressing the role of values in the occupational choice people make. We then review research on the relationships of personal values to a variety of behaviors at work. We continue with discussing the multiple paths through which managers’ values affect the organizations and its members. In the last section, we address the interplay between organizational levels, and discuss the congruency between personal and organizational values and its implications for organizations and their employees. Together, the research reviewed indicates how the broadness and stability of values make them an important predictor of behavior at various levels of the organization. We end by discussing directions for future research on values in organizations.
Actually a bit feeble for me - few effect sizes are reported, and compared to integral psychology spiral dynamics, the Schwartz stuff looks way too simplistic and lightweight. I can’t help feeling the drive to create a psychometric model has diminished the psychodynamics and deeper understanding of personal values.
But this bit on p. 38-39 seems to be a sign that separating values into work-based and ’personal-based is very wrong. A bit like the old chestnut that SHL used to spout about someone’s ‘work personality’ vs their ‘outside- of-work-personality’!
“p, 38-39
"Most studies on value-based socialization reviewed so far have investigated perceived fit or work-related values. Perceived fit may not indicate an actual value change, but rather a change in the perception of organizational values. Work related values are more contextual than basic values, and are hence more likely to be malleable. Indeed, some researchers have doubted the power of socialization process in altering personal values of employees (Dose, 1997; Lusk & Oliver, 1974). Studying basic values, Bardi and colleagues (2014) investigated police trainees in the UK at the beginning of their training and 9-monthes later. Training included classroom studies, field experience and mentoring by police organizational members. There was evidence of marginal value change, but it was not in the direction expected due to organizational socialization. Thus, even extensive, planned organizational socialization may yield only minimal change of basic values. Alternatively, a year may not be long enough to elicit value change. Professional training is a long-term process; it is possible that values socialization requires more time and may occur at later stages of the career. More research is needed to investigate the effects of organizational socialization along varying periods of time.”
Anyway, a decent review of publications in this area.
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Dear All,
Here is just one question for you all. It will be very interesting to see your valuable opinions. The question is:
What career would you like to pursue if you were not into research?
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Thanks again Mr. Adil Salhi . If I talk about India, here, most of the researcher are satisfied only with society and the financial reward they receive. They suffer much of stress in family issues or support in research grants. This directly affect the quality of research.
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Can anyone suggest me a freely available assessment battery for career counselling apart from DAT, CAT.
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The International Personality Item Pool (IPIP https://www.ipip.ori.org/) has the ORAIS and the ORVIS to measure avocational interests and vocational interests (RIASEC model). They are items only, suitable for research or the development of local norms.
There are lots of free career assessments, but beware. Many of them don't have good reliability/validity (or don't publish the results), so can give bad information for people to make life-changing decisions. It is unethical to use them. A well-researched and validated assessment like Holland's SDS doesn't cost very much per administration, and can be trusted to give good results. Paying for a good assessment is always a good and ethical investment.
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I am trying to locate a articles for discussion on career counseling for individuals with disability
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I agree with Erkan Isik's recommendations and also recommend the journal "Career Development and Transition for Exceptional Individuals" and the "Australian Journal of Career Development.
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What are the Different Resume Formats? and is there a preferred format for applying for a job as academic staff member, researcher, and it professional? What Is the Difference Between a Resume and a CV?
Best regards
Sarmad.
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Dear Sarmad
RESUME
Resume is a French word meaning "summary". A resume is ideally a summary of one's education, skills and employment when applying for a new job. A resume does not list out all details of a profile, but only some specific skills customized to the target job profile. It thus, is usually 1 or at the max 2 pages long. A resume is usually written in the third person to give it an objective and formal tone.
Structure: A good resume would start with a Brief Profile of the candidate, Summary of Qualifications, followed by Industry Expertise and then Professional Experience in reverse chronological order. Focus is on the most recent experiences (with responsibilities and accomplishments), and previous experiences are only presented as a summary. This would be followed by Education details and/or Professional Affiliations and/or Voluntary Initiatives.
C.V. - CURRICULUM VITAE
Curriculum Vitae is a Latin word meaning "course of life". It is more detailed than a resume, generally 2 to 3 pages, or even longer as per the requirement. A C.V. lists out every skill, all the jobs and positions held, degrees, professional affiliations the applicant has acquired, and in chronological order. A C.V. is used to highlight the general talent of the candidate rather than specific skills for a specific position.
Regards
Almaamari
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I want to ask about courses, certifications or something like that is useful along with PhD in chemistry for personal development and knowledge building as well as those which are helpful in future for career along with PhD ?
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CQA (certified quality auditor)
CQE (certified quality engineer)
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Dear all,
We're conducting a survey and your input would be appreciated.
We are looking for individuals who are employed, who have a supervisor/manager at the time of completing the survey, and are thinking of or are going through a career/position change.
Click on or copy the link below to start the survey. If you do not match the above criteria, you can still share the survey with your network to help me gather sufficient data!
I sincerely thank you for helping me out.
P.S. Don't miss Harvard Business School tips on a successful career change at the end of the survey!!!
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The questionnaire was answered last week
I hope you success
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I have been working on my dissertation research project that aims to explore the concept of 'calling' in Indonesian context, predominantly among the Muslim teachers. In this vein, it seeks to rectify the omission of a focus on non-Western context to study this construct, thus attempting to provide a more nuanced picture of the key facets of calling. 
Does anyone perhaps have an interview schedule for examining people's sense of calling in their work from which I can leverage? Of course, it will be tailored to meet the objectives and core questions of my research, and, to uphold our academic values, I can assure for its confidentiality. Hope for your kind support.
Please accept my sincerest thank you in advance.
Regards, 
Nabil 
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Dear colleague, you may find the semi-structured My Career Chapter (MCC; McIlveen, 2006) useful for your purposes. MCC is administered as a written activity that involves reflective conversations with self and others (perhaps an interviewer). MCC can be used for career counselling or career education with students and clients. MCC may also serve as a tool to collect data, which is how it  may be useful for you.
I have attached a link to the My Career Chapter booklet which you can use under a Creative Commons license and links to author versions of some of the papers that describe its applications.
Best wishes for your research.
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Flexibility and adaptability in a career counseling context for children 11-12 years old. Thank you in advance.
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Please suggest any career choice assessment questionnaire that I can administer to assess students' perceptions and abilities about chosen career.
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did you looked at
all assessments are evidence-based (see link for experts at the bottom)
and free
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What is the importance of ethics in career counseling especially in the 21st century?
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It is generally felt that motive for being unethical is financial gains. People strive to accumulate more money and self-interests as a fact of life. These motives are strong enough for individuals to even legitimize unethical behavior. Career counseling in general appears to be an area of science that is still hanging between management consulting and psychiatry. Ethical standards in career counseling are critical as counseling services have a profound impact on clients’ career path, future, and quality of life. Ethics in career counseling and pretty much in all business sectors are primarily an individual decision before being enforced standards. As a professional area that involves a profound personal interaction between clients and counselors, it is critical to establish trust and credibility through ethics. Accordingly, ethics in career counseling can be looked at as an opportunity for counselors to facilitate their analysis rather than a challenge.
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Studying or doing research abroad is exciting and can be a significant experience for oneself, but how about career benefits in your home Country? Wherver I went and asked colleagues and people, most of them would agree that staying abroad will be beneficial for your career. If you study for obtaining a degree, you will have at least that one. If you go somewhere because of research funding or scholarships, you benefit directly right away while you are there. But how about afterwards? Did it really boost your career in your home country? Was / is it always worthwhile going abroad?
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In other wards you benefit your country by creating a long lasting relationship between your country and the degree awarding country aboard. this parnship will enhance country development
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Do we need to regularly assess the employability skills of our students? How often: every end of the term, every end of the academic year, or just once before their graduation? Provided below is the link for our previous study on employability skills. Can you suggest some improvements for a similar study that we may conduct in the future?
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I think that the bigger question is how do we know WHAT the marketplace requires of our graduates? Do we REALLY know what the outcome requirements are?  Only by knowing the necessary outcomes can we properly design our curriculum.
I addressed some of these questions in the attached conference keynote address (in the context of language learning, but I think that the ideas apply more broadly).
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I've created some psychological instruments to assess self-image and vocational interests to support early vocational and educational guidance. I'd like to extend my research.
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Hi Paola,
Would I be able to see the instruments that you've created for vocational interests in middle school (ages 12-13).
Thanks so much
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In 2012 Hoare, McIlveen, and Hamilton published a plea to use concepts and techniques from ACT (Acceptance and Commitment Therapy) to Career Development or Guidance. At that moment there were strong arguments, but not yet empirical evidence. What is the situation now? Is there any research that confirms the theoretical arguments? Are there new theoretical insights? Are there projects intended to develop tools for Career Guidance based on ACT? Is anything known about evaluations and/or effects?
With my colleague Albert de Folter I developed a toolkit. It consists of tools, based on or inspired by ACT, for career guidance in schools. We are interested in developing similar tools for adults.
Hoare, P. N., McIlveen, P., & Hamilton, N. (2012). Acceptance and commitment therapy (ACT) as a career counselling strategy. International Journal for Educational and Vocational Guidance, 12(3), 171–187.
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Hi Tom,
I have no information on ACT and career development.  However, I have an interest in ACT and integration of Faith in impacting successful outcomes of therapy and helping survivors of trauma.  In your search, if you come across anything, would you let me know?  I will do the same thing for you if I see anything related to careers! the outcomes  Thanks!!
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We are designing a European Project on this subject and we are reviewing the state of the art. Thanks in advance.
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Dear colleague, I refer you to Professor Laura Nota at the University of Padova.  Dr Nota is an expert in this area, along with her colleague Professor Salvatori Soresi.
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I have been asked to develop an outline and a module on assessment in counselling and I would wish to have suggestions on the topics to include. 
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Hi Anthony,
I do not provide counselling training, however as a counsellor of 16 years+ with 12 years online counselling experience, I would suggest the following in the first instance - irrespective of the client group.
Firstly, from my perspective, I consider that assessment is not a single event, more an initial event with ongoing monitoring.
These are listed in no specific order (done quickly, so is not a complete/exhaustive list):
1. History of presenting problem and any previous support for addressing this issue(s) (including what works for the client). How long has this difficulty been experienced, any triggers etc. (E.g. May be appropriate reaction to say loss or it may be complicated grief)
2. Risk assessment - risk of harm to self or others, does additional support need to be put into place to address risk levels? Is anyone else aware of any risk e.g. family members, GP etc. (Useful to have a measurement tool for monitoring presenting, ongoing or emerging risk) Includes information about family/friends of client who may engage in self harm or suicidal ideation or completion of suicide.
3. Support network, may include family, friends other professionals.
4. Genogram, to gain a greater sense of client context, history, family make-up, relational issues.
5. Practical/demographic info e.g. GP name & contact, client address & contact, age, gender, sexuality etc.
6. Clarity of boundaries, contracting & confidentiality and the limits to confidentiality -  agreed with client prior to inviting client to disclose above info. This facilitates informed consent, which especially if working with children/young people is vital (UK - Gillick competence/Fraser guidelines). It can also assist with considering psychological availability to engage in counselling.
7. Any disability or health condition which may impact the ability to engage or access the counselling (e.g. contra-indicated medication or physical/psychological limitations to accessing a building, written materials or meeting in person)
8. Any current/past medication what it is for, if it is working for the client, when monitored, how often and by whom.
9. Lifestyle questions  e.g. any eating/sleeping difficulties, recreational drug use etc.
10. Social networks, f2f or online, isolated or with support but unable to ask for help?
11. Any religious or faith beliefs or life experiences which may assist in gaining a greater insight into the clients world thereby providing the therapist with context.
12. What does the client want? This is really important as they may be asking for something which is not provided by the service and may assist the counsellor/therapist in helping the client set realistic expectations of what counselling can offer.  
There may also be variables depending on the therapeutic orientation of the counselling students, e.g. psychodynamic students may be wanting to focus more on early childhood experiences, whereas person centred students may want to focus more on the 'here and now' experience.
Even if a prospective client completes an intake questionnaire, it is useful, as part of the contracting, to clarify they have an understanding of the counselling process and that the assessment is a two way street, the client is also assessing the counsellor and the service for suitability for their needs.
Best wishes with the work, Jo 
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I would like to know how this theory can be applied in a counseling setting? What are some of the tenants and worldviews in a counseling setting?
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The Stone Center, at Wellesley, also developed around a psychology of women. See http://www.jbmti.org/About-us-Extra-Info/our-history and the work of Jean Baker Miller.
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Currently, I am trying to design a mixed methods research with emphasis at the quantitative part to explore the factors influencing counselling self-efficacy of counselling trainees from various Universities in Greece. My intent is to use two counselling self-efficacy questionnaires (one for Career Counselling Self-Efficacy, O'Brien et al., 1997 and another one for Counselling Self-efficacy, Larson et al., 1992) as well as a questionnaire for the demographics in order to test the relationships mentioned in the bibliography among variables such as length of past experience, training and practicum and trainees' self-efficacy. Additionally, I would like to see which is the role of core self-evaluations with a single instrument (Judge et al., 2003).
On the other hand, in the qualitative part, I would like to take several interviews from a small sample of the participants, maybe 15, in order to test if the four sources which form self-efficacy (mastery experiences, vicarious learning, verbal persuasion, emotional state) suggested by Bandura would apply in counselling trainees.
What would you do in this case? Do you find a mixed methods design suitable for this kind of research purpose? Would it be a good idea to have a sample of trainees in career counseling (my specialty) and another one for trainees in counselling psychology?
I am looking forward to your views and ideas.
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I am starting a study of self-efficacy of counseling interns.and have a collection of literature on evernote. If you are interested, I will send you a link. Because my sample size is also around 15, I am planning a qualitative study. I will be watching this discussion with interest.
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I work in material science (specializing in TEM microscopy and magnetism). Right now I'm finishing my Ph.D. However, lately I feel a bit dissatisfied with this particular field. I'm very interested in biology (topics like programmed cell death and ageing), however I have doubts whether it's realistic at this point to change my career path.
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I have a PhD in physics, a 30-year career in laser remote sensing of the atmosphere, and, now, an 18-year career in epidemiology of disease, started when I was still working for NASA. I find that the scientific methods I developed in physics and atmospheric sciences help immensely in my epi work. For one reason, I am very comfortable with quantitative relations. For another, I do not accept the paradigms of the medical field. For a third, I have some good ideas on how to do experiments with data sets that advance the understanding of risk-modifying factors for various diseases.
One well-known example of a physicist turning to biology is that of Donal Glaser
Elementary particles and bubble chambers
DA Glaser - Noble Lecture, December, 1960 - nobelprize.org
... As a result, many bubble chamber physicists have turned their attention toward developing
automatic pattern recognition, measuring, and computing machines. Some day it is dreamed
He later switched to biology
The automated biological laboratory
DA Glaser, J McCarthy, M Minsky - … of Mars: Report of a Study, 1966 - books.google.com
... This property is essential for the ABL if we are to dare to allow scientists to change programs after the machine is on Mars. ... The work in recognizing nu- clear events in bubble .....
chamber and spark chamber pictures is relatively advanced. ...
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Do you believe that personal counseling theory and techniques should be incorporated in career counseling sessions? If yes, why? In addition, in your experience and knowledge should career counseling and personal counseling as a process and a scientific field be mixed or complement one each other due to the multiple intertwined roles people have in their life?
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Andronikos, this is a very good question and one that has been discussed in the career development literature for a few decades. I recommend you review some of the papers in the journal, Career Development Quarterly.
My short answer is: Yes.
Here is my long answer:
My perspective is that there is no such thing as "personal counselling". The term is an unfortunate and imprecise expression that has led to nothing more than confusion in how counselling is theorised. There is counselling and then there are specialised areas of focus underneath that broad professional activity. There are specialised areas of focus for which counselling is useful, and one of these specialised areas is career development. There are many other specialised areas of focus for which counselling is useful (e.g., trauma, relationship, etc), So, I suggest that the question to be answered is: What is "personal counselling"? Is personal counselling different from trauma counselling, relationship counselling, grief counselling? By using the term "personal counselling" you create an artificial, discursive delineation. "Personal" is such a broad word--all counselling is necessarily personal. It is just as imprecise as the word "stress". Is it practically meaningful to say "stress counselling"? Not really.
Just like all forms of of counselling, the working relationship and alliance is fundamental. The special "ingredient" in counselling is the working relationship/alliance between client and counsellor. Therefore, any specialist form of counselling must first attend to the relationship between client and counsellor. Practitioners may choose to specialise in one area of practice, such as career counselling, but ultimately, his or her area of specialisation must be based upon the relational arts of counselling and the relationship. The theories and techniques that create the specialisations of counselling take second place.
If you were to observe me doing career counselling, you would immediately recognise techniques seen in other specialised areas of counselling, but the counselling would be directed toward the presenting problem brought to counselling by the client. Just because the focus of counselling is upon a person's career, does not mean that the counselling used no longer looks like counselling used for a host of other human problems and issues. For example, you might see myself and the client talking about the client's relationship with his/her spouse and how the dynamics of that relationship is germane to the client's career, and vice versa. Alternatively, you might see the client and I working through the a cognitive-behavioural approach to teaching the client how to challenge and change thoughts that generate negative thinking and fear. You might here interpretations that resemble psychodynamic concepts. After all, the current approach to career counselling by Mark Savickas and his notion of Life Themes can be traced back to Alfred Adler. You might want to read one of my papers on the "repetition compulsion" that is published in the most recent issue of the Australian Journal of Career Development, which has devoted to the Chaos Theory of Career.
The broader issue pertains to the training of counsellors. No counsellor should use a technique that he/she is not competently able to put into action within the counselling relationship. I am a Counselling Psychologist, but I would not provide counselling for a problem or use a technique that is beyond my scope of competence. So, I also that think one must take into account just how qualified a counsellor is when posing the question on providing counselling for other specialised areas of focus.
Thanks for raising this really good question, Andronikos.
Peter
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I am a Ph.D student.
Employability as our main variable is to measured by 5 component (career development skills, emotional intelligence, general skills, experience, and discipline knowledge).
students constitute the statistical population so we can not choose some variables like job satisfaction as the consequence.
What we can do for the potential overlap between our main variable (employabilty) and consequences and antecedents. because employabilty itself is a extensive concept and components.
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SES would seem to be both an antecedent and a consequence, because of the virtuous circle that exists between education and salary.
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Finding a job in academia is already very tough for new graduates considering the funding limitations and extreme competition. What are the reasons in your opinion? What are the consequences of new graduates leaving academia? What can be done to prevent it?
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In my opinion funding limitations and competition are relevant points, but perhaps a key factor is that the impact of research carried out in high-tec companies and multinationals is outstanding and probably the direct results of the research carried out can be more easily appreciated. In countries like Spain, there are additional aspects such as the limited income when working at universities and research institutions and the lack of support from the government.
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Currently looking at high level footballers who are going through, or about to experience a career transition within their sport. I am wanting to see what suggestions others have regarding interventions to ease these transitions.
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What kind of transition are we talking about here? A transition from one team to another? Or a transition from junior level to senior level? Etc. That probably makes quite some difference with regard to the interventions that could be put in place. I am not sure whether this concept would be completely applicable to professional football players, but you may want to look at the concept of career adaptability. Jessie Koen has published about an intervention with regard to career adaptability of young individuals with regard to the school-to-work transition. Not sure whether this helps in your particular case, but maybe you could look into it. I have also developed an intevention myself which is aimed at developing career competencies of young workers. This is mainly about reflective, communicative and behavior career competencies. Again though, I am not sure whether this can be applied to your specific context.
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About Path Analysis applied in counseling psychology research
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Path analysis is a type of Structural Equation Modeling (SEM). The SEM includes several things but two of its applications are very common - the Confirmatory Factor Analysis and Path Analysis. In SEM terminology the former is called testing of "measurement model" and the later "structural relationship model". The path analysis is also sometimes referred as Causal Modeling as we test a specific pattern of relationship among variables in which some are assumed to be the cause of the other(s). However, this label is a misnomer as we can not establish cause - effect relationship in true sense using path analysis.
In simple terms, the Path analysis involves testing a theoretically or empirically determined specific pattern of relationship among a set of variables. Say, we are working with four variables A, B, C, and D. Then using path analysis we can test the relationship among these variables as defined by some theory or hypothesis based on prior experience or empirical evidences. For instance, if any theory suggest that A is a variable that may cause changes in both B and C, and B and C are the variables responsible for change in D. It is also assumed that A has some direct effect on D also. Then we can specify the relationship among the said variables as stated above and test it using some software based on structural equation modeling or even regression analysis based software or macros. The said model may be displayed visually also in which we'll link A to B and C with an arrow pointing to B and C (the arrows represent the path from A to B and C and suggest that A is leading to B and C). After this, we'll link B and C to D but now the arrows will originate from B and C and will point towards D. Finally, we;ll add A to D with arrow pointing to D to represent the direct relationship of A and D. This pattern of relationship among the said variables represent the nature of relationship as suggested by the earlier theory. Now we'll test this model of relationship using specific software.
The results of this testing has two important components. The first is the overall fit of the model. This is assessed using the available fit indices such as Chi Square test, chi square and df ratio, the GFI, CFI, TLI, RMSEA etc. For a model to be called good fit, the Chi square should be non significant (but for large samples it may be significant and may not a pose problem if other indices suggest good fit), the chi square to df ratio should be less than 5, the GFI, CFI, TLI, should be .95 or higher (but a value above .9 also suggest an adequate fit) and the RMSEA value should be less than .05.
The second important component of the results involve testing the significance of the paths and this should be done when there is an evidence that the overall model is fit. This includes testing of significance of direct effects (paths) and indirect effects (if it is in the model). In the above example, there are five direct paths ( A to B, A to C, B to D, C to D and A to D) and two indirect paths (A to D through B and A to D through C). If indirect paths are found to be significant then one can infer that the relationship between A and D is mediated by B and C. If only one indirect path (say A to D through B) is found significant and the other is non-significant then well infer that the relationship between A and D is mediated by B but not by C. suppose that the direct path from A to D is also significant then one can infer that A has some significant direct effect on D but also has some indirect effect on D through B and C, In other words, the relationship between A and D is partially mediated by B and C. similarly, the other paths also need to be interpreted.
To have more confidence in the tested model, one should also test the alternative relationship among the variables and if these alternative models do not fit or have a poor fit than the one that was hypothesized then one may say with more confidence that hypothesized causal relationship is more likely to exist.
Hope this helps
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From your experience or perhaps, related research are career counseling programs valuable for businesses? If yes, which type of program among coaching, mentoring or career workshops could be more effective? Finally, Is career counseling applied widely in businesses in your country?
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Hi Andronikos,
I'll also answer a firm YES. My response is based upon having managed career Services for a Fortune 500 company in the USA and having sponsored and conducted numerous career workshops, having observed our feedback (100% positive from employees and managers) as well as the progress our clients have made. I've also mentored numerous individuals through the years.
The effectiveness of mentoring programs depends upon the match between the mentor and mentee as well as how committed each are to the process.
I would not say that in-house career counseling services are prevalent in the USA, however I do not have data on this. Numerous companies will claim that management offers career counseling (by, for example, first line managers) as part of their management process, though I would not think this is what you are referring to when you ask about "career counseling".
Ron
Ronald G. Shapiro, PhD