Nonacademic Career Counseling for Graduate Students

At the University of Michigan, an innovative career counseling service is offered to graduate students. The Office of Non-Academic Career Counseling and Placement assists graduate students expand career options in response to a tight academic market. The career counseling method promotes self-directed behavior and proceeds through a series of four major job-search stages. A brief statement of the effectiveness of our services is included in the discussion.     

Career Education for Students With Disabilities

Career education is as important for students in special education services as it was a decade ago. The majority of these students continue to experience extreme difficulties in making a successful transition from secondary programs to employment and independent living. The authors review the state of the art and then present a life-centered career education curricular approach to prepare students with the important competencies needed for successful adult adjustment. Sample programs are cited. The school counselor is viewed as an important contributor to this process, and several critical guidance functions are recommended by using a comprehensive guidance program model. A challenge to the professional is presented to complete the unfinished agenda that presently exists in services to students with disabilities.     

职业探索对大学生求职行为的影响:求职自我效能感的中介作用与情绪调节的调节作用

本研究基于职业发展阶段理论、职业探索社会认知理论等理论考察了职业探索对大学生求职行为的作用机制。采用职业探索量表、求职自我效能感量表、情绪调节量表和求职行为量表对802名大学生进行研究。结果显示：（1）职业探索会显著正向预测大学生求职行为和求职自我效能感均显著正向预测大学生求职行为;（2）求职自我效能感中介了职业探索对大学生求职行为的影响;（3）情绪调节这一变量调节了求职自我效能感对大学生求职行为的影响。因此,职业探索会通过求职自我效能感对大学生求职行为产生影响,且这一影响受到情绪调节的调节。     

Impact of Worry on Career Thoughts,Career Decision State,and Cognitive Information Processing Skills

Sixty-nine Amazon Mechanical Turk workers completed the Penn State Worry Questionnaire (Berle et al., 2011), the Career Thoughts Inventory (Sampson et al., 1996a), and the Career State Inventory (Leierer et al., 2017). Worry was significantly correlated with negative career thinking and its dimensions of decision-making confusion and commitment anxiety, with readiness and its dimensions of clarity and certainty, and with the self-assessed cognitive information processing skills of self-knowledge, options knowledge, decision-making, and executive processing. Worry was also found to predict the degree of readiness for career decision-making, negative career thinking, and cognitive information processing requisite skills.     

Adapting the Career Development Inventory-Australia for cross-cultural research

This paper describes the adaptation of the Career Planning and Career Exploration scales of the Career Development Inventory-Australia for use in a Thai cultural context. One hundred and fifty-nine Thai high school students participated in the study. The results were compared with data from Australian students collected in earlier studies and from a group of Australian students participating in a career education program. The results indicate that only the Career Planning scale minus one biased item was found to be equivalent across Thai and Australian cultural contexts. The Career Exploration scale was found to be an unreliable measure of career exploration of Thai Year 11 males and its structure was found to be incongruent across Thai and Australian cultural contexts.     

Examining Career Readiness in a Liberal Arts Undergraduate Career Planning Course

This study explored a career planning course at the University of Minnesota–Twin Cities’ College of Liberal Arts. The course aimed to improve students’ career readiness through reflections about their liberal arts education. Individual interviews explored how the course affected students’ ability to articulate the value of their education to potential employers. The authors found that students learned how to articulate career competencies and developed an understanding of what a liberal arts education entails and how it aligns with career readiness. Implications for career development practice are highlighted.     

Differences in career maturity among adjudicated and nonadjudicated male students with and without disabilities

The authors investigated the level of career maturity of nonadjudicated high school students without disabilities and 3 groups of adjudicated high school students: those without disabilities, those with learning disabilities, and those with emotional disturbance. Also investigated was the relationship between career maturity and behavioral functioning, using the Behavior Assessment System for Children‐Self‐Report of Personality (BASC‐SRP; C. R. Reynolds & R. W. Kamphaus, 1992). No significant differences existed between nonadjudicated and adjudicated students without disabilities. Adjudicated students with emotional disabilities and learning disabilities scored significantly lower than nonadjudicated high school students without disabilities on the overall measure of career maturity. Career maturity was found to be significantly but only moderately related to 8 behavioral domains on the BASC‐SRP.     

The Multidimensional Assessment of Career Decision Problems: The Career Decision Diagnostic Assessment

The multidimensional assessment of career decision problems as measured by the Career Decision Diagnostic Assessment (CDDA; Bansberg & Sklare, 1986) is described, and the CDDA is evaluated for reliability, validity, and factor structure with a sample of 844 students from three universities. Results supported the reliability and validity of the CDDA as a measure of psychological blocks to career decision making. Preliminary normative scores for university students are presented. Recommendations for improving the CDDA and for using the CDDA in career counseling are discussed.     

Career adaptability as a mediator between personality and career engagement

The current study examined the role of career adaptability as a mediator between personality dimensions and career engagement. This investigation was conducted using a sample of university students (N = 201) who completed the Zuckerman–Kuhlman–Aluja Personality Questionnaire, the Career Adapt-Abilities Scale-Persian Form, and the Career Engagement Scale. Career adaptability dimensions related positively with activity, negatively with neuroticism, and positively with career engagement. The results indicated that career adaptability dimensions partially mediated the relationships between activity (work compulsion, general activity, restlessness, and work energy) and career engagement, whereas they were a full mediator between neuroticism (anxiety, depression, dependency, and low self-esteem) and career engagement. Among career adaptability dimensions, curiosity fully mediated the effect of sensation seeking on career engagement. These findings suggest that career adaptability is a dynamic mechanism that helps to regulate the relationship between specific dispositional traits and career adapting behaviors.     

Self-Efficacy for Enhancing Students’ Career and College Readiness: A Survey of Professional School Counselors

Grounded in Bandura’s (1997) self-efficacy theory and Savickas’s (2011) career construction theory, this study examined school counselors’ beliefs about whether they can perform specific tasks related to supporting students’ career and college readiness. A national sample of school counselors (N = 2,047) completed the School Counselor Self-Efficacy for Enhancing Student Career and College Readiness Scale (Baker, Parikh-Foxx, & Martinez, 2017). Findings from a survey research design indicated that the extent of related training and the challenges associated with implementation of career service delivery were of concern to participants. Recommendations for training, practice, and further research are presented.     

Career education and career maturity

The relationships between career maturity and the career curriculum practices and policies of 38 Melbourne metropolitan secondary schools were investigated in this study. An Australian adaption of the Career Development Inventory was used as the measure of career maturity of random samples of year 9 and year 11 students. Career curriculum practices were ascertained via questionnaires. Questionnaires were completed by the principal, career teacher, and three subject teachers in each of the schools in the study. The questionnaires yielded five factors, one associated with congruence to Super's theory and four assocated with innovation/implementation factors. The results of the study supported the view that schools with career education programs achieved higher gains in the career maturity of their students between years 9 and 11 than schools with no career education programs. The findings also showed a strong relationship between the type of program offered, the support of the school for that program, and the gains in career maturity of the students between years 9 and 11.     

民族文化认同与大学生职业成熟度的关系及其心理机制

为考察大学生民族文化认同与职业成熟度的关系及其内在心理机制,本研究采用多民族青少年文化认同问卷、大学生生涯自我效能感量表和大学生职业成熟度量表对4292名在校大学生进行测查,结果发现：（1）大学生的主流文化认同、民族文化认同、生涯自我效能感和职业成熟度之间具有明显的正相关;（2）主流文化认同--生涯自我效能感在民族文化认同与职业成熟度之间起链式中介作用;（3）生涯自我效能感中介民族文化认同与职业成熟度的关系在男生样本中不显著而在女生样本中显著;主流文化认同、生涯自我效能感分别单独中介民族文化认同与职业成熟度的关系在汉族大学生样本中为部分中介,而在少数民族大学生样本中为完全中介。     

Career Counselling: The Usefulness of the Career Interest Profile (CIP)

This study reports the findings from exploratory career counselling with Italian undergraduate university students using the Career Interest Profile (CIP). The participants (n = 178, females = 51.69%; mean age 22.28, SD = 1.59 years) received elective career counselling on campus. The students completed the CIP and the Self-Directed Search (SDS). Data were analyzed using both qualitative and quantitative approaches. The CIP yielded satisfactory results with regard to trustworthiness and intercorrelations with the SDS and provides career counsellors with a useful instrument for the identification of interest profiles of Italian undergraduate university students. Participants reported being enabled to explore prospective career interest areas using career-story narratives for constructing life trajectories and enhanced development of their career stories.     

大学生主动性人格与职业决策困难的关系: 职业自我效能和职业使命感的中介作用

为探讨大学生职业决策困难与主动性人格、职业自我效能、职业使命感的关系,采用职业决策困难问卷、主动性人格量表、职业自我效能量表、拥有使命量表对321名大学生进行调查。结果表明:(1)主动性人格、职业自我效能、拥有使命两两之间呈极其显著的正相关;(2)主动性人格、职业自我效能、拥有使命与职业决策困难之间呈极其显著的负相关;(3)职业自我效能、拥有使命在主动性人格与职业决策困难之间具有完全中介作用。以上结果对于降低大学生的职业决策困难具有重要价值。     

大学生主动性人格、职业决策自我效能感与职业生涯探索的关系

该研究以一所综合类大学的305名大学生为被试, 采用问卷法考察了大学生主动性人格、职业决策自我效能感与职业生涯探索的关系。结果表明:(1)大学生的主动性人格与职业决策自我效能感、职业生涯探索的各维度呈显著正相关;(2)大学生的主动性人格显著正向预测其职业生涯探索;(3)职业决策自我效能感在主动性人格对职业生涯探索的影响中起中介作用。其中, 自我评价、制定计划在主动性人格与环境探索的关系间起完全中介作用;自我评价、收集信息和选择目标在主动性人格与自我探索的关系间起完全中介作用;自我评价和收集信息在主动性人格与目的探索的关系间起部分中介作用;自我评价和制定计划在主动性人格与信息探索的关系间起部分中介的作用。     

Counselor Trainees' Interprofessional Self-Efficacy After a Career Development Intervention

Career development is a lifelong process of learning, working, and transitions that move a person closer to their preferred future. This study investigated the use of a career development intervention to help counselor trainees in a master's program and allied health students with integrating new perspectives in their future careers. This qualitative study with a diverse group of 12 participants provides important insight into career thoughts, career self-efficacy, and potential career development opportunities through interprofessional engagement career interventions. The findings are novel and have never been addressed in an empirical study for counselor trainees.     

Career exploration via cooperative education and lifespan occupational choice

Career exploration by Antioch College students who graduated between 1946 and 1955 (N=73) was studied to determine relationships between the occupational categories of cooperative education jobs taken in college (obtained from a campus archive) and subsequent work histories (obtained from surveying the graduates at about 70 years). Five hypotheses were tested. Results supported four of the hypotheses, with partial support for the fifth. Co-op jobs taken by the sample represented each of 23 occupational classifications, and most graduates took post-graduate jobs in occupational functions and contexts they had explored as co-op students. High levels of individuality in use of the co-op program and in career paths were found. Four co-op-to-career patterns were described, based on the degree to which functions and contexts were explored during college and career; a case study was included to exemplify each pattern. Gender differences were revealed in the patterns, but not the group data. Job context was particularly important in defining these patterns. Implications for research and practice were discussed tentatively, however given the lack of a control group, characteristics of the study sample, and particularities of the historical era studied, the ability to generalize beyond the study sample is limited.     

Effects of short-term counseling on Career Maturity of tenth-grade students

The effectiveness of short-term counseling on Career Maturity of tenth-grade students as measured by the Career Maturity Inventory was studied. The Career Maturity Attitude Scale and the Self Appraisal subscale of the Competence Test were administered to a random sample (87 subjects) of tenth-grade students. The subjects whose scores fell below the mean were assigned randomly to experimental and control groups. The experimental group (17 subjects) received special counseling during a short term of 6 wk. Using repeated measures of analysis of variance, a statistically significant interaction was found with both the Self Appraisal subscale scores and the Total scale scores. Results indicate that career maturity as a developmental process can be measured and facilitated through counseling.     

Mapping the Domain of Career Decision Problems

The domain of career decision problems has not been adequately explored. Consequently, it is difficult to determine how well existing instruments sample the career indecision construct. The authors conducted a factor analysis of the Career Decision Scale, Career Factors Inventory, and Career Decision Difficulties Questionnaire with undecided college students to explore the indecision domain. They found six reliable factors: Lack of Information, Need for Information, Trait Indecision, Disagreement with Others, Identity Diffusion, and Choice Anxiety. They conducted a cluster analysis of these six factors to explore the structure of the indecision domain and found three clusters: Information Deficit/Identity Diffusion, Decision Process Inhibitors, and Choice Inhibitors. The authors propose a definition of the domain of career decision problems, discuss implications of the results for career counseling, and critique existing instruments on their coverage of the domain.     

高三学生生涯未决的类型研究

生涯未决是生涯决策研究的一个重要问题。本文通过生涯决策困难和职业认同等测量工具调查了300名高中生,试图探讨生涯未决的类型。采用聚类分析,结果发现了5类未决类型:不知所措型、犹豫不决型、不良信念型、动机不足型、应对良好型。对总体决策困难和职业认同的差异检验证实了这五种类型。