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.     

Employees' satisfaction with retention factors: Exploring the role of career adaptability

Given the rising concerns about staff retention and the increased importance attached to individuals' career adaptability, the present paper explored how career adaptability relates to employees' satisfaction with factors that organizations regard important for their retention. A canonical correlation analysis was conducted on a sample of 321 employees in a South African automotive industry. The results showed that career adaptability, especially career concern, significantly explained the participants' level of satisfaction with their experiences of the career opportunities, work–life balance, training and development opportunities and characteristics of the jobs offered by the company. The study findings suggest that employees' career concerns, goals and plans and how these relate to retention practices are important for retaining them. Black and white participants also differed significantly regarding the variables. This study extends prior research on career adaptability by adding insights about the usefulness of the construct in the retention context.     

the interaction of work adjustment and attachment theory: employment counseling implications

Career development is a lifelong process beginning with career choice. However, career choice alone does not guarantee career success. Rather than focus on choosing a career, the theory of work adjustment (TWA) focuses on the process of becoming an exemplary employee through each stage of an individual's career. Within TWA, employee relationships with peers and bosses create reputations that may help or hinder promotion. Understanding attachment theory in relation to TWA may help clients to become more successful in their career. Case examples explain how employment counselors may integrate TWA and attachment theory with clients.     

Career engagement: bridging career counseling and employee engagement

A model of career engagement is presented to help bridge the gap between career counselors' focus on supporting individuals to find meaningful work and employers' desire for an engaged, productive, and committed workforce.     

Training career adaptability to facilitate a successful school-to-work transition

The transition from school to work is one of the most critical steps in graduates' careers, as it can determine vocational outcomes and future career success. Yet, these newcomers to the labor market often take longer than regular job seekers to find a suitable job, are more likely to experience a job mismatch and to suffer from underemployment. In this study, we proposed that career adaptability might help remedy this problem. We therefore developed a training aimed at providing graduates with career adaptability resources, with the assumption that this may foster training-participants' later career adaptability and employment quality. A longitudinal field quasi-experiment compared the development of each career adaptability dimension between a training group (n = 32) and a control group (n = 24) over three points in time (pre-training measurement, post-training measurement and follow-up measurement six months later). Repeated measures analyses showed an overall increase in concern, control and curiosity within the training group, whereas there was no increase (concern) or even an overall decrease (control and curiosity) within the control group. Consequently, the training succeeded in enhancing participants' control and curiosity in the long run. Furthermore, among participants who had found employment half a year later, training participants reported higher employment quality than did members of the control group. In sum, results show that providing graduates with career adaptability resources can raise their chances on finding a qualitatively good job.     

Diagnostic Model for Assessing the Effect of Developmental Issues on Career Action

The authors describe a Diagnostic Model for Assessing the Effect of Developmental Issues on Career Action that is designed to help career counselors diagnose problems that are interfering with clients' career development and to determine appropriate interventions.     

Italian,Bulgarian, and U.S. Children's Perceptions of Gender-Appropriateness of Occupations

Abstract

A stratified sample of 238 female business graduates in Singapore provided the data for this study. Twelve external barriers (including family-related and work/organization-related barriers) were included as predictor variables and their relations with the career success of women graduates were explored. The results showed external barriers to be important predictors of women's career success. Because the sample involved respondents at different stages of career development, the study also provided an understanding about how various external barriers interacted to impede the career development of women.     

Emotional intelligence as a predictor of employees' career adaptability

Emotional intelligence and career adaptability are crucial psychosocial meta-capacities for successful adaptation in various spheres of life, including the realm of careers. However, little is known about the relationship between emotional intelligence and Savickas's (2005) notion of career adaptability. The current research examines the relation of emotional intelligence to career adaptability. A cross-sectional survey was conducted with a sample of 409 early career black call center agents (Mean age = 32) employed in three of the largest outsourced financial call centers in Africa. Canonical correlation analysis and structural equation modeling confirmed the predictive validity of emotional intelligence in relation to career adaptability. The results showed that managing one's own emotions contributes the most in explaining overall emotional intelligence a n d the variance in overall career adaptability with its four domains of career concern, career control, career confidence and career curiosity. The results of the study highlight the importance of developing individuals' emotional intelligence in order to strengthen their career adaptability. The research contributed new and valuable insights that may inform career development interventions for call center agents.     

Problems Expressed by Career and Non-Career Help Seekers: A Comparison

Students seeking help at a university counseling center were asked to mark on a problem checklist what type of career, educational, personal, or social problems they experienced at the time. Few differences in endorsement were found between counseling center help seekers with career concerns and counseling center help seekers without career concerns, but both types of help seekers indicated concerns with study habits, emotional distress, and relationships. These issues also significantly correlated with help seekers' degree of clarity and stability of career goals. When compared with non-help-seeking students, significantly more help seekers with career concerns indicated worrying about issues concerning emotional distress, decision making, independence, and eating problems. Suggestions regarding conceptualizations of career problems as well as career guidance are offered.     

Training career adaptability to facilitate a successful school-to-work transition

The transition from school to work is one of the most critical steps in graduates' careers, as it can determine vocational outcomes and future career success. Yet, these newcomers to the labor market often take longer than regular job seekers to find a suitable job, are more likely to experience a job mismatch and to suffer from underemployment. In this study, we proposed that career adaptability might help remedy this problem. We therefore developed a training aimed at providing graduates with career adaptability resources, with the assumption that this may foster training-participants' later career adaptability and employment quality. A longitudinal field quasi-experiment compared the development of each career adaptability dimension between a training group (n = 32) and a control group (n = 24) over three points in time (pre-training measurement, post-training measurement and follow-up measurement six months later). Repeated measures analyses showed an overall increase in concern, control and curiosity within the training group, whereas there was no increase (concern) or even an overall decrease (control and curiosity) within the control group. Consequently, the training succeeded in enhancing participants' control and curiosity in the long run. Furthermore, among participants who had found employment half a year later, training participants reported higher employment quality than did members of the control group. In sum, results show that providing graduates with career adaptability resources can raise their chances on finding a qualitatively good job.     

Ten Years of Career Development: A Nationwide Study of High School Students

The authors summarize trends for several indicators of student career development collected in 1973 (when career education and career planning programs began to receive renewed emphasis) and again in 1983. The indicators, obtained for nationally representative samples of junior and senior high school students (N = 18,129 in 1973 and 15,432 in 1983), included career-related concerns, career planning involvement, and reactions to career planning services. Among the major trends was a 32% increase in the proportion of 11th graders who reported receiving “some” or “a lot” of career planning help from their schools. Moreover, the proportion of students involved in typical career exploration activities increased significantly over the 10 years of the study. In general, the 10-year trends indicate that schools are having a greater impact on student career development than they were in 1973.     

Sex Differences in a Causal Model of Career Maturity

Existing theories of career development are based primarily on observations of White, middle-class men. This has prompted many writers to question the validity of these theories and to consider the development of a separate theory of career development for women. But before a separate theory can be justified, it must be established that sex differences in the career development process do exist. The purpose of this study was twofold: first, to determine if sex differences exist in the way six independent variables interact in a causal model of career maturity, and, second, to compare the relative strengths of each variable's effect on career maturity for boys and for girls. The results suggest that, although the basic causal patterns are similar for adolescent boys and girls, significant sex differences exist as well. The observed differences are consistent with Gilligan's hypothesized “relational component of identity.”     

使命取向对职业满意度的影响——职业弹性的中介作用及工作资源的调节作用

本研究通过对410名企业员工的调查,探讨使命取向对职业满意度的影响机制,并采用结构方程模型技术与层次回归分析法考察职业弹性在这一关系中的中介作用及工作资源对该关系的调节作用。研究结果表明：（1）职业弹性部分中介了使命取向对职业满意度的正向关系;（2）工作资源调节了使命取向对职业弹性的影响;（3）进一步地,工作资源水平越高,职业弹性对于使命取向与职业满意度关系的中介作用越强,反之越弱。     

Integrating motivational interviewing in career counseling: A case study

Motivational interviewing (MI) is receiving increasing attention in the field of career counseling. However, none of the previous studies have concretely presented how this method could and why it should be integrated in career counseling. Through the use of a single case study design, this paper illustrates how a brief MI (BMI) intervention can be integrated into career counseling interventions to help resolve career dilemmas. An analysis of the interactions between the client and his counselor using the Motivational Interviewing Skills Code 2.1 illustrates why this method can be useful for career counseling. Immediate and long-term effects of the global career counseling intervention on the client's career decision-making difficulties, as well as the specific impacts of the BMI intervention, are assessed. This case study shows that the BMI approach can be integrated in a career counseling intervention to help career counseling clients overcome career dilemmas and increase their readiness to make career choices.     

A Psychometric Evaluation of the Career Decision-Making Self-Efficacy Scale

A thorough psychometric evaluation of the Career Decision-Making Self-Efficacy Scale (CDMSES; Taylor & Betz, 1983) is provided. The construct of career decision-making self-efficacy, stemming from Bandura's (1977) self-efficacy theory, is discussed. A summary of the initial construction and development of the scale is provided, followed by a comprehensive review of the results of various investigations on the reliability and validity of the CDMSES. An overall evaluation of the CDMSES's psychometric strengths and weaknesses is given. The article concludes with ideas for additional psychometric research of the CDMSES and discusses the usefulness of the scale in career counseling and career development research.     

Career Counseling for Families (and Other Multi-Age Groups)

This article presents a model for career counseling of families. Parents need to have skills to help their children and young adults make good career decisions. Children can also help their parents clarify their goals for either reentering the labor market or making career changes. The model can also be adapted for other groups whose members' ages differ widely. The differing ages representing people in different stages of career development provide a dynamic element, which can increase effectiveness. Laramore provides a summary of counseling sessions to assist the counselor in working with groups of this type.     

Human capital and objective indicators of career success: The mediating effects of cognitive ability and conscientiousness

The purpose of the current study is to examine the mediating processes through which human capital (e.g. education and work experience) contribute to objective indicators of career success (e.g. salaries and promotions). We are particularly interested in the ways in which cognitive ability and conscientiousness help explain the process through which human capital gets translated into performance effectiveness and tangible career attainments. Results from meta‐analytical structural equation modelling show that individuals' cognitive ability and conscientiousness mediate the effects of both education and organizational tenure on in‐role and extra‐role job performance. Ultimately, both in‐role and extra‐role job performance positively influence employees' salaries and promotions. The article concludes with implications for theory development and management practice.     

Reason,Intuition, and Social Justice: Elaborating on Parsons's Career Decision‐Making Model

Nearly a century ago, Frank Parsons established the Vocation Bureau in Boston and spawned the development of the counseling profession. Elaborating on Parsons's socially responsible vision for counseling, the authors examine contemporary perspectives on career decision making that include both rational and alternative models and propose that these models be integrated. Returning to counseling's roots in early 20th century social and political reformation movements could ultimately lead the profession to a renewed vision that comprehends career decision making and counseling as a socially situated process entailing purposeful reasoning, prudent intuition, and sustained efforts at ameliorating social injustice.     

Functions of Career Resilience Against Reality Shock,Focusing on Full‐time Employees During Their First Year of Work

The purpose of this study was to examine the role of career resilience in coping with reality shock. Career resilience was defined as psychological traits that help individuals to cope with career risks and promote their own career development. It consisted of five factors: (a) ability to cope with problems and changes; (b) social skills; (c) interest in novelty; (d) optimism about the future; and (e) willingness to help others. Full‐time employees in their first year of employment (N = 233) participated in an online survey to measure career resilience, reality shock, and the degree of career development. The study found that coping with changes and being optimistic about the future could prevent the experience of reality shock. The result also suggested that good social skills prevented experience of reality shock from inhibiting career development.