Using phenomenography to unearth factors influencing the delivery of guidance services

Which factors influence the delivery of school guidance services in Colleges of Education (CoEs) in Ghana? The guidance needs of students in the CoEs may not be fully met if the factors that influence guidance service delivery at that level of education are not explored for effective upgrade of service quality. This phenomenographic study therefore explored factors influencing the delivery of guidance services in CoEs in Ghana. We interviewed second-year teacher trainees (n = 24) and counsellors from three randomly selected CoEs in the Volta region of Ghana (n = 3). The findings indicate that material resources and awareness influenced guidance service delivery in the CoEs. It was also found that although students reported that confidentiality and attitude influenced service delivery in the colleges, the counsellors did not agree with this. Finally, the study discovered that human resource does not influence guidance service delivery in the colleges. It was recommended that college authorities should provide the material resources, such as offices, computers, and test batteries, that are needed for counselling, and counsellors should publicise the guidance programme to raise awareness and lead to the development of positive attitudes towards the programme. This study contributes to the guidance and counselling literature by illuminating the factors influencing guidance service delivery in CoEs. This should be of interest to practitioners, policymakers and researchers in school guidance and counselling.     

Developmental trajectories and reciprocal associations between career adaptability and vocational identity: A three-wave longitudinal study with adolescents

The purpose of this longitudinal study was two-fold. First, we investigated patterns of stability and change in career adaptability and vocational identity in adolescents. Second, we examined reciprocal associations between career adaptability and vocational identity. In addressing both research aims we tested the moderating effects of gender, school-type, and age. Participants were 1151 (58.7% female) adolescents. They filled in measures that appraised career adapt-abilities and vocational identity processes three times during a school year. Latent growth curve analyses highlighted slight longitudinal decreases in career concern, control, and confidence especially in boys, vocational school students, and middle-to-late adolescents. Also, over time boys and students attending vocational schools reported less in-depth occupational exploration, less identification with present vocational commitments, and more flexibility and self-doubt about their careers. Findings of cross-lagged path analyses highlighted reciprocal associations between career adaptability and vocational identity. Career adaptability positively predicted adolescents' ways of dealing with vocational exploration and commitment. Vocational commitment and reconsideration of commitment predicted career adapt-abilities in time. These results indicate that career adaptability and vocational identity are dynamic and interrelated dimensions of adolescent career development. Implications for theory and practice are discussed.     

The influence of social comparison on career decision-making: Vocational identity as a moderator and regret as a mediator

This study investigated the influence of social comparison on career choice certainty and its potential mechanisms: regret as a mediator and vocational identity as a moderator. Before the formal experiment, 30 pairs of vocational values representing typical conflicts in career decision-making for Chinese university students were obtained. The formal experiment adopted a single-factor (social comparison VS no comparison) between-subject design with vocational identity as an independent covariate. Ninety-eight junior and senior undergraduate students and graduate students in a university in China were invited to participate in the computer-controlled experiment, which involved vocational identity assessment, social comparison manipulation, and analogue career-choice scenario tests. Path analysis showed that: (a) Social comparison significantly and negatively predicted career choice certainty; (b) Regret partially mediated the effect of social comparison on career choice certainty; and (c) Vocational identity did not moderate the path between social comparison and regret, but significantly moderated the negative effect of regret on career choice certainty. These results indicated that in the collectivistic Chinese culture, individuals' career development trajectories may not be totally independent and are subject to influences by other people's choices, while emotion of regret and vocational identity development all play significant roles in this intricate process.     

Mid-career reframing: the learning and development processes through which individuals seek to effect major career changes

This article focuses upon the processes whereby individuals reframe their career goals and career direction mid-way through their working lives. Three cases, drawn from Denmark, Germany and Italy, are used to exemplify these processes. The cases are part of a larger study which included the development of a model that could accommodate the different ways in which learning could support labour market transitions across the life-course, where these transitions may involve shifts away from initial occupational identities. The model was used to inform the case analysis whereby career reframing processes could be viewed from three perspectives: reframing as a process of identity development, as a form of relational, emotional, practical and cognitive development and taking place within particular opportunity structures.     

Anticipation in Real‐World Scenes: The Role of Visual Context and Visual Memory

The human sentence processor is able to make rapid predictions about upcoming linguistic input. For example, upon hearing the verb eat, anticipatory eye‐movements are launched toward edible objects in a visual scene (Altmann & Kamide, 1999). However, the cognitive mechanisms that underlie anticipation remain to be elucidated in ecologically valid contexts. Previous research has, in fact, mainly used clip‐art scenes and object arrays, raising the possibility that anticipatory eye‐movements are limited to displays containing a small number of objects in a visually impoverished context. In Experiment 1, we confirm that anticipation effects occur in real‐world scenes and investigate the mechanisms that underlie such anticipation. In particular, we demonstrate that real‐world scenes provide contextual information that anticipation can draw on: When the target object is not present in the scene, participants infer and fixate regions that are contextually appropriate (e.g., a table upon hearing eat). Experiment 2 investigates whether such contextual inference requires the co‐presence of the scene, or whether memory representations can be utilized instead. The same real‐world scenes as in Experiment 1 are presented to participants, but the scene disappears before the sentence is heard. We find that anticipation occurs even when the screen is blank, including when contextual inference is required. We conclude that anticipatory language processing is able to draw upon global scene representations (such as scene type) to make contextual inferences. These findings are compatible with theories assuming contextual guidance, but posit a challenge for theories assuming object‐based visual indices.     

Career adaptability and its relation to self-regulation,career construction,and academic engagement among Spanish university students

This study analyzed the psychometric properties of the Career Adapt-Abilities Scale (CAAS) in a Spanish speaking sample and then its relationships with adaptive readiness (i.e., self-regulation), career construction and adapting responses (i.e., vocational coping behaviors), and adaptation results (academic engagement, burnout, and vocational identity). The measures were completed by 577 Spanish university students. The psychometric properties of the newly translated CAAS Spanish Form included internal consistency values ranging from good to excellent for the total score and for the subscales. The results obtained through the confirmatory factor analysis verified the presence of the four CAAS dimensions: concern, control, curiosity, and confidence, which were the same factors observed in other international studies with other languages. The significant correlations obtained between the CAAS and the adaptive readiness, adapting, and adaptation measures confirmed the validity of the CAAS scores. In addition, this study tested a theoretical model of mediation between variables, adding further support to the distinction between the three dimensions leading to adaptation.     

Development and current status of counselling psychology in Taiwan

This article details the three stages of counselling psychology’s development in Taiwan, including pre-legislation, legislation and post-legislation. In pre-legislation stage, a brief historical review of the growth of counselling and guidance is introduced, which is the root of the contemporary counselling psychology. The process of the Psychology Act’s legislation is described in legislation stage and the relationships between counselling teachers and clinical psychologist are also discussed. In the post-legislation stage, the licensure system, training programmes, main professional organizations, work settings, and the major opportunities and challenges for the counselling psychology field are presented. In addition, the article refers to data from a national survey of 124 counselling psychologists to provide a profile of the counselling psychologists in Taiwan.     

Forty years of the BJGC: a personal review

The origins and development of the British Journal of Guidance and Counselling are outlined. An analysis is provided of the growth of the journal in terms of the numbers of issues, articles and pages; the use of special features to attract and distinguish particular types of article; and the changing balance between guidance and counselling, between youth and adults, and between UK and overseas contributors. Continuing debates relating to the title of the journal are discussed. The functions of such journals are addressed, along with the possible implications of the current moves towards open access publishing.     

Congruent auditory display and confusion in sound localization: Case of elderly drivers

Elderly people may suffer from age-related hearing loss. They often report difficulties to perceive and localize sound sources in noisy environment. How this can be a driving safety issue? This study investigates the effect of hearing impairment, on the driver behavior to localize external sound sources such as emergency vehicles sirens. Subjective tests show that localization confusion appears to be a common problem. Thus, we focus on how to assist the driver, taking into consideration the age-related hearing impairment, to better localize emergency vehicle siren. The hypothesis was based on the stimulus-response compatibility using an effective congruent auditory display, for attentional guidance toward the direction of arrival (DOA) of the external alarm. The proposed approach aims to reduce front-back confusion and enhance the sound localization accuracy of the driver, which is very important for elderly driver, subject to older age cognitive decline. A localization test was performed in lab and in vivo on a test track, where a group of drivers was asked to identify the DOA of an emergency vehicle siren, with and without a dedicated embedded system set up to assist them on sound localization task.     

Is Therapist Support Needed? Comparing Therapist- and Self-Guided Internet-Based CBT for Somatic Symptom Distress (iSOMA) in Emerging Adults

Persistent somatic symptoms of varying etiology are very common in emerging adults and can lead to distress and impairment. Internet-delivered interventions could help to prevent the burden and chronicity of persistent somatic symptoms. This study investigated the impact of therapist guidance on the effectiveness of a cognitive-behavioral Internet intervention for somatic symptom distress (iSOMA) in emerging adults, as a secondary analysis of a two-armed randomized controlled trial. We included 149 university students (83.2% female, 24.60 yrs) with varying degrees of somatic symptom distress who were either allocated to the 8-week intervention with regular, written therapeutic guidance (iSOMA guided) or to the control group (waitlist), which was afterwards crossed over to receive iSOMA with guidance-on-demand (iSOMA-GoD). Primary outcomes were somatic symptom distress (assessed by the PHQ-15) and psychobehavioral symptoms of the somatic symptom disorder (assessed by the SSD-12) at pre- and post-treatment. Secondary outcomes included depression, anxiety, and disability. Both treatments showed statistically significant pre-post improvements in primary (iSOMA-guided: d = 0.86–0.92, iSOMA-GoD: d = 0.55–0.63) and secondary outcomes. However, intention-to-treat analysis revealed non-significant between-group effects for all outcomes (ps ≥ .335), after controlling for confounding variables, and effect sizes were marginal (d = −0.06 to 0.12). Overall, our findings indicate that Internet-delivered cognitive behavioral therapy with regular guidance is not unequivocally superior to guidance-on-demand in alleviating somatic symptom distress and associated psychopathology in emerging adults. As a next step, non-inferiority studies are needed to test the robustness of these findings and their impact on clinical populations.