Parents about parenting dual career athletes: A systematic literature review.

ObjectivesTo establish the scientific literature on the parents’ view as supporters of dual career (DC) athletes, and to highlight practical implications for the development of education programmes to empower parents in this role.Methodology: The systematic literature review included four electronic databases, from which 438 articles published in English between 1999 and 2019 were retrieved.ResultsA total of 14 studies achieved the eligibility criteria (i.e., focus on DC, involving parents as participants) for inclusion. Results show that the 14 studies included in the review were characterised by sample sizes <15 to >50 parents of individual and/or team sports athletes, involving data collection based on interviews, semi-structured interviews focus groups, questionnaires and a survey. A thematic synthesis highlighted a two primary constructs: the individual level and the inter-individual level, respectively. The individual level comprised two main themes: Approach to both Sport and Education, and Stressors and Coping, which included five aspects of parenting. The inter-individual level presented three themes: Relationship with the Athlete; Relationship with the Sport Environment and Relationship with the Academic Environment.ConclusionsFindings highlighted a relevant parental role in supporting DC athletes and partial information on parental support strategies. In conclusions, the limited sample size and typology of sports, and the partial representativeness of countries have impacted the global application of the main findings. Furthermore, the need of an educational programme for parents and the need of regular parents-athlete-teacher/coach engagement were considered crucial to facilitate successful parental interventions at academic and/or sports levels and to limit the potential negative effects of DC parenting.     

Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education,health and care plans in England

This article examines the implications of the new education, health and care (EHC) planning process for career professionals in England. The new process comes in the wake of a succession of legislation relating to young people with special educational needs and disabilities (SEND) in England. There is much to recommend the new process as it represents a shift to a more holistic and person-centred approach. However, there are four main criticisms which can be made of the new process: (1) the policy has an excessive focus on paid work as an outcome which is unrealistic (for some young people); (2) the resourcing in local authorities is too limited to successfully operationalise the policy; (3) there is a lack of clarity about the professional base delivering EHC planning (especially in relation to the career elements); and (4) the policy is too narrowly targeted. While the new legislation offers some major opportunities, realising these will be difficult. In this paper, questions are raised about the resources required to deliver these services; the responsibilities relevant to such services; and the role and scope of these services in supporting the transitions of vulnerable young people into learning and work in an environment where universal careers provision has been substantially diminished.     

Making plans for future success: a timeline tool feasibility study

Many adolescents have hopes of college graduation, independent living, and satisfying careers. Career preparation is an important component that can facilitate these desires. However, many adolescents do not achieve these hopes in their desired timeframes due to interruptions, such as unplanned pregnancies. As illustrated by the Theory of Adolescent Sexual Decision-Making Influencing Teen Pregnancy (Weiss, 2012. Who will listen? Rural teen pregnancy reflections. The Journal for Nurse Practitioners, 8, 804–809. doi:10.1016/j.nurpra.2012.02.028), desiring future success can promote low-risk decision-making. Based on this theory, a Getting Plans Started (GPS) Timeline Tool (GPS Timeline©) was developed to help adolescents plan for future success by using a time perspective and, thereby, avoid interruptions. The purpose of this paper is to describe the GPS Tool©, how it might be used, and a study to determine the feasibility of using the GPS Tool©. Thirty adolescents found the tool easy to use and effective in helping them plan for the future. Their responses indicated almost unanimous desires for college graduation and independence with strong confidence in achieving their plans, but their responses also indicated a need for more effective planning to achieve their desired goals.     

Advising on career image: perspectives,practice and politics

This article analyses qualitative data gathered from a survey of career practitioners on the issue of career image (n?=?355, 75% female, 89% white and 78% from the UK). Findings reveal three key themes which represent how career image relates to practitioners’ values and beliefs, how practitioners make decisions about whether to address the topic in their practice and the strategies they use to address career image with their clients. Findings are discussed with reference to Watts’s socio-political ideologies of guidance. The data indicate that career practitioners are often uncomfortable about discussing career image, but address it where they believe that it is important to their clients’ success. While some practitioners believe the existing structures to be unjust, they generally seek to address this injustice at the individual level rather than seeking any kind of social transformation.     

A qualitative investigation into the experience of neuro-linguistic programming certification training among Japanese career consultants

Although the application of neuro-linguistic programming (NLP) has been reported worldwide, its scientific investigation is limited. Career consulting is one of the fields where NLP has been increasingly applied in Japan. This study explored why career consultants undertake NLP training, and what they find most useful to their practice. Thematic analysis of semi-structured interviews with six career consultants, who had attended NLP certification training, revealed that they wanted to learn action-oriented NLP-based coaching skills in addition to their active-listening-based counselling skills. NLP provided frameworks to lead their clients’ thoughts efficiently, deepened their understanding of the human mind, and developed their attitude to understand others and themselves. The NLP skills found most useful were reframing and the Disney strategy.     

Career calling and team member proactivity: The roles of living out a calling and mentoring

With the growing interest in the joint effects of individual and contextual factors in predicting team member proactivity, this paper examines why and when pursuing one's career calling can lead to team member proactivity. Drawing on the Work as a Calling Theory, we propose that “living out a calling” explains why employees' perceived career calling positively relates to team member proactivity and especially when the employee receives high levels of mentoring support. Our hypotheses are tested using a multisource and time-lagged study design with a sample of 296 dyads of Chinese employees and their direct supervisors. We found support for the mediating role of living out a calling (Time 2) in the positive relationship between perceiving a calling (Time 1) and team member proactivity (Time 3). Mentoring (Time 2) moderated the perceiving a calling and living out a calling link such that when employees received more mentoring, the relationship was positive, whereas under lower levels of mentoring, the relationship was negative. Similarly, the indirect relationship between perceiving a calling and team member proactivity through living out a calling was positive at higher levels of mentoring, but the relationship was negative at lower levels of mentoring.     

The Career Development of Adolescent Mothers: A Review of 25 Years of Professional Literature

Twenty‐one articles from peer‐reviewed journals published over 25 years (1983–2008) were selected for inclusion in a review of the professional literature on adolescent mothers' career development. Findings identified that the selected literature included a variety of research methods and theoretical approaches, identified areas of need for this population, and discussed impediments to the career development of adolescent mothers. The most frequent recommendations, aside from the need for further research, were to develop and implement comprehensive programs for adolescent mothers that are strength based and responsive to their needs, and to foster career development skills/knowledge and resiliency.     

Chaotic careers: a narrative analysis of career transition themes and outcomes using chaos theory as a guiding metaphor

ABSTRACT

In a rapidly changing world of work, little research exists on mid-career transitions. We investigated these using the open-systems approach of chaos theory as a guiding metaphor and conducted interviews with seven mid-career individuals chosen for their experience of a significant mid-career transition. Four common themes were identified through narrative analysis, where ‘false starts’ to a career were a common experience prior to finding a career ‘fit’. Career transitions, precipitated by a trigger state and/or event such as a period of disillusionment, were an important part of this ‘finding a fit’ process. Overall, career success outcomes were shaped by a combination of chaos elements: chance, unplanned events, and non-linearity of resultant outcomes. We discuss implications for future research and practice.     

Work and psychiatric illness in Aotearoa/New Zealand: implications for career practice

ABSTRACT

This paper aims to examine the influence of Māori culture upon psychiatric service provision in Aotearoa/New Zealand and the implications of this for career counselling of people with experience of mental illness in Aotearoa/New Zealand. The research explored the experiences of a group of women in Aotearoa/New Zealand who have been diagnosed with a psychiatric illness, with the aim of gaining some understanding about how they negotiate issues around diagnosis, recovery and resilience development and employment. The women interviewed for the study ranged in age from 17 to late 60s. They displayed academic ability ranging from literacy issues to postdoctoral experience. Their psychiatric illnesses ranged from single episodes to chronic lifetime conditions and from depression to psychotic bi-polar disorder. Their occupations ranged from unemployed status to an acting CEO. All but one of the women identified as Pākehā/tauiwi. One woman had Māori heritage but had been adopted at birth by Pākehā adoptive parents and had no knowledge of her Māori whakapapa [genealogy; descent lines; ancestry] until later in her adult life. The key idea that emerged was the importance of mentors in vocational settings, and the helpfulness of Māori-focused group and family wellness models for renegotiating vocational identity when suffering from a psychiatric illness. Implications for career practitioners are discussed.