Parent–child career construction: A narrative study from a gender perspective

Nine families composed of mother and father, one son and one daughter were involved in this study to examine the role played by parents on children's career development from a gender perspective. In particular, this paper addresses the questions of how the parent–child dyad constructs stories about the child's career and the role played in it by the parent, and how same-sex dyads versus opposite-sex shape these stories. The narrative method was used as it lends itself to capturing family members storytelling about children's career. A narrative interview was administered to thirty-six participants with the data being analyzed using the adaptation of a tried-and-tested narrative analysis procedure. The findings show the importance of same-sex dyads in constructing career stories, plotted around themes of father–son educational and occupational transmission and mother–daughter alliance in facilitating girls' self-making. The study shows how storytelling helps family members to accommodate disruptions experienced during career transitions and to motivate choices that make vocational identity more stable. Implications for practice and future research are discussed.     

Subjective career success: A meta-analytic review

This study proposes that employees have to face a variety of obstacles over the course of their careers, each of which can create stress for employees and, in so doing, lower their subjective career success (SCS). Using a meta-analysis of 216 samples published over the past three decades (N = 94,090), we found that career hurdles associated with dispositional traits (e.g., low emotional stability), motivation (e.g., low work engagement), social networks (e.g. low supervisor support), and organizational and job support (e.g., job insecurity) were all significantly related to lower SCS. Counter to expectations, background-related hurdles (e.g., being female) and skill-related hurdles (e.g., lack of job changes and international experience) were not significantly related to SCS.     

Career writing: Creative,expressive and reflective approaches to narrative identity formation in students in higher education

This study investigates whether creative, expressive, and reflective writing contributes to the formation of a narrative career identity that offers students in higher education a sense of meaning and direction. The contents of writing done by students who participated in 2 two-day writing courses before and after work placements and of a control group were compared. Employers were also asked to evaluate students' performance. Writing samples were analyzed using the Linguistic Index Word Count program and an instrument based on Dialogical Self Theory. Work-placement self-reports were gathered, examined, and used as anecdotal evidence presented in the form of case studies. The results show that career writing can promote the development of career identity and holds promise as a narrative career guidance approach.     

Contextual Career Counseling for Transitioning Military Veterans

Military culture is a unique subset of the United States, complete with its own language, writing style, norms, membership, rank structure, values, and laws (Harmon, 2007 ). Using contextual theory for career counseling, counselor educators can assist counselors‐in‐training in understanding the effects of the military environment on clients who are military veterans. This article includes a review of the literature and a call for research.     

Intrapreneurial Self‐Capital: A New Construct for the 21st Century

This article presents a new career construct, intrapreneurial self‐capital, and provides empirical evidence to verify it. Intrapreneurial self‐capital is defined as a core of individual intrapreneurial resources used to cope with career and life construction challenges and includes dimensions of core self‐evaluation, hardiness, creative self‐efficacy, resilience, goal mastery, decisiveness, and vigilance. The Intrapreneurial Self‐Capital Scale was developed to measure this new construct. It was administered to 171 Italian high school students, and confirmatory factor analysis supported the existence of the construct and its dimensions. Intrapreneurial self‐capital is a construct that will be useful for further research as well as for use in career interventions.     

Themes That Facilitate the Success of Female Counselors in Specialty Areas

As the profession of counseling continues to grow and expand, counselors’ careers are diversifying across specialty areas and practice settings often led by women. However, information regarding how these women accomplished this career expansion is lacking. The authors used a qualitative case study to identify 8 themes that influenced and empowered female counselors to develop careers that successfully extended into specialty areas: (a) managing family and career choices, (b) the importance of mentors, (c) overcoming career obstacles, (d) parental support with expectations, (e) integrating experiences with passions, (f) overcoming personal life challenges, (g) a sense of uniqueness, and (h) resourcefulness.     

Can Perfectionism Affect Career Development? Exploring Career Thoughts and Self‐Efficacy

This study identified relationships among career‐specific barriers (i.e., perfectionism, negative career thoughts, career decision‐making self‐efficacy) in a sample of 300 college students. The authors found relationships among the constructs of interest, prediction of variance in career decision‐making self‐efficacy, and differences among groups of perfectionists on endorsements of negative career thoughts and career decision‐making self‐efficacy. The findings suggest that interventions addressing maladaptive perfectionism and dysfunctional career thinking may enhance clients’ confidence in decision making.     

Rethinking deindustrialisation and male career crisis

The decline in manufacturing and growth of service-based jobs has prompted many social theorists to argue that the ability of working-class men to construct meaningful and rewarding careers is becoming ever more limited. Despite using the universal label ‘working class’, the experience of skilled working-class men has been largely ignored. This article explores 26 work history interviews collected from 14 former Royal Dockyard tradesmen in South-East England and 12 of these men's sons and grandsons. Findings from this research challenge the idea that most men were/and are passive victims of industrial change. By contrast, the majority of men in this study managed to carefully adapt to and navigate the transition from industrial to post-industrial work whilst still retaining a ‘linear life narrative’ to give meaning to their evolving careers and lives.     

Exploring career decision-making styles across three European countries

Career decisions are amongst the most important we make. Unsurprisingly, much published research exists on this particular aspect of career behaviour. However, the overwhelming majority of studies have been carried out on young people making initial career decisions. This paper extends our understanding by examining how mid-career adults in three European countries (Denmark, France and Italy) actually make career decisions. Characteristic patterns of behaviour recur when individuals approach points of transition or of crisis; each of these transitioning styles is illustrated by an iconic case. Emergent findings support the growing body of evidence that challenges the dominant policy and practice orthodoxy, which places rationality at the centre of the process, by recognising the importance of emotion and context.     

The role of learning and career guidance for managing mid-career transitions – comparing Germany and Denmark

In Germany and Denmark, the systems of further education and career guidance are well developed, offering a wide range of services and learning opportunities for targeted, specific and also general skills development. Based on an empirical study with mid-career individuals in both countries, the article investigates how the different systems support individuals to manage a career transition and develop their individual pathways. Mid-career transitions can be considered particularly challenging as they often reflect a more profound crisis and major concerns about future career opportunities. Constraints that prevent individuals in mid-career to fully benefit from the learning and guidance offers available can be identified in both countries. These range from the availability of programmes and accessing funding to getting the ‘right’ information. These constraints partly derive from adult education and guidance systems presupposing linear careers rather than disruptive trajectories and horizontal mobility.