Search

Introduction: The transition to higher education can be challenging for many students, requiring developing skills and strategies to help them overcome various challenges. Adjustment to university is a multifaceted process involving several dimensions. Given the difficulty that a significant percentage of students face in this process, the lack of adaptation to higher education has been widely studied, as it is often associated with academic failure and dropping out of school. To mitigate these risks, career interventions have emerged as an essential support, helping students to develop personal resources such as resilience, time management, and decision-making capacity. The aim here is to present a career intervention program focused on promoting the adjustment and academic success of first-year undergraduate or integrated master's students and evaluating the participants' feedback on this intervention. Methodology: This intervention program aimed to provide students with an opportunity to reflect on their adjustment process to the University, identifying possible areas of vulnerability, providing personalized feedback, and proposing modules of learning and personal and academic development that would favor the adjustment and academic success process. Additionally, it aimed to organize, systematize, and make known the support structures existing at the University to which students can resort in possible situations of psychosocial vulnerability and support for academic and career development. This intervention was based on and used a computer platform developed within the framework of the SUnStar project. The intervention took place over 6 weeks using the Teams platform and consisted of three modules, with module two divided into different sessions and topics. Seventy-four university students participated in the intervention, 56 (75.7%) of whom were female. A questionnaire with four Likert-type questions was designed to evaluate the sessions by the students. Results: The session "Pursuing my UMinho Career: Institutional Support Structures" consistently received the highest ratings across multiple evaluation criteria. In contrast, the "Social Networks and Cooperation" session received the lowest, although all sessions were rated above the average response point. The results are discussed regarding their relevance in an academic context and their implications for future interventions with this target group. [ABSTRACT FROM AUTHOR]

Introduction: This study presents a systematic literature review of career interventions for high school students, exploring the theoretical framework, intervention modality, evaluation and outcomes of the intervention. Methods: Five keywords, three databases and five inclusion criteria were defined. Of the 419 documents collected, 25 remained for meta-synthesis. Results: The results showed that (1) the theoretical framework mainly consisted of career construct theory, social cognitive career theory, and cognitive information processing theory. (2) The intervention modality was mainly group counseling (8 sessions, 45 min). (3) The evaluation system mainly consisted of a pre-and post-test for the experimental and control group, and (4) the intervention outcomes were mainly focused on the positive development of career adaptability and career decision-making. Discussion: The discussion offers recommendations for future research and practice in high school career interventions. (1) Social cognitive career theory should be given attention. (2) A three-tiered high school career development guidance model of career curriculum, career group counseling and individual counseling could be developed. (3) Career interventions should be shifted to mixed quantitative and qualitative studies, tracer studies, and special groups. (4) Outcome expectations should be given equal attention. [ABSTRACT FROM AUTHOR]

In the intricate tapestry of the exploration stage (14–25 years), students grapple with the challenges of self-discovery, career ambiguity, and the quest for purpose. Over the last few decades, a vast body of research evidence on the utility of 'Social Cognitive Career Theory' (SCCT) and 'Career Maturity Inventory' (CMI) in designing career interventions has emerged. This framework and instrument can potentially assist students in navigating the critical exploration stage. As espoused by Arksey and O'Malley, our scoping review outlines the utility of SCCT and CMI in designing early career intervention. In addition, we identify and document the facilitators and barriers to utilizing SCCT and CMI. It presents the nuanced application of the framework and the instrument in rural and urban settings. The findings affirm the robust utility of SCCT and CMI, thereby informing academicians and practitioners in designing and implementing effective early career interventions. [ABSTRACT FROM AUTHOR]

Background: Due to global technological advances, psychology professionals have experienced constant changes in their daily routines. The field of career development and vocational psychology is no different. Amplified by the adjustments brought about by the circumstances of the pandemic, there has been an increased demand for and development of various distance intervention methodologies. Methods: This study presents a systematic review of distance career interventions, focusing on (1) rationale, (2) groups of the population, (3) structure, (4) evaluation, and (5) outcomes and recommendations. Eleven keywords, three databases, and five eligibility criteria were defined. Results: Sixteen articles were collected for analysis. The results showed a predominance of (1) career construction theory and social cognitive theory rationales, (2) a sample of university students, (3) group career intervention, (4) pre- and post-test evaluation systems, and (5) effects in different dimensions and recommendations about intervention research design. Conclusions: Although there has been an increase in the number of publications in recent years, few studies evaluate distance career interventions. There are also few studies with different target populations. In this sense, indications for future interventions and studies are given, as well as the implications of these studies for practice. [ABSTRACT FROM AUTHOR]

Introduction: Research on heterogeneous pathways in school‐to‐work transitions (SWT), particularly longitudinal research, has been limited, as have empirical studies examining effective interventions for facilitating multiple SWT pathways among non‐engaged youth (NEY), who are generally at risk of being not in education, employment, or training (NEET). Methods: To develop a typology of SWT pathways, we conducted sequence analysis with longitudinal data from a sample of 630 NEY aged 14–29 (M = 19.78; 63.65% males) in Hong Kong during a 22‐month period beginning in September 2020. We also performed multinomial logistic regressions to assess the impact of career and life development (CLD) interventions on SWT outcomes. Results: Our analysis yielded a fivefold typology of SWT pathways: the Employment/Entrepreneurship cluster (31.27%), the Vocational Education and Training cluster (13.49%), the Generic Education cluster (16.83%), the Serious Leisure Development cluster (15.24%), and the long‐term NEET cluster (23.17%). NEY in the intervention group receiving CLD services, inspired by the expanded notion of work (ENOW) and youth development and intervention framework (YDIF), demonstrated significantly higher likelihoods of being in the Employment/Entrepreneurship (OR = 34.5, 95% CI [10.53, 105.08]), Generic Education (OR = 3.74, 95% CI [1.81, 7.74]), Vocational Education and Training (OR = 1.55, 95% CI [1.05, 6.26]), and Serious Leisure Development (OR = 1.77, 95% CI [1.04, 4.46]) clusters than the long‐term NEET cluster. Conclusions: Our findings highlight the dynamic, heterogeneous nature of NEY's CLD journeys, including that CLD interventions based on ENOW–YDIF have had a beneficial effect on NEY's multiple SWT pathways. [ABSTRACT FROM AUTHOR]

This study introduced Satir Growth Model (SGM) into career intervention to enhance Chinese college freshmen's career adaptability. The effect of SGM-based career intervention was examined by the randomised controlled trial design. Results indicated that the experimental group experienced a significant increase in career exploration and career adaptability after seven sessions of the SGM-based career intervention. Our study also found that career exploration could partly mediate the relationship between experimental condition and career adaptability. One year later, the experimental group accomplished a follow-up test, which showed that the effect of SGM-based career intervention could remain in a long run. These results suggested that the SGM-based career intervention could be a new approach for the enhancement of career adaptability. [ABSTRACT FROM AUTHOR]

IntroductionThis study evaluates the efficacy of a group-based career intervention designed to promote employability resources among unemployed individuals conducted in face-to-face and online modalities.MethodsEmploying a longitudinal quasi-experimental design, with two intervention groups and a control group, data was collected pre-, post, and two months post-intervention.ResultsConditional Latent Growth Curve analysis revealed a significant decline in employability resources over time, mitigated by both intervention groups. Human capital and professional development were key at baseline and follow-up, while social capital and networking were crucial post-intervention. Career identity self-career management, and environmental monitoring resources significantly contributed to employability post-intervention.DiscussionThese findings highlight the intervention’s effectiveness in counteracting the negative trend among the general population, underscoring the critical role of ongoing participation in career development activities for unemployed individuals. More empirical research on this type of initiative is encouraged, along with civil society taking responsibility for addressing the psychological challenges of unemployment.

IntroductionThis study presents a systematic literature review of career interventions for high school students, exploring the theoretical framework, intervention modality, evaluation and outcomes of the intervention.MethodsFive keywords, three databases and five inclusion criteria were defined. Of the 419 documents collected, 25 remained for meta-synthesis.ResultsThe results showed that (1) the theoretical framework mainly consisted of career construct theory, social cognitive career theory, and cognitive information processing theory. (2) The intervention modality was mainly group counseling (8 sessions, 45 min). (3) The evaluation system mainly consisted of a pre-and post-test for the experimental and control group, and (4) the intervention outcomes were mainly focused on the positive development of career adaptability and career decision-making.DiscussionThe discussion offers recommendations for future research and practice in high school career interventions. (1) Social cognitive career theory should be given attention. (2) A three-tiered high school career development guidance model of career curriculum, career group counseling and individual counseling could be developed. (3) Career interventions should be shifted to mixed quantitative and qualitative studies, tracer studies, and special groups. (4) Outcome expectations should be given equal attention.

We investigated the role of future work self and engaged learning in the relationship between career interest and career calling. Students (n = 641; female = 235; mean age = 18.96 years, SD = 1.01 years) complete the Career Interest Scale, the Future Work Self Scale, the Engaged Learning Index, and the Chinese Calling Scale. Structural equation modelling and a Preacher's mediation analysis indicated that intense career interest predicted a greater career calling. Future work self and engaged learning served as mediators between career interest and career calling. A stronger career interest predicted a more salient future work self, which promoted engaged learning and ultimately increased students' career calling. Our findings suggested that career interest was an important prerequisite for career calling before future work self and engaged learning. Our findings have implications for learning oriented interventions on career calling among students. [ABSTRACT FROM AUTHOR]

In Portugal, career counsellors require significant training, especially in the career development field. Online training emerged as a solution during the pandemic, but the evidence of its effects is still uncertain. This pilot study aimed to evaluate the effects of an online training course focused on a career psychological intervention model for unemployed adults. Eight female psychologists (Mage = 30.75; SD = 4.9) from different regions of the country participated in the training. The study used a Diagnostic Evaluation Questionnaire, Evaluation Worksheets, and a Qualitative Evaluation Questionnaire to assess the effects of the training. Results showed an increase in the trainees' knowledge and performance after the course and trainees reported their satisfaction with the training. However, they expressed the need for more practical examples. The study suggests that specialized, empirically validated training in career intervention may have important implications in increasing the quality of career interventions with unemployed individuals. [ABSTRACT FROM AUTHOR]

The present study examined the efficacy of a 6-session Rational Emotive Behavior Therapy (REBT) career intervention program for high school students in reducing career decision-making difficulties and emotional distress. Nine classes of 11th graders in two Romanian public high schools (N = 233) were randomly assigned to a REBT career intervention and a Regular career course. The data were collected in three waves: before and after the interventions and at a 6-month follow-up. Career decision-making difficulties decreased in both intervention groups post-intervention and at the 6-month follow-up. Worry and irrational beliefs decreased more in the REBT group at the 6-month follow-up. Emotional distress and negative dysfunctional emotions decreased in the REBT group both post-intervention and at the 6-month follow-up, but they increased in the Regular group. The Discussion explores factors that may contribute to the decreased career decision-making difficulties in both groups and the benefits of the REBT career intervention. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe the development of a new intervention for jobseekers and to assess its efficacy using a naturalistic, pre-post intervention design. In contrast to existing work-based interventions, the Work Intervention Network (WIN) intervention targets multiple intersecting domains through four modules and via six group sessions: deepening and sustaining relationships; fostering social awareness and reducing self-blame; building emotional resilience and self-care; and planning, exploring, and engaging in the job search. To evaluate the intervention, we first recruited a sample of 33 jobseekers to provide feedback on the program. Integrating their feedback into the design of the program, we then recruited a sample of 108 jobseekers who filled out surveys before and after the six-session intervention, which assessed work and mental health functioning across the four domains. Results revealed that participants were highly satisfied with the intervention and reported large increases in social support, belonging, psychological well-being, job search engagement, and work hope as well as decreases in isolation and self-blame. This study provides strong support for the WIN intervention and has implications for how to support jobseekers in an increasingly precarious labor environment. [ABSTRACT FROM AUTHOR]

With the emergence of the borderless career era in the 21st century, career coaching has experienced a change from career guidance and career education to career counseling. Career construction theory has been widely used in career counseling and has substantial application value. Introducing career construct theory's assessment tools and intervention strategies is necessary and meaningful. In this mini-review, the qualitative assessment tools and intervention approaches of career construct theory are introduced and analyzed; the qualitative assessment tools include the Career Construction Interview and "My Career Story" workbook, and the intervention approaches include the Computer-Assisted Career Counseling System, workshops, group counseling, and individual counseling. Finally, future research directions are proposed, including an analysis of what kinds of career construction interventions are most effective for which groups and under what conditions, career intervention in the digital age, and the standardization of assessment tools. The novelty of this paper lies in the fact that it purposefully proposes future directions for career construction theory from the perspectives of assessment tools and intervention approaches and that research on the assessment tools and intervention approaches of career construction theory still needs further attention. [ABSTRACT FROM AUTHOR]

In recent years, career development scholars and practitioners are increasingly interested in the concept of career calling. However, the psychological mechanisms underlying the process of its discernment remain obscure, and intervention research is scarce. In this study, we implemented a quasi‐experimental pretest–posttest design with intervention (n = 42) and control group (n = 66) to test a 9‐week elective course designed to help college students find their callings. The course included an investigation of strengths, values, and interests, followed by their integration into personal mission and finding occupations that allowed to implement that mission in real life (potential callings). The study was conducted in a major Russian university located in Moscow. Be the end of the course, the participants had a stronger sense of calling, perceived more meaning, and felt more authentic. The results of this study can be used by university career services, as well as private counselors. [ABSTRACT FROM AUTHOR]

Background: Due to global technological advances, psychology professionals have experienced constant changes in their daily routines. The field of career development and vocational psychology is no different. Amplified by the adjustments brought about by the circumstances of the pandemic, there has been an increased demand for and development of various distance intervention methodologies. Methods: This study presents a systematic review of distance career interventions, focusing on (1) rationale, (2) groups of the population, (3) structure, (4) evaluation, and (5) outcomes and recommendations. Eleven keywords, three databases, and five eligibility criteria were defined. Results: Sixteen articles were collected for analysis. The results showed a predominance of (1) career construction theory and social cognitive theory rationales, (2) a sample of university students, (3) group career intervention, (4) pre- and post-test evaluation systems, and (5) effects in different dimensions and recommendations about intervention research design. Conclusions: Although there has been an increase in the number of publications in recent years, few studies evaluate distance career interventions. There are also few studies with different target populations. In this sense, indications for future interventions and studies are given, as well as the implications of these studies for practice.

Young people with disabilities (YPWDs) in higher education require tailored career support in finding employment. Seventy‐five YPWDs in Hong Kong participated in a quantitative program effectiveness study using a three‐group comparison design (experimental, other intern, and control) to improve career‐related outcomes. Generalized estimating equations revealed that the experimental group showed significant improvements in career‐related outcomes such as career decision self‐efficacy and focused job search strategy while increasing disability‐related outcomes and work cynicism. This study reveals the impact of disability on work experience and its benefits for YPWDs. Important policy implications for future school–work transition programs for YPWDs are discussed. [ABSTRACT FROM AUTHOR]

Recent college graduates are navigating a complex labor market due to the COVID-19 pandemic, changing economic conditions, and advancing technologies. Career adaptability, a psychosocial construct focused on managing career transitions, is critical for college students in this environment. Career adaptability interventions have shown promising results, but many are time consuming or involve one-on-one counseling, and none have focused on US college samples, which prompted this study. We tested a brief career adaptability training on a sample of 89 US college students and measured its effect on participants' career adaptability resources (career concern, career control, career curiosity, career confidence) and career adapting responses (career decision self-efficacy, career planning). Results showed no increase in career adaptability resources or career planning but indicated an increase in career decision self-efficacy, suggesting that brief interventions may be effective for some desired outcomes but not others. Future research should examine which intervention ingredients are necessary to enhance career adaptability. [ABSTRACT FROM AUTHOR]

Background: Career interventions include preparing the career for children, including equipping them with the skills, education, and experiences necessary to pursue the goals of the career. Starting this process early is essential because it can help children identify their interests and strengths, set goals, and decide on their future career. Despite the importance of career interventions on career development, there is a research gap in this field regarding children. Aims: The present study was conducted with the aim of investigating the effectiveness of career intervention on children's career development. Methods: The current research design was a semi-experimental, pre-test - post-test type with a control group. The statistical population of the research included all male students of the third grade of primary school in the city of Isfahan in the academic year 2022-2023. The statistical sample included 30 people who were selected by cluster-random sampling method and randomly replaced in two groups of 15 people. Intervention sessions based on travel in the world of profession and work (Prideaux et al., 2000) were conducted in 10 sessions of 120 minutes for the participants of the experimental group, but no intervention was conducted for the members of the control group. To collect data, childhood career development scale (Schultheiss & Stead, 2004) was used, and for data analysis, multivariate analysis of covariance (MANCOVA) and SPSS26 software were used. Results: The findings of the research showed that career intervention is effective on children's career progress. Covariance analysis of scores of information, curiosity/exploration, sources of control, key figures, time perspective and planning in the studied groups showed that there is a significant difference between the groups (P

Background: Career interventions include preparing the career for children, including equipping them with the skills, education, and experiences necessary to pursue the goals of the career. Starting this process early is essential because it can help children identify their interests and strengths, set goals, and decide on their future career. Despite the importance of career interventions on career development, there is a research gap in this field regarding children. Aims: The present study was conducted with the aim of investigating the effectiveness of career intervention on children's career development. Methods: The current research design was a semi-experimental, pre-test - post-test type with a control group. The statistical population of the research included all male students of the third grade of primary school in the city of Isfahan in the academic year 2022-2023. The statistical sample included 30 people who were selected by cluster-random sampling method and randomly replaced in two groups of 15 people. Intervention sessions based on travel in the world of profession and work (Prideaux et al., 2000) were conducted in 10 sessions of 120 minutes for the participants of the experimental group, but no intervention was conducted for the members of the control group. To collect data, childhood career development scale (Schultheiss & Stead, 2004) was used, and for data analysis, multivariate analysis of covariance (MANCOVA) and SPSS26 software were used. Results: The findings of the research showed that career intervention is effective on children's career progress. Covariance analysis of scores of information, curiosity/exploration, sources of control, key figures, time perspective and planning in the studied groups showed that there is a significant difference between the groups (P<0.05), that is, career intervention can Improve the grades of experimental group students. Also, the covariance analysis of interest and self-concept scores in the studied groups showed that there is no significant difference between the groups (P<0.05), which means that the career intervention could not increase the scores of the experimental group participants. Conclusion: According to the results of the present study, it seems that career interventions, by increasing self-awareness, career knowledge and decision-making skills, have been effective in helping children's career development. These interventions also enable children to explore different career options and make informed decisions about their career paths. [ABSTRACT FROM AUTHOR]

This literature review aimed to investigate the literature on career support for university student- athletes to facilitate their career transitions and explore specific support components. National and international databases were searched using terms such as “student athlete,” “career,” and “intervention” and a final total of seven studies were selected. Robust data are not provided because of variations in theoretical background, study design, and outcomes. The content and effectiveness of support for student-athletes were described for each intervention period and support was categorized into six components: (1) Clarifying values and interests, (2) Identifying skills, strengths, and transferable skills acquired throughout their athletic career, (3) Providing or collecting information on work and occupations, (4) Expanding values and interests, and directing their attention to new areas, (5) Based on (1) to (4), considering links with the labor market and developing a career plan, and (6) Providing general support on career transitions. Stakeholders providing career support to university student-athletes should consider the six components presented in this review. In the future, data should be gathered to provide evidence-based practice, as well as examining the relationships between components and identifying which components provide more effective support. [ABSTRACT FROM AUTHOR]

The aim of this study is to indicate principles of justifiable interventions in a child with difficulties in school-towork transition to prevent unintended exclusion or oppression. As theoretical bases, perspectives of paternalism and the capability approach are adopted. The question of paternalism is that, while assuming respect for selfdetermination, discusses the conditions under which interventions can be justified in response to choices that could diminish interests of the intervened. The capability approach, on the other hand, is a theoretical framework to assess an individual's well-being by focusing on the capabilities-the alternatives how to live that the individual can choose and achieve. Although these two perspectives are essential as a philosophical foundation of the career interventions, both of them also have limits that cannot be pretermitted. In the current study, paternalism and the capability approach are conjoined to compensate each other, which is an original attempt. As a result of conjoining the both perspectives, the following four principles are indicated : (1) preventing a choice that deprive the future self's capabilities, (2) examining other alternatives that the person concerned has, which are different from the choice concerned, (3) examining the factors that define the alternatives available to the person concerned, and (4) prioritizing interventions in factors that cannot be attributed to the person concerned. [ABSTRACT FROM AUTHOR]

Career services should be a priority for any higher education institution. These structures should be prepared to support the design, implementation, and evaluation of academic and career plans and decisions, providing services properly aligned with students’ needs, preferences, and characteristics. The present study addressed these questions by analyzing data from an online survey administered to 361 Portuguese higher education students. Results indicate that most students do not seek support in these structures, despite having various needs, particularly in the scope of exploring the world of work, developing goals and implementing career strategies. Most students are open to the use of online and computerassisted career guidance, although their preference is for in-person interventions. These results allow Career Offices to identify new directions and opportunities to work with students, while demonstrating their value to the academic community and the labor market. [ABSTRACT FROM AUTHOR]

Career services should be a priority for any higher education institution. These structures should be prepared to support the design, implementation, and evaluation of academic and career plans and decisions, providing services properly aligned with students’ needs, preferences, and characteristics. The present study addressed these questions by analyzing data from an online survey administered to 361 Portuguese higher education students. Results indicate that most students do not seek support in these structures, despite having various needs, particularly in the scope of exploring the world of work, developing goals and implementing career strategies. Most students are open to the use of online and computer-assisted career guidance, although their preference is for in-person interventions. These results allow Career Offices to identify new directions and opportunities to work with students, while demonstrating their value to the academic community and the labor market.

The aim of this study was to examine the effect of cognitive information processing (CIP) and social cognitive career theory (SCCT) group counseling on high school students’ career adaptability. The study involved 81 students from grade 10 and grade 11 in a Chinese public high school. Among the 81 participants, 27 were in the CIP group, 28 were in the SCCT group, while the rest were in the control group. All participants completed a pre-test, post-test, and tracking-test assessment of their career adaptability. Results indicated that the interventions were effective for the students with low career adaptability, the CIP group counseling improved the career concern after the intervention, whereas the SCCT group revealed a more robust effect on career adaptability after 3 months of the intervention. The practical implications of the study for career interventions are also discussed. The aim of this study was to examine the effect of cognitive information processing (CIP) and social cognitive career theory (SCCT) group counseling on high school students’ career adaptability. The study involved 81 students from grade 10 and grade 11 in a Chinese public high school. Among the 81 participants, 27 were in the CIP group, 28 were in the SCCT group, while the rest were in the control group. All participants completed a pre-test, post-test, and tracking-test assessment of their career adaptability. Results indicated that the interventions were effective for the students with low career adaptability, the CIP group counseling improved the career concern after the intervention, whereas the SCCT group revealed a more robust effect on career adaptability after 3 months of the intervention. The practical implications of the study for career interventions are also discussed. [ABSTRACT FROM AUTHOR]

We offer a vision for a vocational psychology that places a larger focus on critical consciousness (CC) to be more responsive to marginalized communities (e.g., immigrants, low-income workers, Black, Indigenous, and other People of Color). CC describes how marginalized people analyze systems of oppression, act toward social justice, and become agentic and hopeful. In this article, we review extant theoretical frameworks that have laid a strong foundation for embedding critical consciousness in research, practice, education and training. We then offer suggestions for promoting critical consciousness within vocational psychology over the next decade. We highlight the promise of transformative, intersectional, and action research with and for marginalized communities; of career interventions that respond to oppression and liberation; and of training that prepares future vocational psychologists to engage in praxis in a complex world. We argue that a greater focus on CC is aligned with vocational psychology's foundational social justice aspirations. [ABSTRACT FROM AUTHOR]

Career exploration is one of the career development tasks that individuals commonly go through. In reality, these activities may cause problems for specific individuals, including students. Career guidance can assist individuals in successfully passing through this stage of a person’s life. Of the many career intervention models available, no previous research has utilized career planning guidebooks as a form of intervention to help students make career plans. This study aimed to validate a career planning guidebook created by the researcher and test its content and functional validity. Tests of content validity were conducted through professional judgment, while tests of functional validity were conducted via a quasi-experiment. The results showed that all the contents of the career planning guidebook were aligned with the goals of the career planning guidebook (Average of V= 0.6). The experiment results indicated significant difference in perceptions of career planning before and after the intervention (Z=-3.987; p=0.000). The findings concluded that the career planning guidebook is valid, both in terms of content and function.

This article addresses the use of computer-assisted career guidance systems (CACGS) in career interventions. Major CACGS developed in the past decades were based on the trait-factor or person-environment fit approaches in their conceptualization and design. The strengths and limitations of these CACGS in addressing the career development needs of individuals are discussed. The Career Construction Theory (CCT) is a promising paradigm to guide the development of new generations of CACGS. The narrative tradition, career adaptability model, and life-design interventions of CCT offer rich conceptual and practical applications that could expand the scope and breadth of career exploration and identity construction through using CACGS. A digital system developed in Hong Kong called Infinity is a case-in-point of a CACGS where users could learn about career planning, engage in self and career construction through using the quantitative and qualitative assessment applications and gamified tools, take career planning actions over time, and communicate with their social supportive systems. Initial findings suggested that users of the system reported lesser decision-making difficulties, higher levels of decision clarity, and better understanding of what is career planning than non-users. Users from high academic achievement schools reported higher levels of career adaptability than their counterparts in schools of similar academic background. Users from low achievement schools reported higher intention to pursue government-supported universities than non-users from schools of similar background. Research and practice implications in schools and organizational settings are discussed.

This article addresses the use of computer-assisted career guidance systems (CACGS) in career interventions. Major CACGS developed in the past decades were based on the trait-factor or person-environment fit approaches in their conceptualization and design. The strengths and limitations of these CACGS in addressing the career development needs of individuals are discussed. The Career Construction Theory (CCT) is a promising paradigm to guide the development of new generations of CACGS. The narrative tradition, career adaptability model, and life-design interventions of CCT offer rich conceptual and practical applications that could expand the scope and breadth of career exploration and identity construction through using CACGS. A digital system developed in Hong Kong called Infinity is a case-in-point of a CACGS where users could learn about career planning, engage in self and career construction through using the quantitative and qualitative assessment applications and gamified tools, take career planning actions over time, and communicate with their social supportive systems. Initial findings suggested that users of the system reported lesser decision-making difficulties, higher levels of decision clarity, and better understanding of what is career planning than non-users. Users from high academic achievement schools reported higher levels of career adaptability than their counterparts in schools of similar academic background. Users from low achievement schools reported higher intention to pursue government-supported universities than non-users from schools of similar background. Research and practice implications in schools and organizational settings are discussed. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine the effects of Career Information System (CIS) on ninth-grade student's vocational skills self-efficacy, outcome expectations, work hope, and career decision-making difficulties. CIS is a computer-based career intervention designed to help users become more knowledgeable about themselves and occupational options with career planning support. At the midpoint of fall semester, intervention participants (n = 194) were assessed before and after a CIS intervention administered during their health class, while ninth-grade students who were not in the health class (n = 191) served as a nonrandomized control group. Relative to control participants, intervention participants had higher work hope and lower career decision-making difficulties associated with inconsistent information and lack of information. The effects of the intervention did not vary as a function of gender or socioeconomic status. Findings contribute to the scant literature assessing the effects of computer-based career interventions for high school students. [ABSTRACT FROM AUTHOR]

Life design is a postmodern paradigm in career interventions for which technology plays an important role in helping clients in career decision-making process. Accepting the role of technology and information technology in life, this study aims to investigate the effect of digital storytelling on career counseling process with life design paradigm. This is a quasi-experimental study with pretest, posttest, and follow-up with control group. For this purpose, 45 students in Tehran were randomly selected to participate in the labor market entrance course and they were assigned to (i) the digital storytelling (15 students), (ii) the face-to-face storytelling (15 students), and (iii) the control (15 students) groups. The career decision-making and the career decision-making self-efficacy questionnaires were completed in the pretest, the posttest, and the follow-up test. The findings showed that career decision-making and career decision-making self-efficacy of the subjects in the intervention groups increased relative to the control group and the group in which the digital storytelling was used for career interventions obtained higher career decision-making self-efficacy than other groups. According to the findings, it can be said that although no difference exists between students' use of the digital storytelling and the face-to-face storytelling, the use of the digital storytelling results in higher career decision-making self-efficacy of students. [ABSTRACT FROM AUTHOR]

The usefulness of providing career interventions in the transition from university to labour market is more and more advocated, in order to increase young people’s competencies about career management and entrepreneurial skills. The present paper aims at focusing on the effectiveness of career interventions for university or graduate students and on its relationship with some study design and intervention characteristics. A meta-analysis was conducted on studies published between 2000 and 2015 which complied with the following inclusion criteria: university or graduate students as target population, the evaluation of specific career-related interventions or programs, and an experimental or quasiexperimental design. The selection procedure resulted in 9 eligible studies – overall assessing 12 interventions – out of 823 examined articles. The results indicated, on average, a large effect (weighted ES = .80; 95% CI = .54, 1.06) better outcomes from socio-constructivist interventions compared to those based on social cognition theory and person-environment fit model, and higher impact on the reduction of career indecision than on the increase of decision-making self-efficacy. Some recommendations for researchers and policy makers are provided, as well as methodological issues and practical implications for career interventions are discussed.

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. [ABSTRACT FROM AUTHOR]

This study examined the effectiveness of a school-to-work transition skills program on the career adaptability and career optimism of senior year university students in Turkey. For this purpose, a career intervention program was adapted from one developed in the USA. Results indicated that participants in the intervention group (N = 16) had higher career adaptability and career optimism after the program, and their scores were higher than the control group (N = 16). The effectiveness of the program was confirmed by a follow-up test three months later. This study also discusses the theoretical and practical implications of career interventions in relation to the relevant literature. [ABSTRACT FROM AUTHOR]

This study examined the therapeutic collaboration in a case of Life Design Counseling (LDC) with narrative change and positive career outcomes. The therapeutic collaboration-change model and correspondent coding system were used to in-tensively study the helping relationship throughout three sessions of LDC. The collaboration coding system enables the assessment of each therapeutic exchange within and outside of the client’s therapeutic zone of proximal development, defined as the space between the client’s actual therapeutic developmental level and his/her potential developmental level fomented by a collaborative relationship. Results show that in all sessions, counsellor and client worked mainly within the therapeutic proximal development zone, that is, they were able to interact collaboratively. The coding of the counsellor’s interventions throughout the counselling process was in accordance with the life-design framework. The collaboration-change model and coding system contributed to understand the process of change in LDC.

The current introduction describes several features and outcomes of the changing world of work that serves as conceptual anchors and rational for the career education programs that are included in the current special issue. The four papers target the goal of increasing social equality and the goal to promote fair and sustainable development through career interventions in schools, and therefore reflect an emphasis on social justice and social equality. These interventions target potentially vulnerable groups of students and offer theory-driven models that, with culturally appropriate adjustments to the specific context, schools can include in their curriculum. [ABSTRACT FROM AUTHOR]

This article describes the rationale, development, delivery, and evaluation strategy of a pilot career intervention program for immigrant Latina/o high school students: Advocating for Latina/o Achievement in School. This innovative intervention aims to prevent dropout and to promote academic success and college and career readiness through a combination of academic support and enhancing critical consciousness. Shorter term goals include increasing school-related self-efficacy expectations, school connectedness, school engagement, and critical consciousness. We describe the theoretical and empirical basis for the intervention components, and how they attend to dimensions of immigrant Latina/o students' career development. We describe program logistics, outcomes, strengths, challenges, and lessons learned from delivering the intervention. We highlight unique features of the program and suggest its relevance to career education efforts in other school and national contexts in which immigrant students face racism and inequities. [ABSTRACT FROM AUTHOR]

The purpose of the study was to investigate how promoting participation in KEY Careers, a career intervention program available to all incoming matriculates, influenced 1-year retention and 4-year graduation rates compared to nonparticipants at a singular institution. Archival data of 14,099 matriculates from the 2011–2014 freshman fall cohorts were utilized to examine the significance of a career intervention program on 1-year retention and 4-year graduation rates for various student demographics through an analysis of covariance. The results of this study suggest student participation in a career intervention program causes a statistically significant increase in 1-year retention and 4-year graduation rates regardless of gender or race. The discussion of this study is focused on why vocational identity development is significant at the beginning of the college experience and includes suggestions for how university administration can proactively infuse career development into their practices to benefit students of all backgrounds. [ABSTRACT FROM AUTHOR]

This study examined the efficacy of a career intervention aimed at promoting adolescents' perceptions of scientific self‐efficacy (SSE), as well as interest in specific activities and careers relevant to energy science. One hundred thirty‐four adolescents (60 girls, 74 boys) completed self‐efficacy and interest measures on 4 occasions (Time [T] T1 to T4]) during the course of the 6‐day intervention. Results of latent change modeling yielded evidence of significant growth in SSE from T1 to T4. Results of a multiple regression analysis also revealed that situational interest in an energy science activity at T2 was a significant positive predictor of SSE at T4, thus offering further clarity regarding the theorized sequence of causal relations between interest and self‐efficacy. Findings call attention to the need for future research on the role of task‐level interest in the social cognitive career theory framework and highlight the importance of mastery experiences in the delivery of science, technology, engineering, and mathematics career interventions. [ABSTRACT FROM AUTHOR]

In the United States, scholars both in and out of gifted education have been studying twice-exceptional students for the past several decades. These students often face significant challenges and barriers in the process of achieving their educational and career goals, as they are often confronted with combining their talent domains with the limitations associated with their learning, social, and/or behavioral difficulties. Yet studies have also identified distinct strengths within this population, such as their accelerated creativity. In this article, we reviewed the creativity and career development literature specific to twice-exceptional students and considered how creative approaches toward career intervention, such as the inclusion of the creative arts, may facilitate student exploration. Theoretical and research support for this approach are discussed. [ABSTRACT FROM AUTHOR]