A “Skin in the Game” Scaffolded Career Path

The purpose of this study was to assess the relationship between a set of self–efficacy variables and a set of variables assessing attitudes toward counseling. Results revealed a significant relationship between self–efficacy and attitudes toward counseling among a sample of 253 first–year college students. Low perceptions of self–efficacy were associated with a devaluation of career counseling and more negative attitudes toward seeking personal counseling. Implications for these findings are discussed.

In this study, the author sought to validate the effectiveness of a multivariate career and educational counseling intervention model through long‐term follow‐up of clients seen in private practice. Effectiveness was measured by clients' commitment to and enjoyment of their chosen career paths and the relationship of these factors to adherence to program recommendations. Findings indicated that 65% of clients adhered to program recommendations. Those who adhered to program recommendations were significantly more committed to their careers; however, no significant difference was found in clients' enjoyment of their careers. Additionally, 85% of clients reported that the program met their needs, and 95% would recommend the program.

Historically, perhaps because of its matching process traditions, career counselling has tended to be viewed more simplistically than other fields of counselling. However, in the latter part of the 20th century the career development industry witnessed rapid growth and seems set for a promising future. Such growth has corresponded with irreversible change in the world of work, the emergence of lifelong learning as integral to people's careers, and broader and more holistic definitions of career and career development that have gained widespread acceptance. With the increased influence of constructivism, career counselling has emerged from its vocational guidance origins as a profession in its own right. Increasingly, policymakers are recognizing the importance of career guidance and counselling in assisting to achieve policy goals related to lifelong learning, employment, and social equity. Thus, closer links have been created between policymakers and practitioner associations such as the Australian Association of Career Counsellors (AACC). Such intense focus on career guidance and counselling has also resulted in closer scrutiny of its professional standards and qualifications. Consequently, at the same time as there being increased demand for and interest in career counselling, practitioner associations are faced with issues related to redefining their roles with members, the community, and policymakers. This article will describe the changed context of career counselling, current issues such as standards and accreditation, and redefinition of the profession. The AACC's response to these challenges will be the focus of this article.

Contents: Preface. H.S. Farmer, History of Career Counseling for Women. N. Betz, Basic Issues and Concepts in the Career Development and Counseling of Women. M.J. Heppner, K.M. O'Brien, Women and Poverty: A Holistic Approach to Vocational Interventions. S.D. Lonborg, G. Hackett, Career Assessment and Counseling for Women. K.M. Chronister, E.H. McWhirter, L. Forrest, A Critical Feminist Approach to Career Counseling With Women. L.A. Gilbert, L.K. Kearney, Sex, Gender, and Dual-Earner Families: Implications and Applications for Career Counseling for Women. R.P. Bingham, C.M. Ward, M.M. Butler, Career Counseling With African American Women. S.R. Ali, S.Z. Lewis, R. Sandil, Career Counseling for Asian Women. L.Y. Flores, R.L. Navarro, L. Ojeda, Career Counseling With Latinas. C. McCloskey, L. Mintz, A Culturally Oriented Approach for Career Counseling With Native American Women. K.J. Bieschke, E. Toepfer-Hendey, Career Counseling With Lesbian Clients. O. Yakushko, Career Concerns of Immigrant Women: Issues and Implications for Career Counseling. R.E. Fassinger, P.A. Asay, Career Counseling for Women in Science, Technology, Engineering, and Mathematics (STEM) Fields. J.E.A. Russell, Career Counseling for Women in Management.

BackgroundGraduating medical students enter the workforce with substantial medical knowledge and experience, yet little is known about how well they are prepared for the transition to medical practice in diverse settings. We set out to compare perceptions of medical school graduates’ career guidance with their perceptions of preparedness to practice as interns. We also set out to compare perceptions of preparedness for hospital practice between graduates from two transnational medical schools.MethodsThis was a cross-sectional study. A Preparedness for Hospital Practice (PHPQ) survey and career guidance questionnaire was sent to recent medical graduates, incorporating additional free text responses on career preparation. Data was analyzed using descriptive statistics and tests of association including Chi-square, Mann-Whitney U and Kruskal-Wallis H tests.ResultsForty three percent (240/555) of graduates responded to the survey: 39 % of respondents were domestic (Dublin, Ireland or Manama, Kingdom of Bahrain) and interning locally; 15 % were overseas students interning locally; 42 % were overseas students interning internationally and 4 % had not started internship. Two variables explained 13 % of the variation in preparedness for hospital practice score: having planned postgraduate education prior to entering medical school and having helpful career guidance in medical school. Overseas graduates interning internationally were more likely to have planned their postgraduate career path prior to entering medical school. Dublin graduates found their career guidance more helpful than Bahrain counterparts. The most cited shortcomings were lack of structured career advice and lack of advice on the Irish and Bahraini postgraduate systems.ConclusionsThis study has demonstrated that early consideration of postgraduate career preparation and helpful medical school career guidance has a strong association with perceptions of preparedness of medical graduates for hospital practice. In an era of increasing globalization of medical education, these findings can direct ongoing efforts to ensure all medical students receive career guidance and preparation for internship appropriate to their destination.

Current state and national mandates focusing on academic achievement have drawn critical counseling resources away from career development. As the world of work radically changes and economic situations remain uncertain, the call for a return to school counseling roots based in career guidance has never been louder. The authors explore reoccurring career guidance trends throughout the history of school counseling to expand awareness of the basis of today's career and technical education discussions and increase understanding of the interconnectedness of career guidance and counseling and educational reform.

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.

Objectives The purpose of this study was to investigate students' perceptions and needs regarding the successful implementation of the high school credit system and to propose improvement tasks for career education and counseling. Methods To this end, a survey was conducted among 529 high school sophomores across five autonomous districts in Region D to assess their level of understanding, awareness, and demand for the high school credit system. Significant differences in the perceived importance and implementation were statistically verified using a t-test, while the Borich demand level formula and the Locus for Focus model were applied to identify high-demand items. Results Of the 270 students who responded (51%), they stated that they were aware of the purpose and use of the high school credit system. Additionally, 277 students (52.3%) indicated that their understanding of the curriculum was ‘below average’. Meanwhile, 406 students (76%) responded that the system was ‘helpful for personalized learning, college admission, and career choice’. The most desired aspect of the high school credit system was the development of a variety of common curricula, followed by regular career counseling. Furthermore, an analysis of the demand for the high school credit system from the perspective of vocational education and career counseling revealed that the highest priorities in vocational education were ‘on-the-job experience activities, special lectures by professionals, and academic experience activities useful for career and higher education’. In the area of career counseling, the highest priorities included the need for ‘career guidance and counseling for undecided career paths’, individual counseling for academic difficulties, counseling to provide sufficient work experience opportunities when choosing desired majors, and sessions with career counselors at school. Conclusions The implications of systematic career education and career counseling were discussed to ensure that the high school credit system is established effectively while taking into account students' careers and aptitudes.

Significant impact due to the rapid computerization and digitization in workplaces have changed the nature of career counselling, choices and development processes. With the ever-changing occupational market, increased number of individuals are facing challenges to acquaintance with the imminent occupations and industries. Significant assistance is offered by career experts to enable people infer, acquire and appraise from these advancements while facilitating in career planning and selection. In India, the career counselling and guidance sector is still in its earliest stages which are based on futile and inept manual approach. Automation of career counselling and guidance process with aid of intelligent computer solutions have substantial potential while being of larger prominence. Besides, simplification of task and saving time as well as energy, diverse group of populations can be engaged and reached with support of automated solution. Numerous, State-of-Art Artificial Intelligence (AI) based schemes present in the field of career counselling and guidance have been assessed in this paper. Each scheme has been single handedly pondered while emphasizing the loopholes. Finally, the paper concludes by pointing out the challenges and open issues that need to be deliberated. Keywords: Expert System, Career Counselling, Artificial Neural Networks, Career Guidance, Artificial Intelligence. Cite this Article: Asifa Mehraj Baba, Tehseen Mehraj. Rehashing State of Art Artificial Intelligence Centered Career Counselling Platforms. Journal of Artificial Intelligence Research & Advances. 2020; 7(2): 28–38p.

Mark Savickas, PhD, has taught career counseling at Kent State University for 40 years while also serving as a professor of Family and Community Medicine at Northeast Ohio Medical University. His 80 articles, 45 book chapters, and 500 presentations to professional groups have dealt with vocational behavior and career counseling. He published Career Counseling (2011) and edited Convergence in Career Development Theories (1994 with R. Lent), Handbook of Career Counseling Theory and Practice (1996 with B. Walsh), Vocational Interests (1999 with A. Spokane), the Handbook of Vocational Psychology (2005 with B. Walsh) and the four-volume Major Works in Career Studies (2012 with K. Inkson). An interview with Mark Savickas, PhD, relating to his contributions career counseling revealed many connections between career and family counseling, including the how career concerns are a part of the family constellation. The interview examined the evolution of the career construction interview and similarities in the narrative processes that serve as a foundation for the theory.

Career Counseling with Emerging Adults

The 1st article (C. Campbell & M. Ungar, 2004) of this 2‐part exploration of postmodern approaches to family therapy and narrative approaches to career counseling explored the differences between traditional trait and factor counseling models and postmodern approaches using life narratives and social constructionism. In this 2nd article, the authors discuss 7 aspects of their practice as postmodern career counselors that ask clients to (a) know what you want, (b) know what you have, (c) know what you hear, (d) know what constrains you, (e) map your preferred story, (f) grow into your story, and (g) grow out of your story. Several case studies demonstrate the applicability of these theories to practice.

Males continue to dominate mathematics-related areas in graduate school and employment, possibly due to the differential guidance that they receive as students. In the present study, 180 undergraduates completed an online survey on the career and graduate school guidance they received from mathematics professors. Student sex, professor sex, and help-seeking behaviors were considered as possible correlates of career guidance. Students of both sexes reported similar help-seeking behaviors, but males received more career guidance from professors. Help-seeking levels along with an interaction term of student sex and professor sex significantly predicted career guidance. The influence of student sex on career guidance depended on professor sex. Male students with male professors received the greatest amount of career guidance. The differential career guidance may contribute to the pervasive sex gap within the mathematics field.

The object of the investigation here reported was twofold. In the first place, the writer was interested in obtaining information with regard to the social standing of the teaching profession. He was especially desirous of getting from high-school students some estimate of the status of this calling. In recent years much has been said and written regarding the altered condition of the teacher and the lowered prestige of those to whom society delegates the educational function. Many have assumed that the point has been reached in the degradation of the profession where one is justified in feeling some embarrassment if found within its ranks. In the second place, the writer wished to direct attention toward an important problem in vocational guidance which is seldom squarely faced. In all that has been written on occupations there is a tendency to disregard the fundamental question of social status. Detailed information has been gathered with respect to the financial remuneration, security, and hazards of occupations, but the question of social rating is ordinarily dismissed with the statement that a particular calling is highly respectable. These careful studies of the objective aspects of occupations are highly commendable, but the less tangible characteristics of vocational life should not be disregarded. It is even debatable that these characteristics are in peculiar need of examination. In order to throw some light on this question of status, fortyfive occupations were selected for study. These occupations were chosen more or less at random from the entire vocational range and were submitted to various groups of persons to be ranked according to their social standing. The list of occupations selected and the instructions for ranking them are as follows:

PART I. CAREER COUNSELING PERSPECTIVES 1. Introduction Some Perspectives of Personal and Career Development Counseling Multidimensional Influences Shape Behavior Focusing on Multiple Life Roles The Pervasive Nature of Psychological Disorders The Pervasive Nature of Work Stress The Case for Each Client's Cognitive Schemas Recognizing and Uncovering Constraints of Career Choice Cultural diversity and Acculturation Summary Supplementary Learning Exercises 2. Career Development theories - An Overview Career Development Theories Trait Oriented Theories Trait Oriented Theories in Perspective Social Learning and Cognitive Theories Social Learning and cognitive Theories in Perspectives Developmental Theories of Career Choice Developmental Theories of Career Choice in Perspective Person-in-Environment Perspective Summary of Career Development Theory Perspectives Summary Supplementary Learning Exercises 3. Career Counseling Practices A Learning Theory of Career Counseling Intake Interview Using Assessment Results for Career Counseling Interventions Whole Person Approach to Career and Personal Concerns Summary Supplementary Learning Exercises 4. Constraints Effecting Career Choice and Development Model of American Class Structure Socioeconomic Status (SES) Social Class and Socialization Potential Career Choice Constraints Self-Efficacy for Effective Behavior Summary Supplementary Learning Exercises 5. Career Choice and Development and the Changing Nature of Work Initial Career Choice-The Shaping Process Career Choice Perspectives From Career Development Theories Career Choice-Central Component of a Person's Identity Economic Restructuring A Prevalent Career Model-Boundaryless Careers Contract Breach Some Career Barriers Summary Supplementary Learning Exercises PART II: MENTAL HEALTH ISSUES AND SOLUTIONS 6. Depression and its Impact on Career Development Biopsychosocial Model Development of Mood Disorder-Depression Biological Dimensions Psychological Dimensions Learned Helplessness and Depression Social and Cultural Dimensions The Career Counseling Connection Summary Supplementary Learning Exercises 7. Other Mental Health and Career Concerns Concerns Associated with Apprehension and Fear Some Causes of Anxiety Disorders Intervention Strategies Concerns Associated with Fear of Social Situations and Being Around Others Influences That Can Lead to Social Phobic Behavior Effective Interventions Fear of Health Problems That are Non-Existent Effective Interventions Substance-Related Disorders Some Causes of Substance Abuse Effective Interventions Biological Interventions Psychological Interventions Social Interventions The Career Work Connection Schizophrenia Some Causes of Schizophrenia Interventions Summary Supplementary Learning Exercises 8. Cultural Diversity Dimensions Some Perspectives on Culture Culturally Developed Cognitive Schemas The Cultural Self and its Career Development Implications Focus on Some Different Worldviews in the Helping Process Family Views Competition versus Cooperation Communication Styles Locus of Control Some Mental Issues of Cultural Groups Abnormality: Universal and Culture Specific Factors Anxiety Disorders Mood Disorder-Depression Personality Disorders Schizophrenia Somatoform Disorders Summary Supplementary Learning Exercises 9. Personality Development, Disorders and its Impact on Career Some Personality Factors in Perspective Secure Relationships Personal Goals Gender and Cultural Diversity Issues Personality Disorders Class A Personality Disorders Class A Personality Disorders in Perspective Class B Personality Disorders Class B Personality Disorders in Perspective Class C Personality Disorders Class C Personality Disorders in Perspective An Overview of Personality Disorders Summary Supplementary Learning Exercises 10. Assessing Personality Development Through Personality Inventories Personality Factors From the 16 PF Questionnaire Global or Second-Order Factors An Integrative Perspective The NEO-Personality Inventory-Revised Some Big Factor Research Results Implications for Interventions From the Neo-PI-R Profile Personality-Outcome Relationships Summary Supplementary Learning Exercises 11. Work Stress Stress Process From an Interactionist Viewpoint Type A Behavior Job Stressors Work Overload Technostress Under and Over Promotion Spillover Electronic Performance Monitoring Work Stressors in Specific Occupations Dimensions of Psychological Well Being and Good Mental Health Work/Family Stress Coping Strategies to Reduce Effects of Stress Self-Efficacy Self-Esteem Social Support Cultural Diversity Issues Summary Supplementary Learning Exercises 12. Interventions and Case Studies Cognitive-Behavioral Techniques Problem Solving Assertiveness Training and Behavioral Rehearsal Systematic Desensitization Cognitive-Restructuring Cognitive Schemas Ellis's A-B-C Theory of Personality Self-Enhancing Thoughts Homework Assignments Behavior Changes by Meichenbaum Stress Inoculation Training The Case of John, A Very Anxious Person The Case of Corrina, A Hypochondriac The Case of Yolanda With Symptoms of a Borderline Personality Disorder Summary Supplementary Learning Exercises Appendix A: Acculturation Scales Appendix B: The Diagnostic and Statistical Manual (DSM-IV-TR) Classification System (APA, 2000) References Name Index Subject Index About the Author