Career Interventions Research Articles

Understanding factors that influence students' sense of belonging and engagement in a career exploration program: A mixed methods study

AbstractThe Talent Identification and Career Exploration (TICE) program, funded by a Jacob K. Javits grant, focuses on increasing underrepresented students’ participation in gifted and talented programs. Early identification for gifted and talented programs expands student learning experiences, and when students from marginalized groups are not identified, they are denied equal opportunity to maximize their potential and enter the appropriate career path. This study focused on sixth‐ and seventh‐grade students from a predominantly rural midwestern state who participated in TICE from 2020 to 2022. Students engaged in four modules focused on sensemaking of their strengths and potential future career matches. This mixed‐methods study used student feedback to understand the relationship between students’ feelings of belonging and learning format on student enjoyment of the modules. Results show that students’ sense of belonging was a significant predictor of student enjoyment for two of the four modules, and learning format was not a significant predictor of student enjoyment. Qualitative data revealed students valued working with each other and learned about themselves and careers for which they would be a potential match. Findings from the study can be applied to inform the development, implementation, and evaluation of school‐based career interventions for talented student populations.

Integrating the disciplines: Applying sociology of third space to contemporary, constructivist career development

The field of career development is grounded in diverse sociological perspectives contributing to addressing the complex interplay between individuals and societal contexts. This paper advocates for the use of a third space theory from cultural sociology traditions to working with marginalised clients and developing culturally sensitive career interventions. Within this theory, the relationship between career counsellor and client is conceptualised as a productive boundary zone of an intercultural dialogue, which occurs in a broader environmental-societal system and supports the use of Systems Theory Framework of career development.

Career Interventions at a Distance: A Systematic Literature Review

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.

Embedding the United Nations Sustainable Development Goals into the Career Curricula

The United Nations' 17 Sustainable Development Goals provide a framework for addressing global challenges, linking environmental sustainability to individual and social well-being and social justice. This article explores how embedding the SDGs into career development can enhance career exploration and contribute to a sustainable future. Drawing on experiences from teaching a senior career capstone course, it highlights strategies for integrating the SDGs into career interventions. Key components include developing personal mission statements, researching organizations, analyzing future work trends, and conducting informational interviews. The article also presents evidence of the course's impact on students' thinking and provides practical advice for implementation.

Sustainable development: A fourth paradigm for twenty-first century careers

This contribution proposes a fourth paradigm for twenty-first century careers adopting a sustainable development framework. First the evolution of the career development field through three paradigms (individual differences, individual development, life design) of career science and practice is offered. Then sustainable development as a fourth paradigm is introduced considering two pillars, Sustainability Science including contributions from the psychology of sustainability and sustainable development, and Human Security Psychology. Enhancing the well-being of individuals and environments, the fourth paradigm asks for redefining sustainable careers, career intervention, and skills for career counselors. Decent work, decent lives and healthy lives issues are included.

Needs Analysis on the Module Development for Working Sandwich Generation in public University in Malaysia

The number of caregivers of older people will increase to 60% by 2040 to maintain the current ratio of caregivers to older people, which in turn will impact on their mental health and career needs. This study provides the profile, characterisation and needs analysis of the samples, which were conducted using non-probability convenience sampling. This included 201 sandwich and non-sandwich generation working at a public university in relation to coping with caring responsibilities, workplace challenges, personal development and interest in specific programmes or support systems to strengthen and improve coping strategies, adaptability and resilience of employees in the workplace. Understanding these dynamics, improved the development of modules and services to better meet the specific needs of these groups. The aim of this study is to identify the need for stress coping strategies, career adaptability and career resilience and to analyse needs-based programmes for the working sandwich generation. The needs analysis shows that the development of modules must be taken into account when designing a career intervention modules. The research proposes a comprehensive intervention module for career guidance programs to aid sandwich generation in coping with stress, enhancing career adaptability and resilience.

Career Maturity and Intervention Strategies: A bibliometric approach

This study explores whether Malaysian student career awareness interventions whilst still in secondary school, that focus on career maturity and their readiness for the evolving job market, effectively prepares them for employment success. Recognising the importance of aligning career choices with interests and skills, the paper examines the impact of these interventions. However, despite growing interest, there remains a gap in understanding the actual impact of these career interventions for Malaysian students transitioning out of secondary education. Using Scopus Analyzer, academic papers were analysed considering publication trends, authorship, citations, and key topics. The paper aimed to highlight research trends and patterns, identify research gaps, and offer insights for future studies. Ultimately, this research seeks to clarify whether the career awareness interventions prior to Malaysian students transitioning to the workforce genuinely enhance their career choice, maturity, and success.

An Athlete-Centered Career Assistance Intervention Program for the Chinese Sport System: Reflections Into Polyphonics

The aim through this manuscript is to share our career intervention situated in individual, group, and meta-reflective practice, to help elite athletes manage changes in their careers and support their autonomy and development within the Chinese Whole Nation System (CWNS). Translating findings from a science to practice project, we provide an athlete-centered reflective intervention integrating the perspectives of sport psychology practitioners (SPPs), coaches, athletes, and parents from a Chinese collective vantage. First, we introduce how athlete career transition scholarship and theoretical frameworks guided this intervention. Second, we explain how different levels of reflective practice can be used as a part of a career intervention. Third, we provide a brief summary of recent research project from which the intervention was derived, and fourth, we describe a six-step intervention to inform future implementations.

A Bibliometric Study on the Effectiveness of Career Interventions for Career Maturity

This study aims to determine the effectiveness of career interventions in enhancing career maturity and preparing individuals for the job market. By aligning career choices with personal interests and skills, this research identifies significant gaps in understanding their impact. Using Scopus Analyzer, the study assesses publication trends, keyword trends, citation frequency, and topics covered. The key finding indicates a substantial gap in understanding the long-term impact of these interventions. The objective is to provide a comprehensive overview of existing studies, guide future research, and inform evidence-based decisions in career development

Effectiveness of Middle School STEM Career Education for STEM Knowledge, Efficacy, and Interest

The purpose of this study was to test STEM career interventions through a theoretically integrated STEM Career Education (SCE) Module. The effectiveness of SC education was tested on STEM Career (SC) interests, self-efficacy, and knowledge of students from two middle schools. The sample included middle school students from two private schools (N=33) in Islamabad, Pakistan. By using a mixed-method sequential explanatory research design, quantitative data were obtained before and after the intervention while qualitative focus group discussions were conducted post-intervention. A significant increase in SC interest, self-efficacy, and knowledge after participating in the SCs Program is reported, even after statistically controlling key variables. The training seems to be more effective for those with low SC knowledge. Findings indicate a need for robust interventions to target math self-efficacy. Results provide further directions for effective STEM interventions. By pinpointing limitations and future directions, this pilot study contributes to STEM education in Pakistan and provides a model of CE for other countries.

Profiles of Career Indecision: A Person-Centered Approach with Italian Late Adolescents

Choosing career paths in today’s contemporary labor market complexity is becoming more and more challenging for adolescents and young people. Career indecision could take over, and assessing its facets could guide career interventions to support the career decision-making process. To create increasingly tailored career guidance interventions, using a person-centered approach, this study aimed to understand whether profiles of late adolescents based on their career decision-making difficulties might be circumscribed. A total of 776 Italian late adolescents took part in this study. The assessment of career decision-making difficulties was conducted through the Career Decision-Making Questionnaire (CDDQ). To determine the optimal number of profiles, a Latent Profile Analysis (LPA) using the stepwise approach was used. Moreover, a multinomial logistic regression was conducted to study whether school grade and sex predicted profile membership. LPA revealed a four-profile model: “Lower Indecision” (Profile 1, 39%), “High Indecision” (Profile 2, 23%), “Very High Indecision” (Profile 3, 7%) and “Moderate Indecision” (Profile 4, 31%). Being enrolled in the last year of high school significantly predicted belonging to Profile 2 and Profile 3. Practical implications were discussed in light of these findings.

College Career Courses and Growth Toward Vocational Identity Achievement Status

This study used a longitudinal quasi-experimental design to explore the intersection of self-regulated learning and career development, while validating a manualized college career course as an effective career intervention. A group of undergraduate students enrolled in a for-credit college career course was compared to students in the general student body on measures of career exploration, career commitment, and commitment resistance to observe whether participation in the career course was associated with growth toward vocational identity achievement as observed by significant increases in both career exploration and career commitment and significant decreases in commitment resistance. Multilevel modeling revealed that the treatment group experienced significantly more growth toward vocational identity achievement compared to the control group. Additionally, career metacognitions were observed to differentially impact the effects of the career course on career exploration, career commitment, and commitment resistance.

Is REBT Useful for Reducing Adolescents’ Career Decision Difficulties and Distress? A Randomized Trial

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.

A qualitative study of career decision making among African and Asian international medical students in China: process, challenges, and strategies.

China hosts around 68,000 international medical students (IMSs) primarily from lower income countries in Africa and Asia, who have the potential to contribute to international medical services. Understanding how these IMSs make career decisions can help better address the issue of global medical workforce shortage. However, such research is limited. Our study aims to explore the career decision-making process of China-educated IMSs, the challenges they experienced and the strategies they employed.In this exploratory qualitative study, we conducted semi-structured interviews with IMSs educated in China in 2022 using purposeful sampling. Twenty virtual one-on-one interviews were conducted, and data were analysed through directed qualitative content analysis. Cognitive Information Processing (CIP) theory was applied as the guiding framework for organising and analysing the data.The career decision-making process of the participants generally followed the stages of decision-making cycle in CIP theory, with a combination of urgent migration decisions and specialisation considerations adding layers of complexity to their career trajectories. Identified challenges encompassed lack of knowledge about oneself and career options, lack of decision-making skills, concerns of contextual complexities that limited the career decision-making process, low motivation and negative thoughts. Specific challenges due to their role as IMSs arose, which were related to career information access, self-capability evaluation, degree accreditation, employment competitiveness and mental states. Participants' proposed strategies were categorised into personal and institutional aspects, providing insights into addressing these challenges.This study substantiates and expands the application of the CIP theory within the sphere of the particular cultural and educational context of IMSs educated in China. It highlights the significance of integrating migration decision-making into career guidance for IMSs, and contributes to the literature by proposing an evidence-based tiered career intervention programme for IMSs.

Career construction theory: tools, interventions, and future trends.

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.

The Impact of a Classroom as Organization on University-to-Work Transitions and Early Careers

Background: One of the most promising experiential learning approaches in the field of management education is the classroom as organization (CAO), in which students create and run an organization as part of class activities. The CAO contributes to student development in many ways, including by helping students develop teamwork skills, real-world problem-solving capabilities, and emotional intelligence. Purpose: To explore the impact of the CAO on university-to-work transitions and early careers, a challenging time marked by ambiguity, uncertainty, and anxiety. Methodology/Approach: We used a qualitative analysis of semi-structured interviews with former students from three generations of a CAO. Findings/Conclusions: Findings show that the CAO helps students obtain “realistic” work skills, facilitate career decisions, and develop career adaptability. Implications: The CAO can serve as a powerful career intervention that integrates many of the benefits of simulations and internships.

Do organisation career support programs draw on career guidance practices? A reading of career support programs for students and families of refugee and new migrant backgrounds

Accessing high-quality career development to support successful transitions into post-compulsory education and employment can be a challenge for newly arrived students of refugee and migrant backgrounds. In Australia, not-for-profit organisations provide career guidance to students within schools that enrol refugee and migrant families. Through programs, not-for-profit organisations can provide mentoring, support and other career services. This research explores the marketing materials of organisation-provided career guidance programs based in Australian secondary schools. A close textual reading of how the programs engage with the discipline and practices of career guidance reveal a deficit framing of students and their families, with limited focus on promoting agency across programs. In light of the increasing resettlement of refugees and migrants in Australia, these findings highlight a need to balance social justice principles with greater engagement with the discipline of career education when enacting career interventions with vulnerable groups.

Pilot study of career mentoring program for juveniles.

This article describes an innovative career-mentoring program for court-ordered juveniles that targets risk factors of recidivism and incorporates elements of effective career intervention. Youth were randomly assigned to a mentoring group or a treatment-as-usual (TAU) group. The mentoring group received nine sessions of a structured career-mentoring program from students at a university. The TAU group received other programs provided by the court. Results at posttest indicated that the mentoring group exhibited more pro-social motivations for work, more realistic attitudes toward work, and more professional job interests than the TAU group. Persons in the mentoring group enjoyed their mentoring experience with their university student mentors. Results have implications for cost-effective programs for court-ordered youth at a crucial time in their development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Career decision‐making, career exploration behaviors, and self‐regulated learning

AbstractHelping individuals make a career decision is a key aim of career counseling. Determining how to encourage self‐regulated learning and behaviors needed to achieve this goal often underlies career interventions. The English version of the Career Exploration Behavior survey (CEB‐E) measures activities individuals engage in to learn about career options. The present study explored the psychometric properties of the CEB and its impact on various career outcomes. In the first study (N = 498), a good‐fitting second‐order factor model with four group‐level scales and loadings was retained as the best model. In the second study (N = 143), convergent validity and incremental validity of the CEB dimensions were explored through correlation and regression analyses. The CEB predicted commitment making, metacognitions, and vocational identity. Results suggest the CEB‐E is a psychometrically sound assessment of career exploration behaviors with potential utility for theory development, program evaluation, and monitoring client progress.

Research Trends in Career Interventions in Schools Based on Scopus from 1988-2022

This research is motivated by the absence of researchers examining career interventions in schools. The purpose of this study is to describe the evaluation of career intervention research in schools from 1988-2022. This study uses a type of content analysis. Manuscripts analyzed n = 33, all indexed by Scopus. The results of the content analysis showed, namely: 1) empirical research on career interventions in schools fluctuated from 1988 to 2022. The highest was in 2022 and 2021, namely n = 6 (18%); 2) the type of manuscript is dominated by, namely articles n = 30 (91%); 3) research design and methods used are dominated by quantitative n = 22 (67%); 4) the content of the career intervention area in schools is dominated by classroom/school interventions n = 16 (49%); 5) Journal publishers are dominated by Journal of Career Development n = 4. Further researchers can examine the field of online career intervention which is still little studied by researchers. In addition, it is recommended for future researchers to use a qualitative design to examine online career interventions.