Journal articles: 'Adolescent career development'

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Ferrari, Lea, Laura Nota, Donna E. Schultheiss, Graham B. Stead, and Brittan L. Davis. "Validation of the Childhood Career Development Scale Among Italian Middle School Students." Journal of Career Assessment 26, no. 4 (August 29, 2017): 732–48. http://dx.doi.org/10.1177/1069072717727483.

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During early adolescence, individuals engage in exploring educational opportunities, beginning to develop a career identity, contemplate future careers, and make tentative career decisions. Choices made during this period may have a strong effect on one’s academic and career future, and in many countries, young adolescents must make important and sometimes final academic and career choices that impact the rest of their lives. Despite this, research on early adolescence is severely lacking. To address this gap, a validation study of the Childhood Career Development Scale (CCDS) was conducted with a young adolescent Italian sample. Consistent with previous research with younger samples, support was found for an eight-factor structure of the CCDS. Convergent validity was supported by positive associations with exploration, students’ ideas, attitudes, and behaviors regarding their academic and career future and career self-efficacy. These findings support Super’s dimensional model of childhood career development through early adolescence as originally theorized.

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Rogers, Mary E., Peter A. Creed, and Anna Praskova. "Parent and Adolescent Perceptions of Adolescent Career Development Tasks and Vocational Identity." Journal of Career Development 45, no. 1 (September 11, 2016): 34–49. http://dx.doi.org/10.1177/0894845316667483.

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We surveyed Australian adolescents and parents to test differences and congruence in perceptions of adolescent career development tasks (career planning, exploration, certainty, and world-of-work knowledge) and vocational identity. We found that, for adolescents ( N = 415), career development tasks (not career exploration) explained 48% of the variance in vocational identity; for parents ( N = 415), this was 38% (not world-of-work knowledge). Parent perceptions of career development tasks did not explain additional variance in adolescent vocational identity. There were moderate correlations between adolescent and parent perceptions of career development tasks and vocational identity, suggesting meaningful, but not substantial, congruence of perceptions. The findings provide useful insights into the understanding of, and relationship between, parent and adolescent perceptions of adolescent career development tasks and vocational identity, which suggest avenues for interventions with adolescents and parents.

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Tsitsika, Artemis K., Eleni C. Tzavela, Eftychia Apostolidou, George Antonogeorgos, Irine-Ikbale Sakou, and Chryssa Bakoula. "The career aspirations of adolescents with eating disorders: an exploratory study and suggested links to adolescent self-concept development." International Journal of Adolescent Medicine and Health 26, no. 1 (February 1, 2014): 85–92. http://dx.doi.org/10.1515/ijamh-2012-0117.

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Abstract The health effects of eating disorders (EDs) in adolescence have been widely studied, but their impact on present adolescent psychosocial adjustment and development have been overseen. This study aimed to investigate the association between EDs and career aspirations in middle adolescence. The participants were 147 adolescents diagnosed with EDs. Participants reported on their future career aspirations, and these were coded according to the International Standard Classification of Education of 1997. Of the participants, 83 adolescents were followed up longitudinally, and their aspirations were reassessed and compared for stability across the two assessments. Moreover, participants’ career aspirations were compared to those of healthy (non-ED) best-friend controls. Health-related and social-behavioral science careers were chosen significantly more by adolescents with an ED as compared to their non-ED counterparts. For adolescents with an ED, career choices were consistent across reassessments. These findings suggest that adolescents with an ED gravitate toward careers associated with their pathology, namely, both facets of their mind-body pathology. This finding may indicate restricted identity development for adolescents with an ED. Suggestions for treatments protocols to include identity exploration are discussed.

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Turner, Sherri L., and Richard T. Lapan. "Native American Adolescent Career Development." Journal of Career Development 30, no. 2 (December 2003): 159–72. http://dx.doi.org/10.1177/089484530303000205.

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Ahmed, Samiah, and Alia Ahmed. "Career Onion: Peeling off the layers for Occupational Preferences and Career Aspirations." International Journal of Management Excellence 8, no. 3 (April 30, 2017): 1023–32. http://dx.doi.org/10.17722/ijme.v8i3.904.

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Vocational psychology carts away the vocational behavior regarding the occupational preferences of every individual, which commences at the period of adolescence. These occupational or vocational preferences are shaped or crystallized through career guidance and theories, which further help an adolescent to climb the career ladder towards achieving career aspirations and success. This research article, focuses mainly on five theories, self-concept development theory, valence-instrumentality-expectancy theory, theory of work adjustment , tournament theory and Maslow hierarchy of needs theory, which help the adolescents with the occupational preferences, assist in climbing the career ladder from growth stage to retirement stage, ultimately resulting in achieving career aspirations. Furthermore, researchers reveal the differences among these theories highlighting unique features of every theory in predicting occupational or career preferences. Researchers also draw the career onion, where every layer of the career onion depicts that every adolescent peels off each career layer (starting from the growth stage until he eventually peels off the last layer of the retirement age) to achieve career self-actualization.

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Penick, Nell I., and David A. Jepsen. "Family Functioning and Adolescent Career Development." Career Development Quarterly 40, no. 3 (March 1992): 208–22. http://dx.doi.org/10.1002/j.2161-0045.1992.tb00327.x.

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Savickas, Mark L. "Adolescent Career Development in Social Context." Career Development Quarterly 45, no. 4 (June 1997): 303–4. http://dx.doi.org/10.1002/j.2161-0045.1997.tb00535.x.

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Marciniak, Julian, Andreas Hirschi, Claire S. Johnston, and Madeleine Haenggli. "Measuring Career Preparedness Among Adolescents: Development and Validation of the Career Resources Questionnaire—Adolescent Version." Journal of Career Assessment 29, no. 1 (July 31, 2020): 164–80. http://dx.doi.org/10.1177/1069072720943838.

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Adolescents need to develop career preparedness to successfully transition from school to work. Many factors represent career preparedness, which are difficult to measure comprehensively and economically. We used a career resources framework to assess key aspects of career preparedness among in-school adolescents, and adapted and validated the Career Resources Questionnaire. The questionnaire assesses 12 distinct aspects of career preparedness (i.e., occupational expertise, labor market knowledge, soft skills, career involvement, career confidence, career clarity, social support from school, family, and friends, networking, career exploration, and self-exploration). We demonstrate the reliability, factor structure, and validity evidences based on internal structure and relations with other variables of the new measure among two samples ( N1 = 186; N2 = 1,004). In sum, the study indicates that the assessment can be used by researchers and practitioners to reliably and economically assess several key indicators of career preparedness.

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Biller, Ernest F. "Career Development of the Learning Disabled Adolescent." Career Development for Exceptional Individuals 8, no. 1 (April 1985): 17–22. http://dx.doi.org/10.1177/088572888500800103.

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Ikonen, Kirsi, Anni Hirvonen, Risto Leinonen, Mikko H. P. Kesonen, Jesse Hietala, Pekka Hirvonen, and Mervi Asikainen. "Gender and the STEM Fields in Education- and Career-Related Discussions between Finnish Parents and their Adolescent Children." Journal of Research in STEM Education 6, no. 2 (December 31, 2020): 115–37. http://dx.doi.org/10.51355/jstem.2020.93.

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Occupational gender segregation in Finland is high and persistent in the fields of science, technology, engineering, and mathematics. Previous research has concluded that, rather than differences in aptitude, gendered educational and vocational choices originate from more complex system of attitudes, self-concepts, motivations and both direct and indirect social influences, all of which shape young people’s future goals. In the sphere of social influences on career choice, parents play a special role in adolescents’ education and career exploration. This study explores two interrelated areas: firstly, the ideas expressed by Finnish adolescent children’s parents about the role of gender in education and career choices, and secondly, parent-child discussions about such ideas, especially with regard to STEM career pathways. The research data (N=103) was collected by means of an online survey. Almost half of the parents reported having had discussions about STEM careers with their children. Problematically, many parents considered that they had too little information about these careers. Our results indicate that mothers are more aware of the societal and individual consequences of occupational gender segregation than fathers are. The results also suggest that parents should be provided with up-to-date information on STEM careers and on the consequences of occupational gender segregation in order to enhance parents’ readiness to support their children in their future exploration of education and careers. Greater collaboration between homes, career counseling, teachers and relevant organizations concerned with the economic world, working life and entrepreneurship would be beneficial in promoting awareness of these aspects during adolescents’ career development.

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Carpentier, Julie, Benoit Leclerc, and Jean Proulx. "Juvenile Sexual Offenders." Criminal Justice and Behavior 38, no. 8 (June 1, 2011): 854–73. http://dx.doi.org/10.1177/0093854811407730.

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The aim of the study was to identify the factors associated with age of onset of sexual aggression, and variety and desistance of criminal activity, among adolescent sexual aggressors. The sample consisted of 351 adolescents ( M age = 15.8 years, SD = 1.8) who were assessed in an outpatient psychiatric clinic between 1992 and 2002. Recidivism data were collected after a mean follow-up period of 8 years. Hierarchical logistic regression analyses demonstrated that some variables related to childhood and adolescent development discriminated among participants who went on to follow different criminal activity trajectories. Indices of early antisocial behaviors (aggressive behavior, antisocial traits) were associated with early activation of a pattern of sexual offending as well as a polymorphic criminal career in adolescence. Findings supported previous research indicating that most adolescent sexual offenders who persist in a criminal career commit a variety of offenses and do not specialize in sexual crimes.

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Šimunović, Mara, Iva Šverko, and Toni Babarović. "Parental career-specific behaviours and adolescent career adaptability." Journal of the National Institute for Career Education and Counselling 45, no. 1 (October 1, 2020): 41–50. http://dx.doi.org/10.20856/jnicec.4506.

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Parents are a major influence on adolescents' career development. However, past studies have mostly explored general rather than career-specific parenting aspects. According to Dietrich and Kracke (2009) parental support, parental interference, and lack of parental career engagement are basic dimensions of career-specific parental behaviours. This study examined the relationship between these parental behaviours and career adaptability in a sample of high school students (N = 197; Mage = 16.79). The data were collected in a group online testing. Student career adaptability was measured with the Career Adapt-Abilities Scale (Savickas & Porfeli, 2012) and parental career-specific behaviours were measured by the scale developed by Dietrich and Kracke (2009). Parental support emerged as the most important positive predictor of career adaptability since it predicted both global career adaptability and separate dimensions. Parental interference negatively predicted career control, career confidence, and overall career adaptability but only when parents' career engagement was higher. The results point out that in understanding parental influences in students' career development it is important to consider different parenting practices and also examine separate students' career adaptability resources. Parents should be helped to recognise their career-related parenting practices and to understand the potential of these behaviours in facilitating their children's career adaptability. Special counselling interventions should be provided for students who perceive that their parents are not providing enough career-related support.

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M. R., Othman, Mohammad Roose, A.R., Abdullah S., Abdul Majid, N. N., Mohd Razali I. S., and Wan Husin W.N.I. "Use of Adolescent Problems and Risk Behaviours Inventory (IPERI) to Predict the Influence of Personal Problems on Risky Behaviour among Adolescent in Sarawak, Malaysia." Journal of Cognitive Sciences and Human Development 4, no. 1 (November 1, 2018): 35–40. http://dx.doi.org/10.33736/jcshd.1060.2018.

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This study explores the use of Adolescent Problems and Risk Behaviours Inventory (IPERI)to predict the relationship of personal problems on risky behaviour among adolescence aged14 to 17. The objective of this research is to analyse the influence of personal problems suchas study problems, family support, financial problems, career indecision, peer influence,spiritual management and health condition on the development of risky behaviours amongadolescents. The risky behaviours comprise of eight (8) behaviours which include disciplineproblems, physical bulling, suicidal thoughts, free sex, tobacco consumption, alcohol abuse,drug abuse and media influence. A survey using Adolescent Problems and Risk BehavioursInventory (IPERI) is administered to three hundred and seventy-nine (379) respondents, agebetween 14 to 17. The analysis of Pearson Correlation Coefficient and Standard MultipleRegression showed the existence of significance between all the problem variables, studyproblems (r = .316), family support (r = .256), financial problems (r = .240), health condition(r = .134), peer influence (r = .189), career indecision (r = .185) and spiritual management(r = .242), with the risky behaviour variables. This research contributes to the profilingof adolescents’ risky behaviours which can guide the development of interventions in tacklingadolescent’s risky behaviours. Keywords: Personal problem; risky behavior; adolescent; spiritual; sexual

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Hughes, Cathy, and Trang Thomas. "The Family's Influence on Adolescent and Young Adult Career Development: Theory, Research and Practice." Australian Journal of Career Development 12, no. 2 (July 2003): 38–46. http://dx.doi.org/10.1177/103841620301200206.

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A large volume of research has been stimulated by theories that acknowledge the influence of family characteristics on career development. Family background and family processes are two dimensions on which the family influences career development. This paper discusses the influence of family processes on adolescent and young adult career development. Two career development theories that acknowledge the influence of family process factors on career development are described, followed by a review of studies that have investigated relationships between a broad range of family process variables and various aspects of adolescent-young adult career development. Finally, a range of career counselling and career education interventions to assist career counsellors and career education professionals to integrate theory, research and practice are described and critiqued.

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Barto, Heather, Simone Lambert, and Pamelia Brott. "Career Adaptability, Resiliency and Perceived Obstacles to Career Development of Adolescent Mothers." Professional Counselor 5, no. 1 (February 2015): 53–66. http://dx.doi.org/10.15241/hb.5.1.53.

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Turner, Sherri, and Richard T. Lapan. "Career Self-Efficacy and Perceptions of Parent Support in Adolescent Career Development." Career Development Quarterly 51, no. 1 (September 2002): 44–55. http://dx.doi.org/10.1002/j.2161-0045.2002.tb00591.x.

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Middleton, Eric B., and Teri A. Loughead. "Parental influence on career development: An integrative framework for adolescent career counseling." Journal of Career Development 19, no. 3 (March 1993): 161–73. http://dx.doi.org/10.1007/bf01353275.

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Martaningsih, Sri Tutur. "Evaluation Of Career Guidance Program In Vocational High School." SHS Web of Conferences 42 (2018): 00093. http://dx.doi.org/10.1051/shsconf/20184200093.

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Career success is the achievement and self-actualization of the individual in his chosen career path. Understanding self-potentials and self-weaknesses, choice suitability, readiness and decisions, and understanding career development are expected to support individual career success. Facilitating the preparation of individual career development needs to be pursued for individual careers optimal development to benefit themselves and many others. Vocational high school students armed with relevant job competences, prepared for working after graduation. On the other hand, vocational high school graduates are still in their adolescent age with the development stage of search for identity, not yet thinking about career, so they needed more intensive career insight briefing through career guidance. Career guidance in vocational high school should be able to build students’ career readiness, and the maturity in their adolescent age which is relatively unstable in their socio-emotional. This review of career guidance program evaluation is conducted qualitatively through surveys, interviews and leiterature studies to provide an overview of evaluation program and its relevance to the necessity. Understanding the quality, weaknesses, obstacles to service implementation, and potential utilization are expected to improve career guidance effectiveness services in vocational high school. An evaluation on the overall career guidance program, will provide feedback for ongoing improvement. Various evaluation models are available, it needs to be selected about the relevance to the career counseling program characteristics, so that evaluation feedback is more optimal.

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Lai, Chih-Pin, Huey-Hong Hsieh, Chia-Ming Chang, and Fu-Te Ni. "The Role of Psychological Capital in Athletic Performance and Career Development of Adolescent Baseball Players in Taiwan." Sustainability 12, no. 18 (September 16, 2020): 7652. http://dx.doi.org/10.3390/su12187652.

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Although many baseball players dream of playing professionally, intense training together with psychological pressure and injuries may increase athletes’ burnout and may lead athletes to quit and pursue alternate careers. Therefore, it is important for athletes to manage their mental toughness on their career paths. Findings from previous psychological capital (PsyCap) studies suggested that PsyCap had a positive influence on stress reduction. Therefore, this study examined PsyCap’s effects on athletes’ performance and career development, particularly under stress. We hope the findings can provide useful suggestions for athletes and coaches. To explore the relationships of PsyCap with athletic performance and career development, a structured questionnaire was distributed to 800 baseball players enrolled in middle and high schools in Taiwan with a valid return rate of 80.9%. Confirmatory factor analysis was used to verify the relationships among PsyCap, performance, and career development. The findings showed that PsyCap had significant influence on both athletic performance and career development of the study subjects. Based on our findings, implications for baseball players and coaches as well as suggestions for future research are discussed.

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Cripps, Ashley J., Luke S. Hopper, and Christopher Joyce. "Can coaches predict long-term career attainment outcomes in adolescent athletes?" International Journal of Sports Science & Coaching 14, no. 3 (June 2019): 324–28. http://dx.doi.org/10.1177/1747954119848418.

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Coaches’ subjective perceptions of an athlete's career potential play an important role in the identification and subsequent selection of talented adolescents into or out of development pathways. However, evidence suggests that these perceptions may be biased by variations in athlete maturity. The primary aim of this study was to examine the predictive accuracy of development pathway coaches’ perceptions when tasked with identifying adolescent athlete’s long-term potential within the Australian Football talent pathway. A secondary aim was to explore if the maturational status of adolescent athletes influenced the accuracy of coaches’ long-term career attainment predictions. This observational study initially recruited adolescent athletes (n = 264) and their coaches (n = 9) from teams involved in a state-based Australian Football competition. At the initial testing sessions, estimates for biological maturity were undertaken for all athletes and coaches were asked to rate the perceived long-term career attainment potential of their athletes via a questionnaire. Four years after this initial questionnaire, the research team retrospectively examined each athlete’s highest level of competition attained. Coaches correctly predicted the level of career attainment for 63% of athletes, demonstrating a fair level of agreement (κ = 0.25, 95% CI = −0.16–0.35, p < 0.001) between coach perception and actual career progression outcomes. The coaches’ greatest level of predictive accuracy was for late maturing athletes (79% accuracy), while the poorest was for the early maturing athletes (52% accuracy). The findings of this study highlight the complexity associated with correctly identifying athletes with long-term performance potential at early stages of development pathways.

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Bounds, Patrice S. "Contextual Factors Related to African American Adolescent Career Development." Career Development Quarterly 65, no. 2 (June 2017): 131–44. http://dx.doi.org/10.1002/cdq.12087.

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Stern, Marilyn, Sloan L. Norman, and Michael A. Zevon. "Career development of adolescent cancer patients: A comparative analysis." Journal of Counseling Psychology 38, no. 4 (1991): 431–39. http://dx.doi.org/10.1037/0022-0167.38.4.431.

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Sawitri, Dian R., and Peter A. Creed. "Collectivism and Perceived Congruence With Parents as Antecedents to Career Aspirations." Journal of Career Development 44, no. 6 (September 14, 2016): 530–43. http://dx.doi.org/10.1177/0894845316668576.

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Cultural orientation and perceived career congruence with parents are potentially important influences on adolescent career development in collectivist contexts, but few studies have integrated these variables in a social cognitive-based model. We surveyed 337 Grade 10 students (53% girls, mean age = 15.9 years) from Central Java, Indonesia, and examined a model that consisted of vertical collectivism (VC) and horizontal collectivism (HC), perceived congruence with parents, self-efficacy, and career aspirations. After controlling for socioeconomic status and school achievement, HC was more strongly associated with perceived congruence with parents than VC, and VC and HC were indirectly associated with aspirations via congruence and self-efficacy. These two patterns of collectivism were directly and indirectly associated with self-efficacy via congruence, and perceived congruence was indirectly associated with aspirations via self-efficacy. This study underlined the effects of VC, HC, and perceived adolescent–parent career congruence on career decision-making self-efficacy and aspirations of adolescents from a collectivistic country.

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Ulrich, Angela, Kerstin Helker, and Katharina Losekamm. "“What Can I Be When I Grow Up?”—The Influence of Own and Others’ Career Expectations on Adolescents’ Perception of Stress in Their Career Orientation Phase." Sustainability 13, no. 2 (January 18, 2021): 912. http://dx.doi.org/10.3390/su13020912.

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The future that adolescents are growing up to live and work in becomes increasingly complex and vague, making job choice a moving target. Thus, adolescents develop and are confronted with a number of different options for what job they wish to take up and have to balance their own and their social environment’s job aspirations for them. Prior research has suggested including more dynamic approaches to understanding career choice and counseling. In this research, we therefore draw on the possible selves approach and aim at understanding how far imbalance between adolescents’ own and their social environments’ expectations for their vocational future will cause stress. In an online mixed-methods study, 163 adolescent participants, aged 14–22, reported their own and their parents’, teachers’, and friends’ emotions, future orientation, and perceived stress regarding the career choice. Results showed a variety of expectations for future careers held by participants and their social environment, as well as emotions regarding these expectations. Positive deactivating emotions (satisfaction and relief) negatively predicted adolescents’ stress and strain and the older and closer to final job choice participants were, the more they reported stress and strain. These findings suggest including adolescents’ social environment in the career choice process.

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Moon, Chanju, Youngsun Lee, Jiyeong Lee, and Dongwook Jeong. "The Impact of Adolescent-Parent Career Congruence on Student Learning Experiences and Career Development." Asian Journal of Education 20, no. 3 (September 30, 2019): 617–45. http://dx.doi.org/10.15753/aje.2019.09.20.3.617.

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Marciniak, Julian, Claire Johnston, and Madeleine Haenggli. "Development and Validation of the Career Resources Questionnaire – Adolescent Version." Academy of Management Proceedings 2020, no. 1 (August 2020): 17054. http://dx.doi.org/10.5465/ambpp.2020.17054abstract.

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Felsman, Debra E., and David L. Blustein. "The Role of Peer Relatedness in Late Adolescent Career Development." Journal of Vocational Behavior 54, no. 2 (April 1999): 279–95. http://dx.doi.org/10.1006/jvbe.1998.1664.

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Marshall, Sheila K., Richard A. Young, Alison Stevens, Wayne Spence, Stewart Deyell, Adam Easterbrook, and Martin Brokenleg. "Adolescent Career Development in Urban-Residing Aboriginal Families in Canada." Career Development Quarterly 59, no. 6 (December 2011): 539–58. http://dx.doi.org/10.1002/j.2161-0045.2011.tb00975.x.

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Wallace-Broscious, Anne, Felicisima C. Serafica, and Samuel H. Osipow. "Adolescent Career Development: Relationships to Self-Concept and Identity Status." Journal of Research on Adolescence 4, no. 1 (January 1994): 127–49. http://dx.doi.org/10.1207/s15327795jra0401_7.

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Flores, Lisa Y., and Karen M. O'Brien. "The career development of Mexican American adolescent women: A test of social cognitive career theory." Journal of Counseling Psychology 49, no. 1 (2002): 14–27. http://dx.doi.org/10.1037/0022-0167.49.1.14.

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Zammitti, Andrea, Paola Magnano, and Giuseppe Santisi. "“Work and Surroundings”: A Training to Enhance Career Curiosity, Self-Efficacy, and the Perception of Work and Decent Work in Adolescents." Sustainability 12, no. 16 (August 11, 2020): 6473. http://dx.doi.org/10.3390/su12166473.

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The development of professional identity starts with childhood. In adolescence, individuals should have appropriate resources to make choices; high levels of self-efficacy and professional curiosity, as well as better representations of the concept of work and decent work, could support adolescents in their planning of the future. For this reason, we developed a training aimed at providing adolescents with resources of professional curiosity and self-efficacy, which would also increase their representation of the concepts of work and decent work. A longitudinal study compared a control group (n = 80) with an experimental group (n = 80). The second group participated in mainly qualitative career counseling activities and showed an improvement in the levels of professional curiosity and self-efficacy; moreover, after the training, the experimental group showed a better representation of work and decent work. Consequently, the training managed to improve the dimensions set out above. The results show that career counseling activities can help increase adolescent resources and increase their chances of finding a qualitatively good job.

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Metheny, Jennifer, Ellen Hawley McWhirter, and Maya Elin O'Neil. "Measuring Perceived Teacher Support and Its Influence on Adolescent Career Development." Journal of Career Assessment 16, no. 2 (May 2008): 218–37. http://dx.doi.org/10.1177/1069072707313198.

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Wuermli, Alice J., Hirokazu Yoshikawa, and Paul D. Hastings. "A bioecocultural approach to supporting adolescent mothers and their young children in conflict-affected contexts." Development and Psychopathology 33, no. 2 (February 1, 2021): 714–26. http://dx.doi.org/10.1017/s095457942000156x.

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AbstractAn estimated 12 million girls aged 15–19 years, and 777,000 girls younger than 15 give birth globally each year. Contexts of war and displacement increase the likelihood of early marriage and childbearing. Given the developmentally sensitive periods of early childhood and adolescence, adolescent motherhood in conflict-affected contexts may put a family at risk intergenerationally. We propose that the specifics of normative neuroendocrine development during adolescence, including increased sensitivity to stress, pose additional risks to adolescent girls and their young children in the face of war and displacement, with potential lifelong consequences for health and development. This paper proposes a developmental, dual-generational framework for research and policies to better understand and address the needs of adolescent mothers and their small children. We draw from the literature on developmental stress physiology, adolescent parenthood in contexts of war and displacement internationally, and developmental cultural neurobiology. We also identify culturally meaningful sources of resilience and provide a review of the existing literature on interventions supporting adolescent mothers and their offspring. We aim to honor Edward Zigler's groundbreaking life and career by integrating basic developmental science with applied intervention and policy.

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Hirschi, Andreas. "Positive Adolescent Career Development: The Role of Intrinsic and Extrinsic Work Values." Career Development Quarterly 58, no. 3 (March 2010): 276–87. http://dx.doi.org/10.1002/j.2161-0045.2010.tb00193.x.

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Ries, Francis. "El autoconcepto físico en adolescentes sevillanos en función del sexo y de la evolución de la carrera deportivo (Physical self-concept in adolescents from Seville in relation with gender and the evolution of sport career)." Retos, no. 19 (March 9, 2015): 38–42. http://dx.doi.org/10.47197/retos.v0i19.34635.

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El objetivo del presente estudio ha sido examinar las capacidades físicas y el atractivo físico en deportistas de Sevilla y si estas percepciones varían en función del sexo y de la evolución de la carrera deportiva. 90 adolescentes de 12 a 18 años (50 chicas y 40 chicos) completaron una adaptación al castellano del Physical Self Description Questionnaire (Marsh, Richards, Johnson, Roche y Tremaye, 1994; Tomás, 1998) así como una escala para recoger el atractivo físico percibido (Alfermann, Saborowski y Würth, 1997). Los resultados muestran que los varones tienen un autoconcepto físico más positivo que las mujeres. No se encontró ninguna relación de las variables con el nivel de rendimiento deportivo. La encuesta de seguimiento, un año más tarde, señala un aumento en algunos subdominios del autoconcepto en función de una evolución positiva de la carrera deportiva. En este estudio los cambios físicos relacionados con la maduración en la adolescencia parecen no tener tanta influencia en la percepción del propio cuerpo como se han reportado en otros trabajos. Palabra clave: autoconcepto físico, deportistas, carrera deportiva, adolescencia.Abstract: The aim of this study was to examine the physical capacities and the physical attractiveness of Seville adolescent athletes and whether these perceptions vary by gender and sport career development. 90 adolescents from 12 to 18 years (50 girls and 40 boys) completed a Spanish adaptation of the Physical Self Description Questionnaire (Marsh, Richards, Johnson, Roche y Tremaye, 1994; Tomás, 1998) and a scale to collect physical attractiveness perceived (Alfermann, Saborowski y Würth, 1997). The results show that males have a more positive physical self-concept than females. There were no relationships of the variables with the level of sports performance. The follow-up survey, one year later, noted an increase in some subdomains of self-concept in terms of positive developments in the sport career. In this study the physical changes associated with maturation in adolescence seem to have fewer influences on the perception of the body as it has been reported in other studies.Key words: physical self-concept, athletes, sport career, adolescence.

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Collins, Penelope, Tamara Powell Tate, and Mark Warschauer. "Technology as a Lever for Adolescent Writing." Policy Insights from the Behavioral and Brain Sciences 6, no. 2 (June 17, 2019): 194–201. http://dx.doi.org/10.1177/2372732219836440.

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Despite needing this critical skill for college and career readiness, American adolescents are struggling to develop effective writing. In today’s schools and workplaces, much of that writing uses digital tools. Integrating technology in secondary schools can help improve adolescent writing within initiatives focused on the pedagogy of writing. These initiatives would provide teachers with technical support so they may focus on instruction. Professional development would emphasize how to leverage digital tools to deliver evidence-based writing instruction. Students gain most when provided systematic, explicit instruction in scientifically based strategies for writing and the writing process, as well as how to make effective use of digital tools as part of the writing process.

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Hughes, Cathy, and Trang Thomas. "Individualism and Collectivism: A Framework for Examining Career Programs through a Cultural Lens." Australian Journal of Career Development 14, no. 1 (April 2005): 41–50. http://dx.doi.org/10.1177/103841620501400107.

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Cultural diversity and the cultural context of adolescent career development are explored through the lens of the cultural syndromes of individualism and collectivism. The individualist cultural value orientation of some of the main theoretical perspectives that underpin career education and counselling practice in schools is highlighted. In particular; the self-concept and career maturity segments of Super's (1990) lifespan, lifespace theory, career interests, career decision making and the career counselling process are examined with reference to the cultural syndromes of individualism and collectivism. Also discussed is the potential inappropriateness of theoretical perspectives that reflect an individualist cultural value orientation for the career development of all students. Finally, Leong and Serafica's (2001) cultural accommodation approach to enhancing the cultural relevance of existing career theories and models is outlined. Some examples of strategies are presented that might fill cultural gaps, which may exist in career education and counselling practices in schools.

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Xu, Huixuan, and John Chi-Kin Lee. "Exploring the Contextual Influences on Adolescent Career Identity Formation: A Qualitative Study of Hong Kong Secondary Students." Journal of Career Development 46, no. 3 (November 6, 2017): 219–34. http://dx.doi.org/10.1177/0894845317737380.

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This paper draws on Marcia and Porfeli’s identity status models to examine the relationship between adolescent career identity formation and its contextual aspects. Focus group interviews were conducted with 26 students at two Hong Kong senior secondary schools. It was found that most participants exhibited the career identity statuses of achievement, searching moratorium, or moratorium towards the end of school. Influences that were identified from family, school, and social culture varied across individuals with different career identity statuses. By reporting the findings from an East Asian school setting, the paper provides theoretical and practical implications for career development for senior secondary school students.

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이정하 and Hyeon-Hee Jeong. "Development of Career Exploration Group Art Therapy Program for Adolescent with Mental Retardation." Korean Journal of Art Therapy 22, no. 2 (March 2015): 339–61. http://dx.doi.org/10.35594/kata.2015.22.2.004.

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Langram, Cecilia M. "Adolescent Voices—Who's Listening?" Journal of Secondary Gifted Education 8, no. 4 (May 1997): 189–99. http://dx.doi.org/10.1177/1932202x9700800405.

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Historically, the psychosocial development of minority gifted students has received little attention. The purpose of this study was to assess how gifted, low income, minority eighth grade students self reported on various psychosocial dimensions while attending a three-year high school preparatory program. Locus of control, peer relations, leadership, and community orientation emerged as dominant themes. Subjects consisted initially of 44 African American, Filipino, and Hispanic students (of which 24 were eventually interviewed). Both questionnaires and targeted one-on-one interviews were used. Responses differed between genders, with females showing more external locus of control, fragmented peer relations, decreased sense of community, and heightened career aspirations. The role of school climate is discussed in terms of adolescent adjustment.

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Cripps, Ashley J., Harry G. Banyard, Carl T. Woods, Christopher Joyce, and Luke S. Hopper. "Does the longitudinal development of physical and anthropometric characteristics associate with professional career attainment in adolescent Australian footballers?" International Journal of Sports Science & Coaching 15, no. 4 (May 25, 2020): 506–11. http://dx.doi.org/10.1177/1747954120927117.

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This study sought to longitudinally and retrospectively determine the relationship between professional career attainment and the development of anthropometric and physical qualities in junior Australian footballers. Eighty adolescent male Australian footballers from a single state academy previously selected onto an under 16 s talent development squad were classified by career attainment (professional team selection; n = 17 and non-selected; n = 63). Physical and anthropometric tests were conducted at the end of preseason during participation in under 16 and under 18 competitions. Tests included standing height, mass, stationary countermovement jumps, dynamic vertical jumps, 20-m sprints, agility and 20 m multistage fitness test. Both groups significantly improved all performance measures between the under 16 and under 18 levels. Athletes selected onto a professional team possessed significantly quicker 20-m sprint outcomes than non-selected athletes at both under 16 and under 18 levels, highlighting the importance of this physical capacity within talent development programmes. Binary logistic regression was unable to predict an effect of any measures on career attainment. An inability of the binary logistic regression to identify qualities predictive of long-term career success likely highlights limitations associated with utilising unidimensional models of assessment in talent identification practices. As such, development coaches and sport scientists should be aware that while physical capacities play a role in career attainment outcomes, other factors, such as tactical understanding and technical skill are also likely to be impactful.

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Lee, Yeong Gwang. "The Mediating Effect of Adolescent-Parent Career Congruence in the Relationship of Career Development Competency and Parents’ Career Monitoring of the Middle School Students." Journal of Career Education Research 33, no. 2 (June 30, 2020): 23–47. http://dx.doi.org/10.32341/jcer.2020.6.33.2.23.

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David, Rute, José Tomás da Silva, and Maria Paula Paixão. "Perceived teacher support on children and adolescent career development: validation of a rating scale." Psychologica 2, no. 59 (2016): 83–99. http://dx.doi.org/10.14195/1647-8606_59_2_5.

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Wijayanti, Wahyuni, and Sinta Saraswati. "KONSELING KELOMPOK TEKNIK PROBLEM SOLVING UNTUK MENINGKATKAN KEMATANGAN ARAH PILIHAN KARIR SISWA." JURNAL EDUKASI: Jurnal Bimbingan Konseling 6, no. 2 (December 29, 2020): 164. http://dx.doi.org/10.22373/je.v6i2.6752.

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Vocational High School, students are students who are vulnerable at the age of 15-18 years, and are at the stage of adolescent development. One of the tasks of adolescent development is the choice and preparation of a career or job. This developmental task is considered important, especially in vocational students who are prepared as graduates ready for work, so that vocational students are very important to have career preparation maturity, but in reality the open unemployment rate of vocational students is more dominates compared to other education level students. The purpose of this study is to provide group problem solving techniques to improve the maturity of the career choices of students. this type of research uses pre experimental design with one group pre-test and post-test research design with a sample of 30 students taken using purposive sampling technique, the data collection tool in this study uses a psychological scale and then analyzed using Wilcoxon analysis techniques. In the analysis, it is known that Asymp.sig (2 tailed) is worth 0.005. Asymp.sig value of 0.008 is smaller than 0.05, it can be concluded that the research hypothesis is accepted. The implication for teacher guidance and counseling is to be an alternative reference in providing group guidance services to help students in career selection.

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Barto, Heather H., Simone F. Lambert, and Pamelia E. Brott. "The Career Development of Adolescent Mothers: A Review of 25 Years of Professional Literature." Journal of Employment Counseling 52, no. 2 (June 2015): 65–76. http://dx.doi.org/10.1002/joec.12005.

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Dangoy, Julde E., and Dennis V. Madrigal. "Career Preferences and Factors Influencing the Career Choice of Senior High Students of a Catholic School." Philippine Social Science Journal 3, no. 2 (November 15, 2020): 95–96. http://dx.doi.org/10.52006/main.v3i2.235.

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The adolescent stage is considered one of the challenging stages in human development. A stage where a student is planning and preparing himself in a role, he would like to take part in the community by taking his desired course or job to uplift his dignity as a person. Career decision making is undoubtedly one of the most difficult and challenging in any students' life. As students continue to college, wisely choosing a career greatly impacts their future career life. For some instances, changing courses could be a cause of having the wrong decision in choosing a career that could lead to a waste of time, resources, and career frustration. Hence, the paper assessed the degree of career preferences and the extent of factors influencing the career choices of senior high school students in a Catholic School in Antique during the school year 2019-2020. Likewise, it compared the students 'career preferences and factors influencing career choices in terms of their demographics. Also, it correlated career preferences and the influence of factors in career choices.

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Evans, Glen T., and Millicent E. Poole. "Adolescent Concerns: A Classification for Life Skill Areas." Australian Journal of Education 31, no. 1 (April 1987): 55–72. http://dx.doi.org/10.1177/000494418703100104.

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A brief review and theoretical analysis of issues involved in education for life skills was used to propose ways in which to extend work which has been done in identifying major life skills about which adolescents express concern. Using interviews, essays and questionnaires as assessment procedures, two studies were designed to explore concerns, knowledge, skills, needs and attributed sources of learning in these areas. The results suggested a taxonomy of perceived concerns and knowledge, in which social relationships, personal development and career skills were central.

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Vasoula, Georgallidou, and Dimitriou Loucia. "Career Decision-Making Profiles of Adolescents in Cyprus." European Journal of Teaching and Education 2, no. 1 (March 29, 2020): 138–47. http://dx.doi.org/10.33422/ejte.v2i1.183.

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The purpose of the present study is to examine the career decision-making profile of the adolescent students of the public high schools of Cyprus by applying the Career Decision-Making Profiles (CDMP) questionnaire of Gati, Landman, Davidovitch, Peretz-Asulin, & Gadassi (2010). The development of the CDMP suggests that an individual’s career decision making process can be better described by a multidimensional profile instead of a single decision-making style or a dominant characteristic. Using the data of 421 students, who were about to make a career choice, the results of the survey revealed eight dimensions for the Greek-Cypriot version of CDMP scale. The findings construct a multidimensional profile characterization of an individual’s career decision making processes: (1) “Information gathering and processing-Effort invested in the process”, (2) “Desire to please others-Dependence on others”, (3) “Speed of making the final decision”, (4) “Consulting with others”, (5) “Aspiration for an ideal occupation”, (6) “Locus of control”, (7) “Willingness to compromise”, (8) “Procrastination”. Using the T-test, we will discuss significant gender differences in the eight dimensions of the CDMP.

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Hyeyon Seon and Kim Kay-Hyon. "Analysis of Research in the Influence of Parents on the Adolescent Career Choice and Development." Korea Journal of Counseling 8, no. 4 (December 2007): 1467–83. http://dx.doi.org/10.15703/kjc.8.4.200712.1467.

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O'Brien, Karen M. "The Influence of Psychological Separation and Parental Attachment on the Career Development of Adolescent Women." Journal of Vocational Behavior 48, no. 3 (June 1996): 257–74. http://dx.doi.org/10.1006/jvbe.1996.0024.

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Journal articles on the topic 'Adolescent career development'

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