Relevant bibliographies by topics / Career counseling / Dissertations / Theses
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Dissertations / Theses on the topic 'Career counseling'

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Published: 4 June 2021
Last updated: 22 February 2023

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1

Rowe, Kirk (Kirk Lee). "Career Counseling with Academically Talented Students." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278574/.

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Academically talented college students have unique development needs that often go unmet. One area that is currently attracting more attention in the academically talented literature is career counseling. The purpose of the present study was to compare the effectiveness of individual and group career counseling interventions. Subjects included 54 students from a special Texas program that provides the opportunity for gifted students to attend college during their final two years of high school. One instrument used assessed identity, confidence, career goals, and professional identity. The second instrument evaluated whether the subjects had recently discussed career concerns, were seeing a vocational counselor, or seeking career information. A pre-test was followed by group or individual intervention, and a post-test was conducted two months later. Results indicated an overall decrease on the instrument assessing professional identity and career goals. This study revealed no difference in effectiveness between group or individual interventions. Further research in this area is necessary to develop and refine the most effective career counseling interventions for the academically talented student.
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2

Pusateri, Cassandra G. "The Career Path Tournament." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3161.

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3

Pusateri, Cassandra G. "The Career Path Tournament." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3162.

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4

Villares, Elizabeth. "A career counseling unit for teenage girls." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006624.

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5

Schofield, Emily G. "The Effects of Life Design Career Counseling on Public Relations Students' Self-Efficacy and Career Indecision." Ohio Dominican University Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1512772740616518.

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6

Severy, Lisa Ellen. "What's my story? narrative intervention in career counseling /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0013422.

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7

Knutsäter, Mikaela, and Emina Adzomerovic. "Digital karriärvägledning - Anpassningen av karriärvägledning i ett digitalt samhälle." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27422.

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The aim of this study was to look at how digital career counseling works in Sweden and if it needs to evolve. The digital and global world we live in today calls for a change in approach, this includes career counseling. Because of Covid-19 more schools and workplaces have had to implement digital solutions. Two questions were chosen:•What advantages and disadvantages can be found with the implementation of digital career counseling?•What can career counselors do to create an appropriate environment and good relationships with the clients in a digital context?Theories taken into account are communication, context, career counseling models, the professional dialogue, the career counselor’s skills and the possibility of anonymity. The method was a qualitative one, with semi-structured interviews for which the respondents was selected based on expertise and knowledge. The result showed that there was no big difference between career counseling in a traditional context compared to a digital one. The difference lied in making sure the technology works and knowing that the non-verbal communication might deteriorate. The main differences was managing the technology, controlling the environment seen through the camera, and awareness that the non-verbal communication might deteriorate. Another discovery was that anonymity in the form of having the choice of turning on the camera was a positive thing, where people open up easier.
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8

Harper, Robert T. "Career development : expectations and outcomes of career counseling provided to currently employed workers." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/832985.

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Responses of employees completing a career counseling program (n = 95) were collected to answer research questions about participant expectations and outcomes of the counseling program. The career counseling program was provided to management and non-management employees throughout the state of Indiana by an Indiana based communication company. During the first year, 202 employees completed the career counseling program. These employees were mailed a 19 item, researcher developed, survey instrument. The reported data were collected from 95 surveys (47%) that were returned.The purpose of the career counseling program was to assist current employees of the organization in establishing career and educational goals to better cope with a changing work environment. Research questions studied were (1) In what ways did the career counseling program help shape the career plans and goals of the participating employees, (2) In what ways were employees who completed career counseling making observable progress toward exploring and implementing career goals, (3) In what ways did career counseling successfully meet the initial counseling objectives of the participants, and (4) In what ways did the career counseling program meet the original expectations of the sponsoring organization.Response data indicated that meeting with trained career counselors and reviewing a LIFEPLAN career assessment instrument ranked as the top two activities helping to shape career plans and goals of program participants. Observable progress toward established goals was reported by 95% of the counseling participants enrolling in some type of educational program after completing the counseling program. Successful accomplishment of initial counseling objectives of the participants was reported by 73% of the counseling participants. They reported increased confidence in their career decisions and in their actions as a result of participating in the counseling program.Evidence from the data indicated that an individual meeting with a trained career counselor was the most often reported counseling activity assisting employees to better understand their career and educational goals. Data also indicated the career counseling program was meeting many of the initial counseling expectations reported by participating employees.Questions to be reviewed in future career counseling programs for employees are also presented.
Department of Educational Leadership
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9

Gilliam, Kimberly A. "Effects of Professional Socialization Factors on Career Counseling Self-Efficacy and Interest." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353088238.

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10

Johnson, Berill McGregor. "Gender differences in the career experiences of counseling psychologists." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/832993.

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This study used a survey to look for significant gender differences in the career experiences of doctoral graduates from one counseling psychology program. The following areas were examined: income, employment patterns, professional self-view, motivational values, and satisfaction. The participants in this study were 135 doctoral graduates (93 males and 42 females) who graduated over a 23 year period (1968-1990) from a counseling psychology program at a mid-size midwestern state university. They completed a four page, 34 item questionnaire. Descriptive statistics were used to summarize and describe the data; and analyses of variance, analyses of covariance, chi square tests of significance, and t-tests for means were used to test for significant differences.There were gender differences in the career experiences of counseling psychologists in this study. Male counseling psychologists earned larger salaries and larger total annual income than female counseling psychologists. Females were more likely than males to work part-time-only and males worked more hours than females. However, gender differences in salary and income remained after controlling for the number of hours worked. Experience, defined as the number of years since graduation, was not a factor in income differences, as there were no differences between early and late graduates. There was a tendency for proportionately more women than men to be employed in community mental health centers. Males published more articles than females. Males attached more importance to the motivational value "making a lot of money" and there was a tendency for more males than females to see themselves as scientist-practitioners and for more females to see themselves as practitioners. Both males and females were satisfied with their training and their careers.
Department of Counseling Psychology and Guidance Services
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11

Olsson, Oksana. "Career Development and Counseling in an International Company in Shanghai." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-95697.

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The aim of the study is to understand the significance and the impact of the careerdevelopment and counseling with consideration of cultural aspects in an internationalcompany in Shanghai, the People’s Republic of China. The aim has been achievedthrough three research questions. What experiences do employees have from careerdevelopment and counseling in an international company in Shanghai? Whatcontributions from the company do employees perceive to be necessary inexperiencing an ongoing upward trend in their career development? What kind ofcultural aspects influence employees’ career development in an internationalcompany? The field study is conducted through the Cultural Intelligence Theory. Aqualitative approach has been used in the study. Six in-depth interviews wereconducted with employees and one in-depth interview with a HR manager in aninternational company in Shanghai.The experiences that the interviewed employees at the international company havehad from career development and counseling, which is defined as a professionalguidance of the individuals and a process of helping an individual discover anddevelop his/her vocational and professional potentialities, are quite positive. Formaintaining constant progress in their career development, employees have suggestedsome practical actions that can be taken by the company. The interviewed employees’viewpoints are that managers in international companies give them freedom ofactions, which leads to more responsibility and creativity, allow them to makemistakes and learn from them, support them in their career development, provideregular feedbacks on their performance.
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12

Predragovich, Krista Stires. "Ohio Professional Counselor Career Persistence: A Qualitative Inquiry." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1562675475752281.

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13

Bang, Na Mi. "Cross-cultural validation of the career maturity inventory: a Korean form." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/5708.

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As counselors become aware of the importance of providing culturally sensitive counseling, they can use evaluation and assessment to support client career development (Swanson & Fouad, 2014). For culturally sensitive career assessment, counselors should understand cultural factors, including the values and level of acculturation that may influence the career development process (Byars-Winston, 2014; Leong & Gim-Chung, 1995). To address this issue, this study developed and validated the Career Maturity Inventory: A Korean Form based on the Career Maturity Inventory - Counseling Form C (Savickas & Porfeli, 2011). Using Korean high students, this study validated the Korean version of the Career Maturity Inventory by translating it from English into Korean and then back from Korean into English. The structures of the two versions of the Career Maturity Inventory were comparable. This is meaningful because cross-culturally valid career inventories for adolescents who have different ethnic and cultural backgrounds create opportunities for evaluating career development and supporting career issues.
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14

Martin, Gary Richard. "Career Counseling Practices In Abet-Accredited Engineering Cooperative Education Programs." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3321.

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Purpose. The purpose of this study was to describe and evaluate the career counseling practices in all schools of engineering in the United States with ABET-accredited engineering Cooperative Education programs. Procedure. A thirty-two item questionnaire was developed and sent out to all ABET-accredited Cooperative Education offices. All the engineering coordinators in each office filled out the questionnaire. Eighty-six percent of the schools responded to the surveys. Findings. (1) Most engineering Co-op coordinators have educational backgrounds in engineering and have taken at least one class in career counseling. (2) Co-op coordinators tend to have caseloads and other responsibilities which restrict the amount of career counseling they can offer. (3) Little correlation exists between the amount of time coordinators spend career counseling and the ability of students to obtain jobs. (4) There is a slight negative correlation between coordinators' caseloads and their placement rate. (5) There is a slight positive correlation between coordinators' caseloads and the amount of time their students receive in career counseling. (6) There is a slight positive correlation between coordinators' caseloads and the amount of time they believe students should receive in career counseling. (7) There is no correlation between the total amount of time students receive in career counseling and their ability to secure Co-op jobs. (8) There are very slight positive correlations between the amount of time students receive in seven of eighteen specified career counseling services and their ability to get a Co-op job. Conclusions. The average coordinator was found to have a career counseling training level of one class. Many slight correlations were found between the amount of career counseling which students receive and their ability to secure Co-op employment. It was also found that coordinators with average amounts of career counseling training tend to spend the most time in career counseling services. Recommendations. (1) Similar studies should be conducted with engineering Co-op programs which were not necessarily accredited by ABET, and non-engineering Co-op programs. (2) It would also be of interest to correlate time spent career counseling with other measures of "success" such as cost-effectiveness, and student satisfaction.
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15

Kerner, Emily. "The motivate to explore career intervention: design and investigation of a career counselling group for disengaged adolescent males." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106296.

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Disengaged students are at risk for failing to complete high school. When youth drop out they not only risk facing unemployment and poverty, they also lose access to crucial supports and services that could smooth the transition from school to work. As these students are likely to seek work directly after high school, they need skills for adjusting and adapting to the world of work. To date, few studies have investigated how to engage at-risk youth in the process of career exploration and how to provide them with effective tools for navigating the school-to-work transition. This program of research focused on designing a group career exploration intervention to support the development of self-determination and career adaptability for disengaged adolescent males. The literature review summarizes key constructs in the theoretical framework (a multidimensional view of career exploration that integrates motivation and vocational development). The first manuscript details a Scientist-Practitioner Design Framework (SPDF). The SPDF is a methodological approach to designing an intervention and exploring its outcomes that uses the scientist-practitioner's clinical orientation as a guide. Manuscript two is a qualitative study that explores the experiences of participants' development of self-determination and career adaptability as a function of their group experience. Fourteen adolescent males, comprising two intervention groups, were interviewed about their group experiences. The interview transcripts were analyzed using a grounded theory method. The analysis yielded a model of Developing a Work Identity, characterized as a trajectory of development starting from lacking self-knowledge prior to the group to, after the group, knowing more about the self as it relates to work. This trajectory took two different pathways. One was influenced by active help-seeking and planning, as well as seeing career as a calling. This resulted in independent exploration and a global sense of agency. Participants who described the other trajectory did not engage in behaviours to advance their development. This trajectory was influenced by seeing career as a means to an end. It resulted in depending on others for ongoing exploration and a local sense of agency. Study two was conducted in order to learn more about how the group influenced the first trajectory. It is a case study of one participant's experience of developing a work identity and the impact of the group on his development. Results of this study suggested that structure, support from peers and the facilitator, experiential activities, and opportunities to engage in identity construction dialogue were all crucial mechanisms of change. Overall, this research program presents 1) a new methodological approach with potential for bridging science and practice, 2) an innovative career intervention for disengaged youth, and 3) preliminary insight into the contextual factors and mechanisms of change that contribute to successful career development of this population. Taken together, this work advances theory, research, and practice in vocational psychology, and gives voice to an underserved population.
Les étudiants désengagés sont en danger de ne pas compléter leur secondaire. Lorsque les jeunes décrochent, ils courent non seulement le risque de se trouver en situation de chômage et de pauvreté, mais ils perdent aussi leur accès à des soutiens et à des services cruciaux qui pourraient aplanir la période de transition entre l'école et le marché du travail. Comme ces étudiants tendent à se chercher du travail après le secondaire, ils ont besoin des connaissances nécessaires en vue de s'ajuster et de s'adapter au monde du travail. À ce jour, peu d'études se sont penchées sur la façon d'engager ces jeunes à risque dans le processus de recherche de carrière et de leur fournir des outils efficaces pour bien vivre cette transition allant de l'école au travail. Le présent programme de recherche mettait l'accent sur une série d'interventions d'exploration de carrières en groupe visant à soutenir l'élaboration de l'autodétermination et de l'adaptabilité de carrière pour les adolescents désengagés de sexe masculin. Le premier manuscrit présente en détail un modèle de cadre de conception pour le chercheur-praticien. C'est une approche méthodologique visant à concevoir une intervention et à en explorer les résultantes en utilisant l'orientation clinique du chercheur-praticien à titre de guide. Le deuxième manuscrit est une étude qualitative qui explore l'expérience menant au développement de l'autodétermination et de l'adaptabilité de carrière des participants comme fonction de leur expérience de groupe. Quatorze adolescents de sexe masculin formant deux groupes d'intervention furent interviewés quant à leurs expériences de groupe. Les transcriptions de ces entrevues furent ensuite analysées au moyen de la méthode de théorie à base empirique. L'analyse a donné un modèle en vue du Développement d'une Identité de Travail caractérisée comme une trajectoire de développement débutant par un manque de connaissance de soi, avant la formation du groupe, et se terminant, après le travail de groupe, par une meilleure connaissance de soi en relation au travail. Cette trajectoire a pris deux voies distinctes. La première fut influencée par la planification et la recherche d'aide active de même que le fait de voir la carrière comme une vocation. Il en a résulté une exploration indépendante et un sens global de responsabilisation. Les participants qui ont décrit l'autre trajectoire ne se sont pas engagés dans des comportements pour faire avancer leur développement. Cette seconde trajectoire fut plutôt influencée par le fait de voir la carrière comme un moyen d'atteindre un but. Il en a résulté une dépendance envers les autres pour une exploration continue et un sens local de responsabilisation. La deuxième étude fut effectuée pour en savoir davantage sur la façon dont le groupe avait influencé la première trajectoire. C'est une étude de cas de l'expérience d'un participant dans son développement d'une identité de travail et de l'impact du groupe sur son développement. Les résultats de cette étude suggèrent que la structure et le soutien apportés par les pairs et l'animateur, les activités expérientielles et les occasions de s'engager dans un dialogue de construction identitaire furent tous des mécanismes cruciaux de changement. En général, ce programme de recherche amène 1) une nouvelle approche méthodologique ayant un potentiel visant à jeter un pont entre la science et la pratique, 2) une intervention novatrice en matière de recherche de carrière chez les jeunes désengagés, et 3) un aperçu préliminaire dans les facteurs et les mécanismes contextuels de changement qui contribuent au succès en matière de développement de carrière auprès de ce segment de la population. Dans son ensemble, ce travail présente des théories, de la recherche et de la pratique dans le domaine de la psychologie professionnelle tout en donnant une voix à une population mal desservie.
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Wood, Rhonda. "Application of exploratory analyses to career counseling process and outcome research data /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137765.

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17

RUSS, KATHRYN ALIDA. "EFECTS OF APPALACHIAN CULTURE ON CAREER CHOICE." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148499240.

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18

Bitter, James. "An Interview with Manford A. Sonstegard: A Career in Group Counseling." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/6046.

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Manford A. Sonstegard's place in the development of group counseling is reviewed, including his early work, his use of Adlerian approaches, and his perspective on current issues, supervision, and training.
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19

Garzena, Patrizia, and Veronica Vitikainen. "Livets Träd, en narrativ metod i karriärvägledning." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106819.

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Syftet med studien är att utforska den narrativa arbetsmetoden Livets träd som karriärvägledningsinstrument och i vilka sammanhang metoden är som mest användbar inom vägledning. I undersökningen har vi använt en kvalitativ ansats med fyra enskilda intervjuer som datainsamlingsverktyg. Respondenter delar gemensamma drag angående det grundläggande syftet och utvärdering av metoden Livets träd. De menar att metoden bidrar till att stärka individers tro på sin egen förmåga. Genom bättre självkännedom får individen även en meningsfullhet i tillvaron och större möjligheter till att utforska sig själv och sina drömmar. Metoden i sig beskrivs som både filosofisk och kreativ, vilket gör att metoden inte passar alla, både vad som gäller deltagare och personal. För att arbetet i metoden ska ge bästa utdelning krävs det att man arbetat upp en trygghet inom gruppen. Det handlar om att både delge av sina egna tankar likväl som att få respons av de andra deltagarna. Metoden anses ha störst utvecklingsmöjligheter i arbetet med barn, vilket även är metodens ursprungliga målgrupp. Metoden passar även unga vuxna utan sysselsättning, ungdomar som lever i svåra familjeförhållanden, ensamkommande flyktingbarn, nyanlända invandrare, ungdomar som på grund av olika anledningar misslyckats att nå fullkomliga betyg på grundskola eller gymnasiet som tänkbara målgrupper och sammanhang för metoden.
The purpose of this study is to explore the application of the narrative method The Tree of Life as a career guidance instrument and to investigate the career counselling contexts in which the method could be most usable. As research strategy, we have chosen to perform a case study without intervention with four individual interviews as data collection method. The results show that the interviewees share common features regarding the fundamental purpose and the evaluation of the method The Tree of Life. They argue that the method helps to strengthen individuals’ belief in their own abilities. Through better self-knowledge individuals may perceive their life as more meaningful and they may get more opportunities to explore themselves and their dreams. The method itself is described as both philosophical and creative, which means that it cannot be applied automatically by all the counsellors and within every kind of target groups. The study shows that the method’s potential is better exploited when the counsellor succeeds in creating the appropriate sense of safeness within the group so that the participants can fully share the stories of their lives and get feedback from the others. According to the collected data, the method is considered to have its greatest potential for development in the work with children, who on the other hand have been its peculiar target group, since the method was developed in 2005. Nevertheless, the interviewees could see the method as applicable also within other target groups. They have referred in particular to young people who are neither in education nor in employment, to young people who live in a difficult family background, to unaccompanied refugee children, to newly arrived immigrants, and to youth who for various reasons are not able to fulfil their course of education.
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Fowkes, Kristyn Michelle. "An evaluation of Career Information System in secondary schools /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421620251&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 130-138). Also available for download via the World Wide Web; free to University of Oregon users.
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Pitre, Sneha J. Pitre. "INTERNATIONAL STUDENTS CAREER DEVELOPMENT: ACCULTURATIVE STRESS AND CAREER OUTCOMES." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1502890313639405.

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Gragg, Krista Marie. "Women, domestic violence, and career counseling : an experimental examination of the effectiveness of two career intervention programs /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095246.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 192-199). Also available for download via the World Wide Web; free to University of Oregon users.
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Finck, Ruth Ann Charles. "Project Success : a career counseling intervention program for economically disadvantaged women /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9712799.

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24

Storck, William Karl. "A historical overview of career counseling and its significance in education." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004storckw.pdf.

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25

Park, Sangmin. "A phenomenological study of Korean female counselor educators’ career decisions." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5597.

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The number of international students in the U.S. is increasing, and a similar trend exists in the counselor education field. International students are defined as neither permanent residents nor U.S. citizens. It is therefore important for counselor educators to understand this population better in order to provide culturally appropriate career development training for them, as well as gain knowledge about their career decision-making process. While several studies have investigated international students’ experiences with language barriers or cultural adjustment concerns, little research explores their lived experiences regarding the choice to stay or return to their home countries after completing their doctoral training. Given the limitations of previous studies on international students’ career development, this study focused on the career decision-making experiences of a particular subgroup of international students, namely, South Korean women in counselor education programs. The overarching research question guiding this study is: How do Korean female doctoral students and counselor educators who trained in CACREP-accredited programs experience/experienced their career decision-making processes upon graduation? The sub-questions of this study are: 1) How do they decide to pursue a particular job, either in their home country or in the U.S.? 2) What values impacted their career decisions? The purpose of this qualitative study is to investigate the lived experiences of Korean female counselor educators who have decided on the location of their career upon graduation and explore how they made their decisions. Utilizing the phenomenological research method, this study aims to identify themes and patterns, as well as unique lived experiences in the career stories of Korean women counselor educators. Findings from this study illustrated the unique career-decision-making experiences of Korean female counselor educators. By exploring their experiences, the researcher found common values influenced their career decisions were: family, academic freedom, belongingness, desire to make a scholarly contribution, and self-awareness. Participants also struggled from challenges like fear, hesitation, and exhaustion; limited resources; visa issues; language barrier and cultural differences; lack of publications; and competitive job market. Lastly, Korean female counselor educators utilized support systems such as Korean community, family, and their doctoral programs. The findings provide insight into Korean female doctoral students’ career decision-making processes and contribute to U.S. university faculty and administrators' cultural awareness and understanding of the international student population in counselor education programs.
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Thornburg, Marlon. "Perceptions of Career and Technical Education Held by High School Career Counselors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2015.

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Current enrollment in Career and Technical Education (CTE) programs in the United States and in the state of Kansas is lagging behind the future demand for skilled workers. With millions of skilled labor positions unfilled and the pending retirement of the baby boomer generation, the United States is at a critical juncture to compete in the global marketplace. High school career counselors are the primary resource for CTE program recruitment. The purpose of this study was to examine whether high school career counselors' educational backgrounds, knowledge levels of CTE initiatives and programs in Kansas, and available counseling time were associated with their perceptions of CTE. The study was based on the constructivist learning theory that suggests individuals tend to learn from their past experiences and utilize those experiences to create meaning for the future. A cross-sectional survey design was used for this study to collect data on the knowledge levels, education, counseling time, and perceptions of CTE initiatives and programs held by high school career counselors (N = 485) in the state of Kansas. Chi square analyses of the associations among variables revealed that knowledge levels and counseling time were related to counselors' perceptions of CTE. However, no significant association was found between counselor educational background and perceptions of CTE. This study is significant to educational institutions and the economy in Kansas because the findings may be used to target CTE recruitment training for high school counselors. This training may improve recruiting strategies for CTE students and address Kansas' future needs for a skilled workforce.
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Ericksen, Julia A. "Women pursuing nontraditional careers: A social cognitive career theory perspective." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1392656839.

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Barnett, Karen Hinderliter. "The relationship of codependence to career choice." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618846.

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The purpose of this study was to investigate the possible correlation between codependency and career choice. A review of the literature seems to indicate that the helping professions attract people who are "prone" to codependency. For this reason, this study focused on four groups of undergraduate students: nursing students, psychology students, and social work majors, as the "helping profession" students, and students majoring in business-related fields. The study was also designed to provide empirical evidence to conplement the descriptive studies which have been the main source of information available up to the present time.;Subjects were drawn from students attending Christopher Newport College and Riverside Regional Medical Center's School of Professional Nursing. Each group consisted of 40 students.;Subjects were asked to complete three self-report inventories: The Moos Family Environment Scale (FES), The Adjective Check List (ACL), (Real and Ideal), and The Behavioral Assessment Inventory, which was actually the Friel Codependency Assessment Inventory (FCDI) combined with the L and K scales of the MMPI.;It was hypothesized that: Students in helping professions will score higher on the Behavioral Assessment Inventory than business students; Students in helping professions will show a larger discrepancy between Real and Ideal Self on the ACL and will also score higher on the Nurturance and Abasement scales of the ACL than business students; and students in the helping professions will score higher on the Conflict and Control scales of the FES than business students.;None of the results were significant at the 0.05 level. However, an artifact of the research indicates there is a significant difference on the K scale (incorporated in the FCDI) (t = 2.79, p {dollar}<{dollar}.05) between helping profession and business students.
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ZIRKLE, Christopher. "Career Guidance and Counseling for Secondary Scbool Students in the United States." 名古屋大学大学院教育発達科学研究科附属生涯・キャリア教育研究センター, 2012. http://hdl.handle.net/2237/16891.

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Paez, Karen N. "Diversity awareness, diversity climate, and individual career outcomes : a counseling psychology perspective /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1276405611&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 111-119). Also available for download via the World Wide Web; free to University of Oregon users.
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Hampl, Steven Paul. "Stress, personal and environmental resources, and strain in adult career counseling clients /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487324944215444.

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Storlie, Cassandra Ann. "Career counseling with undocumented Latino youth: a qualitative analysis of school counselors." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2639.

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The career development trajectory of undocumented Latino youth can present unique challenges for school counselors. Undocumented Latino youth have few career choices due to holding different values from the majority culture, realistic fears of deportation, restrictions in obtaining lawful employment, and having an unconventional pathway to citizenship. The school counseling profession has been tasked with working with undocumented Latino students on issues of career development, despite these obstacles. The purpose of this qualitative dissertation was to build a stronger understanding of the unique experiences school counselors encounter when career counseling undocumented Latino students. Results from this research generated a theory into how school counselors work on issues of career development with this marginalized population. Results also offered a perspective in which school counselors can be trained on realistic and empowering methods that foster career development in undocumented Latino youth.
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Sheftel, Anya. "Motivational Enhancement Career Intervention for Youth with Disabilities." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18490.

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Youth with disabilities experience significant vocational and social hardships. Self-determination, self-efficacy, and critical consciousness are important components of positive post-secondary outcomes for this population. The purpose of this study was to design, implement, and evaluate a motivational interviewing-based group career intervention (MEGI) that focused on increasing self-determination, self-efficacy, and critical consciousness among high school students with high incidence disabilities. A mixed methods research design was used to explore the relationship between the intervention and the main study variables. A total of 135 high school students and nine interventionists participated in this study. The results of a latent change score model indicated a positive and significant change in students' vocational skills self-efficacy, self-determination, and vocational outcome expectations. Thematic results of student focus group indicated that students experienced an increase in self-determination, awareness of systemic effects on their educational and vocational success, and uncertainty about the future. Additionally, thematic results of the interventionist focus group indicated an increase in students' self-understanding.
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Huhtimo, Emma, and Amanda Fransson. "”Maybe it’s a cultural thing” : En jämförelse mellan två universitets vägledningsverksamheter i Sverige och USA." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-129458.

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Syftet med studien är att identifiera betydande skillnader mellan vägledningsverksamheterna på University of Wisconsin-Whitewater och Umeå universitet. Ytterligare ett huvudsyfte är att ge förslag på hur studie- och yrkesvägledarna kan utveckla sina vägledningsverksamheter med utgångspunkt i de skillnader vi identifierat. Detta är en komparativ fältstudie med kvalitativa intervjuer. Informanterna är sex studie- och yrkesvägledare som ger en bild av hur vägledningsverksamheterna är organiserade. De berättar om sina arbetsuppgifter och arbetssätt samt vilka utvecklingsbehov de ser inom respektive verksamhet och redogör för sin kompetens. De teoretiska utgångspunkterna är vägledningsmetoder som visat sig vara effektiva internationellt, förklaringar av vägledningstraditionerna som format vägledarkåren i olika länder samt redogörelse för studie- och yrkesvägledarutbildningarna i Sverige och USA. Resultatet visade att det förekom stora skillnader. Av störst betydelse bedöms vara att Umeå universitet har en välutvecklad e-vägledning och drop-in vägledning men saknar karriärvägledning tillgänglig för alla studenter. University of Wisconsin-Whitewater saknar e- vägledning med personlig kontakt öga mot öga samt drop-in vägledning, men lägger stort fokus på karriärvägledning. Slutsatsen är att båda vägledningsverksamheterna kan utveckla sin vägledning genom att lära av dessa skillnader via ett utbyte av vägledningskompetens.
The purpose of the study is to identify significant differences between the counseling centers at University of Wisconsin-Whitewater and Umeå University. Another main objective is to provide suggestions on how study and career counselors can develop their counseling centers on the basis of the differences identified. This study is a comparative field study with qualitative interviews. The informants are six study and career counselors that provide a picture of how the counseling centers are organized. They talk about their jobs and working practices as well as the need to develop their organizations. They also point out their counseling skills. Counseling methods proven effective internationally, counseling traditions influencing the practice of counseling today and the differences between the Study and Career Counseling Program in Sweden and USA are the theoretical points from where we take our support. The results show that there are in fact big differences. The differences considered to be of most importance is that Umeå University has a well-developed online counseling (e- counseling) and drop-in counseling but has no career counseling available to all students. University of Wisconsin-Whitewater is devoid of all face to face e-counseling and drop-in counseling but adds a strong focus on career counseling. The conclusion is that both counseling centers can develop its counseling by learning from these differences through an exchange of counseling skills.
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Kuch, Tyson Hamilton. "Producing a measure for assessing motivating career influences for counselors-in-training." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002334.

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Parker, Lucy Charlene. "Examination of the Relationship between Classism and Career Agency." Thesis, Northern Illinois University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10976608.

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Classism is a recently studied, but historically existent form of oppression. Classism may involve students feeling that they cannot pursue a degree or career due to discrimination related to their social class status. This study explored the relationship between classism, gender, age, race, socioeconomic status, and career agency through survey design research. Career agency is the primary dependent variable in this study. Career agency includes career choice, career forethought, and career related actions related. Psychometrically established instruments including The Experiences With Perceived Classism Scale–Short Form and The Career Futures Inventory–Revised were used to assess classism and career agency. Using this design, data were collected from undergraduate university students of various genders, races, socioeconomic statuses, ages, career anticipations, and potential experiences of classism at a large Midwestern university in the United States. Student data were collected to explore any potential associations between any self-report of perceived classism and students’ reported career agency. Student responses were then analyzed through correlations, an independent samples t-test, and a multiple linear regression analysis.

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James, Wendy. "Perspectives of executive women: Life choices and balancing career with marriage and children." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/716.

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This qualitative study investigated the experiences of executive women and their choices in balancing work with marriage and children. Research on women in the workplace tends to conflate categories of hourly workers, part-time employees, and middle- and upper-management careers. Yet, the literature on balancing career and family life does not adequately portray the experiences of executive women. The purpose of the study was to discover executive women's perceptions about their career, how they chose their path, and how their career choices affected their decisions about marriage and children. The research questions for this study examined: (a) The effect of executive women's career choices on their balance of marriage and children, (b) reflection on career choices as an opportunity (enhancement) or loss (conflict) regarding marriage and children, and (c) the sacrifices made or regrets felt, if any, by executive women in pursuing a career. The research questions reflect the study's grounding in role theory, role conflict theory, and spillover theory. Data were collected via personal interviews with 10 participants, which were recorded, transcribed, and coded for themes. Results showed that although participants were conscious of making some sacrifices, such as feeling guilt missing their children's events and not making time for self or women friends and feeling some guilt about those sacrifices, they expressed no regrets for the decisions they made. The study has the potential to effect social change by providing insight about how an important subset of the professional work force attempts to balance career and family life. The study may also help women pursuing business careers make more informed choices about their personal and professional goals.
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Liptak, John J. "Development of a career exploration inventory (CEI)." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39987.

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The purpose of this study was to develop a comprehensive career interest inventory based on Super's (1980, 1984) Life Span, Life Space Theory of Career Development, and McDaniels' (1983) concept of Career = Work + Leisure (C = W + L). Career counselors increasingly have recognized the importance of a developmental perspective (Seligman, 1980; Super, 1983) and the inclusion of leisure as an integral component of one's career (Blocher & Siegal, 1984; Edwards, 1984; McDaniels, 1984). The results of this study produced a one hundred and twenty item interest inventory which can be used in career counseling, leisure counseling, or in a holistic approach. The Career Exploration Inventory (CEI) is an innovative instrument which measures developmental work and leisure interests from the past, in the present, and those anticipated in the future. The instrument is a self-administered, scored, and interpreted interest inventory for guided career exploration. Norms were developed for the CEI using two separate norm groups: unemployed/underemployed adults (N=104) and employed adults (N=106) ranging in age from eighteen to seventy-three. Validity of the CEI was comparable to existing work and leisure interest inventories. Coefficient alpha internal consistency measures ranged from .56 to .84, while subjects' top scores for the interest categories were consistent with their work and leisure activities 43 to 51 % of the time. The CEI correctly identified sustained, developmental interests for work (54%) and leisure (67%). Test-retest reliability measures for the eEl ranged from .80 to .92 over a three month period of time. The results of this study verified the utility of a developmental instrument which measures an individual's work and leisure interests over time. Many subjects reported the instrument's accuracy in measuring "true" continuing interests, rather than just current interests.
Ed. D.
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Henning, Judith Davidson. "Medical Specialty Selection Influences, Satisfaction, and Idealism within the Framework of Career Counseling." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1428526833.

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Olson, Elizabeth M. "An examination of university students' perceptions of their secondary career guidance programs." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004olsone.pdf.

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41

Rutledge, Marsha L. "The Impact of a Culturally Responsive Intervention on Perceived Career Barriers, Ethnic Identity, Student Motivation and Engagement, and Career Decision Making Self-Efficacy of Middle School Minority Females." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5807.

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This study investigated the impact of a culturally responsive intervention on perceived career barriers, ethnic identity, student motivation and engagement, and career decision making self-efficacy of middle school minority females. The author analyzed data from the Female Leadership Academy for Minority Excellence (FLAME) program at a local rural middle school. Data was collected from 34 Black female middle school students who participated in the program. The study was a repeated measures quasi-experimental, quantitative single group pre-test, mid-test, and post-test design. According to results from a series of repeated measures ANOVAs, significant differences were found between pre-group, mid-group, and post-group scores. Upon further analysis, significant differences were found between specific subscales of the student motivation and engagement survey. Specifically, differences were found between pre-group and mid-group and pre-group and post-group scores on the Performance Approach Orientation (ME_PerfApproach) subscale. Differences were also found between pre-group and post-group scores on the self-efficacy subscale (ME_SelfE) as well as between pre-group and mid-group and between mid-group and post-group scores for the Engagement Behavioral subscale (ME_Bx). Regarding the last research question, significant differences were found between pre-group and post-group and mid-group and post-group scores when examining perceived career barriers. The results from the Career Decision Making Self-Efficacy and the Ethnic Identity scale did not yield significant results. These results provide initial support in suggesting that culturally responsive career development programs do impact career development of minority middle school females especially in the areas of student motivation and engagement and perceived career barriers.
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Horstman, Jason Joseph Horstman. "COMPARING CAREER DECISION SELF-EFFICACY AMONG HIGH SCHOOL STUDENTS." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1500763334896801.

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Bedard, Angela C. "Career Research Goals of Genetic Counselors in Training." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1092839314.

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44

Aguilar, Nancy. "Clinical Implications of Bicultural Latina Women's Integration of Culture and Career." Thesis, Pacifica Graduate Institute, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427387.

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This phenomenological study examined first-generation Latina women who developed a bicultural strategy when choosing professional careers. A qualitative research methodology sought to analyze the participants’ academic and career planning journey, the challenges they encountered, the support they received from their families, and how utilizing a bicultural strategy aided them in attaining their career goals. Five Latina women were interviewed with ages ranging from 30 to 50. Several key findings were found to be congruent with research literature such as acculturation influence on ethnic identity, ethnic identity as protective factors from discrimination, and the influence of traditional cultural values in pursuing college careers. Data was analyzed through the lens of developmental and acculturation theories. The findings revealed the participants’ demonstrated bicultural competence in how they negotiated with their families for support, and how they separated from their families influence to support their own professional goals. Family support was a significant factor for the participants’ successful navigation of career goals. Minimal family support revealed participants compensating by achieving higher standards for themselves. Based on the results of this study it is recommended that academic counselors and psychotherapists recognize the difficulty of Latina women living between two worlds and make efforts to increase their sensitivity of cultural gender role pressures that influence their career decisions.

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So-Goodlin, Bernadette Grace. "Formative evaluation of the career consultant on call program /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131559486.pdf.

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46

Redstrom-Plourd, Martha A. "A History of the Outplacement Industry 1960-1997 from Job Search Counseling to Career Management: A New Curriculum of Adult Learning." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30405.

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This study traced the history of the outplacement industry from 1960 to 1997 through the stories of seven outplacement firms, the three organizations that emerged from the industry and the changes that occurred in the design and delivery of outplacement services. The history was studied in the context of the changes that occurred in the social and economic environment that formed the American workplace between 1960 and 1997 and the subsequent impact those changes had on corporations, their employees and the outplacement industry. Outplacement has its roots in the job search counseling service designed and delivered by Bernard Haldane following WW II to assist veterans with their reentry into the post war workplace. In the 1960s, entrepreneurs expanded Haldane's service to include consulting with corporate managers on how to terminate employees, remove them from corporate payrolls and support their job search efforts until they found new positions. They called this service outplacement. The primary data for this study came from personal interviews with industry founders, leaders and practitioners, the archives of the AOCFI, industry newsletters and published materials. The study traced the changes that occurred in the reasons corporations purchased outplacement services and the affect those changes had on the way corporations bought and distributed outplacement services for their terminated employees. The study traced modifications outplacement firms made to their services in response to corporate demands and the affect those changes had on the future of the industry. The study traced the evolution of outplacement services from a personal consulting service to a new curriculum of learning resources from which corporate buyers of outplacement services selected services to meet the diverse learning needs of terminated employees. The study traced the growth and decline of the industry, the subsequent impact on the industry's trade, professional member and certification organizations and the difficulties those organizations experienced as they attempted to respond to their members changing needs. This study traces a history of the industry from the collected stories of industry founders, leaders, practitioners and industry archives and relates those stories to the rise and decline of the outplacement industry.
Ed. D.
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Rose, Kelly Ann 1967. "The decision-making processes of dual-career couples." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291461.

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Dual-career couples are a rapidly growing population who face many challenges due to their complicated lifestyle. The qualitative case study method was employed to specifically explore the decision-making processes of three dual-career couples in order to broaden the knowledge base about these couples and to yield information that would facilitate the development of educational and counseling programs to better serve this population. The following methods were used to elicit information from the participants: audiotaped discussions of four career-related scenarios and individual responses to a short values survey. Factors identified in the couples' decision-making processes included money, geography (location), opportunities for career advancement, satisfactory job opportunities for both partners, family, future children, opportunity costs, career and personal happiness, and financial security. Recommendations for future research and suggestions for counselors, educators, and employers were made.
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Crockett, Stephanie, Rebekah J. Byrd, and Bradley Erford. "Career Development Quarterly (CDQ) Publication Pattern Review: A Meta-Study of Author and Article Characteristics." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/881.

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Patterns of articles published in The Career Development Quarterly (CDQ) from 1990 to 2011 were reviewed in this metastudy. Author characteristics (e.g., gender, employment setting, nation of domicile) and article characteristics (e.g., topic, type, design, sample, sample size, participant type, statistical procedures and sophistication) were described and analyzed for trends over time. Significant changes were noted in increased proportions of female authors, international contributors, research articles, more sophisticated research designs, and decreased numbers of practitioner-authors. These trends highlight a robust journal that continues to evolve to address changing career development and counseling challenges.
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Hamel, Julie. "Career camp : elevating expectations for college-going and career self-efficacy in urban middle school students." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18718.

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Doctor of Philosophy
Department of Special Education, Counseling and Student Affairs
Judith K. Hughey
Many efforts have been directed towards providing equitable access to higher education for youth from low-income, first-generation families. Despite gains, attendance and graduation rates from college are consistently lower for these students (U.S. Department of Education National Center for Education Statistics, 2012). A variety of initiatives have been implemented to support students' entry into college, persistence to graduation, and increased access to professional careers. One such program is Talent Search, which provides middle school students opportunities to achieve academic success and to become knowledgeable about college and career options. KU Talent Search offers a summer career camp as part of its programming. The Career Horizons Summer Program (CHSP) exists to help students between 6th and 7th grades explore career possibilities, build potential for success in academics and careers, and become more comfortable in a college environment (Dukstein, 2012b). This study examined beliefs about college and careers in a group of 52 students, as well as the impact of the CHSP on the intervention group. Educational aspirations and expectations, and career and college-going self-efficacy were assessed. It was predicted that participation in the camp would result in an increase in college-going and career self-efficacy. The study also provided additional insight into the construct of college-going self-efficacy. Using a quantitative comparison group design, data were collected from camp participants and from students who were eligible to participate but did not. Pre and posttest surveys assessed educational aspirations and expectations and included scales to measure career self-efficacy (Fouad & Smith, 1997) and college-going self-efficacy (Gibbons & Borders, 2010a). Educational aspirations and expectations were high in all participants and a bivariate correlation analysis revealed that career self-efficacy and college-going self-efficacy were highly correlated. Comparisons between the intervention and the comparison group suggested that the CHSP did have an impact on career and college self-efficacy. It is important to understand the characteristics of a successful college and career access program, and to identify interventions that are most impactful. The findings of this study add to understanding of one such intervention and may have implications for specific practices that can increase potential for college success.
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Dvorak, Marek Cermin. "The moderating effects of emotional intelligence on the relationship between parental attachment and career decision self-efficacy." Thesis, University of Northern Colorado, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3644102.

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The moderating effect of emotional intelligence on the relationship between parental attachment levels and career decision self-efficacy (CDSE) beliefs in university students was investigated. The hierarchical regression model identified the predictive role of emotional intelligence on career decision self-efficacy in university students (N = 214). Emotional intelligence accounted for 30% of the variance in CDSE. Individuals with higher levels of emotional intelligence indicated higher career self-efficacy beliefs. Parental attachment levels, secure or insecure, were not predictive of career self-efficacy beliefs, and emotional intelligence was not found to be a moderating variable. Avoidant maternal attachment level as well as avoidant and anxious parental attachment levels were negatively correlated to CDSE. Insecure individuals were associated with lower career self-efficacy beliefs. Additionally, attachment theory and trait emotional intelligence theory were conceptually liked to social cognitive career theory (SCCT). Support for attachment and emotional intelligence as a person inputs within SCCT was provided. Practice implications for vocational and career counselors are discussed. Results highlighted the importance of addressing emotional intelligence within a counseling context. Self-efficacy and emotional intelligence enhancing counseling modalities were explored.

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