Journal articles on the topic 'Career counseling'

Traditionally understood careers, are now being opposed to the concept of modern careers which brings along a great number of changes in the process of carrer guidance and counseling. Career guidance and counseling thus becomes recognized as an instrument of change on a personal and social level. Also, the process is recognized as a lifelong process. The paper discusses the career guidance and counseling. in the terms of European documents. Research of European documents was conducted to examine the main characteristics of carrer guidance an counseling for adults, which are listed in these documents, more accurately, identification of the activies and the holders of career guidance and counseling, and also identification of the target groups which are included in the process. Identification of these aspects is recognized as an important resource in the understanding of the new tendencies in this area.

This article addresses the issues of career counseling and career‐based satisfaction. It is argued that taking a narrative approach to career counseling is both theoretically and practically justified. The article explores narrative theory in relation to career counseling and identity, and illustrates the central notions that arise from the theory, with a brief case study. It is concluded that a narrative approach to career counseling can assist clients who are uncertain about where to go next in their careers, particularly within the context of the boundaryless career.

Exploring careers and deciding on a career path can be an intimidating activity. With over 12,000 careers available to choose from, information can become overwhelming (Robinson, n.d.). Career assessment and counseling services can assist with accurately evaluating an individual’s interests, skills, work values, and temperaments in order to appropriately plan a long-term career pathway. There are many online tools available to the general public to help with this process of information gathering, personal career exploration, and self-discovery. The Career Index Plus, O*NET Online, and EducationPlanner are three specific online resources that can be beneficial to use when delivering career assessment and counseling services. In reviewing these resources, conclusions can be drawn about the strengths and weaknesses of these tools, as well as accessibility considerations and their application to career counseling.

The unique feature of the group counseling program in this study is the integration of group counseling, individual counseling and peer tutoring. This study aims to determine the satisfaction level of low-achieving college students, who participated in the "Specialty-oriented Career Exploration" group counseling mix model. This study is an action research that lasts one semester. The research samples are 12 low-achieving freshmen students in the Finance Department of a business university (these students, as recommended by the class mentor, achieved average performance in the last fifth tier in their first semester), who participated in all three phases of career group counseling mix model. The unique feature of the group counseling program instituted in this study is the integration of group counseling, individual counseling and peer tutoring: (1) Phase 1: Group counseling before the mid-term exams, which included the design of structured career group counseling activities that were held eight times in eight weeks; (2) Phase 2: Individual counseling performed after mid-term exams; (3) Peer tutoring added to the process. According to the statistical analysis results of the satisfaction questionnaire, the results of the questionnaire show that they are very satisfied with the appropriateness of the overall planning (M=4.8; S=0.16); and that Specialty-oriented Career Counseling mix model is very helpfulimportant for individuals thinking about future careers (M=4.6; S=0.24).  The preventive measures adopted by the career counseling program received positive responses from students who participated in this career counseling group mix model, that they then became familiar with the counseling center. Group members who had serious emotional and interpersonal problems were willing to seek out counselors in the collage counseling center and continue with individual counseling. This study recommended that individual counseling or peer tutoring can be arranged after specialty-oriented career exploration group counseling, in order to meet the career counseling needs for various low-achieving college students. Lastly, this study offers specific suggestions, based on the research results, for "specialty-oriented career group counseling" in higher education to enhance the diversified contents of college career counseling.

Career adaptability is an individual’s readiness which develops over time from the age of children, adolescents, to adults and functions to overcome predictable tasks and participate directly in the work environment and roles. Low adaptability of careers can cause individuals to have difficulty in preparing for their future careers. This study aimed to determine whether career decision self-efficacy (CDSE) group counseling effectively improves students’ career adaptability. It was an experimental study that used a randomized pretest-posttest control group design by selecting 18 of 360 students as the subjects of this study and dividing them into 2 groups, namely experimental and control groups. In analyzing the data, this study used Mixed MANOVA. Findings confirmed that career decision self-efficacy group counseling was effective in improving students’ career adaptability (F (1.16) = 1401.74, p < 0.01. This effectiveness could also be seen in the effect of time (F (2,32) = 462.18, p < 0.01), and the effect of the interaction between time and group (F (2,32) = 443.38, p < 0.01). Finally, the current study confirms that to improve students’ career adaptability, counselors or guidance and counseling teachers can apply CDSE to group counseling services.

Careers are the "new world" that individuals will face after studying, professionalism and education. Indeed, a career becomes a vehicle for individuals to develop themselves both aspects of knowledge, attitudes and skills. For students, career counseling becomes important as a provision to face the world of work. This paper reviews the career counseling program at MAN 1 Medan. The formulation of this study is focused on how the orientation, implementation, and indicators of the success of career counseling programs at MAN 1 Medan. To obtain data, in-depth interview techniques, participant observation and documentation study were carried out. Furthermore, the data were analyzed using data reduction, data presentation, and conclusion drawing techniques. Finally, the validity of the data is obtained through triangulation techniques (both sources and methods) and perseverance of observation. The results of this study indicate that (1) orientation of career counseling is aimed at attention to the needs and problems of students in developing the careers of students, (2) the implementation of career counseling MAN 1 Medan is given according to student needs, by involving various parties in communicating and coordinating to help students in increasing their students 'potential, and (3) the success of MAN 1 Medan's career counseling program, one of which is shown by the students' interest to go to college quite enthusiastically, even so many students are accepted in various public and private universities, both in Sumatra , Java, also abroad.

Large-scale macro forces are restructuring forms of work in urban India creating the need for alternative methods of career counselling. This research explores the application of a US-based approach to constructing careers i.e. Life-Design Career Counseling (i. e., LDC) with two mid-career professionals in India. Data consisted of client responses to different narrative career counselling exercises such as a lifeline activity, a career construction interview and semi-structured feedback interviews. Action research's focus on reflexivity helped integrate theory with practice to contribute to knowledge production and meaningful innovations within practice. Findings from this research underscored the importance of relationship, reflection and sense-making and the need for India to utilise a culturally resonant career intervention. The study holds value for career professionals, in India and beyond where LDC is still unexplored. Moreover, LDC practitioners in non-Western countries and collectivist societies will benefit from a contextual adaptation that encourages focus on client learning.

Purpose The purpose of this paper is to examine the career motivations of future counseling professionals. Design/methodology/approach Students completing their Masters of Counseling (n=174) responded to a 30 min survey about their career motivations, counseling career choice satisfaction, planned persistence in the counseling profession and perceptions of the demand and reward structure offered by counseling work. Motivational profiles were educed using hierarchical cluster analysis and compared via MANOVA. Findings Four distinct profiles were identified: “moderately engaged with family values,” “lower engaged,” “altruistic with family values” and “multiply motivated.” Clusters differed in their perceptions of the demand and reward structure offered by a counseling career, and their level of satisfaction with, and planned persistence in the profession. Cluster composition was unrelated to age, gender or pursuit of previous careers. Practical implications Implications for educators pertain to capitalizing on career motivations for different types of entrants, to tailor recruitment and professional preparation. Originality/value The authors add to existing literature by drawing on the theoretical lens of expectancy-value theory in a person-centered approach, to the study of counselor motivations, professional perceptions and career choice satisfaction.

The technological revolution, the ever-changing economic and political conditions, and the resulting changes in life and work environments impede career planning for young people and pose challenges for career counselors in career orientation. Nowadays, career counselors have to not only assist students in planning and implementing individual, social, academic, and career goals, but they must also help the school community to ensure the effective functioning of schools in general. There is a lack of studies focusing on various aspects of career counselors’ professional activities, with the existing studies providing inconsistent or even contradictory results. Another problem lies in the huge gap between the theoretical, methodological, and methodical career counseling models and real counseling experience. Therefore, this study was conducted with the aim of analyzing and comparing the characteristics of career counselors’ professional activities in Lithuania, Italy, Greece, and Ireland. The study was part of the project “Strategies to Utilise and Cultivate Positive Characteristics & Employability Skills in Schools” (SUCCESS, 2017-12-LT01-KA201-035247).In total, 289 school career counselors from Lithuania, Italy, Ireland, and Greece were surveyed. Most of the participants (90 percent) were female, and their age varied between 25 and 60 years. In all countries, the professional experience of career counseling varied between 1 and 10 years.The results of this study revealed that across different countries, career professionals with different educational backgrounds perform career counseling. In Lithuania, career counselors are mainly psychologists, in Italy – teachers, in Ireland – consultants, and in Greece – teachers, psychologists, and consultants that carry out career counselling. The results have also shown that in all these countries career counselors perform various career counseling activities: career information, career assessment, career education, and career consulting using (non)psychological methods, although the frequency of these activities and the subjective readiness for them is different across countries. The counselors in all countries are satisfied with their jobs. Despite the existing differences in needs for professional development, all counselors expressed a higher-than-average need to develop their career counseling competencies.

This scientific work aims to provide creative innovations in guidance and counseling services using the BK media to explore student careers. Entering the era of the Industrial Revolution 4.0, students today must have the ability and skills to predict a rapidly changing future, especially concerning career problems. Guidance and Counseling Teachers here play an essential role in developing students' potential, and one way is to optimize the role of Guidance and Counseling in schools by optimizing services about career exploration. For support services on career exploration, BK (Guidance and Counseling) media needed to improve students' understanding of the services provided. One of them uses DEAR (Digital Exploration Career) based media as an alternative and innovation that can use to explore students' careers. DEAR (Digital Exploration Career) is a hypermedia-based BK media. Each use of this media in service delivery also pays attention to students' needs, materials, entertainment, and evaluations so that the media is effective in service delivery even though sometimes without face to face. So that this media provides a new atmosphere and innovation in the provision of BK services so that they can run dynamically by the times. Then DEAR (Digital Exploration Career) Hypermedia-Based Bk Media Innovation is one solution that can use to explore students' careers in the industrial revolution era 4.0

This article considers the potential complementarity of traditional career assessment and more recent narrative approaches -in particular narrative career counseling and story telling approach- to career counseling in terms of theory and practice. It describes an Integrated Qualitative Structured Interview to construct stories about the four sources of career decision making self-efficacy information: mastery experiences, vicarious learning, social persuasion and emotions regulations techniques. The model facilitates and enables narrative exploration to supplement clients&rsquo; knowledge and understanding of the role of past and present influences concerning career decision making self-efficacy. The Narrative career counselling and the story telling approach and Social Cognitive Career Theory are the foundation of the qualitative structured interview based on story crafting questions.

There are still many students who plan their careers unrealistically, they make career plans based solely on their desires which are not adjusted to their abilities. The purpose of this study was to determine the effect of career guidance counseling services on career decision making for students in the State Public High School. The research method is descriptive qualitative and quantitative methods. Based on the results of the analysis of the data that has been processed shows that career counseling guidance services for making career decisions for students in the State Vocational High School are well implemented.

This paper seeks to promote greater awareness of the importance of understanding issues specific to providing career counseling and development services to African Americans with disabilities. This goal is accomplished in three ways. First, this paper identifies issues relevant to African Americans with disabilities. Second, existing career counseling strategies will be analyzed in regards to the needs of African Americans with disabilities. Lastly, attention is devoted towards identifying career counselling interventions that are effective in meeting the complex needs of African Americans with disabilities who are interested in attaining occupational success.

Face to face career guidance and counseling is effective and important aspect of life. It can make or break career. Career counseling represents an important variable to better understand career intervention underlying mechanisms. The trend of career guidance in India is not satisfactory. Present study is focused on finding of impacts of career guidance and counseling on students regarding career development.

Career selection is very important for students so that they know where they will continue after graduating from school, therefore there is a need for individual counseling or counseling for the maturity of students' career choices. The technique used in this individual counseling is client cantered, which is to provide guidance so that students can solve the problems they face. Researchers used two students as subjects in implementing individual counseling services withtechniques client centered , because not a few students had problems in the form of difficulties in determining secondary schools. The purpose of this study was to find out the implementation, response and constraints in the implementation of individual counseling usingtechniques client centered for students who have problems in determining careers. This study used a qualitative approach, and the data collection techniques used were observation, interviews and documentation. The results of the study indicate that individual counseling usingtechniques client centered can help determine the secondary school according to their wishes, talents and interests. After attending individual counseling services, students often seek information and ask questions about secondary schools.Keywords: : Career, Client Centered

This research is motivated by the current pandemic condition which affects the implementation of guidance and counseling services, especially career guidance services for students of SMK Nuurul Muttaqiin, where currently students experience confusion in career choices and decisions. This is aimed at the results of observations to students of SMK Nuurul Muttaqiin class XII, during this pandemic they have difficulty in determining the appropriate choice of work and choice of university majors because they do not get optimal and direct guidance from counselors or counselors. The form of efforts made in counseling guidance services to provide students with understanding of career maturity, namely through career guidance services. This research was conducted with a qualitative research approach. The data collected in this study are data obtained by means of interviews, observation and documentation study. The subjects in this study were five students who had difficulties in determining careers after graduating from vocational school and BK coordinators. The form of career counseling services at SMK Nuurul Muttaqiin begins with several stages, namely classical guidance, group guidance, and individual counseling.Keywords: career guidance, career maturity.

This research is motivated by the current pandemic condition which affects the implementation of guidance and counseling services, especially career guidance services for students of SMK Nuurul Muttaqiin, where currently students experience confusion in career choices and decisions. This is aimed at the results of observations to students of SMK Nuurul Muttaqiin class XII, during this pandemic they have difficulty in determining the appropriate choice of work and choice of university majors because they do not get optimal and direct guidance from counselors or counselors. The form of efforts made in counseling guidance services to provide students with understanding of career maturity, namely through career guidance services. This research was conducted with a qualitative research approach. The data collected in this study are data obtained by means of interviews, observation and documentation study. The subjects in this study were five students who had difficulties in determining careers after graduating from vocational school and BK coordinators. The form of career counseling services at SMK Nuurul Muttaqiin begins with several stages, namely classical guidance, group guidance, and individual counseling.Keywords: career guidance, career maturity.

Everyone dreams of a brilliant career in life. But in reality, in planning and determining a career, there are many problems, especially for teenagers who will enter adulthood, namely high school students. Many students have difficulty deciding which major, study program or job to choose after graduation. To overcome this, the role of BK teachers as counselors in schools is needed to carry out career guidance. Career guidance is a counseling service needed by individuals or students to help develop their potential and find their identity as well as plan and determine their careers. Career guidance can be carried out using a trait and factor theory approach, which is a counseling method that focuses on identifying individual/student traits or characters so that students can find their identity and do not hesitate in planning and choosing their careers. From several studies that have been carried out, it is proven that career guidance with a trait and factor approach is effective in helping reduce student doubts about career termination as well as improving students' understanding and career planning.

Background Fundamental changes in the world of work are leaving many workers insecure and uncertain about their future. The situation is aggravated by the Covid-19 pandemic, which has resulted in billions of job losses globally (Bureau of Labor Statistics, 2020). According to the International Labor Organization (ILO, 2020), approximately 1.6 billion people in the informal sector are among those who have lost their jobs. This has led to greater uncertainty in occupational contexts, which have already been unsettled by increasing job changes (Hooley et al., 2020; Kelly, 2020). Work environments are no longer able to ‘hold’ (Winnicott, 1965) workers, leaving them insecure, traumatized, and without any sense of meaning and purpose in their work-lives. Numerous changes in the workplace (largely the effect of technological advances) have compelled workers to reconsider, reconstruct, and redesign their lives to improve their chances of finding sustainable, decent work (Di Fabio & Maree, 2016; Duarte & Cardoso, 2015; Guichard, 2018; Hartung, 2016, 2018, 2019; Ribeiro, 2016; Rossier, 2015a, 2015b; Savickas, 2007, 2019; Savickas & Savickas, 2020; UN, 2016). Workers have to contend with major occupational transitions (Savickas et al., 2009) requiring career counseling theorists, practitioners, researchers, and policy-makers to reconsider their theoretical and conceptual approaches and, accordingly, the practice of career counselling as a whole (Savickas et al. 2009). It serves no purpose to continue drawing on career counseling approaches and traditions that have lost their currency in today’s postmodern occupational world (Savickas & Savickas, 2019). What is needed is innovating and updating career counseling so that it can help people link career choices to a mission (personal meaning in the workplace) and a vision (social meaning of people’s work). Above all, people must be guided and counseled on which skills to master to increase their adaptability and employability (Hartung & Cadaret, 2017). This will then enable them to manage repeated work-related transitions more successfully (Sensoy-Briddick & Briddick, 2017). In summary: Career counseling clearly needs to come up with a practicable, theory-driven way of promoting career counseling in primary, secondary, and tertiary education – an approach that can serve as “a general rubric that covers a myriad of interventions and services” (Savickas, 2015, p. 129). At the heart of such an approach is the elicitation and implementation of ‘subjective’ aspects (‘stories’) as well as ‘objective’ aspects (‘scores’) of career counseling in education (Maree, 2013, 2020; Savickas, 2019). An approach that can encourage workers and prospective workers to choose and construct careers and design themselves successfully (Guichard, 2005, 2009; Savickas, 2019, 2020). It should also provide a platform for reconceptualizing and redesigning career counseling interventions to meet the challenges discussed above. Such an approach will enhance people’s (critical) self-reflection, reflexivity (meta-reflection), embracement of change, and conversion of aspiring intention into experienced action (moving forward) (Maree, 2020; Savickas, 2019, 2020; Savickas, 2020, in Arthur, 2020). Ultimately, it should help all people who are willing and able to work to acquire work-life identities that will enable them to recognize and use the opportunities contained in challenges to survive and flourish in these unstable times (Savickas, 2007; Savickas, 2020, in Arthur, 2020). Typical research questions could include the following: How can career counseling in education help worker-seekers take responsibility for their own future, become resourceful and adaptable, and manage repeated transitions in a rapidly changing world of work? be updated in terms of theory and praxis to promote decent work and sustainable development for all who are able and willing to work? be reconfigured to promote success in the workplace by increasing workers’ adaptability, employability, and career resilience? be used to help prospective workers clarify their career(-life) identity, make the most of change, and promote self-reflection, reflexivity, and life design? be provided in group contexts to promote people’s sense of meaning, rekindle their sense of purpose in the workplace, and foster their sense of critical consciousness (Blustein, 2015)? We (the editorial board) received several provocative and constructive contributions that covered a broad spectrum of research methodologies. They also covered theoretical as well as practical issues and reported on research from a quantitative, a qualitative, a mixed-methods, and an integrative qualitative-quantitative perspective. As always, this issue includes diverse contributions in terms of gender and race and national, international, and interdisciplinary standpoints. Individually and collectively the contributions shed light on issues underlying the renewal of career counseling in education. What Can Readers Expect in This Issue? In the leading article, Using My Career Story to foster reflective capacity, hope, and narrative change, Santilli and Hartung (2022) describe the development and use of the My Career Story (MCS) approach. This self-guided autobiographical workbook is designed to help people across the lifespan and diversity continuum articulate and shape their career-life stories. The authors discuss the outcomes of a research project where the MCS was used with young adults in Northern Italy. The findings confirmed the trustworthiness and validity of the instrument in their research context. The research participants had moved towards more action-oriented, more positive, and more lucid language in their stories by the time they had reached the end of the intervention and once they had constructed their life portraits (compared to the stories they had recounted at the outset of the intervention). The participants also achieved better scores on measures used to assess reflective capacity and hope after the intervention. The need for an approach such as that discussed in the article has never been greater – readers working in the fields of career guidance, career education, and career counseling should find the article of great value. In the second article, Countering master narratives with narratives of persistence: A liberation perspective in career counseling, Briddick and Briddick (2022) deal with a highly topical matter. The authors argue that many youths today have to contend with discrimination and marginalization in their daily lives, despite global efforts to eliminate such evils in society. Discrimination here is often based on youths’ (social) identities and related power systems and subjugation (Brewster & Molina, 2021). The authors add that minoritized youths especially are caught in the trap of culturally contrived ‘master narratives’ that maintain the privilege systems in their own countries (Liu, 2017). The authors maintain that reflecting carefully on such ‘master narratives’ can facilitate a key initial step in career counselling interventions with marginalized youths. The authors advocate an innovative and practicable strategy based on narrative counselling and related constructs aimed at disassembling ‘master narratives’ and providing space for the construction and enactment of ‘alternative’ stories of hope and purpose-filled futures for marginalized youths. This article, too, is a ‘must read’ for all career counsellors. In the third article, Life design group-based intervention fostering vocational identity, career adaptability, and career decision-making self-efficacy, Cardoso et al. (2022) examine the process and outcome of life design group intervention with Grade 9 participants. Using a quasi-experimental, mixed-methods design, the researchers investigate the effect of the intervention on the participants’ vocational identity, career adaptability, and career decision-making self-efficacy. The outcomes confirm the effectiveness of the intervention in respect of the above features as well as in advancing the participants’ reflexivity, their sense of direction and, ultimately, the construction of their careers and themselves. The research outcomes are consistent with previous findings on the topic. Researchers involved in this kind of intervention should find the article most illuminating. In the fourth article, Revitalising career counseling for sustainable decent work and decent lives: From personality traits to life project reflexivity for well-being, Di Fabio et al. (2022) maintain that people are increasingly being confronted with critical life and professional challenges and having to take personal responsibility for their career-life stories. The authors argue that to remain relevant career counseling requires revitalized views on counseling interventions. The authors administered the Big Five Questionnaire, the Life Project Reflexivity Scale, and measures of hedonic and eudaimonic wellbeing to University of Florence students. They then analyzed the research results by considering the relationship between life project reflexivity (LPR) dimensions and wellbeing (while controlling for the ‘Big Five’ personality traits). ‘Authenticity’ emerged as the strongest of the three LPR dimensions. The authors conclude by advocating an innovative, strengths-based prevention strategy for providing sustainable decent work and constructing meaningful life trajectories. A study well worth considering in the context of rapidly changing work and career counseling contexts In the penultimate article, Precariousness in the time of COVID-19: a turning point for reforming and reorganizing career counselling for vulnerable workers, Di Fabio and Svicher (2022) propose innovative career counseling approaches for vulnerable workers during the COVID-19 pandemic based on a recently developed work precarity framework consisting of three broad ‘work’ categories: precarity of work (fear and concern associated with employment continuity), precarity at work (psychosocial or physical insecurity at work), and precarity from work (uncertainty and insecurity due to work that does not satisfy the basic needs of workers). Recommendations for mitigating the impact of the pandemic relate to the psychology of sustainability, the psychology of sustainable development, and the psychology of working theory. In conclusion, the authors argue that vocational psychologists need to modernize specific career counseling practices in order to (1) support vulnerable workers in their search for sustainable, decent work and (2) promote inclusivity in occupational contexts. In the concluding article, Enhancing group self- and career construction counselling: A review of outcome research, Maree (2022) reviews the outcomes of five purposely selected group-based career counseling projects conducted in developing country contexts. Using thematic data analysis, the author examined the outcomes of these projects in order to identify the strengths as well as the areas for development (weaknesses) of the career counseling approach followed in the five projects. The findings demonstrated the value of contextualized career construction in contexts substantially different from the context in which the career construction counseling was originally developed. The author concludes that in the light of the current situation (including the impact of the Covid-19 pandemic on employment), research on the unemployed should be prioritized. In conclusion, I thank all colleagues involved in the editorial and publishing process for their help and guidance. I especially thank Professor Hüseyin Uzunboylu (editor-in-chief) for his professional support in putting this issue together. Last, but certainly not least, I thank all our reviewers for their selfless and expert help. We hope readers will enjoy reading this special issue of the CJES.

Background Fundamental changes in the world of work are leaving many workers insecure and uncertain about their future. The situation is aggravated by the Covid-19 pandemic, which has resulted in billions of job losses globally (Bureau of Labor Statistics, 2020). According to the International Labor Organization (ILO, 2020), approximately 1.6 billion people in the informal sector are among those who have lost their jobs. This has led to greater uncertainty in occupational contexts, which have already been unsettled by increasing job changes (Hooley et al., 2020; Kelly, 2020). Work environments are no longer able to ‘hold’ (Winnicott, 1965) workers, leaving them insecure, traumatized, and without any sense of meaning and purpose in their work-lives. Numerous changes in the workplace (largely the effect of technological advances) have compelled workers to reconsider, reconstruct, and redesign their lives to improve their chances of finding sustainable, decent work (Di Fabio & Maree, 2016; Duarte & Cardoso, 2015; Guichard, 2018; Hartung, 2016, 2018, 2019; Ribeiro, 2016; Rossier, 2015a, 2015b; Savickas, 2007, 2019; Savickas & Savickas, 2020; UN, 2016). Workers have to contend with major occupational transitions (Savickas et al., 2009) requiring career counseling theorists, practitioners, researchers, and policy-makers to reconsider their theoretical and conceptual approaches and, accordingly, the practice of career counselling as a whole (Savickas et al. 2009). It serves no purpose to continue drawing on career counseling approaches and traditions that have lost their currency in today’s postmodern occupational world (Savickas & Savickas, 2019). What is needed is innovating and updating career counseling so that it can help people link career choices to a mission (personal meaning in the workplace) and a vision (social meaning of people’s work). Above all, people must be guided and counseled on which skills to master to increase their adaptability and employability (Hartung & Cadaret, 2017). This will then enable them to manage repeated work-related transitions more successfully (Sensoy-Briddick & Briddick, 2017). In summary: Career counseling clearly needs to come up with a practicable, theory-driven way of promoting career counseling in primary, secondary, and tertiary education – an approach that can serve as “a general rubric that covers a myriad of interventions and services” (Savickas, 2015, p. 129). At the heart of such an approach is the elicitation and implementation of ‘subjective’ aspects (‘stories’) as well as ‘objective’ aspects (‘scores’) of career counseling in education (Maree, 2013, 2020; Savickas, 2019). An approach that can encourage workers and prospective workers to choose and construct careers and design themselves successfully (Guichard, 2005, 2009; Savickas, 2019, 2020). It should also provide a platform for reconceptualizing and redesigning career counseling interventions to meet the challenges discussed above. Such an approach will enhance people’s (critical) self-reflection, reflexivity (meta-reflection), embracement of change, and conversion of aspiring intention into experienced action (moving forward) (Maree, 2020; Savickas, 2019, 2020; Savickas, 2020, in Arthur, 2020). Ultimately, it should help all people who are willing and able to work to acquire work-life identities that will enable them to recognize and use the opportunities contained in challenges to survive and flourish in these unstable times (Savickas, 2007; Savickas, 2020, in Arthur, 2020). Typical research questions could include the following: How can career counseling in education help worker-seekers take responsibility for their own future, become resourceful and adaptable, and manage repeated transitions in a rapidly changing world of work? be updated in terms of theory and praxis to promote decent work and sustainable development for all who are able and willing to work? be reconfigured to promote success in the workplace by increasing workers’ adaptability, employability, and career resilience? be used to help prospective workers clarify their career(-life) identity, make the most of change, and promote self-reflection, reflexivity, and life design? be provided in group contexts to promote people’s sense of meaning, rekindle their sense of purpose in the workplace, and foster their sense of critical consciousness (Blustein, 2015)? We (the editorial board) received several provocative and constructive contributions that covered a broad spectrum of research methodologies. They also covered theoretical as well as practical issues and reported on research from a quantitative, a qualitative, a mixed-methods, and an integrative qualitative-quantitative perspective. As always, this issue includes diverse contributions in terms of gender and race and national, international, and interdisciplinary standpoints. Individually and collectively the contributions shed light on issues underlying the renewal of career counseling in education. What Can Readers Expect in This Issue? In the leading article, Using My Career Story to foster reflective capacity, hope, and narrative change, Santilli and Hartung (2022) describe the development and use of the My Career Story (MCS) approach. This self-guided autobiographical workbook is designed to help people across the lifespan and diversity continuum articulate and shape their career-life stories. The authors discuss the outcomes of a research project where the MCS was used with young adults in Northern Italy. The findings confirmed the trustworthiness and validity of the instrument in their research context. The research participants had moved towards more action-oriented, more positive, and more lucid language in their stories by the time they had reached the end of the intervention and once they had constructed their life portraits (compared to the stories they had recounted at the outset of the intervention). The participants also achieved better scores on measures used to assess reflective capacity and hope after the intervention. The need for an approach such as that discussed in the article has never been greater – readers working in the fields of career guidance, career education, and career counseling should find the article of great value. In the second article, Countering master narratives with narratives of persistence: A liberation perspective in career counseling, Briddick and Briddick (2022) deal with a highly topical matter. The authors argue that many youths today have to contend with discrimination and marginalization in their daily lives, despite global efforts to eliminate such evils in society. Discrimination here is often based on youths’ (social) identities and related power systems and subjugation (Brewster & Molina, 2021). The authors add that minoritized youths especially are caught in the trap of culturally contrived ‘master narratives’ that maintain the privilege systems in their own countries (Liu, 2017). The authors maintain that reflecting carefully on such ‘master narratives’ can facilitate a key initial step in career counselling interventions with marginalized youths. The authors advocate an innovative and practicable strategy based on narrative counselling and related constructs aimed at disassembling ‘master narratives’ and providing space for the construction and enactment of ‘alternative’ stories of hope and purpose-filled futures for marginalized youths. This article, too, is a ‘must read’ for all career counsellors. In the third article, Life design group-based intervention fostering vocational identity, career adaptability, and career decision-making self-efficacy, Cardoso et al. (2022) examine the process and outcome of life design group intervention with Grade 9 participants. Using a quasi-experimental, mixed-methods design, the researchers investigate the effect of the intervention on the participants’ vocational identity, career adaptability, and career decision-making self-efficacy. The outcomes confirm the effectiveness of the intervention in respect of the above features as well as in advancing the participants’ reflexivity, their sense of direction and, ultimately, the construction of their careers and themselves. The research outcomes are consistent with previous findings on the topic. Researchers involved in this kind of intervention should find the article most illuminating. In the fourth article, Revitalising career counseling for sustainable decent work and decent lives: From personality traits to life project reflexivity for well-being, Di Fabio et al. (2022) maintain that people are increasingly being confronted with critical life and professional challenges and having to take personal responsibility for their career-life stories. The authors argue that to remain relevant career counseling requires revitalized views on counseling interventions. The authors administered the Big Five Questionnaire, the Life Project Reflexivity Scale, and measures of hedonic and eudaimonic wellbeing to University of Florence students. They then analyzed the research results by considering the relationship between life project reflexivity (LPR) dimensions and wellbeing (while controlling for the ‘Big Five’ personality traits). ‘Authenticity’ emerged as the strongest of the three LPR dimensions. The authors conclude by advocating an innovative, strengths-based prevention strategy for providing sustainable decent work and constructing meaningful life trajectories. A study well worth considering in the context of rapidly changing work and career counseling contexts In the penultimate article, Precariousness in the time of COVID-19: a turning point for reforming and reorganizing career counselling for vulnerable workers, Di Fabio and Svicher (2022) propose innovative career counseling approaches for vulnerable workers during the COVID-19 pandemic based on a recently developed work precarity framework consisting of three broad ‘work’ categories: precarity of work (fear and concern associated with employment continuity), precarity at work (psychosocial or physical insecurity at work), and precarity from work (uncertainty and insecurity due to work that does not satisfy the basic needs of workers). Recommendations for mitigating the impact of the pandemic relate to the psychology of sustainability, the psychology of sustainable development, and the psychology of working theory. In conclusion, the authors argue that vocational psychologists need to modernize specific career counseling practices in order to (1) support vulnerable workers in their search for sustainable, decent work and (2) promote inclusivity in occupational contexts. In the concluding article, Enhancing group self- and career construction counselling: A review of outcome research, Maree (2022) reviews the outcomes of five purposely selected group-based career counseling projects conducted in developing country contexts. Using thematic data analysis, the author examined the outcomes of these projects in order to identify the strengths as well as the areas for development (weaknesses) of the career counseling approach followed in the five projects. The findings demonstrated the value of contextualized career construction in contexts substantially different from the context in which the career construction counseling was originally developed. The author concludes that in the light of the current situation (including the impact of the Covid-19 pandemic on employment), research on the unemployed should be prioritized. In conclusion, I thank all colleagues involved in the editorial and publishing process for their help and guidance. I especially thank Professor Hüseyin Uzunboylu (editor-in-chief) for his professional support in putting this issue together. Last, but certainly not least, I thank all our reviewers for their selfless and expert help. We hope readers will enjoy reading this special issue of the CJES.

Biology is the science of life and of how living things work. Our students choose to major in biology in college because of a fascination with understanding how living things function, but often they have difficulty in identifying a career that uses their foundation in biology despite the variety of biology-based careers available. The purpose of this discussion is to assist biology students and the career counselors who work with them in identifying satisfying careers that build upon their interest and foundation in biology. The categories of career options include research, healthcare, teaching, science writing, administration/management, government, industry, and miscellaneous careers that do not fit into the other categories.

Promoting the use of new technologies in the career counselling process, the Career Services Office of the Aristotle University of Thessaloniki has developed an easy-to-use career counselling guide containing multimedia applications. The purpose of this career guide, called ‘Career Counseling@Career Office of Aristotle University of Thessaloniki’, is to support students and graduates in the development of their professional skills using interactive exercises and self-presentation sample tools. It also contains, in written and/or visual form, career information, success stories of fellow students and graduates and videos with advice and tips from human resources managers, recruiters and academic staff. The sections of the electronic guide are organized as ‘stations’ that may help the student or graduate in career decision-making, planning and organizing job searches in Greece and abroad, identifying training opportunities and achieving career goals in general. This innovative application is used in combination with personal and group career counselling services. This article explains the rationale for the application in terms of its usage and the expanded functionality it offers career counsellors in higher education institutions.

Sustainable Career Development constitutes an interdisciplinary research area in the field of counseling and career guidance that is based on Sustainable Development. In this context, the aim of the manuscript is to report the importance of providing career counselling to manage one's personal and professional growth and development in a sustainable approach. In the framework of this effort, we are presenting the Sustainable Career Development Scale and putting forward a number of implications for career intervention, which relate to sustainability in career.

This research is based on the process of implementing guidance and counseling services in the field of career development, because there are still many students who do not understand and do not have career planning. The purpose of this research is to look at the process of implementing guidance and counseling services in the field of career development, identification of 1) Planning for the implementation of counseling services in the field of career development, 2) Implementation of counseling services in the field of career development, and 3) Evaluation of counseling services in the career field. This research uses a qualitative descriptive method. The results of the study reveal that 1) the planning for the implementation of guidance and counseling services in the field of development can be seen from the results of the analysis of students, the needs of students at that time and the 2013 guide curriculum, 2) Implementation of counseling services in the field of career development through classical services, individual counseling and tests. talent interests, 3) Evaluation of counseling services in the field of career development is carried out after the services are provided in the form of questions and statements of students in accordance with the 2013 curriculum format. offers guidance and counseling services on career development..

This study examined the developmental trajectories of career maturity among Korean youths between late adolescence and mid-20s, and explored how career-counseling experiences, academic achievement, household income, parental involvement, and gender affected their career maturity. We used the 2,362 Youth Panel data collected between 2008–2014 by the Korea Employment Information Service. Career maturity increased linearly over time and decreased gradually after the fourth wave. Multivariate latent growth modeling revealed that a higher intercept of household income, academic achievement, and parental involvement were associated with a higher intercept of career maturity, whereas the effect of these variables on career maturity decreased over time. A higher intercept of career-counseling experiences was related to a higher intercept of career maturity. As the frequency of career-counseling experiences increased rapidly over time, so did career maturity. Career-counseling experiences and household income indirectly affected career maturity through the mediation of academic achievement. The female students’ level of career maturity was higher than that of the male students. However, this tendency decreased over time. This study’s results of the impact of career counseling on career maturity implies that schools should expand their career education and counseling programs.

A sample of female college seniors experiencing career indecision participated in a career group counseling ( n: 16), a wait-list control group ( n: 8), and an additional career-counseling group ( n: 11). Participants were administered the Career Decision Scale and the State-Trait Anxiety Inventory at pretest and posttest. Analysis of covariance of state anxiety scores and career indecision scores yielded significant main effects for treatment. Participants in the career-counseling groups showed a decrease in scores on state anxiety and career indecision. Implications for research and female career group counseling are also discussed.

This study aimed to challenge the “uniformity myth” in career counseling outcome studies—that is, a tendency toward studying career counseling clients as homogenous, implicitly assuming that the same outcomes would be beneficial to all clients. To this end, we examined the role of clients’ initial career counseling goals. We hypothesized that a client’s career counseling goals would affect (1) which outcomes the client is likely to attain through career counseling and (2) which outcomes he or she would most benefit from (in terms of improved well-being). Hypotheses were tested using data from a three-wave study with Flemish adult career counseling clients. We included six potential career counseling goals and corresponding outcomes: (1) increasing self-awareness, (2) increasing opportunity awareness, (3) making a career decision, (4) finding a new job, (5) improving work–family balance, and (6) improving work relationships. We found that clients were more likely to attain outcomes that matched their initial career counseling goals and less likely to attain other outcomes. In addition, goal attainment (i.e., the attainment of outcomes that match a client’s initial goals)—but not nongoal attainment (i.e., the attainment of outcomes that do not correspond to a client’s initial goals)—related to clients’ subsequent career and life satisfaction. Implications for career counseling research and practice are discussed.

AbstractCareer guidance assists students with the school-to-work transition. Based on a survey conducted in secondary schools in Germany, we analyze career guidance activities and how these affect career plans. The take-up of career guidance depends upon the school track attended, and the school and the class setting, while personal characteristics are barely relevant. The effects of counseling depend upon the type of counseling provider. Counseling by the employment agency reduces plans for educational upgrading and increases the probability of applying for an apprenticeship, while the effects of counseling by school counselors works in the opposite direction for lower track students.

Objectives In this study designed a protean career-oriented career counseling program for university students and verified the effect of this program on the protean career cognition, protean career orientation, protean career behavior. Methods To this end, a protean career-oriented career counseling program was devised as an analysis, design, development, implement, and evaluation stage based on the ADDIE model. and the main program was provided to the experimental group of 13 university students, while an ordinary career counseling program was used for the comparison group of 13 students and nothing for the control group of 13 students. Results First, the final program was developed by establishing the purpose and goal of the program, activity goals and contents for each session, and teaching and learning strategies, and then going through expert validation. Second, as a result of the quantitative analysis, the overall protean career, and the average values of each sub-factor in the experimental group increased after participating in the program, compared to the other groups. Third, as a result of the qualitative analysis, the experimental group was able to develop identity, adaptability, self-directed, value-driven and coping with change, reflective behavior through this program. Conclusions Based on the results, the program developed in this study is different from existing career counseling programs as it was made suitable for current university students by considering the difference between the traditional and new concepts of career based on the protean career theory. In particular, this program has significance in that it laid the foundation for university students to systematically prepare for their careers while proactively creating their own portfolio from their early years of university.

Objectives The main words of the research on career counseling were extracted and analyzed, and various variables of career counseling were derived, and the research trends of career counseling were identified, and implications were provided for future research. Methods Among the papers published in the journals published in Korea, 176 papers with ‘career counseling’ as the main theme were collected and 810 main words were derived. The word refinement was performed using the Textom program, and the key keywords were identified through TF, TF-IDF, and N-gram of the Textom program, and analyzed and visualized them. In addition, the importance and influence of each topic were confirmed and analyzed by using the topic modeling analysis, and the results were visualized. Results First, it maintained its 20th paper from 2015 to 2019, then reduced to its 10th paper in 2020. Second, 176 papers were published in 71 journals, and career counseling was studied in various fields such as counseling, career education, and psychology. Third, as a result of examining the frequency of the major keywords of research related to career counseling, it was found that ‘career’, ‘counseling’, ‘group’, ‘group’, ‘education’, ‘decision’, ‘admission’, ‘program’, ‘analysis’, ‘teacher’ were in order. Fourth, the TF-IDF weight analysis results showed that it was almost similar to the ranking of the frequency of appearance. The keywords with relatively high weight were identified as ‘career’, ‘admission’, ‘education’, and ‘group’. Fifth, N-gram analysis confirmed the correlation between the key keywords. It was confirmed that counseling, decision, admission, group, education, identity, preparation, and search appeared in order of keywords that are highly related to career counseling keywords. Sixth, the degree of connection centrality expressed in the network was in the order of ‘career’, ‘counseling’, ‘group’, and ‘education’. Seventh, in the topic modeling analysis, the words such as ‘career’, ‘counseling’, ‘education’ were the main words that constitute the group. Conclusions Based on the results of keyword network analysis of the studies that used domestic career counseling as a variable, various variables for career counseling were derived and the direction of follow-up research was suggested based on this.