Dissertations / Theses: 'Career guidance and counseling program'

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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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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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松本, 浩司, and Koji MATSUMOTO. "アメリカミシガン州における包括的スクールガイダンス・カウンセリングプログラムの展開 - スクールカウンセラーの役割およびその養成との関連に注目して -." 名古屋大学大学院教育発達科学研究科附属生涯学習・キャリア教育研究センター, 2006. http://hdl.handle.net/2237/6493.

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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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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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Reich, Lia Y. "An examination of University of Wisconsin-Stout students' perceptions of their secondary career guidance programs." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002reichl.pdf.

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Brake-Brushett, Deborah. "Effect of a career counselling intervention on women participating in a government-sponsored employment enhancement program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62373.pdf.

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Hinkelman, Jeanne M. "The effects of Discover on the career maturity and career indecision of rural high school students : a randomized field experiment /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904847.

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9

Callahan, Marguerite (Marguerite Louise). "Identification of the Competencies Needed by Secondary & Post Secondary Career Counselors to Initiate and Maintain Articulation of Secondary & Post Secondary Comprehensive Career Development Programs and Services." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278803/.

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This study researched effect of selected demographic variables on the self-perceived competencies of career counselors at secondary and post secondary institutions in Texas. Demographic variables were years of service, educational level, type of institution, age of counselor, size of institution, and percentage of vocational enrollment. One hundred career counselors, fifty secondary and fifty post secondary career counselors were mailed copies of the Professional Needs Assessment and a Demographic questionnaire.

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Rungqu, Nokhanyo Marylin. "A career guidance counselling and assessment programme for disadvantaged high schools, in the case of the Eastern Cape, in South Africa." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/2014.

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A dissertation submitted to the Faculty of Arts in fulfilment of the requirements for the Doctor of Philosophy in Community Psychology in the Department of Psychology at the University of Zululand, 2019.
The study is a career assessment and counselling programme for disadvantaged high schools in the Eastern Cape Province, in South Africa. The specific aim was to guide learners through a process of career exploration in order to make appropriate career choices and plans. The sample consisted of 90 blacks, 1 coloured and 2 Indians from selected schools in the Eastern Cape Province. The main objectives were to formulate a career assessment and counselling programme, as an ongoing process of change, and not as an event, to empower disadvantaged students through their participation in the process; to nurture learning through engendering a tolerance of mistakes and differences in ideas, and to provide opportunities for the development of all. Using a qualitative research design, self-administered questionnaires were distributed to respondents. A convenient/purposive, non-probability sampling procedure was utilised. Descriptive statistics were used to to analyse demographic data, including frequencies and percentages. Qualitative data, obtained from open-ended questions of the survey questionnaire, were content analysed to identify the main themes. Nine themes were identified. The results showed that many disadvantaged high schools did not have educators who were qualified in career guidance issues. Furthermore, there was a lack of governmental support in career guidance in disadvantaged schools. Additionally, there was a lack of equipment and funding required in career guidance. It has been indicated that the use of psychologists and x psychometric assessment in career assessment will improve the quality of career guidance. It can be concluded that many disadvantaged and poor schools do not have educators who are qualified in career guidance issues. Disadvantaged schools do not have adequate resources such as money to pay qualified professionals to help learners in making optimised and better career decisions. The South African government is not supportive of these disadvantaged schools. Learners continue to be ignorant as far as career guidance issues are concerned. Many students are not aware of the benefits of counselling.

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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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Olson, Rebecca. "Elementary school staff perceptions of guidance counselor roles and guidance program needs." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004olsonr.pdf.

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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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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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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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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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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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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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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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20

Sugeng, Bambang. "Attitudes of state senior high school students of Yogyakarta toward career choice, factors of career choice, career guidance program, and career guidance package outcomes in Indonesia /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676261009022.

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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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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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Davis, Juanita Johnson. "The evaluation of an urban career guidance program based on the national career development guidelines." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134922/.

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Meek, Adalesa Fernandez 1960. "Assessing counseling needs in an international educational program." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277940.

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A survey needs assessment was conducted with casts of an International Educational Program. The purpose was to identify common problems the members faced and to determine their need for counseling services. The data collected included general demographics, symptoms of culture shock, personal and career problems, and counseling needs. Four hundred subjects from 25 different countries participated in this study. It was found that about 50% experienced symptoms of culture shock, personal problems rotated around difficulties at home, and career problems related to applying what they learned while in the program. It was also found that all groups indicated a need for counseling services. However, one particular group indicated a stronger need. Additional information provided by participants was analyzed and reported. From three open-ended questions, the students identified other common problems not mentioned in the body of the questionnaire.

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Hedrick, Deborah K. "Use of and satisfaction with a career information accessing strategy." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/74715.

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Computer-assisted guidance and information systems have recently gained increased popularity among counselors and students. However, there has been little objective research performed on them. The result has been that counselors are often uncertain about the appropriate usage of these instruments. A popular computer-assisted information system which has received little study is the Virginia VIEW Career Search. The Career Search is an accessing strategy designed to lead the users to access occupational and/or educational information from the Virginia VIEW microfiche. The Career Search was adapted from the Michigan Structured Occupational Search, which was developed using the Department of Labor's (DOL) occupational classification system and the Ohio Vocational Interest Survey's weighting of the DOL's data-people-things classification. The purpose of this study was to clarify the appropriate usage of the Virginia VIEW Career Search. The study sought information concerning how the Career Search is being used in public schools in Virginia by assessing user satisfaction and determining whether the search does lead the users to access occupational and educational information. Finally, user satisfaction ratings and the results of the Career Search and the Ohio Vocational Interest Survey II (OVIS II) were compared. The sample consisted of 624 Virginia secondary school students whose school districts use both the Career Search and the OVIS II in their counseling programs. The students completed the Career Search, the OVIS II, and the Student Questionnaire. The Student Questionnaire includes a revision of Zener & Schnuelle's 1972 Feedback Sheet, which had been revised to include a questionnaire which assesses whether users seek occupational/educational information after taking the Career Search. A portion of the Feedback Sheet collected ratings so that satisfaction for the Career Search and OVIS II could be compared. Finally, the results of the Career Search and the OVIS II were compared. The results of the study indicated that users do access career information after taking the Career Search. One of the most utilized sources of career information is the Virginia VIEW microfiche occupational files. Users were generally satisfied with the Career Search, and felt that it helped them gain insight concerning appropriate careers for themselves, and was a good use of their time. Data was insufficient to make a comparison of the levels of user satisfaction for the Career Search and the OVIS II. The comparison of the results of the two instruments yielded limited data as well. However, approximately fifty percent of the subjects had matched results for the first OVIS II scale on their OVIS II Student Report and one or more occupational titles (viewscripts) generated from using the Career Search.
Ed. D.

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St, Denis Marnie L. "An assessment of a positive perspective/highlight program on elementary school children." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/9805.

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The purpose of this study was to assess the effectiveness of a 10 week positive perspective/highlight program developed specifically for elementary school children. Two intact classes of grade four children took part in the study, one experimental and one control. The experimental group participated in various games and activities designed to promote positive perspectives and help the children look for positive highlights in their daily lives. Significant positive effects were found in the experimental group with respect to increased frequencies of highlights, and positive feelings about self following the intervention program. Ten categories emerged from a qualitative analysis of over 2,000 highlights that children recorded in their logbooks: human contact, play/activity, contact with nature, tasting pleasures, accomplishments, discovery, entertainment, receiving/giving, positive anticipation, and relaxation.

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Taylor, Shaunna L. "An analysis of a relaxation/stress control program in an alternative elementary school." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9787.

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The purpose of this study was to implement and assess the effectiveness of Orlick's (1993) mental skills/life skills training program in an alternative elementary school. Four teachers of 85 students in multi-aged classes were instructed to modify the program however they saw fit, in order to have it meet the needs of their students. The alternative school classes were divided into multi-aged groupings of grade 1/2, 2/3, 4/5, and 6. The primary objectives of the study were to investigate (a) how teachers would make adaptations to the intervention program to suit their classroom environments, (b) how the teachers felt they were affected through their participation in the program, and (c) whether the students would increase their ability to relax themselves and improve their ability to identify and control stress. The results of this study showed the teachers made modifications to the intervention program on session and global levels, and reported personal gain from their participation. The students showed significant and positive results in their ability to relax, as indicated in pre- and post-intervention heart rate test scores using the HR monitor DT 1000, and in their ability to identify and control stress as indicated by logbook analysis. The teacher results will be used as a blueprint for further refinement to the Orlick (1993) intervention program curriculum and delivery.

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Dencklau, Susan. "One Woman's Midlife Career Change| From Homemaker and Cosmetician to Public School Counselor." Thesis, University of Redlands, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594525.

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This autoethnography focused on the following overarching question: How did I overcome the indoctrination and socialization in my early human development to accept the unexamined assumption that my life was limited to being a wife, mother, and cosmetologist that prevented me from aspiring to a career as a school counselor that would increase my sense of purpose in life using the framework of Erikson's stages of development and feminist thought as the theoretical lens for inquiry and analysis of my experience? Seven sub-questions were developed to guide the study. Analyzing the review of literature and my own experience related to the overarching question and sub-questions resulted in the emergence of twelve themes. These were socialization historicity, systemic societal power, freedom for self-determination, abandonment, sense of belonging, sense of responsibility, ethic of care, confidence, advocacy, personal transition, wounded healer, and authenticity . Erik Erikson's life stage theory, feminist theory and modern research comprised the theoretical framework for the study. Becoming an educational counselor at mid-life could only be told as one women's story, and this autoethnography provides just a small portion of what could be said about the experience.

Implications for practice and implications for future research were shared. The significance of the study was that it may help other females in their pursuit to understand their lives, help counselors in working with others, and contribute to the research on mid-life career change to become a school counselor.

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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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Tapia, Melissa. "Bullying education and prevention program a grant proposal project." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586171.

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Bullying is a serious problem that affects youth from all backgrounds and can negatively affect their development. The purpose of this project was to develop a program, identify potential funding resources, and write a grant to fund a bullying prevention program at Woodrow Wilson Middle School in Pasadena Unified School District. The proposed program will take a school-wide approach and implement Second Step, an evidence-based program to prevent bullying. Students will participate in classroom activities to build empathy, communication, bullying prevention, emotion management, and prevent substance abuse. Some enhancements such as assemblies, parent trainings, and incentives will be added to the program to promote collaboration between the school and the home and actively engage all of the systems related to bullying. Implications for social work practice are discussed. The actual submission and/or funding of the grant were not required for the successful completion of this project.

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Sindabi, Aggrey M. "An analysis of the guidance and counseling program in selected Kenyan secondary schools." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/40025.

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Lehman, Joanne R. "A comprehensive evaluation of the Roanoke County elementary school guidance and counseling program." Diss., Virginia Polytechnic Institute and State University, 1990. http://hdl.handle.net/10919/53605.

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One of the earliest and most comprehensive elementary school guidance and counseling programs in the Commonwealth of Virginia is located in Roanoke County. An integral component of every elementary school guidance and counseling program is evaluation. The purpose of this study was to design and conduct a comprehensive evaluation of the Roanoke County Elementary School Guidance and Counseling Program in order to determine program effectiveness. Data was collected through questionnaires disseminated to samples comprised of 261 students, 34 teachers, 13 principals, and 280 parents of children in the program. Additional information was gathered from focus interviews conducted with counselors, teachers, and individual interviews with principals. The findings indicate that the guidance program is effective in meeting stated objectives as well as student needs. It was also concluded that program effectiveness could be jeopardized in the future due to the growing number of students and responsibilities required of the counselors. In addition, the data indicated that all populations exhibit a favorable attitude toward the program.
Ed. D.

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Barton-Cox, Florence Faye. "The Effects of a Career Education Program on the Career Choices of Fifth-grade Students." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4978/.

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The career development of students, demonstrated by students' career interest, is important for a more effective career education program. This study focused on the career choices of fifth grade students through the use of a career interest inventory before and after the use of a career education program. The design was experimental, and the purpose was to determine if there were differences in the career interest of fifth grade students who participated in a career education program compared with the career interest of fifth grade students who did not participate in a career education program. The COPS-PIC Picture Inventory of Careers (COPS-PIC) was used as a pretest and posttest for fifth grade students to determine baseline career interests. The COPS-PIC career inventory results were incorporated into the career education program and served as a career planning guide for incorporating students' input into career choices and exploration of those choices for a better understanding of the process of finding out who they want to be and what type of careers exists. The experimental group was provided instruction and career exploration opportunities for 4 weeks. The control group was not provided career education instruction and career exploration opportunities. This study suggests that fifth grade students who participated in a career education program were able to make more concentrated career choices at higher levels of interest after participating in the career education program. Additional studies that include the use of career interest inventories and a career education program are needed before extensive generalizations can be made.

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Borden, McKay. "Effects of career guidance strategies for females on career maturity and locus of control of high-achieving twelfth-grade females." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/39731.

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This study was designed to examine the effectiveness of the following career guidance strategies: career information investigating, job information interviewing, shadowing, panel of positive female role models, parental involvement and group counseling on career maturity and locus of control of high-achieving twelfth-grade females. Participants in this study were thirty-two high-achieving twelfth-grade females currently enrolled in advanced placement English classes, who were currently taking advanced mathematics, advanced science, and advanced foreign language courses; or who had completed three years of advanced mathematics, advanced science, and advanced foreign language courses. The design of this experiment was a pretest-posttest, experimental/control group design. The participants in the treatment group participated in a ten-week career guidance program involving strategies to increase career maturity and improve internal locus of control utilizing the results of the Caree~ Maturity Inventory, Counseling Form B-1 and the Different situations Inventory.
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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Halferty, David Stanton. "A Comparison Of The Career Assessment Inventory And The Strong-Campbell Interest Inventory In A Minority, High School Drop-Out Sample." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3221.

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Problem. The Strong-Campbell Interest Inventory (SCII), an inventory with some validity, was directed at the professionally oriented client. The Career Assessment Inventory (CAI) appeared in 1976 as an inventory normed on the non-professional, blue-collar worker, directed at the non-baccalaureate student. There had been little research on minority, non-college oriented youth. Purpose. The purpose of this study was to compare the predictive and concurrent validity of these two inventories for a drop-out, non-college oriented population. These inventories were compared for predictive validity to short-term occupational outcome, and for concurrent validity to Expressed Interest. Also, the distribution of interests across the six RIASEC themes was compared. Procedure. For the years 1977-1981, participants in the High School Equivalency Program, University of the Pacific, Stockton, CA, were interviewed to ascertain their Expressed Interests and were given either the SCII or the CAI during the first three weeks of program attendance. Following graduation, short-term occupational outcome data, or college major (if there was no occupation) were recorded. Chi-square was used to compare the inventories on hit-rates for short-term occupational outcome. Findings. No significant differences were found in the predictive validity of the CAI and the SCII to short-term occupational outcome, using inventory scale scores, expressed interest, consistency, differentiation, and cross-scale congruence, with this specific population. The distribution of interests across the six RIASEC themes of the inventories showed significant differences at the .05 level. The distributions of RIASEC categories were significantly different (.01 level) for men versus women. On the CAI, a greater proportion fell in the Conventional theme for males; the Social and Enterprising themes for females. For the SCII, a greater proportion fell in the Artistic theme for males; the Realistic and Conventional themes for females. Recommendations. This study should be replicated using long-term follow-up data with minority, non-professionally oriented populations.

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Layne, Kimberly Dawn 1968. "Goals and career progress of female community college honors graduates." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/278043.

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This study presents information gathered from a follow-up survey of 124 female community college honors graduates from the years 1989, 1990, and 1991. Results are intended to provide descriptive information in understanding the role that successful completion of community college education plays in the career development of women. Participants provided information via a questionnaire regarding demographics, factors related to academic success, choice of major, current education and employment status, and career and educational goals for the future. Results indicate that female community college honors graduates are likely to be reentry women who have career related goals. One to three years after graduation, the women are employed full-time, studying for bachelors degrees, or working in the home. It appears that community colleges provide women with an opportunity to achieve formal education at virtually every life stage. Conclusions and implications are drawn for career counselors and community college personnel.

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Kreamer, Lisa Marie. "Undergraduate art students: Influences affecting the career decision to major in art." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278611.

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This thesis surveys 171 undergraduate art students at the University of Arizona to evaluate the effect their high school art teachers had on their career decision to enter a college art program. The parental influence is addressed. Student responses are viewed by gender, classification and major. Findings indicate the teachers influence less than 50% of their students and that parents have a greater influence in the decision process. There are definite gender differences, males talked with their parents more than females but females expressed more support from parents once in an art program. Students in commercially viable studio programs, graphic design and photography, report greater parental support.

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Anderson, Lisa Marie 1963. "A follow-up survey of graduates from a master's degree program in Counseling and Guidance: 1986, 1987, and 1988." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277967.

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This study presents information gathered from a follow-up survey of master's degree graduates in Counseling and Guidance from the years 1986, 1987, and 1988. Results are compared to a previous follow-up survey of graduates from the same program. Participants provided information via a questionnaire regarding demographics, current and past employment, credentialing, counseling clientele, program satisfaction, professional involvement, and preparation for client concerns. Results indicate that graduates are older than those who graduated 12-13 years ago with increasing numbers of women entering the field. Private practice, agencies, and hospitals have emerged as a significant employment setting. Today's graduates appear to be encountering a wider variety of client concerns and also appear to feel more prepared for those concerns than the graduates of 12-13 years ago. Conclusions and implications are drawn for the practitioners and the counselor preparation institution from which they graduated.

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Szabo, Zsuzsanna Rozalia. "Sex-role, attributional style, and career choices: A cross-cultural analysis." Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/280755.

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In the contemporary society choice of career is sex-stereotyped. There are more females in educational and nursing careers, and there are more males in engineering and science careers. Females and males perceive their roles in the society in a sex-stereotyped way and they try to fit into culturally appropriate sex-roles. People make causal attributions for different situations in life and think and behave according to the causal attributions they make. The research question of this dissertation asks if sex-role and attributional style affect career choices, and if the answer is different across cultures. Two studies were concerned with the relationship between sex-role, attributional style, and career choices at college and high school levels in two different cultures (the United States and Romania). Comparisons were made also between females in single-sex high school and coeducational high schools. A third study determined the changes in career choices following attributional retraining. Results from the studies show that career choices are sex-stereotyped and sex-roles influence choice of career in both cultures. The sex-stereotypical choice of careers is more evident in Romania. Females in single-sex education schools report more adaptive sex-roles and attributional styles, and they choose more diverse career fields than females in coeducational schools. Attributional retraining is related to changes in career choices.

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Husby, RoseAnn. "Evaluation of a K-12 career portfolio system in the Barron School District." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998husbyr.pdf.

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Bowers, Judy Louise Eichelberg. "The influence of the principals' leadership styles, attitudes, and beliefs on program diffusion." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290054.

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The purpose of this study was to examine the effect that the principals' leadership styles, attitudes, and beliefs, and school district leadership had on the successful implementation of a new innovation in elementary schools such as the Comprehensive Competency Based Guidance (CCBG) program. This study was conducted in a small, fast growing rural district in southwestern United States during the spring of 2003. Subjects interviewed in this study were five elementary principals, three elementary counselors, one governing board member, one assistant superintendent, and one student services director. When the elementary CCBG program was first implemented in the Mountain Vista School District (MVSD) in 1991, three counselors worked part-time at each of seven schools. District leadership, not site leadership, proved to be the most important factor in the diffusion of the CCBG program. District leadership provided strong direction to principals to implement a CCBG program where counselors would work in the classroom with all students. One high school counselor took the impetus to improve the high school counseling program in 1986 and created a personal vision which grew into a district vision. District leadership in the MVSD came to share a common vision to increase the number of counselors in the district to fully implement the CCBG program. A governing board member, an assistant superintendent, and the student services director were the influential district leaders. This study confirms that successful implementation of an innovation must have the advocacy of the governing board and district administrators to successfully implement an innovation. Principals provided the site support for the implementation of the CCBG program while district leaders keep the focus on using counselors to implement the CCBG program and working to fund additional elementary counselors. Results of the interviews also revealed that an innovation champion and change agent is needed to diffuse a program and take it from the agenda setting stage of the innovation process to the routinizing stage. The student services director was the innovation champion and her work for 17 years was essential in routinizing the CCBG program.

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Gjerning, Travis B. "A parental evaluation of the elementary guidance program at Holdingford Elementary School in Holdingford, Minnesota." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998gjerningt.pdf.

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Oscsodal, Peter B. D. "Perspectives of school counselors compared with the comprehensive school counseling-guidance model of Gysbers and Henderson: A qualitative study of a school counseling-guidance program (Norman C. Gysbers, Patricia Henderson)." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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45

Raji, Moromoke Nimota. "Professionalisierung von Bildungs- und Berufsberatung in Nigeria – Analyse der nationalen und internationalen theoriebegründeten Konzeptentwicklung und der Vernetzung der Akteure." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-97567.

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The focus of this project is on the quality and relevance of Vocational Counselling programme in Nigerian schools. It analyses the discipline’s training syllabuses in Universities and the extent and manner of its application in secondary schools by graduates in the field and proffers suggestions on how to improve upon both the training and the practice. As a professional field of study, Guidance and Counselling was first introduced at the University of Ibadan, in the 1980s. Within a few years, the Universities of Benin and Lagos also commenced a programme in the discipline. However, and as I have discovered, the products of the programme have really not achieved much impacts in Nigerian secondary schools almost thirty years after it was first introduced. As at today, most secondary schools still do not have professional career counselors. Where they exist, they are not always very competent, and are not often consulted by pupils while selecting their subject combinations. In the Universities, Guidance and Counselling syllabus are found to be outdated. Two major approaches were adopted in carrying out this research. The first method is empirical and was executed through field research. I visited the Universities of Ibadan, Ife and Lagos – all in Nigeria - to conduct interviews with students and lecturers of Guidance and Counselling in the Universities. I also collected documents like manuals, handbooks and course outlines issued by personnels in the Departments. I also visited, conducted interviews with, and served questionnaires on, professional counselors in a selection of public and private secondary schools in Nigeria. At the end of the field work, the documents, questionnaires and interviews were analysed and what I identified as the strengths and weaknesses of Guidance and Counselling programmes in Nigerian Universities were laid out. The second approach adopted in this study has to do with analysis of scientific publications in the field. Books, journals, manuals and even electronic publications by Guidance and Counselling experts in Germany, Europe and other places were assembled and carefully studied. In the end, what constitutes minimum competence requirements were underlined. Applied to the data earlier collected in the field, my conclusion is that the various Guidance and Counselling programmes in Nigeria need to be improved upon II and/updated and that its importance in secondary education needs to be further stressed. To improve the programme, I suggested, among others, the need for Nigerian Universities to actively work toward the development of collaborative and exchange programmes with institutions in Europe and other parts of the world.

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Tate, Kevin P. "Career interest and efficacy in eighth grade males and females /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924933.

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Carlisle, Katherine S. Witte James E. "An examination of a career and college awareness program and the effects on fifth grade students." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/CARLISLE_KATHERINE_26.pdf.

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Ley, Tiffany Andresen. "Child Parent Relationship Therapy: A Program Evaluation." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862821/.

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For the past 40 years, one southwestern US university counseling program has sponsored two mental health training clinics in which master's and doctoral level students have learned to provide child parent relationship therapy (CPRT) services to community parents. In their training, students learn about the positive effects of CPRT, particularly on parental stress. To date, however, no program evaluation has been conducted at these clinics focusing specifically on parental stress outcomes after the completion of CPRT or to determine the demographics and characteristics of parents who pursue CPRT. The purpose of this study was to conduct such an evaluation of archival data spanning 7 years. Participants were 129 parents (70% female, 30% male; 80% Caucasian, 35% Hispanic/ Latino, 6% African American, and 4% Asian; 62% married, 9% separated, 16% divorced). Results from a t-test indicated a statistically significant decrease in self-reported parental stress, with a moderate effect size. Multiple regression revealed that women and those who attended with a co-parent reported greater stress reduction. This study confirmed the benefit of CPRT, provided by counselors-in-training, on reducing parental stress and indicated clientele for which and conditions in which those benefits might be optimized.

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Houseman, J. Cary. "An evaluation of a career development program in a government research and development center." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54447.

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With the increase in employer-sponsored career development programs (CDPs) there has been the need to evaluate the effects of CDP interventions on the both individual and the organization. Previous-follow-up evaluations of participants in workshop oriented CDPs have focused on the effects of CDP intervention services in terms of individual outcomes (i.e., career/life planning, decision making, stress management), but have not dealt directly with the impact of CDPs on the organization, nor compared the CDP participant group with a group of nonparticipants. The subjects for this study were all employees of NASA Langley Research Center, Hampton, Virginia. The CDP services are offered in a neutral on-site area, the Career Development Center (CDC), housed in the Technical Library. Using follow-up questionnaires and interviews, this study replicated many aspects of previously reported CDP evaluations. The results were generally comparable to those studies with respect to the positive impact of the CDP intervention on the individual. Specifically, participants evaluation of the CDC services received were: 1. positive with respect to the CDC process meeting their needs, 2. positive with respect to staff responsiveness, 3. positive with respect to questions they wanted answered, and 4. positive with respect to using the services again if the need arose. The matched groups of nonparticipants and participants scores (fifty in each group) were compared on the dependent variables of job satisfaction, job. commitment, and "actions taken" related to training services offered by the organization. The statistical analyses indicated nonsignificant differences with respect to job satisfaction, and significant differences with respect to job commitment and "actions taken" in the direction of the control group of nonparticipants. This study concluded from the comparative findings, with the equivocation of the job satisfaction measures, the differences noticed in job commitment were an attempt to use the services of the CDP to "self-actualize" their careers and better utilize their skills both on the job and in nonjob related activities. The "actions taken" variable did not show a high degree of involvement of the CDP participants in the organization's training services, but they did become more involved in nonjob related activities. Finally, questions were raised concerning the appropriateness of the dependent variables and matched groups design used in this study for measuring CDP effectiveness. Alternative approaches were suggested for future research.
Ed. D.

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Rush, Lee Covington. "Family relationship dynamics and the career decision-making self-efficacy of African-American college students." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392303979.

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Dissertations / Theses on the topic 'Career guidance and counseling program'

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