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Belser CT, Prescod DJ. Conceptualizing COVID-19-Related Career Concerns Using Bioecological Systems: Implications for Career Practice. THE CAREER DEVELOPMENT QUARTERLY 2021; 69:355-370. [PMID: 35463740 PMCID: PMC9015366 DOI: 10.1002/cdq.12279] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Revised: 05/27/2021] [Accepted: 06/16/2021] [Indexed: 11/11/2022]
Abstract
The COVID‐19 pandemic has affected many aspects of the global society, including the workforce, with many effects yet to be seen. Career professionals in various settings are positioned to support clients and students through pandemic‐related career concerns. Bronfenbrenner's (1979, 2001, 2005) bioecological systems model provides a framework that can aid in conceptualizing clients' and students' presenting issues within the complex nature of their environments. In this theoretical article, we contextualize COVID‐19‐related career concerns through a bioecological systems lens and integrate four contemporary approaches to career work. Two fictional case studies illustrate how career professionals can integrate these approaches.
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Hwang MH, Lee J, Jung AK. Career Development of Lower Social Class Adolescents in South Korea. JOURNAL OF CAREER DEVELOPMENT 2019. [DOI: 10.1177/0894845318780361] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Despite increased efforts and a broadened understanding of social class and its impact on career development, the career development of lower social class adolescents and its interaction with sociocontextual factors remain understudied. The current study explored the educational and career experiences of South Korean high school seniors using a qualitative approach and the gender and social class career development model. Our sample included 14 lower class high school seniors who were preparing for different career paths after graduation. The data were collected at three time points, through two semistructured interviews, documents, and brief phone-call surveys. An inductive thematic analysis of 28 semistructured interviews and documentations revealed three domains with seven themes. The results demonstrated an influence of lower social class on adolescents’ socialization, access to resources, affectional and academic barriers, and academic and career attainment. The implications of the results for career counseling, interventions, policies, and future research are discussed.
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Affiliation(s)
- Mae Hyang Hwang
- Department of Education, Gyeongin National University of Education, Gyeyang-gu, Incheon, South Korea
| | - Jihye Lee
- College of General Education, Hallym University, Chuncheon, Gangwon-do, South Korea
| | - Ae-Kyung Jung
- Department of Education, Gyeongin National University of Education, Gyeyang-gu, Incheon, South Korea
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Brammar L, Lezova K. How can creative practice facilitate reflection on self-learning? Implications for narrative career counselling. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2018. [DOI: 10.1177/1038416218785916] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study uses an individual case study to explore how creative practice can facilitate reflection on self-learning from a narrative career counselling perspective. The case study features the original creative output and associated writing task produced by a higher education student as part of a skills award. The study considers what is meant by creativity and the use of creative practices in narrative career counselling. Based on the case study, it considers the potential implications for narrative career counselling regarding the use of creative practice to facilitate both reflection and stimulate internal and external dialogues around self-learning.
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Affiliation(s)
- Laura Brammar
- Research Unit, The Careers Group, University of London, London, UK
| | - Katarina Lezova
- Goldsmiths Careers Service, Goldsmiths, University of London, London, UK
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Stebleton MJ, Diamond KK, Rost-Banik C. Experiences of Foreign-Born Immigrant, Undergraduate Women at a U.S. Institution and Influences on Career–Life Planning. JOURNAL OF CAREER DEVELOPMENT 2018. [DOI: 10.1177/0894845318763924] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This qualitative study explores the career–life experiences of foreign-born immigrant women pursuing undergraduate degrees. Two conceptual frameworks guided this study: life role salience and systems theory framework. We interviewed 18 women studying at a regional comprehensive university in the Pacific Northwest region of the United States. Two categories emerged from our analysis, which used constructivist grounded theory methods: (a) managing multiple roles, expectations, and options and (b) mediating the contexts that influence career–life decisions. Each category is organized by two subcategories. Our findings led to two theoretical propositions as well as suggestions for career development practitioners and implications for practice, policy, and research.
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Storlie CA, Mostade SJ, Duenyas D. Cultural Trailblazers: Exploring the Career Development of Latina First-Generation College Students. CAREER DEVELOPMENT QUARTERLY 2016. [DOI: 10.1002/cdq.12067] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
| | | | - Deborah Duenyas
- Counseling and Student Affairs Department; Kutztown University
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Watson MB. Voices Off: Reconstructing Career Theory and Practice for Cultural Diversity. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2016. [DOI: 10.1177/103841620601500310] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The most fundamental challenge that career psychology faces is the construction of a new identity that will challenge the career theories and counselling practices that have occupied centre stage in evolving forms for over a century. As part of that challenge, career practitioners and career educators need to address the critical question of what constitutes a good narrative for career practice at the present time. Central to the re-definition of career theory and counselling is the need to address and redress the diversity of environments in which career development and career counselling takes place. The present article explores the cultural roles inherent in career counselling and the possible reconstruction of the identity of career practitioners, particularly in terms of their responsibilities in culturally diverse settings. This exploration raises ethical concerns about the present training of career practitioners.
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Patton W. Connecting Relational Theory and the Systems Theory Framework: Individuals and Their Systems. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2016. [DOI: 10.1177/103841620701600307] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
The Systems Theory Framework (STF) facilitates the inclusion of relevant aspects of multiple existing theories within an integrated framework, wherein relevance and meaning is decided upon by each individual. Patton and McMahon emphasise that the application of the Systems Theory Framework in integrating theory and practice is located within the crucible of the individual, acknowledging that the individual is an open system recursively interacting with and within multiple systems. The present paper furthers a discussion of the potential for the Systems Theory Framework in theory integration, in particular with respect to relational theories.
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McMahon M, Watson M. The Systems Theory Framework of Career Development: Expanding its Research Influence. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2016. [DOI: 10.1177/103841620701600308] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Since its first publication more than 15 years ago, the Systems Theory Framework (STF) has become an established metatheoretical framework in the international career development literature. Ten years into its history, the first review of its development was published. The present article overviews the expansion of the STF literature since that initial review, particularly in relation to the emerging body of research since 2002. The overview demonstrates the recursive relationship that exists between theory, practice and research. The article concludes with a discussion of the future expansion of STF research and suggestions for the directions that STF research can take.
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Patton W, McMahon M. The Systems Theory Framework of career development: 20 years of contribution to theory and practice. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2015. [DOI: 10.1177/1038416215579944] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The development and sustained contribution of the Systems Theory Framework to career development theory and practice is well documented in national and international literatures. In addition to its contribution to theory integration, it has added to the growing literature on connecting career theory and practice, in particular for non-Western populations. In addition, it has been the basis of the development of a broad array of constructivist approaches to career counselling, and indeed specific reflective career assessment activities. This article begins with a brief history of the Systems Theory Framework which is then followed by a rationale for its development. The contribution of the Systems Theory Framework to theory and practice is then described prior to concluding comments by the authors.
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Affiliation(s)
- Wendy Patton
- Queensland University of Technology, Brisbane, Australia
| | - Mary McMahon
- The University of Queensland, Brisbane, Australia
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Abkhezr P, McMahon M, Rossouw P. Youth with refugee backgrounds in Australia: Contextual and practical considerations for career counsellors. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2015. [DOI: 10.1177/1038416215584406] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Youth with refugee backgrounds face challenges in their journey towards successful integration in Australia. Some challenges relate to macro-level changes occurring in the world of work and some to their transition from an agrarian or industrial society to a post-industrial Western country. Addressing the future career development of youth with refugee backgrounds may lead to improved integration outcomes. As career counselling has its roots in social justice, assisting those from refugee backgrounds to integrate into Australian society is an important task for career counsellors. However, career counsellors need to respond with caution and sensitivity as many models and theories have been criticised for not responding to multicultural and contextual issues concerning diverse populations. This article outlines some of the challenges faced by youth with refugee backgrounds in Australia, considers possible relevant approaches for career counselling and proposes suggestions for career counsellors.
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McMahon M, Watson M. Story telling: crafting identities. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2013; 41:277-286. [PMID: 24009405 PMCID: PMC3756621 DOI: 10.1080/03069885.2013.789824] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2012] [Revised: 03/19/2013] [Indexed: 11/26/2022]
Abstract
Career guidance clients are seeking to craft new identities that better position them in their careers. The focus of the present article is on narrative career counselling's potential contribution in providing a meaningful and useful experience for career guidance clients. To illustrate the potential of narrative career counselling, the story telling approach is offered as an example to illustrate how identity can be crafted in contextually and culturally sensitive ways.
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Affiliation(s)
- Mary McMahon
- School of Education, The University of Queensland, Brisbane, Australia
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McMahon M, Watson M, Chetty C, Hoelson CN. Examining process constructs of narrative career counselling: an exploratory case study. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2012. [DOI: 10.1080/03069885.2011.646949] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Harrington TF, Harrigan TA. Practice and Research in Career Counseling and Development-2005. CAREER DEVELOPMENT QUARTERLY 2011. [DOI: 10.1002/j.2161-0045.2006.tb00010.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Pekerti AA. The Interdependent Family-Centric Career: Career Perspective of the Overseas Chinese in Indonesia. THE CAREER DEVELOPMENT QUARTERLY 2011. [DOI: 10.1002/j.2161-0045.2008.tb00101.x] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Stebleton MJ. Career Counseling With African Immigrant College Students: Theoretical Approaches and Implications for Practice. CAREER DEVELOPMENT QUARTERLY 2011. [DOI: 10.1002/j.2161-0045.2007.tb00085.x] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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McMahon ML, Watson MB. Systemic Influences on Career Development: Assisting Clients to Tell Their Career Stories. CAREER DEVELOPMENT QUARTERLY 2011. [DOI: 10.1002/j.2161-0045.2008.tb00043.x] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Vespia KM, Fitzpatrick ME, Fouad NA, Kantamneni N, Chen YL. Multicultural Career Counseling: A National Survey of Competencies and Practices. THE CAREER DEVELOPMENT QUARTERLY 2011. [DOI: 10.1002/j.2161-0045.2010.tb00130.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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McMahon M. Career counseling: applying the systems theory framework of career development. JOURNAL OF EMPLOYMENT COUNSELING 2011. [DOI: 10.1002/j.2161-1920.2005.tb00896.x] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Faria LDC, Taveira MDC. Avaliação do processo de aconselhamento vocacional: revisão da literatura. PSICOLOGIA: TEORIA E PESQUISA 2011. [DOI: 10.1590/s0102-37722011000100012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
As questões acerca do processo de intervenção têm sido cada vez mais alvo de atenção e estudo na Psicologia. Este artigo apresenta uma revisão da literatura acerca da panorâmica atual do processo de aconselhamento vocacional. Deste modo, são abordados, uma descrição do processo de aconselhamento vocacional e das variáveis comuns ao aconselhamento psicológico pessoal e vocacional, seguindo-se uma breve caracterização das investigações sobre o processo da intervenção psicológica vocacional. Por último, apresenta-se um conjunto de sugestões para futuras pesquisas.
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Rewriting HerStory: Aboriginal Women reclaim education as a tool for personal and community, health and well-being. ACTA ACUST UNITED AC 2011. [DOI: 10.1016/j.sbspro.2011.10.290] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Okamura Y, Miller J. Career Development Strategies for Japanese Immigrant Teachers. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2010. [DOI: 10.1177/103841621001900306] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Many career development theories recognise that the relationship between people and their environment constantly changes through historical and socio-political influences. Such theories emphasise the importance of systematic interpretations and general cultural influences on meaning-making. While such a view of meaning-making is important, we posit that practitioners with knowledge of their clients' cultural influences are better placed to encourage all clients to create their own meanings. This article explores the experiences of a group of immigrant native Japanese-speaking teachers to examine cultural influences on their career paths. It aims to help practitioners work with diverse populations.
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Career Development and Social Inclusion at St Patrick's College: A Case Study. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2010. [DOI: 10.1177/103841621001900202] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Consistent with the Commonwealth government's social inclusion agenda, the mission statement of St Patrick's College advocates the development and delivery of career development services and programs that promote social justice and social inclusion. This case study describes the evolving career development program at St Patrick's College, which has an intentional focus on promoting social justice and achieving social inclusion outcomes. The St Patrick's College career development program offers some examples of practical ways in which schools can implement the Commonwealth government's social inclusion agenda.
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Arthur N, Popadiuk N. A Cultural Formulation Approach to Career Counseling With International Students. JOURNAL OF CAREER DEVELOPMENT 2009. [DOI: 10.1177/0894845309345845] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Career counselors are challenged to consider the cultural validity of the theories and models that guide their practice. The cultural formulation approach is proposed as an organizing framework for career counselors to consider cultural influences on their clients’ career issues, related interventions, and the working alliance. The discussion illustrates the application of cultural formulation for career counseling with international students. A case study details common transition issues faced by international students, while exploring unique aspects of cultural identity. The case study illustrates how the cultural-formulation approach may be strengthened by incorporating a relational theoretical orientation as seen through a feminist lens to examine a client’s multiple identities, such as the intersections of gender, ethnicity, and social class.
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Affiliation(s)
- Nancy Arthur
- Division of Applied Psychology, Faculty of Education, University of Calgary, Calgary, Alberta, Canada,
| | - Natalee Popadiuk
- Counselling Psychology Program, Faculty of Education, Simon Fraser University, British Columbia, Canada
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McMahon M, Watson M. Career Psychology Research Challenges: A Systems Theory Response. SOUTH AFRICAN JOURNAL OF PSYCHOLOGY 2009. [DOI: 10.1177/008124630903900204] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
International and South African debate on the future direction of career psychology has suggested a movement towards qualitative, narrative and storied approaches that are informed by the constructivist worldview. The My System of Career Influences (MSCI) reflection process is a qualitative career assessment tool developed in South Africa and Australia and derived from the constructivist Systems Theory Framework (STF) of career development. As a technique, the MSCI demonstrates versatility of application in one on one career counselling or in group settings such as classrooms. More recently, its utility as an innovative research tool has been explored. We overview the STF and the subsequent development of the qualitative career assessment tool, the My System of Career Influences. We describe examples of empirical investigations that use the MSCI as a research tool. The potential of this emerging body of research to address issues facing career development in the postmodern era and in South Africa specifically is discussed.
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Affiliation(s)
- Mary McMahon
- School of Education, The University of Queensland, Brisbane, Queensland 4072, Australia
| | - Mark Watson
- Department of Psychology, Nelson Mandela Metropolitan University, South Africa
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Maree JG, Hislop-Esterhuizen N, Swanepoel A, van der Linde MJ. Factors Affecting the Career Choice of First-Year Student Teachers. INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 2009. [DOI: 10.1080/02673843.2009.9748020] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/28/2022] Open
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McMahon M, Arthur N, Collins S. Social Justice and Career Development: Views and Experiences of Australian Career Development Practitioners. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2008. [DOI: 10.1177/103841620801700305] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Career development practice had its origins in social justice reform over 100 years ago. A social justice perspective requires practitioners to examine the environmental context of their work, including the social, economic and political systems that influence people's career development. Achieving socially just outcomes for clients may necessitate intervention in these systems. While social justice is receiving a resurgence of interest in the literature, little is known about career development practitioners' attitudes towards and knowledge of socially just practice. The present paper examines the views and experiences of Australian career development practitioners on social justice. Data was collected by means of an online survey. Participants offered descriptions of their understanding of social justice and also examples of critical incidents in which they had attempted social justice interventions. Findings related to how Australian career development practitioners describe and operationalise social justice in their work are presented, as well as recommendations for future research.
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Abstract
Social justice has underpinned career development work since its inception. Over time however, while awareness of social justice issues has been retained, the focus of intervention has largely remained individual. Further, career theory has been criticised for its lack of attention to cultural influences such as gender, ethnicity, religion, socioeconomic status, and sexual orientation, in people's career development. In this regard, progress has been made to the extent that multicultural and diversity competencies have been identified and elaborated. However, such competencies maintain a predominant focus on interventions with individuals and there have been calls for career development to identify social justice competencies which necessarily suggest different roles and levels of intervention for career development practitioners. As the implications of globalisation become more apparent and societal inequity is perpetuated, it is timely to revisit the social justice origins of career development and consider how career development may position itself in the 21st century. This paper examines social justice in career development theory and practice, and considers implications for career development practitioners.
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Abstract
This paper offers a preliminary exploration of Connell's idea of southern theory and its potential application to career development. Four assumptions of metropolitan (northern) social theory are described: (a) the claim of universality, (b) reading from the centre, (c) gestures of exclusion, and (d) grand erasure. These assumptions are challenged by reframing Super's long-standing career stages model, showing parallels between the model and social theories Connell critiques.
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Abstract
The purpose of this article is to initiate an effort to establish the constructs calling and vocation within counseling psychology. First, updated definitions of calling and vocation, developed with an eye toward stimulating research and providing useful practice applications, are proposed. Next, the authors explain how the constructs apply to the domain of human work, review empirical and theoretical work related to calling and vocation and their role in human functioning, and differentiate the terms from each other and related constructs. Finally, directions for basic and applied research on calling and vocation are suggested, and implications for career counseling practice are outlined.
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Brennan T, Maclellan E, Jansson-Boyd C, Hulme J, Akhurst J, Sinclair C, Jobanputra S, Booth D, Wright B. Reviews: A Primer in Positive Psychology, Academic's Support Kit: A Set of 6 Books, The Experiment: BBC Active, Handbook of Demonstrations and Activities in the Teaching of Psychology Volume 1: Introductory, Statistics, Research Methods and History, Psychological Testing and Assessment, Research Methods and Statistics in Psychology, Same but Different: Working Effectively with Student Diversity in Higher Education, Sensation and Perception, Voices of Experience, Volume 1. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2007. [DOI: 10.2304/plat.2007.6.2.160] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Toni Brennan
- Department of Psychology, School of Human Sciences, University of Surrey, and University of East London
| | - Effie Maclellan
- Department of Educational Studies, University of Strathclyde
| | | | - Julie Hulme
- Faculty of Health and Sciences, Staffordshire University
| | | | | | | | - David Booth
- School of Psychology, University of Birmingham
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