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Dozier VC, Morgan M, Burbrink I, Peace C. Standardized career course curriculum: Effects on negative career thoughts. THE CAREER DEVELOPMENT QUARTERLY 2022. [DOI: 10.1002/cdq.12305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- V. Casey Dozier
- The Career Center/Educational Psychology and Learning Systems Florida State University Tallahassee Florida USA
| | - Michael Morgan
- Educational Psychology and Learning Systems Florida State University Tallahassee Florida USA
| | - Ivey Burbrink
- Educational Psychology and Learning Systems Florida State University Tallahassee Florida USA
| | - Carley Peace
- Educational Psychology and Learning Systems Florida State University Tallahassee Florida USA
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2
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Oliveira ÍM, Araújo AM. Career exploration as a foundation for career developmental learning and academic success in childhood. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2022. [DOI: 10.1080/03069885.2021.1887814] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Íris M. Oliveira
- Centre for Philosophical and Humanistic Studies, Catholic University of Portugal, Braga, Portugal
| | - Alexandra M. Araújo
- Department of Psychology and Education, Portucalense University, Porto, Portugal
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3
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Kronholz J, Osborn DS. Dysfunctional career thoughts, profile elevation, and RIASEC skills of career counseling clients. JOURNAL OF EMPLOYMENT COUNSELING 2022. [DOI: 10.1002/joec.12178] [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)
- Julia Kronholz
- Utah Psychological Evaluation and Consultation Salt Lake City Utah USA
| | - Debra S. Osborn
- Educational Psychology and Learning Systems Florida State University Tallahassee Florida USA
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Osborn DS, Brown CA, Morgan MJ. Expectations, Experiences, and Career‐Related Outcomes of Computer‐Assisted Career Guidance Systems. JOURNAL OF EMPLOYMENT COUNSELING 2021. [DOI: 10.1002/joec.12158] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Debra S. Osborn
- Educational Psychology and Learning Systems Florida State University
| | - Caitlyn A. Brown
- Educational Psychology and Learning Systems Florida State University
| | - Michael J. Morgan
- Educational Psychology and Learning Systems Florida State University
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Zhu J, Lee BH, Diaz D, Flores LY. Evaluating the Scholarly Impact of Vocational Research With Diverse Racial/Ethnic Groups: 1969–2017. JOURNAL OF CAREER DEVELOPMENT 2021. [DOI: 10.1177/0894845319846423] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Using citation analysis, this study evaluates the scholarly impact of 482 career-related articles on diverse racial/ethnic groups (DREGs) in the United States from a pool of 6,453 journal articles published in the Journal of Vocational Behavior ( JVB), Career Development Quarterly ( CDQ), Journal of Career Development ( JCD), and Journal of Career Assessment ( JCA) from 1969 to 2017. DREG career articles from JVB had the highest average citations, followed by CDQ, JCA, and JCD. DREG career articles on cross-cultural validation and cultural specificity received the most total citations, followed by articles on practice/interventions and racial/ethnic disparities. DREG career articles had a growing impact over time, with articles in cultural specificity having more impact in recent years than articles in other content areas. We discuss various citation trends that emerged for DREG articles by journal and content, address factors that may have driven these citation trends, and make suggestions for improving the scholarly impact of future career research with DREGs.
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Affiliation(s)
- Jiajia Zhu
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Bo Hyun Lee
- Department of Educational, School & Counseling Psychology, University of Missouri, Columbia, MO, USA
| | - David Diaz
- Department of Educational, School & Counseling Psychology, University of Missouri, Columbia, MO, USA
| | - Lisa Y. Flores
- Department of Educational, School & Counseling Psychology, University of Missouri, Columbia, MO, USA
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6
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Blustein DL, Ali SR, Flores LY. Vocational Psychology: Expanding the Vision and Enhancing the Impact. COUNSELING PSYCHOLOGIST 2019. [DOI: 10.1177/0011000019861213] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
In this contribution, we provide a critical analysis of the current status of vocational psychology and present an expansive vision for the future. We begin with an overview of the importance of vocational psychology in the history of The Counseling Psychologist, followed by a critical review of contemporary theory, research, practice, and training. We aim to expand the traditional purview of career choice and development and broaden the impact of the field to meet the needs of all who work and who want to work. We propose a new mission for vocational psychology characterized by innovative theoretical advancements, renewed interdisciplinary and international collaborations, and the inclusion of macrolevel factors in research, practice, and policy. Lastly, we conclude with a vision of vocational psychology in 20 years, which optimally will be reflected in a broadened scope of mission, integrative theoretical frameworks, and an expanded training and policy agenda.
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Fouad NA, Kozlowski MB. Turning Around to Look Ahead: Views of Vocational Psychology in 2001 and 2019. JOURNAL OF CAREER ASSESSMENT 2019. [DOI: 10.1177/1069072719841602] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Ten scholars in vocational psychology identified strengths, weaknesses, opportunities, and threats in a 2001 issue of the Journal of Vocational Behavior. This article reviews the state of the field in 2001 and then identifies to what extent the strengths and concerns have changed in the past two decades. While the field continues to have a strong theoretical and empirical tradition, old concerns about insularity, methods used to examine research questions, gulfs between science and practice, and turf wars remain a serious threat to the field. We outline the nature of these concerns and propose recommendations from the literature to these concerns.
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Byington EK, Felps W, Baruch Y. Mapping the Journal of Vocational Behavior: A 23-year review. JOURNAL OF VOCATIONAL BEHAVIOR 2019. [DOI: 10.1016/j.jvb.2018.07.007] [Citation(s) in RCA: 42] [Impact Index Per Article: 8.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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9
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Zhang J, Yuen M, Chen G. Teacher support for career development: an integrative review and research agenda. CAREER DEVELOPMENT INTERNATIONAL 2018. [DOI: 10.1108/cdi-09-2016-0155] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The purpose of this paper is to review identified key features of teacher support and its influence on students’ career decision making and development. It also examines the types of research approaches to data collection and analysis in order to provide a more in-depth evaluation of this field of study.
Design/methodology/approach
The review examined 18 studies, the majority being quantitative in design. Cross-sectional and longitudinal effects of teacher support were investigated, and differences in teacher support relative to grade level and gender were considered.
Findings
Results indicated that since 2000, there has been an increase in the number of empirical studies of teacher support in the career development field, the majority involving middle and high school students. The most commonly cited frameworks that underpin the studies are the social cognitive career theory, the career construction theory and Super’s career development theory. The most frequently used instrument for data collection was the teacher support scale (Metheny et al., 2008).
Originality/value
The review will be beneficial to researchers, teachers and policy makers seeking to optimize support systems for students’ career development. The findings contribute to further theory development and have practical implications for the career guidance field. Recommendations for future research and practice are suggested.
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Rottinghaus PJ, Falk NA, Park CJ. Career Assessment and Counseling for STEM: A Critical Review. THE CAREER DEVELOPMENT QUARTERLY 2018. [DOI: 10.1002/cdq.12119] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
| | - Nikki A. Falk
- College of Education; University of Missouri-Columbia
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Lee BH, Zhu J, Diaz D, Fischer J, Flores LY, Lin CL, Beilgard J, May S, Munoz M, Shahin M, Atilano R. Racial/Ethnic Minority Vocational Research Trends: An 11-Year Update. THE CAREER DEVELOPMENT QUARTERLY 2017. [DOI: 10.1002/cdq.12108] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Bo Hyun Lee
- Department of Educational, School, and Counseling Psychology; University of Missouri-Columbia
| | - Jiajia Zhu
- Faculty of Psychology; Beijing Normal University
| | - David Diaz
- Department of Educational, School, and Counseling Psychology; University of Missouri-Columbia
| | - Jeffrey Fischer
- Department of Educational, School, and Counseling Psychology; University of Missouri-Columbia
| | - Lisa Y. Flores
- Department of Educational, School, and Counseling Psychology; University of Missouri-Columbia
| | - Ching-Lan Lin
- Department of Psychological and Quantitative Foundations; University of Iowa
| | - Jennah Beilgard
- Department of Educational, School, and Counseling Psychology; University of Missouri-Columbia
| | - Sarah May
- Department of Educational, School, and Counseling Psychology; University of Missouri-Columbia
| | - Melissa Munoz
- Department of Educational, School, and Counseling Psychology; University of Missouri-Columbia
| | - Mohamad Shahin
- Department of Educational, School, and Counseling Psychology; University of Missouri-Columbia
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Buzzetta M, Hayden SCW, Ledwith K. Creating hope: Assisting Veterans with Job Search Strategies using Cognitive Information Processing Theory. JOURNAL OF EMPLOYMENT COUNSELING 2017. [DOI: 10.1002/joec.12054] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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13
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Schröder C, Karl U. On being guided – a typology of career guidance in EU discourses. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2017. [DOI: 10.1080/03069885.2017.1285005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Christian Schröder
- Faculté des Lettres, des Sciences Humaines, des Arts et des Sciences de l'Education, Research Unit INSIDE, Institute for Research and Innovation in Social Work, Social Pedagogy and Social Welfare (IRISS), Maison des Sciences Humaines, Université de Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Ute Karl
- Faculté des Lettres, des Sciences Humaines, des Arts et des Sciences de l'Education, Research Unit INSIDE, Institute for Research and Innovation in Social Work, Social Pedagogy and Social Welfare (IRISS), Maison des Sciences Humaines, Université de Luxembourg, Esch-sur-Alzette, Luxembourg
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Kettunen J, Tynjälä P. Applying phenomenography in guidance and counselling research. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2017. [DOI: 10.1080/03069885.2017.1285006] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Jaana Kettunen
- Finnish Institute for Educational Research, University of Jyväskylä, Jyväskylä, Finland
| | - Päivi Tynjälä
- Finnish Institute for Educational Research, University of Jyväskylä, Jyväskylä, Finland
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Abstract
From the earliest days of the vocational guidance movement, controversy existed regarding the place of self-report in assessment. Contemporary career theories, cognitive information processing theory (CIP), and Holland’s typological theory (Realistic, Investigative, Artistic, Social, Enterprising, Conventional [RIASEC]) provide ideas and tools for informing this issue. CIP theory includes self-help among three levels of career service delivery. Readiness screening including in both theories is the mechanism for determining which individuals can benefit from differentiated services, for example, self-help, brief staff assisted, and individual case managed. This article shows how these theories can be used in career assessment and describes tools and procedures for service delivery. A narrative flowchart illustrates how a practitioner would work with individuals in this enhanced self-help approach.
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Kronholz JF. Self-Help Career Services: A Case Report. THE CAREER DEVELOPMENT QUARTERLY 2015. [DOI: 10.1002/cdq.12019] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Julia F. Kronholz
- Department of Educational Psychology and Learning Systems and the Career Center; Florida State University
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