This article explores the contributions of qualitative research to the study of career development and the psychology of working. Epistemological perspectives (logical positivism, postpositivism, and social constructionism) are discussed as they relate to historical context, career theories, and the various methods used within qualitative research. Prevailing qualitative methods within career development and the psychology of working, such as consensual qualitative research, grounded theory, and narrative analysis, are reviewed. The article examines exemplary lines of qualitative research on women’s achievements, school-to-work transitions, work and relationships, and the constructions of school and work. Finally, the article concludes with an example of an assessment tool that is derived from research on constructions of work and school.

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Disruptive behavior disordersCase You are seeing a previously healthy 4-year-old William in your office for behavior problems at preschool and at home. This is the third preschool he has attended after having been asked to leave his prior two for out of control behavior. His mother reports that he refuses to comply with her directions and will argue with her when confronted. He frequently is involved in physical altercations in his preschool class. He tells his teacher at school and his mother that they are Bstupid^and that he hates them. His mother has brought William in today because she feels that she is at her Bwit's end^and his teacher thinks Bhe needs to be medicated.^Vanderbilt scales from his mother and teacher indicate attention-deficit hyperactivity disorder, combined inattentive, and hyperactive type. You note that the oppositional defiant disorder (ODD) screen is positive for both mother and teacher. On further discussion, his mother states that she and William's father are divorced and that they differ significantly in their parenting styles. She admits she has mostly Bgiven up^on correcting her son's behavior, but his father is extremely strict and Bon him all the time.Ŷ ou discuss the importance of consistent parenting with the mother and recommend that the child and both parents establish care with a mental health professional for Parent Management Training (PMT). You also provide recommendations for parenting books. You discuss with William's mother that you would consider starting a stimulant attention-deficit hyperactivity disorder (ADHD) medication if behavioral interventions do not improve his functioning and plan to see him back in 3 months.

To inform effective school-to-work programs, this study evaluates the effect of a school-based psychoeducational intervention on the academic self-efficacy of urban youth enrolled in the ninth grade. Using a mixed-methods design, data were collected using a quantitative measure of academic self-efficacy and eight semistructured interviews over the course of an academic school semester. As hypothesized, t tests did not reveal a statistical difference in academic self-efficacy between preintervention (Time 1) and postintervention (Time 2). A consensual qualitative analysis of the interviews, however, indicated enhanced developmental specificity concerning use of academic skills and articulation of goals between Time 1 and Time 2. Limitations of the study and future directions for research are discussed.