Social cognitive career theory (SCCT) recognises the importance of individual differences and contextual influences in the career decision-making process. In extending the SCCT choice model, this study tested the role of personality, social supports, and the SCCT variables of selfefficacy, outcome expectations and goals in explaining the career readiness actions of career planning and exploration. The authors surveyed 414 Australian high school students in Years 10, 11 and 12. Career exploration was associated with goals and social supports, whereas career planning was associated with self-efficacy, goals, personality and an interaction term for goals and social support that indicated that levels of planning were highest when social support and goals were highest. Implications for parents, teachers and guidance counsellors as well as recommendations for future research directions are discussed.

This study used social cognitive career theory (Lent, Brown, & Hackett, 1994), as a framework to investigate predictors of career choice actions, operationalised as career planning and career exploration. The model was tested cross-sectionally and longitudinally with 631 high school students enrolled in Grades 10-12. Students completed measures of self-efficacy, outcome expectations, goals, supports and personality. Results of the hierarchical regression analyses indicated strong support for self-efficacy and goals predicting career planning and exploration across all grades at T1, and predicting change in career planning and exploration from T1 to T2. Whilst support for pathways among other predictor variables (personality, contextual influences and biographic variables) to choice actions was found, these pathways varied across grades at T1, and also from T1 to T2. Implications for social cognitive career theory, career counselling practice and future research are discussed.

In the context of doctor shortages and mal-distributions in many Western countries, prestige and lifestyle friendliness have emerged as significant factors for medical students when they choose a medical specialty. In this study, we surveyed two samples of Australian medical students and had them rank 19 medical specialties for prestige (N = 530) and lifestyle friendliness (N = 644). The prestige rankings were generally consistent with previous ratings by physicians, lay people and advanced medical students, with surgery, internal, and intensive care medicine ranking the highest, and public health, occupational, and non-specialist hospital medicine ranking lowest. This suggests that medical students have incorporated prevailing prestige perceptions of practicing doctors and the community. Lifestyle rankings were markedly different from prestige rankings, where dermatology, general practice, and public health medicine were ranked the most lifestyle friendly, and surgery, obstetrics/gynaecology and intensive care were ranked least friendly. Student lifestyle rankings differed from physician and author-generated rankings, indicating that student preferences should be considered rather than relying on ratings created by others. Few differences were found for gender or year of study, signifying perceptions of prestige and lifestyle friendliness were consistent across the students sampled. Having access to and understanding these rankings will assist career counsellors to aid student and junior doctor decision-making and aid workforce planners to address gaps in medical specialty health services.

Trauma-informed interventions have been implemented in various settings, but trauma-informed care (TIC) has not been widely incorporated into the treatment of adult patients with traumatic injuries. The purpose of this study was to examine health care provider knowledge, attitudes, practices, competence, and perceived barriers to implementation of TIC. This cross-sectional study used an anonymous web-based survey to assess attitudes, knowledge, perceived competence, and practice of TIC among trauma providers from an urban academic medical center with a regional resource trauma center. Providers (nurses, physicians, therapists [physical, occupational, respiratory]) working in trauma resuscitation, trauma critical care, and trauma care units were recruited. Descriptive statistics summarized knowledge, attitudes, practice, competence, and perceived barriers to TIC and logistic regression analyses examined factors predicting the use of TIC in practice. Of 147 participants, the majority were nurses (65%), followed by therapists (18%) and physicians (17%), with a median 3 years of experience; 75% answered the knowledge items correctly and 89% held favorable opinions about TIC. Nineteen percent rated themselves as less than "somewhat competent." All participants rated the following as significant barriers to providing basic TIC: time constraints, need of training, confusing information about TIC, and worry about retraumatizing patients. Self-rated competence was the most consistent predictor of providers' reported use of specific TIC practices. Despite some variability, providers were generally knowledgeable and held favorable views toward incorporating TIC into their practice. TIC training for trauma providers is needed and should aim to build providers' perceived competence in providing TIC.

We surveyed 355 junior doctors (first four years of post-university training; 69% female, mean age = 28 years) from multiple hospital and practice locations, and used an online questionnaire to assess their training-related demands (academic stress, concern about training debt, hours worked), academic burnout, and personal resources (operationalized as career calling). We tested whether training-related demands were associated with academic burnout and whether career calling moderated the association between the demands and burnout. The demands accounted for approximately one third of the variance in burnout, with all accounting for significant, unique variance. In the context of the demands, career calling was not a significant predictor, but it moderated the association between academic stress and burnout. The study identified additional ways that junior doctors can be assisted to manage these first few years of medical training after graduating from medical school.

Junior doctors are at risk of work-related burnout and mental health problems due to training workload demands and responsibilities. This study investigated the predictors of work-related burnout and depressive symptoms in junior doctors. Participants were 349 Australian doctors in postgraduate years 1 to 4, who completed a web-based survey assessing emotional labour (surface and deep acting), training stress, work-related burnout, and depressive symptoms. We tested a model in which surface acting and training stress were associated positively with work-related burnout, where deep acting was associated negatively with work-related burnout, where work-related burnout was associated positively with depressive symptoms, and where work-related burnout mediated the relationship between emotional labour, training stress, and depressive symptoms. Surface acting and training stress were associated with work-related burnout and depressive symptoms in the expected directions, deep acting and work-related burnout were associated with depressive symptoms, and work-related burnout fully mediated the relationships between training stress, surface acting and depressive symptoms. The results suggest that assisting junior doctors to manage workload demands and patient contact will have beneficial effects on their work enthusiasm and mental health.

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We tested differences and overlap in adolescent and parent perceptions of adolescent career development tasks (career planning, exploration, certainty, and world-of-work knowledge) and vocational identity. We found that, for adolescents (N = 415), career development tasks (not career exploration) explained 48% of the variance in vocational identity; for parents (N = 415) this was 38% (not world-of-work knowledge). Parent perceptions of career development tasks did not explain additional variance in adolescent vocational identity. There were moderate correlations between adolescent and parent perceptions of career development tasks and vocational identity, suggesting meaningful, but not substantial, congruence of perceptions. The findings provide useful insights into the understanding of, and relationship between, parent and adolescent perceptions of adolescent career development tasks and vocational identity, which suggest avenues for interventions with adolescents and parents.