A Model for Evaluating the Effectiveness of Cognitive Reframes of Dysfunctional Career Thoughts Technical Report 36 - Revised

Carr, Darrin L.

doi:10.17125/fsu.1525971189

Cited by 3 publications

(5 citation statements)

References 55 publications

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“…At this time, career practitioners on college campuses perceive themselves as unprepared to help address the core issue of dysfunctional career thoughts that complicate students’ “career choice process or deal with the unique challenge they face (Sampson, 2017). ” The successful use of the CIP theory lens in this study means practitioners can utilize the theory to understand students career needs, and use CIP-based interventions to help students identify and reframe their dysfunctional thoughts (Carr, 2004; Dieringer et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…However, some individuals develop dysfunctional career thoughts that may impede their ability to make decisions, achieve their life goals (Sampson et al, 2004), and help to persist through college. For example, negative career thoughts may contribute to indecisiveness by preventing individuals from learning new metacognitive skills necessary for career problem solving (Carr, 2004). As previously stated, college SWD tend to show more negative attributions as compared with college students without disabilities (Reiff, 2004; Woodcock & Vialle, 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Dysfunctional Career Thoughts and the Sophomore Slump Among Students With Learning Disabilities

Dipeolu

Hargrave

Leierer

et al. 2021

Journal of Career Development

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The present study sought to underline the need for expanded transitioning college programming to the 2nd year by examining dysfunctional career thoughts among college students with learning disabilities (LDs). Multivariate analysis of variance (MANOVA) was used to examine the mean differences between 93 college sophomores and seniors with LD on the three subscales of the Career Thoughts Inventory (CTI). Findings from the MANOVA showed significant mean differences among groups. Follow-up analysis found that sophomores showed significantly higher dysfunctional career thoughts than seniors. Seniors displayed substantially lower mean scores on the CTI subscales than sophomores. Findings support the need to extend transition programming that includes addressing students’ dysfunctional career thoughts beyond the 1st year to help ease college transition difficulties and thus promote persistence and retention of students with LD. Research and practice implications are presented for career scholars and practitioners working with college students with LD.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Dysfunctional Career Thoughts and the Sophomore Slump Among Students With Learning Disabilities

Dipeolu

Hargrave

Leierer

et al. 2021

Journal of Career Development

View full text Add to dashboard Cite

show abstract

“…Helping clients examine and challenge their thoughts and self‐talk, set realistic goals, develop cognitive flexibility and adaptability, and considering ways in which skills may have been enhanced in the pandemic, and may persist postpandemic, can be applied, are all strategies CPs can employ to attend to executive processing. The Career Thoughts Inventory (Sampson et al., 1996a ) is a validated tool for identifying negative career thoughts, and the use of the accompanying workbooks (Sampson et al., 1996b ) which focuses on cognitive restructuring demonstrated gains in writing effective reframes (Carr, 2004 ). CIP‐based group counseling has also shown significant reductions in negative thinking (Leuty et al., 2015 ).…”

Section: Covid‐19 Cip Applications and Theory‐based Strategiesmentioning

confidence: 99%

Career practitioners’ response to career development concerns in the time of COVID‐19

Osborn

Hayden

Marks

et al. 2022

The Career Development Quart

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The COVID-19 pandemic has had a world-wide impact on all areas of individuals' health, including physical, psychological, financial, familial, social, and vocational. In the United States, the unemployment rate rose from 3.5% (5.8 million) to 13.3% (21 million) in May 2020 before dropping to 7.9% in October 2020. Cognitive information processing (CIP)is one career theory that addresses career needs of clients and society. In this article, we examine the impact of COVID-19 on mental health and wellness, highlight differences for marginalized groups, and demonstrate how CIP theoretical elements may have been impacted by COVID-19, and provide strategies enhancing client growth in these domains during a time when largescale social and physical distancing is recommended. The CIP-based differentiated service delivery model is also described as a means for extending and providing access to career services. K E Y W O R D Scognitive information processing theory, COVID-19, access, strategies, career practitioner Career counseling clients' life experiences, needs, and considerations have increased in complexity as a result of COVID-19. While the primary impact of the COVID-19 pandemic has been a physical health crisis for individuals and health care systems, secondary impacts are clearly evident in mental health (World Health Organization, 2020) and the economy (Carter et al., 2020). "Primary impacts of an outbreak are defined as the direct and immediate consequences of the epidemic on human health. Secondary impacts are defined as those caused by the epidemic indirectly, either through the effect of fear on the population or as a consequence of the measures taken to contain and control it" (UNICEF, 2020, p. 1). Demand for health services will increase as a result of poor mental health and negative lifestyle changes (Carter et al., 2020). Maani and Galea (2020) reported that high rates of unemployment caused by COVID-19 will be associated with increased mental health problems, resulting

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“…In an effort to operationally define reframe effectiveness, Carr (2003) to these outcomes. Finally, given past findings that dysfunctional thoughts may interfere with knowledge acquisition and schema modification, it follows that the initial level of dysfunctional career thinking may also impact the learning of the cognitive reframing skill.…”

Section: Workbook 14mentioning

confidence: 99%

“…Volunteers were Caucasian and ranged in age from 24 to 26 years. Each volunteer was trained to apply the model created by Carr (2003) to globally rate reframes as to their effectiveness in supporting career decision making (Table 1).…”

Section: Rater Training and Data Ratingmentioning

confidence: 99%

The Effect of a Workbook Intervention on College Students’ Reframes of Dysfunctional Career Thoughts

Carr¹

2004

Self Cite

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This technical report documents the results from a quasi-experimental evaluation of the efficacy of Improving Your Career Thoughts: A Workbook for the Career Thoughts Inventory on college students' acquisition of the skill of reframing dysfunctional career thoughts. Participants in this evaluation study were 86 undergraduate students enrolled in five sections of a career development course at a large southeastern university. A repeated measures ANOVA of effectiveness of reframed dysfunctional statements by initial level of dysfunctional career thinking and treatment status was conducted. A significant main effect and interaction between time and treatment status was found on an initial posttest measure. However, no effect or interaction was found for level of dysfunctional career thoughts on reframe effectiveness. At a two week, delayed posttest, a significant decay effect occurred for the treatment group. Furthermore, possible demand characteristics and treatment diffusion led to a significant improvement in the effectiveness of reframed thoughts of the control group.

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A Model for Evaluating the Effectiveness of Cognitive Reframes of Dysfunctional Career Thoughts Technical Report 36 - Revised

Cited by 3 publications

References 55 publications

Dysfunctional Career Thoughts and the Sophomore Slump Among Students With Learning Disabilities

Dysfunctional Career Thoughts and the Sophomore Slump Among Students With Learning Disabilities

Career practitioners’ response to career development concerns in the time of COVID‐19

The Effect of a Workbook Intervention on College Students’ Reframes of Dysfunctional Career Thoughts

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