Enhancing the Career Planning Self-Determination of Young Adults with Mental Health Challenges

Abstract

The impact of an intervention on the self-determination and career planning engagement of young adults with mental health challenges was studied. Sixty-seven young adults, 20 to 30 years of age, with mental health diagnoses (e.g., depression, bipolar disorder) were randomly assigned to intervention and control groups. Statistically significant greater increases were made by the intervention group versus the control group for self-determination and career planning engagement, and self-determination at least partially mediated increases in career planning engagement. With career planning self-determination interventions, young adults with mental health challenges might be able to achieve better career and life outcomes than is typical for this population.

Determining Science Education Students’ Career Aspirations and Future Career Perspectives: A Narrative Inquiry

“…It is essential to know, especially for the institutions, as universities and colleges, to look for ways regarding how students' learning to be with a par and connected with the student's future career paths (Stokes, 2017) as it is an integral part of a system of integrated human resource (Greenhaus and Kopelman, 1981). A study by Sowers and Swank (2017) shows that career planning self-determination interventions provide young adults with positive life outcomes and more remarkable careers, especially those with mental health challenges. Despite that, most students are unsure regarding their career plans and decisions (Hollender, 1971), making career decisions a dilemma across different students and various courses.…”

¿Y después de la escuela qué? El Modelo de desarrollo de la autodeterminación para la carrera profesional

“…Algunas de las intervenciones analizadas plantearon ambos objetivos. Tres intervenciones se basaron en la búsqueda de empleo (Dean et al, 2017(Dean et al, , 2018Shogren et al, 2016), una en la mejora del rendimiento laboral (Devlin, 2008) y cuatro en los dos objetivos combinados (Benítez et al, 2005;Dean et al, 2022;Sowers y Swank, 2017;Wehmeyer et al, 2003).…”

“…Centrándonos en los estudios mencionados podemos apreciar numerosos diseños de investigación no replicados, así como tamaños de la muestra reducidos -a excepción de 2 estudios- (Shogren et al, 2016;Sowers y Swank, 2017). Dicha heterogeneidad de diseños, junto con el número limitado de participantes, dificulta la generalización de los resultados obtenidos, por lo que se requiere de un mayor número de investigaciones del modelo para llegar a resultados concluyentes.…”