Occupational Identity

Skorikov, Vladimir B.; Vondracek, Fred W.

doi:10.1007/978-1-4419-7988-9_29

Cited by 236 publications

(287 citation statements)

References 132 publications

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“…Of particular interest to this study is the observation by Skorikov & Vondracek, that human motivation also has a role to play professional identity formation: '…a professional identity is represented by a "complex structure of meanings in which the individual links his or her motivation and competencies with acceptable career roles' 5 Research into pharmacy student professional identity development has largely focused on the collective level, as it reports on the importance of role models, interactions with practicing professionals and experiential education. [6][7][8] However, Dall'Alba 9 highlights the importance of the individual level and describes the importance of developing a sense of who the student is becoming, through an ontological, as well as an epistemological approach to teaching aspiring professionals.…”

Section: Introductionmentioning

confidence: 99%

Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

Mylrea

Gupta

Glass

2019

American Journal of Pharmaceutical Education

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Objective. The purpose of this study was to design and evaluate a Professional Identity Program (PIP), based on Self-determination theory (SDT), for commencing pharmacy students.Methods. The PIP, featuring autonomy-supportive teaching approaches, was delivered as ten workshops, integrated into the existing pharmacy course structure over four, thirteen-week semesters (2 years). The program was evaluated using a student satisfaction survey and two previously validated tools, measuring professional identity (MCPIS-9) and motivation to study pharmacy (Pharm-S). Non-parametric statistical techniques were used to analyze group scores before and after the PIP. Baseline data were collected by surveying a cohort of commencing students, who would not receive the PIP.Results. Scores on the motivation-based tool (Pharm-S) increased between the end of the first and second year of participation in the PIP, indicating an increase in student autonomy levels. There was however no change in scores on the professional identity measure (MCPIS-9). This suggests that while student perceived professional identity remains unchanged, the underlying motivation regulators governing identity formation are transitioning to a more autonomous state, which is increasingly intrinsic in nature. Conclusion.Students responded positively to the introduction of the PIP into their program of study. They valued opportunities to engage in activities and discussions relating to professional development and identity formation. The use of SDT-based instruction in professional identity education, facilitated increased autonomy levels in pharmacy students, with the potential to impact positively on their individual professional identity development and future professional practice.

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Section: Introductionmentioning

confidence: 99%

Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

Mylrea

Gupta

Glass

2019

American Journal of Pharmaceutical Education

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“…Also, and as reflected in these key concepts, the theoretical stance is similar to the extent that both approaches are inspired by social practice theory and/or discourse analysis. This is non-trivial, as other studies of identity draw on for instance personality theory or psycho-social theory (Skorikov and Vondracek 2011). Also, it means that the concept of identity is in both cases considered dependent on individual engagement with particular social practices.…”

Section: Comparing Frameworkmentioning

confidence: 99%

Invited Lectures from the 13th International Congress on Mathematical Education

et al. 2018

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“…Betz (2004) highlights the importance of perceptions of confidence in career choice, showing that low self-efficacy may limit the range of career options an individual considers or the success with which career options are achieved. All participants demonstrated increased self-awareness, which is known to play a part in career decision making, and in career change (Patton & McMahon, 2006) and which has been shown to be interrelated with career confidence (Skorikov & Vondracek, 2011). Encouraging clients to cultivate positive thoughts and emotions can help ensure that they think creatively and expansively about new career opportunities instead of getting stuck (Jacobsen, 2010).…”

Section: Implications For Practicementioning

confidence: 99%

Understanding potential career changers’ experience of career confidence following a positive psychology based coaching programme

Archer

Yates

2017

Coaching: An International Journal of Theory, Research and Prac

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link AbstractChanges in the labour market over the last decades have led to an increase in the number of career and job changes individuals are likely to face in their working lives. Previous literature indicates that a high level of confidence can help individuals to make career changes. This research involved five participants who took part in a coaching programme prior to changing their careers. The programme consisted of four positive psychology interventions based on a proposal of core confidence as a higher order construct composed of self-efficacy, hope, optimism and resilience. Interpretative Phenomenological Analysis showed that participants perceived their career confidence before the programme as low, incorporating negative affect and self-doubt. After the programme participants demonstrated increased career engagement, self-awareness and a positive and optimistic outlook. The analysis revealed that change was effected through the development of hope, change in cognitive processes and coaching as a catalyst. Implications for the definition of career confidence, and for positive psychology and career coaching practice are considered.Key words: career confidence; career change; self-efficacy; hope; optimism; resilience. Practice PointsThis article is aimed at coaches who work with clients who are considering making changes within their careers.The article puts forward a four stage approach to coaching drawn from positive psychology and explicitly aimed at increasing clients' career confidence. The qualitative analysis of the data indicates that the coaching approach has a considerable impact on clients' levels of self-efficacy, hope, optimism and resilience. The findings also explore the construct of career confidence and provide an in depth understanding of the participants' experience of career confidence.The paper provides support for the use of positive psychology interventions in a career coaching context providing: a model for practice  a contribution to our understanding of the construct of career confidence  some evidence of a coaching model which leads to enhance client confidence and motivation 3

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Occupational Identity

Cited by 236 publications

References 132 publications

Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

Invited Lectures from the 13th International Congress on Mathematical Education

Understanding potential career changers’ experience of career confidence following a positive psychology based coaching programme

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