Peer Social Modeling in Promoting Career Behaviors

Thoresen, Carl E.; Hamilton, Jack A.

doi:10.1002/j.2164-585x.1972.tb02046.x

Cited by 9 publications

(4 citation statements)

References 12 publications

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“…Implications for high school career counseling practice are straightforward: Use interventions that are designed to stimulate public career exploration activity and clear expressions ofoccupational choices or goals. For example, evidence from many field experiments has shown that peer models and social reinforcement influence overt exploratory activity (e.g., Krumboltz & Schroeder, 1965;Krumboltz & Thoreson, 1964;Meyer, Strowig, & Hosford, 1970;Thoreson & Hamilton, 1972). We have also observed, in earlier field experiments with rural high school juniors, for example, that an "imaginary friend" simulation technique in small groups had a positive effect on choice-basis complexity (Warner & Jepsen, 1979) and that participating in problem-solving groups led to increased career exploratory behavior (Jepsen, Dustin, & Miars, 1982).…”

Section: Discussionsupporting

confidence: 73%

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Continuity in Life‐Span Career Development: Career Exploration as a Precursor to Career Establishment

Jepsen

Dickson

2003

The Career Development Quart

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The authors examined continuity in career development from adolescence to middle adulthood by testing the proposition that early developmental task‐coping activity predicts later task‐coping activity. One hundred forty‐six rural high school graduates reported career exploratory activity in 9th grade and 12th grade, occupational choice clarity in 12th grade, and occupational establishment activity 25 years later. Controlling for gender, school grades, and verbosity, occupational choice clarity predicted midcareer establishment activity. The prediction models were somewhat different by gender.

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Section: Discussionsupporting

confidence: 73%

“…The validity of self-reported information-seeking behavior was checked in earlystudies (e.g., Krumboltz & Schroeder, 1965;Krumboltz & Thoreson, 1964;Thoreson & Hamilton, 1972) by asking persons who may have witnessed the episodes. All behaviors reported were either confirmed or were not confirmable.…”

Section: Methodsmentioning

confidence: 99%

Continuity in Life‐Span Career Development: Career Exploration as a Precursor to Career Establishment

Jepsen

Dickson

2003

The Career Development Quart

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“…All but one of the 12 studies produced a positive average effect with the range of average effect sizes being from -0.05 to 0.99. A summary of the findings for this analysis and for a combination of this and the Baker and Popowicz (1983) analyses appears in Tables 1 and 2 Johnson, 1980Randolph & Grantham, 1973Regehr & Herman, 1981Swails & Herr, 1976Thoresen & Hamilton, 1972Weeks, Thornburg, & Little, 1977Wilson & Daniel, 1981Yongue, Todd, & Burton, 1981 Average effect size Overall Average effect size Johnson, Johnson, & Yates, 1981Meir & Shiran, 1979Motsch, 1980O'Bryant & Corder-Bolz, 1978Prediger & Noeth, 1979 not used by Baker and Popowicz, the effect sizes reported in the current tables will be slightly lower.…”

Section: Resultsmentioning

confidence: 85%

Effects of Career Education Interventions: A Meta‐Analysis

Baker¹,

Taylor²

1998

The Career Development Quart

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Twelve studies published between 1983 and 1996 that met the definitions for admissible studies established by Baker and Popowicz (1983) for a meta-analytic review of the effects of career education interventions were submitted to a similar meta-analytic integration. Effect sizes based on Glass's (1976) formula were determined for the current sample and were combined with the Baker and Popowicz (1983) sample, providing a sample of 30 studies and an overall effect size of 0.39.

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“…Treatment Krumboltz and Thoresen (1964), Krumboltz, Varenhorst, and Thoresen (1967), and Thoresen and Hamilton (1972) have described counseling protocols and modeled events sufficiently for different counselors to replicate them. Learning and then applying a choice strategy is a much more complex undertaking than acquiring information, but we believe that the steps of the process can be delineated in a manner that permits counselors to employ it comparably.…”

Section: Clientsmentioning

confidence: 99%

Developing a replicable career decision-making counseling procedure.

Snodgrass¹,

Healy²

1979

Journal of Counseling Psychology

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One approach to improving counseling is to identify particular client goals and to develop treatments with specified objectives, counseling components, and outcome measures that meet those goals. Following this approach, 18 volunteer counselors, with and without formal training, applied a specified career counseling treatment to university undergraduates. Analysis of pretreatment and posttreatment outcome measures indicated that clients significantly increased their knowledge of career decision making and planning and their satisfaction with their career choices, but not their ability to solve career problems. Of the 18 counselors, 15 achieved 60% or greater adherence to the specified treatment components with at least one client. Client feedback indicated that the counseling was particularly helpful for improving self-awareness and decision making but that additional components may need to be added to improve information seeking and goal specification.

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Peer Social Modeling in Promoting Career Behaviors

Cited by 9 publications

References 12 publications

Continuity in Life‐Span Career Development: Career Exploration as a Precursor to Career Establishment

Continuity in Life‐Span Career Development: Career Exploration as a Precursor to Career Establishment

Effects of Career Education Interventions: A Meta‐Analysis

Developing a replicable career decision-making counseling procedure.

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