The Effects of Problem‐Solving Training on Adolescents' Career Exploration and Career Decision Making

Jepsen, David A.; Dustin, Richard; Miars, Russell D.

doi:10.1002/j.2164-4918.1982.tb00303.x

Cited by 10 publications

(7 citation statements)

References 17 publications

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“…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). Additional tested career counseling interventions have been identified by Baker and Taylor (1998).…”

Section: Discussionsupporting

confidence: 74%

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: 74%

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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“…Se o estudo do CPS permitiu, entre outros importantes resultados, mostrar a utilidade das medidas de maturidade vocacional como variáveis independentes para predizer o desenvolvimento vocacional subseqüente, outros autores (Jepsen, Dustin & Miers, 1982;Schenk, 1979;Seyfarth, 1973;Ullery & O Brien, 1970) sublinharam a pertinência de se servir como variável dependente aos fins de identificar a eficácia de certos métodos de aconselhamento de carreira.…”

Section: Estudos De Verificação Empíricaunclassified

A noção transcultural de maturidade vocacional na Teoria de Donald Super

Balbinotti¹

2003

Psicol. Reflex. Crit.

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461Para se poder entender, adequadamente, a noção de maturidade vocacional de Donald Super, é conveniente situá-la dentro do contexto geral de sua teoria da escolha e do desenvolvimento vocacional, permitindo uma melhor precisão no sentido que Super dá a este conceito. Em seguida, apoiando-se em algumas pesquisas empíricas importantes, poder-se-á apreciar em que sentido esta noção é generalizável a diferentes culturas. Universidade do Vale do Rio dos SinosResumo Donald Super engajou-se a sistematizar uma teoria geral da escolha e do desenvolvimento vocacional estruturada no modelo tradicional, no de fatores sócioeconômicos e ambientais, no de abordagens desenvolvimentistas, e no fenomenológico. O presente trabalho objetiva apresentar o conceito de maturidade vocacional e sua generalização no plano transcultural. Com este propósito, explorou-se, mais especificamente, o terceiro modelo teórico, aquele do cumprimento, por parte do indivíduo, de etapas ordenadas e previsíveis durante toda sua vida, visto que a noção de maturidade vocacional se revela através da passagem de um processo de desenvolvimento. Através de dados colhidos por diversos inventários de maturidade, apresentou-se os dados relativos a sua generalização. Concluiu-se que o modelo teórico explicativo da maturidade vocacional parece ser aplicável a diversas populações que possuem elementos culturais comparáveis aos americanos. Algumas exceções ou cuidados na interpretação de dados se aplicam. Novos estudos devem ser realizados a fim de melhorar as qualidades psicométricas das medidas de maturidade vocacional em alguns outros países e, também, as adaptações de tais instrumentos levando-se em conta a diferenças sócio-econômicas e culturais. Palavras-chave: Desenvolvimento vocacional; maturidade vocacional; Teoria de Donald Super; transcultural. The Transcultural Aspect of Vocational Maturity in Donald Super TheoryAbstract Donald Super conceptualized a general theory of developmental vocational and career choice based on four models: 1) the traditional, 2) the developmental, 3) the economic, social and environmental, and 4) the phenomenological. Considering that vocational maturity can be revealed by the constant process of interaction between individuals and their environment, this present work aims to explore the concept of vocational maturity within the transcultural field (the third model). Data were collected through several maturity inventories and results show that Super s theoretical model of vocational maturity can be generalized to several cultures, in particular to the ones that can be comparable to the American society, although some careful data examination is always needed. Finally, we suggest the need of new studies aiming to improve the psychometric properties of vocational measures in some countries, trying to pinpoint cultural and social differences when they appear.

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“…Workshops in career exploration and decision making have been shown to provide positive results (D'Eon, 2004; Dik & Steger, 2008; Jepson, Dustin, & Miars, 1982). D'Eon (2004) found that workshops resulted in beneficial changes for their members by increasing and improving the behaviors being taught.…”

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confidence: 99%

“…Furthermore, Dik and Steger (2008) found that students participating in career‐oriented workshops reported significant benefits from the activities and interventions they experienced when compared with participants in a control group. Jepson et al (1982) found that training programs influenced the way students approached career issues better than other learning strategies. Workshops used for team‐performance training have also been shown to result in significant improvements (Mazany, Francis, & Sumich, 1995).…”

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confidence: 99%

Effect of a résumé‐writing workshop on résumé‐writing skills

Tillotson

Osborn

2012

Journal of Employment Couns

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What is the best way to teach someone how to write an effective résumé? A workshop format was used to teach college students the skills needed to write a successful résumé. Archival data consisting of student résumés and rubric score sheets were used to determine the effectiveness of a résumé‐writing workshop by using a pre–post design evaluating student résumés. The authors used a rubric to produce quantitative data for comparison purposes. Participants’ postworkshop résumé rubric scores were significantly higher than their scores were before attending the workshop. The authors offer possible explanations for the results and make suggestions for future research.

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The Effects of Problem‐Solving Training on Adolescents' Career Exploration and Career Decision Making

Abstract: Of three career guidance methods, namely guided field trips, cognitive, and behavioral problem‐solving training, the latter had more influence on 11th graders' career exploratory and career decision making behaviors.

Cited by 10 publications

References 17 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

A noção transcultural de maturidade vocacional na Teoria de Donald Super

Effect of a résumé‐writing workshop on résumé‐writing skills

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