Infusing Career Development to Strengthen Middle School English Language Arts Curricula

An approach is presented for strengthening middle school standards‐based English language arts (ELA) classroom instruction by infusing theory‐ and research‐supported career development constructs and practices. Over an 8‐week period, 90 urban 7th graders participated in an integrated ELA–career development curriculum. Career agency emerged as an important construct for students. It was related to key markers of ELA achievement (i.e., standardized test scores, grades, and positive change in 6th‐ to 7th‐grade test scores) and elaborated on in nuanced ways by students in their written narratives. Four themes related to career agency were identified in student writings: time perspective, challenges of self‐direction, career development, and social and emotional development. Advantages for students and schools related to synergy, scale, and sustainability are discussed.     

Self‐Construal,Career Decision Self‐Efficacy,and Perceived Barriers Predict Mexican American Women's Life Satisfaction

This study used the social cognitive theory of well‐being (SCTW; Lent, 2004 ) to examine the role of career decision self‐efficacy (CDSE), perceived educational barriers, and independent self‐construal on the life satisfaction of 176 Mexican American college women. A 3‐step hierarchical regression analysis indicated that independent self‐construal, CDSE, and fewer perceived educational barriers significantly predicted greater life satisfaction among Mexican American college women above and beyond the influence of socioeconomic status and generational status. These findings are consistent with SCTW and highlight the need for counselors and researchers to be aware of the role that self‐construal, CDSE, and perceived educational barriers can have on Mexican American women's life satisfaction. Implications for practice at the secondary‐school and university levels are discussed.     

Occupational Engagement and Academic Major Satisfaction: Vocational Identity's Mediating Role

This study examined vocational identity as a mediator of the relationship between occupational engagement (i.e., participation in a breadth of activities and interactions) and academic major satisfaction. Furthermore, the authors evaluated whether satisfaction with academic major related to academic success (i.e., grade point average). The mediational model was tested in a sample of undergraduate students (N = 215). Results indicated that occupational engagement significantly predicted academic major satisfaction and that vocational identity fully mediated that relationship. These findings support occupational engagement as an important contributor to adaptive career decision making and encourage research on occupational engagement as an intervention point for career counselors.     

Psychological Well‐Being and Career Indecision in Emerging Adulthood: The Moderating Role of Hardiness

This study investigated the moderating role of hardiness in the relationship between psychological well‐being (PWB) and career indecision in 131 never‐employed Italian emerging adults. Cluster analytic methods produced high and low hardiness profiles. A structural equation modeling analysis underscored the importance of hardiness for moderating the negative association between PWB and career indecision. Specifically, findings revealed that being hardy is a crucial relevant personal resource in the presence of lower levels of PWB. The authors discuss the importance of analyzing simultaneously the role of PWB and hardiness in promoting engagement in the career decision‐making process and provide implications for setting up appropriate career counseling interventions with emerging adults. Suggestions for future research are presented, such as the use of longitudinal designs and qualitative methods.     

Predicting Career Adaptability From Positive Psychological Traits

This study investigated positive psychological traits as predictors of career adaptability in a group of emerging adults. A total of 415 undergraduate students (185 men, 230 women) from a large state‐funded university in Turkey responded to Turkish versions of the Career Adaptability subscale of the Career Futures Inventory (Rottinghaus et al., 2005 ), the Dispositional Hope Scale (Snyder et al., 1991 ), the Life Orientation Test (Scheier & Carver, 1985 ), and the Ego Resiliency Scale (Block & Kremen, 1996 ). Results indicated moderate to strong correlations among the variables and suggested that students who are more resilient, hopeful, and optimistic are more likely to perceive themselves as more adaptable in their careers. Simultaneous multiple regression analysis indicated that career adaptability was significantly predicted by hope, resilience, and optimism. In light of these results, when designing career interventions to enhance the career adaptability of emerging adults, counselors should integrate various strategies to foster hope, resilience, and optimism.     

简析职校生职业生涯规划中的常见误区

"职业教育就是就业教育"。进行职业生涯规划,就是为自己构筑人生的宏伟大厦。职校生因生源基础、生活阅历以及客观环境等局限,对自我和社会往往缺乏全面、正确的认识,不能审时度势、科学抉择,正确规划自己的职业人生,他们在生涯规划时易陷进一些误区。明确这些误区,旨在正视生涯教育,启迪职校生的心灵成长。     

Entering into,staying, and being active in a group of football supporters: a procedural analysis of engagement. The case of supporters of a French football club

In football (or soccer) stadiums, one of the ends (virages in French, or curve in Italian) brings together the most organized and ardent fans who support their team manu et voce. This article aims to define the dynamics leading individuals to become a part of a group of supporters, an engagement conceived of according to a sequential process. Through a qualitative inquiry, results show the importance of the relational networks in the process of engagement in this type of organization. Moreover, friendly interaction and the levels of sociability encountered over the course of action as part of supporting make up as much incentive to activism as may be understood in the condition of being set back in the general framework of the supporters' careers. The article ends with a discussion on the use of the sociology of collective action and mobilization in order to study the world of football supporters.     

‘It's a macho thing,innit?’ Exploring the effects of masculinity on career choice and development

Through the analysis of qualitative data of the life stories of ten male returners to further education this article aims to support and develop some of the ideas presented in Gender, Work & Organization by both Simpson in 2005 and Lupton in 2006 on men in non‐traditional occupations. I employ the notion of multiple masculinities to understand my cohort's careers and demonstrate that over time early socialization can be overcome so that some men can make non‐stereotypical career decisions later in life. In offering an explanation as to why this might be the case, I argue that in late modernity some men can actively choose non‐traditional occupations, albeit within a gendered and classed labour market. I also offer insights into male identity in late modernity.     

The Relation of Negative Career Thoughts to Depression and Hopelessness

Although some research literature focuses on the integration of mental health and career counseling, there has been little that examines both areas in relation to depression and hopelessness. This study investigated the relationship among dysfunctional career thinking, depression, and hopelessness in a sample of 139 undergraduate and graduate students seeking drop‐in or individual career counseling services at a university career center. The authors found that two aspects of dysfunctional career thinking, decision‐making confusion and commitment anxiety, accounted for a significant amount of variance in depression. Decision‐making confusion also accounted for a significant amount of variance in hopelessness. Implications for counseling practice include the need for more careful screening of career clients who present with high levels of anxiety and negative thinking. Future research could involve more diverse client populations, such as unemployed adults, and explore the use of additional screening measures to assess the intersection of career and mental health issues.     

浅谈高校《职业发展与就业指导》课程的教学创新

《职业发展与就业指导》是帮助大学生树立正确就业观,科学规划职业人生,不断提高就业能力的必修课程。由于多种原因,教学效果不容乐观。要改变这种现状,必须创新认识、理念、形式、方法和手段。