Family‐of‐Origin Influence on Career Thoughts

The family can exert an important influence on career decision making. This study investigated the impact of adaptability and cohesion in family‐of‐origin relationships on dysfunctional career thoughts in 269 college students (221 women, 48 men). The Career Thoughts Inventory and the Family Adaptability and Cohesion Scales–IV were used to assess family dynamics and dysfunctional career thoughts. The study addressed the following research question: What is the impact of family cohesion and adaptability in the participant's family of origin on dysfunctional career thoughts, specifically decision‐making confusion, commitment anxiety, and external conflict? Results revealed that higher levels of family cohesion were associated with lower levels of decision‐making confusion, commitment anxiety, and external conflict and that higher levels of family adaptability were associated with lower levels of external conflict.     

Mindfulness and Decision‐Making Style: Predicting Career Thoughts and Vocational Identity

Mindfulness has been a focus of psychological research and practice in recent decades. Yet, there is limited research on the relationship between mindfulness and vocational decision‐making. This study’s purpose was to examine the role of mindfulness in a career context by investigating the relationships among mindfulness, decision‐making style, negative career thoughts, and vocational identity. The sample included 258 undergraduate students (204 women, 54 men) at a large southeastern U.S. university. Mindfulness was significantly (p < .01) associated with fewer negative career thoughts, external and thinking‐based decision‐making styles, and higher vocational identity. Multiple regression procedures found that mindfulness, coupled with decision‐making style, accounted for 31% of the variance in negative career thoughts and 22% of the variance in vocational identity. These findings suggest that more holistic career counseling interventions could incorporate mindfulness techniques to help reduce anxiety and negative thoughts while increasing self‐clarity and problem‐solving skills. Future research could include more diverse samples, additional constructs (e.g., choice volition, self‐efficacy), and a pretest–posttest design to examine the efficacy of mindfulness‐based career interventions.     

Student Veterans: Meaning in Life,Negative Career Thoughts,and Depression

Student veterans may experience challenges as they transition from military to student life, including adjusting to the academic environment, coping with mental health concerns, and redefining their identities. Research indicates that veterans may have difficulty finding meaning and purpose outside of the military (Brenner et al., 2008; Doenges, 2011). This study explored variables that may affect meaning and purpose in student veterans' lives, specifically negative career thoughts and depression. One hundred thirty-two student veterans at U.S. institutions were surveyed. The results revealed that both negative career thoughts and depression were statistically significant predictors (p < .001) of the presence of meaning in life, with 46% of the variance in the presence of meaning in life scores accounted for by participants' negative career thinking and depression levels. Pearson correlations indicated that all variables were statistically significant (p < .01). Future research could explore how other career readiness and self-assessment constructs are related to meaning and purpose in student veterans' lives, as well as the intersection of mental health and career factors. Interventions that focus both on the presence of negative career thoughts and depressive symptomatology may positively influence student veterans' report of meaning and purpose in life.     

Attachment Style and Dysfunctional Career Thoughts: How Attachment Style Can Affect the Career Counseling Process

This article examines the relationship between attachment style, measured by Experiences in Close Relationships‐Revised (R. C. Fraley, N. G. Waller, & K. A. Brennan, 2000), and dysfunctional career thoughts, measured by the Career Thoughts Inventory (CTI; J. P. J. Sampson, G. W. Peterson, J. G. Lenz, R. C. Reardon, & D. E. Saunders, 1994a). Two hypotheses related to attachment style and dysfunctional career thoughts were tested with 46 adult immigrants (17 men, 29 women). Results show that both attachment anxiety and avoidance were significantly related to scores on the CTI; increased attachment avoidance also significantly correlated with decision‐making confusion and external conflict. Implications of the relationship between attachment style and dysfunctional career thoughts for the career counseling process are discussed.     

Effect of Brief Staff‐Assisted Career Service Delivery on Drop‐In Clients

Brief staff‐assisted career counseling services based on cognitive information processing theory were evaluated using 138 drop‐in clients who completed pre‐ and postintervention self‐report measures of knowledge about next steps, confidence in making next steps, and anxiety about career concerns. Significant changes occurred in each dimension and were significantly associated with the quality of career adviser interaction. Participants rated the experience as highly positive. Decreases in anxiety about career concerns were unrelated to the intervention. Implications include that a brief service delivery model yields positive outcomes for many clients but requires adjustments in organizational culture, physical environment, practitioner approaches, and client expectations. Future research should examine relational variables related to decreased anxiety with a brief service delivery model, the degree to which this approach works with specific career needs, and client attributes leading to successful versus unsuccessful outcomes with this model.     

The Role of Thinking Styles in Career Development Among Chinese College Students

Thinking styles define individuals' marked preferences in how they learn about or process information. This study considered the function of collecting and processing information in career exploration and decision making, and examined thinking styles as a predictor of career decision‐making difficulties (CDMD) and career exploration as a mediator of this relationship. Chinese college students (N = 463) responded to measures of thinking styles, career exploration, and CDMD. Results partially supported the contribution of thinking styles to career exploration and CDMD. Type I styles, characterized as more creativity‐generating, positively predicted career exploration and negatively predicted CDMD. Type II styles, characterized as more norm‐favoring, positively predicted CDMD. Partial mediation was supported in the link between Type I styles and lack of information through career environment exploration. The benefits of type styles should be highlighted for career guidance and counseling among Chinese college students and should be validated in different cultural contexts.     

An Examination of the Relationship Between Career Thoughts and Communication Apprehension

This study examined relationships among dysfunctional career thoughts and levels of communication apprehension. Undergraduate students, 88 women and 87 men, completed the Career Thoughts Inventory (CTI; J. P. Sampson, G. W. Peterson, J. G. Lenz, R. C. Reardon, & D. E. Saunders, 1996) and the Personal Report of Communication Apprehension (PRCA‐24; J. C. McCroskey, 1984b). Analysis of correlation coefficients found significant mild‐to‐moderate correlations among scales of the CTI and the PRCA‐24. The results indicated that individuals with average and high levels of communication apprehension had greater decision‐making confusion, commitment anxiety, and external conflict than persons with low levels of communication apprehension. Implications for counseling and further research are discussed in light of these results.     

College Student Psychological Distress: Relationship to Self‐Esteem and Career Decision Self‐Efficacy Beliefs

College students experience a number of stressors, such as adjustment to a new environment, postgraduation planning, and the balancing of changing roles and responsibilities. These stressors may contribute to increased rates of psychological distress that have implications for their educational and career development. The purpose of this study was to extend understanding of the nature of the relationships among psychological distress, self‐esteem, and career decision self‐efficacy (CDSE) beliefs. Results from 292 undergraduate students demonstrated support for the proposed hypotheses. Psychological distress negatively related to self‐esteem and to CDSE. Self‐esteem was positively related to, yet distinct from, CDSE, and both self‐esteem and psychological distress contributed unique variance to the prediction of CDSE. Results highlight the importance of attending to student psychological distress in the provision of career counseling services. Future research that centralizes mental health is needed to better understand relationships among career development processes over time and within diverse student populations.     

Counseling for Career Decision‐Making Difficulties: Measures and Methods

Career indecision may be the primary reason people go to career counselors. Much effort has been exerted to identify and investigate the causes of clients' career decision‐making difficulties. With the aim of facilitating clients' career decision making, the use of career indecision assessments can promote the effectiveness and efficiency of face‐to‐face career counseling. The authors review three evidence‐based, cost‐free assessments derived from decision theory: the Career Decision‐Making Difficulties Questionnaire, the Emotional and Personality‐Related Career Decision‐Making Difficulties questionnaire, and the Career Decision‐Making Profile questionnaire. The unique features of these assessments are described, and the ways they can contribute to facilitating career decision making in career counseling are explored with a case study example.     

Basic Confidence Predictors of Career Decision‐Making Self‐Efficacy

The extent to which Basic Confidence Scales predicted career decision‐making self‐efficacy was studied in a sample of 627 undergraduate students. Six confidence variables accounted for 49% of the variance in career decision‐making self‐efficacy. Leadership confidence was the most important, but confidence in science, mathematics, writing, using technology, and cultural sensitivity all contributed significant incremental variance. There were some differences as a function of race and gender, but leadership confidence was the most significant predictor in all subgroups. Implications for educational and career counseling are discussed.     

Resilience and Decision‐Making Strategies as Predictors of Career Decision Difficulties

The purpose of this study was to examine resilience and decision‐making strategies as predictors of difficulties experienced during the career decision‐making process. College students (N = 364) responded to measures of resilience, career decision‐making strategies, and career decision difficulties. Results indicated that resilience and decision‐making strategies accounted for 46% of the variance in career decision difficulties. Resilience had a greater influence on problems encountered during decision making than on problems encountered at the outset of the process. Different decision‐making strategies appeared to be related to difficulties encountered at different stages of the decision‐making process. For example, aspiration for an ideal occupation was positively associated only with lack of readiness. Procrastination was the only strategy related to all three decision difficulties: lack of readiness, lack of information, and inconsistent information. The results indicated the importance of decreasing procrastination at all stages of decision making and the need to promote resilience to deal with decision difficulties.     

A Study of Clinical Change in Individual Career Counseling

This study examined the clinical significance of career counseling effects. Participants were 111 university students (83% women) who participated in individual career counseling sessions at their university. All participants completed the French version of the Outcome Questionnaire–30.2 (OQ‐30.2; Lambert, Finch, Okiishi, & Burlingame, 2005) immediately before the 1st session (pretest) and at the beginning of the last session (posttest). The OQ‐30.2 assesses 3 client life domains: subjective discomfort, problems in interpersonal relationships, and problems in social role satisfaction. Using Jacobson and Truax’s (1991) statistical approach to assessing clinical change, the authors compared clients’ pretest OQ‐30.2 scores with their posttest scores. Among clients with a “dysfunctional” score (n = 59) at the study’s inception, 34% recovered and 14% improved, whereas 41% of clients with functional scores (n = 52) at the study’s inception improved. The results suggest that individual career counseling can make a difference in the lives of many clients; they also highlight the importance of further outcome research that accounts for possible variability in clients’ responses to career counseling.     

Predictors of Student and Career Decision‐Making Self‐Efficacy Among Nontraditional College Women

A study of 354 nontraditional college women found robust levels of confidence in their ability to manage the student role and pursue career‐related tasks. Findings indicated that perceived career barriers and social support accounted for variance in student and career decision‐making self‐efficacy for nontraditional college women with and without children. Social support added to the prediction of self‐efficacy over and above the contribution of perceived barriers. The discussion focuses on recommendations for career counseling interventions to facilitate educational and vocational success among nontraditional college women.     

Explaining Career Decision‐Making Self‐Efficacy: Personality,Cognitions, and Cultural Mistrust

The authors explore the hypothesis that career decision‐making self‐efficacy could be affected by negative career thoughts, Big Five personality factors, and cultural mistrust in a sample of African American and Caucasian college students. Findings demonstrated that negative career thinking, openness, and conscientiousness explained a significant amount of variance in career decision‐making self‐efficacy in a general sample of college students, but no unique variance was explained by cultural mistrust in a sample of African American college students.     

The Self‐Directed Search as a Stand‐Alone Intervention With College Students

The Self‐Directed Search (SDS; Holland, 1994 ) is sometimes administered to large student groups outside of counseling to address common career development needs. This study evaluated the effectiveness of the SDS as a stand‐alone intervention by comparing a general sample of college students who completed the SDS (n = 39) with a no‐treatment control group (n = 41) on several outcomes. Completion of the SDS related to an increase in the number of career alternatives being considered 4 weeks later but did not relate to career exploration, career decision‐making self‐efficacy, career indecision, and seeking of career counseling services. If the SDS is used outside of counseling with broad student samples, the authors suggest providing additional intervention to ensure that it promotes exploration of any additional careers being considered.     

Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

This study examined the effectiveness of the computer‐assisted career guidance system, FOCUS‐2, on 1st‐year college students’ social cognitive career development. Specifically, the authors assessed career decision self‐efficacy (CDSE) and assessment of attributions for career decision making (AACDM) using repeated measures analyses of variance with a sample of 1st‐year college students (N= 420). Effectiveness was measured as a change in participants’ CDSE and AACDM scores from pretest to posttest. Results demonstrated that participants’ interaction with FOCUS‐2 was associated with increases in participants’ CDSE and alteration to a less optimistic style for AACDM. Gender, race, academic major status, and the amount of time using FOCUS‐2 were also considered. Implications for practice are explored.     

A Cognitive Career Course: From Theory to Practice

A university career development course based on cognitive information‐processing theory was assessed. Students who took the course showed a significant decrease in their negative career thoughts when the Career Thoughts Inventory (J. P. Sampson, G. W. Peterson, J. G. Lenz, R. C. Reardon, & D. E. Saunders, 1996a) was used as a pretest and posttest measure. The greatest decrease in negative thinking was found in students with the highest level of negative thinking at the beginning of the course. The specific components of negative career thinking—decision‐making confusion and commitment anxiety—contributed significantly to the main effect. There were no significant interactions with ethnicity or sex.     

Evaluating DISCOVER's Effectiveness in Enhancing College Students' Social Cognitive Career Development

College students (20 women, 14 men) seeking career counseling services at a university career center participated in this exploratory investigation. A 2 (DISCOVER treatment) × 2 (counseling treatment) research design was used to evaluate the individual and combined effects of DISCOVER (ACT, 1998) and counseling on participants' career decision‐making self‐efficacy and career decision‐making attributional style. Findings revealed a significant effect of the use of DISCOVER on participants' career decision‐making self‐efficacy and their sense of control over the career decision‐making process. Results are discussed regarding the implications for career counseling and ideas for further research in this domain.     

Career‐Related Parent Support and Career Barriers: An Investigation of Contextual Variables

The authors used social cognitive career theory (Lent, Brown, & Hackett, 1994 ) as the basis for examining the person and contextual variables of gender, ethnicity, educational and career barriers, and career‐related parent support for incoming 1st‐year African American, Asian, Latino, and White college students. Women, as compared to men, perceived significantly higher levels of career barriers but similar levels of coping efficacy in dealing with these barriers. Women also reported receiving more career‐related emotional support from parents than did men. For all participants, career‐related parent support accounted for a significant portion of the variance for perceptions of educational and career barriers and coping efficacy with educational and career barriers.