Career Development and School Success in Adolescents: The Role of Career Interventions

Using longitudinal survey data, the present study examined the effect of participation on career development skills in 6 career education experiences and school success among South Korean adolescents (2,473 young men, 2,132 young women; mean age = 15.86 years). Regression analyses indicated that students who participated in career education programs in school once or twice over a 2‐year period had the highest scores in both career development skills and school success. In contrast, there was no relationship between career education, career development skills, and school success for students who participated in career education programs only once or not at all. Results support the influence of career education interventions on students' career development skills and school success. This study provides accountability information on the effectiveness of career education interventions at South Korean secondary schools. The authors offer suggestions about more effective career interventions that can be applied in South Korean high schools.     

Career Counseling for Women Preparing to Leave Abusive Relationships: A Social Cognitive Career Theory Approach

Career counselors work with people from varied segments of society. For battered women, some of the challenges they face from intimate partner violence may significantly influence their career exploration and decision making. Social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) is a framework that has important implications for working with these women. In this article, the authors present the unique career needs of battered women terminating abusive relationships, the relevance of SCCT to this population, strategies for using SCCT when working with these women, and a case study illustrating effective use of SCCT.     

Jeopardy: A Career Information Game for School Counselors

This article outlines one innovative approach by which school counselors can reinforce students' learning of important career information.     

School Counselors Supporting African Immigrant Students' Career Development: A Case Study

School counselors play a critical role in preparing adolescent immigrant students to be college and career ready by attending to the complex variables that promote and inhibit career development. This article provides an illustrative case study of a Somali immigrant student's educational journey to highlight the academic and familial challenges that she encountered while attending U.S. schools. Through this case study, the authors discuss the issues immigrant high school students experience and present culturally responsive practices that school counselors can use to address career development. These culturally responsive practices include developing a strong knowledge of students’ backgrounds and cultures, designing small group interventions that are timely and sensitive to immigrant students’ needs, and strengthening school–family partnerships.     

The Role of Career Barriers in High School Students' Career Choice Behavior in Taiwan

The purpose of this study was to examine the role of career barriers in social cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett, 1994). The participants were 584 high school students in Taiwan, Republic of China. The gender differences in perceived career barriers and career self‐efficacy were significant. Results of hierarchical regression analyses indicated that some of the perceived career barriers were significant in predicting individuals' career choice behavior after controlling for career self‐efficacy in certain career types.     

Career Development for At-Risk Youth: A Program Evaluation

At-risk populations pose a major challenge to the counseling profession. This article describes a career development program for at-risk youth and delineates both the process and the outcomes of a combined quantitative and qualitative program evaluation. The results suggest that at-risk youth can benefit significantly from this career development program. A combination of work and curricular experiences seemed to be effective with this population.     

Career Development and Workforce Preparation: Educational Policy Versus School Practice

A multistate survey of public high schools revealed general unfamiliarity among principals and counselors with national workforce preparation policies as represented by the SCANS Report (Secretary's Commission on Achieving Necessary Skills, 1991) and the National Career Development Guidelines (National Occupational Information Coordinating Committee, 1989); a lack of commitment to career development program outcomes for all student groups, particularly those at risk of dropping out; uneven delivery of services, with least attention to cultural diversity outcomes; and underutilization of counselors. The article concludes with an examination of the historical and cultural forces operating for and against sustained efforts in workforce preparation programs.     

Importance of the National Career Development Guidelines to School Counselors

This study surveyed the opinions of a national random sample of school counselors toward the importance of the elementary, junior high/middle, and high school competencies in the National Career Development Guidelines. The results of the study indicated that school counselors consider the career development competencies in the guidelines to be important to very important across the three levels.     

Helping Adolescents With Career Development: The Active Role of Parents

This article contains suggestions for counselors and parents regarding the active role parents can play in the career development of their children. These suggestions are based on the author's research on the intentional, goal-directed action of parents in influencing the career development of their children. In the context of an increasingly important role for parents and families in the development of adolescent children, three dimensions of the active role of parents are discussed: the intentionality and meaning attributed to career influence by parents and adolescents, the use of narrative, and sources of conflict.     

Toward a Policy for Lifelong Career Development: A Transatlantic Perspective

A revolution in the structures of work is taking place in most advanced industrialized countries. This article suggests that giving new meanings to the concept of “career” is one of the keys to economic success and social harmony in the new postindustrial society. It argues that a number of new social ligatures are needed to make the new concept of career accessible to all. One of these ligatures is lifelong access to career counseling. This article outlines a strategy developed in the United Kingdom for achieving such access and analyzes its cautious application of market and quasi-market principles to career counseling provision.     

Psychodynamic therapy for SUD: Counselor's view

First of all, psychodynamic psychotherapy as treatment for substance use disorder (SUD) works. Ian McLoone, lead therapist with the Alltyr Clinic in Minneapolis, knows that firsthand — he's in recovery from heroin addiction and is in it himself. And despite the fact that addiction therapists aren't taught psychodynamic theory or psychoanalytic psychotherapy in graduate school, where cognitive behavioral therapy (CBT), motivational interviewing (MI) and, to a lesser degree, 12‐Step facilitation are stressed, he became interested in it mainly because of his employer, Mark Willenbring, M.D., a psychiatrist and former medical director of the National Institute on Alcohol Abuse and Alcoholism. We talked to McLoone for this story as a follow‐up to our article on the self‐medication hypothesis of addiction, for which we interviewed its developer, Ed Khantzian, M.D. (see “Psychodynamic psychotherapy: When it helps people in recovery,” ADAW, June 22, https://onlinelibrary.wiley.com/doi/10.1002/adaw.32756 ).