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Testing an Integrative Contextual Career Development Model With Adolescents From High‐Poverty Urban Areas
Authors:Julia L. Conkel‐Ziebell  Sherri L. Turner  George V. Gushue
Affiliation:1. Private practice, Stillwater, Minnesota;2. Counseling and Student Personnel PsychologyUniversity of Minnesota;3. Department of Counseling and Clinical Psychology, Teachers CollegeColumbia University
Abstract:Variations in the economic recovery rate across the United States have led to even greater chasms that separate the employed, unemployed, and underemployed (DeSilver, 2017 ). Therefore, understanding and supporting the career development of future generations is critical—especially for those who live outside the context of social privilege. The authors examined the applicability of the integrative contextual model of career development (ICM; Lapan, 2004 ) to a sample of 220 adolescents (129 boys, 91 girls) from a high‐poverty urban area. Results indicated that a canonical variate comprising foundational ICM skills (e.g., career exploration, goal setting) predicted a variate composed of ICM outcomes (e.g., self‐efficacy, vocational identity), thus supporting the usefulness of the ICM framework for this population. The skill of setting viable career goals was an especially strong predictor of outcomes. Implications for career counseling with adolescents living in high‐poverty urban areas and directions for future research are discussed.
Keywords:integrative contextual model of career development  adolescents from high‐poverty urban areas  viable career choice goals  career development skills  model testing
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