Career Counseling

Abstract 1. A general theoretical taxonomy of career decision-making difficulties, based on decision theory, has been developed. To examine the proposed taxonomy empirically, a questionnaire was constructed in which the various possible difficulties in the theoretical model were represented by respective statements.

The current study investigated the Emotional and Personality-related Career decision-making Difficulties model and questionnaire (EPCD) by studying its associations with various personality measures in three samples: (a) 691 deliberating individuals who entered a career self-help website, (b) 197 students in a university preparatory program, and (c) 286 young adults from the general population. As hypothesized, higher levels of emotional and personality-related career decisionmaking difficulties, as measured by the EPCD, were associated with higher levels of neuroticism, agreeableness, perfectionism, and need for cognitive closure, and lower levels of extraversion, openness to experience, and career decision self-efficacy. In addition, higher levels of these difficulties were associated with a more external locus of control (LoC), and with being less advanced in the career decision-making process.

College students approaching a university degree can experience a critical period in their career development path that could affect their well-being. The main aim of this study was to examine the role of courage, career adaptability, and professional readiness as protective factors toward life satisfaction and flourishing during the university-to-work transition. These psychosocial resources could be useful to cope with the recent transformations of the labor market. The study involved 352 Italian university students (M = 100; F = 252), aged from 21 to 29 years (M = 23.57; SD = 2.37), attending the last year of their degree course. The results of the mediation analysis showed that courage plays a mediating role between career transition readiness and career adaptability, on one hand, with well-being indicators as outcomes. The results are discussed, providing some suggestions on practical implications for career interventions to support college students during the university-to-work transition.

With the purpose of contributing to the growing international research on social cognitive career theory (SCCT), this study examined Lent’s (2004) social cognitive model of well-being in a sample of Turkish college students. Three hundred and three students completed a battery of questionnaires assessing trait positive affect, overall life satisfaction and domain-specific support, self-efficacy, outcome expectations, goal progress, and satisfaction.  The results of a structural equation model revealed that the well-being model fit the data well and accounted for 66%, 61%, and 45% of the variance in academic goal progress, academic satisfaction, and overall life satisfaction, respectively. Furthermore, all hypothesized relationships were supported except for two paths (i.e., outcome expectations → goal progress, and positive affectivity → academic satisfaction). These findings extend previous research on the international applicability of social cognitive model of well-being and highlight the potential use of environmental support, self-efficacy beliefs and outcome expectations in the development of goal progress, academic and life satisfaction in a cultural context which is a blend of Eastern and Western cultural perspectives.

Child sexual abuse (CSA) is not only a serious danger for children and families, but it is also a problem that concerns society economically and spiritually. The aim of this study is to examine career choices and educational problems of individuals who have experienced CSA. Participants of this study consist of 73 CSA victims. The data have been collected via a telephone survey. According to the findings, 83.6% of the victims attended their formal education during the time they reported CSA, and only 38 participants (51%) continued into higher education. Also, it was determined that approximately 51% of them dropped out of school, and 72% of them experienced problems at school due to CSA. When the victims' reasons for dropping out of school were examined before and after CSA, it was seen that victims dropped out of school due to CSA (44.2%) mostly. In addition to these, it was found that approximately 25% of victims could not concentrate on classes, 56% of them had a drop in their academic success, 30% of them were reluctant to go to school or had absence, 25% of them repeated a grade, and 23% of them switched schools. Also, it was determined that 56.2% of the participants wanted to continue their education. Findings were discussed in the light of relevant literature.

In this study, the authors focused on the context of physical disabilities (i.e., one’s age when a
disability manifests and the severity with which it impacts major life activities) to better understand
how disabilities influence vocational self-efficacies. Consistent with Social Cognitive Career Theory,
age of onset moderated the relationship between disability severity and self-efficacies in the Realistic,
Artistic, Social, and Conventional vocational domains. Specifically, disability severity had a strong,
negative impact on self-efficacies for people who became physically disabled later in life. In contrast,
the relationship between disability severity and self-efficacy was nonsignificant for people who
became disabled in early childhood. These findings held across Holland’s Realistic, Investigative,
Artistic, Social, Enterprising, and Conventional domains when controlling for a variety of other
person inputs and domain-specific learning experiences.

In this paper, we seek to operationalize Amartya Sen's concept of human capability to guide a scholarly investigation of student career choice capability. We begin by outlining factors affecting youth labour markets in Australia; a prosperous country that is affected by a ‘two-speed’ national economy. We then examine recent government initiatives that have been designed to combat youth unemployment and cyclical disadvantage by enhancing the aspirations and career knowledge of secondary school students. We argue that these policy measures are based on four assumptions: first, that career choice capability is a problem of individual agency; second, that the dissemination of career information can empower students to act as ‘consumers’ in an unequal job market; third, that agency is simply a question of will; and finally, that school education and career advice – as a means to freedom in the space of career development – is of equal quality, distribution and value to an increasingly diverse range of upper secondary school students. The paper concludes by outlining a conceptual framework capable of informing an empirical research project that aims to test these assumptions by measuring and comparing differences between groups in the range of freedom to achieve and, therefore, to choose.

This paper is based on a study examining the impact of young people’s backgrounds and educational experiences on career choice capability with the aim of informing education policy. A total of 706 students from secondary schools (Years 9-12) in New South Wales, Australia took part in an online survey. This paper focuses on the differences found between groups on the basis of their educational experiences. Participants who were uncertain of their future career plans were more likely to attend non-selective, non-metropolitan schools and were more likely to hold negative attitudes towards school. Career ‘uncertain’ students were also less likely to be satisfied with the elective subjects offered at their school and reported less access to career education sessions. It is concluded that timely career information and guidance should be provided to students and their families in order to allow them to more meaningfully make use of the resources and opportunities available to them with a view toward converting these into real world benefits.

Being administered at local centres throughout the world in 120 countries, IELTS is one of the most widely used large-scale ESL tests that also offers a direct writing test component. Because of its popularity and its use for making critical decisions about test takers, the present article finds it crucial to draw attention to some issues regarding assessment procedures of IELTS. Therefore, the present paper aims to provide a descriptive and critical review of the IELTS writing test by focusing particularly on various reliability issues such as single marking of papers, readability of prompts, comparability of writing topics, and validity issues such as the definition of the "international writing construct," without considering variations among rhetorical conventions and genres around the world. Consequential validity-impact issues will also be discussed and suggestions will be given for the use of IELTS around the world and for future research to improve the test.

Using the Education Longitudinal Study of 2002, we examined the probability of students attending college by taking into account their 10th- and 12th-grade exposure to college expectations from and college-related interactions with school staff. Our results suggest that college expectations and college-related interactions with their school counselors, teachers, and coaches had a modest impact on students’ odds of enrolling in college, considering the large impact of taking advanced courses and completing college admissions tests.

This study tested a parent empowerment framework using a national sample of 9,982 parents from the Parent and Family Involvement Survey (National Center for Education Statistics, 2007) to investigate relationships between parent empowerment and children’s academic performance. A multinomial logistic regression demonstrated significant relationships between parents’ competence, self-determination, community belonging, community participation, and academic performance, which differentiate among parents based on racial/ethnic, language, and socioeconomic backgrounds. Findings highlight the importance of parent empowerment interventions that consider structural barriers in schools.

This article reports on a qualitative study that uses a phenomenological approach to investigate the differences between adolescents with high and low career adaptability levels, regarding adaptive strategies and needs. The sample included students categorized as above the 75th percentile and in the bottom 25th percentile according to their scores on the Career Adapt-Abilities Scale. The data were gathered from 20 high school students (12 male and 8 female) from Ankara, Turkey, using career construction interviews. A content analysis revealed that exploration (self and occupations), persistence, and inquisitiveness were frequently observed in the high career adaptability group. On the other hand, lack of persistence, lack of confidence, and emotion-focused problem solving were prominent in the low career adaptability group. The results suggest the need for career education programs in schools that promote confidence and problem-solving skills for Turkish adolescents, especially those low on adaptability.

This study examines Career Construction Interview (CCI) based on Career Construction Theory as
one of post-modern career theories. CCI is used as qualitative career assessment tool and career
counseling method in order to determine reasons and dynamics underlined problems that bring the
client to counseling. There are enormous studies in the international literature, yet few in Turkey.
Therefore, this study aims to review main principles, evaluation and interpretation of the CCI and
draw attention to caveats. In spite of critics to the theory, the CCI is tool that is culturally sensitive,
responsive to the need of paradigm shift in career counseling and provides subjective, meaningful
and holistic examination of the self, which contributes to self-exploration that the clients crucially
need in their career construction.

This study examined the psychometric properties of the Turkish version of the Decent Work Scale (DWS), a recently developed measure that assesses the psychological experience of the quality of one’s work life. The proposed five-factor structure was verified with a sample of 326 Turkish working adults. Consistent with previous research, a five-factor bifactor model showed best fit to the data. The results of multigroup confirmatory factor analysis showed that the structure of the instrument was invariant across gender, income, and social class groups. Convergent and discriminant validity were supported by positive correlations with person–organization fit, job satisfaction, life satisfaction, and work meaning and by negative correlations with withdrawal intentions. Evidence of predictive validity was obtained by regressing the five subscales on four outcome measures. These findings suggest that the Turkish version of the DWS can be used for assessing
decent work among Turkish working adults and cross-cultural psychological research.

Purpose – A preliminary observation reveals that children of Islamic studies (IS) academicians do not choose IS as their career discipline. In view of this, this paper aims to explore the dimensions of parental
attitudes, behaviours, perceptions and aspirations in seeing a future in IS for their children.

Design/methodology/approach – Fifteen interviews were conducted to explore the attitude of IS academicians. Findings led us to hypothesize that perceived social recognition explains the maximum variance. Later, 126 academicians were surveyed.

Findings – Results of regression analysis rejected the null hypothesis. The parental attitude of IS academicians, their engagement and perceived social recognition significantly predicted their aspiration in enrolling their children in IS. The regression model explained 64 per cent of total variance accounted for IS academicians’ career aspirations for their children. This study suggests investigating the socio-cultural and geographical impact on the career aspirations of IS academicians for their children.

Originality/value – The findings and results of the study can contribute to educational counselling to guide the counsellors. Further study on this issue may reveal whether IS academicians have plans to modify the curriculum or change their socio-economic status. It should also be examined whether they are doing so as a part of their implicit or explicit strategy.
Keywords Career, Academician, Enrolment, Islamic studies, Parental influence
Paper type: Research paper

Career education is a very important part of general/comprehensive education. One of the main components of this process is proper students' preparation for professional choice (professional self-determination). Thus, it is important to know objective and subjective factors determining young persons' professional self-determination. Such awareness is important and necessary for the school, which accepts responsibility for the formation of students' professional purposefulness and professional self-determination maturity. Lithuanian gymnasium students have to make an early decision concerning future professional activity. At the beginning of 2018, a complex research was carried out, comprising qualitative and quantitative approaches. Formulating research aim is to analyse Lithuanian gymnasium students' professional self-determination context. A total of 643 Lithuanian gymnasium 11-12 grade students took part in the research. Apart from the main research instrument (questionnaire) in the research, the researchers presented four open-ended questions. Qualitative data were processed using a quantitative content analysis. Research results revealed that the majority of female and male students thought that to properly choose a career was important, because this was a self-realisation warranty. Regardless of this, choosing a future career, both male and female students most frequently experience personal difficulties. Choosing a future career, one needs information support, different person support and self-awareness help. It has been stated that choosing a career external factors have a greater influence on both female and male students than internal ones. Choosing a career, personality character features have a bigger influence on female students, and a desire to improve, to realise oneself has a greater impact on male students.

To examine the factors that keep prospective clients from pursuing career counseling, the career-planning belief model (CPBM), consisting of five career planning-related belief types that are based on the health belief model principles, and the accompanying Career-Planning Belief Questionnaire (CPBQ) were developed. Study 1 (n = 200) presents the development and the psychometric properties of CPBQ. In Study 2 (n = 330), confirmatory factor analysis indicated that the proposed model provided a good fit to the data. Additionally, the CPBM predicted intentions to seek career counseling: Higher anticipated effectiveness of career counseling, higher perceived severity of career-planning difficulties, and higher motivation to invest efforts in career-adjustment activities were positively associated with intentions to seek career counseling. Perceived benefits or obstacles to help seeking were not predictive of intentions. The findings suggest methods by which prospective clients may be encouraged to seek career counseling and implications for career counseling.

The helping professions in general and social work in
particular pose particular challenges and opportunities
for national minority group members. This article adds
to the present knowledge in the literature concerning
the interaction between career choice in the welfare professions
and minority status, by looking at the voices of
Palestinian Israeli social workers. The article is based on
data gathered through in-depth interviews with 32
Palestinian Israeli social workers, describes the motivations,
the process of choosing social work as a profession
and the barriers that Palestinian Israeli professionals face
in the context of the political, social and economic factors
shaping their lives as belonging to a national minority in
Israel.

Trait emotional intelligence (TEI) is emerging as a useful and promising individual difference in predicting vocational behavior (e.g., Di Fabio & Saklofske, 2014). Little is yet known about the underlying processes that may lead TEI to associate with career related outcomes. This study investigates the role of career adapt- ability in mediating the association between TEI and career decision-making difficulties and self-perceived employability, in a sample of Swiss university students (N=400). The results of a series of path analysis in which we controlled for intelligence, sex and personality showed that career adaptability fully mediated the effect of TEI on self-perceived employability and career decision-making difficulties, in particular the sub- scales of lack of information and inconsistent information. Our findings shed light on the role of regulatory processes in shaping the effects of TEI on career-related outcomes.

The aim of this study is to examine the efficiency of the psycho-education program, which was developed to increase the career adaptabilities of prospective psychological counsellors. The dependent variable of the study was the level of career adaptability. The study utilized both experimental and qualitative research methods. In this study, a pre-test, a post-test and a follow-up test were applied as the experimental design, and the experimental design was performed in both control and experimental groups. The Mann Whitney U-Test, the Repeated Measures of Variance Analysis technique and the sentence-based content analysis technique were used to analyze the data. This study was conducted with first-year students who were studying in the undergraduate program of psychological counselling and guidance in a public university in Turkey. Thirty-eight of the students were appointed to a control group, and the other 38 students were appointed to the experimental group. The Career Adaptability Scale for Psychological Counsellors was used in this study. The qualitative and quantitative findings from the study demonstrate that the program contributes substantially to the prospective psychological counsellors' career adaptability.

Science, technology, engineering, and mathematics (STEM) fields have a need for recruiting and retaining a diverse workforce. Understanding students' aspiration to STEM careers is important for supporting underrepresented populations. Data from a nationally representative sample (N = 20,010) of high school students who reported career aspirations were analyzed. Analyses revealed significant relations between students' aspirations and demographic variables, and differences in aspirations based on students' race and gender. Findings highlight a need for counselors to implement career interventions that address students' cultural contexts.

This report examines young people's participation in career advice activities while at school and their perceptions of the usefulness of the advice they receive. The data are from the 2003 15 year old cohort of the Longitudinal Surveys of Australian Youth (LSAY). This report, published by the Australian Council for Educational Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.

The article revises the effects of technology transfer offices (TTOs) on capacity building within the university, from the perspective of
creativity, innovation and entrepreneurship. The objective of the article is to understand clearly and deeply how TTOs build capacity in
creativity, innovation, and entrepreneurship for all the stakeholders, researchers, faculty members, SMEs, incubators, undergraduate and
graduate students, and attorneys. Particular focus is given for analysing TTOs activities in order to comprehend the strategy of TTOs in delivering and building capacity for innovative products and services. The author concludes that the universities and TTOs should have a common strategic plan and policy to empower and to increase efficiently and effectively the impacts TTOs activities have on the
development of the technology-based innovative products and services.
Keywords: Technology Transfer Offices, creativity, innovation, entrepreneurship

Career counselors frequently encounter clients who are at high risk for career and life development difficulties. Research suggests there is a connection between resiliency and successful career development in high-risk clients. Many high-risk individuals have poor decision-making skills and lack motivation to succeed in life and career development. This article describes a career resiliency framework in which career resiliency is best understood within the context of psychological resiliency. Specifically, this article explicates how career counseling from a resiliency theory perspective may promote successful career development for populations dealing with multiple barriers.

À un modèle limité au construit de motivation, qui ne peut prétendre à rendre compte de la résolution des problèmes d'autorégulation liés aux obstacles pouvant se dresser sur le chemin qui conduit à la fixation d'un but vocationnel, il convient de substituer un modèle articulant la volition à la motivation. En particulier, de nombreux travaux empiriques attestent la fécondité des intentions d'exécution pour aider au démarrage de l'action, à la protection de la poursuite du but contre des influences indésirables et au désengagement de voies stériles. Nous proposons d'étendre l'application de cet outil cognitif volitionnel au conseil en orientation.

In today's uncertain job market, university students who show positive attitudes in their career planning have an advantage. Yet, we know little what personality characteristics are associated with individual differences in career planning attitudes. The present study examined 177 university students to investigate whether perfectionism (self-oriented, other-oriented, and socially prescribed) predicted students' positive career planning attitudes (career adaptability, career optimism, and perceived knowledge of the job market). Results from multiple regressions showed that perfectionism explained 8-12% variance in career planning attitudes with (a) self-oriented perfectionism positively predicting career adaptability and career optimism, (b) other-oriented perfectionism positively predicting perceived knowledge, and (c) socially prescribed perfectionism negatively predicting career adaptability. The findings suggest that perfectionism is a personality characteristic that may both underpin and undermine students' positive attitudes towards career planning.

O meu "grande" projecto de vida ou os meus "pequenos" projectos: linearidade ou recorrência no desenvolvimento vocacional e suas implicações educativas. A partir de uma apreciação crítica de alguns pressupostos das concepções correntes sobre a orientação e do desenvolvimento vocacional, assente em modelos teóricos dominantes, mas também em representações do senso comum, procura discutir-se a adequação e a relevância de persistir em visões lineares, unidireccionais, ascendentes e previsíveis das carreiras individuais. Tal análise situa-se em dois planos: o do questionamento da sua compatibilização com o funcionamento psicológico individual ”espontâneo” – que, por si só, serviria de base para procurar alternativas teórica capazes de organizar de modo diferente a intervenção de orientação  vocacional – e o da natureza incontornável das implicações que as transformações sociais, culturais, económicas e políticas exercem, actualmente, na relação do sujeito com o trabalho. Em consequência, propõe-se uma abordagem reflexiva, organizada em torno de noções estruturantes das trajectórias vocacionais, como a indeterminação, a incerteza, a recorrência, a precaridade e a desregulamentação.

The aim of the study is to compare teachers and pre-service teachers in terms of personality traits and career adaptability. The relationships between personality traits and career adaptability are also investigated. A total of 176 pre-service teachers took part in the study, including 90 men and 76 women, and a total of 204 teachers took part in the study, including 98 men and 106 women. The data collected included items from the Big Five Inventory and the Scale of Career Adaptability. The relationship between variables was examined by using independent t-tests for gender differences and multiple regression analysis techniques. According to the results, the level of career adaptability is higher in teachers than in pre-service teachers. Additionally, career exploration and plans were related to certain personality traits. The results of the present study might be used in career counselling, and also teacher profession development.

Over the last few decades, youth aspirations and post-school transitions have become the focus of much research, particularly in economically-developed countries such as Australia. In October 2010, Australia’s National Centre for Student Equity in Higher Education organised and held a conference with the theme ‘Aspiration, Mobility, Voice’. The event was followed by a special issue of Critical Studies in Education (CSIE), which included articles and discussion notes by the contributors and keynote speakers of the conference. The main aim of the CSIE special issue was to enhance thinking on efforts to widen participation in higher education (HE) and improve student equity (Gale 2011). Its authors discussed new ideas and opinions about student equity in HE (Sellar and Gale 2011), with an emphasis on disadvantaged students (Parry 2011). A number of contributors highlighted how, despite good intentions, the modern conceptualisation of ‘aspiration’ risks establishing disadvantaged young peo ...

In the transition from the university to work, most of the university students, even those from the best universities, have problems to find right jobs in the highly competitive innovation oriented work environment (Cooke, 2007). In the everchanging knowledge-based economic era, most of the students may face various problems since they do not know their own interests,values, and talents in order to develop innovation (Power 2010) The use of new career assessment is needed to understand deeply the interests, values, and talents of the new graduates according to the needs of the market. Hence, a new assessment called ‘strategic talent management’ is developed in order to develop and follow a successful career path and successful transitions. The main purpose of this assessment is eliminating barriers while increasing innovation and creativity in the highly competitive job environments. In the adoption of the new career path, the university graduate students need to know the strategic tactics by knowing their own personal interests, values, and talents (Zunker, 2011)
Yöntem: In this study, the university students’ interests, values, and talents on innovation oriented job environment were investigated while taking into consideration the needs of the market. For that reason, two assessments were given to the students. The first one was the strategic talent management’ and the innovation potential assessment. Since innovation has significantly become important, the study environments at the university have been playing an important and crucial role on students’ interests, values, and talents as well as on their personality development. In this study, the university students (n=390), who came from two different universities in Turkey, had participated and answered strategic talent management assessment before graduating from the university and after working in organizations. In order to understand the effects of the strategic talent management assessment, the control group had taken as well. All the participants including those in the control group took the innovation potential assessment. In addition, some personal and social demographic data were gathered from the participants. Then, data were analyzed using SPSS-17.0 and descriptive and inferential statistics. The evaluation was checked together with the participants in the semi-structured interviews in order to understand deeply the relation between the strategic talent management and innovation oriented career decisions.
Beklenen Sonuçlar: The evaluations showed a significant difference between the participants who took the strategic talent management assessments and who did not in innovation potential assessment. The participants who had find the jobs had become more oriented and successful in innovation-based duties. Also, there was a significant difference between participants who took the strategic talent management and who did not in creativity, flexibility, self-confidence, and achievement drive. More importantly, there was not seen any significant difference in the control groups in all scales of the strategic talent management. 
Furthermore, the data which was gathered from the semi-showed that the strategic talent management had inevitably affected the students’ leadership, social innovation, and entrepreneurship interests, values, and talents after graduation in many ways. During this transformation process and transition period, knowing their interests, values, and talents according to the needs of the market had been influenced to a greater degree in their self-confidence. Most of the participants (94%) agreed that assessing the interests, values, and talents before their graduations had affected their career decisions, even in choosing the different organizations and the departments in the organizations. According to the data, the large number of the participants (85%) becoming aware about the interests, values, and talents played important and crucial roles in the development of their leadership comparing to those who did not take the assessments. More importantly, the large number (96%) had mentioned that these practices had improved their self-confidence, particularly in taking much more responsibilities for their organizations where they worked. Hence, their activities had increased and they became more engaged than those who did not take the assessments. In these study, it was clearly understood that the strategic talent management assessment was much more effective and efficient in career decisions, especially in those organizations where innovations was highly demanded.  Additionally, a large number of the (86%) participants agreed that the effects would be significantly seen after the graduation of the university as entrepreneurial interests, values, and talents. As a result, as most (86%) participants clarified that the strategic talent management assessment played important and crucial roles in empowering their career decisions. The large number of the participants, who did not take the assessment, had identified a number of issues including a general lack of access to better job opportunities, especially those of innovation oriented. Some of them (48%) had clarified that they did not have clear career pathways comparing to those who had taken the assessment. The participants (76%) who had the chance to take the assessments had clearly defined that world-class companies needed world-class talents so that they strongly believed that they had to improve themselves in terms of interests, values, and talents in the higher education in order to be ready in highly innovative job environments. The study showed that the assessment had helped 87% of the participants to get more involved in the needs of the market in order to make impacts in today’s society since they became more aware about themselves. 

Kaynakça ;

Cooke, P. (2007). Regional innovation, entrepreneurship and talent systems. International Journal of Entrepreneurship and Innovation Management, 7(2), 117-139.
Power, S. J. (2010). Career management tactical innovations and successful inter-organizational transitions. Career Development International, 15(7), 664-686.
Zunker, V. G. (2011). Career counseling: A holistic approach. CengageBrain. com.

The purpose of this study was to examine the effects of a brief interest inventory
intervention on career decision self-efficacy in an undergraduate sample. A
pretest-posttest equivalent group design compared students who completed an
interest inventory and participated in two sessions of its interpretation, students
who only completed an interest inventory, and students who received no career
intervention. Participants completed the Career Decision Self-Efficacy Scale —
Short Form before and at the end of the intervention. The results indicated that
both experimental groups had significant gains on career decision self-efficacy,
whereas no significant gains were observed for the control group. Although
both treatment conditions were effective, the feedback group appeared to be
more powerful in increasing career decision self-efficacy. By participating in a
feedback group and completing the activities in their interest profiles, a client
had the opportunity to be actively involved in his/her own career process instead
of passively completing an inventory and receiving no feedback. As well, clients
had the opportunity to check the interpretations of their profile and share their
results with other clients having similar career difficulties.

Information and communication technologies can play a significant role when helping students explore the wide array of possibilities that comprise the professional world. A career guidance project developed in a music conservatoire in Madrid (Spain) is examined in this paper. The use of ICT in this project had the aim of favouring interactions between students and professionals, as well as allowing students to enhance their knowledge of the professional world of music. Project aims are explained, together with the reasons that justify the choice of a blended learning modality involving face-to-face coaching sessions and a purpose-built online course and radio programmes. Examples of activities are given which show the diversity of interaction modalities that ICT make possible, including interaction between professionals and students via discussion forums, e-mail, chat, and videoconferencing. Apart from the positive outcomes, the challenges that can be faced in a blended learning process are also mentioned.

A visual narrative intervention-Serious Storytelling with Images-was proposed to manage interview anxiety and performance. Its ability to evocate significant incidents and enhance narratives construction was evaluated ideographically in two case studies. The findings suggest varying levels of sophistication in interviewee actions, challenges encountered, and perceived roles of images. Counselors can refer to the hierarchical concepts when tailoring interview training and coaching. Further investigation is highly recommended to confirm and measure intervention effects.

Around 10000 years ago, the proto-agricultural practices of our intelligent ancestors developed into the primary fixed agrarian settlements. The planning of labor changed radically at this time. Labor on the land became organized around collective tasks linked with the cycles of the seasons-agriculture and animal husbandry-and around tasks related to the establishment, maintenance, and growth of fixed settlements. However, it's within the nineteenth century within the ranks of the military first, and therefore the offices needed to manage large empires and kingdoms, that a replacement concept starts appearing on the scene. It's challenging to search out a precise moment when Work became a job. Change is the only constant. The identical thing is applicable to jobs, especially within the coming years. Over centuries, immeasurable job opportunities have inherent existence and countless jobs have faded into nothingness. In 2020, pandemic-Millions of people across the world have suffered and their jobs have been taken away. And now, everyone seems to be worried about the long run, especially the upcoming generation. The pandemic has changed the face of the schools, colleges, institutions, employment sector, restaurants, and other businesses. Many more business in the list which has shut down completely, most popular jobs have become redundant, and what not! Technology and intelligence have become more focused. During this light, new career opportunities are supposed to rise within the future. In this article, I will speak about the seven most profitable jobs in 2022. Be careful for them so you will be able to earn more money than you have ever imagined.

Surveys were sent to 150 members and 150 student affiliates of HFES asking how they first learned about the field and what or who was the major influence in choosing their career. Approximately half learned about it as undergraduates and about a third as graduate students, usually from a professor. About a third learned about it during work or internship. The survey also asked respondents to indicate what examples they would use to represent the field to a naive listener. Most frequently cited examples included applications in human-computer interaction, aviation/space, ground transportation, and the workplace.

In this research Holland’s theory of personality types is tested in a Turkish sample, using Vocational Interest
Inventory (VII) developed by Yılmaz (2011) on the basis of Holland’s personality theory (1997). Research sample
consisted of 2,241 working adults of a public organization in several different cities. As a result of the study, VII
with 60 items in six scales is developed in accordance with Holland’s personality types. Psychometric
characteristics of the inventory proved that VII is a valid and reliable measuring tool. On a pictorial represantation
with the use of the hexagonal model, inter-scale correlations were found almost matched as it is in Holland’s
personality theory. Even though some minor discrepancies with the theory were found in Social and Enterprising
types, it might be concluded that Holland’s theory is valid for the research sample.

Hipotesis yang diajukan dalam penelitian ini adalah ada hubungan antara efikasi diri karier dengan kematangan karier pada remaja di daerah Kota Tangerang. Sampel penelitian yang digunakan dalam penelitian ini adalah 626 remaja usia 14 sampai 19 tahun yang sedang menjalankan pendidikan SMA di Kota Tangerang. Metode penelitian yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Hasil uji hipotesis antara efikasi diri karier dengan kematagan karier pada remaja di daerah Kota Tangerang menunjukkan r = 0,456 dengan p < 0,01. Hal tersebut memiliki arti bahwa ada hubungan antara efikasi diri karier dengan kematangan karier pada remaja di daerah Kota Tangerang. Koefisien korelasi yang positif menunjukkan bahwa hubungan antara kedua variabel searah, yang memiliki arti semakin tinggi efikasi diri karier, maka semakin tinggi pula kematangan karier pada remaja di daerah Kota tangerang.

ÖZ: Bu çalışmada üniversite öğrencilerinin kariyer engellerini ölçmek amacıyla Kariyer Engelleri Ölçeği (KEÖ) geliştirilmiştir. Ölçek geliştirme aşamaları dört ayrı çalışma grubu üzerinde gerçekleştirilmiştir. Çalışma kapsamında Güneydoğu Anadolu Bölgesi'nde bir üniversitede 2016-2017 öğretim yılı bahar yarıyılında öğrenim gören 25 öğrenci üzerinde ölçeğin pilot uygulama; 387 öğrenci üzerinde açımlayıcı faktör analizi, 573 öğrenci üzerinde doğrulayıcı faktör analizi ve 21 öğrenci üzerinde ise test tekrar test güvenirliği yapılmıştır. Ölçeğin yapı geçerliği için açımlayıcı ve doğrulayıcı faktör analizi yapılmıştır. Aynı zamanda ölçeğin ölçüt bağıntılı geçerlik çalışması için Algılanan Kariyer Engelleri Ölçeği kullanılmıştır. KEÖ'nün faktör sayısını belirlemede paralel analizden yararlanılmıştır. Ölçeğin güvenirliğini belirlemek için iç tutarlılık ve test tekrar test katsayıları hesaplanmıştır. İç tutarlılık katsayısının hesaplanmasında Cronbach α katsayısı kullanılmıştır. Farklı çalışma grupları üzerinde yapılan açımlayıcı ve doğrulayıcı faktör analizi sonuçlarına göre, sırasıyla iç tutarlılık katsayıları ölçeğin birinci boyutu için 0,79-0,75; ikinci boyut için 0,71-0,63; üçüncü boyut için 0,71-0,68 ve dördüncü boyut için 0,52-0,50 olarak bulunmuştur. Test tekrar test güvenirlikleri için düzeltilmiş korelasyon katsayıları (r) birinci boyut için 0,93, ikinci boyut için 0,81, üçüncü boyut için 0,89 ve dördüncü boyut için 0,65 olarak bulunmuştur. Anahtar Sözcükler: Kariyer, kariyer engelleri, algılanan kariyer engeli, ölçek geliştirme, üniversite öğrencisi ABSTRACT: The aim of this study is to develop a scale to measure the career barriers of university students. In the scope of the study, pilot study on the scale of 25 students; explanatory factor analysis (EFA) on 387 students; confirmatory factor analysis (CFA) on 573 students and test-retest reliability on 21 students were conducted. The explanatory and confirmatory factor analyses were performed for the construct validity of the scale. The Perceived Career Barrier Scale was used for the criterion-related validity study. Parallel analysis was used to determine the number of factors for CBS. In the reliability studies of the scale, Cronbach's Alpha internal consistency coefficient and test-retest correlation were calculated. According to the results of EFA and CFA, the coefficients of internal consistency were 0,79-0,75 for the first dimension, 0,71-0,63 for the second dimension; 0,71-0,68 for the third dimension and 0,52-0,50 for the fourth dimension of the scale. Correlation coefficients (r) corrected for test retest reliability were found to be 0,93 for the first dimension, 0,81 for the second dimension, 0,89 for the third dimension, and 0,65 for the fourth dimension.