Pub Date : 2021-04-03DOI: 10.1080/01933922.2021.1908022
M. McMahon, Mark Watson
ABSTRACT The status quo and future agenda of group work in career development are considered in this article which represents the culmination of a two-part special issue published on this topic in the Journal for Specialists in Group Work. Following an enthusiastic response to the call for papers, 15 articles were accepted and resulted in two consecutive parts of the special issue being published. The first part contained nine articles focused on school age populations and this second part comprises six articles focused on post-school age populations. This article discusses the commonalities and divergences between the articles published in the two parts of the special issue and offers suggestions related to the future of group work in career development.
{"title":"Group Work in Career Development: Status Quo and Future Agenda","authors":"M. McMahon, Mark Watson","doi":"10.1080/01933922.2021.1908022","DOIUrl":"https://doi.org/10.1080/01933922.2021.1908022","url":null,"abstract":"ABSTRACT The status quo and future agenda of group work in career development are considered in this article which represents the culmination of a two-part special issue published on this topic in the Journal for Specialists in Group Work. Following an enthusiastic response to the call for papers, 15 articles were accepted and resulted in two consecutive parts of the special issue being published. The first part contained nine articles focused on school age populations and this second part comprises six articles focused on post-school age populations. This article discusses the commonalities and divergences between the articles published in the two parts of the special issue and offers suggestions related to the future of group work in career development.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":"10 1","pages":"226 - 234"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81895727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/01933922.2021.1929619
S. Meldrum
ABSTRACT The field of career development has been focused on one-to-one practice but recent years have seen a growth in the need for alternative approaches that are more effective at challenging inequality. Collective group-based models have been identified as addressing this need but little attention has been paid to developing group coaching in the literature. The collective career coaching approach, which is underpinned by a critical pedagogical theoretical base, is introduced in this article and it is proposed that this model is able to contribute toward steering the focus of career guidance practice toward the advancement of social justice.
{"title":"Group Career Coaching – A Critical Pedagogical Approach","authors":"S. Meldrum","doi":"10.1080/01933922.2021.1929619","DOIUrl":"https://doi.org/10.1080/01933922.2021.1929619","url":null,"abstract":"ABSTRACT The field of career development has been focused on one-to-one practice but recent years have seen a growth in the need for alternative approaches that are more effective at challenging inequality. Collective group-based models have been identified as addressing this need but little attention has been paid to developing group coaching in the literature. The collective career coaching approach, which is underpinned by a critical pedagogical theoretical base, is introduced in this article and it is proposed that this model is able to contribute toward steering the focus of career guidance practice toward the advancement of social justice.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":"6 1","pages":"214 - 225"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82383161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/01933922.2021.1900959
Weili Lu, Janice Oursler, Samantha J. Herrick, John Beninato, N. Gao, Lucille Brown, Alison Durante
ABSTRACT Persons with substance use disorders (SUDs) experience high unemployment rates that can increase relapse risk. Research on employment counseling for this population is lacking. This study examined a direct skills teaching (DST) approach to improve job interview preparedness. Graduate internship students at mental health and rehabilitation agency sites in the Northeast provided “Presenting Qualifications”, a brief, DST-based, group curriculum to 55 participants with SUDs in 15 different groups. At post-intervention, participants reported increased confidence and knowledge with aspects of presenting oneself during a job interview. This approach can potentially help this population achieve better employment outcomes through a group intervention.
{"title":"Work-Related Interview Skills Training for Persons with Substance Use Disorders","authors":"Weili Lu, Janice Oursler, Samantha J. Herrick, John Beninato, N. Gao, Lucille Brown, Alison Durante","doi":"10.1080/01933922.2021.1900959","DOIUrl":"https://doi.org/10.1080/01933922.2021.1900959","url":null,"abstract":"ABSTRACT Persons with substance use disorders (SUDs) experience high unemployment rates that can increase relapse risk. Research on employment counseling for this population is lacking. This study examined a direct skills teaching (DST) approach to improve job interview preparedness. Graduate internship students at mental health and rehabilitation agency sites in the Northeast provided “Presenting Qualifications”, a brief, DST-based, group curriculum to 55 participants with SUDs in 15 different groups. At post-intervention, participants reported increased confidence and knowledge with aspects of presenting oneself during a job interview. This approach can potentially help this population achieve better employment outcomes through a group intervention.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":"54 1","pages":"146 - 160"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83315866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/01933922.2021.1910441
M. McMahon, Mark Watson
The call for papers for this special issue of the Journal of Specialists in Group Work argued for greater use of innovative group career interventions given the growing demand for career development services and the increasingly diverse client populations who seek such services. It invited both conceptual and research articles that focus on diverse client populations and diverse settings. This is the second part of the special issue on group work in career development published in the Journal for Specialists in Group Work. It is worth noting that in 2013, the International Journal for Educational and Vocational Guidance published a special issue on Group Career Guidance and Counseling (Borgen & Vanhalakka) that featured five articles, four of which related to one large-scale project. The current special issue, however, features a range of examples of group work in career development for different populations and in different settings. It is hoped that this special issue meets our aim to serve as a future resource for the field and provide a future agenda for research. Pleasingly, the call for papers generated substantial interest, resulting in the acceptance of 15 articles published in two consecutive parts of the special issue of the Journal for Specialists in Group Work. The rationale for, and background to, the call for papers was described in part one of the special issue (Watson & McMahon, 2021), which featured nine articles specifically focused on career interventions using group work with school age populations. This second part of the special issue focuses on career interventions using group work with post-school age populations.
鉴于对职业发展服务的需求日益增长以及寻求这类服务的客户群体日益多样化，《小组工作专家杂志》特刊的论文征集活动主张更多地使用创新的小组职业干预措施。它邀请了关注不同客户群体和不同环境的概念性和研究性文章。这是发表在《小组工作专家杂志》上的关于职业发展中的小组工作特刊的第二部分。值得注意的是，2013年，《国际教育与职业指导杂志》(International Journal for Educational and Vocational Guidance, Borgen & Vanhalakka)发表了一期关于团体职业指导与咨询的特刊，其中有五篇文章，其中四篇与一个大型项目有关。然而，本期特刊的特色是一系列针对不同人群和不同环境的职业发展小组工作的例子。希望这一期特刊能够满足我们的目标，即作为该领域的未来资源，并提供未来的研究议程。令人高兴的是，论文征集引起了极大的兴趣，导致在《小组工作专家杂志》特刊连续两期上发表的15篇文章被接受。特刊(Watson & McMahon, 2021)的第一部分描述了论文征稿的基本原理和背景，其中有九篇文章专门关注使用学龄人口小组工作的职业干预。本期特刊的第二部分侧重于对学龄后人群进行小组工作的职业干预。
{"title":"Group Work in Career Development — Post-School Age Populations","authors":"M. McMahon, Mark Watson","doi":"10.1080/01933922.2021.1910441","DOIUrl":"https://doi.org/10.1080/01933922.2021.1910441","url":null,"abstract":"The call for papers for this special issue of the Journal of Specialists in Group Work argued for greater use of innovative group career interventions given the growing demand for career development services and the increasingly diverse client populations who seek such services. It invited both conceptual and research articles that focus on diverse client populations and diverse settings. This is the second part of the special issue on group work in career development published in the Journal for Specialists in Group Work. It is worth noting that in 2013, the International Journal for Educational and Vocational Guidance published a special issue on Group Career Guidance and Counseling (Borgen & Vanhalakka) that featured five articles, four of which related to one large-scale project. The current special issue, however, features a range of examples of group work in career development for different populations and in different settings. It is hoped that this special issue meets our aim to serve as a future resource for the field and provide a future agenda for research. Pleasingly, the call for papers generated substantial interest, resulting in the acceptance of 15 articles published in two consecutive parts of the special issue of the Journal for Specialists in Group Work. The rationale for, and background to, the call for papers was described in part one of the special issue (Watson & McMahon, 2021), which featured nine articles specifically focused on career interventions using group work with school age populations. This second part of the special issue focuses on career interventions using group work with post-school age populations.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":"76 1","pages":"143 - 145"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78245713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/01933922.2021.1900961
Anita A. Neuer Colburn, S. Bowman
ABSTRACT Navigating the tenure process can lead to psychological stress, mental health disorders, and physiological symptoms. The authors review literature addressing the challenges faced by junior counselor education faculty seeking tenure along with literature addressing best practices for academic mentoring. They propose a peer-supported group mentoring intervention for counseling doctoral students to help prepare them to work in academe.
{"title":"CES-SUCCESS: A Role Induction Group to Prepare Future Counselor Educators","authors":"Anita A. Neuer Colburn, S. Bowman","doi":"10.1080/01933922.2021.1900961","DOIUrl":"https://doi.org/10.1080/01933922.2021.1900961","url":null,"abstract":"ABSTRACT Navigating the tenure process can lead to psychological stress, mental health disorders, and physiological symptoms. The authors review literature addressing the challenges faced by junior counselor education faculty seeking tenure along with literature addressing best practices for academic mentoring. They propose a peer-supported group mentoring intervention for counseling doctoral students to help prepare them to work in academe.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":"12 1","pages":"202 - 213"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74631105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/01933922.2020.1856257
B. N. Kiteki
ABSTRACT Of the 70.8 million people forcibly displaced from their original countries globally, 28.9 million are refugees. More than half of this refugee population are children under the age of 18, with a sizable representation from countries in Africa that have experienced continued conflicts. In resettlement countries, African refugee youth have encountered a host of challenges that affect their schooling in preparation for their future careers. For the majority of refugee families, safety in resettlement countries and particularly the schooling opportunities for their children provide glimpses of hope for a better future. To mitigate some of the challenges and barriers towards a better career future, a school-based career exploration group conducted collaboratively by representatives from within the refugee group community, school system, and the larger society provides these youth with a safe and collaborative way to discuss their challenges or difficulties in their journeys towards achieving career goals. In this group, youth are able to share narratives of their experiences while also learning the social-cultural capital and skills needed to successfully navigate school, college entry, and work environments. Since career decision-making may not be an individualistic endeavor for people from Africa, suggestions for responsively including culturally congruent values are presented. Across eight groups, specific topics related to social-cultural considerations, skills building for career planning, barriers and challenges are addressed. Implications for counseling are also discussed.
{"title":"African Refugee Youth’s Experiences and Impact on Career Development: An Adaptation of a Culturally Responsive Career Exploration Group","authors":"B. N. Kiteki","doi":"10.1080/01933922.2020.1856257","DOIUrl":"https://doi.org/10.1080/01933922.2020.1856257","url":null,"abstract":"ABSTRACT Of the 70.8 million people forcibly displaced from their original countries globally, 28.9 million are refugees. More than half of this refugee population are children under the age of 18, with a sizable representation from countries in Africa that have experienced continued conflicts. In resettlement countries, African refugee youth have encountered a host of challenges that affect their schooling in preparation for their future careers. For the majority of refugee families, safety in resettlement countries and particularly the schooling opportunities for their children provide glimpses of hope for a better future. To mitigate some of the challenges and barriers towards a better career future, a school-based career exploration group conducted collaboratively by representatives from within the refugee group community, school system, and the larger society provides these youth with a safe and collaborative way to discuss their challenges or difficulties in their journeys towards achieving career goals. In this group, youth are able to share narratives of their experiences while also learning the social-cultural capital and skills needed to successfully navigate school, college entry, and work environments. Since career decision-making may not be an individualistic endeavor for people from Africa, suggestions for responsively including culturally congruent values are presented. Across eight groups, specific topics related to social-cultural considerations, skills building for career planning, barriers and challenges are addressed. Implications for counseling are also discussed.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":"24 1","pages":"90 - 107"},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89630487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/01933922.2020.1867678
Lia D. Falco, Camelia Shaheed
ABSTRACT Given the known benefits of group counseling for school-aged individuals, career group counseling has arguably been an under-utilized modality for providing career development services in school settings. This article synthesizes concepts from Social Cognitive Career Theory, constructivism, and group process to provide a conceptual framework for this work. An illustrative example provides a detailed description of a career counseling group for practitioners in schools to reference in their own approach to career group counseling. Practical and theoretical considerations and implications for this work are discussed.
{"title":"Putting Theory Into Practice: A Conceptual Framework for Career Group Counseling in School Settings","authors":"Lia D. Falco, Camelia Shaheed","doi":"10.1080/01933922.2020.1867678","DOIUrl":"https://doi.org/10.1080/01933922.2020.1867678","url":null,"abstract":"ABSTRACT Given the known benefits of group counseling for school-aged individuals, career group counseling has arguably been an under-utilized modality for providing career development services in school settings. This article synthesizes concepts from Social Cognitive Career Theory, constructivism, and group process to provide a conceptual framework for this work. An illustrative example provides a detailed description of a career counseling group for practitioners in schools to reference in their own approach to career group counseling. Practical and theoretical considerations and implications for this work are discussed.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":"95 1","pages":"6 - 19"},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78570195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/01933922.2020.1862558
Mark Watson, M. McMahon
Group work in career development has always been a component of career psychology. Frank Parsons (1909), who is generally acknowledged as the founding father of vocational guidance, emphasized in h...
{"title":"Group Work in Career Development: School Age Populations","authors":"Mark Watson, M. McMahon","doi":"10.1080/01933922.2020.1862558","DOIUrl":"https://doi.org/10.1080/01933922.2020.1862558","url":null,"abstract":"Group work in career development has always been a component of career psychology. Frank Parsons (1909), who is generally acknowledged as the founding father of vocational guidance, emphasized in h...","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":"1 1","pages":"1 - 5"},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75040675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/01933922.2020.1856250
C. Bhat, M. Stevens
ABSTRACT College and Career Readiness (CCR) programming during early high school years assists students with planning for effective post-school transitions. Group interventions that address CCR for early high school students permit school counselors, career counselors, career specialists, or teachers to engage with a large number of students at one time and facilitate peer-to-peer learning. In this article, CCR group interventions that are supported by research and address the National Office for School Counselor Advocacy’s (NOSCA) eight components of College and Career Readiness Counseling are presented, along with strategies to evaluate the efficacy of CCR interventions.
{"title":"College and Career Readiness Group Interventions for Early High School Students","authors":"C. Bhat, M. Stevens","doi":"10.1080/01933922.2020.1856250","DOIUrl":"https://doi.org/10.1080/01933922.2020.1856250","url":null,"abstract":"ABSTRACT College and Career Readiness (CCR) programming during early high school years assists students with planning for effective post-school transitions. Group interventions that address CCR for early high school students permit school counselors, career counselors, career specialists, or teachers to engage with a large number of students at one time and facilitate peer-to-peer learning. In this article, CCR group interventions that are supported by research and address the National Office for School Counselor Advocacy’s (NOSCA) eight components of College and Career Readiness Counseling are presented, along with strategies to evaluate the efficacy of CCR interventions.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":"1 1","pages":"20 - 31"},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84657506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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