Journal of Employment Counseling最新文献

In this pilot study, Black adults (N = 15) in a large Midwestern city who were economically impacted by the pandemic completed three career development webinars. The study examined how completing three career development webinars improved participants’ perceptions of career search efficacy and helped participants progress toward their career development goals. Results of a linear regression indicated a significant positive increase in post-test career search efficacy scores. Results of the thematic analysis revealed four themes: career development knowledge, career development confidence, entrepreneurship, and exploring career interests. Implications for counselors and counselor educators are discussed.

There is emerging evidence on the relationship between career outcomes and success in substance use recovery, in that individuals who are gainfully employed are more likely to have positive recovery outcomes, including reduced risk of relapse. Although career interventions for those in recovery exist, no intervention has focused on the intersection of career development and relapse prevention. This article explores a theoretical integration of relapse prevention and social cognitive career theory to increase the self-efficacy, outcome expectancies, and coping of individuals in recovery, as well as implications and practical applications of this orientation for both career and substance use counselors.

This study verified the mediating effect of career adaptability and the mediating effect of social network type between achievement goal orientation and occupational engagement for college students (N = 353) in Korea. The findings showed the mediating effect of career adaptability between achievement goal and occupational engagement. The moderating effect of the social network was confirmed only in learning goal orientation and avoidance goal orientation among the subfactors of achievement goal orientation. Based on the results of the study, intervention implications for college students’ career education and counseling were discussed.

Higher education faculty worldwide experienced heightened stressors due to the COVID-19 pandemic, from completing their professional roles and responsibilities virtually to balancing personal and professional stressors. Consequently, the pandemic created many adjustments for pre-tenure counseling faculty across research, teaching, and service. In response to this pandemic, we explored the impact of the COVID-19 pandemic on the personal and professional lives of four pre-tenure counseling faculty members. Accordingly, we used collaborative autoethnography to investigate our experiences and narratives as pre-tenure counseling faculty, which resulted in seven overarching themes. We discussed the implications for practice, advocacy, education, and faculty training.

A qualitative investigation utilizing a phenomenology approach via one-on-one interviews with 35 veterans was conducted to explore the challenges Australian military veterans have experienced in civilian employment settings. Thematic analysis developed four major themes: starting over, mental health, interpersonal cultural difficulties, and organizational differences. Initiatives aimed at addressing unemployment and underemployment for veterans should focus on preparedness, education, and expectation management for both veterans and civilian employers/colleagues and focus on interpersonal and organizational cultural differences, including structure, teamwork, role clarity and feedback, an understanding of military skills, and reduction of mental health stigma and discriminatory practices.

Motivational interviewing (MI) is an evidenced-based approach for building and strengthening motivation for change. The effect of MI training on practitioner conversations with unemployed clients within a government work and income service was evaluated using a mixed-method approach, comprising a multiple-baseline across practitioner (n = 5) design and a pre/post quasi-experimental design. After workshop MI training, practitioners demonstrated greater MI skills in conversations with clients, and MI skills were maintained during the period of post-workshop feedback and coaching. There was also more change talk spoken by clients in conversations that occurred post-MI workshop training compared to pre-training, suggesting increased motivation for change.