Effects of career exploration on career undecided reentry women: An intervention and follow-up study

Slaney, Robert B.; Lewis, Ellen T.

doi:10.1016/0001-8791(86)90043-6

Cited by 17 publications

(17 citation statements)

References 33 publications

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“…Studies evaluating other kinds of intentions have produced nonsignificant findings, however. Hoffman, Spokane & Magoon (1981) and Slaney (1983) found no difference between experimental and control groups on frequency of exploratory behaviour where the experimental group received feedback on interest test scores, and Brooks, Holahan & Galligan (1985) showed that anti-stereotyping sessions had no effect on a similar outcome criterion. But one can question whether simple measures of the frequency of exploratory behaviour actually tap the skills of concern to us here.…”

Section: Career Managementmentioning

confidence: 99%

Are the effects of careers guidance worth having? Changes in practice and outcomes

Kidd

Killeen²

1992

J Occupat & Organ Psyc

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The evaluation of careers guidance for young people prior to their entry to the world of work has progressed through two phases. Each phase is associated with changes in guidance practice and changes in the nature of the underlying theories ofoccupational choice and career development. When the aim of guidance was to make recommendations to young people, evaluators used career outcomes as criteria by which to assess effectiveness. In the evaluation of developmental guidance interventions, however, learning outcomes are more appropriate. Most reviewers judge the effectiveness of these interventions to be only modest, but we suggest that when the realism of goals for the intervention, the appropriateness of criterion measures and cliencltreatment interactions are taken into account, the magnitude of effects may be greater than this. It is argued that evaluation needs to enter a third phase, in line with changes in labour market institutions, career patterns and consequent changes in the aims of guidance and a shift towards more dynamic, interactionist explanations of career development. The range of learning outcomes should, therefore, be elaborated to include the 'process' skills necessary for effective career management.Recent developments in education and training mean that careers and educational guidance is increasingly necessary. As education and training systems are made more responsive to the needs of individuals and employers, so guidance becomes more important in their aims and ultimate success. In Britain, guidance plays a major role in the Technical and Vocational Education Initiative (TVEI), the Confederation of British Industry's 'careership' proposals, the Department of Employment's Training Credits scheme, and the Credit Accumulation and Transfer system in Higher Education. A persistent trend away from job creation to training in thinking about unemployment counter-measures leads to a similar implication.As Watts (1990) has pointed out, guidance serves a range of different constituencies. It must respond to the needs of education and training providers, employers, and, indeed, governments, in making optimum use of the nation's human resources, while remaining faithful to its primary client, the individual. Pressure for evaluation of the effectiveness of

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Section: Career Managementmentioning

confidence: 99%

Are the effects of careers guidance worth having? Changes in practice and outcomes

Kidd

Killeen²

1992

J Occupat & Organ Psyc

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“…Over the last 16 years, traditional interest assessments and card sort methods have increasingly been conceptualized and studied as career interest exploration interventions. Seven treatment by outcome studies (Atanasoff & Slaney, 1980;Cooper, 1976;Lawler, 1979;Slaney, 1983;Slaney & Dickson, 1985;Slaney & Lewis, 1986; Takai & Hol-James M. Croteau is a n assistant professor i n counselor education and counseling psychology and can be contacted at the Counselor Education and Counselor Psychology Department,3102 Sangren Hall,Western Michigan University,Kalamazoo, B. Slaney is a professor of counseling psychology and can be contacted at the College of Education, Division of Counseling Psychology, 333 CEDAR, Pennsylvania State University, University Park, PA 16802. land,, 1979;and Talbot & Birk, 1979) have compared the effects of the SII-SCII with the effects of the Vocational Card Sort (VCS; Slaney, 1978). These comparisons have shown few differential effects, none of which have been consistent across studies.…”

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confidence: 99%

Two Methods of Exploring Interests: A Comparison of Outcomes

Croteau¹,

Slaney²

1994

The Career Development Quart

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The present intervention outcome study proposed a specific difference in how intervening with the Vocational Card Sort versus the StronglStrong-Campbell would be experienced by clients. The study included a participant attribute variable (locus of control for career development) and an outcome variable (career decision-making self-efficacy) related to this proposed difference. There were no statistically significant intervention or intervention by participant attribute effects at follow-up time. Nevertheless, there were statistically significant differences in satisfaction at various points in the administration of the interest interventions. Implications for career counseling and future research are discussed.

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“…Exploration validity generally is defined as the power of interest inventories to facilitate career exploration activities such as talking to professionals, seeking vocational counseling, and so on. Subsequently, Slaney and Lewis (1986) conducted both short-and long-term follow-ups to examine the effects of either a 1981 SII or a VCS treatment program on 34 career-undecided female reentry undergraduates (25 to 56 years of age). Others have rejected the importance of predictive or concurrent validity studies for evaluating interest inventories and have advocated that an interest inventory should be evaluated primarily for its capacity to generate exploratory behaviors for female and male clients (Borgen & Bernard, 1982).…”

mentioning

confidence: 99%

“…The Slaney and Lewis (1986) study was the only exploration validity study conducted for the 1981 SII, and no such study has been done for the current version of the instrument. Therefore, this study was designed to address exploration validity for the 1985 SII (Hansen & Campbell, 1985).…”

mentioning

confidence: 99%

Instrumental Behaviors Following Test Administration and Interpretation: Exploration Validity of the Strong Interest Inventory

Randahl

Hansen

Haverkamp

1993

Jour of Counseling & Develop

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A two‐phase longitudinal study was conducted to explore the exploration validity (i.e., the power of interest inventories to facilitate career exploration activities such as talking to professionals and seeking vocational information) of the 1985 Strong Interest Inventory (SII) for college students. Participants in the study included an experimental group (N =75), which participated in the SII testing and a group interpretation, and a contrast group(N=67). Students in the experimental group reported significantly more instrumental career exploration behaviors at a 1‐year follow‐up than did the contrast group.

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Effects of career exploration on career undecided reentry women: An intervention and follow-up study

Cited by 17 publications

References 33 publications

Are the effects of careers guidance worth having? Changes in practice and outcomes

Are the effects of careers guidance worth having? Changes in practice and outcomes

Two Methods of Exploring Interests: A Comparison of Outcomes

Instrumental Behaviors Following Test Administration and Interpretation: Exploration Validity of the Strong Interest Inventory

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