Using the Internet to Facilitate Career Choices in Psychology-Related Fields

This study investigated the accuracy of psychology majors’ expectations regarding careers. Psychology majors, including 101 women and 35 men ( Mage = 23 years; standard deviationage = 6.25), indicated a desired career and estimated the level of education needed and the expected annual salary for the career. Students’ expectations were compared with Bureau of Labor Statistics data. Students completed the Career Decision-Making Self-Efficacy Scale Short Form to assess the career efficacy and expectations. Students overestimated education needed for a career, but salary estimates did not differ from market statistics. Students’ confidence in career choice and expected income was related to career efficacy. Results highlight the importance of career advising and support for psychology students entering the job market.

Section: Discussionmentioning

confidence: 99%

Psychology Students’ Expectations Regarding Educational Requirements and Salary for Desired Careers

Strapp

Drapela

Henderson

et al. 2017

“…Alumni are often a great pool of people to tap into for both the career-specific information they can provide and the student networking (see Lawson, 2018). There are also a number of helpful Internet resources from which to get help (e.g., Golding, Lippert, & Malik, 2018). Although you may not be as expert in resume writing as someone working in human resources, you are still a professional in your field with a great deal of knowledge to offer students.…”

Section: A Traditional Approach To Career Preparationmentioning

confidence: 99%

“…I require students to use at least two sources. In addition to others that Golding, Lippert, and Malik (2018) discussed, two great online leads for students are O*NET OnLine (https://www.onetonline.org/) and the resource that Appleby (2016) created to explore careers in psychology using online resources (http://www.teachpsych.org/resources/Documents/otrp/resources/appleby16students.docx). There are also books that provide similar information (e.g., Landrum & Davis, 2013).…”

Section: A Traditional Approach To Career Preparationmentioning

confidence: 99%

Traditional and New Approaches to Career Preparation Through Coursework

Ciarocco

2017

Traditional career preparation courses provide students with a variety of benefits. Students taking these courses report a better understanding of psychology-related careers, less indecision about their future careers, and are more knowledgeable about themselves in relation to careers. Yet only 37% of undergraduate psychology programs offer formal career preparation through the curriculum. Given the lack of experience and training faculty have on career preparation issues, they may be uncomfortable developing such courses. This article addresses considerations one should make when developing a career preparation course for undergraduate psychology majors as well as potential topics and assignments for the course. It also outlines how to place career preparation within the major using modules when career preparation courses are not available.

“…Departments have attempted many systematic strategies to provide quality advising. These include orientation courses (Rajecki & Lauer, 2007), peer advising courses (Seegmiller, 2003), individual faculty advising or peer advising (Nelson & Johnson, 1997), involving alumni (Lawson, 2018), technology-based services (e.g., websites, online programs; Appleby, 2011; Golding, Lippert, & Malik, 2018), specific orientation to the major courses (Landrum, Shoemaker, & Davis, 2003), and stand-alone courses in professional development for psychology majors (Ciarocco, 2018). Psychology professors have also authored books on the major and career options (e.g., Landrum & Davis, 2013; Morgan & Korschgen, 2014).…”

Section: Effective Psychology Advising: Assets and Obstaclesmentioning

confidence: 99%

Faculty and Career Advising

Vespia

Freis

Arrowood

2017

Psychology prioritizes students’ professional or career development by including it as one of the five undergraduate learning goals. Faculty advisors are critical to that development but likely feel less prepared for the role. Departments face challenges assessing associated student learning outcomes. We introduce an instrument programs can use to evaluate outcomes and advisors can use to measure students’ advising needs, perceptions, and preferences. We share results from an undergraduate sample ( N = 91) to illustrate potential data and uses. For example, these students viewed faculty as knowledgeable career advisors and expressed confidence in their major selection but simultaneously reported feeling unprepared for postgraduation life and thought the major was not highly marketable. We offer specific recommendations for using such data to promote professional development.