Graduate Students' Perceptions of the Career Construction Interview
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| Title: | Graduate Students' Perceptions of the Career Construction Interview |
|---|---|
| Language: | English |
| Authors: | Natalya A. Lindo, Dan Li, Citlali E. Molina, Marianna Branch, Charmaine Conner, Hannah Robinson, Rebecca Werts |
| Source: | British Journal of Guidance & Counselling. 2024 52(2):334-347. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Graduate Students, Student Attitudes, Interviews, Vocational Interests, Interest Inventories, Counselor Training |
| DOI: | 10.1080/03069885.2023.2288123 |
| ISSN: | 0306-9885 1469-3534 |
| Abstract: | Counsellor Education programmes provide opportunities for students to engage in approaches grounded in theory and research, utilise appropriate interventions, and conceptualise career concerns using both objective and subjective methods. This phenomenological study examined 25 students' perceptions of learning and conducting the Career Construction Interview. Analysis of the 25 interviews revealed four major themes: (a) Skills and Knowledge, (b) Client Experience, (c) Perspectives on Theory, and (d) Counsellor Views of Intervention. Findings of this study have the potential to inform counsellor education pedagogy regarding career counselling training and career theory development. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1419764 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFY5ZhcOOF41s_4hEsvigLOAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDMx2KJnEse2NI0E7rAIBEICBm793impTTezaLixow8sh_XrHrjqAWjJWlAQROmflLbrFSN9aLunynxobTzs-NT5fjJHPoLmRdTVAvgZZlPRjDKvayKB0m3Miyat_83A_X-WjQyFXTXaPwNBG5pMygt8BSzauSKh9FTBIpSZIy-MqLMZPkSFCUfpqn6a1CizTbhO2nwPpkceySL2FYYTByd8JZqMKY-qKMB6cVbU6 Text: Availability: 1 Value: <anid>AN0176395872;bjg01apr.24;2024Apr04.07:59;v2.2.500</anid> <title id="AN0176395872-1">Graduate students' perceptions of the career construction interview </title> <p>Counsellor Education programmes provide opportunities for students to engage in approaches grounded in theory and research, utilise appropriate interventions, and conceptualise career concerns using both objective and subjective methods. This phenomenological study examined 25 students' perceptions of learning and conducting the Career Construction Interview. Analysis of the 25 interviews revealed four major themes: (a) Skills and Knowledge, (b) Client Experience, (c) Perspectives on Theory, and (d) Counsellor Views of Intervention. Findings of this study have the potential to inform counsellor education pedagogy regarding career counselling training and career theory development.</p> <p>Keywords: Career theory; counselling theory; career counselling; career construction interview; counsellors-in-training</p> <p>Career counselling is an essential aspect of counsellor education and counsellor identity development (Allan &amp; Moffett, [<reflink idref="bib2" id="ref1">2</reflink>]; American Counseling Association [ACA], [<reflink idref="bib3" id="ref2">3</reflink>]; Rawatlal, [<reflink idref="bib48" id="ref3">48</reflink>]). Counsellors seek to promote the well-being and development of clients in multiple domains (Smith &amp; Doyle, [<reflink idref="bib62" id="ref4">62</reflink>]), including career development (ACA, [<reflink idref="bib3" id="ref5">3</reflink>]; American School Counselor Association [ASCA], [<reflink idref="bib4" id="ref6">4</reflink>]; Council for the Accreditation of Counseling and Related Educational Programs, [CACREP], [<reflink idref="bib19" id="ref7">19</reflink>]; National Career Development Association, [NCDA], [<reflink idref="bib41" id="ref8">41</reflink>]; Yuen et al., [<reflink idref="bib71" id="ref9">71</reflink>]). Further, career counsellors use techniques grounded in theory and implement career interventions from a theoretical framework and empirical foundation (Cardoso, [<reflink idref="bib11" id="ref10">11</reflink>]; Cardoso et al., [<reflink idref="bib12" id="ref11">12</reflink>]; Maynes &amp; Nishikawara, [<reflink idref="bib36" id="ref12">36</reflink>]; NCDA, [<reflink idref="bib41" id="ref13">41</reflink>]; Piróg &amp; Rachwał, [<reflink idref="bib47" id="ref14">47</reflink>]). This requires appropriate training in counselling skills (Fowler et al., [<reflink idref="bib22" id="ref15">22</reflink>]; Jensen et al., [<reflink idref="bib28" id="ref16">28</reflink>]; Stoltenberg, [<reflink idref="bib64" id="ref17">64</reflink>]), career counselling interventions (Stauffer et al., [<reflink idref="bib63" id="ref18">63</reflink>]; Valach &amp; Young, [<reflink idref="bib68" id="ref19">68</reflink>]; Wafula, [<reflink idref="bib70" id="ref20">70</reflink>]), and theories (Bell, [<reflink idref="bib6" id="ref21">6</reflink>]; Challenger et al., [<reflink idref="bib13" id="ref22">13</reflink>]; Chan et al., [<reflink idref="bib14" id="ref23">14</reflink>]; McIlveen &amp; Patton, [<reflink idref="bib37" id="ref24">37</reflink>]).</p> <p>Clients who seek counselling for career-related issues often indicate mental health concerns (Milot-Lapointe et al., [<reflink idref="bib39" id="ref25">39</reflink>]; Saunders et al., [<reflink idref="bib52" id="ref26">52</reflink>]), signifying that career problems do not function in isolation (Breen &amp; Lawrence, [<reflink idref="bib8" id="ref27">8</reflink>]; Pace &amp; Quinn, [<reflink idref="bib44" id="ref28">44</reflink>]). Counsellors have moved toward a more holistic approach to career counselling (Dieringer et al., [<reflink idref="bib21" id="ref29">21</reflink>]), addressing career concerns and mental health issues concurrently (Paul &amp; Moser, [<reflink idref="bib46" id="ref30">46</reflink>]; Redekopp &amp; Huston, [<reflink idref="bib49" id="ref31">49</reflink>]; Zunker, [<reflink idref="bib72" id="ref32">72</reflink>]). However, in many counselling programmes, counsellors-in-training (CITs) are exposed to career theory and interventions and theoretical approaches in mental health counselling, in separate courses or degree tracks. An unintentional result of this pedagogical separation may be that CITs lack an understanding of the intersection between career and counselling theories. Perceived divisions between career and mental health counselling (Lara et al., [<reflink idref="bib30" id="ref33">30</reflink>]; Paul &amp; Moser, [<reflink idref="bib46" id="ref34">46</reflink>]) have the potential to affect career counsellors' training experiences, including the process of learning and applying career theories to the counselling setting (Lindo et al., [<reflink idref="bib32" id="ref35">32</reflink>]; Lindo et al., [<reflink idref="bib33" id="ref36">33</reflink>]). Furthermore, not implementing effective career counselling strategies could result in negative future career decision-making and sustainable development (Shen et al., [<reflink idref="bib61" id="ref37">61</reflink>]).</p> <p>There has been a historical false divide in counsellor education between career counselling and mental health counselling, with a corresponding artificial split in the curriculum (Chen, [<reflink idref="bib15" id="ref38">15</reflink>]; Corey, [<reflink idref="bib18" id="ref39">18</reflink>]; Lindo et al., [<reflink idref="bib32" id="ref40">32</reflink>], [<reflink idref="bib33" id="ref41">33</reflink>]; Pace &amp; Quinn, [<reflink idref="bib44" id="ref42">44</reflink>]; Paul &amp; Moser, [<reflink idref="bib46" id="ref43">46</reflink>]). Prior to engaging in career counselling education, CITs may view career counselling as an undesired or unnecessary part of their training, due to the limited focus on career counselling as a core counselling competency (Brown, [<reflink idref="bib10" id="ref44">10</reflink>]; Corey, [<reflink idref="bib18" id="ref45">18</reflink>]; Lara et al., [<reflink idref="bib30" id="ref46">30</reflink>]). Further, career counselling courses may be taught by new assistant professors or adjunct faculty, who may have minimal interest and exposure to the content (Savickas, [<reflink idref="bib56" id="ref47">56</reflink>]). Although advocacy regarding the intersection of mental health counselling and career counselling has increased, there is a lack of research regarding the connection between career theory and counselling theory (Tang et al., [<reflink idref="bib67" id="ref48">67</reflink>]), and limited information on the career counselling and theory development experiences of CITs (Brown, [<reflink idref="bib9" id="ref49">9</reflink>]), including the application of theoretically grounded career counselling interventions (Bell, [<reflink idref="bib6" id="ref50">6</reflink>]; Challenger et al., [<reflink idref="bib13" id="ref51">13</reflink>]; Chan et al., [<reflink idref="bib14" id="ref52">14</reflink>]).</p> <p>The purpose of this study is to explore 25 counsellor trainees' perceptions as they learn and conduct the Career Construction Interview (CCI) – a career exploration and assessment intervention that integrates various theories and promotes self-exploration and awareness. Findings of this study could inform counsellor education pedagogy, specifically in career counselling training and career theory development.</p> <hd id="AN0176395872-2">Career construction interview</hd> <p>Counsellor education programmes are ethically required to offer opportunities for students to engage in both academic study and practice (ACA, [<reflink idref="bib3" id="ref53">3</reflink>]; Allan &amp; Moffett, [<reflink idref="bib2" id="ref54">2</reflink>]; NCDA, [<reflink idref="bib41" id="ref55">41</reflink>]; Rawatlal, [<reflink idref="bib48" id="ref56">48</reflink>]) using modalities grounded in career theory and empirical research (ACA, [<reflink idref="bib3" id="ref57">3</reflink>], p. 10; Cardoso, [<reflink idref="bib11" id="ref58">11</reflink>]). Utilising appropriate interventions and assessments, CITs learn to conceptualise career concerns from a developmental framework, using both objective and subjective methods. Qualitative approaches to career assessment employ storytelling to elicit life themes and client goals (Hartung, [<reflink idref="bib23" id="ref59">23</reflink>]; Lewis &amp; Domene, [<reflink idref="bib31" id="ref60">31</reflink>]), providing a supplemental perspective of standardised assessment data. They also allow for a collaborative exploration of the client's experiences by offering a holistic view of their career development.</p> <p>The Career Style Interview (Savickas, [<reflink idref="bib53" id="ref61">53</reflink>], [<reflink idref="bib55" id="ref62">55</reflink>]) was one of the first career interventions to implement a holistic approach to career counselling, incorporating both objective and subjective aspects of career assessment (Rehfuss et al., [<reflink idref="bib50" id="ref63">50</reflink>]). Over time, Savickas ([<reflink idref="bib57" id="ref64">57</reflink>], [<reflink idref="bib58" id="ref65">58</reflink>]) renamed the protocol the <emph>Career Construction Interview</emph> (CCI) to clarify the connection to Career Construction Theory. The CCI, a structured intervention that utilises a qualitative approach to career exploration and assessment, involves an exploration of five areas aimed at eliciting life themes and facilitating a client's career decision-making. In contrast to career instruments that solely assess interests or other attributes, the CCI also focuses on the process of developing a meaningful understanding of both life and work roles (Savickas, [<reflink idref="bib57" id="ref66">57</reflink>], [<reflink idref="bib58" id="ref67">58</reflink>]).</p> <p>The CCI examines four areas of client narratives: (a) vocational personality, (b) developmental tasks, (c) dimensions of career adaptability, and (d) life themes (Savickas, [<reflink idref="bib55" id="ref68">55</reflink>], [<reflink idref="bib58" id="ref69">58</reflink>]). Incorporating Holland's theory of types (Holland, [<reflink idref="bib27" id="ref70">27</reflink>]), Super's theory (Super, [<reflink idref="bib65" id="ref71">65</reflink>]), Savickas' career construction theory (Savickas, [<reflink idref="bib56" id="ref72">56</reflink>], [<reflink idref="bib58" id="ref73">58</reflink>]), Adlerian theory (Adler, [<reflink idref="bib1" id="ref74">1</reflink>]), and a narrative approach to counselling (Madigan, [<reflink idref="bib34" id="ref75">34</reflink>]), the CCI may be considered an integrative approach to career counselling and assessment that demonstrates an intersection between counselling theory (e.g. narrative) and career theory (e.g. Holland, [<reflink idref="bib27" id="ref76">27</reflink>]; Sharf, [<reflink idref="bib60" id="ref77">60</reflink>]). Such integration presents a significant opportunity for CITs to engage with counselling and career theories they have acquired from diverse class experiences, thereby enhancing their understanding of these theories. Moreover, CITs may be open to an intervention if they perceive some alignment with the theoretical and/or philosophical underpinnings of the intervention.</p> <p>Career counselling plays a pivotal role in counsellor education and counsellor identity development (ACA, [<reflink idref="bib3" id="ref78">3</reflink>]; Allan &amp; Moffett, [<reflink idref="bib2" id="ref79">2</reflink>]). It is crucial to incorporate techniques and interventions grounded in career theory (Cardoso, [<reflink idref="bib11" id="ref80">11</reflink>]; NCDA, [<reflink idref="bib41" id="ref81">41</reflink>]) and advocate for the integration of mental health counselling with career counselling (Blustein, [<reflink idref="bib7" id="ref82">7</reflink>]; Krumboltz, [<reflink idref="bib29" id="ref83">29</reflink>]; Lindo et al., [<reflink idref="bib32" id="ref84">32</reflink>], [<reflink idref="bib33" id="ref85">33</reflink>]; Paul &amp; Moser, [<reflink idref="bib46" id="ref86">46</reflink>]; Tang et al., [<reflink idref="bib67" id="ref87">67</reflink>]; Valach &amp; Young, [<reflink idref="bib68" id="ref88">68</reflink>]; Zunker, [<reflink idref="bib72" id="ref89">72</reflink>]). Considering the significance of counselling theory in career theory development (Lindo et al., [<reflink idref="bib33" id="ref90">33</reflink>]; Sharf, [<reflink idref="bib60" id="ref91">60</reflink>]) and the limited information on the educational and career counselling experiences of CITs (Brown, [<reflink idref="bib9" id="ref92">9</reflink>]), there is a clear need for a study exploring CITs' perspectives on learning and conducting an integrative career counselling intervention. In response to this need, the current study builds on Rehfuss et al.'s ([<reflink idref="bib50" id="ref93">50</reflink>]) study which surveyed career counselling practitioners regarding their experiences of conducting the Career Style Interview with clients in career counselling and clinical settings. In the current study, we utilised a phenomenological research design to examine CITs' perceptions of the CCI (Savickas, [<reflink idref="bib56" id="ref94">56</reflink>], [<reflink idref="bib58" id="ref95">58</reflink>]) during their initial career counselling training experience by addressing the following research question: What are career counselling students' experiences of learning and implementing the Career Construction Interview?</p> <hd id="AN0176395872-3">Method</hd> <p>The researchers utilised a constructivist research paradigm and qualitative approach for this study. Consistent with a constructivist perspective, the researchers acknowledge that there is no objective knowledge, truth, or universal reality. Consequently, the findings of the study and the knowledge constructed were influenced by the researchers' values and interactions with the participants (Hays &amp; Singh, [<reflink idref="bib25" id="ref96">25</reflink>]; Patton, [<reflink idref="bib45" id="ref97">45</reflink>]). Subjectivity, reflexivity, and an investigation of distinctive cases in a specific context are central components of a constructivist lens. Likewise, a phenomenological approach aligns with an examination of participants' shared experiences of a particular phenomenon, to facilitate learning and shape policies and practices (Creswell &amp; Poth, [<reflink idref="bib20" id="ref98">20</reflink>]). Because the aim of this study was to examine career counselling students' perceptions and descriptions of their unique experiences learning and conducting the CCI, the researchers utilised Moustakas's ([<reflink idref="bib40" id="ref99">40</reflink>]) <emph>transcendental phenomenological</emph> approach. Transcendental phenomenology focuses on descriptions of the lived experiences of participants (Hays &amp; Singh, [<reflink idref="bib25" id="ref100">25</reflink>]).</p> <hd id="AN0176395872-4">Career counselling course</hd> <p>The researchers conducted the current study at a large suburban university in the Southwestern U.S., housing a CACREP-accredited counselling programme that includes a required 16-week career counselling course for all master's students. The counselling programme consisted of both school counselling (SC) and clinical mental health counselling (CMHC) tracks; the career counselling course was open to both SC and CMHC students who completed the counselling theories course and a foundational counselling skills course during their first semester. Such students typically enrol in career counselling during their second or third semester.</p> <p>During the 16-week career counselling course, the instructor provided detailed information on both traditional and emerging career theories (Niles &amp; Harris-Bowlsbey, [<reflink idref="bib42" id="ref101">42</reflink>]), including Holland's theory of types (Holland, [<reflink idref="bib27" id="ref102">27</reflink>]), Super's theory (Super, [<reflink idref="bib65" id="ref103">65</reflink>]), narrative career counselling (Cochran, [<reflink idref="bib16" id="ref104">16</reflink>]), and career construction theory (Savickas, [<reflink idref="bib56" id="ref105">56</reflink>], [<reflink idref="bib58" id="ref106">58</reflink>]). The latter theory is particularly salient and combines social learning, developmental, person-environment fit, and psychodynamic perspectives of career development (Hartung &amp; Taber, [<reflink idref="bib24" id="ref107">24</reflink>]; Lewis &amp; Domene, [<reflink idref="bib31" id="ref108">31</reflink>]). This highlights the metatheoretical context of the Career Construction Interview (CCI; Savickas, [<reflink idref="bib57" id="ref109">57</reflink>], [<reflink idref="bib58" id="ref110">58</reflink>]), the core assignment for the course.</p> <p>After in-depth coverage of traditional and emerging career theories (Niles &amp; Harris-Bowlsbey, [<reflink idref="bib42" id="ref111">42</reflink>]) and common career assessments (e.g. Strong Interest Inventory [SII; Herk &amp; Thompson, [<reflink idref="bib26" id="ref112">26</reflink>]], Myers Briggs Type Indicator [MBTI; Schaubhut &amp; Thompson, [<reflink idref="bib59" id="ref113">59</reflink>]], and Super's Work Values Inventory- Revised [SWVI-R; Robinson &amp; Betz, [<reflink idref="bib51" id="ref114">51</reflink>]]), the instructor conducted a comprehensive training on the CCI (Savickas, [<reflink idref="bib54" id="ref115">54</reflink>], [<reflink idref="bib57" id="ref116">57</reflink>], [<reflink idref="bib58" id="ref117">58</reflink>]). The training included multiple lectures, video and live demonstrations, in-class practice sessions, and practice recorded sessions in one of the counselling programme's state-of-the-art training clinics. The instructor asked students to identify another classmate, colleague or friend who would serve as a mock client for their class project. Students were then asked to conduct the CCI with their mock client, including a video-recorded submission, a client life portrait, a case conceptualisation, and a self-critique supplemented by career assessments. The instructor chose this assignment because of its metatheoretical basis that would more likely appeal to a larger number of students than would an assignment based on only one theoretical approach. This is particularly the case for students still in the process of exploring career and counselling theories.</p> <p>The CCI is a two-session narrative counselling intervention that allows clients to tell autobiographical stories and "reflect on life themes with which to reflexively construct their career" (Savickas, [<reflink idref="bib57" id="ref118">57</reflink>], p. 140). Using the framework of five scaffolding questions, the CCI facilitates clients' explication of their life narratives related to identity, roles, motivations, intentionality, and adaptability (Savickas, [<reflink idref="bib56" id="ref119">56</reflink>], [<reflink idref="bib58" id="ref120">58</reflink>]; Taber et al., [<reflink idref="bib66" id="ref121">66</reflink>]). During session one, the counsellor conducts a structured interview regarding five topics that elicit life themes and inform decision-making about a client's current career transition (Savickas, [<reflink idref="bib57" id="ref122">57</reflink>], [<reflink idref="bib58" id="ref123">58</reflink>]). These topics include: (a) role models (self-concept), (b) favourite magazines, TV shows or websites (interests), (c) favourite story (script for transition outcome), (d) favourite saying (advice to self), and (e) early recollections (view of problem or transition). The second session involves creating a life portrait from the client's narratives in response to the scaffolding questions asked in session one (Barclay, [<reflink idref="bib5" id="ref124">5</reflink>]; Savickas, [<reflink idref="bib57" id="ref125">57</reflink>]). The two-session intervention is a collaborative process in which the client and the counsellor deconstruct and co-construct the client's transition narrative with a goal to increase self-awareness, create meaning, and resolve the client's presenting concerns regarding their career transition (Barclay, [<reflink idref="bib5" id="ref126">5</reflink>]).</p> <hd id="AN0176395872-5">Participants</hd> <p>Before commencing research, the primary researcher obtained approval from the university's Institutional Review Board (IRB No.17-166). Upon approval, during one of the final class meetings of the 16-week career counselling course, a research team member not directly connected to the course, invited the career counselling students to participate in the current study. Specifically, the research team member delineated the voluntary nature of the study and the participants' choice to withdraw at any time without any negative impact to their grade or standing in the course. Twenty-five students chose to participate in the current study. Three students were on the School Counselling track, and twenty-two students were enrolled in the Clinical Mental Health Counselling programme. The participants included 21 females and four males, ranging in age from 22 to 34. The group consisted of two Asian Americans, one South Asian, two Latine and 20 European American participants.</p> <hd id="AN0176395872-6">Data collection</hd> <p>At the end of the 16-week career counselling course, the research team member who engaged in recruitment also conducted semi-structured individual interviews with all the participants. For this study, the semi-structured individual interview (Table 1) was developed after review of the current literature regarding CACREP-accredited counsellor education programmes in the U.S., career counselling training, career theory development, career interventions, and the experiences of CITs. The interview protocol contained 12 questions exploring participants' perceptions of the process of learning and conducting the CCI. For example, participants were asked, "<emph>What challenges, if any, did you experience while conducting the CCI?"</emph> "<emph>What did you learn (about career development/theory/career counselling/your mock client) from the experience?</emph>"</p> <p>Table 1. Interview protocol.</p> <p> <ephtml> &lt;table&gt;&lt;thead valign="bottom"&gt;&lt;tr&gt;&lt;td&gt;#&lt;/td&gt;&lt;td&gt;Question&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;1&lt;/td&gt;&lt;td&gt;What was it like to conduct the CCI?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;2&lt;/td&gt;&lt;td&gt;What do you think went well?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;3&lt;/td&gt;&lt;td&gt;What challenges, if any, did you experience?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;4&lt;/td&gt;&lt;td&gt;What did you learn about career development from the experience?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;5&lt;/td&gt;&lt;td&gt;What did you learn about career counselling from the experience?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;6&lt;/td&gt;&lt;td&gt;What did you learn about your (mock client)?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;7&lt;/td&gt;&lt;td&gt;What is your identified career theory?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;8&lt;/td&gt;&lt;td&gt;What aspects, if any, of the CCI appeared to conflict/align with your identified career theory?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;9&lt;/td&gt;&lt;td&gt;What elements of your identified career theory might you include in future career counselling sessions?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;10&lt;/td&gt;&lt;td&gt;The CCI incorporates aspects of Adlerian theory and a narrative approach to counselling. What is your identified counselling theory?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;11&lt;/td&gt;&lt;td&gt;&lt;italic&gt;If you identify with a different counselling theory:&lt;/italic&gt; What aspects, if any, of the CCI appeared to conflict/align with your identified counselling theory?&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;12&lt;/td&gt;&lt;td&gt;&lt;italic&gt;If you identify with a different counselling theory:&lt;/italic&gt; What elements of your identified counselling theory might you include in future career counselling sessions?&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>Each interview was audio-recorded and lasted between 50 and 85 min. At the conclusion of each interview, the research team member conducted a debriefing lasting approximately five to 10 min to inquire about the participant's experience of the interview. Within seven weeks of the interviews, the primary researcher contacted each participant by email and requested member checks to confirm the accuracy of the transcribed interviews (Hays &amp; Singh, [<reflink idref="bib25" id="ref127">25</reflink>]).</p> <hd id="AN0176395872-7">Research team</hd> <p>The research team consisted of the primary researcher, a recruiter/interviewer, the data analysis team, and the writing team. The primary researcher was a professor of counselling, with extensive experience in conducting, supervising, and teaching qualitative research methods. She also had specialised training and experience in career counselling and taught the 16-week career counselling course at the study site. The second author joined the primary researcher as a member of the writing team; she was an assistant professor of counselling with teaching and research experience in career counselling. The recruiter/interviewer and the data analysis team who were not directly connected to the career counselling course, comprised four PhD counselling students with training and experience in qualitative research methodology. Their qualitative research training included successful completion of at least two doctoral level qualitative research courses. Similarly, their qualitative research experience included participation in at least one previous qualitative research project as a data analysis team member. The recruiter/interviewer enrolled participants in the study and conducted individual interviews with each of them. The data analysis team members conducted data analysis and coding procedures under the supervision of the primary researcher.</p> <hd id="AN0176395872-8">Data analysis</hd> <p>The researchers utilised an 8-step adapted phenomenological data analysis model based on a classic data analysis strategy (Miles et al., [<reflink idref="bib38" id="ref128">38</reflink>]) and Moustakas's ([<reflink idref="bib40" id="ref129">40</reflink>]) modification of Stevick-Colaizzi-Keen's approach. The initial stages in qualitative data analysis typically include an inductive method often referred to as <emph>open coding</emph> (Corbin &amp; Strauss, [<reflink idref="bib17" id="ref130">17</reflink>]). This initial stage allows for the development of preliminary themes. Successive stages of code development are deductive and involve confirming themes established during the inductive stages (Patton, [<reflink idref="bib45" id="ref131">45</reflink>]). This inductive-deductive data analysis method (Varjas et al., [<reflink idref="bib69" id="ref132">69</reflink>]) aligns with the perspective that "phenomenology tends to look at data thematically to extract essences and essentials of participant meanings" (Miles et al., [<reflink idref="bib38" id="ref133">38</reflink>], p. 8).</p> <p>In the first step of data analysis, phenomenological bracketing, each data analysis team member (hereafter referred to as coders) independently obtained a full description of the experience or interpretation of the phenomenon under investigation and bracketed their biases and previous knowledge related to the area of inquiry (Moustakas, [<reflink idref="bib40" id="ref134">40</reflink>]; Patton, [<reflink idref="bib45" id="ref135">45</reflink>]). The coders acknowledged and reflected on their past and current experiences, biases and perceptions regarding CACREP-accredited counsellor education programmes, career counselling training, career theory development, career interventions, the CCI, and experiences of CITs.</p> <p>The second step entailed taking notes; the coders independently analysed a subset of the data (10 of the 25 interviews) randomly selected by the primary researcher. During this step, the coders wrote notes in the margins of each transcript. As they poured over the data, the coders noted their initial reactions to the material and completed the following steps: (a) engaged in horizontalization by viewing each line in the transcript with equal value, (b) considered each phrase or statement identified during bracketing concerning its significance to the research question and phenomenon under investigation, (c) examined each transcript line by line and noted all relevant statements, and (d) listed each non-repetitive, non-overlapping statement.</p> <p>The third step included codebook development. After listing non-overlapping statements in the previous step, the coders proceeded to develop a codebook, which was a composite of codes derived in step two. After the coders individually completed their initial analyses, they shared their notes, which the primary researcher compiled into a spreadsheet for review. During coding meetings, the coders discussed their reactions to the transcript material, highlighting shared perspectives and discrepant viewpoints.</p> <p>In the fourth step, coders met to discuss their reactions to the transcript material, again highlighting shared perspectives and discrepant viewpoints. The coders collectively related and clustered the codes into preliminary themes and developed descriptions that represented an interpretation of the phenomenon and related transcript material. This step included using verbatim examples from the participants. During the fifth and sixth steps, the coders explored, identified, compared, and contrasted the preliminary themes that facilitated data collection, combined similar themes, and merged overlapping categories. The coders then finalised themes and developed a coding manual.</p> <p>In the seventh step, the coders established intercoder agreement, following guidance in Marques and McCall ([<reflink idref="bib35" id="ref136">35</reflink>]) by independently applying the coding manual to a subset of the data (10 of the 25 interviews). During weekly meetings, the coders discussed discrepancies and points of agreement, adjusted the coding manual accordingly, and reapplied it to the data subset. This process continued until the coders reached a mean agreement approaching or exceeding 90%, as suggested by Miles et al. ([<reflink idref="bib38" id="ref137">38</reflink>]), and finalised the coding manual. For the eighth step, the coding team applied the final coding manual to each of the 15 remaining interviews. To ensure continued intercoder agreement, all three coders analysed the remaining transcripts individually. During coding meetings, the coders continued to discuss discrepancies and coder drift (Marques &amp; McCall, [<reflink idref="bib35" id="ref138">35</reflink>]). Intercoder agreement ranged from 88%–92% throughout the final coding period.</p> <hd id="AN0176395872-9">Trustworthiness</hd> <p>Trustworthiness refers to both the rigour of the research methodology and the strength of the study (Patton, [<reflink idref="bib45" id="ref139">45</reflink>]). In the current study the researchers facilitated trustworthiness through: (a) member checking; (b) peer debriefing among members of the research team; (c) analyst triangulation, which involved the use of three independent coders; and (d) an audit trail, which detailed every step of data collection and analysis (Hays &amp; Singh, [<reflink idref="bib25" id="ref140">25</reflink>]). This process also included informed consent documentation, interview protocol development, and the evolution of the coding manual.</p> <hd id="AN0176395872-10">Findings</hd> <p>This phenomenological study examined participants' experiences of learning and conducting a Career Construction Interview (CCI). Analysis of the 25 interviews revealed four major themes: (a) Skills and Knowledge, (b) Client Experience, (c) Perspectives on Theory, and (d) Counsellor Views of Intervention.</p> <p> <emph>Skills and Knowledge</emph> referred to participants' perceived understanding of the career counselling course content and their ability to conduct the CCI sessions. Although four participants made no mention of their career counselling skills and knowledge during their interview, most of the participants (<emph>n </emph>= 16) described strengths as well areas for improvement. One participant recounted an overall positive demonstration of skills and knowledge.</p> <p>I enjoyed applying a new technique. I did a fairly good job helping [mock client] understand how all the pieces of the CCI fit together. There was a good balance between questioning and conversing. I also believe I interpreted her narrative well and was able to discover connections among the information she provided. I presented the interpretation in a comprehensible way and consistently asked [her] for any corrections or clarifications.</p> <p>Another participant largely focused on missed opportunities and areas in need of improvement. She stated, "I could have reflected a lot more, especially in the second session. I should have checked in with my client a lot more often. I could have reflected more on her experience and utilised silence more in our session". A third participant seemed to have a more balanced perspective. While acknowledging areas of improvement, she expressed some hope in honing her skills over time.</p> <p>Although I believe I understood the process and connections, my words and thoughts became tangled every now and then. Perhaps it is simply a matter of needing more practice and experience. Over time, my delivery will become much more eloquent and clearer.</p> <p>Similarly, a fourth participant gave a comprehensive response comparing in-class practice sessions with experiences with her mock client, noting her own internal process of learning to trust herself more.</p> <p>The first thing I noticed when we got started was that "real people" are a much different interview experience than our practice interviews with classmates. However, despite the responses feeling "dryer" than what I am used to, I feel like the first session went well overall. I was making accurate reflections. I was not inclined to analyse the [mock] client, instead I remained genuine, and felt like I could connect and be responsive. The second session was much more difficult for me ... an area of growth I realized is simply confidence and grace. At one point, I felt I was putting too much pressure on myself to do these sessions like the counsellor we had watched in class who had been doing this for 30 years. At another point, I felt lost because I was basing the confidence I had in my responses and discussion of assessments on my client's responses instead of my training and intuition. If I can focus more on the client without depending on them and trust myself more, I feel like I would be more effective.</p> <p>The researchers coded <emph>Client Experience</emph> when participants commented on their mock clients' views of the CCI and its perceived impact on their career decision-making. Eight participants detailed solely positive reactions from mock clients, and three participants described varied client experiences. One participant described an overall positive perception of the mock client's experience.</p> <p>Being able to help [the mock client] see how she functions in the world was powerful to her. I think she came in with a fair amount of self-awareness, but the CCI allowed her to make some new discoveries about herself.</p> <p>Another participant provided a mixed perspective of the mock client's experience participating in the CCI, stating, "while I truly think [the mock client] benefited from the experience, I don't think any of her uncertainties were resolved".</p> <p>A third participant provided an in-depth analysis of her perceptions of the mock client's experience with the CCI as well as possible ideas for future sessions.</p> <p>The Career Construction Interview was very fitting for the place that my [mock] client was in her career development. This is because she discussed the fact that she wanted to learn more about her preferences and values in order to decide what kind of career path to embark on. This kind of interview did an excellent job of showing her how much she already knew about what is important to her. I do not think that another approach would have been more beneficial to her in the moment, but I was glad to also be able to incorporate the more trait and factor approaches of the inventories that were used as well. If I were to do another session with this client, I would also begin to incorporate some of Super's Developmental Career, as it appears that she is in the early stage of the exploratory phase, which is the crystallization of a career preference. As her counsellor, I could facilitate her process through that phase and then help her begin to create initial career goals. I would also discuss the self-concepts that she may hold, as she appears to have some doubts about her goal-setting abilities.</p> <p> <emph>Perspectives on Theory</emph> related to participants' views on career theory, and the perceived degree of alignment between their theoretical approach to counselling and the theoretical underpinnings of the CCI. Most of the participants (<emph>n </emph>= 14) indicated theoretical alignment with the CCI, while eight participants noted both points of theoretical agreement as well as discrepancies. Two participants found that their theoretical approaches to counselling were inconsistent with the philosophical underpinnings of the CCI. Of note, the participants who described theoretical conflict, referred to the perceived directive nature of the CCI in contrast to a non-directive approach to counselling. One participant delineated his appreciation for the constructivist perspective of the CCI.</p> <p>I really identified with the theory behind the CCI, and its aim resonated with how I perceive the counselling process. The concept of one's career being a product of their construction of themselves and their work, resonates with how I view development as well.</p> <p>Similarly, a third participant delineated strong alignment with the CCI and the Adlerian components of the intervention.</p> <p>Career Construction theory and the Career Construction Interview are rather consistent with my personal counselling theory. A foundational strategy in Adlerian theory is conceptualization of a client's style of life through exploring early recollections. In many ways a client's narrative is similar to their style of life. Furthermore, the life themes of Career Construction theory actually derive from the Adlerian technique of exploring early recollections. It seems the difference is that the formation of one's style of life is completed by age six, whereas narrative life themes include aspects throughout adulthood. A client's current magazines, television shows, stories, and motto are discussed during the Career Construction Interview. Although Adlerian theory acknowledges the influence of current experiences and interests, style of life is essentially formed by age six.</p> <p>Another participant commented on a lack of alignment between her conception of counselling theory and the CCI stating, "I would say the career construction theory and career construction interview does not fully align with my personal theory".</p> <p>A fourth participant provided a mixed view regarding theoretical alignment.</p> <p>I find the Career Construction Interview and the constructivist approaches to be somewhat aligned with my [view], but not entirely. The CCI and career construction theory partially fit with my [approach to] counselling, but they do not mesh perfectly well.</p> <p> <emph>Counsellor Views of Intervention</emph> referred to participants' reactions to the content, structure, and process of conducting the CCI. Approximately 50% of the participants had either positive impressions (<emph>n </emph>= 9) or mixed reactions (<emph>n </emph>= 4) to the CCI, while three participants expressed solely negative views. Nine participants did not comment on the intervention. The directive and structured nature of the CCI elicited a wide range of, and sometimes totally divergent, reactions among CITs, varying from an appreciation of its usefulness to a criticism of its directiveness or narrative style. For example, one participant delineated an overall positive perception of the structure and process of the CCI.</p> <p>The career construction interview was easy to manage. The questions represented a framework to ease into career counselling, which is helpful if the counsellor is unsure of where to begin with the client. It almost acts as a safety net, especially if the client is initially feeling some discomfort with the counselling process. Specifically, the career construction interview questions seemed simple, yet it revealed many different aspects about the client.</p> <p>Similarly, another student recounted a positive perception of the CCI as a career counselling intervention with a clearly articulated protocol.</p> <p>Overall, I think that this was a cool experience and a very interesting and creative way to go about career counselling. It was one of the few times where you are actually given a formula, a script that will help guide you to achieve what you are working to achieve.</p> <p>Another student expressed a lack of appreciation for the role of the counsellor noting "I do not like that the counsellor directs the sessions as much as they do in the career construction interview".</p> <p>A fourth student outlined a mixed view of the CCI, noting its usefulness but also challenging the narrative aspects of the intervention.</p> <p>I think that the CCI could be a valuable way to gather more information about the client and help get them in the mindset of exploring their views and experiences, but I am not completely in agreement with Savickas' language regarding our "stories." While I think viewing life as a story can be powerful for certain clients, especially ones that are more artistic, it was difficult for me to use that language with a client.</p> <hd id="AN0176395872-11">Discussion</hd> <p>In the current study, the researchers explored participants' experiences of conducting a CCI. Although there is still a perceived division in the counselling field between career counselling and mental health counselling (Brown, [<reflink idref="bib10" id="ref141">10</reflink>]), and a related separation between career theory development and establishing a theoretical approach to counselling, counselling theory plays a significant role in the identification of career theory (Sharf, [<reflink idref="bib60" id="ref142">60</reflink>]). Therefore, an examination of CITs perspectives of an intervention that is a composite of multiple career theories and counselling theories sets the stage for the development of a more sophisticated skill set as CITs are exposed to additional learning and clinical experiences.</p> <p>Most of the respondents in the current study provided mixed perspectives on their understanding of the course content and their ability to conduct the CCI. Therefore, it is not surprising that 19 of the 25 participants detailed challenges with skill demonstration and course content integration. This is consistent with the developmental process of beginning CITs who typically express anxiety, and a focus on their own behaviour and skill demonstration (Stoltenberg, [<reflink idref="bib64" id="ref143">64</reflink>]). Given that new trainees hold largely negative views of their skills (Jensen et al., [<reflink idref="bib28" id="ref144">28</reflink>]), it seems unusual that as many as 18 participants recounted areas of clinical competence. Several factors could have contributed to this finding. First, the directive, structured nature of the CCI (Savickas, [<reflink idref="bib57" id="ref145">57</reflink>]) presents itself as an operational intervention to follow, which may ease CITs' anxiety as entry-level trainees and concurrently augment their competence specifically in the intervention skills domain (Stoltenberg, [<reflink idref="bib64" id="ref146">64</reflink>]). Second, this could simply reflect the high motivation usually expressed by beginning CITs who are often enthusiastic and hopeful regarding their clinical skill development (Stoltenberg, [<reflink idref="bib64" id="ref147">64</reflink>]). Third, as an integrative intervention, the CCI may create additional grounds for CITs' theoretical alignment, identification, integration, and application. Also, while the recruiter/interviewer was not directly connected to the career counselling course, CITs in this study might still provide socially acceptable responses to the interview questions.</p> <p>Nearly 40% of the participants (<emph>n </emph>= 9) commented on clients' experiences with the CCI, and most of the participants did not refer to clients' perceptions at all. This aligns with the typical development of beginning CITs who are usually more focused on their own experiences and processes (Jensen et al., [<reflink idref="bib28" id="ref148">28</reflink>]). When they are further in their development, CITs start to shift their focus from self to the client, allowing for an exploration of the client's cognitive and emotional experiences (Stoltenberg, [<reflink idref="bib64" id="ref149">64</reflink>]).</p> <p>Most of the participants (<emph>n </emph>= 21) articulated points of theoretical alignment between the CCI and their approach to counselling. This seems to support the CCI as a suitable intervention for these participants who were early in their counselling training and still in the process of identifying and solidifying their theoretical approach to counselling. This is especially pertinent given the key role that counselling theory has in career theory identification (Sharf, [<reflink idref="bib60" id="ref150">60</reflink>]). Moreover, introduction to an integrative career counselling intervention may have increased the likelihood of theoretical congruence for participants exposed to career theories for the first time in their counselling training. For the eight participants who noted some theoretical discrepancies in addition to points of alignment, it may be that an integrative intervention allowed them to find some areas of fit, even with aspects of theoretical incongruence.</p> <p>Consistent with <emph>Skills and Knowledge</emph>, more than 50% (<emph>n </emph>= 13) of the participants indicated positive or mixed views of the CCI intervention. It seems probable that a student who positively perceives their skill demonstration within the context of an intervention, is also likely to have positive views of said intervention. Of note is the fact that nine participants did not comment on the intervention at all, which may indicate that they were more focused on their skill demonstration and theory development.</p> <hd id="AN0176395872-12">Limitations</hd> <p>Although the researchers were able to garner rich descriptions of participants' experiences, the participants in the current study reflect an isolated geographic and educational context. Future studies that include multiple sites reflecting diverse counselling programmes might enhance our knowledge regarding career theory development and experiences of the CCI.</p> <p>Although data analysis demonstrated largely positive perspectives of the CCI, there was potential for participants to provide socially acceptable responses to the interview questions. Given that the instructor endorsed and taught the CCI, participants may have felt obligated to share only positive perceptions of the intervention with the researchers. However, respondents' statements do not reflect this possible bias; twelve participants shared negative perspectives of the CCI. Similarly, participants were only exposed to those career theories that the instructor considered most relevant (Osborn &amp; Dames, [<reflink idref="bib43" id="ref151">43</reflink>]). Introduction of additional career theories and related interventions may have shifted participants' perspectives of the CCI and related metatheoretical concepts.</p> <p>While the 25 participants were recruited from the same class, they were diverse in many aspects, such as the track that they identified (school counselling vs. mental health counselling), and the race and ethnicity of the CITs and their mock clients. Due to the imbalanced distribution of participants within these aspects, we mainly focused on participants' perceptions of the CCI as a group. Researchers in future studies may examine how participants' perceptions of the CCI could vary based on a constellation of factors when the sample allows (e.g. a relatively balanced distribution of participants in each group). Additionally, more specific questions may be added to the interview protocol to help explicate the potential factors that may relate to, and nuances embedded in CITs' perceptions of the CCI, such as the key demographic variables, as well as participants' awareness of, knowledge about, and skills in other relevant interventions.</p> <hd id="AN0176395872-13">Implications and recommendations for future research</hd> <p>The current study yielded several implications and best practices for career counselling training. Consistent with previous research (Stoltenberg, [<reflink idref="bib64" id="ref152">64</reflink>]), participants indicated challenges with skill demonstration when implementing the CCI. However, contrary to the typical negative view that CITs have regarding their skills (Jensen et al., [<reflink idref="bib28" id="ref153">28</reflink>]), nearly 50% of the participants in the current study delineated specific areas of competence. This mixed finding may be indicative of the high degree of structure and explication related to the CCI training resources (Savickas, [<reflink idref="bib54" id="ref154">54</reflink>], [<reflink idref="bib57" id="ref155">57</reflink>]) and the apparent simplicity of the protocol's scaffolding questions (Savickas [<reflink idref="bib55" id="ref156">55</reflink>]).</p> <p>Participants in this study were CITs who practiced the CCI with mock clients, meaning that their perceptions of the CCI may not be readily transferrable to clinical practice settings. Future studies examining the experiences of CITs implementing the CCI with actual clients in field experiences, could provide additional information regarding the broader application of the CCI in career counsellor education training. This aspect is especially salient, given the characteristic development of beginning CITs who tend to be more focused on their experiences than the client's process (Jensen et al., [<reflink idref="bib28" id="ref157">28</reflink>]). As CITs conduct the CCI in more advanced courses and/or actual clinical settings, researchers may glean more comprehensive perspectives regarding CITs' experiences of the CCI as well as its potential for clients' career development. Along the same line, future studies of <emph>what</emph> and <emph>how</emph> counselling practitioners (e.g. school counsellors, career counsellors, clinical mental health counsellors) experience the CCI outside the educational context, are warranted. As the first study examining CITs' experiences of learning and conducting the CCI, it may present as a springboard for a series of future relevant research endeavours.</p> <p>The findings also suggested best practices related to CITs career theory development, especially within the context of development and identification of counselling theory (Sharf, [<reflink idref="bib60" id="ref158">60</reflink>]). Majority of the participants indicated alignment with the theoretical underpinnings of the CCI. Since the CCI represents an integrative focus including an intersection between counselling theories (Adler, [<reflink idref="bib1" id="ref159">1</reflink>]; Madigan, [<reflink idref="bib34" id="ref160">34</reflink>]) and career theories (e.g. Holland, [<reflink idref="bib27" id="ref161">27</reflink>]; Savickas, [<reflink idref="bib56" id="ref162">56</reflink>]; Sharf, [<reflink idref="bib60" id="ref163">60</reflink>]; Super, [<reflink idref="bib65" id="ref164">65</reflink>]), the CCI could be an appropriate training tool for CITs who are in the initial stages of theory development. Given an increased focus on integrating mental health counselling and career counselling (Tang et al., [<reflink idref="bib67" id="ref165">67</reflink>]), as well as the importance of tailoring career interventions to the population of focus (Sharf, [<reflink idref="bib60" id="ref166">60</reflink>]), utilising the CCI in training and career counselling settings may align more with current best practices in career counsellor education (Brown, [<reflink idref="bib10" id="ref167">10</reflink>]). Future research with the CCI could further explore CITs' counselling theory development, especially regarding career theory integration (Lindo et al., [<reflink idref="bib32" id="ref168">32</reflink>]).</p> <hd id="AN0176395872-14">Conclusion</hd> <p>It is imperative that CITs are trained in counselling skills and interventions related to mental health and career counselling and implement career interventions from a theoretical framework and empirical foundation. To capitalise on limited course contact with students, counselling programmes with only one required career counselling course must rely on holistic approaches to effective pedagogy. This may include an introduction to multiple career theories, with an emphasis on interventions that students can apply within the context of the career counselling course, while receiving feedback on their skill development. Moreover, counsellor educators could consider interventions such as the CCI that have broad theoretical applicability. Using a tiered training model, such interventions could be applied at multiple stages of students' clinical development: foundational and advanced counselling skills, and field experiences. This approach could enhance students' training experiences and lead to a more balanced and integrated perspective of the overall counselling process.</p> <hd id="AN0176395872-15">Data availability statement</hd> <p>Due to the nature of this research, participants of this study did not agree for their data to be shared publicly, so supporting data is not available.</p> <hd id="AN0176395872-16">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0176395872-17"> <title> References </title> <blist> <bibl id="bib1" idref="ref74" type="bt">1</bibl> <bibtext> Adler, A. (1983). The practice and theory of individual psychology. P. Radin (trans.). Littlefield, Adams, 1963.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref1" type="bt">2</bibl> <bibtext> Allan, G. R., &amp; Moffett, J. (2016). 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Lindo is a Professor and Chair of the Department of Counseling and Higher Education, University of North Texas. Her research and teaching interests are Career Development and Play Therapy. She is the developer of the Child and Adolescent Career Construction Intervention.</p> <p>Dan Li is an Assistant Professor in the Department of Counseling and Higher Education, University of North Texas. She is an interdisciplinary scholar who adopts a variety of research methods to study counselling and supervision related phenomena. Her research includes clinical supervision; international counselling students and faculty; and online/remote teaching and learning.</p> <p>Citlali E. Molina is an Assistant Professor in the Department of Psychology and Counseling, University of Texas at Tyler. Dr. Molina spent 10 years with the Grand Prairie Independent School District Public Schools where she was a High School Teacher, District Administrator, High School Counselor and College and Career Counselor. She has vast experience in creating and implementing K-12 curricula for College and Career Readiness.</p> <p>Marianna Branch is contributing faculty in the School of Counseling at Walden University. Her research interests are counsellor education, cross-cultural mentorship, and multicultural l issues in counselling.</p> <p>Charmaine Conner is an Assistant Professor and Chair of Counselor Education at Roosevelt University in Chicago, IL. She has extensive experience providing mental health services to children, adolescents and adults in a variety of settings: residential, private practice, and non-profit agencies.</p> <p>Hannah Robinson is an Adjunct Faculty Member in the Department of Counseling and Higher Education, University of North Texas. Her interests include school-based interventions and play therapy.</p> <p>Rebecca Werts is a doctoral student in the Department of Counseling and Higher Education, University of North Texas. Her research interests include multicultural issues in counselling and women's emotional health.</p> </aug> <nolink nlid="nl1" bibid="bib48" firstref="ref3"></nolink> <nolink nlid="nl2" bibid="bib62" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib19" firstref="ref7"></nolink> <nolink nlid="nl4" bibid="bib41" firstref="ref8"></nolink> <nolink nlid="nl5" bibid="bib71" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib11" firstref="ref10"></nolink> <nolink nlid="nl7" bibid="bib12" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib36" firstref="ref12"></nolink> <nolink nlid="nl9" bibid="bib47" firstref="ref14"></nolink> <nolink nlid="nl10" bibid="bib22" firstref="ref15"></nolink> <nolink nlid="nl11" bibid="bib28" firstref="ref16"></nolink> <nolink nlid="nl12" bibid="bib64" firstref="ref17"></nolink> <nolink nlid="nl13" bibid="bib63" firstref="ref18"></nolink> <nolink nlid="nl14" bibid="bib68" firstref="ref19"></nolink> <nolink nlid="nl15" bibid="bib70" firstref="ref20"></nolink> <nolink nlid="nl16" bibid="bib13" firstref="ref22"></nolink> <nolink nlid="nl17" bibid="bib14" firstref="ref23"></nolink> <nolink nlid="nl18" bibid="bib37" firstref="ref24"></nolink> <nolink nlid="nl19" bibid="bib39" firstref="ref25"></nolink> <nolink nlid="nl20" bibid="bib52" firstref="ref26"></nolink> <nolink nlid="nl21" bibid="bib44" firstref="ref28"></nolink> <nolink nlid="nl22" bibid="bib21" firstref="ref29"></nolink> <nolink nlid="nl23" bibid="bib46" firstref="ref30"></nolink> <nolink nlid="nl24" bibid="bib49" firstref="ref31"></nolink> <nolink nlid="nl25" bibid="bib72" firstref="ref32"></nolink> <nolink nlid="nl26" bibid="bib30" firstref="ref33"></nolink> <nolink nlid="nl27" bibid="bib32" firstref="ref35"></nolink> <nolink nlid="nl28" bibid="bib33" firstref="ref36"></nolink> <nolink nlid="nl29" bibid="bib61" firstref="ref37"></nolink> <nolink nlid="nl30" bibid="bib15" firstref="ref38"></nolink> <nolink nlid="nl31" bibid="bib18" firstref="ref39"></nolink> <nolink nlid="nl32" bibid="bib10" firstref="ref44"></nolink> <nolink nlid="nl33" bibid="bib56" firstref="ref47"></nolink> <nolink nlid="nl34" bibid="bib67" firstref="ref48"></nolink> <nolink nlid="nl35" bibid="bib23" firstref="ref59"></nolink> <nolink nlid="nl36" bibid="bib31" firstref="ref60"></nolink> <nolink nlid="nl37" bibid="bib53" firstref="ref61"></nolink> <nolink nlid="nl38" bibid="bib55" firstref="ref62"></nolink> <nolink nlid="nl39" bibid="bib50" firstref="ref63"></nolink> <nolink nlid="nl40" bibid="bib57" firstref="ref64"></nolink> <nolink nlid="nl41" bibid="bib58" firstref="ref65"></nolink> <nolink nlid="nl42" bibid="bib27" firstref="ref70"></nolink> <nolink nlid="nl43" bibid="bib65" firstref="ref71"></nolink> <nolink nlid="nl44" bibid="bib34" firstref="ref75"></nolink> <nolink nlid="nl45" bibid="bib60" firstref="ref77"></nolink> <nolink nlid="nl46" bibid="bib29" firstref="ref83"></nolink> <nolink nlid="nl47" bibid="bib25" firstref="ref96"></nolink> <nolink nlid="nl48" bibid="bib45" firstref="ref97"></nolink> <nolink nlid="nl49" bibid="bib20" firstref="ref98"></nolink> <nolink nlid="nl50" bibid="bib40" firstref="ref99"></nolink> <nolink nlid="nl51" bibid="bib42" firstref="ref101"></nolink> <nolink nlid="nl52" bibid="bib16" firstref="ref104"></nolink> <nolink nlid="nl53" bibid="bib24" firstref="ref107"></nolink> <nolink nlid="nl54" bibid="bib26" firstref="ref112"></nolink> <nolink nlid="nl55" bibid="bib59" firstref="ref113"></nolink> <nolink nlid="nl56" bibid="bib51" firstref="ref114"></nolink> <nolink nlid="nl57" bibid="bib54" firstref="ref115"></nolink> <nolink nlid="nl58" bibid="bib66" firstref="ref121"></nolink> <nolink nlid="nl59" bibid="bib38" firstref="ref128"></nolink> <nolink nlid="nl60" bibid="bib17" firstref="ref130"></nolink> <nolink nlid="nl61" bibid="bib69" firstref="ref132"></nolink> <nolink nlid="nl62" bibid="bib35" firstref="ref136"></nolink> <nolink nlid="nl63" bibid="bib43" firstref="ref151"></nolink> |
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| Items | – Name: Title Label: Title Group: Ti Data: Graduate Students' Perceptions of the Career Construction Interview – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Natalya+A%2E+Lindo%22">Natalya A. Lindo</searchLink><br /><searchLink fieldCode="AR" term="%22Dan+Li%22">Dan Li</searchLink><br /><searchLink fieldCode="AR" term="%22Citlali+E%2E+Molina%22">Citlali E. Molina</searchLink><br /><searchLink fieldCode="AR" term="%22Marianna+Branch%22">Marianna Branch</searchLink><br /><searchLink fieldCode="AR" term="%22Charmaine+Conner%22">Charmaine Conner</searchLink><br /><searchLink fieldCode="AR" term="%22Hannah+Robinson%22">Hannah Robinson</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+Werts%22">Rebecca Werts</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Guidance+%26+Counselling%22"><i>British Journal of Guidance & Counselling</i></searchLink>. 2024 52(2):334-347. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 14 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Interests%22">Vocational Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Interest+Inventories%22">Interest Inventories</searchLink><br /><searchLink fieldCode="DE" term="%22Counselor+Training%22">Counselor Training</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/03069885.2023.2288123 – Name: ISSN Label: ISSN Group: ISSN Data: 0306-9885<br />1469-3534 – Name: Abstract Label: Abstract Group: Ab Data: Counsellor Education programmes provide opportunities for students to engage in approaches grounded in theory and research, utilise appropriate interventions, and conceptualise career concerns using both objective and subjective methods. This phenomenological study examined 25 students' perceptions of learning and conducting the Career Construction Interview. Analysis of the 25 interviews revealed four major themes: (a) Skills and Knowledge, (b) Client Experience, (c) Perspectives on Theory, and (d) Counsellor Views of Intervention. Findings of this study have the potential to inform counsellor education pedagogy regarding career counselling training and career theory development. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1419764 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03069885.2023.2288123 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 334 Subjects: – SubjectFull: Graduate Students Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Interviews Type: general – SubjectFull: Vocational Interests Type: general – SubjectFull: Interest Inventories Type: general – SubjectFull: Counselor Training Type: general Titles: – TitleFull: Graduate Students' Perceptions of the Career Construction Interview Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Natalya A. Lindo – PersonEntity: Name: NameFull: Dan Li – PersonEntity: Name: NameFull: Citlali E. Molina – PersonEntity: Name: NameFull: Marianna Branch – PersonEntity: Name: NameFull: Charmaine Conner – PersonEntity: Name: NameFull: Hannah Robinson – PersonEntity: Name: NameFull: Rebecca Werts IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0306-9885 – Type: issn-electronic Value: 1469-3534 Numbering: – Type: volume Value: 52 – Type: issue Value: 2 Titles: – TitleFull: British Journal of Guidance & Counselling Type: main |
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