The career of an occupational psychology graduate: employment, employability and identity

This thesis explored the factors contributing to the employability and identity development of occupational psychology graduates at various career stages. A mixed methods approach was taken to achieve three broad aims of the professional doctorate: 1) raising awareness of employability within the occupational psychology (OP) profession; 2) improving theoretical understanding of employability applied to a domain specific occupational sample; and finally 3) enhancing the professional practice of the thesis author. A qualitative study using focus group methodology (N=6) and thematic analysis identified barriers and facilitators to OP employability culminating in six core themes of ‘identity, ‘continuing professional development’, ‘making a difference’, ‘adaptability’, ‘evidence-based practice’ and ‘external environment’ (study 1). These themes were translated into an Occupational Psychologists Facilitators to Employability Scale (OPFES) which was assessed for its psychometric properties (N=88) using exploratory factor analysis. This study also detailed the development of a Subjective Career Satisfaction Scale (SCSS) (study 2). A revised version of the OPFES and measures of employability antecedents (Competence and Psychological Capital) and career success were distributed to the OP community (N=185). An analysis of the demographic data detailed the variety of OP careers. This study emphasised the potential challenges in creating a strong professional identity (study 3). Structural Equation Modelling determined the relationship between employability and career success (objective and subjective) where final models suggested different relationships between employability antecedents and objective and subjective career success (study 4). Finally, a narrative thematic analysis of OP stories (N=20) concluded the thesis (study 5). This study revealed the presence of five identity types: ‘learners’, ‘networkers’, ‘compromisers’, ‘achievers’ and ‘career builders. Each type was present in the career stories adding further support for the concept of ‘career identity complexity’. Overall, findings indicated that the career of an OP graduate was varied, that multiple employability antecedents could enhance career success and that a diversity of strategies were utilised in identity formation. Support was provided for Career Construction Theory and the influence of human capital and personal resources in employability. Reflections on how the research outcomes have impacted on the thesis author’s professional development are discussed throughout. The research programme contributes an evidence base for interventions that can inform MSc curriculum and the ongoing career and professional development of OccPsychs

Positive expressive writing as a tool for alleviating burnout and enhancing wellbeing in teachers and other full-time workers

Teachers are an occupational group particularly prone to suffering from burnout, a condition caused by chronic stress from work overload. Burnout is a risk factor for adverse psychological and physical health, thus it is important to test the efficacy of tools and techniques for alleviating burnout and enhancing job satisfaction. One potentially suitable technique is positive expressive writing. In the present study, we investigated the effects of a positive writing intervention on burnout, job satisfaction, anxiety, perceived stress and self-reported physical symptoms and compared these effects in teachers and other full-time workers.A group of teachers (n = 35) and a group of non-teachers (n = 31) who worked full-time in other professions were randomly allocated to complete either three consecutive days of positive expressive writing, or writing about a more neutral topic, online, 20 minutes per day, for three consecutive days State anxiety declined to a greater extent for participants in the positive writing condition compared to the neutral writing condition. Positive writing also conferred benefits on some aspects of job satisfaction, but not burnout. There were no specific benefits for teachers compared to non-teachers. The present study is the first to observe that positive expressive writing may be a useful technique for enhancing job satisfaction in full-time workers

Becoming a professional: The five pillars of identification in Occupational Psychology in the UK

This study aims to explore how professional identification occurs in Occupational Psychology (OP) in the UK. Professional identification is a sense of belonging and individual feelings towards a group. In OP, competition for jobs is high and availability of roles with the title of “Occupational Psychologist” is low. Thus, many OPs are self-employed and multiple terms are used to describe the profession. Twenty working individuals, with a BPS accredited entry-level and master’s qualification in OP, participated in narrative interviews. Thematic analysis led to the development of five ‘pillars’ of professional identification: a) education and learning; b) networking; c) managing challenges; d) career-crafting; and e) professional recognition and authenticity. Each of the five pillars have a unique role to play in supporting professional identification in OP. Strong professional identification requires sustained effort in all pillars. Practitioners supporting the careers of Occupational Psychologists, and Occupational Psychologists themselves must develop stronger opportunities for networking and relationship building to enable individual development through multiple and diverse experiences. Furthermore, routes to accredited professional practice must be diversified and a positive rhetoric constructed around the achievement of Chartered status. Suggestions for future research are presented providing clear actions for the practitioner community

Examining the role of employability as a mediator in the relationship between psychological capital and objective career success amongst occupational psychology professionals

Employability is core to our understanding of career sustainability, and at an individual level, identifying the personal resources that support employability in the achievement of career success is warranted. This study builds on the conservation of resources theory, examining the role of employability as a mediator in the relationship between psychological capital and objective career success. To test our hypotheses, we utilised a context-specific practitioner sample of 135 individuals with UK-accredited occupational psychology qualifications. Employability was conceptualised using the competence-based model, underpinned by occupational expertise. Psychological capital and employability were measured using self-report questionnaires, whilst career success was determined via gross annual salary and practitioner status, ensuring objective measures of this outcome variable. Structural equation modelling identified that the relationship between psychological capital and objective career success was fully mediated by employability. These novel findings have important theoretical and practical implications for the role of psychological capital as a personal resource in achieving career success via its influence on employability

The Employability of Occupational Psychology Graduates: Insights from my Professional Doctorate

There has been much debate over recent years as to the identity challenge facing Occupational Psychology graduates– what do they do with their degrees, what does it mean to be chartered, how can they shape a unique identity

Technology to Mediate Role Conflict in Motherhood

Today, new mothers are experiencing parenthood differently. Digital resources can provide a wealth of information, present opportunities for socializing, and even assist in tracking a baby's development. However, women are often juggling the role of motherhood with other commitments, such as work. The aim of this workshop is to understand the digital support needs and practices during parenthood from the perspective of employed mothers. We are interested in exploring the ways that women utilise the technologies which have been designed to support mothers, and specifically, the importance of work-life balance and the various roles that mothers play. There is a need to better understand and identify which technologies are being used to support working women through support working women through their motherhood journey, and ensure a healthy transition to support women's changing identities

Examining the role of employability as a mediator in the relationship between psychological capital and objective career success among occupational psychology professionals

Employability is core to our understanding of career sustainability, and at an individual level, identifying the personal resources that support employability in the achievement of career success is warranted. This study builds on the conservation of resources theory, examining the role of employability as a mediator in the relationship between psychological capital and objective career success. To test our hypotheses, we utilised a context-specific practitioner sample of 135 individuals with UK-accredited occupational psychology qualifications. Employability was conceptualised using the competence-based model, underpinned by occupational expertise. Psychological capital and employability were measured using self-report questionnaires, whilst career success was determined via gross annual salary and practitioner status, ensuring objective measures of this outcome variable. Structural equation modelling identified that the relationship between psychological capital and objective career success was fully mediated by employability. These novel findings have important theoretical and practical implications for the role of psychological capital as a personal resource in achieving career success via its influence on employability