Following recent recommendations for vocational intervention (e.g., Lent, 2001; Savickas, 2001; Fouad, 2001; Vondracek, 2001), and based on career theory and research, the mission of the Career Counselling Unit - Centre for Counselling Psychology and Human Development, in the Department of Psychology, University of Minho, is to facilitate scientific understanding of career choice and development, translate career theory and research into practice, and to train new professionals, in order to serve an increasingly diverse clientele, experiencing a multitude of academic and work transitions, in diverse systems and environments. Therefore, in this paper the authors reaffirm the importance of research as a core activity in vocational psychology, presenting results from the analysis of the Career Counselling Unit’s client database. In this paper, clients from the Career Counselling Unit are characterized by social, demographic, academic and diagnostic variables. Results point out differences varying with school year, sex, problem, intervention modality, and intervention length. Implications for interventions in educational settings are discussed from developmental and educational theory.Fundação para a Ciência e a Tecnologia (FCT

Araújo, Alexandra Maria Dantas de Castro

Carvalho, Sara

Faria, Liliana

Loureiro, Nazaré

Silva, Ana Daniela

Taveira, Maria do Céu

Viola, Lara

Universidade do Minho: RepositoriUM

printed bywww.postersession.comStudy of Vocational Clients Profile: Implications for Educational SettingsMaria do Céu Taveira, Alexandra Araújo, Liliana Faria, Ana Daniela Silva, Nazaré Loureiro, Sara Carvalho, Lara ViolaUNIVERSITY OF MINHO , PORTUGALFollowing recommendations for vocational intervention (e.g., Lent, 2001; Savickas, 2001; Fouad, 2001; Vondracek, 2001), and based on career theory and research, the mission of the Career Counseling Unit - Centre for Counseling Psychology and Human Development, in the Department of Psychology, University of  Minho, is:• To facilitate scientific understanding of career choice and development•To translate career theory and research into practice• To promote Psychology students’ and professionals’ training in career counseling  issuesIn this context, the study of career intervention outcomes and process have been recently incorporated into our applied research activity. Outcome effects might be improved by conceptualizing and diagnosing  individual intervention goals and decision-making  and difficulties, and  by tailoring intervention  efforts  to these goals and difficulties (Brown & Mc Partland, 2005).•Statistical Analyses: Descriptive , Qui-square tests and One-way analyses of variance  were performed  (SPSS, version 15.0) , in order to  (a) characterize sample and  psychologists diagnostic assessments, (b) analyze the association between gender and diagnostic assessments, (c ) analyze age and professionals’ level of experience group differences, respectively . Table 2 presents a summary of the main results obtained in the study.•Results summary: Career decision-making problems were the most frequent difficulties observed and registered by psychologists.  But for 1.3.5. (personal constraints to choice; χ2 =4,296, p=0.031) and 2.1.2. (inability to successfully complete the steps for goal attainment; χ2 =5,901, p=0.018);  (with boys in disfavor),  the association between diagnostic assessment categories and  gender were not statistically significant . Several career problem categories were differentially expressed and diagnosed among the three age groups analyzed: when compared with the older ones, more younger clients were diagnosed  as  expressing career decision-making difficulties; moreover, when compared with the younger ones, more older clients were diagnosed as expressing career decision implementation, work performance ,and work adaptation problems. Career problem subcategories were differentially diagnosed  among different professionals groups, with group 2 assessing more frequently career decision making difficulties, when compared with groups 1 and 3 (see Table 2).Five diagnostic models are used more frequently in career counseling: behavior–analytic (Kanfer & Saslow, 1965), developmental (Crites, 1969; Super & Crites, 1982), ability-focused (Gottfredson, 1986), person-environment interactive ( Holland, 1985), and problem-focused (Campbell, Cellini, Shaltry, Long & Pinkos,  1973, 1979) – (see Spokane, 1991). This study explores the advantages of using the problem-focused diagnostic model with young and adult career counseling clients, based on the use of the Diagnostic Assessment of Career Development Problems developed by Campbell et al. (1973). This taxonomy  provides a framework emphasizing problem identification, analysis, and evaluation in career interventions, especially for adults. Problem categories identified were: Problems in career decision-making, Problems in implementing career plans, Problems in organizational/institutional performance, Problems in organizational/institutional adaptation (see Table 1).The study’s ample included a total of  168 clients (96, 57,1% women and 72, 42,9% men) with ages between 13 and 34 years old (M=17,22, DP=4,5), attending individual (106, 63,1%) group (57, 33,9%) or mixed (5, 3%) modalities of career counselling at the CCU-DPUM, during the academic year of 2006-2007. And also, a  total of 9 female psychologists, with different years of practice, who diagnosed their clients according to the mentioned problem-focused taxonomy (group 1, with 3 years of experience, who classified 78, 46,4% of the clients sample; group 2, with 1 or 2 years of experience, who classified 66, 39,3% of the clients; and group 3, with less than 1 year of experience, who classified 24 , 14,3% of the clients)•Brown, S.D. & Rector, C. C. (2008). Conceptualizing and diagnosing Problems in Vocational Decision-Making. In S.D. Brown & R.W. Lent (eds.) Handbook of Counseling Psychology (4th ed.) (pp.392-407).  NY: John Wiley & Sons. •Brown, S.D. & Mc Partland, E.B. (2005). Career interventions: current status and future directions. In W.B. Walsh & M. L. Savickas (eds.), Handbook of Vocational Psychology (3rd ed.) (pp.195-226). NJ: Elrbaum.•Campbell, R.E., Cellini, J.V., Shaltry, P.E., Long, A.E., & Pinkos, D. (1973). A Diagnostic Taxonomy of Adults Career Problems (pp.56-66).  Columbus, OH: The National Center for Research in Vocational Education.•Fouad, N. (2001). The future of vocational psychology: Aiming high. Journal of Vocational Behaviour, 59 (2), 183-191.•Lent, R. (2001). Vocational psychology and career counselling: Investing the future. Journal of Vocational Behaviour, 59 (2), 213-225. •Savickas, M. (2001). The next decade in vocational psychology: Mission and objectives. Journal of Vocational Behaviour, 59 (2), 284-290. •Spokane, A.R. (1991). Career intervention. NJ: Prentice-Hall•Vondracek, F. (2001). The developmental perspective in vocational psychology. Journal of Vocational Behaviour, 59(2), 252-261.•Assessment of career problems and difficulties based on a problem focused diagnostic model evidenced individual differences in clients career counseling motives and  career decision making difficulties, as well as counselors individual differences in diagnostic assessment as function of their level of  practical experience . This knowledge should be used  to adjust career interventions to clients’ characteristics and surpass the more common belief  on the uniformity of career indecision sources among different groups of clients•Several models of diagnostic assessment can be used in career counseling. Research on each model advantages and disadvantages can offer a more comprehensive view of  assessment  instruments and activities in career counseling In this paper  the  conceptualization and  diagnose of career problems at the Career Counseling Unit of the Centre for Counseling Psychology and Human Development, (CCU-DPUM) in the Department of Psychology, University of  Minho – are presented and discussed, considering that clients sources for  their career decision-making difficulties and their reasons for seeking career counseling are not uniform, and that it may vary as a function of clients gender and age as well as a function of psychologists classification.BACKGROUNDPURPOSE AND HYPOTHESISMATERIALS AND METHODSRESULTSCONCLUSIONSBIBLIOGRAPHYTable 1. Diagnostic Taxonomy OutlineProblem Categories and Subcategories1.0 Problems in Career decision Making1.1. Getting Started1.1.1. Lack of awareness of the need for a decision1.1.2. Lack of knowledge of the decision-making process1.1.3. Awareness of the need to make a decision, but avoidance of assuming personal responsibility for decision-making 1.2. Information Gathering1.2.1. Inadequate, contradictory, and/or insufficient information1.2.2. Information overload1.2.3. Lack of knowledge as to how to gather information1.2.4. Unwillingness to accept the validity of the information (e.g., disagreement  with self-concept)1.3. Generating, Evaluating, and Selecting Alternatives1.3.1. Difficulty in deciding due to multiple options1.3.2. Failure to generate sufficient career options due to personal limitations(e.g., health, resources, ability, and education)1.3.3. Inability to decide due to the thwarting effects of anxiety (fear of: failure, social disapproval, and/or of commitment to a course of action)1.3.4. Unrealistic choice (e.g., aspiring too high or too low, based upon criteria such as aptitudes, interest, values, resources, and personal circumstances)1.3.5. Interfering personal constraints which impede a choice (e.g., interpersonal influences and  conflicts, situational circumstances, resources, and health)1.3.6. The inability to evaluate alternatives due to lack of knowledge of the evaluation criteria (e.g., values, interests, aptitudes, skills, resources, health, age, and personal circumstances)1.4. Formulating Plans for Implementing Decisions1.4.1. Lack of knowledge of the necessary steps to formulate a plan1.4.2. Inability to utilize a future time perspective in planning1.4.3. Unwillingness and/or inability to acquire the necessary information to formulate a plan 2.0 Problems in Implementing Career Plans2.1. Characteristics of the Individual2.1.1. Failure of the individual to undertake the steps necessary to implement his/her plan2.1.2. Failure or inability to successfully complete the steps necessary for goal attainment2.1.3. Adverse changes in the individual whose plans are disrupted by a physical disability2.2. Characteristics external to the Individual2.2.1. Unfavorable economic, social, and cultural conditions2.2.2. Unfavorable conditions in the organization or institution central to the implementation of one’s plans2.2.3. Adverse conditions of or changes in the individual’s family situation 3.0 Problems in Organizational/Institutional Performance3.1. Deficiencies in skills, Abilities, and Knowledge3.1.1. Insufficient skills, abilities, and/or knowledge upon position entry3.1.2. The deterioration of skills, abilities, and/or knowledge over time while in the position due to temporary assignment to another position, level, and/or lack of continual practice of the skill3.1.3. The failure to modify or update skills, abilities, and/or knowledge to stay abreast of job changes3.2. Personal Factors3.2.1. Personality characteristics discrepant with the job (e.g., values, interests and work habits)3.2.2. Debilitating physical and/or emotional disorders3.2.3.Adverse off-the-job personal circumstances and/or stressors (e.g., family pressures, financial problems, and personal conflicts)3.2.4. The occurrence of interpersonal conflicts on the job which are specific to performance requirements (e.g., getting along with the boss, coworkers, customers, and clients)3.3. Conditions of the Organizational/Institutional Environment3.3.1. Ambiguous or inappropriate job requirements (e.g., lack of clarity of assignments, work overloaded, and conflicting assignments)3.3.2. Deficiencies in the operational structure of the organization/institution3.3.3. Inadequate support facilities, supplies, and resources (e.g., insufficient lighting, ventilation, tools, support personnel, and materials)3.3.4. Insufficient reward system (e.g., compensation, fringe benefits, status, recognition, and opportunities for advancement)4.0 Problems in Organizational/Institutional Adaptation4.1. Initial Entry4.1.1. Lack of knowledge of organizational rules and procedures4.1.2. Failure to accept or adhere to organizational rules and procedures4.1.3. Inability to assimilate large quantities of new information (e.g., information overload)4.1.4. Discomfort in a new geographic area4.1.5. Discrepancies between the individual’s expectations and the realities of the institutional/organizational environment4.2. Changes over Time4.2.1. Changes over the life span in one’s attitudes, values, life style, career plans, or commitment to the organization which lead to incongruence between the individual and the environment 4.2.2. Changes in the organizational/institutional environment which lead to incongruence between the individual and the environment (e.g., physical and administrative structure, policies, and procedures)4.3. Interpersonal Relationships4.3.1. Interpersonal conflicts arising from differences of opinion, style, values4.3.2. The occurrence of verbal or physical abuse or sexual harassmentSource: The Diagnostic Assessment of Career Development Problems developed by Campbell et al. (1973) OH: National Center for Research in vocational Education. In A. R. Spokane, 1991, Career intervention (pp.299-310). NJ: Prentice-Hall..Group age diff:  * p=.000; **p<.05  Psychologists experience differences (a) p=.000 (b) p<.05 D i a g n o s t ic   C a t e g o r ie s   F r e q u e n c i e s  ( N )  P e r c e n t a g e s  ( % )  1 .0    1 . 1    1 . 1 . 1  1 1  6 , 5  1 . 1 . 2  6 8  4 0 , 5  1 . 1 . 3  4 4 ( a )  2 6 , 2  1 .2    1 . 2 . 1  1 3 5  8 0 , 4  1 . 2 . 2  1 6  9 , 5  1 . 2 . 3  9 3  5 5 , 4  1 . 2 . 4  3 1  1 8 , 5  1 .3    1 . 3 . 1  7 6  4 5 , 2  1 . 3 . 2  1 8  1 0 , 7  1 . 3 . 3  6 0  3 5 , 7  1 . 3 . 4  4 9  2 9 , 2  1 . 3 . 5  3 4 *  2 0 , 2  1 . 3 . 6  8 2  4 8 , 8  1 .4    1 . 4 . 1  3 9  2 3 , 2  1 . 4 . 2  4 1  2 4 , 4  1 . 4 . 3  3 3  1 9 , 6  2 .0    2 .1    2 . 1 . 1  1 6 *  9 , 5  2 . 1 . 2  1 0 *  6 , 0  2 . 1 . 3  1 6 * ( a )  9 , 5  2 .2    2 . 2 . 1  7 *  4 , 2  2 . 2 . 2  1 0 *  6 , 0  2 . 2 . 3  1 3 * (b )  7 , 7  3 .0    3 .1    3 . 1 . 1  1 1 *  6 , 5  3 . 1 . 2  3  1 , 8  3 . 1 . 3  1 0 *  6 , 0  3 .2    3 . 2 . 1  9 *  5 , 4  3 . 2 . 2  1 4 *  8 , 3  3 . 2 . 3  8 *  4 , 8  3 . 2 . 4  5 * *  3 , 0  3 .3    3 . 3 . 1  4 * *  2 , 4  3 . 3 . 2  3 * *  1 , 8  3 . 3 . 3  5 *  3 , 0  3 . 3 . 4  7 * ( b )  4 , 2  4 .0    4 .1    4 . 1 . 1  1  0 , 6  4 . 1 . 2  3 * *  1 , 8  4 . 1 . 3  2  1 , 2  4 . 1 . 4  4 * *  2 , 4  4 . 1 . 5  9 * ( b )  5 , 4  4 .2    4 . 2 . 1  7 * ( b )  4 , 2  4 . 2 . 2  3  1 , 8  4 .3    4 . 3 . 1  4  2 , 4  4 . 3 . 2  1  0 , 6  5 .0  5 * (a )  3 , 0  Table 2. Results of Diagnostic Assessment

Study of vocational clients profile: implications for educational settings

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Study of vocational clients profile: implications for educational settings

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