The ECHD 2050 Project
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The purpose of this study was to empirically examine the unique effects and outcomes that arise when combining two career counseling interventions together. The majority of research in vocational psychology has focused on the use of single interventions to assist individuals with their career-related difficulties. There is little information regarding the use and effectiveness of combined career interventions. Thus, the study attempted to add new information to an area of research that has received little attention. Specifically, the study was designed to examine the combined effects of a career course and a career consultation session. It was hoped that this study would be able to determine if a session of career consultation would add to the effectiveness of the career course. In addition, the researcher also looked for the presence of any moderating variables that might lead to differences in students’ scores on the main constructs which were measured. Undergraduate students enrolled in a career development course were enlisted as participants for the study. Data from 169 of these students was utilized in the final analyses. While all students participated in the course, some students were required by their instructors to participate in a session of career consultation. Those students who participated in both of these interventions made up the dual intervention (treatment) group, while the remaining students were considered to be members of the single intervention (comparison) group. A pretest-posttest research design was utilized in this study. Both groups of students were sampled early in the semester before the occurrence of the consultation sessions and again once the sessions had ended and the courses were coming to a close. The research packets completed by students included measures examining career certainty, indecision, cognitive dysfunction, and decision-making self-efficacy. Statistical Analyses were calculated to examine between-group differences. Additional analyses were calculated to examine the moderating effects of students’ attitudes towards career counseling and towards participation in course requirements occurring outside of the classroom upon these main measures. Results indicated that students who participated in both the career course and a career consultation session reported higher levels of career decision-making self-efficacy than those students who only participated in the career course. No other significant differences were found between these two groups. The implications these results have for the use of combined interventions are discussed. In addition, students’ ethnicity was found to have a moderating effect upon their levels of career decision-making self-efficacy. Possible explanations for this observation and its implications for
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