SAGE Journal Articles
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Wendlandt, N. M., & Rochlen, A. B. (2008). Addressing the College-to-Work Transition Implications for University Career Counselors. Journal of Career Development, 35(2), 151-165.
This article reviews recent literature highlighting the challenges associated with the college-to-work transition and proposes a model for understanding the experience of workplace entry for new graduates. This model outlines three stages of development in the transition process, namely (a) anticipation, (b) adjustment, and (c) achievement, and identifies a number of challenges that can be addressed prior to college graduation. In response, this article suggests that university career counselors can play an increasingly supportive role in easing the complexities of the transition. Evidence indicates that students may benefit from a more thorough understanding of workplace realities and resources for coping with the significant change inherent in this transition experience. Implications for university career counselors are provided.
Questions to Consider:
- Identify challenges in the College-to-Work Transition discussed in this article, which parallel the challenges you face as you transition from the classroom to the field site.
- List three strategies that will help you prepare for your transition.
- What career counseling advice would you give to yourself at this stage of your transition from student to professional?
Rønnestad, M. H., & Skovholt, T. M. (2003). The journey of the counselor and therapist: Research findings and perspectives on professional development. Journal of career development, 30(1), 5-44.
This article summarizes a reformulation of the main findings and perspectives from a cross-sectional and longitudinal qualitative study of the development of 100 counselors and therapists. The results are presented as a phase model and as a formulation of 14 themes of counselor/therapist development. The following six phases are described: The phases of the lay helper, the beginning student, the advanced student, the novice professional, the experienced professional, and the senior professional. The themes describe central processes of counselor/therapist development. The themes are addressing different issues such as shifts in attentional focus and emotional functioning, the importance of continuous reflection for professional growth, and a life-long personal/profession integration process. Sources of influence for professional functioning and development are described. The results show consistently that interpersonal experiences in the personal life domain (early family life and adult personal life) and the professional life domain (interacting with clients, professional elders, and peers) are significant sources of influence for professional development.
Questions to Consider:
- After reading this article, in which of the six phases would you categorize yourself: the lay helper, the beginning student, the advanced student, the novice professional, the experienced professional, or the senior professional?
- On what themes did you base your response to question #1?
- What interpersonal experiences in the personal life domain (early family life and adult personal life) are the most significant sources of influence on your professional life domain (interacting with clients, professional elders, and peers) at this phase of your training?
Romano, J. L., & Hage, S. M. (2000). Prevention and Counseling Psychology Revitalizing Commitments for the 21st Century. The Counseling Psychologist, 28(6), 733-763.
This article advocates the need for a much stronger emphasis on and commitment to the science and practice of prevention in counseling psychology. Historical and recent developments in the profession are highlighted, as are the changing U.S. demographics and societal needs that mandate an enhanced prevention focus for the field. A prevention based agenda of four fundamental goals for counseling psychology is articulated. The goals include eight training domains and objectives as well as skills needed to support a prevention agenda for counseling psychology. Barriers and adjustments needed to give renewed vitality toward prevention are discussed. Prevention resources and funding opportunities are presented.
Questions to Consider:
- What do the authors articulate as the four major goals of prevention?
- Assess yourself in each of the eight training domains …what are your strengths and growth edges in each domain?
- Provide an example from your site that supports the authors premise that “In practice, it is often difficult to differentiate between primary, secondary, and tertiary prevention” (p. 739).