Peter McIlveen

Autoethnography as a Method for Reflexive Research and Practice in Vocational Psychology

This paper overviews the qualitative research method of autoethnography and its relevance to research in vocational psychology and practice in career development. Autoethnography is a reflexive means by which the researcher-practitioner consciously embeds himself or herself in theory and practice, and by way of intimate autobiographic account, explicates a phenomenon under investigation or intervention. Autoethnography is presented as a vehicle to operationalise social constructionist research and practice that aims to establish trustworthiness and authenticity. Furthermore, the method is presented as a means to operationalise the notion of critical consciousness within researchers and practitioners. It is concluded that autoethnography should be admitted to the methodological repertoire of vocational psychology research and practice.

Narrative career counselling: Theory and exemplars of practice

This paper provides an overview of narrative career counselling, which is presented as a predominant variant of constructivism. Constructivist theories have relatively recently emerged as a significant force within vocational psychology and the practice of career counselling. The systems theory framework and the theory of career construction are introduced as theoretical frameworks amendable to constructivism and narrative career counselling. Although a stable definition of narrative career counselling cannot be presented at this stage in its theoretical and technical evolution, core theoretical tenets of this new approach to counselling are presented. Exemplars of the practice are described to provide an introductory account of the process of narrative career counselling. Some of the limitations of the approach are described along with a recommendation for the development of theory and research that adequately address counselling outcome and process.

Transition of graduates from backpack‐to‐briefcase: a case study

Purpose – The purpose of this paper is to overview the Backpack‐to‐Briefcase project which established a set of prototype career development learning strategies for Australian university career services, with the aim of contributing to their services for supporting students and graduates to make a smoother transition into graduate employment and the world‐of‐work.Design/methodology/approach – A case study analysis of the development and implementation of three career development learning interventions is described. These interventions include: employability skills workshops for students; career mentoring for students; and services to small and medium sized employers to support their recruitment and induction of new graduates into their worksites.Findings – The prototype interventions developed in the project extended the work of the universitys Career Service. The interventions were judged as having the capacity to be readily implemented by university career services. A key outcome was the success of the...

Evaluation of a Semi-Structured Career Assessment Interview Derived from Systems Theory Framework

Current literature indicates that vocational assessment in the field of career counselling and guidance has been dominated by quantitative and empirical methods. Recent criticism of the field from the post-modernist perspective has stimulated the development of theories that account for the presence of a wider range of influences in an individuals phenomenal world with respect to career. This study investigated the practical efficacy of a semi-structured interview (derived from the Systems Theory Framework (STF)) which was developed for application in the career counselling service at a university. Another interview derived from ‘standard’ practice methods was also developed for comparison purposes. Clients of the careers counselling service received either form of interview in an experiment that utilised a pre-test/post-test design. Three measures of outcome (self-exploration, environment exploration and attributional style) were used to assess the two interview methods. The results indicated that the interview based on the STF has some tentative merit as a potential alternative method for career assessment.

The Genuine Scientist-practitioner in Vocational Psychology: An Autoethnography

This paper explores the notion of the scientist-practitioner in vocational psychology. It is suggested that despite the visage of science and technology, the actual practice of vocational psychology and career counselling is a very personal endeavour. The paper uses autoethnography to elucidate the construction of the career assessment and counselling procedure My Career Chapter. It is argued that the genuine creator of the procedure was not the chimerical scientist-practitioner; rather it was a sensitive rural, working-class boy who had transcended strictures of economic class and culture. His transformation inherently effected his doing the science and practice of vocational psychology. The paper suggests that the lamented divide between theory and practice in vocational psychology may be reduced through autoethnographic inquiry, which proffers a personal bridge between the two without diminishing commitment to orthodox forms of psychological science.

A Short Form of the Career Futures Inventory

The purpose of this study was to test the international transferability and structural validity of the Career Futures Inventory (CFI) in a sample of Australian university students (N = 1,566). Exploratory factor analysis of the data from a random half-split of the sample supported a three-factor solution equivalent to the original CFI subscales, Career Optimism, Career Adaptability, and Perceived Knowledge. Confirmatory factor analysis of the data from the remaining random half-split supported the structural validity of a short form, the CFI-9. The subscales of the CFI-9 had acceptable internal consistencies and correlations with measures of academic major satisfaction, career choice satisfaction, and generalized self-efficacy. It was concluded that the properties of the CFI and the CFI-9 were sufficient to explore their application as measures of perceptions of employability. It was suggested that the CFI-9 has potential as a diagnostic screening tool for counseling and educational interventions.

Social constructionism in vocational psychology and career development

This is the fourth book published in the Sense Publishers Career Development Series which began in 2006. The current work addresses the scholarship of social constructionism and its place in disciplinary and professional endeavours of vocational psychology and career development. There is little doubt that social constructionism has generated new perspectives, theories, research methods, and practices, but there is so much more work to be done to ensure that social constructionism continues as a productive force. Indeed, the chapters in this book will do considerable work to advance social constructionism in the field. As editors, we aimed to present an optimistic view of social constructionism that could generate new ideas for research and practice. What the authors have achieved is a clear and informative invitation to new scholars and an update for current scholars in the field.

Autoethnography in Vocational Psychology: Wearing Your Class on Your Sleeve

This article addresses reflective practice in research and practice and takes the issue of consciousness of social class in vocational psychology as a working example. It is argued that the discipline’s appreciation of social class can be advanced through application of the qualitative research method autoethnography. Excerpts from an autoethnographic study are used to explore the method’s potential. This reflexive research method is presented as a potential vehicle to improve vocational psychologists’ own class consciousness and to concomitantly enhance their capacity to grasp social class within their own spheres of research and practice. It is recommended that autoethnography be used for research, training, and professional development for vocational psychologists.

Perceptions of Career Development Learning and Work-Integrated Learning in Australian Higher Education

This paper is a report on the perceived correspondence between career development learning and work-integrated learning programs that were delivered by career services in Australian higher education institutions. The study entailed a questionnaire survey of representatives of university career services. The questionnaire dealt with the extent to which the elements of career development learning were present in work-integrated learning programs. Results of the survey indicated convergence of the career development-learning domains of self-awareness and opportunity awareness, but relatively less integration of decision-making and transition learning. The article concludes with a call for further exploration into how universities and employers view career development learning in work-integrated learning programs.

A Test for Theoretical Integration: Systems Theory Framework and Dialogical Self

The Systems Theory Framework (STF) is presented as an integrating and organising concept for the predominant theories of career. In order to test the integrative capacity of the STF, this research merges the STFs theoretical element of story with the Theory of Dialogical Selfs model of personality. Implications for the practice of career counselling are discussed along with a working example of a career assessment procedure informed by the STF and the Theory of Dialogical Self. It is concluded that integration of the two theoretical bodies adds to the STFs explanatory capacity. There is further scope, however, for STFs integration with theories based upon varying epistemological and ontological assumptions.