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Career Counseling (career + counseling)
Selected AbstractsCareer choices and workplace challenges for individuals with ADHDJOURNAL OF CLINICAL PSYCHOLOGY, Issue 5 2005Kathleen G. NadeauArticle first published online: 18 FEB 200 Attention deficit hyperactivity disorder (ADHD) in adults is increasingly recognized as a common disorder that can significantly impact workplace functioning, yet few clinicians or career consultants have training in how to help adults select careers or jobs within a chosen career that are a good match for their strengths, weaknesses, ADHD tendencies, and coexisting conditions. Straightforward career counseling is inadequate to meet the needs of adults who have ADHD, and significant follow-up, brain-based counseling or therapy is often necessary to help these adults implement the recommendations generated by an ADHD career assessment. This article guides the clinician through the multiple steps of clinical interview, assessment, and intervention when working with adults who have ADHD who face challenges in the workplace. © 2005 Wiley Periodicals, Inc. J Clin Psychol/In Session 61: 549,563, 2005. [source] A Dynamic Food Science Internship Program: Integration of Problem-Based Learning and Student-Centered MentoringJOURNAL OF FOOD SCIENCE EDUCATION, Issue 3 2002Y.M. Lo ABSTRACT: An internship program based upon problem-based learning (PBL) and student-centered mentoring is developed. Food science majors are introduced to the program in their sophomore/junior year and follow a process that involves learning-style assessments, career counseling, and direct contact with industrial mentors to develop a resume. The problems are designed in collaboration with a faculty advisor so the students can apply their knowledge to industrial situations. Assessment of performance is conducted by having students submit weekly journal entries and a final report and participate in a closing interview. The journals and reports are graded on 6 aspects of a pedagogical reasoning model: Comprehension, transformation, implementation, evaluation, reflection, and new comprehension. This trains students to use a range of knowledge within a restrained environment, as well as assisting students to refine the critical food science and interpersonal skills needed for successful careers after graduation. [source] When Can We Expect the Unexpected?JOURNAL OF SOCIAL ISSUES, Issue 1 2008Predicting Educational Attainment When it Differs from Previous Expectations Individuals' expectations are strong predictors of their behaviors; educational expectations predict enrollment in postsecondary education. Yet in many cases, a youth's previous educational expectations are not met or are exceeded. This study examines correlates of educational expectations and unexpected educational attainment using longitudinal data from Monitoring the Future, a U.S. national study. Demographic characteristics, educational experiences in high school, and other risk and protective factors were related to expectations for educational attainment during high school. Logistic regressions indicated that high school curriculum, average grades, educational aspirations, and parents' educational level were particularly strong indicators of youth not meeting their expectation to graduate from a 4-year college, or graduating from college despite expecting not to graduate by age 25/26. We discuss the implications of unexpected pathways in terms of discontinuity during transitions and consider the implications for improved educational and career counseling during high school. [source] Using theory and research to improve student affairs practice: Some current examplesNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 131 2005Dawn R. Person This chapter describes two emerging theories that inform career counseling and explores how they can strengthen student success programs for underrepresented populations. The chapter also describes several effective programs and services that support traditionally underrepresented students as they prepare for, succeed in, and make the transition out of the community college. [source] Personal, academic, and career counseling of African American women in college settingsNEW DIRECTIONS FOR STUDENT SERVICES, Issue 104 2003Madonna G. Constantine This chapter provides information about personal, academic, and vocational concerns of African American college women and offers culturally relevant counseling frameworks and interventions for working with this population. [source] Emergency Medicine Career Choice: A Profile of Factors and Influences from the Association of American Medical Colleges (AAMC) Graduation QuestionnairesACADEMIC EMERGENCY MEDICINE, Issue 6 2009Jeremy S. Boyd Abstract Objectives:, This study sought to account for trends in medical student specialty choice by examining the importance of lifestyle factors. Emergency medicine (EM) is among several medical specialties classified as having a "controllable lifestyle." The primary objective of this study was to determine if medical students choosing careers in EM have a different profile of influences, values, and expectations from students choosing other specialties or specialty groups. Of secondary interest was how much lifestyle influenced students choosing EM compared to students choosing controllable lifestyle (CL) specialties. Methods:, Using data from the 2005 and 2006 Association of American Medical Colleges (AAMC) graduation questionnaire (GQ) supplemental surveys, we grouped responses according to desired specialty choice: EM (n = 963), CL (n = 3,681), primary care (PC; n = 3,191), or surgical specialty (SS; n = 1,694). The survey requires students to rate the influence of nine specific factors in determining their specialty choice: lifestyle, competitiveness, high level of educational debt, mentors and role models, options for fellowship training, salary expectations, length of residency training, family expectations, and medical school career planning activities. Using one-way analysis of variance (ANOVA) and nonparametric statistics, we assessed responses among the four subgroups for differences in the importance attributed to these factors. Results:, A total of 13,440 students completed the two supplemental surveys of the GQ. Of these students, 9,529 identified a specialty choice that fell within one of the four comparison groups and were included in the analysis. Compared to other specialty groups, students choosing EM reported lifestyle and length of residency as strong influences, while attributing less influence to mentors and options for fellowship training. Conclusions:, Students choosing a career in EM have distinctly different priorities and influences than students entering PC and SS. The profile of students who choose EM is very similar to those choosing traditional CL specialties. A more thorough understanding of the values and priorities that shape medical student career selection may allow educators to provide better career counseling. [source] An Assessment of the Faculty Development Needs of Junior Clinical Faculty in Emergency MedicineACADEMIC EMERGENCY MEDICINE, Issue 7 2008Heather Farley MD Abstract Objectives:, Academic physicians must be able to access the resources necessary to support their ongoing professional development and meet requirements for continued academic advancement. The authors sought to determine the self-perceived career development needs of junior clinical faculty in emergency medicine (EM) and the availability of educational resources to meet those needs. Methods:, An educational "needs assessment" survey was distributed to 954 American College of Emergency Physicians (ACEP) members listed in the ACEP database as being faculty at EM residency programs in the United States and having graduated from an EM residency within the past 7 years. Respondents were asked to rank the importance of 22 areas of faculty development to their own professional growth and then to indicate whether educational resources in each area were available to them. Respondents were also asked to note the educational formats they prefer. A search for currently available resources in each topic area was undertaken and compared to the survey results. Results:, A total of 240 responses were received. Self-perceived career development needs were identified in the following areas: bedside teaching, lecture development, business skills, managerial skills, educational research, mentorship and career counseling, interpersonal skills, leadership skills, scholarly writing skills, physician wellness, and knowledge of the faculty development process. While a review of currently available educational resources revealed lectures, conferences, and online materials pertinent to most of these topics, a relative lack of resources in the areas of mentorship and physician wellness was identified. Conclusions:, Junior clinical faculty in EM perceive a lack of educational resources in a number of areas of faculty development. The academic community of EM should strive to improve awareness of and access to currently existing resources and to develop additional resources to address the area of physician wellness. The lack of mentorship in academic EM continues to be a problem in search of a solution. [source] | |||||||||||||