Dysfunctional Career Thoughts and the Sophomore Slump Among Students With Learning Disabilities

The present study sought to underline the need for expanded transitioning college programming to the 2nd year by examining dysfunctional career thoughts among college students with learning disabilities (LDs). Multivariate analysis of variance (MANOVA) was used to examine the mean differences between 93 college sophomores and seniors with LD on the three subscales of the Career Thoughts Inventory (CTI). Findings from the MANOVA showed significant mean differences among groups. Follow-up analysis found that sophomores showed significantly higher dysfunctional career thoughts than seniors. Seniors displayed substantially lower mean scores on the CTI subscales than sophomores. Findings support the need to extend transition programming that includes addressing students’ dysfunctional career thoughts beyond the 1st year to help ease college transition difficulties and thus promote persistence and retention of students with LD. Research and practice implications are presented for career scholars and practitioners working with college students with LD.

The Relationship Between Career Thoughts and Adjustment for Individuals With Multiple Sclerosis

The study investigated the relationship between the psychosocial adjustment and dysfunctional career thoughts for adults with multiple sclerosis. The Reactions to Impairment and Disability Inventory measured psychosocial adjustment, and the Career Thoughts Inventory measured dysfunctional career thoughts. The results found that (a) higher levels of depression were associated with higher levels of decision-making confusion and commitment anxiety and (b) higher levels of adjustment were associated with lower levels of decision-making confusion. Rehabilitation counselor implications are discussed.

The Influence of Family of Origin Relationships on Career Thoughts

Family of origin relationships are an important influence on career decision-making. The current study investigates the relationship between family cohesion, expressiveness and conflict and dysfunctional career thoughts. The Family Environment Scale - Form R (Moos & Moos, 2009) measured the family environment and the Career Thoughts Inventory (Sampson, Peterson, Lenz, Reardon, & Saunders, 1996) measured dysfunctional career thoughts. Participants were undergraduate students at a large Southern University. The results found that higher levels of family conflict and lower levels of family expressiveness were associated with higher levels of decision-making confusion, commitment anxiety, and external conflict. Implications for career counselors are discussed.

Career Readiness and Individuals with Disabilities

PurposeThe purpose of the current study is to investigate the relationship between career readiness, defined as capability and complexity, and vocational identity for individuals with disabilities.MethodForty-three consumers participating in vocational evaluation services for a state-federal vocational rehabilitation agency completed the Career Thoughts Inventory (CTI) and My Vocational Situation (MVS). Regression analysis was used to investigate the relationship between two independent variables (complexity and capability) and vocational identity.ResultsThe results indicated that the independent variables (complexity and capability) accounted for 52% of the variance of the MVS – Vocational Identity score. Partial eta square for complexity was .03 (small effect) and for capability .46 (large effect).ConclusionsThe results of the study provide support that improving career readiness contributes to improved vocational identity defined as the individual having a clearer and more stable understanding of their career goals, interests, personality, and talents. The Career Thoughts Inventory can be used by a vocational rehabilitation counselor to differentiate an individual's level of career readiness and develop targeted career interventions.

Dysfunctional Career Thoughts Minimization: Strategically Improving Student Outlook

Career practitioners have long observed that dysfunctional (negative) career beliefs contribute heavily to the difficulty many college students have in making rational career decisions. This study attempts to measure the impact that a career planning course can have on reducing dysfunctional career thoughts, and thereby increasing the ability of students to focus their career plans. The Career Thoughts Inventory (CTI) was used to assess dysfunctional career thinking before and after students’ participation in a three credit hour career planning course. Statistical analyses clearly indicate that dysfunctional career thoughts are significantly reduced through application of an effective career planning course.