Development and Validation of the Career Identity Development Inventory

The primary aims of this study were to address existing measurement concerns in the neo-Eriksonian identity literature and fill a gap in the vocational identity literature by developing and validating the Career Identity Development Inventory (CIDI). As the processes of identity formation and career development share close conceptual ties, we introduced an integrated conceptual model of career identity development from which CIDI was developed to be comprised of two subscales, CIDI-E and CIDI-C, that were each composed of four career identity dimensions. In Study 1, we delineated how CIDI was constructed and reported initial evidence of validity and reliability using a sample of 398 US college graduates. We further tested the psychometric properties of CIDI in Study 2 using confirmatory factor analyses with another sample of 419 US college graduates. Implications for using CIDI at the variable and person level, and future research directions are provided to further the understanding of the career identity development process.

Professional Identity Formation of Early Career Music Therapists

In this study, 15 early career music therapists were interviewed about their academic, clinical, personal, and early professional experiences to define the key characteristics of their professional identity formation. Subsequent analysis of these data revealed that for these music therapists, early career identity formation was characterized by 3 developmental tasks: (1) formulating a professional identity, (2) identifying and practicing a preferred working style, and (3) moving from a single approach to practice and drawing from a variety of theories and approaches. Furthermore, their early career identity formation was characterized by 4 sequential subphases: (1) openness to change, (2) experiencing complexity, (3) freeing up, and (4) increased confidence. Barriers to healthy identity formation were also discussed. Implications for education and training, along with the importance of facilitating mentorship opportunities for early career professionals, were proposed to connect the findings to academic and professional life.

Generation Z Career Identity Formation Through Guidance and Counselling Services

This study aims to describe a generation Z career identity formation through guidance and counselling services. This research used a qualitative approach with the phenomenology method. The research subjects are late adult adolescents (18-25 years) with two people. The selection of informants based on their late teens tended to require counselling and guidance services and began to consider future careers. Data collection methods used were in-depth interviews and observation. These research results are forming career identity, determining interests, having confidence in the career to be pursued, and ownership of figures to explore the chosen career field. Generation Z career identity includes the embodiment of self-concept for the chosen job. The digitalization era also influences generation Z's career identity formation. Therefore, the role of guidance and counselling services is crucial in helping individual planning and specialization.