Search results

Title: Understanding The Relationship Between Commitment Anxiety And Career Tension.
Creator: Finklea, J. Tyler, Osborn, Debra S.
Abstract/Description: Many college students experience a degree of anxiety and indecision related to choosing a major or career path. This study examined the relationship between commitment anxiety, as defined by cognitive information processing theory, and career tension in 101 undergraduate college students enrolled in a career planning class. Results of Pearson product-moment correlations showed a significant positive relationship and medium effect size between a student's commitment anxiety and career tension...
Show moreMany college students experience a degree of anxiety and indecision related to choosing a major or career path. This study examined the relationship between commitment anxiety, as defined by cognitive information processing theory, and career tension in 101 undergraduate college students enrolled in a career planning class. Results of Pearson product-moment correlations showed a significant positive relationship and medium effect size between a student's commitment anxiety and career tension levels. The results suggest that commitment anxiety and career tension are distinct but related constructs and that career counselors can help clients by reducing and managing these emotional concerns that often accompany career concerns.
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Date Issued: Sun Sep 01 00:00:00 ED
Identifier: FSU_libsubv1_wos_000484937800002, 10.1002/joec.12126
Format: Citation

Title: Online teaching of career development: Evaluating our effectiveness.
Creator: Osborn, Debra S.
Date Issued: 2009-01-01
Identifier: FSU_libsubv1_scholarship_submission_1519746389_d58935bb
Format: Citation

Title: Using the Self-Directed Search: Career Explorer With High-Risk Middle School Students: Technical Report 42.
Creator: Osborn, Debra S., Reardon, Robert C.
Abstract/Description: Ninety-eight high-risk middle school students completed the Self-Directed Search: Career Explorer (SDS: CE) as a means to improve self-knowledge and serve as a springboard to increase occupational knowledge and improve decision making skills. This study provides information on the SDS: CE, the SDS: CE Interpretive report, and the use of a group counseling venue structured on Cognitive Information Processing theory with high risk middle school students.
Date Issued: 2004-08-04
Identifier: FSU_libsubv1_scholarship_submission_1525973192_b359173d, 10.17125/fsu.1525973192
Format: Citation

Title: An international discussion about cross-cultural career assessment.
Creator: Osborn, Debra S.
Abstract/Description: Career assessments are a common resource used by career practitioners internationally to help inform individuals’ career decision-making. Research on the topic of cross-cultural career assessment has been mostly limited to the applicability of an established inventory to a different culture. The purpose of this paper is to summarize the existing research on cross-cultural assessment, and to indicate a need for collaboration among career development associations with respect to the value and...
Show moreCareer assessments are a common resource used by career practitioners internationally to help inform individuals’ career decision-making. Research on the topic of cross-cultural career assessment has been mostly limited to the applicability of an established inventory to a different culture. The purpose of this paper is to summarize the existing research on cross-cultural assessment, and to indicate a need for collaboration among career development associations with respect to the value and use of career assessments, using current ethical standards as a springboard for determining common ground and perhaps a joint statement about the value of career assessments.
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Date Issued: 2012-03-22
Identifier: FSU_libsubv1_scholarship_submission_1522251524_73b6aeb7, 10.1007/s10775-012-9220-0
Format: Citation

Title: Teaching career theories, career assessments and career information.
Creator: Osborn, Debra S
Abstract/Description: Career theories provide a framework for effective career counseling practice. Career development professionals need to be current in their knowledge of established theories and kept abreast of research that further defines existing and emerging theories. Two other tools vital to the career development practitioner are career assessments and career in- formation. The goal of this article is to provide instructors with strategies for effectively teaching these three key components of career...
Show moreCareer theories provide a framework for effective career counseling practice. Career development professionals need to be current in their knowledge of established theories and kept abreast of research that further defines existing and emerging theories. Two other tools vital to the career development practitioner are career assessments and career in- formation. The goal of this article is to provide instructors with strategies for effectively teaching these three key components of career counseling.
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Date Issued: 2009-01-01
Identifier: FSU_libsubv1_scholarship_submission_1519746930_b4b3c5c2
Format: Citation

Title: Using Card Sorts In Career Assessment.
Creator: Osborn, Debra S., Bethell, Detra S.
Abstract/Description: Card sorts have been a career counseling tool since the 1960s, and have continued to be used to help individuals in the career decision-making process. This article provides an overview of the development and use of card sorts, including traditional card sorts, creative card sorts, a virtual card sort, and research on a virtual card sort.
Date Issued: 2009-01-01
Identifier: FSU_libsubv1_scholarship_submission_1519747993_84ee479e
Format: Citation

Title: Fostering Counseling Students’ Career Information Literacy Through a Comprehensive Career Web Site.
Creator: Zalaquett, Carlos P., Osborn, Debra S.
Abstract/Description: Counseling students need to become knowledgeable about existing online career development tools to provide effective career development services today. The authors describe the characteristics of a Web site developed to foster career information literacy among students taking graduate career courses and examine its academic usefulness. Student evaluations suggest that the Web site is useful in promoting career information literacy and knowledge. Students who used the Web site showed a...
Show moreCounseling students need to become knowledgeable about existing online career development tools to provide effective career development services today. The authors describe the characteristics of a Web site developed to foster career information literacy among students taking graduate career courses and examine its academic usefulness. Student evaluations suggest that the Web site is useful in promoting career information literacy and knowledge. Students who used the Web site showed a significant gain in perceived self‐knowledge as well as in actual knowledge of career information. Ways of using the career Web site to improve students' knowledge of online career resources are explored.
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Date Issued: 2011-12-23
Identifier: FSU_libsubv1_scholarship_submission_1522253477_a61cb8a7, 10.1002/j.1556-6978.2007.tb00022.x
Format: Citation

Title: Group 2: Career Techniques and Assessments from an International Perspective: Career Techniques and Assessments from an International Perspective.
Creator: Osborn, Debra S., Lenz, Janet G.
Abstract/Description: Career assessments are a primary tool of career counselors. This article summarizes three expert presentations and comments from a discussant group from several countries on the theme “Techniques and Assessment,” which were part of the 2010 NCDA/IAEVG/SVP International Symposium in San Francisco, California. Group participants identified two goals related to the topic, including: a) creating a joint statement on the use of assessments and b) to identify the best practices related to career...
Show moreCareer assessments are a primary tool of career counselors. This article summarizes three expert presentations and comments from a discussant group from several countries on the theme “Techniques and Assessment,” which were part of the 2010 NCDA/IAEVG/SVP International Symposium in San Francisco, California. Group participants identified two goals related to the topic, including: a) creating a joint statement on the use of assessments and b) to identify the best practices related to career assessments. In addition, group members identified relevant resources and strategies for addressing these two goals.
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Date Issued: 2010-06-28
Identifier: FSU_libsubv1_scholarship_submission_1522439582_17fb5e11
Format: Citation

Title: Spiritual Needs and Practices of Counselor Education Students.
Creator: Osborn, Debra S., Street, Sue, Bradham-Cousar, Michelle
Abstract/Description: This study examined the self‐reported value of spirituality, types of spiritual practices, and values of 69 counselor education students. It also examined counseling students’ ideas for how to increase their comfort with incorporating spirituality into counseling practice. Implications for implementing spirituality training in counselor education programs are addressed.
Date Issued: 2012-04-11
Identifier: FSU_libsubv1_scholarship_submission_1522252717_bb2371b1, 10.1002/j.2161-0029.2012.00003.x
Format: Citation

Title: Training Culturally Competent Career Counselors.
Creator: Osborn, Debra S., LoFrisco, Barbara M.
Abstract/Description: CACREP and NCDA standards, along with the growing minority popu- lation in the United States, strongly suggest the importance of ensuring future career counselors are culturally competent. Yet, a recent search of the counselor education literature failed to locate any articles describ- ing how to accomplish this. This article addresses this gap by surveying the necessary elements of multicultural learning activities, providing examples used in other areas of counselor education, and...
Show moreCACREP and NCDA standards, along with the growing minority popu- lation in the United States, strongly suggest the importance of ensuring future career counselors are culturally competent. Yet, a recent search of the counselor education literature failed to locate any articles describ- ing how to accomplish this. This article addresses this gap by surveying the necessary elements of multicultural learning activities, providing examples used in other areas of counselor education, and describing several ways of incorporating cultural competence in career development courses.
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Date Issued: 2012-01-01
Identifier: FSU_libsubv1_scholarship_submission_1519747132_0c3cd3a5
Format: Citation

Title: Role-playing in Counselor Student Development.
Creator: Osborn, Debra S., Costas, Lisa
Abstract/Description: This study examined how role-plays impacted confidence, competence and empathy as measured by students’ (N = 26) and instructor’s ratings during practice triads in a microskills course. Repeated ANOVAS revealed no significant difference for scripted versus personal concerns role plays. Paired t-tests revealed significantly higher ratings for empathy, confidence, and skills at different times and for different roles (e.g. counselor, client, observer). Role-play type was correlated with role...
Show moreThis study examined how role-plays impacted confidence, competence and empathy as measured by students’ (N = 26) and instructor’s ratings during practice triads in a microskills course. Repeated ANOVAS revealed no significant difference for scripted versus personal concerns role plays. Paired t-tests revealed significantly higher ratings for empathy, confidence, and skills at different times and for different roles (e.g. counselor, client, observer). Role-play type was correlated with role preference; significant correlations were also found between script preference and specific microskills and confidence, as well as instructor ratings of facilitation skills and empathy.
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Date Issued: 2013-03-21
Identifier: FSU_libsubv1_scholarship_submission_1519929650_86075af9, 10.1080/15401383.2013.763689
Format: Citation

Title: Integrating Assessments into the Career Decision-Making Conversation.
Creator: Osborn, Debra S., Finklea, J. Tyler, Belle, Jacqueline G.
Abstract/Description: Career assessments play a key role in helping individuals inform their career decisions, whether through clarifying interests, values, and skills, identifying barriers to decision making, or in expanding one's options. We have found that many career counseling clients, often within minutes of initially engaging with a career practitioner, make a statement to the effect of, "I want to take that test that will tell me what I should be." In the sections that follow, we present an argument that...
Show moreCareer assessments play a key role in helping individuals inform their career decisions, whether through clarifying interests, values, and skills, identifying barriers to decision making, or in expanding one's options. We have found that many career counseling clients, often within minutes of initially engaging with a career practitioner, make a statement to the effect of, "I want to take that test that will tell me what I should be." In the sections that follow, we present an argument that career assessments should be part of the overall process of career counseling, not a standalone activity. We present a model of incorporating career assessments into the overall career counseling process, and demonstrate that model through use of a case study. In addition, we discuss implications for career service practitioners - but first, we will begin with a review of the purpose/utility of career assessments.
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Date Issued: 2015-01-01
Identifier: FSU_libsubv1_scholarship_submission_1519425455_53f0ba7a
Format: Citation

Title: The Vocational Meaning Survey (VMS): An Exploration of Importance in Current Work.
Creator: Peterson, Gary W., MacFarlane, John, Osborn, Debra S.
Abstract/Description: The Vocational Meaning Survey (VMS) and the Vocational Fulfillment Survey (VFS), both 28 items, were designed to measure the extent to which individuals find their present employment meaningful and fulfilling according to four dimensions, Basic Needs, Self-Enhancement, Team Enhancement, and Transcendence. The results can assist career clients in ascertaining whether to engage in career exploration and decision making.
Date Issued: 2017-01-01
Identifier: FSU_libsubv1_scholarship_submission_1519747721_36e1e55e
Format: Citation

Title: Virtual School Counseling.
Creator: Osborn, Debra S, Peterson, Gary W, Hale, Rebecca R
Abstract/Description: The advent of virtual schools opens doors to opportunity for student services to be delivered via the Internet. Through the use of structured interviews with four practicing Florida virtual school counselors (FLVSCs), and a follow up survey, we examined the experiences and reflections of school counselors who are employed full time in a statewide virtual school. Findings highlight how FLVSCs differ in their activities from traditional school counselors. Implications for practice, training,...
Show moreThe advent of virtual schools opens doors to opportunity for student services to be delivered via the Internet. Through the use of structured interviews with four practicing Florida virtual school counselors (FLVSCs), and a follow up survey, we examined the experiences and reflections of school counselors who are employed full time in a statewide virtual school. Findings highlight how FLVSCs differ in their activities from traditional school counselors. Implications for practice, training, and future research are suggested.
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Date Issued: 2015-01-01
Identifier: FSU_libsubv1_scholarship_submission_1520619597_03d9a057, 10.5330/2156-759X-18.1.179
Format: Citation

Title: Using Social Media for Personal Online Reputation Management.
Creator: Osborn, Debra S., Miller, Adam, McCain, Shae, Belle, Jacqueline Gabbard
Date Issued: 2016-01-01
Identifier: FSU_libsubv1_scholarship_submission_1519746570_3aff2265
Format: Citation

Title: The Effect of Brief Staff-Assisted Career Service Delivery on Drop-In Clients.
Creator: Osborn, Debra S., Hayden, Seth W., Peterson, Gary W., Sampson Jr., James P.
Abstract/Description: Briefstaffassisted career counseling services based on Cognitive Information Processing theory were evaluated via 138 dropin clients who completed prepost interventions on selfreport measures of knowledge about next steps, confidence in making next steps, and feelings of anxiety about their career concern. Significant changes occurred in each dimension, and were significantly associated with the quality of career advisor interaction. Participants rated the experience as highly positive....
Show moreBriefstaffassisted career counseling services based on Cognitive Information Processing theory were evaluated via 138 dropin clients who completed prepost interventions on selfreport measures of knowledge about next steps, confidence in making next steps, and feelings of anxiety about their career concern. Significant changes occurred in each dimension, and were significantly associated with the quality of career advisor interaction. Participants rated the experience as highly positive. Decreases in anxiety were unrelated to the intervention. Implications include that a briefservice delivery model yields positive outcomes for many, but require adjustments in organizational culture, the physical environment, practitioner approaches, and client expectations. Future research should examine relational variables related to decreased anxiety with a brief service delivery model, the degree to which this approach works with specific career needs, and client attributes leading to successful versus nonsuccessful outcomes with this model.
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Date Issued: 2016-06-01
Identifier: FSU_libsubv1_scholarship_submission_1460558406, 10.1002/cdq.12050
Format: Citation

Title: The Relationship Among Constructs in the Career Thoughts Inventory and the Self-Directed Search.
Creator: Wright, Laura K., Reardon, Robert C., Peterson, Gary W., Osborn, Debra S.
Abstract/Description: An understanding of vocational interests and Holland’s RIASEC theory are helpful ideas for most persons involved in career decision making. Yet, sometimes dysfunctional thinking interferes with this matching process, and persons are unable to make career choices effectively. The relationship between RIASEC typology structure as measured by the SelfDirected Search and dysfunctional thoughts as measured by the Career Thoughts Inventory was investigated in this study. A canonical correlation...
Show moreAn understanding of vocational interests and Holland’s RIASEC theory are helpful ideas for most persons involved in career decision making. Yet, sometimes dysfunctional thinking interferes with this matching process, and persons are unable to make career choices effectively. The relationship between RIASEC typology structure as measured by the SelfDirected Search and dysfunctional thoughts as measured by the Career Thoughts Inventory was investigated in this study. A canonical correlation analysis showed that dysfunctional thinking may effect some RIASEC types more than others. Implications for career counseling are discussed.
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Date Issued: 2000-04-01
Identifier: FSU_libsubv1_scholarship_submission_1522166442_9af95a89
Format: Citation

Title: Acculturation and career development of international and domestic college students.
Creator: Hou, P-C. C., Osborn, Debra S., Sampson, James P.
Abstract/Description: The authors examined the relationships between career and cultural characteristics among 53 international and 54 domestic students at a large university in the southeastern United States. One-way multivariate analysis of variance results showed an overall significant difference between groups for mainstream acculturation, but not for vocational identity, dysfunctional career thoughts, goal instability, or heritage acculturation. Regression results indicated that 71% of the variance in...
Show moreThe authors examined the relationships between career and cultural characteristics among 53 international and 54 domestic students at a large university in the southeastern United States. One-way multivariate analysis of variance results showed an overall significant difference between groups for mainstream acculturation, but not for vocational identity, dysfunctional career thoughts, goal instability, or heritage acculturation. Regression results indicated that 71% of the variance in vocational identity of domestic college students was explained by dysfunctional career thoughts and acculturation, whereas dysfunctional career thoughts were the only significant predictor of vocational identity for international college students. Thus, a key implication from this study is for career practitioners to address and challenge the dysfunctional thinking of all students to improve their vocational identity. Future researchers should also explore how other potential moderator variables (e.g., age, gender, race/ethnicity, parental education) may influence vocational identity, as well as include more qualitative approaches to better understand an individual’s worldview, including career and cultural characteristics.
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Date Issued: 2018
Identifier: FSU_libsubv1_scholarship_submission_1545150345_1a5bdb0d, 10.1002/cdq.12155
Format: Citation

Title: The Career State Inventory (CSI) as a Measure of the Career Decision State and Readiness for Career Decision Making: A Manual for Assessment, Administration, and Intervention (Second Edition).
Creator: Leierer, Stephen J., Peterson, Gary W., Reardon, Robert C., Osborn, Debra S.
Abstract/Description: The Career State Inventory (CSI) was developed initially as the Career Decision State Survey (CDSS) to facilitate research and practice in vocational psychology and career development. The primary purpose of this measure was to assess readiness for career problem solving and decision making. The CSI was developed by the authors working through Florida State University’s Center for the Study of Technology in Counseling and Career Development. Career practitioners and researchers may freely use...
Show moreThe Career State Inventory (CSI) was developed initially as the Career Decision State Survey (CDSS) to facilitate research and practice in vocational psychology and career development. The primary purpose of this measure was to assess readiness for career problem solving and decision making. The CSI was developed by the authors working through Florida State University’s Center for the Study of Technology in Counseling and Career Development. Career practitioners and researchers may freely use the instrument with proper citation of the instrument and credit as noted below. Sale of the CSI for profit is not authorized by the authors or FSU. A link to the CSI and the CSI Manual is provided at DigiNole the Florida State University Digital Library: https://fsu.digital.flvc.org/islandora/search/tech%20center?type=edismax&collection=fsu%3Aresearch_repository. CSI Manual topics include (a) an examination of the Career Decision State construct as a state of consciousness through the perspective of cognitive information processing theory (CIP); (b) prior research examining the concurrent validity of the CSI in relation to similar constructs; (c) procedures for administering and scoring the instrument; and (d) ways in which CSI results could be implemented and interpreted in the process of career service delivery or training of career services providers.
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Date Issued: 2020-04-20
Identifier: FSU_libsubv1_scholarship_submission_1587411085_afa0b2e3, 10.33009/fsu.1587411085
Format: Citation

Title: Client Anticipations About Computer-Assisted Career Guidance System Outcomes.
Creator: Osborn, Debra S., Peterson, Gary W., Sampson Jr., James P., Reardon, Robert C.
Abstract/Description: Although existing literature suggests that client anticipations affect career counseling, previous studies have not systematically assessed client anticipations prior to using computer-assisted career guidance (CACG) systems in career counseling. This study describes how 55 clients from a career center at a large, southeastern university anticipated using CACG systems to help in their career decision making and problem solving. Using a Cognitive Information Processing framework, responses to...
Show moreAlthough existing literature suggests that client anticipations affect career counseling, previous studies have not systematically assessed client anticipations prior to using computer-assisted career guidance (CACG) systems in career counseling. This study describes how 55 clients from a career center at a large, southeastern university anticipated using CACG systems to help in their career decision making and problem solving. Using a Cognitive Information Processing framework, responses to a cued and a free response survey indicated that clients' most frequent anticipations included increased career options enhanced self-knowledge, and strengthened occupational knowledge.
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Date Issued: 2003-06-01
Identifier: FSU_libsubv1_scholarship_submission_1521228055_45c163cf, 10.1002/j.2161-0045.2003.tb00616.x
Format: Citation

Title: The Career State Inventory (CSI) as a Measure of Readiness for Career Decision Making: A Manual for Assessment, Administration, and Intervention 7.0* (Technical Report No. 57).
Creator: Leierer, Stephen J., Peterson, Gary W., Reardon, Robert C., Osborn, Debra S.
Abstract/Description: The Career State Inventory (CSI) was developed initially by the authors as the Career Decision State Survey (CDSS) to facilitate research and practice in vocational psychology and career development. This measure may also be used to assess readiness for career problem solving and decision making. The CSI was developed by the authors through the Center for the Study of Technology in Counseling and Career Development at Florida State University and it will be updated periodically. Others may...
Show moreThe Career State Inventory (CSI) was developed initially by the authors as the Career Decision State Survey (CDSS) to facilitate research and practice in vocational psychology and career development. This measure may also be used to assess readiness for career problem solving and decision making. The CSI was developed by the authors through the Center for the Study of Technology in Counseling and Career Development at Florida State University and it will be updated periodically. Others may freely use the instrument for research and practice with proper citation of the instrument and credit as noted below. Sale of the CSI for profit is not authorized by the authors or FSU. A link to the CSI and this Manual is provided at http://career.fsu.edu/Tech-Center. Manual topics include (a) an examination of the Career Decision State construct as a state of consciousness through the perspective of cognitive information processing theory (CIP); (b) prior research examining the concurrent validity of the CSI in relation to similar constructs; (c) procedures for administering and scoring the instrument; and (d) ways in which CSI results could be interpreted and implemented in the process of career service delivery or training of career services providers.
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Date Issued: 2017/04/18
Identifier: FSU_libsubv1_scholarship_submission_1517522495_ad48ff10, 10.17125/fsu.1517522495
Format: Citation

Title: Technology-Savvy Career Counseling.
Creator: Osborn, Debra S., Kronholz, Julia F., Cantonis, Anastasia M., Finklea, Jane Tyler
Abstract/Description: Career counseling professionals help clients make career decisions and develop an job search. Technology, in the form of websites, social media, and apps, has expanded the resources available to today's counselors. This paper explores multiple technological tools that may accompany each step of the career decision-making and job search process.
Date Issued: 2014-01-01
Identifier: FSU_libsubv1_scholarship_submission_1519746180_015ced54
Format: Citation

Title: Predicting Quality of Life of College Students Diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD).
Creator: Sedam, Chad R. (Chad Robert), Ebener, Deborah J., Hanline, Mary Frances, Peterson, Gary W., Dong, Shengli, Osborn, Debra S., Florida State University, College of Education,...
Show moreSedam, Chad R. (Chad Robert), Ebener, Deborah J., Hanline, Mary Frances, Peterson, Gary W., Dong, Shengli, Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: While an ever-increasing amount of literature exists regarding various aspects of ADHD, the relationship of functional impairments to important life and social skills, as well as professional functionality remains relatively unexplored. The Barkley Functional impairment scale is a recently developed and untested scale, especially with respect to other constructs of college life. While the reported validity is promising for use of evaluating functional impairments in people with ADHD, the...
Show moreWhile an ever-increasing amount of literature exists regarding various aspects of ADHD, the relationship of functional impairments to important life and social skills, as well as professional functionality remains relatively unexplored. The Barkley Functional impairment scale is a recently developed and untested scale, especially with respect to other constructs of college life. While the reported validity is promising for use of evaluating functional impairments in people with ADHD, the validity and utility of the scale should be evaluated in relation to similar constructs to determine overall benefit. By doing so, researchers and other professionals in the field of counseling, rehabilitation, and professional development can address the relationships, and can improve counseling and rehabilitation services people with ADHD. Therefore, a study encompassing the relationships among measures of self-perceived functional impairment, quality of life, college self-efficacy, and career decision state could prove beneficial in understanding how aspects of ADHD affect individuals throughout the college experience. The purpose of this study was to address and to evaluate the strength of these relationships. If the self-perceived functional impairment scores were deemed to be associated with quality of life and college self-efficacy, the use of the BFIS as a diagnostic and prescriptive tool could be supported to improve the effectiveness of counseling and rehabilitation services for college students with ADHD. Four research questions guided this study. The first question stated, "Is the self-perceived functional impairment related to quality of life?" The second question stated, "Is the self-perceived functional impairment associated with college self-efficacy?" The third question stated, "What is the relationship between perceived level of functional impairment and career decision state as measured by indecision and satisfaction with choice?" The fourth question stated, "What is the relationship between perceived level of functional impairment, college self-efficacy, and career decision state with respect to self-perceived quality of life in students diagnosed with ADHD?" The hypothesis for the first question was, "There is an inverse correlation between self-perceived functional impairment and quality of life in students diagnosed with ADHD." The hypothesis for the second question was, "There is an inverse correlation between self-perceived functional impairment and college self-efficacy in students diagnosed with ADHD." The third question had two hypotheses. The first hypothesis for question three was "There is a positive correlation between level of indecision and perceived level of functional impairment." The second hypothesis for question three was, "There is a positive correlation between degree of dissatisfaction with career choice and perceived level of functional impairment." The hypothesis for the fourth question was, "Functional impairment, college self-efficacy, and career decision state all will capture significant independent variation in the prediction of quality of life in students diagnosed with ADHD." The first, second, and third hypotheses were tested using Pearson Product-Moment correlations. The fourth hypothesis was tested by using linear multiple regression. Data were collected from 150 of 1108 students registered with the Students with Disabilities Resource Center (SDRC) at Florida State University through an email questionnaire. Two emails were sent approximately two weeks apart to obtain participants. Volunteer participants were potentially compensated by having their anonymous identification number submitted to a raffle drawing to receive one of three prizes: a $150 gift card, a $75 gift card, and a $50 gift card. A web-based survey program was utilized, consisting of a background/demographics questionnaire and the Occupational Alternatives Questionnaire (OAQ), the Barkley Functional Impairment Scale-Long Form (BFIS-LF), the World Health Organization Quality of Life-Brief Version (WHOQOL-BREF), and the College Self-Efficacy Inventory (CSEI). This instrument was approved by the Florida State Institutional Review Board (IRB) prior to utilization with participants. Only complete surveys were used in the calculation of results. Results of the study showed the first hypothesis was accepted that quality of life is moderately and inversely associated with perceived level of functional impairment. The second hypothesis also was accepted. College self-efficacy was inversely, but weakly associated with perceived level of functional impairment. The first part of the third hypothesis was rejected that the level of indecision with career choice was related to perceived level of functional impairment. The second part of this hypothesis was accepted that dissatisfaction with career choices was weakly correlated with perceived level of functional impairment. The fourth hypothesis was confirmed that perceived functional impairment, self-efficacy, and level of dissatisfaction with career choice significantly contributed to the quality of life of students diagnosed with ADHD. Levels of functional impairment and dissatisfaction were inversely correlated with quality of life in the prediction model. The information gathered yields beneficial information about the use of the BFIS in disability and rehabilitation counseling centers as a tool for addressing perceived functional impairments and related constructs of students diagnosed with ADHD. The correlations found among self-perceived functional impairment, college self-efficacy, the dissatisfaction portion of career decision state, and quality of life of people with ADHD could significantly benefit the manner in which services are provided to people utilizing various disability services on college campuses. Based on these results, the utility of the BFIS was supported as a prescriptive tool and as an instrument for counselors to use to address the relationship between self-perceived functional impairment, college self-efficacy, dissatisfaction with career choice concerns, and quality of life in college students diagnosed with ADHD.
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Date Issued: 2015
Identifier: FSU_2015fall_Sedam_fsu_0071E_12995
Format: Thesis

Title: Meaning in Life in College Student Veterans: Exploring Its Relationship to Career Thoughts and Depression.
Creator: Buzzetta, Mary, Lenz, Janet G., Schatschneider, Christopher, Osborn, Debra S., Sampson, James P., Florida State University, College of Education, Department of Educational...
Show moreBuzzetta, Mary, Lenz, Janet G., Schatschneider, Christopher, Osborn, Debra S., Sampson, James P., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: College student veterans may experience a variety of challenges as they transition from military life to student life, including adjusting to the academic environment, coping with mental health concerns such as depression and anxiety, redefining their identities, and balancing multiple roles (e.g., family, school, and work). In addition, research indicates that veterans may experience difficulty in finding meaning and purpose outside of the military. The purpose of the current study was to...
Show moreCollege student veterans may experience a variety of challenges as they transition from military life to student life, including adjusting to the academic environment, coping with mental health concerns such as depression and anxiety, redefining their identities, and balancing multiple roles (e.g., family, school, and work). In addition, research indicates that veterans may experience difficulty in finding meaning and purpose outside of the military. The purpose of the current study was to add to the career development literature related to college student veterans and explore variables which may influence meaning and purpose in their lives, specifically career thoughts and depression. The current study utilized a passive observational research design to survey 132 college student veterans attending higher education institutions across different geographic locations in the United States. Regarding demographic characteristics, participants ranged across ages, military branches, and classification levels. Career thoughts was measured using the Career Thoughts Inventory (CTI), and depression was measured using the Center for Epidemiologic Studies Depression Scale – Revised (CESD-R). Meaning in life was assessed using the presence of meaning and the search for meaning subscales of the Meaning in Life Questionnaire (MLQ). A linear multiple regression analysis was used to determine if the total scores on the CTI and the CESD-R were significant positive predictors of scores on the MLQ. In addition, Pearson correlation analyses were utilized to understand the relationship between meaning in life and depression, as well as meaning in life and career thoughts. Moreover, beyond career thoughts and depression, this study also sought to explore whether or not there were differences in meaning in life scores among particular demographic variables, including gender and ethnicity. ANOVA analyses were used to examine differences in meaning in life scores among participant gender and ethnicity. Results of the analyses revealed that both career thoughts and depression were statistically significant predictors of the presence of meaning in one’s life, with 46% of the variance in the presence of meaning in life scores accounted for by total scores on the CTI and the CESD-R. Pearson correlation results indicated that all variables were statistically significant at alpha level of .01. Furthermore, results of ANOVA procedures showed no statistically significant differences in the presence of meaning in life scores, as well as in the search for meaning in life scores, for the gender and ethnicity variables. Limitations of the study and areas for future research are discussed. Lastly, implications for practitioners working with student veteran populations are included.
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Date Issued: 2016
Identifier: FSU_SUMMER2017_Buzzetta_fsu_0071E_13110
Format: Thesis

Title: Predictors of Parenting Stress in Hispanic Immigrant Mothers in New York City: The Roles of Risk Factors, Social Support, and Length of Time Living in the United States.
Creator: Cantonis, Anastasia Maria, Osborn, Debra S., Lewis, Sandra, Prevatt, Frances A., Swanbrow Becker, Martin Alan, Florida State University, College of Education, Department of...
Show moreCantonis, Anastasia Maria, Osborn, Debra S., Lewis, Sandra, Prevatt, Frances A., Swanbrow Becker, Martin Alan, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Despite rapid growth and expansion of Hispanic immigrant families to the United States over the past several decades, there is a clear underrepresentation of literature dedicated to mental health treatment and prevention for this population. Even fewer studies have examined the predictors of parenting stress in Hispanic immigrant mothers. This present study aimed to identify the salient predictors of parenting stress in a sample of Hispanic immigrant mothers (N = 110) living in New York City....
Show moreDespite rapid growth and expansion of Hispanic immigrant families to the United States over the past several decades, there is a clear underrepresentation of literature dedicated to mental health treatment and prevention for this population. Even fewer studies have examined the predictors of parenting stress in Hispanic immigrant mothers. This present study aimed to identify the salient predictors of parenting stress in a sample of Hispanic immigrant mothers (N = 110) living in New York City. This research utilized archival data previously collected by the Ackerman Institute for the Family in partnership with the Coalition for Hispanic Family Services in September 2014 (n = 53) and in September 2015 (n = 57) for the participants who completed the initial enrollment assessments for their First Steps parenting education program. Measures that assessed participant risk factors, social support, and parenting stress included: the Family Risk Index (FRI; Grossman, 2011), the Patient Health Questionnaire – 9 (PHQ-9; Kroenke & Spitzer, 2002), the Family Support Scale (FSS; Dunst, Jenkins, & Trivette, 2007), and the Parenting Stress Index – Short Form (PSI-SF; Abidin, 1995). It was hypothesized that risk factors (depression, educational attainment, single mother status, documentation status, and having a child with special needs), social support, and length of time living in the U.S. would all significantly predict parenting stress. In addition, it was hypothesized that social support would moderate the relationship between risk and parenting stress and that documentation status would moderate the relationship between social support and parenting stress. Results of a linear multiple regression analysis found depression significantly predicted increased parenting stress and social support significantly predicted decreased parenting stress. However, single mother status, educational attainment, having a child with special needs, documentation status, and length of time living the U.S. were all non-significant predictors of parenting stress. Results of moderated regression analyses found social support significantly moderated the relationship between educational attainment and parenting stress. Documentation status did not moderate the relationship between social support and parenting stress. Despite the limitations of this present study, implications for mental health practitioners highlight the significance of cultural values and contextual circumstances on how a Hispanic immigrant mother appraises depression, social support, and parenting stress. Individualizing prevention and intervention efforts for Hispanic immigrant mothers is recommended in order to capture both cultural values and contextual circumstances unique to each individual.
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Date Issued: 2016
Identifier: FSU_SUMMER2017_Cantonis_fsu_0071E_13554
Format: Thesis

Title: The Relationship among Dysfunctional Career Thoughts, Interest Profile Elevation, and Ability Self-Estimates.
Creator: Kronholz, Julia, Osborn, Debra S., Guthrie, Kathy L., Lenz, Janet G., Sampson, James P., Florida State University, College of Education, Department of Educational Psychology and...
Show moreKronholz, Julia, Osborn, Debra S., Guthrie, Kathy L., Lenz, Janet G., Sampson, James P., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: This study used the Career Thoughts Inventory (CTI; Sampson et al., 1996b) and the Self-Directed Search, 5th Edition (SDS; Holland & Messer, 2013) to examine the relationships among dysfunctional career thoughts, interest profile elevation, and ability self-estimates among a population of individual career counseling clients. The sample included undergraduate, graduate, and community members seeking individual counseling at a university career center (N=86). The CTI was used as a measure...
Show moreThis study used the Career Thoughts Inventory (CTI; Sampson et al., 1996b) and the Self-Directed Search, 5th Edition (SDS; Holland & Messer, 2013) to examine the relationships among dysfunctional career thoughts, interest profile elevation, and ability self-estimates among a population of individual career counseling clients. The sample included undergraduate, graduate, and community members seeking individual counseling at a university career center (N=86). The CTI was used as a measure dysfunctional career thoughts, specifically, decision-making confusion and commitment anxiety. The SDS was used as a measure of interest profile elevation and ability self-estimates. Multiple regression analyses found significant relationships among decision-making confusion, commitment anxiety, interest profile elevation, and ability self-estimates. Results indicated that dysfunctional career thoughts captured 16% of variance in interest profile elevation and 12.6% of variance in ability self-estimates. A MANOVA analysis was performed to determine differences in level of dysfunctional career thoughts (high, moderate, and low) in terms of interest profile elevation and ability self-estimates. Results revealed non-significant differences and thus further analyses were not performed. A discussion of the findings is offered, which includes examination of the results and possible confounds or limitations. Implications for theory, research, practice and policy are discussed, in addition to suggestions for future research.
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Date Issued: 2016
Identifier: FSU_SUMMER2017_Kronholz_fsu_0071E_13674
Format: Thesis

Title: Long-Term Effects of Peer Victimization: Examining the Link Among Early Experiences with Victimization, Social Support, and Current Well-Being in Honors College Students.
Creator: Saintil, Marcia, Pfeiffer, Steven I., Readdick, Christine A., Osborn, Debra S., Canto, Angela I., Florida State University, College of Education, Department of Educational...
Show moreSaintil, Marcia, Pfeiffer, Steven I., Readdick, Christine A., Osborn, Debra S., Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Gifted individuals tend to experience social stressors similar to their not-gifted peers, yet minimal research has been conducted on the potential impact of early social difficulties on their later adjustment. The main purpose of this study was to examine the relationship between early experiences of peer victimization and later well-being in honors college students and the potential moderating effect of social support on this relationship. Three research questions were posed: What is the...
Show moreGifted individuals tend to experience social stressors similar to their not-gifted peers, yet minimal research has been conducted on the potential impact of early social difficulties on their later adjustment. The main purpose of this study was to examine the relationship between early experiences of peer victimization and later well-being in honors college students and the potential moderating effect of social support on this relationship. Three research questions were posed: What is the difference in reported early peer victimization between honors college students and non-honors college students; what is the relationship between early experiences of peer victimization and later well-being of gifted and not-gifted college students, with respect to age, gender, and ethnicity differences; and does early social support serve to moderate the relationship between early peer victimization and later well-being in gifted and not-gifted students? Completed data from a total of 78 honors and 68 non-honors college student participants, attending 1 of 2 four-year universities in the southeastern region of the United States, were analyzed. Early experiences of peer victimization, current well-being, and early perception of social support were measured utilizing the Retrospective Bullying Questionnaire, Positive and Negative Affect Schedule, the Satisfaction With Life Scale, Ryff's Scales of Psychological Well-Being, and a revised version of the Child and Adolescent Social Support Scale, respectively. The ages of student participants ranged from 18-33 years of age. Data was collected for this study between Summer and Fall 2016. A chi-square test of independence, MANOVA, and MANCOVA were utilized to investigate the study's research questions. Results indicated that gifted students reported more early experiences of relational forms of peer victimization than not-gifted students. For both groups, White/Caucasian, Black/African-American, and Asian/Pacific Islander participants and those with early experiences of bullying showed variation in scores of well-being. Significant interaction effects suggested that early social support from teachers and close friends moderated the relationship between early experiences of victimization and later well-being. A discussion regarding the interpretation, limitations, implications of the obtained findings, along with needs for future research, is provided.
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Date Issued: 2017
Identifier: FSU_2017SP_Saintil_fsu_0071E_13775
Format: Thesis

Title: The Impact of Interpersonal Trauma Exposure and Posttraumatic Stress Disorder on Suicide-Related Outcomes.
Creator: Blankenship, Allison Paige, Canto, Angela I., Tripodi, Stephen J., Becker, Martin Swanbrow, Osborn, Debra S., Florida State University, College of Education, Department of...
Show moreBlankenship, Allison Paige, Canto, Angela I., Tripodi, Stephen J., Becker, Martin Swanbrow, Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Relationships have been previously established between trauma exposure and suicide, particularly when the trauma exposure occurs during childhood, and when the event results in symptoms of Posttraumatic Stress Disorder (PTSD). Interpersonal types of trauma (i.e., trauma within a human relationship) have been found to exhibit stronger relationships with both suicidal ideation (SI) and suicide attempts (SA) than noninterpersonal trauma (e.g., natural disaster). More specifically, interpersonal...
Show moreRelationships have been previously established between trauma exposure and suicide, particularly when the trauma exposure occurs during childhood, and when the event results in symptoms of Posttraumatic Stress Disorder (PTSD). Interpersonal types of trauma (i.e., trauma within a human relationship) have been found to exhibit stronger relationships with both suicidal ideation (SI) and suicide attempts (SA) than noninterpersonal trauma (e.g., natural disaster). More specifically, interpersonal events that are physically assaultive exhibit stronger relationships with suicide-related outcomes than other types of trauma. Existing research has compared individual trauma events; however, there is a need to understand the differences between overarching types of trauma, and to explore the relationships between interpersonal trauma, age at time of exposure, PTSD, and suicide-related outcomes. The Interpersonal-Psychological Theory of Suicide (IPTS; Joiner, 2005) theorizes that death by suicide occurs when an individual possesses perceived burdensomeness (PB), thwarted belongingness (TB), and acquired capability for suicide (AC). Empirical evidence for IPTS is emerging, and relationships have been established between PB, TB, and AC with suicide-related outcomes. While interpersonal trauma exposure has been speculated to increase risk for PB, TB, and AC, there is a need to examine these relationships further, and to identify the interactions between trauma type and IPTS constructs. The first aim of the present study was to explore the relationships between trauma type (i.e., interpersonal assaultive, interpersonal non-assaultive, and noninterpersonal), age at time of trauma exposure, PTSD symptomology, and suicide-related outcomes (i.e., SI, SA, and severity of suicide-related outcomes (SSRO; a single variable that encompasses both SI and SA)). Given the existing relationships noted in literature, it was hypothesized that all variables would be significantly related to all suicide-related outcomes, and predictive of SSRO. Specifically, it was hypothesized that interpersonal assaultive trauma would demonstrate a stronger relationship with SSRO than the other trauma types. The second goal of the present study was to explore the relationships between trauma type and the IPTS constructs of PB, TB, and AC (Joiner, 2005) with suicide-related outcomes, as well as to explore interactions between IPTS constructs and trauma type. It was hypothesized that each IPTS construct would be significantly related to all suicide-related outcomes, and predictive of SSRO. Based on the conceptual understanding that assaultive trauma events increase habituation to painful experiences (Joiner, 2005), it was further hypothesized that interactions would be found between interpersonal assaultive trauma and AC. The current sample included 515 individuals. Of this sample, 426 individuals (82.7%) endorsed a traumatic event that met the minimum threshold of stressfulness to be included in the primary analyses. Participants completed an online survey that included a Demographic Questionnaire, the Trauma Experience Questionnaire (TEQ), a Worst Event Sampling Questionnaire, an Event Stressfulness Rating item, the Posttraumatic Stress Disorder Checklist for DSM-5 (PCL-5; Weathers, Litz, Keane, Palmieri, Marx & Schnurr, 2013), a questionnaire regarding history of SI and SA, an abbreviated form of the Interpersonal Needs Questionnaire (INQ; Van Orden, Witte, Gordon, Bender, & Joiner, 2008), and finally, an abbreviated form of the Acquired Capability for Suicide Scale (ACSS; Van Orden et al., 2008). Participants’ qualitative reports of their “worst traumatic experience” were coded by a trauma-focused research team into one of the three trauma types: interpersonal assaultive, interpersonal non-assaultive, and noninterpersonal. Statistical analyses included bivariate correlational analyses and a series of hierarchical regression analyses. Regression analyses examined the relationships between trauma type, age at time of trauma exposure, PTSD symptomology, PB, TB, and AC with SSRO, as well as the interactions between trauma type and IPTS constructs. Results indicated that age at time of trauma exposure and PTSD symptomology were both significant predictors of SSRO, but that trauma type did not predict SSRO when the aforementioned variables were controlled for. In regard to IPTS constructs (Joiner, 2005), PB was determined to be a positive predictor of SSRO after controlling for age at time of exposure and PTSD, when interaction effects were also included in the model. However, TB and AC were both found to have significant interactions with interpersonal assaultive trauma. Implications of this study include the clinical focus on elevated PTSD symptomology, younger age at time of trauma exposure, and feelings of burdensomeness in the assessment and treatment of individuals with history of trauma exposure. Limitations include the cross-sectional nature of this research as well as limited generalizability due to characteristics of the participants. This study further contributes to empirical evidence for IPTS by supporting the relationship between constructs and suicide-related outcomes, and by being the first known study to explore the interactions between IPTS constructs and trauma type.
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Date Issued: 2018
Identifier: 2018_Su_Blankenship_fsu_0071E_14669_Comp
Format: Set of related objects

Title: Integrating Theory, Research, and Practice in Vocational Psychology: Current Status and Future Directions.
Creator: Sampson Jr., James P., Bullok-Yowell, Emily, Dozier, Virginia Casey, Osborn, Debra S., Lenz, Janet G.
Abstract/Description: This publication is based on the 2016 Society for Vocational Psychology (SVP) Biennial Conference, that was held at the Florida State University on May 16-17, 2016. The conference theme was "Integrating Theory, Research, and Practice in Vocational Psychology." The conference content and the resulting edited book are based on the assumption that the science and practice of vocational psychology are more successful with the integration of theory, research, and practice. This book's purpose is...
Show moreThis publication is based on the 2016 Society for Vocational Psychology (SVP) Biennial Conference, that was held at the Florida State University on May 16-17, 2016. The conference theme was "Integrating Theory, Research, and Practice in Vocational Psychology." The conference content and the resulting edited book are based on the assumption that the science and practice of vocational psychology are more successful with the integration of theory, research, and practice. This book's purpose is to examine the challenges and opportunities for integrating theory, research, and practice in vocational psychology from the perspectives of theorists, researchers, practitioners, and journal editors, with the hope that this knowledge will lead to improved science and career interventions. Following a Foreword by Saba Rasheed Ali and a Preface by James P. Sampson, Jr., Emily Bullock-Yowell, V. Casey Dozier, Debra S. Osborn, and Janet G. Lenz, this book contains three sections and twenty chapters. Section 1, Challenges and Opportunities for Integrating Theory, Research, and Practice in Vocational Psychology, contains: (1) Integration of Theory, Research, and Practice: A Social Cognitive Perspective (Robert W. Lent); (2) Holland's Integration of Career Theory, Research, and Practice (Robert C. Reardon); (3) Counseling for Work and Relationship:A Practice-Driven Theoretical Approach (Mary Sue Richardson); (4) The Systems Theory Framework of Career Development (Wendy Patton, Mary McMahon); (5) A Cognitive Information Processing Theory for Career Choices: Challenges and Opportunities for Integrating Theory, Research, and Practice (James P. Sampson, Jr.); and (6) Integration of Theory, Research, and Practice: Using Our Tools to Address Challenging Times (Saba Rasheed Ali, Samantha D. Brown). Section 2, Using Theory and Research to Improve Evidence-Based Practice, contains: (7) The Role of Theory in Improving Evidence-Based Career Interventions (Nadya A. Fouad); (8) Meta-Analysis and Evidence-Based Career Practice: Current Status and Future Directions (Steven D. Brown); (9) Conducting General Versus Population and Setting-Specific Meta-Analyses (Susan C. Whiston); (10) Improving the Design and Use of Meta-Analyses of Career Interventions (Betsy Jane Becker); (11) Personal Reflections on a Career Spent Creating and Sustaining Researcher-Practitioner Collaborations (V. Scott H. Solberg); and (12) Summary of Key Elements in Using Theory and Research to Improve Evidence-Based Practice (Patrick J. Rottinghaus). Section 3, A View from the Editor's Desk: Ensuring Quality in Theory, Research, and Practice contains: (13) Ensuring Quality in Theory, Research, and Practice: "The Career Development Quarterly" (Ryan D. Duffy); (14) Integrating Theory, Research, and Practice: A Viewpoint from a Member of the Editorial Board of the "Journal of Career Assessment" (Itamar Gati); (15) "Journal of Career Development": Recommendations for Future Journal Practices for Integrating Career Theory, Research, and Practice (Lisa Y. Flores); (16) Ensuring Quality in Theory, Research, and Practice: "Journal of Employment Counseling" (Dale Furbish, Angie Smith); (17) Integrating Theory, Research, and Practice in Vocational Psychology: Perspectives of a "Journal of Vocational Behavior" Editorial Board Member (Donna E. Schultheiss); (18) The Role of Refereed Journals in Integrating Theory, Research, and Practice (Kimberly A. S. Howard); (19) Integrating Theory, Research, and Practice: Lessons Learned from the Evolution of Vocational Psychology (David L. Blustein); and (20) The State of the Art in Integrating Theory, Research, and Practice in Vocational Psychology (James P. Sampson, Jr., Emily Bullock-Yowell, V. Casey Dozier, Debra S. Osborn, Janet G. Lenz, Nathan T. Ross). A keyword index and an author index are included.
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Date Issued: 2017-02-22
Identifier: FSU_libsubv1_scholarship_submission_1520351654_892ca838, 10.17125/svp2016
Format: Citation

Title: Dysfunctional Career Thinking and Career Decision State in Collegiate Student Athletes and Non-Student Athletes.
Creator: Burbrink, Ivey Elizabeth, Osborn, Debra S., Becker, Martin Swanbrow, Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and...
Show moreBurbrink, Ivey Elizabeth, Osborn, Debra S., Becker, Martin Swanbrow, Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: This study used the Career Thoughts Inventory (CTI) (CTI; Sampson et al., 1996b) and the Career State Inventory (CSI) (Leierer, Peterson, & Reardon, 2018) to examine the relationship between dysfunctional career thinking (DCT) and career decision state (CDS) in collegiate student athletes versus non-student athletes using archival data of students who were enrolled in an undergraduate career planning class. The sample included Division 1 collegiate student athletes (N = 254) and non-student...
Show moreThis study used the Career Thoughts Inventory (CTI) (CTI; Sampson et al., 1996b) and the Career State Inventory (CSI) (Leierer, Peterson, & Reardon, 2018) to examine the relationship between dysfunctional career thinking (DCT) and career decision state (CDS) in collegiate student athletes versus non-student athletes using archival data of students who were enrolled in an undergraduate career planning class. The sample included Division 1 collegiate student athletes (N = 254) and non-student athletes (N = 39) from all undergraduate grade levels attending a public university in the southeastern part of the United States, who registered for and attended an Introduction to Career Development course. The CTI was used to measure dysfunctional or negative career thinking (DCT), specifically Decision-Making Confusion (DMC), Commitment Anxiety (CA), and External Conflict (EC). The CSI was used to assess the readiness of the students to participate in the career problem solving and decision-making process and was used in the present study to measure career decision state (CDS), specifically (1) certainty about career decisions, (2) satisfaction with these decisions, and (3) vocational clarity. A one-way between-groups analysis of variance showed no statistically significant differences between student athlete and non-student athlete CTI and CSI scores, thus further analyses were not performed. Multiple and linear regression analyses found significant relationships regarding DCM and CTI total scores predicting Certainty, Satisfaction, Clarity, and CSI total scores with non-student athletes. Additionally, multiple and linear regression analyses found significant relationships regarding DMC and CTI total scores predicting Clarity with student athletes. A discussion of the findings is presented, including an analysis of the results, possible limitations, and implications for research and teaching.
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Date Issued: 2019
Identifier: 2019_Spring_Burbrink_fsu_0071N_15229
Format: Thesis

Title: The Relationship between the Big Five Personality Factors and the Complexity of the Career Decision Space.
Creator: Leasure, Kathryn K. (Kathryn Keleen), Osborn, Debra S., Guthrie, Kathy L., Peterson, Gary W., Sampson, James P., Florida State University, College of Education, Department of...
Show moreLeasure, Kathryn K. (Kathryn Keleen), Osborn, Debra S., Guthrie, Kathy L., Peterson, Gary W., Sampson, James P., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: This study used the NEO-FFI (Costa & McCrae, 1992) and the Decision Space Worksheet (DSW; Peterson, Lenz, & Osborn, 2016) to examine the relationship between personality and the complexity of the career decision space. The sample included 95 undergraduate students enrolled in 5 sections of a career planning course at a large southeastern university. The NEO-FFI was used to measure the Big Five domains of personality. The DSW was used to measure the frequency of endorsement to a content...
Show moreThis study used the NEO-FFI (Costa & McCrae, 1992) and the Decision Space Worksheet (DSW; Peterson, Lenz, & Osborn, 2016) to examine the relationship between personality and the complexity of the career decision space. The sample included 95 undergraduate students enrolled in 5 sections of a career planning course at a large southeastern university. The NEO-FFI was used to measure the Big Five domains of personality. The DSW was used to measure the frequency of endorsement to a content category and the magnitude, or area, devoted to the content category. Correlation, multiple regression, and exploratory factor analyses were used to analyze the data. A Pearson Product Moment correlation resulted in a significant positive relationship between Conscientiousness and the frequency of the content category Opportunities. Negative relationships were found between both Openness and Conscientiousness and the content category of Higher Order. When the correlation between the NEO-FFI and the magnitude of DSW content categories was tested, a significant relationship was found between Neuroticism and Higher order. There were no significant correlations found between the NEO-FFI personality factors and the total magnitude of used space for the categories on the DSW. Findings of a multiple regression analysis revealed Opportunity and Higher Order predict Extroversion, Openness, and Conscientiousness. Thus, Extroversion, Openness, and Conscientiousness appear to exercise influence on the frequency of content category endorsements of Opportunity and Higher Order. However, there was no influence found between the NEO-FFI factors and the magnitude of the content categories on the DSW. An Exploratory Factor Analysis found shared variation between Conscientiousness and the frequency of DSW content categories Higher Order and Close Personal. There was no shared variation between the NEO-FFI personality factors and the magnitude of any of the content categories on the DSW. An analysis and discussion of the findings are provided, along with implications for theory, practice, and research.
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Date Issued: 2019
Identifier: 2019_Spring_Leasure_fsu_0071E_15113
Format: Thesis

Title: The Impact of Positive Psychology Coping Mechanisms on Stress Levels of Parents of Children with Autism Spectrum Disorder.
Creator: Dingess, Kara M., Ebener, Deborah J., Hanline, Mary Frances, Osborn, Debra S., Dong, Shengli, Florida State University, College of Education, Department of Educational...
Show moreDingess, Kara M., Ebener, Deborah J., Hanline, Mary Frances, Osborn, Debra S., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Autism Spectrum Disorder (ASD) impacts one in every 59 children in the United States of America (CDC, 2018). Not only does ASD affect the life of the child, but it also impacts the lives of the child's caretakers. Parental stress related to perceptions of symptom severity, the impact of the child's diagnosis, fear of relapse, social stigma, cost of care, and daily stressors of simply having a child can impact the psychosocial well-being of the parents (Seltzer et. al., 2009; Woolfson, 2004)....
Show moreAutism Spectrum Disorder (ASD) impacts one in every 59 children in the United States of America (CDC, 2018). Not only does ASD affect the life of the child, but it also impacts the lives of the child's caretakers. Parental stress related to perceptions of symptom severity, the impact of the child's diagnosis, fear of relapse, social stigma, cost of care, and daily stressors of simply having a child can impact the psychosocial well-being of the parents (Seltzer et. al., 2009; Woolfson, 2004). Gaining insight into coping mechanisms of parents of children with ASD allows the opportunity to increase awareness, create individualized intervention approaches, and provide families with the care they need. The aim of this dissertation was to explore the impact of humor, optimism, and spirituality on the stress levels of parents of children with ASD. Specifically, the goal was to determine if the use of the positive psychology constructs of humor, optimism, and spirituality were related to parental stress. An additional aim of the study was to determine if there were differences in parental stress by parental perception of symptom severity. The study examined three specific symptom severity levels for this question based upon DSM-V criteria for ASD. To collect data, a sample of adults with children with ASD were recruited via social media, then surveyed through the Qualtrics survey system. A standard multiple linear regression was used to examine whether humor, optimism, and spiritualty could predict parental stress. A one-way Analysis of Variance (ANOVA) was conducted to determine differences between parental perception of symptom severity on parental stress. The 7-item Coping Humor Scale (CHS; Lefcourt & Martin, 1986) was used to measure humor. The 10-item Life Orientation Test-Revised (LOT-R; Scheier, Carver, & Bridges, 1994) was used to measure optimism. The 20-item the Spiritual Well Being Scale (SWBS; Ellison, 1983; Ellison & Smith, 1991) was used to measure spirituality. The 36-item Parental Stress Index-Short Form (PSI-SF; Abidin, 1995) was used to measure parental stress. Participants (n =166) for the study were mostly comprised of females (n = 122) and individuals of Caucasian ethnicity (n =101). While mothers primarily represented the sample, there was a small representation of males (n = 39). Regarding the child's diagnosis, ASD was most frequently reported (n = 122). The results of the study indicated the use of optimism as a positive coping mechanism predicted decreased levels of parental stress in parents of children with ASD, with 5.9% of the variance explained. However, the use of humor and spirituality were non-significant. The One-way ANOVA indicated groups differences between mild severity and severe severity in that those individuals with mild symptom severity perceptions experience more parental stress than those with severe symptom severity perceptions, with 4.9% of the variance explained. A discussion of the findings, limitations of the study, and implications for theory, practice, and research are provided.
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Date Issued: 2019
Identifier: 2019_Summer_Dingess_fsu_0071E_15104
Format: Thesis

Title: The Role of Age of Diagnosis, Self-Efficacy and Social Support in the Relationship between Bipolar Disorder and Substance Use Severity.
Creator: Devlin, Elizabeth Justine, Ebener, Deborah J., Thyer, Bruce A., Dong, Shengli, Osborn, Debra S., Florida State University, College of Education, Department of Educational...
Show moreDevlin, Elizabeth Justine, Ebener, Deborah J., Thyer, Bruce A., Dong, Shengli, Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Bipolar disorder is one of the 10 most disabling conditions in the world. As such, inpatient hospitalization for individuals with bipolar disorder is far greater than hospitalization rates for all other patients with behavioral health diagnoses. Bipolar disorder is also associated with reduced lifespans of 9.2 years, and 1 in 5 individuals with bipolar disorder die by suicide. Such statistics are alarming and illuminate the impact of bipolar disorder on functioning and overall quality of life...
Show moreBipolar disorder is one of the 10 most disabling conditions in the world. As such, inpatient hospitalization for individuals with bipolar disorder is far greater than hospitalization rates for all other patients with behavioral health diagnoses. Bipolar disorder is also associated with reduced lifespans of 9.2 years, and 1 in 5 individuals with bipolar disorder die by suicide. Such statistics are alarming and illuminate the impact of bipolar disorder on functioning and overall quality of life. However, the constructs of self-efficacy, social support, and age of onset may impact and lead to a decrease in substance use severity (i.e., alcohol and illicit drug use) for individuals with a bipolar disorder diagnosis. A sample of 91 participants was recruited from bipolar disorder support group websites and blogs for people with bipolar disorder. Measures for the current study included the bMAST, DAST-10, GSE, and SSA-S. Research questions included (1) Are self-efficacy, age of onset, and social support related to alcohol use severity for individuals with bipolar disorder? (2) Are self-efficacy, age of onset, and social support related to illicit drug use severity for individuals with bipolar disorder? Statistical analyses for the variables included two hierarchical multiple linear regressions. Due to violated assumptions for multiple linear regressions, a non-parametric analysis was run separately for each research question. No significant results were indicated for the research questions included in the study. For both ordinal logistic regressions, the models with all predictors (age of onset, self-efficacy, and social support) did not significantly improve compared to the intercept only models. Results of this study were discussed related to improvement for future research and implications for future practice.
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Date Issued: 2019
Identifier: 2019_Summer_Devlin_fsu_0071E_15081
Format: Thesis

Title: DSM-5 Section III Personality Traits and Clinical Outcomes.
Creator: Strickland, Casey M., Patrick, Christopher J., Osborn, Debra S., Hull, Elaine M., Joiner, Thomas, Sachs-Ericsson, Natalie J., Florida State University, College of Arts and...
Show moreStrickland, Casey M., Patrick, Christopher J., Osborn, Debra S., Hull, Elaine M., Joiner, Thomas, Sachs-Ericsson, Natalie J., Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: The official nosology of psychiatric disorders (DSM-5) includes a primarily dimensional operationalization of personality pathology, the Alternative Model for Personality Disorders (AMPD), in its latest edition. The present study examines the impact of DSM-5 AMPD Criterion B personality traits on clinical outcomes in a sample of 185 outpatients seeking treatment at a University-based community psychology clinic. AMPD personality traits Disinhibition and Antagonism predicted an increase in...
Show moreThe official nosology of psychiatric disorders (DSM-5) includes a primarily dimensional operationalization of personality pathology, the Alternative Model for Personality Disorders (AMPD), in its latest edition. The present study examines the impact of DSM-5 AMPD Criterion B personality traits on clinical outcomes in a sample of 185 outpatients seeking treatment at a University-based community psychology clinic. AMPD personality traits Disinhibition and Antagonism predicted an increase in missed sessions over the course of therapy, as did dimensionally-assessed borderline PD, antisocial PD, and narcissistic PD. Trait Detachment had a quadratic relationship with premature termination, where individuals in the high and low range of the Detachment distribution had increased risk of premature termination compared with individuals with moderate levels of Detachment. As in previous research, AMPD personality traits successfully predicted which individuals were diagnosed with borderline personality disorder via standard diagnostic criteria. The current study's findings demonstrate that DSM-5 personality traits can be used to identify individuals at increased risk for missed sessions and premature termination and provide a way forward for clinicians to begin incorporating dimensional personality assessment in clinical practice.
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Date Issued: 2019
Identifier: 2019_Summer_Strickland_fsu_0071E_15424
Format: Thesis

Title: The Impact of Perfectionism Type on the Career Self-Efficacy, Vocational Identity, and Interest Differentiation of College Students.
Creator: Musch, Elisabeth, Sampson, James P., Ferris, Gerald R., Lenz, Janet G., Osborn, Debra S., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Despite findings suggesting that perfectionism may have important implications for individuals' career development, little research has examined adaptive and maladaptive perfectionism within a career decision-making context. The purpose of the present study was to investigate the impact of perfectionism type on the ipsative career self-efficacy, relative career self-efficacy, vocational identity, and interest differentiation of college students. Participants included 185 undergraduate...
Show moreDespite findings suggesting that perfectionism may have important implications for individuals' career development, little research has examined adaptive and maladaptive perfectionism within a career decision-making context. The purpose of the present study was to investigate the impact of perfectionism type on the ipsative career self-efficacy, relative career self-efficacy, vocational identity, and interest differentiation of college students. Participants included 185 undergraduate students who volunteered to participate in a research pool in exchange for course credit. Score profiles on the Revised Almost Perfect Scale (APS-R) were used to categorize participants into groups of adaptive perfectionists, maladaptive perfectionists, and non-perfectionists; the Competencies and Self-Estimates scales of the Self-Directed Search (SDS) were used to measure ipsative and relative career self-efficacy, respectively; the Vocational Identity scale (VIS) of the My Vocational Situation (MVS) was used to measure vocational identity; and the Iachan Differentiation Index score from the SDS was used to measure interest differentiation. A one-way between-groups multivariate analysis of variance found that perfectionism type accounted for a significant amount of the total variance (9.8%) among the four dependent variables. Follow-up univariate analyses of variance and post-hoc pairwise comparisons found that both adaptive perfectionists and maladaptive perfectionists demonstrated greater levels of relative career self-efficacy than non-perfectionists, and that adaptive perfectionists demonstrated a greater level of vocational identity than both maladaptive perfectionists and non-perfectionists. No significant group differences of perfectionism type were identified with respect to ipsative career self-efficacy or interest differentiation. Results of this study support the relevance of perfectionism to career development, and limitations and implications for theory, research, and practice are discussed.
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Date Issued: 2013
Identifier: FSU_migr_etd-7521
Format: Thesis

Title: Environmental Predictors of College Adjustment for Student Veterans: A Cross Sectional Survey.
Creator: Hurst, Vicie Ann, Ebener, Deborah J., Thyer, Bruce A., Canto, Angela I., Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology...
Show moreHurst, Vicie Ann, Ebener, Deborah J., Thyer, Bruce A., Canto, Angela I., Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: An influx of veterans have enrolled in college since the passage of the Veterans Educational Assistance Act in 2008. Since then, there have been a number of recommendations about how to provide support for transitioning student veterans; however, there is limited research about the experiences of student veterans with these support services and their adjustment to college. Therefore, this study's author investigated the relationship between institutional support, social support, and college...
Show moreAn influx of veterans have enrolled in college since the passage of the Veterans Educational Assistance Act in 2008. Since then, there have been a number of recommendations about how to provide support for transitioning student veterans; however, there is limited research about the experiences of student veterans with these support services and their adjustment to college. Therefore, this study's author investigated the relationship between institutional support, social support, and college adjustment via a cross-sectional survey administered to student veterans nationwide. The final sample size was 130 student veterans. Student veterans completed the following instruments: a demographic questionnaire, the Perceived Social Support Scale (Procidano & Heller, 1983), a measure of perceived institutional support, and the Student's Adjustment to College Questionnaire (Baker & Siryk, 1999). Regression analyses and ANOVAS were conducted to determine statistical significance and effect sizes amongst the variables of age, gender, combat status, length of enrollment in college, perceived institutional support, perceived social support, and college adjustment. Results revealed that perceived institutional support significantly predicted college adjustment (R¬2 = .171, p = .00) but that perceived social support did not. One-way ANOVAs conducted for gender and combat status were not statistically significant in this study. These results suggest that institutional support (both general and veteran-specific) is important to student veterans' college adjustment.
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Date Issued: 2015
Identifier: FSU_migr_etd-9619
Format: Thesis

Title: Exploring the Impact of a Career Development Intervention on the Career Decision-Making Self-Efficacy and Goal Instability of First Generation College Students, Given Perceived Barriers.
Creator: Joslyn, Brittany Melvin, Lenz, Janet G., Perrewé, Pamela L., Sampson, James P., Osborn, Debra S., Florida State University, College of Education, Department of Educational...
Show moreJoslyn, Brittany Melvin, Lenz, Janet G., Perrewé, Pamela L., Sampson, James P., Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Each year, the college student population becomes more diverse (National Center for Education Statistics, 2013), yet the career development field does not have a full understanding of how client factors, such as ethnicity, affect intervention outcomes (Whiston & Rahardja, 2008). This study focused on the career development of first generation college students, a traditionally more diverse subset of the university population who tend to struggle with the career decision–making process more...
Show moreEach year, the college student population becomes more diverse (National Center for Education Statistics, 2013), yet the career development field does not have a full understanding of how client factors, such as ethnicity, affect intervention outcomes (Whiston & Rahardja, 2008). This study focused on the career development of first generation college students, a traditionally more diverse subset of the university population who tend to struggle with the career decision–making process more than their counterparts (Chen & Carroll, 2005; Hartley, 2009). The study's aim was to determine whether completion of an online self–exploration intervention, the Self–Directed Search (SDS) Form R Internet version (Holland, Reardon, Latshaw, Rarick, & Schneider, 1999), would increase career decision–making self–efficacy and decrease goal instability levels in 100 first generation college students using a true experimental design. Additionally, this study considered whether initial perceived barriers would impact the intervention's effectiveness. Goal instability was measured using the Goal Instability Scale (GIS; Robbins & Patton, 1985), career decision–making self–efficacy was measured using the Career Decision–Making Self–Efficacy Scale—Short Form (CDMSE–SF; Betz, Klein, & Taylor, 1996), and perceived barriers were measured using the Perception of Barriers Scale (POB; Luzzo & McWhirter, 2001). A two–way MANOVA omnibus test was used to determine whether the intervention impacted career decision–making self–efficacy or goal instability levels, given initial perceived barriers. After completing the intervention, the treatment group showed no statistically significant differences in goal instability or career decision–making self–efficacy, given perceived barriers levels, when compared to the control group. However, both groups showed a statistically significant increase in goal instability and statistically significant decrease in career decision–making self–efficacy. Because the entire sample showed this change, the change cannot be attributed to the intervention, but rather an external, unknown factor. Possible explanations for this outcome are discussed in detail. Finally, in an exploratory analysis, career decision state showed a significant positive relationship with perceived barriers, meaning that individuals less certain about their career decision had higher levels of perceived barriers. The correlational analysis also revealed a positive relationship between career decision–making self–efficacy gain score and goal instability gain score. This relationship implies that as career decision–making self–efficacy increases, goal instability decreases, and vice versa.
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Date Issued: 2015
Identifier: FSU_migr_etd-9652
Format: Thesis

Title: Help-Seeking Attitudes and Behaviors of Graduate Psychology Students.
Creator: McClure, Amanda Kristin, Osborn, Debra S., Radey, Melissa, Prevatt, Frances, Sampson, James P., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Research to date has primarily focused on investigating help-seeking attitudes and intentions of the general public regarding mental health treatment, while neglecting an investigation of these factors for graduate students in the field of psychology. A review of existing literature on this topic uncovered themes regarding barriers and facilitators to seeking professional treatment for the general public and graduate psychology students. The current study sought to expand the existing...
Show moreResearch to date has primarily focused on investigating help-seeking attitudes and intentions of the general public regarding mental health treatment, while neglecting an investigation of these factors for graduate students in the field of psychology. A review of existing literature on this topic uncovered themes regarding barriers and facilitators to seeking professional treatment for the general public and graduate psychology students. The current study sought to expand the existing literature base on the topic of help-seeking and professional concerns of the doctoral psychology student population. Participants included 318 graduate students from accredited doctoral programs in clinical and counseling psychology and combined programs from across the United States. A model of six predictor variables, including gender, anxiety level, years of graduate training, history of help-seeking, knowing a colleague/student in one's graduate program who has sought help, and knowing a professor/supervisor/advisor who has sought help, was proposed and analyzed to determine its effectiveness in predicting help-seeking attitudes and professional concerns among doctoral psychology students. Help-seeking attitudes were assessed by performance on subscales from the Inventory of Attitudes toward Seeking Mental Health Services (IASMHS; Mackenzie, Knox, Gekoski, & Macaulay, 2004)) while professional concerns related to help-seeking were determined by subscale scores on the Trainees' Attitudes Toward Seeking Psychotherapy Scale (TATSPS; Farber, 1999). Multiple regression analyses indicated that the model was significant in predicting all seven criterion variables (subscales from the IASMHS and TATSPS), and accounted for 9% or greater total variance for all but one criterion, need for self-sufficiency, in which the model accounted for 6.9% total variance. Analysis of the specific contributions of the separate predictor variables also demonstrated that level of anxiety, gender, history of help-seeking, knowing a colleague/student in one's graduate program who has sought help, and knowing a professor/supervisor/advisor who has sought help each made separate, unique contributions to the different criterion variables associated with help-seeking attitudes and professional concerns experienced by doctoral psychology students. Following an in depth description and discussion of the aforementioned findings, the limitations and implications for future practice and future research are also presented.
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Date Issued: 2014
Identifier: FSU_migr_etd-9044
Format: Thesis

Title: Predicting Quality of Life and GPA among Postsecondary Students with Psychiatric Disabilities.
Creator: Haemmelmann, Katie L. (Katie Lynne), Ebener, Deborah J, Burdette, Amy M., Canto, Angela I., Osborn, Debra S., Florida State University, College of Education, Department of...
Show moreHaemmelmann, Katie L. (Katie Lynne), Ebener, Deborah J, Burdette, Amy M., Canto, Angela I., Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Tens of thousands of students with psychiatric disabilities are enrolled in postsecondary education (Souma, Rickerson, & Burgstahler, 2012) and approximately one in five postsecondary students experience a mental illness (Substance Abuse and Mental Health Services Administration [SAMHSA], 2013); yet the field of psychology and rehabilitation psychology does not have a comprehensive understanding of what factors may influence outcomes. This study examined postsecondary students with...
Show moreTens of thousands of students with psychiatric disabilities are enrolled in postsecondary education (Souma, Rickerson, & Burgstahler, 2012) and approximately one in five postsecondary students experience a mental illness (Substance Abuse and Mental Health Services Administration [SAMHSA], 2013); yet the field of psychology and rehabilitation psychology does not have a comprehensive understanding of what factors may influence outcomes. This study examined postsecondary students with psychiatric disabilities and potential predictors of quality of life (QOL) and academic achievement. This study’s aim was to determine whether person, disability, and environmental variables, as set forth by the psychosocial model of Vash and Crewe (2004) would predict the QOL and academic achievement of postsecondary students with psychiatric disabilities. Additionally, this study assessed gender differences on specific variables within the context of Vash and Crewe’s (2004) framework. QOL was measured using the WHOQOL-BREF (WHO, 1996), coping was measured using the Coping Strategies Inventory - Short Form (CSI-S; Tobin, 1995), and symptom severity was measured using the Sheehan Disability Scale (SDS; Sheehan, 1983). Further information was collected for variable usage within the demographic question. This included: academic achievement (grade-point average), services utilized at their disability service center, and enrollment status (full-time versus part-time). A linear regression was used to determine if person, disability, and/or environmental variables would predict the QOL and academic achievement. Coping and symptom severity were identified as significant predictors of QOL across all four domains. The number of services utilized was identified as a significant predictor within the domains Physical and Social for QOL. No other predictors were identified for QOL, furthermore, this study did not identify predictors of academic achievement. Next, a MANOVA was conducted to assess for gender differences across QOL, academic achievement, and coping. No significant findings were revealed. Possible explanations for both significant and non-significant findings are discussed in detail.
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Date Issued: 2016
Identifier: FSU_FA2016_Haemmelmann_fsu_0071E_13562
Format: Thesis

Title: Diagnostic Validity of Attention-Deficit/Hyperactivity Disorder in College Students: A Comparison of DSM-IV-TR and DSM-5.
Creator: Marshall, Diana, Prevatt, Frances F., Stepina, Lee, Ebener, Deborah J., Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology...
Show moreMarshall, Diana, Prevatt, Frances F., Stepina, Lee, Ebener, Deborah J., Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Symptoms of ADHD have been well observed and extensively discussed throughout the literature; however, classification of the disorder has recently taken on a new level of discrepancy as ADHD is now supported as a longitudinal condition that extends throughout adulthood (Barkley & Murphy, 1998). Discrepancies regarding diagnostic procedures for adult ADHD coupled with recent changes in diagnostic criteria for the disorder have emphasized the continued need for further research pertaining to...
Show moreSymptoms of ADHD have been well observed and extensively discussed throughout the literature; however, classification of the disorder has recently taken on a new level of discrepancy as ADHD is now supported as a longitudinal condition that extends throughout adulthood (Barkley & Murphy, 1998). Discrepancies regarding diagnostic procedures for adult ADHD coupled with recent changes in diagnostic criteria for the disorder have emphasized the continued need for further research pertaining to the diagnosis of ADHD in adults. This study utilized archival data to examine 162 college students diagnosed with ADHD with specific regard to the comparison of inter-rater reliability rates of the Barkley Adult ADHD Rating Scale - IV (BAARS-IV; Barkley, 2011) comparing DSM-IV-TR (APA, 2000) to DSM-5 (APA, 2013) ADHD symptom criteria. Inter-rater reliability of reported age of onset and total symptom values among informants and relevant descriptive data were also explored. Results indicated no significant increase in inter-rater reliability for DSM-5 symptom criteria for adult ADHD, and poor to fair inter-rater reliability among informant reports of age of onset and total ADHD symptoms. Implications regarding these results and the validity of ADHD diagnoses in college students were discussed.
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Date Issued: 2016
Identifier: FSU_2016SU_Marshall_fsu_0071E_13122
Format: Thesis

Title: The Connection Between Psychopathology and Dysfunctional Career Thoughts.
Creator: Finklea, Jane Tyler, Osborn, Debra S., Reynolds, John R., Sampson, James P., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology...
Show moreFinklea, Jane Tyler, Osborn, Debra S., Reynolds, John R., Sampson, James P., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: This purpose of the present study was to explore the relationship between psychopathology and dysfunctional career thoughts, as little research has combined the two constructs. The Minnesota Multiphasic Personality Inventory-2 (MMPI-2) was used as a measure of participants’ psychopathology, and the Career Thoughts Inventory (CTI) was used as a measure of participants’ dysfunctional career thoughts. Cognitive Information Processing (CIP) was employed to provide theoretical underpinnings to the...
Show moreThis purpose of the present study was to explore the relationship between psychopathology and dysfunctional career thoughts, as little research has combined the two constructs. The Minnesota Multiphasic Personality Inventory-2 (MMPI-2) was used as a measure of participants’ psychopathology, and the Career Thoughts Inventory (CTI) was used as a measure of participants’ dysfunctional career thoughts. Cognitive Information Processing (CIP) was employed to provide theoretical underpinnings to the study. Five case were chosen from an archival database, and all participants had CTI Total Scale T-scores ≥ 65. Each case contained an MMPI-2 Extended Report which was used to determine findings of psychopathology. Alongside the primary researcher’s interpretations, four Experts in the use of the MMPI/MMPI-2 agreed to interpret the Extended Reports and provide thoughts about symptoms and diagnoses of psychopathology were present. Data were analyzed by the primary researcher and findings were determined based on endorsement across cases. Results of this study indicated that individuals with high levels of dysfunctional career thoughts might also be experiencing psychopathologies and diagnoses of depression, anxiety, somatic concerns, obsessional-compulsive concerns, personality disorders, and gender and culturally based concerns. Implications include a strong need for additional training for practitioners at the intersection of mental health and career concerns and awareness to suicidal ideation in those with dysfunctional career thoughts.
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Date Issued: 2016
Identifier: FSU_2016SU_Finklea_fsu_0071E_13426
Format: Thesis

Title: Mindful Growth: The Relationship Between Dispositional Mindfulness, Cognitive Coping, Posttraumatic Stress and Posttraumatic Growth.
Creator: Hanley, Adam W., Canto, Angela I., Abell, Neil, Osborn, Debra S., Roehrig, Alysia D., Florida State University, College of Education, Department of Educational Psychology and...
Show moreHanley, Adam W., Canto, Angela I., Abell, Neil, Osborn, Debra S., Roehrig, Alysia D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: This study explored the relationship between dispositional mindfulness, posttraumatic outcomes (i.e., stress and growth) and cognitive coping strategies (i.e., intrusive rumination, deliberate rumination, and positive reappraisal) that may support more positive posttraumatic outcomes. In blending a literature base addressing posttraumatic growth with a literature base exploring mindfulness and positive reappraisal, it appears that dispositional mindfulness is uniquely situated to positively...
Show moreThis study explored the relationship between dispositional mindfulness, posttraumatic outcomes (i.e., stress and growth) and cognitive coping strategies (i.e., intrusive rumination, deliberate rumination, and positive reappraisal) that may support more positive posttraumatic outcomes. In blending a literature base addressing posttraumatic growth with a literature base exploring mindfulness and positive reappraisal, it appears that dispositional mindfulness is uniquely situated to positively influence posttraumatic cognitions, recovery and growth. The relationship between mindfulness, cognitive coping and posttraumatic outcomes was investigated in a sample (N=437) of university students given the high, traumatic exposure prevalence rate (e.g., 72%-92%) and the elevated rates of posttraumatic distress observed in college students (approximately 20% report clinical or subclinical levels of distress). Path analysis revealed that both dispositional mindfulness and the amount of schematic disruption associated with the traumatic exposure had significant direct and indirect effects on posttraumatic stress and posttraumatic growth. Interpretation of the path analysis suggested three, broad paths: 1) An intrusive path linking traumatic disruption to posttraumatic stress through intrusive rumination, 2) A deliberate path linking traumatic disruption to both posttraumatic outcomes through deliberate rumination, associated with greater posttraumatic stress and greater posttraumatic growth, and 3) A mindful-reappraisal path linking mindfulness to both posttraumatic outcomes through positive reappraisal and both ruminative types, associated with reduced posttraumatic stress and greater posttraumatic growth. Results suggest that dispositional mindfulness, the amount of schematic disruption following a traumatic exposure, and cognitive coping styles all affect posttraumatic outcomes. As such, appropriately selected and implemented mindfulness-based interventions may facilitate recovery and growth in the aftermath of trauma.
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Date Issued: 2015
Identifier: FSU_2016SU_Hanley_fsu_0071E_12709
Format: Thesis

Title: The Incremental Validity of the Barkley Deficits in Executive Function Scale and Cognitive Tests of Executive Function on ADHD Symptoms and Impairments in College Students.
Creator: Dehili, Vincent Malik, Prevatt, Frances F., Stepina, Lee, Ebener, Deborah J., Osborn, Debra S., Florida State University, College of Education, Department of Educational...
Show moreDehili, Vincent Malik, Prevatt, Frances F., Stepina, Lee, Ebener, Deborah J., Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Executive Function (EF) is defined as “self-directed actions so as to choose goals and to select, enact, and sustain actions across time towards those goals” (Barkley, 2012; p. 170). These “self-directed actions” can take the form of behavioral, social, or emotional regulation. Since that time, EF has been associated with the frontal lobe function and has been researched as being affected by multiple physical and mental health disorders (Jurado & Roselli, 2007). EF deficits have been linked...
Show moreExecutive Function (EF) is defined as “self-directed actions so as to choose goals and to select, enact, and sustain actions across time towards those goals” (Barkley, 2012; p. 170). These “self-directed actions” can take the form of behavioral, social, or emotional regulation. Since that time, EF has been associated with the frontal lobe function and has been researched as being affected by multiple physical and mental health disorders (Jurado & Roselli, 2007). EF deficits have been linked to Attention-Deficit/Hyperactivity Disorder (ADHD). ADHD is “a persistent pattern of inattention and/or hyperactivity-impulsivity that is frequently displayed and more severe than is typically observed in individuals at a comparable level of development” (APA, 2013, p. 59). Research indicates that 4.4% of the adult population qualify for a diagnosis of ADHD (Barkley, Fischer, Smallish, & Fletcher, 2002; Bush, Valera, & Seidman, 2006; Glutting, Youngstrom, & Walkins, 2005; Kessler et al., 2005; DuPaul, Weyandt, O’Dell, & Varejao, 2009). College students with ADHD face unique challenges compared to their non-ADHD peers with respect to academics (Antshel et al., 2010; Barkley et al., 2006; Dupaul Weyandt, O’Dell, & Varejao, 2009), driving (Barkley, 2011a; Barkley, Anderson, & Kruesi, 2007; Richards et al., 2006), and work performance (Barkley, 2011a; Barkley & Murphy, 2010; Shifrin, Proctor, & Prevatt, 2010; Wilens, Faraone, & Biederman, 2004). Only 20% of young adults with ADHD will enroll in college with about 5% completing college (Antshel et al., 2010; Barkley et al., 2006; Biederman et al., 2006). Adults with ADHD have been shown to have greater likelihood to be at fault for car accidents and receive speeding tickets, (Barkley, 2011a; Barkley, Anderson, & Kruesi, 2007; Richards et al., 2006). Also, adults with ADHD are more likely to have a lower salary are reprimanded more at work (Barkley & Murphy, 2010; Shifrin, Proctor, & Prevatt, 2010; Wilens, Faraone, & Biederman, 2004). Evaluating ADHD in college students is done through multiple methods ranging from cognitive tests of EF to self-report rating scales on ADHD symptomology (Barkley, 2011a). As said previously, cognitive tests of EF were initially used to study individuals with frontal lobe damage (Barkley, 2011a; 2012; Barkley & Murphy, 2011; Jurado & Roselli, 2007). Meanwhile, rating scales of EF for adults evaluate a myriad of cognitive constructs without being based on any theory that allows clinicians to determine which cognitive functions are executive in nature (Burgess et al., 1998; Climie, Cadogan, & Goukon, 2014; Gioia et al., 2000; Naglieri & Goldstein, 2013). The Barkley Deficits in Executive Functioning Scale (BDEFS; Barkley, 2011b) is a recently created self-report rating scale that assesses five behavioral deficit areas related to EF: Self-Management to Time, Self-Organization/Problem Solving, Self-Restraint, Self-Motivation, and Self-Regulation of Emotion (Barkley, 2011a). Barkley (2011a) created the BDEFS to easily evaluate EF deficits in adults with ADHD as well as create a measure that was theoretically based (Barkley, 2012). The purpose of this study was to add further evidence to the incremental validity of the BDEFS on assessing ADHD symptoms and life impairments related to ADHD in college students over commonly used cognitive tests of EF. This study analyzed 83 college students diagnosed with ADHD at a southeastern public university. The mean age of the students was twenty-four years old with a median age of twenty-one years old. 47% of the students were male with 69% of the students identifying as Caucasian, 18% as Hispanic, 4% as African American, 4% Asian, and 4% as “Other.” As well, 11% of students identified as being a freshman, 24% as a sophomore, 19% as a junior, 25% as a senior, 16% as a graduate students, and 5 % did not choose a specific year in college. Through the use of multiple independent t-tests and One-way analysis of variances, no significant effects with respect to age, gender, ethnicity, or year in college were found on each of the dependent variables. With respect to incremental validity, the BDEFS subdomains consistently added significant variance over the variance accounted for by cognitive tests of EF on each dependent variable (i.e., inattention symptoms, hyperactivity symptoms, impulsivity symptoms, work performance, and driving performance). Conversely, cognitive tests of EF were never able to add significant variance over the variance accounted for by the BDEFS subdomains on each dependent variable. It is clear that further support of the validity of the BDEFS is needed. This study demonstrated additional evidence towards the incremental validity of the BDEFS over cognitive tests of EF on ADHD symptoms and impairments. This study also demonstrated evidence towards the ecological validity of the BDEFS.
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Date Issued: 2015
Identifier: FSU_2016SU_Dehili_fsu_0071E_12651
Format: Thesis

Title: A Bibliography of CIP Theory, Research, and Practice.
Creator: Sampson, James P., Lenz, Janet G., Dozier, V. Casey, Osborn, Debra S., Peterson, Gary W., Reardon, Robert C.
Abstract/Description: This bibliography contains citations from publications or papers presented at professional meetings concerning CIP theory, research, and practice based on work completed at Florida State University and other organizations in various locations.
Date Issued: 2020-08-03
Identifier: FSU_libsubv1_scholarship_submission_1597415022_543a38b8, 10.33009/fsu.1597415022
Format: Citation

Title: The Relationship among First-Generation College Student Status and Resilience, Social Support, Perceived Barriers, and Negative Career Thoughts.
Creator: Freeman, Vanessa Frierson, Lenz, Janet G., Guthrie, Kathy L., Osborn, Debra S., Sampson, James P., Florida State University, College of Education, Department of Educational...
Show moreFreeman, Vanessa Frierson, Lenz, Janet G., Guthrie, Kathy L., Osborn, Debra S., Sampson, James P., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The aim of the present study was to gain a further understanding of first-generation college students (FGCS) in comparison to their non-FGCS peers. The study examined both groups in relation to the following variables: resilience levels, perceived social support, perception of barriers, and negative career thoughts. Specifically, the goal was to understand how resilience levels and perceived social support were related to perception of barriers and negative career thoughts. General group...
Show moreThe aim of the present study was to gain a further understanding of first-generation college students (FGCS) in comparison to their non-FGCS peers. The study examined both groups in relation to the following variables: resilience levels, perceived social support, perception of barriers, and negative career thoughts. Specifically, the goal was to understand how resilience levels and perceived social support were related to perception of barriers and negative career thoughts. General group differences on resilience levels, perceived social support, perception of barriers, and negative career thoughts were explored using a one-way ANOVA. Then, multiple regressions were used to examined whether resilience level and perceived social support could predict perception of barriers and negative career thoughts. The 10-Item Connors-Davidson Resilience Scale (CDRISC; Campbell-Sills & Stein, 2007) was used to examine resilience levels. The Social Support Appraisal Scale (SSA; Vaux et al., 1986) was used to examine perceived social support. The Perception of Barriers Scale (POB; Luzzo & McWhirter, 2001) was used to examine perception of barriers. The Career Thoughts Inventory (CTI; Sampson, Peterson, Lenz, Reardon, & Saunders, 1996) was used to examine negative career thoughts. Participants (n = 272) for the study were recruited from a large, southeastern, public university, specifically from the university’s College of Education and the Center for Academic Retention and Enrichment (CARE). CARE’s mission is to recruit and support FGCS. There were 101 FGCS and 171 non-FGCS included in the sample. The results indicated that there were no statistically significant differences between groups on resilience levels, perceived social support, and negative career thoughts. There were statistically significant differences between groups on perception of barriers with non-FGCS perceiving more barriers than FGCS. The multiple regression revealed that resilience level and perceived social support predicted 9.1% of the variance in perception of barriers and 15.3% of the variance in negative career thoughts. A discussion regarding the findings of the study, limitations, and implications for theory, practice and future research are offered.
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Date Issued: 2017
Identifier: 2018_Su_Freeman_fsu_0071E_13898
Format: Thesis

Title: The Relationships Among Career Decidedness, Satisfaction with Choice, Goal Instability, and Dysfunctional Career Thoughts.
Creator: Hou, Pei-Chun, Sampson, James P., Osborn, Debra S., Ferris, Gerald R., Lenz, Janet G., Florida State University, College of Education, Department of Educational Psychology and...
Show moreHou, Pei-Chun, Sampson, James P., Osborn, Debra S., Ferris, Gerald R., Lenz, Janet G., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The present study investigated relationships among variables of career decidedness, satisfaction with career choice, goal instability, decision-making confusion, commitment anxiety, and external conflict through structural equation modeling in a sample of college students (N = 278). The Occupational Alternatives Question (OAQ; Zener & Schnuelle, 1972; modified by Slaney, 1980) and Satisfaction with Choice Question (SCQ; Zener & Schnuelle, 1972; modified by Holland, Gottfredson, & Nafziger,...
Show moreThe present study investigated relationships among variables of career decidedness, satisfaction with career choice, goal instability, decision-making confusion, commitment anxiety, and external conflict through structural equation modeling in a sample of college students (N = 278). The Occupational Alternatives Question (OAQ; Zener & Schnuelle, 1972; modified by Slaney, 1980) and Satisfaction with Choice Question (SCQ; Zener & Schnuelle, 1972; modified by Holland, Gottfredson, & Nafziger, 1975), were used to measure individual’s career decidedness (i.e., decided or undecided), satisfaction with career choice (i.e., satisfied or dissatisfied). The Goal Instability Scale (GIS; Robbins & Patton, 1985) was used to measure the latent variable of goal instability. The Career Thoughts Inventory (CTI; Sampson, Peterson, Lenz, Reardon, & Saunders, 1996a), with Decision Making Confusion (DMC), Commitment Anxiety (CA), and External Conflict (EC) subscales were used to measure latent variables of decision-making confusion, commitment anxiety, and external conflict, respectively. Results indicated that (a) decision-making confusion and commitment anxiety had direct effects on goal instability; (b) decision-making confusion and commitment anxiety had direct effects on career decidedness; (c) decision-making confusion, commitment anxiety, external conflict, and goal instability had direct effects on satisfaction with choice. A discussion of limitations and implications for theory, research, and practice are provided.
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Date Issued: 2017
Identifier: 2018_Su_Hou_fsu_0071E_13947
Format: Thesis

Title: The Impact of a Career Course on Undergraduate Students' Career Decision State as a Function of Negative Career Thoughts.
Creator: Miller, Adam K. (Adam Kyle), Osborn, Debra S., Sampson, James P., Guthrie, Kathy L., Lenz, Janet G., Florida State University, College of Education, Department of Educational...
Show moreMiller, Adam K. (Adam Kyle), Osborn, Debra S., Sampson, James P., Guthrie, Kathy L., Lenz, Janet G., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The current study examined the impact of taking a career development course on career decision making. Specifically, this study sought to determine when students are likely to see the greatest changes in career decision state, as well as how students' negative career thinking can impact such changes. The sample consisted of 151 undergraduate students participating in a career course that was theoretically informed by cognitive information processing (CIP; Sampson, Reardon, Peterson, & Lenz,...
Show moreThe current study examined the impact of taking a career development course on career decision making. Specifically, this study sought to determine when students are likely to see the greatest changes in career decision state, as well as how students' negative career thinking can impact such changes. The sample consisted of 151 undergraduate students participating in a career course that was theoretically informed by cognitive information processing (CIP; Sampson, Reardon, Peterson, & Lenz, 2004). The Career State Inventory (CSI; Leierer, Peterson, Reardon, & Osborn, 2017) was used to measure students' career decision state throughout each unit of the course, while the Career Thoughts Inventory (CTI; Sampson et al., 1996a) was used as a measure of negative career thinking. A repeated-measures ANOVA was performed to determine differences in course impact by level of negative career thinking (high, medium, low). Results of the ANOVA analysis found that students reported significantly more positive career decision states following Unit I and Unit III of the course, but not Unit II of the course. Additionally, results from that same analysis found an interaction effect between the course and negative career thinking; indicating that students with higher levels of negative career thinking started and maintained less positive career decisions states throughout the course, compared to those of medium and lower levels of negative career thinking. Finally, a second repeated-measures ANOVA found that students who saw the greatest decrease in negative career thinking throughout the course also saw the greatest changes towards a more positive career decision state. A discussion of the findings is offered, followed by the study's limitations, and the implications for theory, research, practice, and policy.
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Date Issued: 2019
Identifier: 2019_Summer_Miller_fsu_0071E_15337
Format: Thesis

Title: The Relationships among Personality Factors, Negative Career Thoughts, and Profile Elevation.
Creator: Edralin, Christine, Lenz, Janet G., McWey, Lenore M., Osborn, Debra S., Sampson, James P., Dozier, V. Casey (Virginia Casey), Florida State University, College of Education,...
Show moreEdralin, Christine, Lenz, Janet G., McWey, Lenore M., Osborn, Debra S., Sampson, James P., Dozier, V. Casey (Virginia Casey), Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The present study examined personality factors in relation to negative career thoughts and profile elevation. Study participants (n = 128) were undergraduate students enrolled in five sections of a career development course at a large, public, Southeastern university. The NEO Five-Factor Inventory-3 Form S (NEO FFI-3 Form S; McCrae & Costa, 2010) was used to measure the five factors of personality (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness). The Career Thoughts...
Show moreThe present study examined personality factors in relation to negative career thoughts and profile elevation. Study participants (n = 128) were undergraduate students enrolled in five sections of a career development course at a large, public, Southeastern university. The NEO Five-Factor Inventory-3 Form S (NEO FFI-3 Form S; McCrae & Costa, 2010) was used to measure the five factors of personality (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness). The Career Thoughts Inventory (CTI; Sampson et al., 1996a) was used to measure negative career thoughts and the Standard Self-Directed Search (StandardSDS; Holland & Messer, 2017) was used to measure profile elevation. A hierarchical multiple regression analysis was conducted to determine if the five personality factors (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) on the NEO FFI-3 were predictors of negative career thoughts (CTI Total Score). Results of the hierarchical multiple regression showed that 27.1% of the variability in the CTI Total Score was explained by the combined effect of Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness. Neuroticism and Conscientiousness were the only statistically significant predictors of the CTI Total Score. In addition, a simple linear regression was conducted to determine if negative career thoughts (CTI Total Score) predicted profile elevation on the StandardSDS. The simple linear regression results showed that 3.6% of the variance in profile elevation could be explained by the CTI Total Score. Finally, a hierarchical multiple regression analysis was conducted to determine if the five personality factors (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) on the NEO FFI-3 and negative career thoughts (CTI Total Score) predicted profile elevation on the StandardSDS. The hierarchical regression revealed that 38.0% of the variability in profile elevation was explained by Openness, Extraversion, Conscientiousness, Neuroticism, CTI Total Score, and Agreeableness. Openness was found to be the strongest predictor of profile elevation, followed by Agreeableness, Conscientiousness as the third strongest, and Extraversion as the fourth strongest predictor of profile elevation. Additional analyses showed that 7.9% of the variance in profile elevation could be explained by DMC. Additional analyses also revealed a significant positive relationship between Neuroticism and DMC, as well as significant negative relationships among DMC, Extraversion, and Conscientiousness. A significant positive correlation was found between Neuroticism and CA, as well as a significant negative correlation between Conscientiousness and CA. Finally, a significant positive correlation was found between Neuroticism and EC, as well as significant negative correlations among EC and Extraversion, Agreeableness, and Conscientiousness. A discussion of the study's findings and limitations are offered. Lastly, implications for theory, practice, and future research are included.
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Date Issued: 2018
Identifier: 2019_Summer_Edralin_fsu_0071E_14824
Format: Thesis

Title: An Introduction to CIP Theory, Research, and Practice.
Creator: Sampson, James P, Osborn, Debra S, Bullock-Yowell, Emily, Lenz, Janet G, Peterson, Gary W, Reardon, Robert C, Dozier, V Casey, Leierer, Stephen J, Hayden, Seth C W, Saunders,...
Show moreSampson, James P, Osborn, Debra S, Bullock-Yowell, Emily, Lenz, Janet G, Peterson, Gary W, Reardon, Robert C, Dozier, V Casey, Leierer, Stephen J, Hayden, Seth C W, Saunders, Denise E
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Abstract/Description: The primary purpose of this paper is to introduce essential elements of cognitive information processing (CIP) theory, research, and practice as they existed at the time of this writing. The introduction that follows describes the nature of career choices and career interventions, and the integration of theory, research, and practice. After the introduction, the paper continues with three main sections that include CIP theory related to vocational behavior, research related to vocational...
Show moreThe primary purpose of this paper is to introduce essential elements of cognitive information processing (CIP) theory, research, and practice as they existed at the time of this writing. The introduction that follows describes the nature of career choices and career interventions, and the integration of theory, research, and practice. After the introduction, the paper continues with three main sections that include CIP theory related to vocational behavior, research related to vocational behavior and career intervention, and CIP theory related to career interventions. The first main section describes CIP theory, including the evolution of CIP theory, the nature of career problems, theoretical assumptions, the pyramid of information processing domains, the CASVE Cycle, and the use of the pyramid and CASVE cycle. The second main section describes CIP theory-based research in examining vocational behavior and establishing evidence-based practice for CIP theory-based career interventions. The third main section describes CIP theory related to career intervention practice, including theoretical assumptions, readiness for career decision making, readiness for career intervention, the differentiated service delivery model, and critical ingredients of career interventions. The paper concludes with regularly updated sources of information on CIP theory.
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Date Issued: 2020-06-25
Identifier: FSU_libsubv1_scholarship_submission_1593091156_c171f50a
Format: Citation

Title: The Validity of Social Media-Based Career Information.
Creator: Sampson Jr., James P., Osborn, Debra S., Kettunen, Jaana, Hou, Pei-Chun, Miller, Adam K., Makela, Julia P.
Abstract/Description: The use of social media expands the availability and sources of career information. However, the authorship of this information has changed from traditional print media and multimedia sources created by experts to social media-based career information created by the users themselves. While variability in career information validity has been an issue for some time, rapid growth in the use of social media creates some unique challenges. The ease with which social media-based career information...
Show moreThe use of social media expands the availability and sources of career information. However, the authorship of this information has changed from traditional print media and multimedia sources created by experts to social media-based career information created by the users themselves. While variability in career information validity has been an issue for some time, rapid growth in the use of social media creates some unique challenges. The ease with which social media-based career information can spread creates the potential for rapid widespread dissemination of disinformation and biased perceptions. Potential sources of invalidity include: intentional bias (with or without profit motive), unintentional bias, restricted range of experience, out-of-date information, popularity bias, similarity bias, and context deficiency. We examine potential sources of social media-based career information invalidity and suggest implications for practice to help individuals make best use of such information.
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Date Issued: 2018-06-08
Identifier: FSU_libsubv1_scholarship_submission_1521225668_d3959a6c, 10.1002/cdq.12127
Format: Citation

Theses and Dissertations (24)	+ -
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