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1 | This spreadsheet provides a summary of existing research on evidence-based practice utilizing CIP theory-based career interventions. For each publication, information is included on author(s), year, publication type, title, intervention, variables of interest, instrumentation, sample, sample demographics, design and/or analyses, and findings. Complete references for the publications on this spreadsheet are available on the CIP Bibliography. This spreadsheet was created by Debra Osborn and Casey Dozier with assistance from James Sampson, all from Florida State University’s Center for the Study of Technology in Counseling and Career Development. This spreadsheet was last updated on July 2020. We welcome the submission of any research that you conduct on the efficacy of CIP theory-based career interventions and any documentation of CTI-based career interventions that you create. Email Dr. Osborn (dosborn@fsu.edu) or Dr. Dozier (casey.dozier@fsu.edu) if you would like us to consider including your CIP evidence-based publication. | |||||||||||||||||||||||||
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3 | Author(s) | Year | Publication Type | Title | Intervention | Variables of Interest | Instrumentation | Sample | Sample demographics | Design and/or Analysis | Findings | |||||||||||||||
4 | Ahn, S. | 2020 | Journal | The development and its results of a university career center service based on the CIP approach: A case study from Korea | career center designed on CIP constructs-renovated physical space, adaptation of instruments, hiring of new staff, provision of career workshops, and creation of career handouts/guides, professional development | satisfaction, vocational identity | satisfaction measure, My Vocational Situation | 985 individual career counseling clients; 1359 non clients | n/a | pre post test | increases in satisfaction, vocational identity | |||||||||||||||
5 | Atílla Bal, E., & Arikan, S. | 2020 | Journal | The impact of a career development and planning course on university students’ career adaptability levels. | career course using CIP-based book, pyramid | career adaptability | Career Adapt-Abilities scale | 21 experimental; 20 control; mostly seniors | 16 females in experimental group; 19 females in control group; undergraduates in Istanbul | pretest-postest; Mann Whitney; Wilcoxon; qualitative used descriptive analysis | no significant differences between groups; qualitative supports CIP theory | |||||||||||||||
6 | Austin, K., Wagner, B., & Dahl, D. | 2004 | Journal | Reducing career indecisiveness in adults. | 4 week CIP-based career decision-making program | indecisiveness | Career Thoughts Inventory; indecisive scale of Career Decision Profile | 79 adults divide into high and low negative thoughts groups | 27 male, 42 female (17-59 years) | Pearson correlation; Wilcoxin signed ranks | Indecisiveness was significantly reduced for both groups | |||||||||||||||
7 | Bertoch, S. C., Reardon, R. C., Lenz, J. G., & Peterson, G. W. | 2014 | Journal | Goal instability in relation to career thoughts, decision state, and performance in a career course | CIP-based career course, 10 sections | goal stability, career thinking, occupational decision making, satisfaction w/career choice, tension, performance contract | Goal Instability Scale, Career Thoughts Inventory; Career Decision State Measures; Career Tension Scale; Course Performance | 257 undergraduates | 56.8& males; 63% White, 23% Black; 7% Hispanic; 49% seniors, 23% juniors, 19% sophomores; 9% freshmen | bivariate correlations and multiple regression | goal instability related to negative career thoughts, dissatisfaction with career choice, career tension, and inversely related to performance. | |||||||||||||||
8 | Bjornsdottir, M. D. | 2018 | Dissertation | Evaluation of career interventions: Short- and long-term outcomes for students finishing upper secondary school in Iceland. | 4 sessions of Icelandic developmental-focused intervention and CIP-based intervention for Icelandic upper secondary students | dysfunctional career thoughts; career indecision; career decision self-efficacy; life satisfaction | Career Thoughts Inventory; CIP-56-Icelandic version; Career Decision-Self-Efficacy Scale-Short Form; Satisfaction With Life Scale | 225 (From pre-test to post-test) students finishing their matriculation exam from 7 upper secondary schools in Iceland | ages 17-28; 54-69% females; 89-94% born in Iceland | pretest-posttest nonequivalent groups design; MANCOVA; MANOVA | after 1 week, CIP group increased in CDSE as compared to control group and IDI group; at 1 year, no differences among groups | |||||||||||||||
9 | Bobridge, K., Gordon, S., Walker, A., & Thompson, R. | 2003 | Journal | Evaluation of a career assistance program for youth-aged cricketers | career assistant program for youth-aged male cricketers; 14 week program | career goal decidedness, negative career thinking, assistance with specific career skills, awareness of career options, awareness of a need for career outside sport. | Athletic Identity Measurement Scale, Objective Measure of Ego identity Status, Career Thoughts Inventory | 31 male athletes | 20 experimental. Ages 15-16 | Mixed models 2X2 ANOVA; Chi Square | Experimental group had significant improvements in career goal decidedness, assistance with specific career skills, increased awareness of career options, increased awareness of a need for career outside sport. DMC changed at different times for the 2 groups; EC decreased significantly for experimental. group | |||||||||||||||
10 | Brown , S | 2015 | Book | Career intervention efficacy: Making a difference in people’s lives. | book chapter reviewing career interventions; CIP-based course one of these | n/a | n/a | n/a | n/a | n/a | CIP-based undergraduate course studies utilize good design, consistent outcomes, serving marginalized groups | |||||||||||||||
11 | Brown, S. D., & Roche, M. | 2016 | Journal | The outcomes of vocational interventions: Thirty (some) years later. | summarizes career intervention research since 1983 | includes CTI scores comparison across | n/a | n/a | n/a | n/a | calls for including non-career measures in career research | |||||||||||||||
12 | Bullock-Yowell, E., Andrews, L., McConnell, A., & Campbell, M. | 2012 | Journal | Unemployed adults' career thoughts, career self-efficacy, and interest: Any similarity to college students? | compare the career thinking, self-ef cacy, and interests of 169 unemployed adults seeking public job center assistance with that of 200 college students | areer thinking, self-efficacy, and interests | CTI, CDSE-SF, SDS | 169 unemployed adults compared to 200 college students | about half African American; 70% high school education | a chi square and analyses of covariance | Unemployed adults reported a higher level of Realistic interests and similar levels of negative career thinking and career decision-making self-efficacy compared with college students. | |||||||||||||||
13 | Bullock-Yowell, E., Leavell, K. A., McConnell, A. E., Rushing, A. D., Andrews, L. M., Campbell, M., et al. | 2014 | Journal | Career decision-making intervention with unemployed adults: When good intentions are not effective. | 1 hour workshop focused on CASVE | career decision-making difficulties; negative career thoughts | Career Decision-Making Difficulties Questionnaire; Career Thoughts Inventory | 150 unemployed adults; 73 women (18-75), unemployed an average of 8.2 weeks; 48% White; 45% Black | 72 experimental group | Chi-squares; MANOVA; ANOVAs | Those in experimental group scored higher on inconsistent information to control group-significant, but small effect size. | |||||||||||||||
14 | Buzzetta, M., Hayden, S. C. W. & Ledwith, K. | 2017 | Journal | Creating hope: Assisting veterans with job search strategies using cognitive information processing theory. | Clinical case study of a veteran in job search | applies CIP theory, negative career thinking, anxiety to case | Career Thoughts Inventory; Self-Directed Search | n/a | n/a | n/a | n/a | |||||||||||||||
15 | Carr, D. L. | 2004 | Technical Report | The effect of a workbook intervention on college students’ reframes of dysfunctional career thoughts (technical report No. 37). | CTI workbook intervention | quality of cognitive reframes | Career Thoughts Inventory, CTI Workbook, Student demographic sheet, Career State Inventory | 84 undergraduate students(42 treatment; 42 control) in career course | 61% sophomore; 31% senior; 66% female; 18-31 years; 81% White | double blind, quasi-experimental design; repeated ANOVA | At posttest, those using the workbook improved in creating more effective reframes; treatment effect decreased 2 weeks later | |||||||||||||||
16 | Chen, S., Chen, H., Ling, H., & Gu. | 2022 | Joural | An Online Career Intervention for Promoting Chinese High School Students’ Career Readiness | sychronous online career intervention | pre- and post-intervention assessment of their career maturity, vocational identity and career decision-making difficulties. | Career Maturity Inventory, VISA, CDDQ, SDS | 957 10th grade students were recruited in the study, 601 participants (girls = 227, boys = 324) were randomly assigned to the experimental group (online career intervention), and 356 (girls = 159, boys = 197) | Chinese high school students | experimental; 2 way and 3 way MANOVA | online intervention significantly increased high school students’ career readiness and reduced their career decision-making difficulties. | |||||||||||||||
17 | Da Fonseca, P. M., & Chatzichristou, S. | 2019 | Journal | Making labour market information useful through better services and online tools: A case study of Cedefop’s Skills Panorama platform and guidance resources. | application of CIP self-directed model as an online tool | evaluation of ICT, labor market information and how it is embedded in career services via case study | program evaluation | n/a | n/a | n/a | self-directed online programs can be effective-better with counselor support, when client-driven, framed by pedagogical approach, used critically versus taken verbatim, when used to its fullest potential | |||||||||||||||
18 | Gordon, K. | 2020 | Journal | Applying CIP theory to Canada's lighthouse labs bootcamp | application of CIP to a technology boot camp | evaluation of integrating CIP on decreasing negative thoughts, improving career decison-making, sataisfacton with career services | program evaluation | n/a | n/a | n/a | high evaluations of career services after implementation of CIP-based workshops; increased knowledge of decision-making process, and agreement that CIP helped participants learn how to think more positively about their career options | |||||||||||||||
19 | Hayden, S. C.W. | 2018 | Journal | Supporting veterans experiencing homelessness through a theoretically-based career development group. | career-focused group using RIASEC & CIP theories | participants' evaluation of group on specific aspects of their career development | group post survey | 8 Veterans | 8 Veteran males, average age of 57, 75% Black, 25% White | n/a | group ratings indicated improvement in strategies for addressing career development, enhanced next steps for career development, satisfaction with the group counseling experience, and would recommend the group to others | |||||||||||||||
20 | Henderson, K. M. | 2009 | Dissertation | The effects of a cognitive information processing career intervention on the dysfunctional career thoughts, locus of control, and career decision self-efficacy of underprepared college students | 7 session career intervention based on CIP in 1st year experience course | dysfunctional career thoughts, locus of control, career decision self-efficacy | Career Thoughts Inventory; Rotter IE Scale; Career Decision Self-Efficacy Short Form | full time freshmen in remedial academic courses | 48 in first year experience course; 14 in teacher education; | nonequivalent control group design with delayed posttest; ANCOVA, dependent t-tests | significant improvement in dysfunctional career thoughts which maintained 4 weeks post intervention; significant correlation between decision-making confusion and locus of control; those with higher levels of dysfunctional career thoughts had more external locus of control; LOC did not change over time, nor did career decision self-efficacy | |||||||||||||||
21 | Hirschi, A. M. & Läge | 2008 | Journal | Increasing the career readiness of young adolescents: An evaluation study | CIP-based career workshop to promote career readiness | career decidedness, career planning, career exploration, vocational idenity | Career Maturity Inventory; Career Development Inventory; My Vocational Situation | 334 7th grade Swiss students | 12-16 years old; 49% male; 82% Swiss | Solomon 4 group design | participants significantly increased in career decidedness, career planning, career exploraiton, and vocational identity | |||||||||||||||
22 | Kronholz, J. | 2015 | Journal | Self-help career services: A case report. | self-help career services | applies CIP theory, negative career thinking, RIASEC to a case | examination of self-talk, Holland type | n/a | sophomore | n/a | n/a | |||||||||||||||
23 | Leuty, M., Bullock-Yowell, E., Womack, A., Schmidtman, E., Paulson, D., Andrews, L. M., & Osborne, L. | 2015 | Journal | The integration of science and practice in one training program: Outcomes of a manualized career counseling group. | CIP-based career counseling 5 session group | negative thoughts, career decision-making self-efficacy, depression, anxiety, stress | Career Decision Self-Efficacy Scale-short form; Career Thoughts Inventory; Depression Anxiety Stress Scales | 59 undergraduates | 90% female; mean age 23; 47% European American; 47% African American; 33% seniors, 32% juniors | paired t-tests, Pearson correlations | significant decreases in negative thinking, significant increases in career decision-making self-efficacy; no decreases in depression, anxiety or stress | |||||||||||||||
24 | Miller, A. K., Osborn, D. S., Sampson, J. P., Peterson, G. W., & Reardon, R. C. | 2018 | Journal | The impact of a college career course on students’ career decision states. | undergraduate career course | career decision state; dysfunctional career thoughts | Career State Inventory | 164 undergraduates in career course | 82% female; 32% freshmen, 23% sophomores, 21% juniors, 37% seniors; 58% White, 21% Black | quasi-experimental design; repeated MANCOVA | at the end of course, students had gains in certainty, satisfaction, and clarity; lower division start the course with less certainty, clarity and satisfaction, but both group end up very similar | |||||||||||||||
25 | Musgrove, K. R., Derzis, N. C., Shippen, M. E., & Brigman, H. E | 2012 | Journal | PIRATES: A program for offenders transitioning into the world of work. | evaluation of skills group preparing inmates for re-entry | dysfunctional career thoughts | Career Thoughts Inventory | 14 male offenders in a re-entry training class | ages 21-52; 50% Black, 44% White; 100% males | Paired t-tests | statistically significant decrease in negative career thinking | |||||||||||||||
26 | Nsubgua, H. Osborn, D. S. Brookens, Q. S. | 2021 | Journal | Meeting Ugandan University Students' Career Needs Using Cognitive Information Processing Model. | program evaluation of brief-career assisted model | |||||||||||||||||||||
27 | Osborn, D. S. Brown, C. Morgan, M. | 2021 | Journal | Expectations, experiences and career-related outcomes of computer-assisted career guidance systems | CACGs | CASVE placement, CIP skills | author-created survey | 90 undergraduate students | thematic analysis, RANOVA | Interaction with CACG systems was associated with increases in students’ metacognitive beliefs and experiences associated with career development, with most students progressing in their career decision-making as defined by cognitive information processing theory. When experience with the CACG system exceeded expectations, students reported larger gains in their belief that they had the knowledge necessary to make a career decision. | ||||||||||||||||
28 | Osborn, D. S., Hayden, S. W., Peterson, G. W., & Sampson, J. P. | 2016 | Journal | Effect of brief staff‐assisted career service delivery on drop-in clients. | Program evaluation of brief-career assisted model | knowledge of & confidence in next steps, anxiety about career concern, ratings of experience, thoughts about future need for type of career service | author-created survey; Session Rating Scale | 138 drop in clients to a university career center | 60% female; ages 17-39; 61% White, 17% Latino; 12% African American; 25% seniors, 24% juniors, 20% sophomores; 19% freshmen | RM ANOVA; Pearson Product Moment Correlation; calculation of change scores | increases in knowledge and confidence, no change in anxiety; overall positive ratings of experience; most desired additional brief assistance | |||||||||||||||
29 | Osborn, D. S., Howard, D. K., & Leierer, S. J. | 2007 | Journal | The effect of a career development course on the dysfunctional career thoughts of racially and ethnically diverse college freshmen. | CIP-based career course | dysfunctional career thoughts | Career Thoughts Inventory; author-created survey | 158 diverse college freshmen | 117 females; 39% White, 38% Black; ages 17-20 | repeated measures MANOVA | those with highest dysfunctional career thoughts had most dramatic decrease | |||||||||||||||
30 | Osborn, D. S., & Reardon, R. C. | 2006 | Journal | Using the Self-Directed Search: Career Explorer with high-risk middle school students. | CIP-structured group sessions | usefulness of CIP as organizing framework for 14 structured, six week career groups | Self-Directed Search: CE | 98 middle school students divided into 14 groups | 98 high risk middle school students; 95% Black, 50 females | ANOVA; thematic analysis | anecdotal comments revealed increases in self and options knowledge, decision making skills and self talk | |||||||||||||||
31 | Osborn, D. S., Sides, R. D., & Brown, C. A. | 2020 | Journal | Comparing career development outcomes among undergraduate students in cognitive information processing theory–based versus human relations courses | CIP-based career course | career decision state, CIP skills, progression in CASVE Cycle, knowledge of next steps, confidence in next step, anxiety about career concern | Career State Inventory; author-created survey of CIP-based variables | 152 undergraduates in career course; 50 in comparison course | career course: 89 females, 63% White, 15% Black; comparison course: 16 females, 54% White, 32% Black | RM ANOVA; ANCOVA | increases in all areas as compared to comparison group except confidence in next step | |||||||||||||||
32 | Reed, C., Reardon, R., Lenz, J., & Leierer, S | 2001 | Journal | A cognitive career course: From theory to practice. | CIP-based career course | career course; negative career thinking | Career Thoughts Inventory; author-created survey | 181 undergraduates in a career course | 126 females; 50% sophomores, 18% freshmen, 17% seniors, 15% juniors; 75% White, 13% Black | 3X2 MANOVA | Course as intervention decreased negative career thinking especially for those with highest negative thoughts | |||||||||||||||
33 | Ruff, E. | 2010 | Dissertation | The effects of theory-based techniques and media tools on information-seeking behavior. | video demonstrating brief-staff assisted career intervention | frequency of information-seeking behavior, number of research strategies, hours spent in ISB, number of references used in paper, number of types of references | Career Exploratory Plans or Intentions; Career Exploratory Survey: Environmental Exploration; Career Field Analysis -Quantity of Resources Frequency & Variety Analysis; Decision Making Confusion Scale of Career Thoughts Inventory | random assignment - 139 experimental, 141 control; 10 sections of undergraduate career planning class | Age 18-30, 42% female, 58% White, 23% Black; 53% seniors, 21% juniors, 18% sophomores, 9% freshmen | multivariate, univariate, and independent t-tests, an analysis of covariance (ANCOVA) and chi-square analyses. | Those who saw video spent more time In specific activities mentioned in video, used greater variety of strategies and resources | |||||||||||||||
34 | Shahnasarian, M., & Peterson, G. W. | 1988 | Journal | The effect of a prior cognitive structuring intervention with computer-assisted career guidance. | cognitive structuring intervention using video introduction of RIASEC model | representation of the world-of-work, occupational certainty, vocational identity | Occupational Grouping Task; Occupational Alternatives Question; My Vocational Situation | 3 groups (1: occupational grouping task (OGT), cognitive restructuring, & CACG; 2: OGT & CACG; 3: CACG only) | 95 career center clients; average age 23; 67% female; 83% white, 11% Black; equally divided among levels (e.g., freshmen) | ANOVAs | Group 1 adopted/retained RIASEC model for sorting occupations & increased options when they had few to start with, decreased options when they started with several. Group 3 increased vocational identity. No changes for group 2. | |||||||||||||||
35 | Thrift, M. M., Ulloa-Heath, J., Reardon, R. C., Peterson, G. W. | 2012 | Journal | Career interventions and the career thoughts of pacific island college students | college success course; CTI workbook | effect of CTI workbook and occupational research project on dysfunctional career thoughts | Career Thoughts Inventory | 128 freshmen students in 10 sections of communications course | 78 females; 50% Asian, 47% Pacific Islander | ANCOVA and MANCOVA; experimental v. control | workbook condition had significant impact on CTI score (research and control did not); both workbook and research project had significant positive effect on decision-making confusion and commitment anxiety | |||||||||||||||
36 | Vernick, S. H., Reardon, R. C., & Sampson, J. P | 2004 | Process evaluation of a career course: A replication and extension | process evaluation of 3 credit upper division career course | comparison of course evaluations to non career course evaluations | standardized course rating instrument t | 293 students; 11 sections of career course | 193 females; 44% sophomores, 21% seniors, 19% juniors, 16% females; ages 18-32; 74% White, 12% Black | t-tests; 4 group ANOVA | course was rated higher in course demands, student-instructor involvement, student-instructor involvement, and course organization than other courses; rated lower in student interest than other courses | ||||||||||||||||
37 | Werner, B. K. | 2003 | Dissertation | The impact of a career intervention in a learning community on the career thoughts and career decision self-efficacy of undeclared or undecided first-year university students | CIP-structured group sessions | dysfunctional career thoughts, decision making confusion, commitment anxiety, external conflict, career decision self-efficacy | Career Thoughts Inventory; Career Decision Making Self-Efficacy short | 21 first year undergraduates and 14 students in psychology course as comparison group | 61% female; did not report racial or ethnic breakdowns | 2X3 ANOVAS | No significant differences between groups | |||||||||||||||
38 | Williams, R. G., Baker, S. B., & Williams-DeVane, C. R. | 2018 | Journal | Effects of customized counseling interventions on career and college readiness self-efficacy of three female foster care youth. | customized interventions based on CIP and SCCT theories | college knowledge, positive personal characteristics, academic competence, potential to set and achieve future goals | Career and College Readiness Self-Efficacy Inventory; Attitude Toward Treatment; counselor field notes | 3 female foster care youth (age 15, 17, 17) | 3 female foster care youth (age 15, 17, 17) | A-B-A single-case experimental design | positive trends seen for each participant, but factor-specific data patterns were different for each; effect size ranged from small to large | |||||||||||||||
39 | Woodman, P. L. | 2008 | Dissertation | The effects of a coaching program on students’ career decision-making difficulties | career planning course with a coaching component evaluation comparison b/w course with coaching component versus course without versus control group in an English course | career decision making difficulties of college students | Career Decision-Making Difficulties Questionnaire | 84 undergraduates; 42 in course with coaching; 21 in course without coaching; 19 in control group (English class) | 54 females; ages 18-51; 58% Black; 40% White | Repeated measures, post hoc quasi-experimental design RM ANOVA | both career courses reduced career indecision; no differences for coaching and non-coaching components | |||||||||||||||
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