Dysfunctional Career Thoughts Minimization: Strategically Improving Student Outlook

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Connie Browning Budden
Ellen Bush
Frances B. Wood

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Abstract

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

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