چكيده لاتين
The present study aimed to implement and compare innovative moments in constructivist and social-cognitive career counseling for students who were in the transition phase from university to employment. These moments reflect the gradual formation of change within the dialogue between counselor and client. This research employed a multiple case study design within an exploratory mixed-methods framework (qualitative–quantitative). The sample included six students randomly assigned to two groups of three: the first group participated in constructivist career counseling sessions, and the second in social-cognitive career counseling sessions. The data were qualitative in nature and extracted from transcripts of real counseling sessions. In the first stage, the data were analyzed using the Innovative Moments Coding System based on the researcher’s semantic and interpretive understanding of counselor–client interactions, reflecting the interpretive nature of the study. Then, to enable a more precise comparison of the emergence patterns of innovative moments across the two counseling approaches, qualitative data were transformed into quantitative form, and indicators such as frequency and percentage of each type of innovative moment were calculated. The results showed that in both types of career counseling, innovative moments served as indicators for observing and assessing change throughout the counseling process. Moreover, transformation occurred gradually and progressively rather than abruptly. Innovative moments were examined at three levels (Level 1, Level 2, and Level 3) and across four main types (action, reflection, protest, and reconceptualization). Accordingly, Level 1 moments appeared mainly in early sessions, Level 2 in middle sessions, and Level 3 only in the final session of both counseling types. Comparative analysis indicated that the frequency of Level 1 and Level 3 innovative moments was significantly higher in constructivist career counseling, whereas Level 2 moments occurred more frequently in social-cognitive counseling. Regarding the types of innovative moments, reflection1, protest2, and reconceptualization were significantly more prevalent in constructivist counseling, while action1, action2, and reflection2 appeared more often in social-cognitive counseling. Thus, the emergence and growth of innovative moments differed between the two approaches: in social-cognitive career counseling, change was more evident at the behavioral and self-efficacy levels, whereas in constructivist career counseling, change mainly involved meaning-making and the reconstruction of career identity. Overall, findings demonstrated that both types of career counseling, through their specific mechanisms, fostered the occurrence and development of innovative moments and effectively facilitated students’ transition from university to work.
