شناسايي و مقايسه لحظات نوآورانه در مشاوره مسير شغلي برساخت¬گرا و شناختي-اجتماعي براي گذار از دانشگاه به كار

Identification an‎d comparison of innovative moments in constructivist an‎d social cognitive career counseling for university to work transition

مشاوره

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.

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