Abstract:

The purpose of this study is to examine the effectiveness of career intervention program based on Career Construction Theory (CCT) on career adapt-abilities and career adapting responses. Participants of the study group consist of 54 high school students (27 students in the experimental group, 27 students in the control group). The Career Adaptabilities Scale-New Form, which measures the career adaptabilities, and The Student Career Construction Inventory, which measures career adapting responses, were used in the research. In the study, a seven-session career intervention program was applied to the experimental group students. Independent samples t-test was conducted in order to analyze the significance of the difference between experimental and control groups in terms of career adapt-abilities and career adapting responses, and the pretest-posttest average scores of the subscales. In order to test the permanence of the experimental intervention, the scales were applied again four weeks after the intervention in the experimental group. The significance of the difference between the post-test and follow-up test mean scores was analyzed with the dependent samples t-test. As a result of the research, it has been revealed that the career intervention program developed based on CCT improves the career adapt-abilities and career adapting responses of the high school students. Also, the same effect was found for the follow-up measures performed four weeks later.

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