https://orcid.org/0000-0002-3564-2615
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ABSTRACT
To develop a career is considered a central task for adolescents. The aim in the present study was to explore the content and process of career development and meaning making processes using a narrative approach. As a convenience sample, participants were 20 Italian students attending their last two years of high school and 23 English students attending sixth form education. Students in both groups produced written narratives using the same prompt. Analysis indicated that most of the students are still at a development stage of “exploration”, although there appear to be cultural differences. However, those who explored personal values, interests and passions, and had early work experiences, showed clearer career development.
Data availability statement
Non-digital data supporting this study are available on request from the corresponding author.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Tiziana Di Palma
Tiziana Di Palma is a psychotherapist and an adjunct professor at University of Naples “Federico II”, Italy. Her research interests include developmental psychology and vocational and personal identity formation processes in adolescence and emerging adulthood.
Hazel Reid
Hazel Reid worked as the Head of Research in the Faculty of Education at Canterbury Christ Church University, UK. She researches in the area of career and guidance theory and practice, with a particular interest in narrative career counselling and clinical supervision. She also works with the auto/biography and Narrative Research methodologies. She is a fellow of the UK Career Development Institute and the National Institute of Careers Education & Counselling, UK. She is a board member of the European Research Society for Vocational Designing and Career Counselling.