Gideon Arulmani

Bio: Gideon Arulmani is an academic researcher. The author has contributed to research in topics: Career development. The author has an hindex of 1, co-authored 1 publications receiving 39 citations.

The Influence of Career Beliefs and Socio-Economic Status on the Career Decision-Making of High School Students in India

Abstract: This paper responds to current discussions in career psychology that emphasise the importance of understanding how socio-economic backgrounds and social-cognitive environments influence career development. Located in India, this study examines the interaction between career beliefs and socio-economic status within a sample of Indian high school students. Significant socio-economic status differences were observed, with the lower SES groups showing higher levels of negative career beliefs. The relevance of these findings to career psychologists who work in multi cultural contexts is discussed within the framework of the Social Cognitive Theories of Career Decision Making.

The Big Five Career Theories

Abstract: This chapter focuses on the five theories of career development that have guided career guidance and counselling practice and research in the USA and internationally over the past few decades. These are: (1) theory of work-adjustment; (2) Holland’s theory of vocational personalities in work environment; (3) the self-concept theory of career development formulated by Super and more recently by Savickas; (4) Gottfredson’s theory of circumscription and compromise; and (5) social cognitive career theory. The author adopts an international perspective and selectively reviews studies of these theories conducted in regions around the world. The objectives of the chapter are to: review the core conceptual propositions and the evolvement of the ‘big five’ career development models, and discuss components of these models relevant to international career guidance professionals; review recent international empirical work done outside the USA in relation to these models; and discuss the directions that could be taken by researchers and practitioners to advance and adapt or ‘indigenise’ the five theories in their own cultural contexts.

Striking the right note: the cultural preparedness approach to developing resonant career guidance programmes

Abstract: Cultural preparedness is presented as a conceptual framework that could guide the development of culture-resonant interventions. The Jiva careers programme is presented as a case study to illustrate a method of career and livelihood planning based upon Indian epistemology and cultural practices. Social cognitive environments and career beliefs are discussed as key factors that characterise a group’s orientation to career development. An impact analysis is described. Traditional knowledge is highlighted as an important resource for constructing career guidance programmes to address the needs of clients from different cultural heritages.

Practice and Research in Career Counseling and Development—2003

Abstract: This annual review of the research and practice literature related to career counseling and development published during 2003 is presented in 6 major areas: professional issues, career assessment, career development, career theory, career interventions, and technology. The authors discuss the implications of the findings in this literature for career counseling practice.

Effect of Rational Emotive Behavior Therapy on Negative Career Thoughts of Students in Technical Colleges in Nigeria.

Abstract: Negative career thoughts are cognitive barriers that interfere with an individual's career decision-making and successful career development. The current study examined the effect of rational-emotive behavior therapy (REBT) on negative career thoughts of students in technical colleges in Nigeria. The study utilized a pretest-posttest control group design. One hundred and seventy-three participants from technical colleges in the Southeast zone of the country completed a measure of career thoughts at pretest, posttreatment, and follow-up: the College Students' Career Thoughts Scale. An REBT career program manual guided the intervention for 12 weeks. Data collected were analyzed using repeated-measures analysis of variance, chi-square, and t-test. Results show that the negative career thoughts of the REBT group participants were significantly reduced relative to a waitlist control group at the end of the intervention. Follow-up tests conducted after three months and six months revealed that the significant decrease in negative career thoughts of the REBT group participants was sustained. The outcomes of the current study suggest that REBT is an invaluable group therapy for assisting college students in overcoming negative thoughts associated with career choice and decision. It would be helpful if further longitudinal evaluation were implemented in Nigeria and in other countries to evaluate whether and how an REBT-based program can improve vocational maturity and vocational identity of technical college students.