Career decision-making difficulties are frequent problems for adolescents. Regular intervention or prevention programs mainly provide information for the students about themselves, about the world of work, about their interests and preferences etc. Rational emotive behavioral therapy (REBT), a form of Cognitive behavioral therapy (CBT) provides help for adolescents to efficiently cope with emotional problems (e.g., psychological distress) related to the career decision-making process. The present study aims to investigate the efficiency of an REBT career intervention program implemented in a school setting. School settings are appropriate to deliver group intervention for students. Classes from Romanian public high-schools will be randomized in either intervention or treatment as usual groups.
The intervention will be group based, delivered in 8 sessions, over 8 weeks. Each of the eight modules aimed a different component: Psychoeducation, Information about self and world of work, Steps of career decision-making, Problem solving. Additionally, for the REBT groups: Relationship between cognitive distortions/irrational beliefs and emotions, Cognitive restructuring, Exposure/behavioral activation and emotional problem solving, Maintenance of gaining. Homework would be given at every session. REBT intervention programs delivered in school settings represent ecological modalities to target vulnerable groups. Adolescents will complete assessments at four time points: T1 (baseline), T2 (post-intervention), T3 (3 months follow-up) and T4 (6 months follow-up).
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
DOUBLE
Enrollment
235
Eight sessions of regular career intervention with rational emotive behavioral therapy (REBT) methods.
Eight sessions of regular career intervention.
Babes-Bolyai University
Cluj-Napoca, Romania
Career Decision-making Difficulties Questionnaire (CDDQ; Gati, Krausz, & Osipow, 1996)
Measure of career decision-making difficulties.
Time frame: Change from baseline career decision-making difficulties up to 24 weeks
Emotional Distress Profile (PDA; Opris & Macavei, 2005)
Measure of positive emotions, negative functional and negative dysfunctional emotions.
Time frame: Change from baseline distress up to 24 weeks
Penn State Worry Questionnaire for Children (PSWQ-C; Chorpita et al., 1997)
Measure of worry for children and adolescents.
Time frame: Change from baseline worry up to 24 weeks
General Attitudes and Beliefs Scale Short Form (GABS-SF; Lindner et al., 1999)
Measure of Irrational Beliefs.
Time frame: Change from baseline irrational beliefs up to 24 weeks
Beck Depression Inventory for Youth (BDI-Y; Beck, 2005)
Measure of depression of adolescents.
Time frame: Change from baseline depression, anxiety up to 24 weeks
Beck Anxiety Inventory for Youth (BAI-Y; Beck, 2005)
Measure of anxiety of adolescents.
Time frame: Change from baseline anxiety up to 24 weeks
Career Decision-making Self-Efficacy Short Form (Betz et al., 1996)
Measure of career decision-making self-efficacy.
Time frame: Change from baseline career decision-making self-efficacy up to 24 weeks
Multidimensional Life Satisfaction (Seligson, Huebner, & Valois, 2003)
Measure of five areas of life satisfaction.
Time frame: Change from baseline life satisfaction up to 24 weeks
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