Qualitative career assessment: Research evidence

INTRODUCTION The purpose of this chapter is to provide a brief description of evidence-based practice and thereafter to describe various career qualitative career assessments in association wiThevidence of their utility. This will be followed by recommendations for qualitative career assessments. The American Psychological Association (2006) defined evidence-based practice in psychology (EBPP) as “the integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences” (p. 273). Although this definition was intended to be inclusive and neutral, opposing factions have appropriated the concept of evidence-based practice to suit their needs (Norcross & Lambert, 2011). While some speciously equate EBPP with the best available research and mostly the results of randomised controlled/clinical trials on treatment interventions, others erroneously overstate the predominance of relational or clinical expertise while disregarding research support (Norcross & Lambert). Nevertheless, the foundational goal of EBPP is to provide guidelines to improve the delivery of interventions to clients within an environment of open dialogue, respect, and cooperation between all stakeholders of the intervention procedure including practitioners, clients, researchers, and managed care organisations (La Roche & Christopher, 2009). In order to advance the psychotherapy knowledge base, enhance client care, and decrease the gap between research and practice, Kazdin (2008) recommends three shifts in research: (a) to investigate the processes of therapeutic change, (b) to examine moderators of client change that can be transferred to clinical practice, and (c) to increase qualitative research.