TPC Journal V8, Issue 1 - FULL ISSUE

60 Ashley J. Blount, Abby L. Bjornsen, Madeleine M. Moore Work Values, Occupational Engagement, and Professional Quality of Life in Counselors- in-Training: Assessments in a Constructivist- Based Career Counseling Course In this investigation, a sample of counselors-in-training’s (CITs) work values, occupational engagement, and professional quality of life were explored at pre- and post-completion of a career counseling course. In relation to work values, participants highly valued balance, support, helping, and honesty within their careers, while power, competition, and risk-taking were least valued. Overall, participants increased their levels of occupational engagement from pre- to post-assessment over the span of the career counseling course. Finally, participants experienced moderate levels of compassion satisfaction and experienced low levels of burnout and compassion fatigue in relation to their professional quality of life. Implications of these findings for counselors, counselor educators, and CITs include: (a) incorporation of constructivist pedagogy; (b) discussion of essential counseling-related factors (e.g., burnout, compassion fatigue, compassion satisfaction); (c) the importance of wellness support; and (d) incorporation of assessments in counseling classrooms. Keywords: career counseling, assessment, work values, occupational engagement, professional quality of life Work is a necessary and pervasive aspect of human life, and in many perspectives, “life-career development is a universal process that cuts across gender, ethnic, religious, spiritual, geographic, and other demographic categories throughout developed nations” (Engels, Minor, Sampson, & Splete, 1995, p. 134). An individual’s career path can bring joy and purpose, as well as negative components such as stress, challenges with decision making, financial concerns, identity crises, and burnout (Engels et al., 1995). Further, the type of career one pursues may come with specific job-related risks (Lawson & Myers, 2011), and there is a link between career concerns and overall wellness and happiness (Duffy & Sedlacek, 2010; Yakushko & Sokolova, 2010). Assessing variables related to selection of a career plays an important role in the development of self-knowledge and knowledge of the world (Herr, 1989; Hinkelman & Luzzo, 2007; Krumboltz, 1993; Pipkins, Rooney, & Jaunarajs, 2014; Rath & Harter, 2010). As such, a career focus should be part of the counseling profession, in which we work holistically with individuals of varying backgrounds, who inevitably experience career as an integral, necessary, and esteemed aspect of life (Flores & Heppner, 2002; Lara, Kline, & Paulson, 2011; Lent, 2001). Further evidence of the interrelated nature of career and personal counseling can be found within helping professional ethical guidelines. A number of associations and codes of ethics highlight the importance of career and career counseling. For example, the preamble of the American Counseling Association (ACA) Code of Ethics (2014) reads: The ACA “is an educational, scientific, and professional organization whose members work in a variety of settings and serve in multiple capacities. Counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals” (p. 1). Additionally within the context of the ACA Code of Ethics (2014) is the mention of the importance of career assessment (E.1.a.) and career advising The Professional Counselor Volume 8, Issue 1, Pages 60–72 http://tpcjournal.nbcc.org © 2018 NBCC, Inc. and Affiliates doi:10.15241/ajb.8.1.60 Ashley J. Blount, NCC, is an assistant professor at the University of Nebraska Omaha. Abby L. Bjornsen is an assistant professor at the University of Nebraska Omaha. Madeleine M. Moore is a mental health counselor at Creighton University. Correspondence can be addressed to Ashley Blount, University of Nebraska Omaha, Roskins Hall, 6001 Dodge Street, Omaha, NE 68182, ablount@unomaha.edu .