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A Job Search Intervention with Foster Youth Transitioning to the Workforce: A Mixed Methods Approach

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Title: A Job Search Intervention with Foster Youth Transitioning to the Workforce: A Mixed Methods Approach
Language: English
Authors: Galaxina G. Wright (ORCID 0000-0002-0736-6983), Jennifer Reeves, Elda Veloso, Carly Paro-Tompkins
Source: Journal of Career Development. 2026 53(1):3-24.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Job Search Methods, Intervention, Young Adults, Foster Care, Anxiety, Self Efficacy, Attitudes, Unemployment, Program Effectiveness, Workshops, Underemployment, Career Development
DOI: 10.1177/08948453251372912
ISSN: 0894-8453
1556-0856
Abstract: This transformative mixed methods study explored the experience of young adults transitioning out of foster care participating in Project PATH, a tailored job search intervention. Quantitative and qualitative data were gathered from 23 former fostered youth who participated in Project PATH, examining changes in levels of anxiety, job search self-efficacy, and employment hope. Participants engaged in a 10-session workshop containing vital elements of job search. Results demonstrated that there were notable differences in levels of self-efficacy post-intervention. It appears that participation in job search workshops can aid with increasing job search self-efficacy (p = 0.02), allowing transitioning fostered youth to feel more confident in their ability to learn job search tasks. The qualitative data analysis revealed several key themes: emotional regulation, professional preparation, the sense of mattering, and the value of simulation practice. The findings of this research inform interventions for community agencies and other group specialists working with transitioning young adults.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493134
Database: ERIC
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  Value: <anid>AN0190222041;[2yf6]01feb.26;2025Dec16.00:19;v2.2.500</anid> <title id="AN0190222041-1">A Job Search Intervention With Foster Youth Transitioning to the Workforce: A Mixed Methods Approach </title> <p>This transformative mixed methods study explored the experience of young adults transitioning out of foster care participating in Project PATH, a tailored job search intervention. Quantitative and qualitative data were gathered from 23 former fostered youth who participated in Project PATH, examining changes in levels of anxiety, job search self-efficacy, and employment hope. Participants engaged in a 10-session workshop containing vital elements of job search. Results demonstrated that there were notable differences in levels of self-efficacy post-intervention. It appears that participation in job search workshops can aid with increasing job search self-efficacy (p =.02), allowing transitioning fostered youth to feel more confident in their ability to learn job search tasks. The qualitative data analysis revealed several key themes: emotional regulation, professional preparation, the sense of mattering, and the value of simulation practice. The findings of this research inform interventions for community agencies and other group specialists working with transitioning young adults.</p> <p>Keywords: foster youth; career development; job search; intervention research; group work</p> <p>Approximately 20,000 youth age out of foster care by emancipation annually ([<reflink idref="bib36" id="ref1">36</reflink>]) and actively seek independent living with limited resources and support. Researchers have demonstrated that fostered youth who age out of the foster care system have lower rates of employment and lower incomes, compared to non-fostered youth ([<reflink idref="bib38" id="ref2">38</reflink>]). These youth face many challenges as they transition to independent living, including finding and maintaining suitable work ([<reflink idref="bib29" id="ref3">29</reflink>]). Young adults transitioning to independent living with a history in foster care have higher rates of homelessness, criminal activity, vocational and academic struggles, and substance use, and these rates only increase when facing chronic unemployment ([<reflink idref="bib8" id="ref4">8</reflink>]; [<reflink idref="bib20" id="ref5">20</reflink>]; [<reflink idref="bib25" id="ref6">25</reflink>]). Therefore, it is critical to address career-related barriers with individuals transitioning out of the foster system at a preventive level to minimize negative outcomes.</p> <p>[<reflink idref="bib33" id="ref7">33</reflink>] detail extensive negative consequences associated with unemployment, such as health declines, decreased levels of financial stability, and elevated risks for mental health issues (e.g., anxiety and depression). In addition, researchers have identified global correlations between individuals who have experienced increased mental health problems resulting from unemployment and increased risk of self-harm and suicide ([<reflink idref="bib23" id="ref8">23</reflink>]). There is a necessity for individualized interventions when working with young adults transitioning from care, particularly in addressing their emotional well-being, mental health service needs, and the provision of practical, hands-on support (Kids First Services, 2025). Recognizing these established principles, the Project PATH curriculum was intentionally designed and adapted to align with the specific challenges faced by this population. Moreover, research in this field has demonstrated a significant link between unemployment among young adults leaving foster care and an increased vulnerability to negative influences ([<reflink idref="bib35" id="ref9">35</reflink>]). Thus, this study has identified interventions that were tailored to address these needs when working with this population. These interventions were targeted to address the following: emotional needs, mental health services, and hands-on interventions to help them with the job search process (see the Project PATH; see Table 1).</p> <p>The following mixed methods research question was used to guide this study:</p> <p>How do the experiences of unemployed, young adults that have aged out of foster care explain any changes in their job search self-efficacy, employment hope, and levels of anxiety after participation in Project PATH?</p> <p>Table 1. Workshop Modules Summary</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">Day/Module</th><th align="left">Topic</th><th align="left">Focus areas</th><th align="left">Key takeaway</th></tr></thead><tbody valign="top"><tr><td align="left">Day 1, module 1</td><td align="left">Career planning (1 hr)</td><td align="left">Exploring interests, O*Net, SMART goals, budgeting, managing anxiety</td><td align="left">Personal career goals, strategies for managing career indecision</td></tr><tr><td align="left">Day 1, module 2</td><td align="left">Job search tactics & networking (1.5 hr)</td><td align="left">Networking, job boards, LinkedIn setup, job search stress management</td><td align="left">Active LinkedIn profile, clarity on job search focus</td></tr><tr><td align="left">Day 1, module 3</td><td align="left">Resume building (2 hr)</td><td align="left">Resume structure, writing bullets, formatting, application practice</td><td align="left">Drafted resume, two submitted applications</td></tr><tr><td align="left">Day 2, module 4</td><td align="left">Elevator pitch & interviewing (2 hr)</td><td align="left">Elevator pitch practice, interview prep (STAR method), mock interviews</td><td align="left">Elevator pitch, confidence in answering interview questions</td></tr><tr><td align="left">Day 2, module 5</td><td align="left">Job performance & success (2 hr)</td><td align="left">Conflict resolution, feedback, promotion pathways, resignation best practices</td><td align="left">Plan for job success and SMART goals for career growth</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note.</emph> This table summarizes the key components and takeaways for each module in the 2-day career workshop.</p> <p>To answer the research question, quantitative data was collected via surveys, while qualitative data was collected via focus group interviews. The data was analyzed and then integrated to answer the mixed methods research question.</p> <hd id="AN0190222041-2">Barriers to Transitioning to Adulthood</hd> <p>When observing group comparisons, several researchers found that transitioning to adulthood has significantly increased challenges and barriers for youth with history of foster care compared to those without, including risk of housing instability, mental health disorders, drug usage, and unstable employment ([<reflink idref="bib19" id="ref10">19</reflink>]). [<reflink idref="bib27" id="ref11">27</reflink>] identified that fostered youth also struggle with developing self-sufficiency due to (a) earning half as much as other young adults, (b) having an increased dependency on public assistance, and (c) elevated rates of poverty. They also identified that transitioning fostered youth have 20% lower employment rates, compared to non-fostered youth ([<reflink idref="bib27" id="ref12">27</reflink>]). Much of the risks that transitioning foster youth face are a result of childhood experiences in the foster care system that linger into adulthood, such as their mistrust of adults and issues related to frequent housing placements (e.g., poor academic performance, variety of parenting styles, and infrequent social supports; [<reflink idref="bib13" id="ref13">13</reflink>]). Therefore, the barriers to securing and maintaining employment are compounded for young adults transitioning out of foster care and it is vital for career practitioners to adequately address.</p> <hd id="AN0190222041-3">Employment Interventions</hd> <p>Job search can be a daunting task for many individuals as it entails strategy and decision-making that is typically done solely by the individual. Being a primarily self-regulatory process, individuals seeking employment are tasked with developing routine search activities, self-motivating and initiating those activities, and modifying their behaviors or goals based on external feedback (e.g., failed job searches; [<reflink idref="bib37" id="ref14">37</reflink>]). Job search tasks become even more challenging when job seekers face both internal and external struggles that may impede their ability to effectively find employment.</p> <p>Employment interventions have been noted as highly effective interventions to address job search challenges ([<reflink idref="bib33" id="ref15">33</reflink>]). More specifically, employment interventions operate utilizing many components from the Career Self-Management (CSM) model, a theory that places emphasis on (a) adaptive career behaviors, and (b) environmental social influences. According to CSM theorists, individuals who are unemployed can adjust their job search abilities (i.e., applying for positions, developing their job search items, etc.), with the aid of supportive environmental influences to help shape their job search self-efficacy ([<reflink idref="bib21" id="ref16">21</reflink>]). In addition, incorporating CSM tenants within employment interventions can serve as empowering for participants, as operates under the premise that job search abilities and associating skills can be improved (e.g., job search self-efficacy, employment hope, etc).</p> <p>Employment interventions can aid various populations across the lifespan ([<reflink idref="bib40" id="ref17">40</reflink>]). Researchers have noted that transitioning fostered youth require early intervention and social support to maximize positive outcomes when transitioning to adulthood and completing tasks ([<reflink idref="bib13" id="ref18">13</reflink>]). One possible solution is incorporating additional resources during the transition, such as job search interventions. According to [<reflink idref="bib22" id="ref19">22</reflink>], job search interventions aid job seekers with effective job search strategies, with specific emphasis on increasing both skill development and motivation. In addition, researchers have demonstrated that job search interventions aid with increasing job search knowledge ([<reflink idref="bib6" id="ref20">6</reflink>]), self-efficacy of job search tasks ([<reflink idref="bib18" id="ref21">18</reflink>]), and employment hope ([<reflink idref="bib14" id="ref22">14</reflink>]).</p> <hd id="AN0190222041-4">Emotional Regulation</hd> <p>Emotional regulation is a vital concept to consider for individuals who are unemployed, as researchers have found links between job search and mental health risks and symptoms. According to [<reflink idref="bib37" id="ref23">37</reflink>], when engaging in job search individuals may experience a range of emotions related to the burden of rejection, facing uncertainty of job search status and other difficult challenges that accompany job search. [<reflink idref="bib16" id="ref24">16</reflink>] identified elevated risks of depression and anxiety symptoms for individuals that experienced unemployment. In addition, the longer that individuals experience unemployment, the more they are at risk of experiencing severe emotional distress.</p> <hd id="AN0190222041-5">Job Search Self-Efficacy</hd> <p>Self-efficacy is a concept associated with various career development issues and has a direct impact on overcoming career-related obstacles. More specifically, <emph>job search self-efficacy</emph> is related to an individual's confidence in their ability to find employment and engage in job searching tasks ([<reflink idref="bib34" id="ref25">34</reflink>]). In alignment with the CSM model ([<reflink idref="bib21" id="ref26">21</reflink>]), employment interventions can increase directly increase job search self-efficacy and individuals are most likely to conduct job search behaviors when they carry positive self-efficacy, positive outcome expectations, and relevant goals that are related to those actions.</p> <p>According to [<reflink idref="bib24" id="ref27">24</reflink>], individuals can improve their level of job search self-efficacy by accurately engaging in tasks such as finding suitable employment via job search, writing a well formulated resume, and appropriately conducting interviews. In addition, by increasing the level of engagement in job search tasks, individuals also have a greater possibility of increasing their levels of confidence and motivation ([<reflink idref="bib24" id="ref28">24</reflink>]). Due to its influence on motivation, increasing job search self-efficacy is a major focus for career interventions, particularly proving their effectiveness towards job seekers ([<reflink idref="bib22" id="ref29">22</reflink>]). The culmination of consequences resulting from job loss often leads to clients seeking job search guidance and assistance when they are demoralized, with low self-efficacy and self-esteem ([<reflink idref="bib1" id="ref30">1</reflink>]). Therefore, our study sought to increase job search self-efficacy by providing appropriate job search tasks for young adults transitioning to adulthood after living in foster care.</p> <hd id="AN0190222041-6">Employment Hope</hd> <p>It is essential to understand the influence of employment hope for unemployed individuals and associating aspects that may aid with job search interventions. Hope is defined as a goal-directed construct that allows individuals to assess their perceived capability to reach their set goals ([<reflink idref="bib31" id="ref31">31</reflink>]). Job search challenges can affect the outlook towards future employment, creating an additional barrier for job seekers and ultimately negatively influencing levels of hope ([<reflink idref="bib26" id="ref32">26</reflink>]). Researchers have found that hope is a central factor within job search interventions, with hopelessness serving as one of the primary barriers to job search efforts, particularly as the length of unemployment becomes long term ([<reflink idref="bib2" id="ref33">2</reflink>]). [<reflink idref="bib5" id="ref34">5</reflink>] identified that job search interventions can increase the perception of hope for job seekers, making this a malleable construct. In addition, increased hope towards employment positively influences personal traits, such as grit, aiding individuals in overcoming job search challenges ([<reflink idref="bib14" id="ref35">14</reflink>]). [<reflink idref="bib15" id="ref36">15</reflink>] found that job search supports, such as access to skills and networks to obtain employment, lead to increased levels of employment hope on the Short Employment Hope Scale (EHS-14). Similarly, the CSM model emphasizes the role of external supports among outcome expectations for job seekers ([<reflink idref="bib21" id="ref37">21</reflink>]). Due to the essential role that employment hope serves among job search activity; it is vital to evaluate this concept for job search with young adults aging out of care.</p> <hd id="AN0190222041-7">Current Study</hd> <p>The current study seeks to determine how participation in Project PATH (Paving Access to Hope), a tailored job search workshop, affects young adults transitioning from foster care, including levels of anxiety, job search self-efficacy, and employment hope. We utilized a transformative mixed methods approach to help explain differences in the workshop outcomes and identify factors that contributed to the changes for participants.</p> <hd id="AN0190222041-8">Methods</hd> <p></p> <hd id="AN0190222041-9">Study Design</hd> <p>This study utilized a transformative mixed methods design, gathering both quantitative and qualitative data concurrently ([<reflink idref="bib9" id="ref38">9</reflink>]). The quantitative data consisted of three instruments completed by participants before and after the workshop, while qualitative data consisted of focus groups immediately following the end of the workshops. The qualitative data collection focused on exploring the depth and richness of participants' experiences with the intervention, specifically examining pre-determined variables based on the Project PATH curriculum. The researchers employed a mixed methods approach to triangulate data, comparing emergent themes from qualitative interviews with quantitative findings to provide a more comprehensive understanding of the intervention's impact ([<reflink idref="bib30" id="ref39">30</reflink>]). This method ensured agreement with the quantitative and qualitative data to give a more complete and trustworthy understanding of the investigation. This alignment of qualitative inquiry with quantitative measures ensured that both data types addressed similar constructs, allowing for a robust comparison of results. Interestingly, the qualitative analysis also revealed surprising themes that offered valuable insights into the nuanced experiences of the participants.</p> <hd id="AN0190222041-10">Participants</hd> <p>Participants consisted of 23 underemployed (<emph>n</emph> = 3) and unemployed (<emph>n</emph> = 20) young adults who have transitioned out of foster care. For this study, the term "unemployed" referred to individuals that were not receiving a paystub from a place of work. The term "underemployed" referred to those that were either working part time and seeking full time work, or those that were working at a place of employment whose requirements were significantly less than the individuals' qualifications. For instance, an individual with an associate's degree working at a place that did not require a high school diploma. Based on the significant barriers to stable work for this population, we felt it was necessary to provide this intervention both to those unemployed and underemployed.</p> <p>These participants were recruited utilizing purposeful sampling via the research team's community partner. The researchers intentionally selected this site as they offered resources to young adults transitioning out of foster care ([<reflink idref="bib9" id="ref40">9</reflink>]; [<reflink idref="bib10" id="ref41">10</reflink>]). Many of these young adults were unemployed or underemployed and thus were purposefully selected to participate in Project PATH. In addition, our community partner served as a central location for young adults transitioning from foster care to access wrap-around services (e.g., food pantry, clothing, medical assistance, employment assistance, etc.).</p> <p>The research team collaborated with our community partner to obtain referrals for the study and recruit participants using fliers. Fliers were disseminated throughout the partner's residence to reach potential participants. In addition, one of the employment coordinators at the site reaching out to potential participants informed them of the workshops. The employment coordinator assisted with verifying the demographics of the participants, ensuring participants were at least 18 years of age, and following up with the participants to ensure they attended the scheduled workshop. The workshop was limited to 10 participants each, on a first-come, first-serve sign-up basis, and offered three different weekends to include as many participants as possible (i.e., each workshop offered the same curriculum and was repeated to allow more young adults to participate).</p> <p>A total of 23 young adults participated in Project PATH, including 17 females, four males, one transgender, and 1 non-binary; 18 participants were African American, three were multi-racial, one was White/Caucasian, and one was White/Hispanic. See Table 2 for the complete demographic breakdown. When asked about their challenges in finding employment, 33% noted they have transportation issues, 21.7% have no degree or high school diploma, 21.7% have little or no experience, 13.0% have children/family commitments, 8.7% have low self-confidence, and 8.7% have tattoos. In terms of positive role models, the vast majority (43.5%) have more than 3, 17.4% have 3, 26.1% have 2, 8.7% have 1, and 1 does not have any role models. When asked what their goals are, the vast majority want to be financially stable, successful, and/or open their own business.</p> <p>Table 2. Participant Demographics</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">Demographic</th><th align="left"><italic>N</italic></th><th align="left">%</th></tr></thead><tbody valign="top"><tr><td align="left">Age</td><td align="left" /><td align="left" /></tr><tr><td align="left"> 18–19</td><td align="char" char=".">7</td><td align="char" char=".">30.4</td></tr><tr><td align="left"> 20–21</td><td align="char" char=".">7</td><td align="char" char=".">60.9</td></tr><tr><td align="left"> 22–23</td><td align="char" char=".">6</td><td align="char" char=".">26.1</td></tr><tr><td align="left"> 24–25</td><td align="char" char=".">3</td><td align="char" char=".">13.0</td></tr><tr><td align="left">Gender</td><td align="left" /><td align="left" /></tr><tr><td align="left"> Male</td><td align="char" char=".">7</td><td align="char" char=".">30.4%</td></tr><tr><td align="left"> Female</td><td align="char" char=".">14</td><td align="char" char=".">60.9%</td></tr><tr><td align="left"> Trans</td><td align="char" char=".">1</td><td align="char" char=".">4.3</td></tr><tr><td align="left"> Non-binary</td><td align="char" char=".">1</td><td align="char" char=".">4.3%</td></tr><tr><td align="left">Race/Ethnicity</td><td align="left" /><td align="left" /></tr><tr><td align="left"> White/Caucasian</td><td align="char" char=".">1</td><td align="char" char=".">4.3%</td></tr><tr><td align="left"> White/Hispanic</td><td align="char" char=".">1</td><td align="char" char=".">4.3%</td></tr><tr><td align="left"> Black/African American</td><td align="char" char=".">18</td><td align="char" char=".">78.3%</td></tr><tr><td align="left"> Multi-racial</td><td align="char" char=".">3</td><td align="char" char=".">13.0%</td></tr><tr><td align="left">Level of education</td><td align="left" /><td align="left" /></tr><tr><td align="left"> Some HS</td><td align="char" char=".">4</td><td align="char" char=".">17.4%</td></tr><tr><td align="left"> HS Diploma/GED</td><td align="char" char=".">15</td><td align="char" char=".">65.2%</td></tr><tr><td align="left"> Trade school certification</td><td align="char" char=".">2</td><td align="char" char=".">8.7%</td></tr><tr><td align="left"> Associate's degree</td><td align="char" char=".">2</td><td align="char" char=".">8.7%</td></tr><tr><td align="left">Age when starting care</td><td align="left" /><td align="left" /></tr><tr><td align="left"> 0–2</td><td align="char" char=".">4</td><td align="char" char=".">17.4%</td></tr><tr><td align="left"> 5–9</td><td align="char" char=".">3</td><td align="char" char=".">13.0%</td></tr><tr><td align="left"> 10–14</td><td align="char" char=".">3</td><td align="char" char=".">13.0%</td></tr><tr><td align="left"> 15–18</td><td align="char" char=".">4</td><td align="char" char=".">17.4%</td></tr><tr><td align="left"> 19–25</td><td align="char" char=".">5</td><td align="char" char=".">21.7%</td></tr><tr><td align="left">Time unemployed</td><td align="left" /><td align="left" /></tr><tr><td align="left"> Less than 6 months</td><td align="char" char=".">12</td><td align="char" char=".">52.2%</td></tr><tr><td align="left"> 6 months to 1 year</td><td align="char" char=".">8</td><td align="char" char=".">34.8%</td></tr><tr><td align="left"> 2 to 3 years</td><td align="char" char=".">1</td><td align="char" char=".">4.3%</td></tr><tr><td align="left"> I've never been employed</td><td align="char" char=".">2</td><td align="char" char=".">8.7%</td></tr></tbody></table> </ephtml> </p> <hd id="AN0190222041-11">Instruments</hd> <p>Demographic data was collected from participants at the start of the workshop. Next, participants were administered three quantitative measures over two points in time: (a) pre-intervention (prior to the start of sessions) and (b) post-intervention (after completion of 10 sessions). The assessments measured change over time on the following outcomes: (a) anxiety levels (PROMIS Anxiety Short-Form Scale); (b) job search self-efficacy [Career Self-Efficacy Scale (CSES) ], which measures individuals' beliefs in their abilities to engage in job search; and (c) employment hope [Employment Hope Scale 14 Short Form (EHS-14) ], which measures the degree to which individuals carry hope towards obtaining future employment.</p> <hd id="AN0190222041-12">PROMIS Short Anxiety Scale</hd> <p>Anxiety was measured by the PROMIS Anxiety Short-Form Scale ([<reflink idref="bib28" id="ref42">28</reflink>]), an assessment created from a project funded by the National Institutes of Health (NIH) Patient-Reported Outcomes Measurement Information System (PROMIS) Roadmap initiative. The PROMIS anxiety short form has heavily been utilized in the medical profession, looking at mental health regarding individuals suffering from medical illness and diseases ([<reflink idref="bib17" id="ref43">17</reflink>]). As a brief 7-item instrument, the PROMIS scale measures self-reported fear, anxiety, hyperarousal, and somatic symptoms related to arousal. Participants responded on a 5-point Likert scale, ranging from 1 = <emph>never</emph> to 5 = <emph>always</emph> based on their own self-evaluation of experiencing the statement for each item. The PROMIS is measured with a standardized normative T-score of 50 and a standard deviation of 10. Measures of 55–60 are considered mild distress; 60–70 moderate distress; and scores at 70 or above as severe distress. In a study that measured quality of life disruptions for 204 cervical cancer patients, the PROMIS anxiety short-form scale was measured for internal consistency at three points in time: (a) baseline, (b) 4-month assessment, and (c) 9-month assessment, identifying strong internal consistency reliability all three points (α =.96,.95, and.95, respectively), an calculated average of.73 for validity of the entire measure ([<reflink idref="bib41" id="ref44">41</reflink>]).</p> <hd id="AN0190222041-13">Career Self-Efficacy Scale</hd> <p>The Career Self-Efficacy Scale (CSES) consists of 35 items and is divided into four subscales: (a) job search self-efficacy (14 items), (b) interviewing self-efficacy (8 items), (c) networking self-efficacy (8 items), and (d) personal exploration (5 items). Participants rate their level of confidence on a 10-point scale ranging from 0 = <emph>not at all confident</emph> to 9 = <emph>very confident</emph>. The job search self-efficacy subscale focuses on identifying potential employers, overcoming obstacles, contacting personnel departments, and gathering information about prospective employers. The interviewing self-efficacy subscale relates to skills for conducting informational interviews and assessing job requirements during actual interviews. The networking self-efficacy subscale evaluates the ability to engage in various networking activities, such as leveraging connections to discover job opportunities. The personal exploration subscale measures participants' ability to reflect on their values, skills, and career goals and understand their emotional responses to the job search process. The internal reliability was measured using Cronbach's alpha, resulting in yielded estimates of.97 (full scale).95 (job search self-efficacy),.91 (interviewing self-efficacy),.92 (networking self-efficacy), and.87 (personal exploration efficacy; [<reflink idref="bib32" id="ref45">32</reflink>]). During the development of the CSES, researchers assessed convergent validity of the subscales by comparing it to the Career Decision-Making Self-Efficacy scale and results ranged from.48 to.73 for the subscales ([<reflink idref="bib32" id="ref46">32</reflink>]).</p> <hd id="AN0190222041-14">Employment Hope Scale 14 Short Form</hd> <p>The Employment Hope Scale 14 Short Form (EHS-14) was created based on the premise that the process of maintaining hope towards the outlook of employment can contribute to the jobseekers' level of self-sufficiency ([<reflink idref="bib15" id="ref47">15</reflink>]). The EHS-14 is a 14-item instrument measuring four dimensions, including (a) psychological empowerment (4 items), (b) futuristic self-motivation (2 items), (c) utilization of skills (4 items) and resources, and (d) goal orientation (4 items; [<reflink idref="bib15" id="ref48">15</reflink>]). For each EHS-14 item, participants can select from 0 = <emph>strongly disagree</emph> to 10 = <emph>strongly agree</emph> based on their self-evaluation of experiencing the statement. Using Cronbach's alpha coefficient to determine reliability, [<reflink idref="bib15" id="ref49">15</reflink>] found evidence of strong internal consistency including for the entire scale (α =.934), as well as for the subscales of psychological empowerment (α =.903), futuristic self-motivation (α =.648), utilization of skills and resources (α =.931), and goal orientation (α =.863). In addition, in a study that assessed the convergent validity of the EHS-14, researchers selected two theoretically similar measures, including the New General Self-Efficacy Scale and the Rosenberg Self-Esteem Scale, identifying strong evidence of convergent validity with self-efficacy (<emph>r</emph> >.42, <emph>p</emph> <.01), as well as self-esteem (<emph>r</emph> >.33, <emph>p</emph> <.01; [<reflink idref="bib15" id="ref50">15</reflink>]).</p> <hd id="AN0190222041-15">Focus Group Interview Guide</hd> <p>The focus group interviews were guided by an interview protocol and validated to ensure alignment with both the intervention's content and the specific needs of the young adults aging out of foster care. This validation process involved content analysis review with a panel of experts, including qualitative researchers and professionals experienced in working with young adults aging out of foster care. Revisions were made until a strong level of agreement was reached among the experts, enhancing the content validity and relevance of the qualitative data.</p> <hd id="AN0190222041-16">Procedures</hd> <p>Before commencing the study, approval was secured from the IRB. At the outset of each workshop, printed consent forms were distributed, allowing participants time to review them prior to the commencement of the workshop. The workshop facilitators also verbally reviewed the informed consent document to participants and explained their voluntary right to participate in the study. Those interested in participating were requested to sign the consent forms and submit them to the workshop facilitators. Furthermore, at the start of the initial workshop, participants were assigned a unique participant number and instructed to include this number on all provided instruments. The quantitative and qualitative data were collected concurrently, followed by the quantitative and qualitative analyses. Once all the data was compiled, the researchers compared the qualitative findings with the quantitative findings to gain a holistic view of the effectiveness of Project PATH.</p> <hd id="AN0190222041-17">Project PATH Workshops</hd> <p>Project PATH workshops were based off an original curriculum ([<reflink idref="bib42" id="ref51">42</reflink>]) and adjusted to meet the needs of the current population. The researchers used an expert panel, including members from the community partner and counselors that have expertise working with young adults aging out of foster care. Once agreement was established between the community partners and the content experts the curriculum was finalized. The 2-day Project PATH workshop was offered three times to accommodate for potential barriers such as issues with transportation and childcare. Interested individuals electronically registered for the 2-day workshop that best fit their schedules. During the workshop, participants actively engaged in the 10-session (2-day intensive; five sessions per day) intervention learning the following concepts: (a) career planning, (b) job networking, (c) building resumes and cover letters, (d) developing an elevator pitch and interview preparation, and (e) job success (see Table 1). The workshops were facilitated by two members of the research team, who are counselor educators and licensed counselors that have experience facilitating groups and working with fostered youth or similar populations. Additionally, these two members of the research team have expertise in career development, job search strategies, and experience working with the specific participant population to foster employment hope.</p> <p>Throughout the workshops, participants also received psychosocial support from the facilitators and peers to address anxiety levels among participants via (a) education on anxiety symptoms, (b) education on the association between anxiety symptoms and job search, and (c) providing coping strategies for anxiety. The 10-session workshop took approximately 5 hours each day for a total of 10 hours. Workshop features were incorporated to minimize potential barriers, including providing breakfast and lunch for each day and funding for transportation.</p> <hd id="AN0190222041-18">Analysis Methods</hd> <p></p> <hd id="AN0190222041-19">Quantitative Data Collection</hd> <p>Upon consenting all participants and prior to commencing each workshop, the counselor educators shared a QR code consisting of a demographic survey and a pre-test consisting of three different instruments (i.e., PROMIS Anxiety scale, CSES, and the EHS-14) via Qualtrics. Additionally, the researchers provided iPads for individuals that did not have mobile devices to complete the electronic surveys. Upon completion of the Project PATH workshop, participants were asked to complete the same three assessments post-intervention (i.e., at the end of the 10 sessions) electronically via Qualtrics using the QR code or iPads.</p> <hd id="AN0190222041-20">Qualitative Data Collection</hd> <p>Following the immediate completion of the post-intervention assessments, participants were offered the opportunity to take part in a 50–60-minute focus group interview to further explore their experiences in the sessions. Focus group interviews were conducted in person, recorded using an iPad recorder, and transcribed via Zoom's transcription software program. The focus group was guided using a focus group interview protocol that was IRB approved. The following interview questions were included:</p> <p></p> <ulist> <item> 1. Can you tell me what your experience was like after participating in the Project P.A.T.H. Workshop?</item> <p></p> <item> 2. Can you name three things that you feel have gotten in the way of your transition from foster care to finding a job? Please provide examples.</item> <p></p> <item> a. How do you feel Project P.A.T.H. has impacted these difficulties?</item> <p></p> <item> 3. How do you feel that your anxiety in relation to employment has changed through participating in Project P.A.T.H.? (This question is intended to target the anxiety variable).</item> <p></p> <item> a. What skills do you feel were most beneficial to learn in managing the anxiety you felt?</item> <p></p> <item> 4. After participating in Project P.A.T.H., did your confidence change in your abilities to find a job/career/education/trade after completing Project P.A.T.H? (This question is intended to target the self-efficacy and employment hope variables).</item> <p></p> <item> a.If so, can you give me an example of how you feel more confident in your abilities? If it didn't, can you tell me what you felt was missing?</item> <p></p> <item> b.After participating in Project, P.A.T.H., what are your thoughts regarding hope towards finding a job/career/education/trade? Can you give me some examples?</item> <p></p> <item> 5. Would you recommend this program to any foster care youth who are struggling with finding employment? (This question is intended to target the job search knowledge variable).</item> <p></p> <item> a. What did you like or not like about the workshop?</item> <p></p> <item> b. What did you think was missing?</item> <p></p> <item> c. What would you add?</item> </ulist> <p>The focus group interviews were conducted by a trained qualitative research expert and assisted by a student research assistant who received specific training in qualitative interviewing techniques and understanding the population's context. This separation of roles ensured that the workshop facilitation and data collection were distinct processes, minimizing potential bias. The interviewers' qualifications and training were designed to promote the collection of rich and reliable qualitative data. The transcripts were de-identified (all identifying information including participants' names were removed and replaced with their participant number) and validated against the recording by two members of the research team to confirm accuracy of the transcripts.</p> <hd id="AN0190222041-21">Quantitative Data Analysis</hd> <p>To analyze the quantitative data collected, three paired samples <emph>t-</emph>tests were conducted with the pre- and post-assessments (i.e., one <emph>t</emph>-test for each measurement). Using SPSS with time points (i.e., pre-intervention and post-intervention) as the within-subjects repeated measures, we evaluated participants' reported levels of anxiety, self-efficacy, and employment hope as each of the three dependent variables. Upon collecting the quantitative data, the researcher cleaned the data and ran the results in SPSS.</p> <hd id="AN0190222041-22">Qualitative Data Analysis</hd> <p>Qualitative data analysis involved a collaborative effort among three researchers who utilized a member checklist technique to systematically identify categories, axial codes, and emerging themes. Consensus on the emerging themes was achieved through comprehensive discussions, ensuring the consistency and validity of the findings. To further structure the qualitative analysis, [<reflink idref="bib7" id="ref52">7</reflink>] phenomenological method was employed, chosen for its robustness in capturing the depth of participants' lived experiences while emphasizing validity and reducing researcher bias. This method followed a series of clearly defined steps: (a) familiarization, (b) extraction of significant statements, (c) formulation of meanings, (d) clustering of themes, (e) thematic saturation, (f) participant validation, and (g) final thematic description.</p> <hd id="AN0190222041-23">Mixed Methods Analysis</hd> <p>A transformative mixed methods approach was employed to holistically evaluate the experiences of young adults participating in Project PATH and to measure the extent of improvement post-workshops. Quantitative results were compared to the qualitative themes to determine whether the findings supported each other. Comparisons between qualitative themes and quantitative results revealed significant insights into the program's impact on participants' job search abilities. The transformative mixed methods approach offered a comprehensive and credible analysis of the experiences of fostered young adults in Project PATH.</p> <hd id="AN0190222041-24">Results</hd> <p>The only construct that was found statistically significant was career self-efficacy, as demonstrated by increases overtime all sections of the CSES (see Table 3). The qualitative data supports the change in self-efficacy based on participant report in the focus groups. The qualitative data analysis revealed several key themes: (a) advancement of emotional regulation and resilience, (b) enhanced professional preparation for the workforce, (c) strengthened sense of mattering, and (d) experiential learning through simulation practice. Each theme spoke to how self-efficacy increased toward their ability to engage in job search.</p> <p>Table 3. Paired Samples t-test Results</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left" rowspan="2">Dependent variable</th><th align="left" colspan="2">Pre-test</th><th align="left" colspan="2">Post-test</th><th align="left" colspan="2" /><th align="left" /></tr><tr><th align="left"><italic>M</italic></th><th align="left"><italic>SD</italic></th><th align="left"><italic>M</italic></th><th align="left"><italic>SD</italic></th><th align="left"><italic>t</italic></th><th align="left"><italic>p</italic></th><th align="left"><italic>d</italic></th></tr></thead><tbody valign="top"><tr><td align="left">Anxiety</td><td align="char" char=".">17.22</td><td align="char" char=".">7.44</td><td align="char" char=".">16.33</td><td align="char" char=".">6.32</td><td align="char" char=".">1.05</td><td align="char" char=".">.15</td><td align="char" char=".">.25</td></tr><tr><td align="left">Employment hope</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"> Psychological empowerment</td><td align="char" char=".">38.21</td><td align="char" char=".">3.47</td><td align="char" char=".">36.36</td><td align="char" char=".">4.92</td><td align="char" char=".">1.26</td><td align="char" char=".">.12</td><td align="char" char=".">.34</td></tr><tr><td align="left"> Futuristic self-motivation</td><td align="char" char=".">18.31</td><td align="char" char=".">2.95</td><td align="char" char=".">18.00</td><td align="char" char=".">3.19</td><td align="char" char=".">.49</td><td align="char" char=".">.32</td><td align="char" char=".">.14</td></tr><tr><td align="left"> Utilization of skills and resources</td><td align="char" char=".">37.31</td><td align="char" char=".">4.29</td><td align="char" char=".">36.54</td><td align="char" char=".">4.54</td><td align="char" char=".">.53</td><td align="char" char=".">.30</td><td align="char" char=".">.15</td></tr><tr><td align="left"> Goal orientation</td><td align="char" char=".">36.38</td><td align="char" char=".">5.50</td><td align="char" char=".">36.00</td><td align="char" char=".">4.80</td><td align="char" char=".">.29</td><td align="char" char=".">.39</td><td align="char" char=".">.08</td></tr><tr><td align="left">Career self-efficacy</td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"> Job search efficacy</td><td align="char" char=".">98.57</td><td align="char" char=".">23.02</td><td align="char" char=".">111.21</td><td align="char" char=".">20.71</td><td align="char" char=".">−2.33</td><td align="char" char=".">.02*</td><td align="char" char=".">−.63</td></tr><tr><td align="left"> Interviewing efficacy</td><td align="char" char=".">56.79</td><td align="char" char=".">12.93</td><td align="char" char=".">64.14</td><td align="char" char=".">9.40</td><td align="char" char=".">−2.80</td><td align="char" char=".">.007*</td><td align="char" char=".">−.75</td></tr><tr><td align="left"> Networking efficacy</td><td align="char" char=".">53.43</td><td align="char" char=".">16.48</td><td align="char" char=".">63.21</td><td align="char" char=".">8.72</td><td align="char" char=".">−2.56</td><td align="char" char=".">.01*</td><td align="char" char=".">−.68</td></tr><tr><td align="left"> Personal exploration efficacy</td><td align="char" char=".">33.36</td><td align="char" char=".">9.80</td><td align="char" char=".">41.86</td><td align="char" char=".">4.47</td><td align="char" char=".">−3.57</td><td align="char" char=".">.002*</td><td align="char" char=".">−.95</td></tr></tbody></table> </ephtml> </p> <hd id="AN0190222041-25">Advancement of Emotional Regulation and Resilience</hd> <p>In terms of the Anxiety scale, post Anxiety was slightly lower (<emph>M</emph> = 49.63, <emph>SD</emph> = 16.32) than pre scores (<emph>M</emph> = 63.69, <emph>SD</emph> = 10.96), but failed to reach significance, <emph>t</emph> (<reflink idref="bib14" id="ref53">14</reflink>) = 1.03, <emph>p</emph> =.32, <emph>d</emph> =.25. While participants found the activities for addressing anxiety and emotional regulation helpful, participants also highlighted emotional regulation as a significant challenge that they had experienced for extended periods. Emotional regulation was broken down into three main areas: (a) managing anxiety related to job preparation, job searching, and interview techniques; (b) calming oneself when anger arises in the workplace; and (c) articulating negative emotions constructively to preserve work relationships and job security. Many participants connected their emotional regulation difficulties back to childhood, where traumatic experiences and unstable environments contributed to ongoing anxiety and interpersonal challenges. This lack of emotional awareness and regulation often impeded their job search efforts and ability to maintain employment. Participants shared their experiences, emphasizing the struggle and learning process:</p> <p>"They taught us how to, even when dealing with unprofessional managers, keep our composure and not let frustration take over, which I've struggled with."</p> <p>"I discovered you can manage anxiety by breathing deeply and counting."</p> <p>"The feelings circle was helpful... it allowed us to specify emotions like anger by saying, 'I'm disappointed' or 'I'm enraged.' It really helped in expressing exactly how you feel."</p> <hd id="AN0190222041-26">Enhanced Professional Preparation for the Workforce</hd> <p>Paired samples <emph>t</emph>-tests revealed significantly higher post-scores for all sections on the CSES: Job Search Efficacy (post: <emph>M</emph> = 111.21, <emph>SD</emph> = 20.71; pre: <emph>M</emph> = 98.57, <emph>SD</emph> = 20.02; <emph>t</emph> (<reflink idref="bib13" id="ref54">13</reflink>) = −2.33, <emph>p</emph> =.02, <emph>d</emph> = −.63). This was evident by participants narratives when discussing their transformation in professional preparation, which emerged through three stages: (a) limited initial knowledge of the job search process; (b) the content of the Project PATH training curriculum; and (c) applying newly acquired skills, especially in interview scenarios. Initially, participants had little familiarity with modern job search technologies, often relying on face-to-face interactions or recommendations from friends. The workshop transformed their approach, equipping them with new problem-solving skills, enhanced self-confidence, and improved communication techniques. Many expressed newfound confidence, as shown by one participant: "Now I think I can do this."</p> <p>Participants' experiences are captured in their own words via the quotes below:</p> <p>"We went over the clothing and I was really good. What's appropriate? What's not appropriate? What's it? Was my first time ever hearing what was over appropriate."</p> <p>So it was really good to see like what interview questions they would ask, because we kind of went over it with Publix. But they went in depth, and they answered the questions with us, so it'll make me feel more better about applying to Publix. So, I wasn't sure if I will, you know, be qualified, but I know how to answer the questions, I feel more comfortable.</p> <p>A surprising theme also emerged in this category related to the participants' views on professional preparation. During interviews, they expressed that a lack of financial stability—such as struggling with basic needs—was also a barrier to their readiness for employment and adulthood. Participants shared:</p> <p>For me I am now experiencing homelessness and I'm going couch to couch and it does become annoying because it's like you don't know where you're going to sleep next and you're trying to like work... yeah I think it's really the stability.</p> <p>I feel like the biggest thing when it comes to this is motivation because like you said the whole uncertainty of stuff with the stability, like, I was used to that when I was younger, so it's kinda hard to transition into stability if you don't grow up with that completely, and it's hard for you to even be completely on that because you gotta teach yourself that, and it's a process, like repetition and motivation, that's the biggest thing.</p> <hd id="AN0190222041-27">Strengthened Sense of Mattering</hd> <p>This theme emerged in four categories: (a) sense of safety, (b) increased confidence, (c) job hope, and (d) receiving guidance and meaningful feedback from facilitators. The sense of safety refers to participants to openly discuss vulnerable situations that impacted impeded their job search abilities, such as limited knowledge of current job search strategies. Participants shared the significance of having facilitators who genuinely were invested in their well-being and success. The facilitator support motivated participants, as they felt encouraged when their potential had been recognized—something they hadn't previously seen in themselves. Participants expressed gratitude for the advice, emotional security, and guidance they received. One participant reflected, "I feel like someone cares about how I look; I learned how to dress up for an interview, like a mom telling me." They viewed the facilitators as knowledgeable professionals and emotional supporters who cared about their job search success.</p> <p>The quotes below capture the voices of the participants themselves:</p> <p>"Everybody participated, everybody had something to say, nobody was disrespectful."</p> <p>"I think it's maybe more confident to be able to interview and know what to wear, what's appropriate and what's not."</p> <p>"I feel that I have more hope to go out there and get a job."</p> <p>"The presenters get us."</p> <hd id="AN0190222041-28">Experiential Learning Through Simulation Practice</hd> <p>This was a surprising theme that emerged, as participants expressed the need for additional simulation practices. Although participants received some hands-on simulation during the workshops, they described the need for more hands-on and role play related to professional preparation. Participants expressed a strong desire to continue practicing beyond the 2-day workshop, with one saying, "Every kid in foster care should have to attend this program." Throughout the interview, they shared how new and exciting the workshop content was, particularly highlighting the hands-on engagement as powerful and beneficial. They emphasized that the practice simulations were the most impactful part of the workshop, as it allowed them to refine their emotional expression and job interview skills. This can be attributed to the significant changes in Interviewing Efficacy (post: <emph>M</emph> = 64.14, <emph>SD</emph> = 56.79; pre: <emph>M</emph> = 56.79, <emph>SD</emph> = 12.93; <emph>t</emph> (<reflink idref="bib13" id="ref55">13</reflink>) = −2.80, <emph>p</emph> =.007, <emph>d</emph> = −.75) (See Table 3) and Networking Efficacy (post: M = 63.21, SD = 8.72; pre: M = 53.43, SD = 16.48; t (<reflink idref="bib13" id="ref56">13</reflink>) = −2.55, p =.01, d = −.68), both areas that were a part of the simulations (see Table 1). They were especially interested in learning how to prepare for interviews and what questions to ask—mainly related to self-presentation, salary, and follow-up. This theme surprised the researchers, as gaining full engagement and trust from a vulnerable population is typically more complicated. Despite challenges like transportation issues and life barriers, participants expressed that the simulation experiences were beneficial for improving interview skills, developing LinkedIn profiles, and giving them hope that they could succeed in real-life interviews. The quotes below reflect the participants' own voices:</p> <p>So it was really good to see like what interview questions they would ask, because we kind of went over it with the Publix. But they went in depth, and they answered the questions with us, so it'll make me feel more better about applying to Publix. So I wasn't sure if I will, you know, be qualified, but I know how to answer the questions, I feel more comfortable.</p> <p>Like for instance, if y'all decide to do that, I was suggesting to her that like, I know some colleges have um, on-campus jobs and you guys could get with like an employer like for instance, Starbucks, we can all go there and do like an individual hypothetical like interview – do a fake, like a mock interview and then they can send y'all feedback.</p> <p>Despite having multiple opportunities for practice and receiving positive feedback, the participants clearly communicated a desire for even more interactive sessions.</p> <hd id="AN0190222041-29">Mixed Methods Analysis</hd> <p>To enhance the understanding of how the experiences of participants who have aged out of foster care impact changes in their self-efficacy, employment hope, and anxiety levels after participating in Project PATH, we undertook a detailed comparison of qualitative and quantitative results.</p> <p>The qualitative data supported the quantitative data regarding job search self-efficacy. Participants scored significantly higher on the CSES post-test than the pre-test for all four subscales. These variables support the qualitative analysis under the theme of <emph>Professional Preparation</emph>. In other words, because the workshops involved both didactic and experiential learning, participants felt more prepared to seek job opportunities upon completion of the workshops. One participant responded, "I think [I'm] maybe more confident to be able to interview and know what to wear, what's appropriate and what's not." Another participant agreed, "I now know how to find any job. On LinkedIn they got everything."</p> <p>The pre- and post-test scores for participants' employment hope and anxiety decreased slightly. Although these results were not quantitatively significant, when looking in depth at the qualitative data the participants expressed that they felt less anxious about the job search process and more hopeful about finding a job. In terms of anxiety, participants learned how to deal with anxious thoughts: "I learned you could breathe and count when you get anxious." Another participant responded, "I feel that I have more hope to go out there and get a job."</p> <p>Additionally, one explanation for the insignificant finding for anxiety might be due to participants' lack of understanding and perception of their own anxiety and emotions given their lived experiences of trauma and chronic instability. To illustrate this further the participants describe homelessness as "annoying," while others might expect those with insecure housing to describe the experience as devastating, scary, and certainly anxiety-inducing.</p> <p>For me I am now experiencing homelessness and I'm going couch to couch, and it does become annoying because it's like you don't know where you're going to sleep next and you're trying to like work... yeah I think it's really the stability.</p> <p>The above describes participants' attempt at integrating emotion regulation techniques into their lives, specifically while attending to job-related tasks. Strong emotions permeated their experiences, and they expressed uncertainty about what they were feeling about the job search process, which later was expressed as hopelessness and anxiety.</p> <p>"I didn't know what I was feeling these things about the job search"</p> <p>"I was just pissed that it wasn't working, I could not get a job"</p> <p>"I guess I wasn't feeling it, like it wasn't working, I didn't understand it was anxiety"</p> <p>When examining emotional regulation for the qualitative data, the quantitative data also showed that this variable was significant and is crucial during the job search process. There may be a relationship between self-efficacy and emotional regulation. Self-efficacy is the belief in one's own ability to complete a task, when participants find their career self-efficacy lacking or challenged this resulted in emotional dysregulation. Managing emotions when one struggles to feel unprepared or inadequate to complete the task, in this case related to job search, can be challenging.</p> <hd id="AN0190222041-30">Discussion</hd> <p>After participating in the intervention, many participants expressed feeling hopeful about their job search process and eager for additional sessions to continue learning about both their emotions and their career capabilities. When the researchers looked at the data as a whole, they realized that a lot of the fears, anxiety, and emotions that the participants were feeling towards the job search process in the quantitative and qualitative data were really about their emotions towards the whole process. As participants practiced emotional regulation, learning how to identify, describe, control and express their emotions, they appeared to apply this information into finding hope that they may be able to both find and maintain employment.</p> <p>This transformative mixed methods study explored the overall experience of participants after engaging in the Project P.A.T.H. workshops. Several key themes emerged, each providing insight into the challenges and needs of fostered youth navigating the job search process. Below, we discuss each major theme, highlighting why these findings are significant and how they align with existing research.</p> <hd id="AN0190222041-31">Positive Support From a Role Model</hd> <p>A dominant theme, <emph>mattering</emph>, revealed that the absence of a consistent mentor or role model was crucial and explained why the participant needed a sense of belonging. This aligns with research indicating that fostered youth often lack stable adult figures to guide them through career development ([<reflink idref="bib12" id="ref57">12</reflink>]). Participants reported feelings of uncertainty about job prospects and struggled to interpret hiring outcomes, with some unsure whether they had been formally employed following an interview. These findings suggest that without sustained mentorship, young adults aging out of care and entering the workforce may face heightened confusion and anxiety during their job search.</p> <p>Interestingly, many participants expressed a need for more sessions and ongoing guidance, reinforcing the idea that brief interventions alone are insufficient for long-term employment success. The CSM model emphasizes the role of support in fostering job readiness ([<reflink idref="bib21" id="ref58">21</reflink>]), and our findings parallel that the consistency and duration of such mentorship play a pivotal role. Future research should explore how extended mentoring relationships impact the young adults confidence and job retention. Additionally, workforce programs should integrate structured mentorship components to provide ongoing career navigation support.</p> <p>The Project PATH facilitators intentionally created a supportive environment, fostering connections that made participants feel seen and heard. This aligns with literature indicating that social support is a protective factor for fostered youth against job-related stress and career disengagement ([<reflink idref="bib20" id="ref59">20</reflink>]). Notably, participants responded positively to peer-led activities, such as role-playing exercises, which allowed them to offer and receive feedback. These interactions reinforced the idea that collaborative learning fosters both emotional resilience and professional growth ([<reflink idref="bib22" id="ref60">22</reflink>]). In conclusion, participants expressed a sense that they were valued, cared for, and had a meaningful role in their connection to their community.</p> <hd id="AN0190222041-32">Emotional Regulation's Connection to Employment</hd> <p>A theme that participants frequently voiced was <emph>emotional regulation,</emph> referring to their anxiety towards the job search process. Many linked their struggles to past trauma, instability, and rejection—factors that have been extensively documented as barriers to employment among trauma-affected youth ([<reflink idref="bib3" id="ref61">3</reflink>]). Despite the Project PATH curriculum incorporating an emotional regulation module, the topic resurfaced throughout multiple sessions, suggesting a pervasive and ongoing need for emotional coping strategies. These findings support previous research demonstrating that trauma exposure can lead to job search anxiety, avoidance behaviors, and difficulties with workplace interactions ([<reflink idref="bib33" id="ref62">33</reflink>]). While career training programs often focus on technical skills, our study suggests that integrating emotional regulation training is equally essential.</p> <p>As expressed by the participants, they experienced difficulties with emotional regulation stemming from their past experiences of traumatic histories, experiences, and instabilities. This impacted their ability to be successful during the job search process. The participants expressed being able to learn emotional regulation skills during multiple points in time throughout the 2-day workshop. Researchers intentionally created a singular module to express feeling identification acknowledgment and expression. It was important to create modules that aligned with the research regarding this vulnerable population and being able to regulate their emotion ([<reflink idref="bib37" id="ref63">37</reflink>]). However, it was surprising to the researchers that the topic continued to resurface throughout varying modules of the workshops.</p> <hd id="AN0190222041-33">Professional Preparation</hd> <p>A was surprising theme was that many participants expressed the information (i.e., creating a resume, using tools such as LinkedIn to search for jobs/post the resume) was new to them. Participants seemed very excited to learn how to apply all the resources that were available to them. In addition, participants appeared most enthusiastic when they were able to apply these resources (e.g., LinkedIn) and expressed hope and motivation to search for a job. It is not surprising that after learning this content as literature surrounding job search self-efficacy supports this ([<reflink idref="bib34" id="ref64">34</reflink>]).</p> <hd id="AN0190222041-34">Implications</hd> <p></p> <hd id="AN0190222041-35">Career Professionals</hd> <p>Career counselors, mental health professionals, school counselors, and paraprofessionals working with young adults in foster care should place a strong emphasis on utilizing group formats for their services. The findings from this study reveal that participants derive substantial benefits from the collaboration and sense of camaraderie inherent in group settings. Engaging in group interventions fosters an environment rich with unique characteristics that promote processing, personal growth, and peer support. As articulated by [<reflink idref="bib43" id="ref65">43</reflink>] group dynamics harness positive attributes such as universality and social support, which can facilitate transformative experiences among members.</p> <p>Career interventions that address young adults that age out of the foster care system with trauma backgrounds and incorporate emotional regulation skills are needed. Emotional regulation approaches such as grounding, identifying emotions, and using "I" statements can offer significant benefits when working with this population. Given the highlighted importance of emotional regulation, career professionals should dedicate more focused time to teaching and practicing these abilities in forthcoming programs. Exploring innovative methods to assist individuals in managing emotional challenges while boosting their career readiness is vital. Job preparation concepts, particularly hands-on workshops, are essential components that should be implemented to enhance job search self-efficacy. In summary, career professionals should adopt a comprehensive approach that addresses the complex realities of job searching for young adults transitioning out of foster care.</p> <hd id="AN0190222041-36">Policies</hd> <p>Legislation aimed at supporting young adults transitioning out of the foster care system is critical for establishing frameworks that ensure normalcy and stability. Lawmakers must recognize their responsibility to provide comprehensive support systems that help these vulnerable individuals navigate adulthood successfully. This involves expanding funding for programs that offer mentoring and life skills training, enabling young adults to build productive networks and acquire essential knowledge for independence. Policies should prioritize transitional services focusing on housing, education, and employment stability, facilitating smoother integration into society.</p> <p>Moreover, it is essential for legislators to advocate for initiatives that promote mentorship programs, as research has demonstrated significant positive impacts on emotional and professional development. Creating mentorship opportunities with diverse individuals who understand the experiences of former foster youth fosters relationships built on understanding and shared backgrounds. Encouraging norms around compassion, understanding, and mutual support among mentors can lead to more effective and enriching mentorship experiences.</p> <hd id="AN0190222041-37">Practical Application</hd> <p>Literature on job search self-efficacy suggests that structured career training significantly enhances confidence and readiness ([<reflink idref="bib18" id="ref66">18</reflink>]), and our findings reinforce this notion. However, our study also suggests that hands-on learning opportunities—such as job simulations and networking experiences—are particularly valuable, which is consistent with what the participants and the study expressed continuously. Participants were most enthusiastic when given opportunities to apply what they learned. Given participants' enthusiasm for practical application, future interventions should prioritize experiential learning methods. Incorporating real-world job simulations, networking events, and employer-led workshops may further enhance skill acquisition and retention. Additionally, expanding partnerships with local businesses to offer structured job shadowing opportunities could bridge the gap between training and employment readiness.</p> <hd id="AN0190222041-38">Simulation Practice</hd> <p>The participants' voices were consistent in wanting more experiential exercise and simulation because they vocalized multiple times the best way to learn was by practicing. Simulation refers to utilizing real-life scenarios within career skill context in a very concrete way ([<reflink idref="bib39" id="ref67">39</reflink>]). [<reflink idref="bib11" id="ref68">11</reflink>] identified that simulation has a significant and long-term effect on skill development. Further, when incorporating job search interventions, researchers assert that experiential practices help to solidify learned concepts ([<reflink idref="bib4" id="ref69">4</reflink>]). When asked for recommendations for additional feedback, a surprising theme emerged when the participants described the need for even more practice; they identified our practice as beneficial to their skill development and verbalized wanting more hands-on practice. They even suggested direct feedback from employers in the community. This is in line with research that asserts simulations offer immersive and hands-on experience that enhances their understanding and mastery of job skills ([<reflink idref="bib39" id="ref70">39</reflink>]). Counselor educators replicating the study, may want to consider including counselors and training to aid with facilitation, especially those interested in career counseling services. Incorporating these workshops within foster care, communities, counselors and training may provide practice counseling skills related to handling trauma, as well as retain multicultural concepts.</p> <hd id="AN0190222041-39">Limitations & Future Research</hd> <p>One limitation of the study is some of the items for the anxiety were not concrete enough. According to the quantitative results, some participants described never experiencing anxiety symptoms, yet they described these symptoms during verbal reports. Therefore, future research should explore additional instruments that measure anxiety and provide concrete examples. Another limitation was the small sample size, due to difficulties with retaining participants for the duration of the study due to varying factors. Future studies should investigate the effectiveness of various group intervention formats, paying attention to aspects like group size and frequency of training sessions. The lack of a control group was also a limitation to this study; therefore, future studies should consider incorporating. This study also incorporated participants from only one site, thus limiting the scope of applying these concepts to other individuals across the U.S. Future studies should consider partnering with multiple fostered youth sites to aid with expanding generalizability.</p> <hd id="AN0190222041-40">Conclusion</hd> <p>In conclusion, effectively supporting young adults transitioning out of the foster care system requires a collaborative approach among career counselors, mental health professionals, and lawmakers. By leveraging group formats for service delivery and implementing comprehensive legislation, stakeholders can foster a supportive environment that prioritizes normalcy, mentorship, and stability. This coordinated effort will ensure that young adults have the tools and resources necessary for successful integration into adulthood, ultimately promoting their overall well-being and future success. Continued collaboration between practitioners and researchers will be essential in integrating best practices and enhancing the quality of support provided to youth in and aging out of foster care.</p> <hd id="AN0190222041-41">ORCID iD</hd> <p>Galaxina G. Wright https://orcid.org/0000-0002-0736-6983</p> <hd id="AN0190222041-42">Ethical Considerations</hd> <p>This study adhered to ethical guidelines, having obtained approval from the Institutional Review Board (IRB) before its commencement. Researchers received training in ethical practices to ensure their competence in working with the vulnerable population of former foster youth. Emphasis was placed on building trust with participants through transparency and respect during the research process. Additionally, measures for data verification and analysis were implemented to protect the integrity of the data collected, respecting the confidentiality and anonymity of all participants throughout the study.</p> <hd id="AN0190222041-43">Consent to Participate</hd> <p>Written informed consent was obtained prior to data collection, ensuring that participants understood their rights and the purpose of the study.</p> <ref id="AN0190222041-44"> <title> References </title> <blist> <bibl id="bib1" idref="ref30" type="bt">1</bibl> <bibtext> Bezanson B. (2004). The application of solution-focused work in employment counseling. Journal of Employment Counseling, 41, 183–191. https://doi.org/10.1002/j.2161-1920.2004.tb00891.x</bibtext> </blist> <blist> <bibl id="bib2" idref="ref33" type="bt">2</bibl> <bibtext> Blustein D. L., Kenny M. E., Austin K., Duffy R. (2019). The psychology of working in practice: A theory of change for a new era. 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Investigating a psychoeducational job search intervention among unemployed individuals (p. 1310). Electronic Theses and Dissertations, 2020-2023. https://stars.library.ucf.edu/etd2020/1310</bibtext> </blist> <blist> <bibtext> Yalom I. D., Leszcz M. (2020). The theory and practice of group psychotherapy. Basic Books.</bibtext> </blist> </ref> <ref id="AN0190222041-45"> <title> Footnotes </title> <blist> <bibtext> Galaxina G. Wright: Conceptualization, Methodology, Investigation, Supervision, Funding Acquisition, Project Administration, Writing.Jennifer Reeves: Conceptualization, Methodology, Formal Analysis, Writing, Visualization, Data Curation.Elda Veloso: Conceptualization, Methodology, Investigation, Formal Analysis, Writing, Data Curation.Carly Paro-Tompkins: Conceptualization, Methodology, Investigation, Formal Analysis, Writing.</bibtext> </blist> <blist> <bibtext> The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was funded through a 2023–2024 Quality of Life (QOL) Grant from Nova Southeastern University, as well as the 2023 Association of Specialists in Group Work (ASGW) Research Award.</bibtext> </blist> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> </ref> <aug> <p>By Galaxina G. Wright; Jennifer Reeves; Elda Veloso and Carly Paro-Tompkins</p> <p>Reported by Author; Author; Author; Author</p> <p></p> <p>Dr. Galaxina G. Wright is an Assistant Professor Nova Southeastern University's College of Psychology. She is a licensed mental health counselor and holds a Ph.D. in Counselor Education and Supervision, from the University of Central Florida. Her research focuses on exploring career development barriers and interventions among historically underrepresented populations, with a secondary focus on school based mental health interventions for Title I schools. Dr. Wright is passionate about student-centered education, with a special affinity for mentoring first generation students. Outside of her academic work, she enjoys spending time with her family and friends, yoga and Pilates, trying new restaurants, and watching documentaries.</p> <p>Jennifer Reeves, Ph.D. is a Professor and the Director of Dissertation Support Services at the Abraham S. Fischler College of Education and School of Criminal Justice at Nova Southeastern University. Dr. Reeves received her PhD in Educational Psychology, with emphases in Sport Psychology, Counseling Psychology, and Statistics and Measurement, from Florida State University (FSU); an M.S. in Educational Psychology from FSU; and a B.S. in Health Psychology from Rhodes College. She specializes in developing strategies to support dissertation students, social presence in online education, teaching research and statistics, assessing student learning outcomes, and evaluating programs/analyzing data. She currently serves as the Lead Evaluator for an NSF IRES Track II Grant (2021–2025) and is a Co-PI on a Presidential Research Grant and two Quality of Life Grants. She loves to read, hike, ski, and travel with her family.</p> <p>Dr. Elda Kanzki-Veloso is a Professor at Nova Southeastern University's College of Psychology, where she specializes in counseling. With over 20 years of experience, she is responsible for coordinating the practicum and internship placement process. Dr. Kanzki-Veloso holds a Ph.D. in Counseling with a focus on Family Therapy, as well as an M.S. in Counseling specialized in Special Education, and a B.S. in Psychology. Her research spans several interests, including veterans, adolescent substance use, and the use of technology in education across different learning formats. With a strong background in evidence-based research, particularly involving adolescent substance use and veteran populations, Dr. Kanzki-Veloso is committed to advancing her field and nurturing the growth of her students. Her contributions reflect her dedication to education and community impact. Outside of academics, she enjoys running, spending time with her children, and cooking.</p> <p>Dr. Carly Paro-Tompkins is an Associate Professor in the Department of Counseling at Nova Southeastern University's College of Psychology. She is a licensed mental health counselor and holds an Ed.D. in Counselor Education and Supervision. Her research focuses on the lived experiences of underserved populations and the real-world impact of counseling interventions. Dr. Paro-Tompkins uses qualitative and mixed methods research to explore topics like career development, grief, and how to build empathy during difficult conversations. Her work aims to provide insights that help counselors and interdisciplinary teams support people through complex life transitions. Her professional approach is grounded in multicultural competence, community engagement, and a commitment to equitable practices. Outside of her academic work, she enjoys water-related activities like swimming, boating, kayaking, and spending time at the beach with friends and family.</p> </aug> <nolink nlid="nl1" bibid="bib36" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib38" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib29" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib20" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib25" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib33" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib23" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib35" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib19" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib27" firstref="ref11"></nolink> <nolink nlid="nl11" bibid="bib13" firstref="ref13"></nolink> <nolink nlid="nl12" bibid="bib37" firstref="ref14"></nolink> <nolink nlid="nl13" bibid="bib21" firstref="ref16"></nolink> <nolink nlid="nl14" bibid="bib40" firstref="ref17"></nolink> <nolink nlid="nl15" bibid="bib22" firstref="ref19"></nolink> <nolink nlid="nl16" bibid="bib18" firstref="ref21"></nolink> <nolink nlid="nl17" bibid="bib14" firstref="ref22"></nolink> <nolink nlid="nl18" bibid="bib16" firstref="ref24"></nolink> <nolink nlid="nl19" bibid="bib34" firstref="ref25"></nolink> <nolink nlid="nl20" bibid="bib24" firstref="ref27"></nolink> <nolink nlid="nl21" bibid="bib31" firstref="ref31"></nolink> <nolink nlid="nl22" bibid="bib26" firstref="ref32"></nolink> <nolink nlid="nl23" bibid="bib15" firstref="ref36"></nolink> <nolink nlid="nl24" bibid="bib30" firstref="ref39"></nolink> <nolink nlid="nl25" bibid="bib10" firstref="ref41"></nolink> <nolink nlid="nl26" bibid="bib28" firstref="ref42"></nolink> <nolink nlid="nl27" bibid="bib17" firstref="ref43"></nolink> <nolink nlid="nl28" bibid="bib41" firstref="ref44"></nolink> <nolink nlid="nl29" bibid="bib32" firstref="ref45"></nolink> <nolink nlid="nl30" bibid="bib42" firstref="ref51"></nolink> <nolink nlid="nl31" bibid="bib12" firstref="ref57"></nolink> <nolink nlid="nl32" bibid="bib43" firstref="ref65"></nolink> <nolink nlid="nl33" bibid="bib39" firstref="ref67"></nolink> <nolink nlid="nl34" bibid="bib11" firstref="ref68"></nolink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Job+Search+Methods%22">Job Search Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Adults%22">Young Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Foster+Care%22">Foster Care</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Unemployment%22">Unemployment</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Underemployment%22">Underemployment</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/08948453251372912
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0894-8453<br />1556-0856
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This transformative mixed methods study explored the experience of young adults transitioning out of foster care participating in Project PATH, a tailored job search intervention. Quantitative and qualitative data were gathered from 23 former fostered youth who participated in Project PATH, examining changes in levels of anxiety, job search self-efficacy, and employment hope. Participants engaged in a 10-session workshop containing vital elements of job search. Results demonstrated that there were notable differences in levels of self-efficacy post-intervention. It appears that participation in job search workshops can aid with increasing job search self-efficacy (p = 0.02), allowing transitioning fostered youth to feel more confident in their ability to learn job search tasks. The qualitative data analysis revealed several key themes: emotional regulation, professional preparation, the sense of mattering, and the value of simulation practice. The findings of this research inform interventions for community agencies and other group specialists working with transitioning young adults.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1493134
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1493134
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/08948453251372912
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 3
    Subjects:
      – SubjectFull: Job Search Methods
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Young Adults
        Type: general
      – SubjectFull: Foster Care
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Attitudes
        Type: general
      – SubjectFull: Unemployment
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Workshops
        Type: general
      – SubjectFull: Underemployment
        Type: general
      – SubjectFull: Career Development
        Type: general
    Titles:
      – TitleFull: A Job Search Intervention with Foster Youth Transitioning to the Workforce: A Mixed Methods Approach
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Galaxina G. Wright
      – PersonEntity:
          Name:
            NameFull: Jennifer Reeves
      – PersonEntity:
          Name:
            NameFull: Elda Veloso
      – PersonEntity:
          Name:
            NameFull: Carly Paro-Tompkins
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          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0894-8453
            – Type: issn-electronic
              Value: 1556-0856
          Numbering:
            – Type: volume
              Value: 53
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Career Development
              Type: main
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