Abstract
This study investigates whether creative, expressive, and reflective writing contributes to the formation of a work-life narrative that offers both meaning and direction among students in higher education. The content of writing done by students who participated in a two-day writing course at the start (or in preparation) of their work placements and of a control group who did not take part in the course were compared. Writing samples were analysed using the Linguistic Index Word Count program (Pennebaker, Booth, & Francis, 2007) and an instrument based on Dialogical Self Theory (Hermans & Hermans-Konopka, 2010). Results show writing promotes the development of career narratives.
| Original language | English |
|---|---|
| Pages (from-to) | 419-427 |
| Number of pages | 9 |
| Journal | Journal of Vocational Behavior |
| Volume | 83 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - Dec. 2013 |
Keywords
- Creative writing
- Dialogical self theory
- Expressive writing
- Higher education
- LIWC
- Narrative career counselling
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