Career Construction Counseling for Neurodiverse High School Students: A Narrative Approach to Building Future Self-Concordance

Neurodiverse adolescents with Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) face elevated anxiety and diminished career decision-making self-efficacy. This study investigated the effectiveness of Career Construction Counseling (CCC), a narrative-based intervention, for four neurodiverse high school students using a multiple-baseline single-case design. Participants completed eight weekly CCC sessions based on the Career Construction Interview. Weekly measures of career decision self-efficacy (CDSE-SF) and anxiety (GAD-7) showed clear functional relationships: CDSE-SF scores increased and GAD-7 scores decreased for all participants following intervention. Qualitative analysis of career autobiographies revealed enhanced personal agency, coherent interest integration, and adaptive environmental navigation strategies. CCC appears to be a promising, neurodiversity-affirming approach for empowering adolescents with ASD/ADHD to construct self-concordant career paths. Results should be interpreted within the context of a small, homogeneous sample.

career construction theory, neurodiversity, autism, ADHD, career counseling, narrative therapy

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