Results From a Pilot Study of Students’ Participation in an Expressive Arts Small-Group Career Intervention

Background According to the American School Counselor Association, school counselors are tasked with supporting students’ holistic growth, including career development. Despite this professional responsibility, there is a limited body of career development interventions specifically designed for school counselors to implement. Furthermore, outcome-based research examining the effectiveness of school counseling interventions remains an ongoing need within the profession. Objectives The purpose of this study was to examine the implementation and outcomes of a career-focused expressive arts small-group intervention facilitated by school counseling graduate students. Research Question What common themes emerge from students’ unique stories when analyzing their artwork and written reflections during an expressive arts intervention? Methods Using a qualitative narrative inquiry approach, we collected data from secondary students ( N = 33) who participated in a structured, small-group intervention led by school counseling graduate students ( N = 8). Data sources included expressive arts artifacts and student reflections created during the intervention. Thematic analysis was conducted to identify common themes. Results and Conclusions Four primary themes emerged: (a) personal values, (b) self-concept, (c) relationships and belonging, and (d) interests and creative expression. Findings suggest that expressive-arts-based career interventions may support identity development and meaning-making processes central to adolescent career exploration. The article discusses implications for school counseling practice and future outcome-based research.