Este estudo objetivou revisar a versão brasileira da Escala de Adaptabilidade de Carreira (EAC) e obter evidências de validade e fidedignidade. A EAC é composta por quatro dimensões: preocupação, controle, curiosidade e confiança. Participaram 990 universitários (64,2% mulheres), com média de idade de 25,8 anos (DP=7,45). A coleta foi realizada de duas formas, online e presencial, não tendo sido encontradas diferenças significativas nos escores obtidos. Os instrumentos utilizados foram uma Ficha Sociodemográfica, a EAC, a Escala de Percepção de Oportunidades Profissionais, a Bateria Fatorial de Personalidade e as Escalas de Desenvolvimento de Carreira para Universitários. Conforme esperado, os resultados de análises fatoriais confirmatórias indicaram um ajuste satisfatório para o modelo de quatro fatores hierárquico. Os índices de fidedignidade obtidos para as subescalas e escala total foram adequados. Os fatores da personalidade realização e extroversão foram os mais relacionados à adaptabilidade. Decisão de carreira, autoeficácia profissional e exploração ampliada foram as variáveis mais fortemente associadas às dimensões da adaptabilidade. Discutem-se as limitações do estudo e sugerem-se possibilidades para estudos futuros. / This study aimed at reviewing the Brazilian version of the Career Adapt-Abilities Scale, and obtaining validity and reliability evidences. The scale is composed of four dimensions: concern, control, curiosity and confidence. Nine hundred and ninety college students participated (64.2% women), with an age mean of 25.8 (Standard Deviation (SD)=7.45). The data was collected both online and on a face-to-face basis. No significative differences were found in the scores. The instruments used were a Sociodemographic Questionnaire, the Career Adapt-Abilities Scale, the Perception of Professional Opportunities Scale, the Factorial Battery of Personality and the Career Development Scales for University Students. As expected, confirmatory factorial analysis results showed a satisfactory adjustment for the model of four hierarchic factors. Reliability indices for the subscales and the total scale were also appropriate. The personality factors of conscientiousness and extraversion showed the highest correlations with adaptability. Career decision, professional self-efficacy, and amplified exploration were the variables more strongly related to the adaptability dimensions. Limitations of the study are discussed and possibilities for future investigations are suggested.

Este estudo objetivou revisar a versão brasileira da Escala de Adaptabilidade de Carreira (EAC) e obter evidências de validade e fidedignidade. A EAC é composta por quatro dimensões: preocupação, controle, curiosidade e confiança. Participaram 990 universitários (64,2% mulheres), com média de idade de 25,8 anos (DP=7,45). A coleta foi realizada de duas formas, online e presencial, não tendo sido encontradas diferenças significativas nos escores obtidos. Os instrumentos utilizados foram uma Ficha Sociodemográfica, a EAC, a Escala de Percepção de Oportunidades Profissionais, a Bateria Fatorial de Personalidade e as Escalas de Desenvolvimento de Carreira para Universitários. Conforme esperado, os resultados de análises fatoriais confirmatórias indicaram um ajuste satisfatório para o modelo de quatro fatores hierárquico. Os índices de fidedignidade obtidos para as subescalas e escala total foram adequados. Os fatores da personalidade realização e extroversão foram os mais relacionados à adaptabilidade. Decisão de carreira, autoeficácia profissional e exploração ampliada foram as variáveis mais fortemente associadas às dimensões da adaptabilidade. Discutem-se as limitações do estudo e sugerem-se possibilidades para estudos futuros. / This study aimed at reviewing the Brazilian version of the Career Adapt-Abilities Scale, and obtaining validity and reliability evidences. The scale is composed of four dimensions: concern, control, curiosity and confidence. Nine hundred and ninety college students participated (64.2% women), with an age mean of 25.8 (Standard Deviation (SD)=7.45). The data was collected both online and on a face-to-face basis. No significative differences were found in the scores. The instruments used were a Sociodemographic Questionnaire, the Career Adapt-Abilities Scale, the Perception of Professional Opportunities Scale, the Factorial Battery of Personality and the Career Development Scales for University Students. As expected, confirmatory factorial analysis results showed a satisfactory adjustment for the model of four hierarchic factors. Reliability indices for the subscales and the total scale were also appropriate. The personality factors of conscientiousness and extraversion showed the highest correlations with adaptability. Career decision, professional self-efficacy, and amplified exploration were the variables more strongly related to the adaptability dimensions. Limitations of the study are discussed and possibilities for future investigations are suggested.

As counselors become aware of the importance of providing culturally sensitive counseling, they can use evaluation and assessment to support client career development (Swanson & Fouad, 2014). For culturally sensitive career assessment, counselors should understand cultural factors, including the values and level of acculturation that may influence the career development process (Byars-Winston, 2014; Leong & Gim-Chung, 1995). To address this issue, this study developed and validated the Career Maturity Inventory: A Korean Form based on the Career Maturity Inventory - Counseling Form C (Savickas & Porfeli, 2011). Using Korean high students, this study validated the Korean version of the Career Maturity Inventory by translating it from English into Korean and then back from Korean into English. The structures of the two versions of the Career Maturity Inventory were comparable. This is meaningful because cross-culturally valid career inventories for adolescents who have different ethnic and cultural backgrounds create opportunities for evaluating career development and supporting career issues.

No description available.

Este estudo objetiva avaliar um procedimento de intervenção desenvolvido com adolescentes, em processo de Orientação Profissional, em função das variáveis: (1) informação profissional, (2) maturidade para a escolha da carreira e (3) comunicação e aprendizagem no grupo. Participaram do estudo, 28 adolescentes, de ambos os sexos, provenientes de escolas de Ensino Médio e cursos pré-vestibulares, públicos e/ ou privados, com idade entre 15 e 19 anos, em atendimento no Serviço de Orientação Profissional da FFCLRP/USP. Para fins da intervenção e da obtenção dos dados, os jovens foram distribuídos em dois grupos, conforme maturidade para a escolha da carreira avaliada abaixo da média (Grupo A, n= 17) e acima da média (Grupo B, n= 11). Os instrumentos utilizados foram: (1) Questionário de Informação Profissional (QIP): O que os adolescentes sabem sobre profissões e carreiras?; (2) Escala de Maturidade para a Escolha Profissional (EMEP), de Neiva e os (3) registros das sessões em grupo operativo. Os referenciais teórico-metodológicos que fundamentam o procedimento de intervenção e subsidiam a análise dos dados são: (1) a estratégia clínica de Bohoslavsky, (2) a abordagem de grupo operativo de Pichon-Rivière e (3) a Teoria Desenvolvimentista da escolha de carreira de Super. Os dados obtidos por meio do QIP (perguntas fechadas) foram tratados e analisados pela estatística descritiva. Comparações pré e pós-intervenção foram realizadas, por meio do Teste não-paramétrico de Wilcoxon e o Teste do X² de McNemar. Outra comparação foi realizada entre as respostas dos participantes do sexo feminino e do masculino, utilizado o Teste exato de Fisher e o Teste não-paramétrico de Mann-Whitney. As respostas registradas nas perguntas abertas e nos comentários foram analisadas segundo Bardin. Os dados obtidos por meio da Escala de Maturidade para Escolha Profissional (EMEP) foram analisados quantitativamente por meio do Teste de Wilcoxon. E a análise qualitativa do processo grupal foi realizada a partir da síntese dos registros dos grupos operativos, focalizando os vetores de avaliação do Cone Invertido: comunicação e aprendizagem. Os resultados mostram que os participantes não estão bem informados e, que a informação profissional pode ajudá-los na tomada de decisão vocacional. A internet é o recurso mais utilizado pelos adolescentes para a comunicação entre os colegas. As moças, no início do grupo de orientação, buscam mais informações profissionais nos guias e nos livros do que os rapazes. Elas, também, utilizam mais a internet para as pesquisas escolares, enquanto que os rapazes a utilizam mais para jogar. Nos resultados da EMEP, o grupo apresentou diferença significativa com valores superiores na segunda nas sub-escalas: Determinação, Autoconhecimento e Maturidade Total. Ao final do processo de Orientação Profissional em grupo foi observado que os adolescentes estavam buscando mais informações profissionais, e que o grupo favoreceu a comunicação e a aprendizagem para o desenvolvimento da maturidade para a escolha de carreira. / This study aims at evaluating an intervention an intervention procedure done with adolescents, in Professional Guidance, according to the following variables: (1) professional information, (2) maturity to choose a career, and (3) group communication and group learning. The subjects were 28 adolescents, of both sexes, coming from public and private high schools and university preparation courses, aged between 15 and 19 who were attended at the Vocational Guidance Service at the Faculty of Philosophy, Sciences and Letters at Ribeirão Preto, University of São Paulo (FFCLRP/ USP). The participants were divided into two groups according to maturity: below average (group A, n=17) and above average (group B, n=11). The instruments used to gather the data were: (1) Questionnaire about Professional Information (QIP): What adolescents know about jobs and occupations?; (2) Maturity for Career Choice Scale (MCCS); (3) recordings of group sessions. The theoretical-methodological frame works that underpinned the intervention procedure and its analysis were: (1) Bohoslavskys clinical strategy, (2) Pichon-Rivières Operative Group approach and (3) Supers Development Theory for career choice. The data gathered by means of the QIP (closed questions) were treated and analyzed by descriptive statistics. Comparisons before and after interventions were done by means of the Wilcoxons non-parametric Test and McNemars X² Test. Another comparison was done between the answers of the male and female participants by means of the Fishers Exact Test and Mann-Whitneys non-parametric Test. The open answers were analyzed by Bardin. The data gathered by means of the MCCS were analyzed quantitatively by means of Wilcoxons Test. And the analysis of the group procedures was done as based on the synthesis of the group recordings, focusing the evaluation vectors of the Inverted Cone: communication and the learning process. The results showed that the participants were not well informed about career choice and that career information could help them to make a career decision. And the internet is the resource more frequently used by adolescents to communicate with pals. At the beginning of the guiding process, the girls looked for career information in books and guides more than the boys did. The girls also went on the internet to do research and schools take, whereas the boys used it to play. The results from MCCS showed a significant difference for the second application, the values being higher than the first for the following sub-scales: Determination, Self-knowledge and Total Maturity. At the end of the Vocational guiding procedure, the group showed to be looking for more career information than at the beginning and favored communication and learning to mature and to choose a career.

Much of the research on career development of black secondary school learners (Hickson & White, 1989, Ntshangase, 1995) has been focused on black learners in relatively affluent black areas, particularly townships. The aim of this study was to investigate career development and exploration in a sample of black learners from an under-resourced school in Pietermaritzburg. They were generally of a low socio economic status. In order to assess the learners' career maturity, a pretest-posttest quasi-experimental design was used. The central aim of this research project was to undertake focus group discussions. In order to facilitate career development, the discussions were learner-driven. These discussions were run over five sessions and allowed for an investigation of contextual influences on career development. Quantitative and qualitative analysis of data collected was conducted, in order to ascertain the effect of the focus group discussions on the learners' career maturity levels. The analysis showed a marked improvement in total career maturity scores of the experimental group as was measured by the Career Development Questionnaire. No significant changes were observed in the total maturity scores of the comparison group. Qualitative analysis of the discussions showed that. the learners gained a great deal from one another and together they discovered and shared career information and life skills. The results of this study showed the extent to which black learners from under-resourced areas are marginalized. They do not get the same exposure as their urban, suburban and township counterparts. The results further highlighted the plight of these learners whose contextual realities affect their career development. These findings have implications for policy makes at the level of the school, the government and community in order to reduce uncertainty and to promote career maturity in these learners. It is suggested that curriculum packages include grass-roots, community based programmes, that are sensitive to contextual realities which impact on the career development of rural black learners. / Thesis (M.A)-University of Natal, Pietermaritzburg, 2001.

近年來，世界青年就業問題持續發酵，中國大陸與台灣學生的就業問題也同樣嚴重。拋開大環境下的客觀原因，學生自身也存在不少問題，比如就業意識不強，就業能力不足等。生涯成熟度是個體在完成與其年齡相應的職業生涯發展任務的心理準備程度，是衡量個體生涯發展水平的有效工具，為提高學生就業能力和相關機構開展就業輔導提供理論基礎。目前，對生涯成熟度的研究逐漸增多，但針對兩岸學生的比較研究還為數甚少。因此展開這方面的研究是有意義的。 本研究爬梳整理了歸於生涯成熟度的的相關文獻，借鑑成熟的生涯成熟度量表，并進一步篩選，以此問卷對1404名政治大學和南京大學的學生進行生涯成熟度調查。研究結果發現：1.本次研究的學生樣本總體生涯成熟度處於較為成熟的狀態；2.學生生涯成熟度並不存在學校的差異；3.學生生涯成熟度存在性別的差異，男性的生涯成熟度高於女性；4.學生生涯成熟度存在教育程度的差異，受教育程度越高，生涯成熟度越高；5.學生生涯成熟度存在年級的差異，大學期間，兩者之間存在正相關關係，但大學延畢生的生涯成熟度最低；研究所期間，生涯成熟度隨年級增長而下降；6.學生生涯成熟度不存在文理專業的差異；7.學生生涯成熟度存在在校成績的差異，兩者為正相關關係；8.學生生涯成熟度存在學生幹部的差異，有學生幹部經驗的學生生涯成熟度高於沒有經驗的學生，擔任班級幹部的學生生涯成熟度高於其他類型的學生幹部；9.學生生涯成熟度不存在社團經驗的差異；10.學生生涯成熟度存在工作經驗的差異，有工作經驗的學生生涯成熟度高於沒有經驗的學生。生涯成熟度隨著工作時間的增長呈現「S」型增長；11.學生生涯成熟度不存在獨生子女的差異；12.學生生涯成熟度存在家庭經濟狀況的差異，家庭經濟較差的學生生涯成熟度最高；13.學生生涯成熟度不存在母親教育程度的差異，存在父親教育程度的差異，父母教育程度越低，生涯成熟度越高；14.學生生涯成熟度不存在學生生源的差異。 / In recent years, the youth employment is becoming more and more serious. Apart from the objective reasons, students’ inadequate employment competitiveness and consciousness also account for the status quo. Career maturity is the level of preparedness, an individual reaches when dealing with his/ herage- appropriate career development tasks. So, career maturity is an effective measurement to test individual’s career developmentlevel and provides the theoretical basis for practical study. Now, more and more people start to research the career maturity, but the research specifically aimed at the comparison of Chinese Mainland and Taiwan is rare. Therefore, the study is inevitably. Based on related literature review on career maturity, referring to the Career Maturity Questionnaire, the study discusses the career maturity and its affecting factors of students of Nanjing University and National Chengchi University. The results are as following: 1. Students’career maturity are not high;2. Campus, major, club experience and the sources of students bear little influence on career maturity;3. There is significant difference in gender;4. There is significant relation between students’ career maturity and their education degree;5. The career maturity differences in grades;6. The career maturity is in positive relation to academic score;7. The students who have the student leader and work experience get higher career maturity than others;8. The fact of being the only child or not does not relate to career maturity significantly;9. Family economic background impacts students’ career maturity;10. Parents’ education level has negative correlation with career maturity.

Este estudo objetiva avaliar um procedimento de intervenção desenvolvido com adolescentes, em processo de Orientação Profissional, em função das variáveis: (1) informação profissional, (2) maturidade para a escolha da carreira e (3) comunicação e aprendizagem no grupo. Participaram do estudo, 28 adolescentes, de ambos os sexos, provenientes de escolas de Ensino Médio e cursos pré-vestibulares, públicos e/ ou privados, com idade entre 15 e 19 anos, em atendimento no Serviço de Orientação Profissional da FFCLRP/USP. Para fins da intervenção e da obtenção dos dados, os jovens foram distribuídos em dois grupos, conforme maturidade para a escolha da carreira avaliada abaixo da média (Grupo A, n= 17) e acima da média (Grupo B, n= 11). Os instrumentos utilizados foram: (1) Questionário de Informação Profissional (QIP): O que os adolescentes sabem sobre profissões e carreiras?; (2) Escala de Maturidade para a Escolha Profissional (EMEP), de Neiva e os (3) registros das sessões em grupo operativo. Os referenciais teórico-metodológicos que fundamentam o procedimento de intervenção e subsidiam a análise dos dados são: (1) a estratégia clínica de Bohoslavsky, (2) a abordagem de grupo operativo de Pichon-Rivière e (3) a Teoria Desenvolvimentista da escolha de carreira de Super. Os dados obtidos por meio do QIP (perguntas fechadas) foram tratados e analisados pela estatística descritiva. Comparações pré e pós-intervenção foram realizadas, por meio do Teste não-paramétrico de Wilcoxon e o Teste do X² de McNemar. Outra comparação foi realizada entre as respostas dos participantes do sexo feminino e do masculino, utilizado o Teste exato de Fisher e o Teste não-paramétrico de Mann-Whitney. As respostas registradas nas perguntas abertas e nos comentários foram analisadas segundo Bardin. Os dados obtidos por meio da Escala de Maturidade para Escolha Profissional (EMEP) foram analisados quantitativamente por meio do Teste de Wilcoxon. E a análise qualitativa do processo grupal foi realizada a partir da síntese dos registros dos grupos operativos, focalizando os vetores de avaliação do Cone Invertido: comunicação e aprendizagem. Os resultados mostram que os participantes não estão bem informados e, que a informação profissional pode ajudá-los na tomada de decisão vocacional. A internet é o recurso mais utilizado pelos adolescentes para a comunicação entre os colegas. As moças, no início do grupo de orientação, buscam mais informações profissionais nos guias e nos livros do que os rapazes. Elas, também, utilizam mais a internet para as pesquisas escolares, enquanto que os rapazes a utilizam mais para jogar. Nos resultados da EMEP, o grupo apresentou diferença significativa com valores superiores na segunda nas sub-escalas: Determinação, Autoconhecimento e Maturidade Total. Ao final do processo de Orientação Profissional em grupo foi observado que os adolescentes estavam buscando mais informações profissionais, e que o grupo favoreceu a comunicação e a aprendizagem para o desenvolvimento da maturidade para a escolha de carreira. / This study aims at evaluating an intervention an intervention procedure done with adolescents, in Professional Guidance, according to the following variables: (1) professional information, (2) maturity to choose a career, and (3) group communication and group learning. The subjects were 28 adolescents, of both sexes, coming from public and private high schools and university preparation courses, aged between 15 and 19 who were attended at the Vocational Guidance Service at the Faculty of Philosophy, Sciences and Letters at Ribeirão Preto, University of São Paulo (FFCLRP/ USP). The participants were divided into two groups according to maturity: below average (group A, n=17) and above average (group B, n=11). The instruments used to gather the data were: (1) Questionnaire about Professional Information (QIP): What adolescents know about jobs and occupations?; (2) Maturity for Career Choice Scale (MCCS); (3) recordings of group sessions. The theoretical-methodological frame works that underpinned the intervention procedure and its analysis were: (1) Bohoslavskys clinical strategy, (2) Pichon-Rivières Operative Group approach and (3) Supers Development Theory for career choice. The data gathered by means of the QIP (closed questions) were treated and analyzed by descriptive statistics. Comparisons before and after interventions were done by means of the Wilcoxons non-parametric Test and McNemars X² Test. Another comparison was done between the answers of the male and female participants by means of the Fishers Exact Test and Mann-Whitneys non-parametric Test. The open answers were analyzed by Bardin. The data gathered by means of the MCCS were analyzed quantitatively by means of Wilcoxons Test. And the analysis of the group procedures was done as based on the synthesis of the group recordings, focusing the evaluation vectors of the Inverted Cone: communication and the learning process. The results showed that the participants were not well informed about career choice and that career information could help them to make a career decision. And the internet is the resource more frequently used by adolescents to communicate with pals. At the beginning of the guiding process, the girls looked for career information in books and guides more than the boys did. The girls also went on the internet to do research and schools take, whereas the boys used it to play. The results from MCCS showed a significant difference for the second application, the values being higher than the first for the following sub-scales: Determination, Self-knowledge and Total Maturity. At the end of the Vocational guiding procedure, the group showed to be looking for more career information than at the beginning and favored communication and learning to mature and to choose a career.

The purpose of this study was to determine the relationship between career education and the career maturity of eighth-grade students as measured by the Attitude Scale and the Competence Test of the Career Maturity Inventory. A posttest only experimental design was used for the study. The subjects were selected from a population of eighth-grade students in a suburban school district in north central Texas and randomly assigned to treatment and control groups. The treatment group had a career education class for forty-five minutes each day for eighteen weeks. The control group selected an additional elective. Multiple t tests were used to test the hypotheses of the study. The hypotheses were grouped into the areas of maturity of career attitudes, maturity of career competencies, sex and career maturity, school and career maturity, and teacher and career maturity.

Uma das tarefas mais importantes do desenvolvimento pessoal, na adolescência e início da idade adulta, é a escolha de uma carreira. A fim de tomar uma decisão informada e autônoma, espera-se que a pessoa tenha um certo nível de maturidade. Com perspectiva desenvolvimentista, este estudo objetiva avaliar a maturidade para a escolha da carreira em adolescentes usuários de um serviço-escola de orientação profissional. Mais especificamente, este estudo visa: (a) descrever o perfil sociodemográfico dos clientes; (b) descrever o nível de maturidade; (c) verificar se o nível de maturidade varia de acordo com as características sociodemográficas (sexo, idade, escolaridade, escola pública ou privada e nível de escolaridade dos pais), com a modalidade de atendimento e a permanência no serviço de atendimento; (d) avaliar a evolução da maturidade dos usuários do serviço após a conclusão atendimento e (e) comparar o nível de maturidade dos clientes que concluíram o atendimento com o dos que não concluíram. Os dados originam-se dos registros das intervenções com 748 clientes, com idades entre 14 e 21 anos, realizadas no Serviço de Orientação Profissional de uma universidade pública no Estado de São Paulo, Brasil, no período de 2001 a 2006. O corpus de análise consiste em informações dos seguintes documentos: Registro da entrevista de triagem, Resumo do atendimento e Escala de Maturidade para a Escolha Profissional (EMEP). A análise dos dados foi realizada por meio de procedimentos estatísticos: análises descritivas, testes de hipóteses, modelo linear de efeitos mistos e construção de valores percentis para a amostra. A caracterização sociodemográfica dos clientes mostra a predominância de participantes do sexo feminino (69,39%), de alunos da terceira série do Ensino Médio (55,21%) e provenientes de escolas privadas (65,64%). Do total de usuários, 74,33% concluíram o atendimento e 89,71% participaram do atendimento em grupo. Os filhos de pais que concluíram o Ensino Superior prevalecem (56,70%), seguidos por aqueles cujos pais concluíram o Ensino Médio (31,80%). A maioria dos sujeitos classificou-se com nível de maturidade abaixo de médio na escala total (62,9%) e em três subescalas: determinação (70,99%), autoconhecimento (60,03%) e conhecimento da realidade (59,89%). Houve variações apontando nível médio de maturidade para as subescalas responsabilidade (50,67%) e independência (54,95%). A comparação da maturidade antes e depois da intervenção, com 492 adolescentes, mostrou evolução com resultados estatisticamente significativos para a maturidade total e subescalas (p <0,001) na amostra total, com exceção do sexo masculino na subescala responsabilidade e dos filhos de pais sem escolaridade formal nas subescalas responsabilidade e independência. Destacam-se resultados estatisticamente significativos na evolução da maturidade total, favoráveis ao sexo feminino e aos clientes que foram atendidos na modalidade individual. Os alunos de escolas particulares destacaram-se no conhecimento da realidade e os clientes que não concluíram a intervenção destacaram-se na subescala determinação, no início do processo. Os resultados mostram que a intervenção vocacional/profissional favoreceu o desenvolvimento da maturidade para a escolha da profissão. Este estudo espera contribuir para aprofundar a compreensão sobre o construto maturidade para a escolha da carreira e para a produção do conhecimento em avaliação de resultados de intervenções no domínio da Orientação Vocacional/Profissional. / One of most important tasks for personal development, in adolescence and early adulthood, is choosing a career. In order to make an informed and autonomous decision, the person is expected to have a certain level of maturity. According to the developmental approach, this study aims at assessing the maturity for career choice with adolescents attending a career guidance service. More specifically, this study aims at: (a) describing the clients socio-demographic profile; (b) describing their maturity level; (c) verifying whether their maturity level varies with the socio-demographic characteristics (sex, age, schooling level, public or private school and the parents schooling level), with type of attendance and adherence to attendance; (d) assessing the maturity progress of the service users after completing attendance; and (e) comparing maturity level of clients who had concluded attendance with that of the ones who had not concluded attendance. The data came from records of interventions with 748 clients, aged 14 to 21 years, carried out at the career guiding service of a public university in the state of São Paulo, Brazil, from 2001 to 2006. The corpus for analysis consists of information from the following documents: assessment interview, attendance record and Career Choice Maturity Scale (Escala de Maturidade para a Escolha Profissional, EMEP). Data analysis was done by statistics procedures: descriptive analysis, hypothesis tests, linear model of mixed effects, and construction of percent values for the sample. The socio-demographic characterization of clients shows the prevalence of female sex (69.39%), high school seniors (55.21%) and attending private schools (65.64%). Out of the total users, 74.33% had completed attendance and 89.71% had joined group attendance. Children of parents who had completed higher education prevail (56.70%), followed by those whose parents had finished high school (31.80 %). The maturity profile, when starting attendance, was below average (62.9%), divided into three subscales: determination (70.99%), self-knowledge (60.03%) and knowledge of reality (59.89%). There were variations for average level of maturity for the subscales responsibility (50.67%) and independence (54.95%). The comparison of maturity before and after intervention, with 492 adolescents, showed progress with statistically significant results for total maturity and subscales (p< 0.001) for the total sample, excepting the male sex in the responsibility subscale and the children of low schooling parents in the subscales responsibility and independence. Statistically significant results stand out for progress in total maturity, favoring the female sex and the clients who were attended individually. Knowledge of reality favored students from private schools before intervention. The clients who had not concluded intervention stood out in the determination subscale at the beginning of the process. The results show that career intervention favored the development of maturity for career choice. This study is expected to contribute for improving the comprehension about the construct maturity for career choice and for the production of knowledge about assessment of results of career guidance interventions.