Exploring Career Development Challenges of Adult Girls of Divorced Parents

Exploring Career Development Challenges of Adult Girls of Divorced Parents | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring Career Development Challenges of Adult Girls of Divorced Parents fahimeh bahonar, samaneh salimi This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7007851/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Objective Children are among the victims of parental divorce, whose lives take on a different tone and color after the divorce. This study aimed to explore the career development experiences of adult girls with divorced parents. Method The present research employed a qualitative approach through Interpretative Phenomenological Analysis. The population included adult girls of divorced parents residing in Tehran during 2022–2023. The sample was selected by purposive sampling, and semi-structured interviews were conducted to collect data. The data were analyzed using the seven-step strategic method of Diekelmann et al. (1989). Findings : Data analysis identified three main themes, eight subthemes, and 49 primary concepts. The three main themes encompassed individual challenges (self-awareness barriers, psychological problems, inability to forge a path, and family problems), social challenges (poor social skills and cultural problems), and procedural challenges (poor decision-making and ineffective human relationships). Conclusion Overall, the findings revealed that the experience of parental divorce influenced the career and future development of children, highlighting the critical role of career counselors in identifying and implementing appropriate interventions to address the challenges and prevent career-related problems of children of divorce. Career development Divorced parents Challenges Girls Introduction Adulthood is the transitional period from adolescence to young adulthood, most recently classified as the age span from 18 to 35 years, encompassing significant challenges (Ondimu et al., 2019). One of its most critical challenges pertains to career-related tasks such as entering the workforce and achieving financial independence (Sam et al., 2014). To address these challenges, scholars have recently focused on competencies such as employability for managing unemployment, proper career decision-making processes, and adaptation to changes in the unstable job market of the 21st century. All these are closely linked to the advancement of career development (Parola & Marcionetti, 2021; Ho et al., 2022). Career development is the process of acquiring and experiencing both planned and unplanned activities that facilitate attaining work and life goals (McDonald & Hite, 2023). This process encompasses a broad scope of life, beginning in childhood and continuing into late adulthood. In fact, career development includes formal and informal experiences during childhood and adolescence related to the recognition of talents, interests, and values pertinent to the world of work. This process continues through adulthood by progressing career-related behaviors such as entering and adapting to a job, reaching its peak in retirement. Notably, this concept is dynamic, evolving, and sometimes equated solely with career selection (Lent & Brown, 2021). The concept encompasses essential skills such as career decision-making, obtaining labor market information, career exploration, and planning (Creed & Patton, 2004). The family context influences the procedural nature of career development and formation from childhood. For example, Wright’s (2017) study on a sample of 275 undergraduate students demonstrated that anxious attachment style was negatively related to self-efficacy in interviews, and avoidant attachment style correlated with lower self-efficacy in personal exploration, job searching, and networking. Therefore, attachment influences various dimensions of career development, such as self-awareness, career exploration, and planning. Furthermore, Wise et al. (2022) studied a sample of working adults and found that secure attachment was key in predicting career satisfaction (as one of the outcomes of career development) since securely attached individuals experience reciprocal support while those with insecure attachment report lower career satisfaction. On the other hand, in social cognitive theory (Lent, 2021), the career selection process, as the key topic of career development, is influenced by the interaction of contextual, cognitive, and individual variables. As a major contextual factor, family support impacts career development through access to career opportunities and educational facilities. As the primary source of social support, parents influence career self-efficacy, outcome expectations, and the development of career interests and goals (Kenny & Medvide, 2013). This is likely because parental support enhances meta-competencies such as adaptability (Atac et al., 2018). Therefore, the influence of the family on career development is not limited to family support and attachment style, yet the impact of these two factors on career development raises this critical question: Considering the significance of family variables in career development and the initiation of career development processes from early life stages, what kinds of career experiences have adults facing serious challenges in their family life since childhood has undergone? Among these individuals are those who carry the experience of parental divorce in their life history. Divorce is a process that begins with an emotional crisis for both spouses and ends with efforts to resolve conflict through separation and a new situation that involves different roles and lifestyles (Crespin-Boucaud & Hotte, 2021). As one of the most significant social challenges in recent years, this process has affected many people’s lives (Lawrence & Stephen, 2018). The extent of divorce consequences for children is such that they are sometimes referred to as defenseless victims (Stokkebekk, 2019). Compared to children from normal families, these children struggle with lower success, limited emotional relationships, emotional instability, personality breakdown, social maladjustment, and lack of independence in daily life (Ghareh daghi & mobini keshe, 2020). In addition to these difficulties, they must also decide about employment, university, leaving home, and romantic relationships such as marriage (Yilmaz and Kalkan, 2010). Besides, it is noteworthy that parental divorce is considered a traumatic experience, and various studies have shown that unresolved trauma can have severe and significant impacts on children’s academic, social, and neurobiological development (Hobbs et al., 2019). Failure to address these effects can extend into adolescence and even adulthood, influencing career development (Kim & Smith, 2021). The findings of Jaffee et al. (2018) on the employment status of 18-year-olds with traumatic experiences showed that they were twice as likely to be unemployed and had lower educational qualifications compared to those without traumatic experiences. The research by Kim and Smith (2021) on 168 students with traumatic experiences revealed their lower career adaptability. Research also indicates that girls are less likely to utilize their potential career abilities and are less prepared to face career-related tasks and barriers. Consequently, they tend to avoid career success and job achievement (Murphy et al., 2010). Along with the compounded effects of parental divorce on girls’ lives (Al Ubaidi, 2017), barriers may cause girls to undergo different and more challenging experiences following the traumatic experience of parental divorce. Overall, in addition to the multifaceted consequences of divorce on children, conducting the present research is significant due to the impact of parental divorce on the children’s career development. Therefore, examining the challenges in the career development of girls from divorced families can fill the research gap and help develop supportive programs and interventions appropriate to Iranian culture. Practically, this study can be beneficial for various groups, including education practitioners, parents, counselors, social workers, and other professionals in the field of mental health, because youth is a developmental stage during which young individuals must acquire diverse roles, tasks, and competencies and also establish new relationships across different domains such as occupational, academic, and family for a successful transition from childhood and adolescence to adulthood. If scholars can gain insight into the career development of children from divorced families, they can identify the vocational and academic talents of these individuals and largely prevent them from experiencing social and psychological harm. Moreover, few studies have yet explored the challenges of career development for girls of divorced parents within the Iranian cultural context. In other words, this study strives to find the challenges young girls of divorced parents face in their career development following their parents’ divorce. Method Population, sample, and procedure This research was conducted with a qualitative paradigm using an interpretive phenomenological method. Accordingly, the phenomenological method was adopted to understand career development challenges among girls of divorced parents. It aimed to describe the structure or essence of life experiences, give meaning to them, and precisely describe phenomena through everyday life experiences. The population of this study consisted of adult girls of divorced parents residing in Tehran during 2022–2023. The sample was selected through purposive sampling using a criterion-based type. All participants had experience being children of divorced parents. The inclusion criteria were assigned to minimize heterogeneity among participants, which are as follows: (a) willingness to participate in the study, (b) being a child of divorce, (c) residing in Tehran, (d) the age range of 18–35 and (e) absence of a history of chronic physical or psychological illness. Exclusion criteria included (a) being unavailable for interviews, (b) having a history of chronic physical illness, and (c) not being in the 18–35 age range. The sample selection continued until theoretical saturation was reached, ultimately selecting 15 individuals. Data saturation is an approach in qualitative research used to determine the adequacy of sampling, and it occurs when no additional data can be extended, enhanced, or added to existing concepts (Burns & Grove, 2018). As proposed by Morse (2015), strategies such as prolonged engagement in the study, persistent observation, rich and thick description, analysis of negative cases, peer review or debriefing, clarification and control of potential researcher biases, and member checking and external audits were employed to ensure the meaning saturation. Specifically, the researchers engaged in prolonged involvement and persistent observation with the participants for six months, ultimately extracting a rich description of their experiences. Finally, all themes were analyzed, and the analyses were provided to two PhD experts to prevent subjective biases of the researchers in this study. Furthermore, participant feedback on the extracted themes was re-examined. On the other hand, writing qualitative articles involves direct quotations from participants, which lends a more active voice and increases confidence. An effort was made in the present study to attend to this characteristic in the writing. Instrument A researcher-made semi-structured interview was used to collect data. The primary focus of the interview questions was to uncover the challenges in career development for adult girls of divorced parents. This type of interview, also known as a phenomenological interview, is a specific kind of comprehensive interview based on the theoretical method of phenomenology, where the primary source of information is an in-depth interview conducted collaboratively between the researcher and the interviewee (Holloway & Galvin, 2017). The main interview questions were developed based on the opinions of two experienced and knowledgeable specialists in the field to ensure content validity. The questions, directly and indirectly, explored the experiences of girls of divorced parents to identify the pattern and direction of their careers. Participants received necessary explanations regarding adherence to research ethical principles before conducting the interviews. After obtaining their consent, they were assured of their right to withdraw from the interview and the confidentiality of their information throughout the entire research process. Permission was also obtained from participants to record the interviews. Prior to conducting the study, ethical approval was obtained from the University of MASEKD FOR REVIEW ethics committee to ensure the protection and well-being of the participants. The interviews began with the general question, “In your opinion, what are the challenges adult girls of divorced parents face in developing and advancing their careers?” This was followed by further questions regarding “individual challenges” and “decision-making and planning challenges.” Participants answered the questions, and subsequent questions were determined by their responses. The interviews were carefully transcribed for further analysis. Numbers were assigned to participants to protect their identities. The interviews lasted 45–60 minutes, depending on the narratives and the participants’ interests. The seven-step strategic method of Diekelmann et al. (1989) was used for phenomenological data analysis, which is as follows. Step 1 researchers read the entire interview transcripts multiple times to understand the phenomenon under study (career development challenges of adult girls of divorced parents). Step 2 each interview was analyzed using textual interpretation (writing interpretive summaries and coding emergent themes) to uncover the hidden meanings in the participants’ statements. Step 3 the research team discussed the coded texts to gain a shared understanding of the descriptions provided by participants. Step 4 the researchers revisited the original interview transcripts to identify potential contradictions in the interpretations provided by the research team. If necessary, and for further clarification, relevant participants were contacted to address and resolve inconsistencies between the research team’s understanding and interpretation and the original text or participants’ statements. Step 5 the interview texts were compared and contrasted to identify and describe common meanings across themes. This step resulted in 49 primary concepts, which were then categorized into eight sub-themes. Step 6 The research team re-examined the findings to determine the priority algorithm linking the identified themes. The study’s findings were then presented in the form of three main themes, which constitute the final framework of the study. Step 7 the research team’s final opinions were gathered, and the consultative opinions of those familiar with the study’s content and methodology were also sought to prepare the final report. The four criteria proposed by Guba and Lincoln (1994), i.e., credibility, transferability, dependability, and confirmability, were utilized to assess the trustworthiness and rigor of the research data. Continuous engagement with the research topic and data was maintained to ensure credibility. Additionally, insights from professors regarding the interview process and analysis were incorporated. For dependability, expert peer supervision was employed, and interview transcripts were shared with colleagues for a more thorough coding review. For transferability, an effort was made to include individuals from divorced families across various occupational, social, and cultural backgrounds. Furthermore, researchers strived to minimize their judgments and biases in the work to ensure confirmability. This was supported by meticulously documenting all stages of the research process, recording all generated data, and preserving documentation throughout the research phases, thereby helping to guarantee the confirmability of this study. Findings Demographic information of the participants in the present study is presented in Table 1 . Table 1 Demographic Characteristics of Adult Girls of Divorced Parents Code Age Education Occupation With/without siblings Years passed from parents’ divorce Living with mother/father 1 23 Bachelor’s degree Self-employed without siblings 9 Mother 2 22 Bachelor’s degree Unemployed A sibling 12 Father 3 20 Undergraduate student Student A sibling 10 Father 4 19 Undergraduate student Student without siblings 6 Father 5 19 Undergraduate student Student A sibling 13 Mother 6 23 Undergraduate student Student without siblings 13 Mother 7 31 Undergraduate student Student without siblings 14 Mother 8 22 Bachelor’s degree Unemployed A sibling 10 Mother 9 27 Bachelor’s degree Self-employed without siblings 5 Mother 10 28 Bachelor’s degree Self-employed Two siblings 7 Mother 11 33 Bachelor’s degree Self-employed A sibling 10 Father 12 32 Master’s degree Self-employed without siblings 12 Mother 13 34 Master’s degree Self-employed A sibling 11 Mother 14 22 Bachelor’s degree Self-employed without siblings 6 Mother 15 25 Bachelor’s degree Unemployed A sibling 10 Mother As seen in Table 1 , the average age of the participants was 25/13 years. Regarding education, eight individuals (60%) held a bachelor’s degree, five (26/66%) were undergraduate students, and two (13/33%) had a master’s degree. In terms of occupation, seven were self-employed, three were unemployed, and five were students. The average number of siblings was 1/6, and the average duration of parental divorce was 9/8 years. The interview analysis is presented below. Table 2 Main themes, sub-themes, and primary concepts of career development challenges for girls of divorced parents Main theme Sub-themes Primary concepts Individual challenges Self-awareness barriers Lack of clear understanding of one’s own characteristics Dwelling on the past Lack of awareness of interests and talents Psychological problems High psychological pressure Indecisiveness and confusion Resistance to career changes Poor self-concept Occupational procrastination Poor adaptability Low motivation Defectiveness and shame schema Negative attitude toward career development Inability to forge a path Inappropriate role modeling Ineffective learning experiences Poor work preparation Insufficient exploration of career options Absence of trial-and-error approach Lack of useful occupational information Selecting unrealistic career goals Random selection of academic major Passive behaviors Lack of encouragement Poor planning Family problems Being suppressed by family Involvement in divorce issues Neglecting children’s talents Failure to instill a sense of worth Negative feedback on personal independence Parents’ lack of awareness of the existing occupations Social challenges Poor social skills Lack of effective communication skills Fear of teamwork Inability to solve problems Poor anger management in the workplace Lack of social support Cultural problems Stigma of being a child of divorce Lack of job security Sole focus on financial gain in a career Gender bias in employment Procedural challenges Poor decision making Limited knowledge and commitment Restricting career options Lack of work-life balance skills Settling for basic training Indecision No control over choices Hasty decision-making Ineffective human relationships Managers’ condescending attitudes Disregard for individual needs Humiliation in the workplace Lack of meritocracy As presented in Table 2 , the interview analysis yielded 49 primary concepts, which were then categorized into eight sub-themes and consolidated into three main themes. Each main theme is elaborated upon below, accompanied by relevant direct quotes. First Main Theme: Individual Challenges The first main theme derived from the interview analysis was individual challenges encompassing the sub-themes of self-awareness barriers, psychological problems, inability to forge a path and family problems. Participants consistently reported that these challenges hindered the proper progression of their careers. The sub-themes are discussed below. (A) Self-awareness barriers Participants reported that a lack of clear understanding of their characteristics, dwelling on the past, and an inability to recognize their interests and talents prevented them from achieving the necessary self-awareness for their career development. Due to their parents’ divorce, the stage of self-awareness either did not occur or happened later in life compared to their peers. Participants stated: “My parents got divorced when I was 13. At that time, and even after, children would go for talent identification, but because our family was caught up in the divorce, my education and career were unimportant. I just selected something.” (Code 4) “Now, when I see kids being told to choose based on their talent and interest, it makes me happy. Because it was not like that in our time. Especially in my school, which was in a lower-income area, everyone just went with whatever they liked. Even now, I do not really know myself.” (Code 13) “It is very important for an individual who has reached the stage of making choices to have had a good past. In my opinion, the better the past, the better my choice. By past, I mean everything from elementary school onwards.” (Code 13) (B) Psychological problems The second sub-theme was psychological problems, encompassing the primary concepts of experiencing high psychological pressure, indecisiveness and confusion, resistance to career changes, poor self-concept, occupational procrastination, poor adaptability, low motivation, schema of defectiveness and shame, and a negative attitude toward career development. Participants mentioned: “Divorce of parents really puts a lot of pressure on a person. For a long time, I did not even accept myself, let alone think about a good job. I kept putting off my studies. Simply put, I had no motivation for work or school.” (Code 5) “My parents told me I was stupid and understood nothing so much that I guess I believed it. I am content with what I have. When someone talks about growth and progress, I think I will not reach that level.” (Code 8) “One of my problems is that I generally do not get along with others. My mom says I have been like this since childhood. I do not get along with my colleagues either, which is precisely why I have not progressed in my career like others.” (Code 10) (C) Inability to Forge a Path Participants also faced “inability to forge a path,” a sub-theme that covered a range of exploratory obstacles in their career development, such as inappropriate role modeling, ineffective learning experiences, poor work preparation, insufficient exploration of career options, a lack of trial-and-error opportunities, absence of useful career information, selection of unrealistic career goals, random selection of academic major, passive behaviors, lack of encouragement, and poor planning. In essence, beyond self-awareness and psychological barriers, individuals struggled to build and develop their careers effectively. Participants shared: “My choice of high school major just happened suddenly. Because my cousin studied humanities, I just followed her. I had no plan for my future. I just thought I would pick something for now and figure it out later. That is why I stuck instead of growing.” (Code 11) “I had absolutely no knowledge of different jobs. There was no one to guide me or give me information. So, I just picked one out of the few options I knew about.” (Code 1) “My role models were my friends. That is why I did not have clear goals for work or studies. It was like whatever they did, I went along with them, or as they say, I went with the flow.” (Code 12) (D) Family Problems The final sub-theme under individual challenges was family problems. This included primary concepts such as suppression by family, being caught in the divorce issue, parental inattention to children’s talents, failure to instill a sense of worth, negative feedback on individual independence, and parents’ lack of awareness of the existing occupations. Participants stated: “Family is so important in education and work. Our family was so caught up in fighting and divorce that they never even asked about my talents. Of course, they did not know themselves because my dad was addicted and my mom was a housewife.” (Code 5) “I remember every time I got my report card and came home, they would always say it was my duty, and I was constantly suppressed. Even with my current job, I feel like I am incompetent, so I underestimate myself and do not even think about progress.” (Code 14) “Every time we wanted to be independent, our family would say no. That’ is why I am dependent on my mom and unemployed now.” (Code 15) Second Main Theme: Social Challenges The second main theme was challenges based on social relationships, with sub-themes of poor social skills and cultural problems. In essence, participants stated that being a child of divorce was a negative label for them in school, university, and the workplace. Contrary to the common perception that it only causes trouble during marriage, they reported it also creates problems during career selection and development. These sub-themes are further discussed below. (A) Poor Social Skills Participants identified poor social skills as a significant impediment to their career development. This sub-theme included primary concepts such as a lack of effective communication skills, fear of teamwork, an inability to solve problems, poor anger management in the workplace, and a lack of social support. Participants attributed these challenges to their tumultuous and disorganized family backgrounds, which prevented them from acquiring essential social skills necessary for functioning and thriving in society. Participants stated: “We, the children of divorce, are very unfortunate because our parents never had a good relationship. We did not learn, and this, for example, prevents me from having a good relationship with my colleagues, and I get angry quickly.” (Code 1) “In our house, everyone did their own thing. That is why when they tell me to do group work, I get anxious, and now it has really become a problem for me at university.” (Code 3) “I wish society would support children of divorce. We have not received any support from anyone except our mothers since childhood. I am completely confused about many issues and do not know what to do.” (Code 7) (B) Cultural Problems Cultural problems represented another set of social challenges, encompassing concepts such as the stigma of being a child of divorce, lack of job security, sole focus on financial gain in a career, and gender bias in employment. Participants stated that they wished for society to believe that parental divorce has no bearing on the children and for the elimination of related cultural stereotypes. Participants expressed: “Whenever my colleagues hear I am a child of divorce, their reaction somehow changes. This distracts me and prevents me from working well.” (Code 8) “Since today’s society is materialistic and people run after money, it is very important to me how much a job pays. I do not care about anything else.” (Code 12) “Being divorced, and being a girl on top of that, creates problems when finding a job. This causes many opportunities to be lost, and you end up in a job you dislike and no progress.” (Code 13) Third Main Theme: Procedural Challenges The third main theme identified was procedural challenges, with sub-themes of poor decision-making and ineffective human relationships. Essentially, this challenge refers to the overall career development process, necessitating a comprehensive examination. These sub-themes are presented below. (A) Poor Decision-Making Poor decision-making emerged as a key process challenge in career development. This sub-theme encompassed several difficulties for participants, including limited knowledge and commitment, restricted career options, lack of work-life balance skills, settling for basic training, indecision, no control over choices, and hasty decision-making. Participants expressed a desire for improved decision-making processes at both micro and macro levels. Participants stated: “I really wish there was an opportunity to make career decisions more easily, without so much hesitation.” (Code 2) “We just settle for what they teach us at university because we do not have money for extra classes out of university. We probably fall behind others who pursue further development.” (Code 5) “New jobs are emerging every day in the world now. To grow, we should not limit ourselves to only a few types of jobs.” (Code 6) “One of my challenges is that I cannot control my career choices. Maybe my knowledge is limited, or I do not know how.” (Code 9) “My decisions and many important national decisions are made too quickly. Because there is no proper assessment, it personally hinders my development.” (Code 15) (B) Ineffective Human Relationships Finally, the sub-theme of ineffective human relationships referred to managers’ condescending attitudes, a disregard for individual needs, a humiliation in the workplace, and a lack of merit-based selection. Participants shared: “I wish these condescending attitudes in the workplace would be eliminated for career advancement, so individuals could easily work.” (Code 1) “They do not care about me as a human being at all. They just say, ‘Hand in the work quickly.’ It’s clear that I will not make any progress.” (Code 7) “It would be great if, during selection, they truly looked for those who deserve, and hired them accordingly. Because if the person is deserving, they will also progress.” (Code 8) Discussion The current research aimed to explore career development experiences among adult girls of parental divorce. The analysis of interviews led to three main themes: individual, social, and procedural challenges. The first main theme was individual challenges. The self-awareness barriers in the experiences of children of divorce align with the findings of Liu (2016) and Joleen-Loucks (2012), which indicated that parental divorce has negative consequences for children’s educational and occupational achievements, often preventing them from reaching adequate self-awareness. In explaining self-awareness barriers, as presented in the theories of career development (Patton & McMahon, 2014), self-awareness regarding personality traits, interests, and talents can serve as a criterion for ensuring an individual’s fit with a work environment. Following acquiring self-awareness, individuals seek to find and select a suitable work environment, leading to career development. As previously mentioned, career development is a process of formal and informal experiences that foster the development of talents, interests, and values (Lent & Brown, 2013). Self-awareness is best achieved with the help of a counselor, teacher, or mentor. Through social support, the family can provide the foundation for accurate self-awareness of one’s occupational personality and, consequently, the development of children’s talents and interests (Kenny & Medvide, 2013). Unfortunately, as the interviewees acknowledged, parents’ excessive preoccupation with divorce-related issues hinders attention to this crucial aspect of their children’s educational and occupational lives. Psychological problems were the second sub-theme. As presented in Krumboltz’s (1979) social learning theory, learning experiences can significantly influence our careers and choices. It appears that girls with parental divorce experiences face limitations in this regard. This might be because their primary internal guides—their parents (Savickas, 2013)—are no longer role models due to frequent arguments and conflicts. Furthermore, according to this theory, cognitive barriers can act as a deterrent to career development. The close relationship between career development and adaptability stems from the fact that adaptability is a meta-competency that has replaced the concept of career maturity and can lead to career development (Savickas, 2013). The importance of schemas lies in their crucial role in deriving meaning from life (Young, 2012), and according to Savickas (2013), individuals construct their paths with the help of meaning created from life experiences. The inability to forge a path was another sub-theme of individual challenges. This theme explains the difficulty experienced by children of divorce in exploring careers (examining options, lack of occupational information) and planning for the future (problems related to choosing realistic goals) to facilitate career development. In explaining this finding, it can be said that career exploration and future planning are dimensions of career development (Creed & Patton, 2004). Parental support and family attachment are essential resources for career exploration, confidence, and motivation to pursue career goals (Garcia et al., 2011). This can compensate for an inability to forge one’s career path. However, children affected by parental divorce often have to forge the path of career exploration and planning on their own. The next theme relates to family problems, which encompass suppression by family, being caught in the issue of divorce, parental neglect of children’s talents, instilling a lack of self-worth, negative feedback on individual independence, and parents’ lack of awareness of the existing occupations. Based on the Career Adaptability Model, career development can be a consequence of career adaptability, including concerns, control, curiosity, and confidence (Savickas, 2013). Parents undergoing divorce can instill a sense of worthlessness, thereby eroding their children’s confidence. Additionally, providing negative feedback regarding independence causes their children to have less control over their careers. Moreover, they may not be concerned with discovering their children’s talents and, with low curiosity about the world of occupations, seem to impede their children’s career development. In the words of Haimi and Lerner (2016), the roots of many personality and behavioral deviations, mental illnesses, communication problems, and lack of social skills should be sought in an individual’s family upbringing. When the biological, social, cognitive, and emotional aspects of the family are successively damaged, its members gradually lose their sense of satisfaction. This gradual decline first causes psychological disintegration within the family and then social disintegration. Social challenges were the second main theme, highlighting the impact of social support on career development. According to social cognitive career theory, social support fosters the pursuit and enthusiasm for goals, thereby facilitating career development. The importance of anger management is also evident, as it is directly linked to emotional intelligence. Research by Di Fabio et al. (2015) emphasizes the crucial role of emotional intelligence in advancing career development. This concept also reflects the inability of children of divorce to engage in teamwork and networking, underscoring their deficiencies in communication skills. Haimi and Lerner (2016) referred to this weakness as a feeling of social disconnectedness. The subsequent main theme was cultural problems, which aligns with the findings of Amani et al.’s (2019) research on the consequences of divorce, demonstrating that societal labels and judgments following divorce make individuals experience a sense of insecurity in their relationships and be subjected to negative societal judgments. This research also indicated that children of divorce face economic difficulties and feel pressured due to a lack of financial provision from their parents. The influence of cultural, social, and contextual factors on career development is also addressed in the Social Cognitive Career Theory. According to this theory, cultural and social variables interact with personal variables to affect learning experiences. These experiences, in turn, lead to the recognition of interests, goal setting, and skilled performance, all of which occur within the career development process. The final main theme encompassed procedural challenges, with sub-themes of poor decision-making and ineffective human relationships. Espanani et al. (2020) highlighted the crucial role of healthy interpersonal relationships in predicting career choice process. Furthermore, decision-making self-efficacy is a significant predictor of career development. This factor is profoundly influenced by social support and family attachment (El-Hassan, K., & Ghalayini, 2020). It appears that children of divorce with poor family support encounter difficulties in making career decisions. Conclusion In general, by exploring the challenges in career development of adult girls with parental divorce experiences, this study took a major step in assisting both career counselors and academic advisors as they can utilize the findings to implement relevant interventions for clients who are children of divorce. Additionally, academic advisors can leverage the identified challenges to develop preventive programs aimed at empowering girls of divorced parents. Like all qualitative research, this study faces limitations in generalizability due to its specific focus on adult girls within a particular age range. Therefore, future researchers are recommended to investigate the career development challenges faced by adult boys of divorced parents and other age groups. Furthermore, given that the family is the most important social institution, policymakers are recommended to consider these research findings. Through a screening program, parents could be informed about the educational and occupational shortcomings their children may experience post-divorce. Declarations Conflict of interest The authors have no conflict of interest. Ethical approval Institutional Review Board was acquired from the university from which data was collected (IR.UI.REC.1400.124.). INFORMED CONSENT All the participants have submit ted written informed consent upon knowing that participation is com pletely voluntary and attrition from the study has no negative consequences. The women were also assured more than once that their participation. Funding This article has not received funding from any institution. 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(2020). comparison of self concept clarity, role gender and emotional maturity in children with and without experience of divorce in parents. Counseling Culture and Psycotherapy , 11 (42), 231-260. doi: 10.22054/qccpc.2020.49446.2302 Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research . Handbook of qualitative research, 2(163-194), 105. http://www.sciepub.com/reference/40373 Haimi M, & Lerner, A. (2016) The Impact of Parental Separation and Divorce on the Health Status of Children, and the Ways to Improve it. J Clin Med Genomics, 4, 137. doi:10.4172/2472-128X.1000137. Ho, T. T. H., Le, V. H., Nguyen, D. T., Nguyen, C. T. P., & Nguyen, H. T. T. (2022). Effects of career development learning on students’ perceived employability: a longitudinal study. Higher Education , 1-19. DOI: 10.1007/s10734-022-00933-6 Hobbs, C., Paulsen, D., & Thomas, J. (2019). Trauma-Informed Practice for Pre-Service Teachers. The Oxford Encyclopedia of Global Perspectives on Teacher Education . Oxford: Oxford University Press. doi: 10.1093/acrefore/ 9780190264093.013.1435. Holloway, I, Galvin, K. (2017). Qualitative Research in Nursing and Healthcare . Edition F, editor: Wiley-Blackwell. Jaffee, S. R., Ambler, A., Merrick, M., Goldman-Mellor, S., Odgers, C. L., Fisher, H. L., et al. (2018). Childhood maltreatment predicts poor economic and educational outcomes in the transition to adulthood. Am. J. Public Health 108, 1142–1147. doi: 10.2105/AJPH.2018.304587 Joleen-Loucks, G. (2012). Parent–Child Relationships in the Context of a Mid- to Late-Life Parental Divorce , Journal of Divorce & Remarriage , 53, 1, 1-17. https://doi.org/10.1080/10502556.2012.635959 Kenny, M. E., & Medvide, M. B. (2013). Relational influences on career development. Career development and counseling: Putting theory and research to work , 329-356. https://doi.org/10.1177/10690727211067699 Kim, J., & Smith, C. K. (2021). Traumatic experiences and female university students’ career adaptability. The Career Development Quarterly , 69 (3), 263-277. DOI: 10.1002/cdq.12272 Lawrence J. & Stephen T. (2018). The Impact of Parental Divorce: The Relationship Between Social Support and Confidence Levels in Young Adults, Journal of Divorce & Remarriage , 59:2, 123-140, DOI: 10.1080/10502556.2017.1402652. Lent, R. W. (2013). Career Development and Counseling: A Social Cognitive Framework. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 129–164). New York, NY: Wiley. Lent, R. W., & Brown, S. D. (2013). Career Development and Counseling: An Introduction. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling (pp. 1-30). Hoboken, NJ: John Wiley and Sons. Liu, J.T. (2016). Less Parental Resources, Less Possibility to go to College? Effects of Parental Divorce and Job Loss on Child Education . University Road, Puli town, Nan Tou, Taiwan. http://www.akes.or.kr/eng/papers(2016)/A4.pdf McDonald, K. S., & Hite, L. M. (2023). Career development: A human resource development perspective . Taylor & Francis. Morse, J.M. (2015). Critical Analysis of Strategies for Determining Rigor in Qualitative Inquiry. Qualitative Health Research . 25(9),1212-1222. DOI: 10.1177/1049732315588501 Murphy, K. A., Blustein, D. L., Bohlig, A. J., & Platt, M. G. (2010). The college-to-career transition: An exploration of emerging adulthood. Journal of Counseling & Development , 88 (2), 174–181. https://doi.org/10.1002/j.1556-6678.2010.tb00006 Ondimu, D.O., Kikuvi, G.M, & Otieno, W.N. (2019). Risk factors for hypertension among young adults (18-35) years attending in Tenwek Mission Hospital, Bomet County, Kenya in 2018. Pan afr med , 16(33), 210-218. doi: 10.11604/pamj.2019.33.210.18407. Parola, A., & Marcionetti, J. (2021). Career decision-making difficulties and life satisfaction: The role of career-related parental behaviors and career adaptability. Journal of Career Development , 49 (4), 831-845. https://doi.org/10.1177/0894845321995571 Patton, W., & McMahon, M. (2014). Career development and systems theory: Connecting theory and practice (3nd ed.). Rotterdam: Sense Publishers. Savickas, M. L. (2013). The self in vocational psychology: Object, subject, and project . In P. J. Hartung & L. M. Subich (Eds.). Developing self in work and career: Concepts, cases, and contexts (17-33). Washington, DC: American Psychological Association. Stokkebekk, J. (2019). Keeping balance, keeping distance and keeping on with life: child positions in divorced families with prolonged conflicts. Children and Youth Services Review , 102 (1), 108-119. https://doi.org/10.1016/j.childyouth.2019.04.021 Sum, A., Khatiwada, I., Trubskyy, M., Ross, M., McHugh, W., & Palma, S. (2014). The plummeting labor market fortunes of teens and young adults . Metropolitan Policy Program at Brookings. Wise, R. M., Alsan, B., & Taleb, E. (2022). Career satisfaction and adult attachment style among working adults: evidence from Turkey. Trends in Psychology , 30 (4), 763-787. https://doi.org/10.1007/s43076-022-00152-z Wright, S. L. (2017). Attachment and self‐efficacy in career search activities: a structural model. The Career Development Quarterly , 65 (2), 98-112. DOI: 10.1002/cdq.12085 Yilmaz T, Kalkan M. (2010). The Effects of a Premarital Relationship Enrichment Program on Relationship Satisfaction. Educational Sciences: Theory and Practice . 10(3), 1911-20. https://files.eric.ed.gov/fulltext/EJ919869.pdf Young, J., Klosko, J., & Weishaar, M. (2012). Schema Therapy: A Practitioner’s Guide . ‏ The Guilford Press Publisher. Additional Declarations No competing interests reported. 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One of its most critical challenges pertains to career-related tasks such as entering the workforce and achieving financial independence (Sam et al., 2014). To address these challenges, scholars have recently focused on competencies such as employability for managing unemployment, proper career decision-making processes, and adaptation to changes in the unstable job market of the 21st century. All these are closely linked to the advancement of career development (Parola \u0026amp; Marcionetti, 2021; Ho et al., 2022).\u003c/p\u003e\u003cp\u003eCareer development is the process of acquiring and experiencing both planned and unplanned activities that facilitate attaining work and life goals (McDonald \u0026amp; Hite, 2023). This process encompasses a broad scope of life, beginning in childhood and continuing into late adulthood. In fact, career development includes formal and informal experiences during childhood and adolescence related to the recognition of talents, interests, and values pertinent to the world of work. This process continues through adulthood by progressing career-related behaviors such as entering and adapting to a job, reaching its peak in retirement. Notably, this concept is dynamic, evolving, and sometimes equated solely with career selection (Lent \u0026amp; Brown, 2021). The concept encompasses essential skills such as career decision-making, obtaining labor market information, career exploration, and planning (Creed \u0026amp; Patton, 2004).\u003c/p\u003e\u003cp\u003eThe family context influences the procedural nature of career development and formation from childhood. For example, Wright’s (2017) study on a sample of 275 undergraduate students demonstrated that anxious attachment style was negatively related to self-efficacy in interviews, and avoidant attachment style correlated with lower self-efficacy in personal exploration, job searching, and networking. Therefore, attachment influences various dimensions of career development, such as self-awareness, career exploration, and planning. Furthermore, Wise et al. (2022) studied a sample of working adults and found that secure attachment was key in predicting career satisfaction (as one of the outcomes of career development) since securely attached individuals experience reciprocal support while those with insecure attachment report lower career satisfaction.\u003c/p\u003e\u003cp\u003eOn the other hand, in social cognitive theory (Lent, 2021), the career selection process, as the key topic of career development, is influenced by the interaction of contextual, cognitive, and individual variables. As a major contextual factor, family support impacts career development through access to career opportunities and educational facilities. As the primary source of social support, parents influence career self-efficacy, outcome expectations, and the development of career interests and goals (Kenny \u0026amp; Medvide, 2013). This is likely because parental support enhances meta-competencies such as adaptability (Atac et al., 2018). Therefore, the influence of the family on career development is not limited to family support and attachment style, yet the impact of these two factors on career development raises this critical question: Considering the significance of family variables in career development and the initiation of career development processes from early life stages, what kinds of career experiences have adults facing serious challenges in their family life since childhood has undergone?\u003c/p\u003e\u003cp\u003eAmong these individuals are those who carry the experience of parental divorce in their life history. Divorce is a process that begins with an emotional crisis for both spouses and ends with efforts to resolve conflict through separation and a new situation that involves different roles and lifestyles (Crespin-Boucaud \u0026amp; Hotte, 2021). As one of the most significant social challenges in recent years, this process has affected many people’s lives (Lawrence \u0026amp; Stephen, 2018).\u003c/p\u003e\u003cp\u003eThe extent of divorce consequences for children is such that they are sometimes referred to as defenseless victims (Stokkebekk, 2019). Compared to children from normal families, these children struggle with lower success, limited emotional relationships, emotional instability, personality breakdown, social maladjustment, and lack of independence in daily life (Ghareh daghi \u0026amp; mobini keshe, 2020). In addition to these difficulties, they must also decide about employment, university, leaving home, and romantic relationships such as marriage (Yilmaz and Kalkan, 2010).\u003c/p\u003e\u003cp\u003eBesides, it is noteworthy that parental divorce is considered a traumatic experience, and various studies have shown that unresolved trauma can have severe and significant impacts on children’s academic, social, and neurobiological development (Hobbs et al., 2019). Failure to address these effects can extend into adolescence and even adulthood, influencing career development (Kim \u0026amp; Smith, 2021). The findings of Jaffee et al. (2018) on the employment status of 18-year-olds with traumatic experiences showed that they were twice as likely to be unemployed and had lower educational qualifications compared to those without traumatic experiences. The research by Kim and Smith (2021) on 168 students with traumatic experiences revealed their lower career adaptability.\u003c/p\u003e\u003cp\u003eResearch also indicates that girls are less likely to utilize their potential career abilities and are less prepared to face career-related tasks and barriers. Consequently, they tend to avoid career success and job achievement (Murphy et al., 2010). Along with the compounded effects of parental divorce on girls’ lives (Al Ubaidi, 2017), barriers may cause girls to undergo different and more challenging experiences following the traumatic experience of parental divorce.\u003c/p\u003e\u003cp\u003eOverall, in addition to the multifaceted consequences of divorce on children, conducting the present research is significant due to the impact of parental divorce on the children’s career development. Therefore, examining the challenges in the career development of girls from divorced families can fill the research gap and help develop supportive programs and interventions appropriate to Iranian culture. Practically, this study can be beneficial for various groups, including education practitioners, parents, counselors, social workers, and other professionals in the field of mental health, because youth is a developmental stage during which young individuals must acquire diverse roles, tasks, and competencies and also establish new relationships across different domains such as occupational, academic, and family for a successful transition from childhood and adolescence to adulthood. If scholars can gain insight into the career development of children from divorced families, they can identify the vocational and academic talents of these individuals and largely prevent them from experiencing social and psychological harm. Moreover, few studies have yet explored the challenges of career development for girls of divorced parents within the Iranian cultural context. In other words, this study strives to find the challenges young girls of divorced parents face in their career development following their parents’ divorce.\u003c/p\u003e"},{"header":"Method","content":"\u003cp\u003e\u003cb\u003ePopulation, sample, and procedure\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis research was conducted with a qualitative paradigm using an interpretive phenomenological method. Accordingly, the phenomenological method was adopted to understand career development challenges among girls of divorced parents. It aimed to describe the structure or essence of life experiences, give meaning to them, and precisely describe phenomena through everyday life experiences.\u003c/p\u003e\u003cp\u003eThe population of this study consisted of adult girls of divorced parents residing in Tehran during 2022–2023. The sample was selected through purposive sampling using a criterion-based type. All participants had experience being children of divorced parents. The inclusion criteria were assigned to minimize heterogeneity among participants, which are as follows: (a) willingness to participate in the study, (b) being a child of divorce, (c) residing in Tehran, (d) the age range of 18–35 and (e) absence of a history of chronic physical or psychological illness. Exclusion criteria included (a) being unavailable for interviews, (b) having a history of chronic physical illness, and (c) not being in the 18–35 age range. The sample selection continued until theoretical saturation was reached, ultimately selecting 15 individuals. Data saturation is an approach in qualitative research used to determine the adequacy of sampling, and it occurs when no additional data can be extended, enhanced, or added to existing concepts (Burns \u0026amp; Grove, 2018).\u003c/p\u003e\u003cp\u003e As proposed by Morse (2015), strategies such as prolonged engagement in the study, persistent observation, rich and thick description, analysis of negative cases, peer review or debriefing, clarification and control of potential researcher biases, and member checking and external audits were employed to ensure the meaning saturation. Specifically, the researchers engaged in prolonged involvement and persistent observation with the participants for six months, ultimately extracting a rich description of their experiences. Finally, all themes were analyzed, and the analyses were provided to two PhD experts to prevent subjective biases of the researchers in this study. Furthermore, participant feedback on the extracted themes was re-examined. On the other hand, writing qualitative articles involves direct quotations from participants, which lends a more active voice and increases confidence. An effort was made in the present study to attend to this characteristic in the writing.\u003c/p\u003e\u003cp\u003e\u003cb\u003eInstrument\u003c/b\u003e\u003c/p\u003e\u003cp\u003eA researcher-made semi-structured interview was used to collect data. The primary focus of the interview questions was to uncover the challenges in career development for adult girls of divorced parents. This type of interview, also known as a phenomenological interview, is a specific kind of comprehensive interview based on the theoretical method of phenomenology, where the primary source of information is an in-depth interview conducted collaboratively between the researcher and the interviewee (Holloway \u0026amp; Galvin, 2017). The main interview questions were developed based on the opinions of two experienced and knowledgeable specialists in the field to ensure content validity. The questions, directly and indirectly, explored the experiences of girls of divorced parents to identify the pattern and direction of their careers.\u003c/p\u003e\u003cp\u003e Participants received necessary explanations regarding adherence to research ethical principles before conducting the interviews. After obtaining their consent, they were assured of their right to withdraw from the interview and the confidentiality of their information throughout the entire research process. Permission was also obtained from participants to record the interviews. Prior to conducting the study, ethical approval was obtained from the University of MASEKD FOR REVIEW ethics committee to ensure the protection and well-being of the participants.\u003c/p\u003e\u003cp\u003eThe interviews began with the general question, “In your opinion, what are the challenges adult girls of divorced parents face in developing and advancing their careers?” This was followed by further questions regarding “individual challenges” and “decision-making and planning challenges.” Participants answered the questions, and subsequent questions were determined by their responses. The interviews were carefully transcribed for further analysis. Numbers were assigned to participants to protect their identities. The interviews lasted 45–60 minutes, depending on the narratives and the participants’ interests.\u003c/p\u003e\u003cp\u003eThe seven-step strategic method of Diekelmann et al. (1989) was used for phenomenological data analysis, which is as follows.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eStep 1\u003c/strong\u003e\u003c/p\u003e\u003cp\u003eresearchers read the entire interview transcripts multiple times to understand the phenomenon under study (career development challenges of adult girls of divorced parents).\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eStep 2\u003c/strong\u003e\u003c/p\u003e\u003cp\u003e each interview was analyzed using textual interpretation (writing interpretive summaries and coding emergent themes) to uncover the hidden meanings in the participants’ statements.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eStep 3\u003c/strong\u003e\u003c/p\u003e\u003cp\u003ethe research team discussed the coded texts to gain a shared understanding of the descriptions provided by participants.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eStep 4\u003c/strong\u003e\u003c/p\u003e\u003cp\u003ethe researchers revisited the original interview transcripts to identify potential contradictions in the interpretations provided by the research team. If necessary, and for further clarification, relevant participants were contacted to address and resolve inconsistencies between the research team’s understanding and interpretation and the original text or participants’ statements.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eStep 5\u003c/strong\u003e\u003c/p\u003e\u003cp\u003ethe interview texts were compared and contrasted to identify and describe common meanings across themes. This step resulted in 49 primary concepts, which were then categorized into eight sub-themes.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eStep 6\u003c/strong\u003e\u003c/p\u003e\u003cp\u003eThe research team re-examined the findings to determine the priority algorithm linking the identified themes. The study’s findings were then presented in the form of three main themes, which constitute the final framework of the study.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eStep 7\u003c/strong\u003e\u003c/p\u003e\u003cp\u003ethe research team’s final opinions were gathered, and the consultative opinions of those familiar with the study’s content and methodology were also sought to prepare the final report.\u003c/p\u003e\u003cp\u003eThe four criteria proposed by Guba and Lincoln (1994), i.e., credibility, transferability, dependability, and confirmability, were utilized to assess the trustworthiness and rigor of the research data. Continuous engagement with the research topic and data was maintained to ensure credibility. Additionally, insights from professors regarding the interview process and analysis were incorporated. For dependability, expert peer supervision was employed, and interview transcripts were shared with colleagues for a more thorough coding review. For transferability, an effort was made to include individuals from divorced families across various occupational, social, and cultural backgrounds. Furthermore, researchers strived to minimize their judgments and biases in the work to ensure confirmability. This was supported by meticulously documenting all stages of the research process, recording all generated data, and preserving documentation throughout the research phases, thereby helping to guarantee the confirmability of this study.\u003c/p\u003e"},{"header":"Findings","content":"\u003cp\u003eDemographic information of the participants in the present study is presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDemographic Characteristics of Adult Girls of Divorced Parents\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCode\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAge\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eEducation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eOccupation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eWith/without siblings\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eYears passed from parents’ divorce\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eLiving with mother/father\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e1\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBachelor’s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSelf-employed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003ewithout siblings\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMother\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e2\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBachelor’s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eUnemployed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eA sibling\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eFather\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e3\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eUndergraduate student\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStudent\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eA sibling\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eFather\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e4\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eUndergraduate student\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStudent\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003ewithout siblings\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eFather\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e5\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eUndergraduate student\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStudent\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eA sibling\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMother\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e6\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eUndergraduate student\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStudent\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003ewithout siblings\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMother\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e7\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e31\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eUndergraduate student\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStudent\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003ewithout siblings\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMother\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e8\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBachelor’s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eUnemployed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eA sibling\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMother\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e9\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBachelor’s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSelf-employed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003ewithout siblings\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMother\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e10\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e28\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBachelor’s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSelf-employed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eTwo siblings\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMother\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e11\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBachelor’s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSelf-employed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eA sibling\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eFather\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e12\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMaster’s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSelf-employed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003ewithout siblings\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMother\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e13\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMaster’s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSelf-employed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eA sibling\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMother\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e14\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBachelor’s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSelf-employed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003ewithout siblings\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMother\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e15\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBachelor’s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eUnemployed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eA sibling\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMother\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003eAs seen in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, the average age of the participants was 25/13 years. Regarding education, eight individuals (60%) held a bachelor’s degree, five (26/66%) were undergraduate students, and two (13/33%) had a master’s degree. In terms of occupation, seven were self-employed, three were unemployed, and five were students. The average number of siblings was 1/6, and the average duration of parental divorce was 9/8 years. The interview analysis is presented below.\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eMain themes, sub-themes, and primary concepts of career development challenges for girls of divorced parents\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMain theme\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSub-themes\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePrimary concepts\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"28\" rowspan=\"29\"\u003e\u003cp\u003eIndividual challenges\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eSelf-awareness barriers\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLack of clear understanding of one’s own characteristics\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eDwelling on the past\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLack of awareness of interests and talents\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"8\" rowspan=\"9\"\u003e\u003cp\u003ePsychological problems\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eHigh psychological pressure\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIndecisiveness and confusion\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eResistance to career changes\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePoor self-concept\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eOccupational procrastination\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePoor adaptability\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLow motivation\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eDefectiveness and shame schema\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eNegative attitude toward career development\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"10\" rowspan=\"11\"\u003e\u003cp\u003eInability to forge a path\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eInappropriate role modeling\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIneffective learning experiences\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePoor work preparation\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eInsufficient exploration of career options\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eAbsence of trial-and-error approach\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLack of useful occupational information\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSelecting unrealistic career goals\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eRandom selection of academic major\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePassive behaviors\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLack of encouragement\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePoor planning\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"5\" rowspan=\"6\"\u003e\u003cp\u003eFamily problems\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBeing suppressed by family\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eInvolvement in divorce issues\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eNeglecting children’s talents\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFailure to instill a sense of worth\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eNegative feedback on personal independence\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eParents’ lack of awareness of the existing occupations\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"8\" rowspan=\"9\"\u003e\u003cp\u003eSocial challenges\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003ePoor social skills\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLack of effective communication skills\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFear of teamwork\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eInability to solve problems\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePoor anger management in the workplace\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLack of social support\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eCultural problems\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStigma of being a child of divorce\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLack of job security\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSole focus on financial gain in a career\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eGender bias in employment\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"10\" rowspan=\"11\"\u003e\u003cp\u003eProcedural challenges\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"6\" rowspan=\"7\"\u003e\u003cp\u003ePoor decision making\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLimited knowledge and commitment\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eRestricting career options\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLack of work-life balance skills\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSettling for basic training\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIndecision\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eNo control over choices\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eHasty decision-making\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eIneffective human relationships\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eManagers’ condescending attitudes\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eDisregard for individual needs\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eHumiliation in the workplace\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLack of meritocracy\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eAs presented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, the interview analysis yielded 49 primary concepts, which were then categorized into eight sub-themes and consolidated into three main themes. Each main theme is elaborated upon below, accompanied by relevant direct quotes.\u003c/p\u003e\u003cp\u003e\u003cb\u003eFirst Main Theme: Individual Challenges\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe first main theme derived from the interview analysis was individual challenges encompassing the sub-themes of self-awareness barriers, psychological problems, inability to forge a path and family problems. Participants consistently reported that these challenges hindered the proper progression of their careers. The sub-themes are discussed below.\u003c/p\u003e\u003cp\u003e\u003cb\u003e(A) Self-awareness barriers\u003c/b\u003e\u003c/p\u003e\u003cp\u003eParticipants reported that a lack of clear understanding of their characteristics, dwelling on the past, and an inability to recognize their interests and talents prevented them from achieving the necessary self-awareness for their career development. Due to their parents’ divorce, the stage of self-awareness either did not occur or happened later in life compared to their peers.\u003c/p\u003e\u003cp\u003eParticipants stated:\u003c/p\u003e\u003cp\u003e “My parents got divorced when I was 13. At that time, and even after, children would go for talent identification, but because our family was caught up in the divorce, my education and career were unimportant. I just selected something.” (Code 4)\u003c/p\u003e\u003cp\u003e“Now, when I see kids being told to choose based on their talent and interest, it makes me happy. Because it was not like that in our time. Especially in my school, which was in a lower-income area, everyone just went with whatever they liked. Even now, I do not really know myself.” (Code 13)\u003c/p\u003e\u003cp\u003e“It is very important for an individual who has reached the stage of making choices to have had a good past. In my opinion, the better the past, the better my choice. By past, I mean everything from elementary school onwards.” (Code 13)\u003c/p\u003e\u003cp\u003e\u003cb\u003e(B) Psychological problems\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe second sub-theme was psychological problems, encompassing the primary concepts of experiencing high psychological pressure, indecisiveness and confusion, resistance to career changes, poor self-concept, occupational procrastination, poor adaptability, low motivation, schema of defectiveness and shame, and a negative attitude toward career development.\u003c/p\u003e\u003cp\u003eParticipants mentioned:\u003c/p\u003e\u003cp\u003e“Divorce of parents really puts a lot of pressure on a person. For a long time, I did not even accept myself, let alone think about a good job. I kept putting off my studies. Simply put, I had no motivation for work or school.” (Code 5)\u003c/p\u003e\u003cp\u003e“My parents told me I was stupid and understood nothing so much that I guess I believed it. I am content with what I have. When someone talks about growth and progress, I think I will not reach that level.” (Code 8)\u003c/p\u003e\u003cp\u003e“One of my problems is that I generally do not get along with others. My mom says I have been like this since childhood. I do not get along with my colleagues either, which is precisely why I have not progressed in my career like others.” (Code 10)\u003c/p\u003e\u003cp\u003e\u003cb\u003e(C) Inability to Forge a Path\u003c/b\u003e\u003c/p\u003e\u003cp\u003eParticipants also faced “inability to forge a path,” a sub-theme that covered a range of exploratory obstacles in their career development, such as inappropriate role modeling, ineffective learning experiences, poor work preparation, insufficient exploration of career options, a lack of trial-and-error opportunities, absence of useful career information, selection of unrealistic career goals, random selection of academic major, passive behaviors, lack of encouragement, and poor planning. In essence, beyond self-awareness and psychological barriers, individuals struggled to build and develop their careers effectively.\u003c/p\u003e\u003cp\u003eParticipants shared:\u003c/p\u003e\u003cp\u003e“My choice of high school major just happened suddenly. Because my cousin studied humanities, I just followed her. I had no plan for my future. I just thought I would pick something for now and figure it out later. That is why I stuck instead of growing.” (Code 11)\u003c/p\u003e\u003cp\u003e“I had absolutely no knowledge of different jobs. There was no one to guide me or give me information. So, I just picked one out of the few options I knew about.” (Code 1)\u003c/p\u003e\u003cp\u003e“My role models were my friends. That is why I did not have clear goals for work or studies. It was like whatever they did, I went along with them, or as they say, I went with the flow.” (Code 12)\u003c/p\u003e\u003cp\u003e\u003cb\u003e(D) Family Problems\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe final sub-theme under individual challenges was family problems. This included primary concepts such as suppression by family, being caught in the divorce issue, parental inattention to children’s talents, failure to instill a sense of worth, negative feedback on individual independence, and parents’ lack of awareness of the existing occupations.\u003c/p\u003e\u003cp\u003eParticipants stated:\u003c/p\u003e\u003cp\u003e“Family is so important in education and work. Our family was so caught up in fighting and divorce that they never even asked about my talents. Of course, they did not know themselves because my dad was addicted and my mom was a housewife.” (Code 5)\u003c/p\u003e\u003cp\u003e“I remember every time I got my report card and came home, they would always say it was my duty, and I was constantly suppressed. Even with my current job, I feel like I am incompetent, so I underestimate myself and do not even think about progress.” (Code 14)\u003c/p\u003e\u003cp\u003e“Every time we wanted to be independent, our family would say no. That’ is why I am dependent on my mom and unemployed now.” (Code 15)\u003c/p\u003e\u003cp\u003e\u003cb\u003eSecond Main Theme: Social Challenges\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe second main theme was challenges based on social relationships, with sub-themes of poor social skills and cultural problems. In essence, participants stated that being a child of divorce was a negative label for them in school, university, and the workplace. Contrary to the common perception that it only causes trouble during marriage, they reported it also creates problems during career selection and development. These sub-themes are further discussed below.\u003c/p\u003e\u003cp\u003e\u003cb\u003e(A) Poor Social Skills\u003c/b\u003e\u003c/p\u003e\u003cp\u003e Participants identified poor social skills as a significant impediment to their career development. This sub-theme included primary concepts such as a lack of effective communication skills, fear of teamwork, an inability to solve problems, poor anger management in the workplace, and a lack of social support. Participants attributed these challenges to their tumultuous and disorganized family backgrounds, which prevented them from acquiring essential social skills necessary for functioning and thriving in society.\u003c/p\u003e\u003cp\u003eParticipants stated:\u003c/p\u003e\u003cp\u003e “We, the children of divorce, are very unfortunate because our parents never had a good relationship. We did not learn, and this, for example, prevents me from having a good relationship with my colleagues, and I get angry quickly.” (Code 1)\u003c/p\u003e\u003cp\u003e“In our house, everyone did their own thing. That is why when they tell me to do group work, I get anxious, and now it has really become a problem for me at university.” (Code 3)\u003c/p\u003e\u003cp\u003e“I wish society would support children of divorce. We have not received any support from anyone except our mothers since childhood. I am completely confused about many issues and do not know what to do.” (Code 7)\u003c/p\u003e\u003cp\u003e\u003cb\u003e(B) Cultural Problems\u003c/b\u003e\u003c/p\u003e\u003cp\u003eCultural problems represented another set of social challenges, encompassing concepts such as the stigma of being a child of divorce, lack of job security, sole focus on financial gain in a career, and gender bias in employment. Participants stated that they wished for society to believe that parental divorce has no bearing on the children and for the elimination of related cultural stereotypes.\u003c/p\u003e\u003cp\u003eParticipants expressed:\u003c/p\u003e\u003cp\u003e“Whenever my colleagues hear I am a child of divorce, their reaction somehow changes. This distracts me and prevents me from working well.” (Code 8)\u003c/p\u003e\u003cp\u003e“Since today’s society is materialistic and people run after money, it is very important to me how much a job pays. I do not care about anything else.” (Code 12)\u003c/p\u003e\u003cp\u003e“Being divorced, and being a girl on top of that, creates problems when finding a job. This causes many opportunities to be lost, and you end up in a job you dislike and no progress.” (Code 13)\u003c/p\u003e\u003cp\u003e\u003cb\u003eThird Main Theme: Procedural Challenges\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe third main theme identified was procedural challenges, with sub-themes of poor decision-making and ineffective human relationships. Essentially, this challenge refers to the overall career development process, necessitating a comprehensive examination. These sub-themes are presented below.\u003c/p\u003e\u003cp\u003e\u003cb\u003e(A) Poor Decision-Making\u003c/b\u003e\u003c/p\u003e\u003cp\u003ePoor decision-making emerged as a key process challenge in career development. This sub-theme encompassed several difficulties for participants, including limited knowledge and commitment, restricted career options, lack of work-life balance skills, settling for basic training, indecision, no control over choices, and hasty decision-making. Participants expressed a desire for improved decision-making processes at both micro and macro levels.\u003c/p\u003e\u003cp\u003eParticipants stated:\u003c/p\u003e\u003cp\u003e“I really wish there was an opportunity to make career decisions more easily, without so much hesitation.” (Code 2)\u003c/p\u003e\u003cp\u003e“We just settle for what they teach us at university because we do not have money for extra classes out of university. We probably fall behind others who pursue further development.” (Code 5)\u003c/p\u003e\u003cp\u003e“New jobs are emerging every day in the world now. To grow, we should not limit ourselves to only a few types of jobs.” (Code 6)\u003c/p\u003e\u003cp\u003e“One of my challenges is that I cannot control my career choices. Maybe my knowledge is limited, or I do not know how.” (Code 9)\u003c/p\u003e\u003cp\u003e“My decisions and many important national decisions are made too quickly. Because there is no proper assessment, it personally hinders my development.” (Code 15)\u003c/p\u003e\u003cp\u003e\u003cb\u003e(B) Ineffective Human Relationships\u003c/b\u003e\u003c/p\u003e\u003cp\u003eFinally, the sub-theme of ineffective human relationships referred to managers’ condescending attitudes, a disregard for individual needs, a humiliation in the workplace, and a lack of merit-based selection.\u003c/p\u003e\u003cp\u003eParticipants shared:\u003c/p\u003e\u003cp\u003e“I wish these condescending attitudes in the workplace would be eliminated for career advancement, so individuals could easily work.” (Code 1)\u003c/p\u003e\u003cp\u003e“They do not care about me as a human being at all. They just say, ‘Hand in the work quickly.’ It’s clear that I will not make any progress.” (Code 7)\u003c/p\u003e\u003cp\u003e“It would be great if, during selection, they truly looked for those who deserve, and hired them accordingly. Because if the person is deserving, they will also progress.” (Code 8)\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe current research aimed to explore career development experiences among adult girls of parental divorce. The analysis of interviews led to three main themes: individual, social, and procedural challenges.\u003c/p\u003e\u003cp\u003eThe first main theme was individual challenges. The self-awareness barriers in the experiences of children of divorce align with the findings of Liu (2016) and Joleen-Loucks (2012), which indicated that parental divorce has negative consequences for children\u0026rsquo;s educational and occupational achievements, often preventing them from reaching adequate self-awareness. In explaining self-awareness barriers, as presented in the theories of career development (Patton \u0026amp; McMahon, 2014), self-awareness regarding personality traits, interests, and talents can serve as a criterion for ensuring an individual\u0026rsquo;s fit with a work environment. Following acquiring self-awareness, individuals seek to find and select a suitable work environment, leading to career development. As previously mentioned, career development is a process of formal and informal experiences that foster the development of talents, interests, and values (Lent \u0026amp; Brown, 2013). Self-awareness is best achieved with the help of a counselor, teacher, or mentor. Through social support, the family can provide the foundation for accurate self-awareness of one\u0026rsquo;s occupational personality and, consequently, the development of children\u0026rsquo;s talents and interests (Kenny \u0026amp; Medvide, 2013). Unfortunately, as the interviewees acknowledged, parents\u0026rsquo; excessive preoccupation with divorce-related issues hinders attention to this crucial aspect of their children\u0026rsquo;s educational and occupational lives.\u003c/p\u003e\u003cp\u003ePsychological problems were the second sub-theme. As presented in Krumboltz\u0026rsquo;s (1979) social learning theory, learning experiences can significantly influence our careers and choices. It appears that girls with parental divorce experiences face limitations in this regard. This might be because their primary internal guides\u0026mdash;their parents (Savickas, 2013)\u0026mdash;are no longer role models due to frequent arguments and conflicts. Furthermore, according to this theory, cognitive barriers can act as a deterrent to career development. The close relationship between career development and adaptability stems from the fact that adaptability is a meta-competency that has replaced the concept of career maturity and can lead to career development (Savickas, 2013). The importance of schemas lies in their crucial role in deriving meaning from life (Young, 2012), and according to Savickas (2013), individuals construct their paths with the help of meaning created from life experiences.\u003c/p\u003e\u003cp\u003eThe inability to forge a path was another sub-theme of individual challenges. This theme explains the difficulty experienced by children of divorce in exploring careers (examining options, lack of occupational information) and planning for the future (problems related to choosing realistic goals) to facilitate career development. In explaining this finding, it can be said that career exploration and future planning are dimensions of career development (Creed \u0026amp; Patton, 2004). Parental support and family attachment are essential resources for career exploration, confidence, and motivation to pursue career goals (Garcia et al., 2011). This can compensate for an inability to forge one\u0026rsquo;s career path. However, children affected by parental divorce often have to forge the path of career exploration and planning on their own.\u003c/p\u003e\u003cp\u003eThe next theme relates to family problems, which encompass suppression by family, being caught in the issue of divorce, parental neglect of children\u0026rsquo;s talents, instilling a lack of self-worth, negative feedback on individual independence, and parents\u0026rsquo; lack of awareness of the existing occupations. Based on the Career Adaptability Model, career development can be a consequence of career adaptability, including concerns, control, curiosity, and confidence (Savickas, 2013). Parents undergoing divorce can instill a sense of worthlessness, thereby eroding their children\u0026rsquo;s confidence. Additionally, providing negative feedback regarding independence causes their children to have less control over their careers. Moreover, they may not be concerned with discovering their children\u0026rsquo;s talents and, with low curiosity about the world of occupations, seem to impede their children\u0026rsquo;s career development.\u003c/p\u003e\u003cp\u003eIn the words of Haimi and Lerner (2016), the roots of many personality and behavioral deviations, mental illnesses, communication problems, and lack of social skills should be sought in an individual\u0026rsquo;s family upbringing. When the biological, social, cognitive, and emotional aspects of the family are successively damaged, its members gradually lose their sense of satisfaction. This gradual decline first causes psychological disintegration within the family and then social disintegration.\u003c/p\u003e\u003cp\u003eSocial challenges were the second main theme, highlighting the impact of social support on career development. According to social cognitive career theory, social support fosters the pursuit and enthusiasm for goals, thereby facilitating career development. The importance of anger management is also evident, as it is directly linked to emotional intelligence. Research by Di Fabio et al. (2015) emphasizes the crucial role of emotional intelligence in advancing career development. This concept also reflects the inability of children of divorce to engage in teamwork and networking, underscoring their deficiencies in communication skills. Haimi and Lerner (2016) referred to this weakness as a feeling of social disconnectedness.\u003c/p\u003e\u003cp\u003eThe subsequent main theme was cultural problems, which aligns with the findings of Amani et al.\u0026rsquo;s (2019) research on the consequences of divorce, demonstrating that societal labels and judgments following divorce make individuals experience a sense of insecurity in their relationships and be subjected to negative societal judgments. This research also indicated that children of divorce face economic difficulties and feel pressured due to a lack of financial provision from their parents. The influence of cultural, social, and contextual factors on career development is also addressed in the Social Cognitive Career Theory. According to this theory, cultural and social variables interact with personal variables to affect learning experiences. These experiences, in turn, lead to the recognition of interests, goal setting, and skilled performance, all of which occur within the career development process.\u003c/p\u003e\u003cp\u003eThe final main theme encompassed procedural challenges, with sub-themes of poor decision-making and ineffective human relationships. Espanani et al. (2020) highlighted the crucial role of healthy interpersonal relationships in predicting career choice process. Furthermore, decision-making self-efficacy is a significant predictor of career development. This factor is profoundly influenced by social support and family attachment (El-Hassan, K., \u0026amp; Ghalayini, 2020). It appears that children of divorce with poor family support encounter difficulties in making career decisions.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eIn general, by exploring the challenges in career development of adult girls with parental divorce experiences, this study took a major step in assisting both career counselors and academic advisors as they can utilize the findings to implement relevant interventions for clients who are children of divorce. Additionally, academic advisors can leverage the identified challenges to develop preventive programs aimed at empowering girls of divorced parents.\u003c/p\u003e\u003cp\u003eLike all qualitative research, this study faces limitations in generalizability due to its specific focus on adult girls within a particular age range. Therefore, future researchers are recommended to investigate the career development challenges faced by adult boys of divorced parents and other age groups. Furthermore, given that the family is the most important social institution, policymakers are recommended to consider these research findings. Through a screening program, parents could be informed about the educational and occupational shortcomings their children may experience post-divorce.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003ch2\u003eConflict of interest\u003c/h2\u003e\u003cp\u003eThe authors have no conflict of interest.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003ch2\u003eEthical approval\u003c/h2\u003e\u003cp\u003e Institutional Review Board was acquired from the university from which data was collected (IR.UI.REC.1400.124.).\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eINFORMED CONSENT\u003c/strong\u003e\u003cp\u003eAll the participants have submit ted written informed consent upon knowing that participation is com pletely voluntary and attrition from the study has no negative consequences. The women were also assured more than once that their participation.\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e\u003cp\u003eThis article has not received funding from any institution.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003e1,2= wrote the main manuscript text.1= Collected data and wrote the findings section.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eWe thank all participants in the research.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAl Ubaidi, B. A. (2017). The Psychological and Emotional Stages of Divorce. \u003cem\u003eJournal of Family Medicine and Disease Prevention\u003c/em\u003e, 3(3), 1-4. https://doi.org/10.23937/2469-5793/1510060\u003c/li\u003e\n\u003cli\u003eAmani, Z., Zahrakar, K., \u0026amp; Kiamanesh, A. (2019). 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Hartung \u0026amp; L. M. Subich (Eds.). Developing self in work and career: Concepts, cases, and contexts (17-33). Washington, DC: American Psychological Association.\u003c/li\u003e\n\u003cli\u003eStokkebekk, J. (2019). Keeping balance, keeping distance and keeping on with life: child positions in divorced families with prolonged conflicts. \u003cem\u003eChildren and Youth Services Review\u003c/em\u003e, 102 (1), 108-119. https://doi.org/10.1016/j.childyouth.2019.04.021\u003c/li\u003e\n\u003cli\u003eSum, A., Khatiwada, I., Trubskyy, M., Ross, M., McHugh, W., \u0026amp; Palma, S. (2014). \u003cem\u003eThe plummeting labor market fortunes of teens and young adults\u003c/em\u003e. Metropolitan Policy Program at Brookings. \u003c/li\u003e\n\u003cli\u003eWise, R. M., Alsan, B., \u0026amp; Taleb, E. (2022). Career satisfaction and adult attachment style among working adults: evidence from Turkey. \u003cem\u003eTrends in Psychology\u003c/em\u003e, \u003cem\u003e30\u003c/em\u003e(4), 763-787. https://doi.org/10.1007/s43076-022-00152-z\u003c/li\u003e\n\u003cli\u003eWright, S. L. (2017). Attachment and self‐efficacy in career search activities: a structural model. \u003cem\u003eThe Career Development Quarterly\u003c/em\u003e, \u003cem\u003e65\u003c/em\u003e(2), 98-112. DOI: 10.1002/cdq.12085\u003c/li\u003e\n\u003cli\u003eYilmaz T, Kalkan M. (2010). The Effects of a Premarital Relationship Enrichment Program on Relationship Satisfaction. Educational Sciences: \u003cem\u003eTheory and Practice\u003c/em\u003e. 10(3), 1911-20.\u003cu\u003e \u003c/u\u003ehttps://files.eric.ed.gov/fulltext/EJ919869.pdf\u003c/li\u003e\n\u003cli\u003eYoung, J., Klosko, J., \u0026amp; Weishaar, M. (2012). \u003cem\u003eSchema Therapy: A Practitioner\u0026rsquo;s Guide\u003c/em\u003e.\u003cspan dir=\"RTL\"\u003e \u003c/span\u003e\u003cstrong\u003e\u003cspan dir=\"RTL\"\u003e\u0026rlm; \u003c/span\u003e\u003c/strong\u003eThe Guilford Press\u003cspan dir=\"RTL\"\u003e \u003c/span\u003ePublisher.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Career development, Divorced parents, Challenges, Girls","lastPublishedDoi":"10.21203/rs.3.rs-7007851/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7007851/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eObjective\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eChildren are among the victims of parental divorce, whose lives take on a different tone and color after the divorce. This study aimed to explore the career development experiences of adult girls with divorced parents.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethod\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe present research employed a qualitative approach through Interpretative Phenomenological Analysis. The population included adult girls of divorced parents residing in Tehran during 2022–2023. The sample was selected by purposive sampling, and semi-structured interviews were conducted to collect data. The data were analyzed using the seven-step strategic method of Diekelmann et al. (1989).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFindings\u003c/strong\u003e: Data analysis identified three main themes, eight subthemes, and 49 primary concepts. The three main themes encompassed individual challenges (self-awareness barriers, psychological problems, inability to forge a path, and family problems), social challenges (poor social skills and cultural problems), and procedural challenges (poor decision-making and ineffective human relationships).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOverall, the findings revealed that the experience of parental divorce influenced the career and future development of children, highlighting the critical role of career counselors in identifying and implementing appropriate interventions to address the challenges and prevent career-related problems of children of divorce.\u003c/p\u003e","manuscriptTitle":"Exploring Career Development Challenges of Adult Girls of Divorced Parents","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-12 06:08:18","doi":"10.21203/rs.3.rs-7007851/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"8c2cbc8b-25ca-4b3f-9cc6-9cf0d4a0aa2d","owner":[],"postedDate":"August 12th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-10-09T19:38:26+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-12 06:08:18","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7007851","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7007851","identity":"rs-7007851","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}