choices of adolescents. However, career counseling strategies that account for the influence of family relationships on

career choices are lacking. This study proposed a series of career dialogues involving parents and adolescents that promotes

exploring career choices using a positive perspective that accounts for the obligations and power dynamics inherent in family

relationships. The approach helps adolescents explore and understand their career options, increasing their confidence and

decisiveness in making career decisions. Postmodern Oriented strengths-based approach also fosters hope, meaning, and

strength. Finally, the collaborative counseling method promotes reflective dialogue to enhance understanding, relationships, and

communication.

This study developed a parent–child career dialogue model based on Postmodern Oriented strengths and collaborative

approaches, employing a reflective dialogue design to explore the effects of these strengths and approaches on participants’

experiences. The inclusion criteria were (1) being an adolescent with at least one parent or guardian, (2) being a high school

student of any gender or grade, (3) requiring or desiring career counseling with parental participation, and (4) not being a

member of a family undergoing substantial transition or experiencing severe emotional or psychological distress. Invitations

to participate were distributed through schools in the greater Taipei area and on websites. Enrolled parents and adolescents

participated in initial interviews to assess their motivations, expectations, and needs. The final sample comprised six groups

totaling 13 participants: six high school students (four boys and two girls) aged between 16 and 18 years (five 10th graders and

one 12th grader) and seven parents aged between 43 and 59 years. Each group completed three sessions of career counseling

using the career dialogue model. The study employed qualitative methods and developed a semistructured interview guide

for the parents and the adolescents. The interview guide assessed (1) the respondent’s experiences and feelings and the

dialogue model, specifically with regard to self-reflections, parent/child relationships, and the effects of the dialogues on these

relationships; (2) experiences during the dialogue process, including expectations before and reflections after the sessions and

experiences indicated in detailed postsession feedback; (3) factors influencing the adolescents’ career explorations, strengths,

and relationships, as assessed using a quantitative scale; and (4) reflections on the dialogues, including recommendations for improvements and the limitations of the present study. Each participant engaged in an individual postinterview dialogue, and the

data were analyzed using content analysis.

The interviews revealed that the parents and adolescents recognized the benefits of the parent–child dialogue model.

The model promoted self-awareness, confidence, and affirmation; enhanced mutual understanding; and strengthened parent–child relationships. Additionally, the study developed communication strategies that supported adolescents’ career exploration,

strengths development, and relationships with their parents, which improved considerably.

This study used grounded theory to establish a theory describing the three-session dialogue model’s process, components,

and experiences. The dialogue alternated between the facilitator and parents, the facilitator and adolescents, and between

the parents and adolescents. Additionally, the facilitator invited reflectors to listen to the dialogues and reflect on them in

the presence of the parents and adolescents, indirectly extending the dialogue on the basis of these reflections. Although the

individuals providing reflections did not interact directly with the parents or adolescents, the participants elaborated on these

reflections, prompting further dialogue and reflection. This process created an implicit dialogue and connection among the

individual providing reflections, the parents, the adolescents, and their interrelationships. Participants’ inner dialogues during

sessions also influenced how the dialogues went. The interview results revealed that the dialogue model fostered a deeper

understanding of oneself and others by helping the adolescent explore possible career paths, identify their strengths, and reflect

on parts of their lives, thus becoming more confident, self-aware, and curious and becoming better able to communicate in their

relationships with others.

The results of the present study yielded the following insights.

1. The dialogue model positively influenced parent–child relationships and provided insights into adolescent career

development. The model is grounded in a 21st-century strengths and collaboration approach. Specifically, the sessions enhanced

self-awareness, mutual understanding, confidence, and skills and strengthened relationships among parents and adolescents.

For the parents, the dialogue facilitated a deeper understanding of their children’s strengths, fostered attentive listening to

their children’s career aspirations, and enhanced confidence in and affirmation of their children’s choices. An analysis of the

results revealed that the primary influence of the dialogues on the adolescents was the feedback provided by parents during the

sessions, highlighting the importance of direct praise and encouragement.

2. Slight differences were observed in the ratings for strengths awareness between the parents and adolescents, with

adolescents assigning strengths awareness lower ratings than parents. Adolescents perceived limitations in the model’s

exploration of strengths, believing they already understood their strengths or that the model’s focus was too narrow. Thus, this

study recommends strengthening the associations between strengths and careers and encouraging adolescents to explore how

their strengths can be applied. The model’s use of descriptive cards was a further limitation; the content of the cards can be

further diversified or clearer explanations of the strengths cards can be provided. Additionally, providing separate spaces for

parents and adolescents to select appropriate cards may be necessary for ensuring that their choices are made independently, free

from the gaze of the other party. Because exploring personal strengths is uncommon in Taiwanese culture, the process should

proceed gradually to follow participants steps. Researchers and practitioners should consider beginning with a more indirect

approach, such as sharing a memorable learning or life experience to help adolescents identify their strengths. The present study

also revealed that adolescents have aspirations to develop new strengths. Incorporating feedback from peers or teachers on

strengths could enrich discussions or help identify unrecognized strengths from experiences. Finally, the categorical structure of

the cards may limit exploration and require adjustment to meet participant needs.

3. The individuals providing reflections created space for dialogue that fostered growth, support, and hope. The present

study’s findings reveal that the individuals providing reflections promoted positive experiences. The individuals providing

reflections encouraged open reflection without evaluating or interpreting the content, prompting participant reflections and

new perspectives within a nonevaluative dialogue. Thus, the model enhanced understanding between parents and adolescents

and strengthened their relationships, promoting curiosity, emotional relief, and parent–child support. Moreover, strengths were

cultivated and confidence was developed throughout the process.

The present study concludes with discussions and recommendations based on the findings, highlighting the dialogue

model’s positive influence on parent–child relationships and the insights it provides on adolescent career development.

Further reflections and adjustments are suggested to enhance adolescent career explorations. For example, practitioners should

incorporate career-specific information and employ additional strengths exploration methods. Additionally, these findings should

be extended by applying the model to parent–child relationships. Additionally, the study developed communication strategies that supported adolescents’ career exploration,

strengths development, and relationships with their parents, which improved considerably.

This study used grounded theory to establish a theory describing the three-session dialogue model’s process, components,

and experiences. The dialogue alternated between the facilitator and parents, the facilitator and adolescents, and between

the parents and adolescents. Additionally, the facilitator invited reflectors to listen to the dialogues and reflect on them in

the presence of the parents and adolescents, indirectly extending the dialogue on the basis of these reflections. Although the

individuals providing reflections did not interact directly with the parents or adolescents, the participants elaborated on these

reflections, prompting further dialogue and reflection. This process created an implicit dialogue and connection among the

individual providing reflections, the parents, the adolescents, and their interrelationships. Participants’ inner dialogues during

sessions also influenced how the dialogues went. The interview results revealed that the dialogue model fostered a deeper

understanding of oneself and others by helping the adolescent explore possible career paths, identify their strengths, and reflect

on parts of their lives, thus becoming more confident, self-aware, and curious and becoming better able to communicate in their

relationships with others.

The results of the present study yielded the following insights.

1. The dialogue model positively influenced parent–child relationships and provided insights into adolescent career

development. The model is grounded in a 21st-century strengths and collaboration approach. Specifically, the sessions enhanced

self-awareness, mutual understanding, confidence, and skills and strengthened relationships among parents and adolescents.

For the parents, the dialogue facilitated a deeper understanding of their children’s strengths, fostered attentive listening to

their children’s career aspirations, and enhanced confidence in and affirmation of their children’s choices. An analysis of the

results revealed that the primary influence of the dialogues on the adolescents was the feedback provided by parents during the

sessions, highlighting the importance of direct praise and encouragement.

2. Slight differences were observed in the ratings for strengths awareness between the parents and adolescents, with

adolescents assigning strengths awareness lower ratings than parents. Adolescents perceived limitations in the model’s

exploration of strengths, believing they already understood their strengths or that the model’s focus was too narrow. Thus, this

study recommends strengthening the associations between strengths and careers and encouraging adolescents to explore how

their strengths can be applied. The model’s use of descriptive cards was a further limitation; the content of the cards can be

further diversified or clearer explanations of the strengths cards can be provided. Additionally, providing separate spaces for

parents and adolescents to select appropriate cards may be necessary for ensuring that their choices are made independently, free

from the gaze of the other party. Because exploring personal strengths is uncommon in Taiwanese culture, the process should

proceed gradually to follow participants steps. Researchers and practitioners should consider beginning with a more indirect

approach, such as sharing a memorable learning or life experience to help adolescents identify their strengths. The present study

also revealed that adolescents have aspirations to develop new strengths. Incorporating feedback from peers or teachers on

strengths could enrich discussions or help identify unrecognized strengths from experiences. Finally, the categorical structure of

the cards may limit exploration and require adjustment to meet participant needs.

3. The individuals providing reflections created space for dialogue that fostered growth, support, and hope. The present

study’s findings reveal that the individuals providing reflections promoted positive experiences. The individuals providing

reflections encouraged open reflection without evaluating or interpreting the content, prompting participant reflections and

new perspectives within a nonevaluative dialogue. Thus, the model enhanced understanding between parents and adolescents

and strengthened their relationships, promoting curiosity, emotional relief, and parent–child support. Moreover, strengths were

cultivated and confidence was developed throughout the process.

The present study concludes with discussions and recommendations based on the findings, highlighting the dialogue

model’s positive influence on parent–child relationships and the insights it provides on adolescent career development.

Further reflections and adjustments are suggested to enhance adolescent career explorations. For example, practitioners should

incorporate career-specific information and employ additional strengths exploration methods. Additionally, these findings should

be extended by applying the model to parent–child relationships across various life contexts.