08/01/2025

Career Shocks, Lifequakes, and New Beginnings: Counseling Students Through Transition

By Abby Razink, Vic Massaglia, & Michael J. Stebleton

In the wake of the pandemic, career development and career-life planning approaches have undergone fundamental transformations (Cadigan, 2021). As project-based, short-term, and fluid work arrangements become the norm, career disruptions—sometimes called career shocks or lifequakes—are no longer rare but rather expected (Akkermans et al., 2021). The importance of career support for individuals in the face of unexpected, career-altering change has never been more paramount, especially in post-secondary settings (Akmal, 2023).

Post-secondary career educators have a pivotal impact on the careers of young adults at a time when traditional career paths are being redefined (Bernstein et al., 2024). University and college settings serve as dynamic environments where students begin to craft their professional identities, explore potential paths, and build the foundational skills necessary to navigate an increasingly unpredictable job market (Laff & Carlson, 2025). Timely and intentional support from career educators equips students to thrive amid constant change.

One avenue of support rests in a popular academic career concept that remains lesser known among practitioners: the 4 Cs of Career Adaptability. Developed by Savickas and Porfeli (2012), this model provides a practical framework for counseling individuals through the complexities of modern careers.

The Nature of Career Shocks and Lifequakes

Career shocks, as defined by Akkermans et al. (2018), are “disruptive and extraordinary events that are, at least to some degree, caused by factors outside the focal individual’s control and that trigger a deliberate thought process concerning one’s career” (p. 4).

Economic crises, organizational changes, or personal life transitions all serve as potential life-changing events. Following the COVID-19 pandemic (Hite & McDonald, 2020) came other triggers that have led many individuals, including college students, to reevaluate their career plans and priorities, such as the Great Resignation, quiet quitting, digital transformation, and hybrid work models (McGowan & Shipley, 2023).

Career shocks can also stem from personal circumstances, such as the birth of a child, the loss of a loved one, marriage or divorce, or a physical or mental health diagnosis. The impact of a career shock is proportional to its frequency, predictability, controllability, duration, and valence (Akkermans et al., 2018). These attributes can be interpreted subjectively. For instance, in the case of valence, a job relocation seen by one person as catastrophic may be seen by another as exciting. Personal traits and environmental factors can substantially influence one’s experience of a career shock. Context always matters.

In his book Life Is in the Transitions, Feiler (2020) coined the term lifequakes—inevitable, periodic events in a person’s life—which bears many similarities to career shocks. Occurring roughly every seven years, a lifequake represents a significant turning point that can upend careers as well as entire life trajectories. Similar to career shocks, lifequakes prompt careful reflection, reevaluation, and adaptation. Also, not unlike career shocks, lifequakes can be perceived as being positive or negative depending on the circumstances.

Post-secondary career educators often serve as good company in their support for students, especially as they negotiate these seismic shifts in work (Baxter Magolda, 2002). Current students encounter a variety of career shocks and lifequakes, including unexpected personal challenges, doubts about their academic direction, sudden shifts in the job market, global events, and/or the identity transition from college student to professional.

Shocks and Quakes as New Beginnings

Where there are shocks and quakes, there are transitions. And where there are transitions, there are, ideally, new beginnings. Although career shocks and lifequakes are often perceived as undesirable disruptions, they can serve as unintended opportunities. Many people, young and old, find that these events, though initially challenging, open doors to new possibilities that they might not have considered otherwise (Brooks, 2022).

William Bridges’ Transition Model (2003) provides a valuable framework for understanding psychological responses to change. The model outlines three phases: Ending, Neutral Zone, and New Beginning. When a career shock occurs, individuals initially experience an “Ending” phase, characterized by the loss of familiarity and stability. This phase is followed by the “Neutral Zone,” a period of uncertainty often marked by inaction. Eventually, individuals reach the “New Beginning,” where they begin to embrace the change and develop a renewed sense of purpose.

As Wittenberg-Cox (2018) discussed in her article “Learn to Get Better at Transitions,” transitioning is a skill that can be improved with practice. Her perspective aligns with a study by Mansur and Felix (2021), who found that the presence of career adaptability and positive affectivity can turn negative shocks into opportunities for thriving. An emerging concept in career development is the “longevity economy,” where individuals will be living longer and transitioning more frequently in and out of distinct work and learning contexts (Beagley et al., 2024).

These insights reinforce the importance of career educators in reframing students’ perceptions of career shocks and lifequakes. Counseling students on when and how to move forward after a career or life change can transform what might seem like career-ending events into new beginnings.

How to Weather the Storm

To assist students in navigating career shocks and lifequakes, post-secondary career educators are encouraged to consider the 4 Cs of Career Adaptability—Concern, Control, Curiosity, and Confidence (Savickas & Porfeli, 2012). This model offers a practical framework for counseling students as they face career disruptions. Career educators can employ this approach through individual counseling and/or in group settings, such as a career planning workshop or course.

1. Concern - Encouraging Future-Oriented Thinking: Although the word concern can imply anxiety, the emphasis is instead on fostering optimism about the future. Career educators should encourage students to consider how their career shock or lifequake could positively shape their future career paths.
2. Control - Promoting Agency: Invite students to take ownership of their career development by sharing decision-making strategies. Even in the face of uncertainty, they can set achievable goals, seek new opportunities, and make informed choices that align with their long-term aspirations.
3. Curiosity - Stimulating Exploration: Curiosity asks students to remain open to new possibilities. Career educators can nurture this by promoting students’ exploration of academic and professional fields, industries, or roles. Encouraging play can be a fun and creative way to stimulate exploration (Bogost, 2016).
4. Confidence - Developing Self-Efficacy: Confidence strengthens students’ belief in their ability to overcome challenges, including those associated with a significant transition. Provide opportunities for skill-building through workshops, mentorship, or coaching. A strong sense of self-efficacy will help them respond resiliently to current and future career shocks and lifequakes.
    

Career shocks and lifequakes are unavoidable in today’s evolving professional landscape and need not be viewed as negative setbacks. By supporting students in navigating these disruptions through the lens of the 4 Cs of Career Adaptability, career development educators can equip students with the tools to turn moments of uncertainty into opportunities for growth. With thoughtful, proactive support, career practitioners can usher in new beginnings for students even in the face of life’s inevitable transitions.

References

Akkermans, J., Rodrigues, R., Mol, S. T., Seibert, S. E., & Khapova, S. N. (2021). The role of career shocks in contemporary career development: Key challenges and ways forward. Career Development International, 26(4), 453–466. https://doi.org/10.1108/cdi-07-2021-0172 

Akkermans, J., Seibert, S. E., & Mol, S. T. (2018). Tales of the unexpected: Integrating careershocks in the contemporary careers literature. SA Journal of Industrial Psychology, 44, e1503. https://doi.org/10.4102/sajip.v44i0.1503 

Akmal, H. (2023). Designing the future of career services. NACE Journal. https://www.naceweb.org/career-development/trends-and-predictions/designing-the-future-of-career-services 

Baxter Magolda, M. B. (2002). Helping students make their way to adulthood: Good company for the journey. About Campus, 6(2), 2–9.

Beagley, L., Chan, S., & Jones, K. (2024, August 8). Enrollment cliff, meet longevity boom. Inside Higher Education. https://www.insidehighered.com/opinion/views/2024/08/08/longevity-boom-boost-higher-ed-opinion 

Bogost, I. (2016). Play anything: The pleasure of limits, the uses of boredom, and the secret of games. Basic Books.

Bridges, W. (2003). Managing transitions: Making the most of change (2nd ed.). Perseus Books.

Brooks, A. C. (2022). From strength to strength: Finding success, happiness, and deep purpose in the second half of life. Portfolio.

Cadigan, S. (2021). Workquake: Embracing the aftershocks of COVID-19 to create a bettermodel of working. Amplify Publishing.

Feiler, B. (2020). Life is in the transitions: Mastering change at any age. Penguin Press.

Hite, L. M., & McDonald, K. S. (2020). Careers after COVID-19: Challenges and changes. Human Resource Development International, 23(4), 427–437. https://doi.org/10.1080/13678868.2020.1779576 

Laff, N. S., & Carlson, S. (2025). Hacking college: Why the major doesn't matter—and what really does. Johns Hopkins University.

Mansur, J., & Felix, B. (2021). On lemons and lemonade: The effect of positive and negative career shocks on thriving. The Career Development International, 26(4), 495–513. https://doi.org/10.1108/CDI-12-2018-0300 

McGowan, H. E., & Shipley, C. (2023). The empathy advantage: Leading the empowered workplace. Wiley.

Savickas, M. L., & Porfeli, E. J. (2012). Career adapt-abilities scale: Construction, reliability, and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80(3), 661–673. https://doi.org/10.1016/j.jvb.2012.01.011 

Wittenberg-Cox, A. (2018). Learn to get better at transitions. Harvard Business Review. https://hbr.org/2018/07/learn-to-get-better-at-transitions 

Abby Razink is an Instructor at the University of Minnesota Twin Cities. She recently completed a PhD in Organizational Leadership, Policy, and Development, where her dissertation explored the influence of experiential learning on career development during the college-to-work transition. In addition to teaching sales courses, Abby coordinates an intercollegiate sales competition and serves on the editorial board of NASPA’s Journal of College and Character. Connect with Abby at abbyrazink@gmail.com.

Vic Massaglia (he/him) is the Director of Career Services at the University of Minnesota School of Public Health and holds a Master of Arts in Human Resource Development from the University of St. Thomas. He has a deep passion for social justice, equity, diversity, and inclusion, which guides his work in creating a more just and inclusive society. His interest areas include character and identity development, spiritual growth, and social activism. He is also a former president and board member of the Minnesota Career Development Association. Connect with Vic at victorm@umn.edu.

Michael J. Stebleton is a Professor of Higher Education in the College of Education and Human Development (CEHD) at the University of Minnesota-Twin Cities. His scholarly interests focus on career development. Connect with Mike at steb0004@umn.edu.