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Career Information, Career Counseling, And Career Development

by
Edition:
9th
ISBN13:

9780205498413

ISBN10:
0205498418
Format:
Hardcover
Pub. Date:
1/1/2007
Publisher(s):
Allyn & Bacon
List Price: $134.00

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This is the 9th edition with a publication date of 1/1/2007.
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Summary

"The text is internationally known as the ls"Biblers" of Career and Vocational Training. Any enhancement to the text would be ls"icingrs" on the cake." Bill Bauer, Marietta College "The textbook offers a comprehensive view of career counseling for the counseling students as well as the professional career counselor/specialist. The content is readable for the student and beginner counselor as well as the seasoned counselor." Karen Rowland, Valdosta State University Now in its ninth edition, Career Information, Career Counseling, and Career Development is a comprehensive, up-to-date text written by a leading expert in the field. Author Duane Brown addresses career development theory, career information, career counseling practice, and career development programming in extensive detail, also discussing practical use of current theories and how they are applied to specific cultures and ethnicities. This accessible text is replete with essential references as well as helpful tips about using the Internet in career counseling. Features new to this edition include -A stronger focus on technology, cross-cultural issues, and theoretical application. -A new chapter on ethics in career counseling and additional emphasis on postmodern theories. -A chapter on schools that has been revised substantially in accordance with the ASCA National Model. -An extended "how to" section on using O*NET and ASVAB career exploration systems. [ Insert MyHelpingLab Ad ]

Table of Contents

Preface xix
PART I Overview
Introduction to Career Information, Career Counseling, and Career Development
1(26)
Career Development at a Crossroads
2(1)
Arguments for Emphasizing Social Justice
3(2)
History of Vocational Guidance and Career Development
5(4)
The Need for Career Development Services
9(3)
High School Students and Need
11(1)
Displaced Persons
11(1)
In Summary
11(1)
Education and Work: Out of Poverty
12(1)
The Language of Career Development
13(3)
Defining Position, Job, Occupation, Career, and Career Development
13(1)
Career Interventions Defined
14(2)
Organizations and Publications
16(1)
The Meaning of Work
17(10)
Why People Work
18(1)
The Future of Work
19(4)
Summary
23(1)
References
23(4)
PART II Career Development Theory and Its Applications with Diverse Groups
Trait-and-Factor and Developmental Theories of Career Choice and Development and Their Applications
27(38)
The Purposes and Evaluation of Theory
28(4)
A History of Career Development Theorizing
30(2)
Introduction to the Theories
32(1)
Trait-and-Factor Theories
33(8)
Holland's Theory of Vocational Choice
33(5)
Theory of Work Adjustment (TWA)
38(3)
A Values-Based Theory of Occupational Choice
41(5)
Variables That Influence Career Choice and Satisfaction
42(2)
Propositions of Brown's Values-Based Theory
44(2)
Developmental Theories
46(19)
Super's Life Span, Life Space Theory
47(8)
Gottfredson's Theory of Circumscription and Compromise
55(4)
Summary
59(1)
References
60(5)
Learning Theory-Based, Postmodern, Socioeconomic, and Decision-Making Theories and Their Applications
65(22)
Theories Based in Learning Theory
66(7)
Frumboltz's Social Learning Theory
66(2)
A Social Cognitive Perspective
68(2)
A Career Information--Processing Model of Career Choice
70(3)
Postmodern Theories
73(6)
A Contextualist Theory of Career
73(1)
Complexity, Chaos, and Nonlinear Dynamics: A Chaos Theory of Career Development and Spirituality
74(2)
Postmodern Career Counseling
76(1)
A Second Approach to Postmodern Career Counseling: Solution-Focused Brief Career Counseling (SFBCC)
77(2)
Socioeconomic Theories
79(2)
Status Attainment Theory
80(1)
Dual Labor Market Theory
80(1)
Race, Gender and Career
80(1)
Theories of Decision Making
81(6)
Status and Use of Decision-Making Theories
82(2)
Summary
84(1)
References
84(3)
A Values-Based, Multicultural Approach to Career Counseling and Advocacy
87(19)
Career Counseling Defined
88(1)
Foundation of the Values-Based Approach
89(1)
Values-Based Multicultural Career Counseling (VBMCC)
90(12)
Step 1: Assessing Cultural Variables
90(1)
Step 2: Communication Style and Establishing the Relationship
91(3)
Step 3: Facilitation the Decision-Making Process
94(1)
Step 4: The Identifications of Career Issues (Assessment)
95(2)
Steps 5 and 6: The Establishment of Culturally Appropriate Goals and the Selection of Culturally Appropriate Interventions
97(2)
Step 7: The Implementation and Evaluation of the Interventions Used
99(1)
Step 8: Advocacy
99(1)
Application of the Model to Group Career Counseling
100(2)
Developing Your Own Theory
102(4)
Summary
103(1)
References
103(3)
Clients with Special Needs
106(31)
Individuals with Disabilities
107(6)
Career Counseling for Individuals with Disabilities
110(2)
Career Counseling for Individuals with Mental Illness
112(1)
Women in the Workforce
113(1)
Career Counseling for Women
113(1)
Displaced Workers
114(1)
Career Counseling for Displaced Workers
115(1)
The Economically Disadvantaged
115(3)
Career Counseling for the Economically Disadvantaged
117(1)
Cultural and Ethnic Minorities
118(5)
African Americans
119(1)
Hispanic Americans
119(1)
Asian Americans
120(1)
Native Americans
120(1)
Gay, Lesbian, and Bisexual Individuals
121(1)
Summing Up Cultural Issues
122(1)
Delayed Entrants
123(3)
Former Military Personnel
123(2)
Ex-Offenders
125(1)
Midlife Job Changers
126(2)
Voluntary Changers
127(1)
Older Workers
128(9)
Summary
131(1)
References
132(5)
Testing and Assessment in Career Development
137(40)
Personal-Psychological Characteristics
138(3)
Aptitude
138(1)
Interests
139(1)
Personality
140(1)
Values
140(1)
Background
141(1)
Clinical, Quantitative, and Qualitative Approaches to Assessment
142(24)
Quantitative Assessment
142(2)
Qualitative Assessment and Constructivist Theory
144(3)
Quantitative and Objective Assessment Devices
147(19)
Selecting Assessment Devices
166(3)
Technical Qualities
166(1)
Gender and Culture Bias
166(3)
Other Issues
169(1)
Interpreting Test and Inventory Results
169(8)
Summary
171(1)
References
172(5)
PART III Finding and Using Educational and Occupational Information
Finding, Organizing, and Using Occupational Information
177(30)
Two Types of Information about Work
178(13)
Subtypes of Information
179(1)
The Pros and Cons of Different Types of Information
180(3)
Occupational Information: Print and Online
183(4)
Educational Information: Print and Online
187(2)
Audiovisual Materials and Games
189(1)
Children's Materials
190(1)
Career Information Delivery Systems (CIDS)
191(1)
Interviews with Workers
191(4)
Career Day
191(2)
Career Conferences
193(1)
Post-High School Opportunity Programs
194(1)
Simulation of Work Environments
195(1)
Direct Experiences: Job Shadowing, Exploration, and Tryout
196(2)
Career Resource Centers
198(9)
Basic Criteria
198(2)
Establishing and Renovating CRCs
200(1)
Criteria for Collecting Material
201(1)
Initiating a Collection
202(1)
Summary
203(2)
References
205(2)
Using Technology in Career Assessment, Career Exploration, and Career Counseling
207(30)
Basic Technological Competencies
208(3)
The Roles of Computer Technology in Career Development
211(2)
Internet-Based Career Exploration Systems (IBCES)
213(16)
O* NET Online
213(2)
ASVAB Career Exploration Program
215(1)
CACGS
215(4)
Career Information System (CIS)
219(2)
Guidance Information System (GIS)
221(2)
Discover
223(3)
System of Interactive Guidance and Information (SIGI)
226(2)
Other Systems
228(1)
Present Status of CACGS
229(8)
Using the Internet to Provide Career Counseling and Assessment
230(2)
Assessment Devices Online
232(2)
Summary
234(1)
References
235(2)
PART IV Preparing for and Entering the Workplace
Preparing for Work
237(25)
High School and Preparation for Work
238(5)
Vocational Education
239(1)
Work Experience Programs
239(3)
Academics
242(1)
Outside the Classroom---No Diploma Required
243(2)
On-the-Job Training
243(1)
Job Training Partnership Act as Amended by STWOA of 1994
244(1)
The Job Corps
244(1)
Outside the Classroom---High School Diploma Preferred or Required
245(6)
Apprenticeship Programs
245(5)
Military Training
250(1)
Postsecondary Nondegree Schools
251(3)
Trade, Vocational, and Technical Schools
252(1)
Community Colleges and Junior Colleges
253(1)
Colleges and Universities
254(8)
Admissions Requirements
255(2)
Factors to Consider in Choosing a College
257(1)
Gaining Admission to College: An Application Strategy
258(1)
Accreditation
258(1)
Financial Aid
259(1)
Sources of Information
260(1)
Continuing Education
260(1)
Summary
261(1)
References
261(1)
Job Placement, Outplacement, and the Job-Search Process
262(23)
Job Placement Services
264(8)
Public Employment Services
264(2)
Private Employment Agencies
266(1)
Secondary and Postsecondary School Placement Services
266(3)
Online Job Placement Centers
269(1)
Outplacement Services
270(2)
Employability Skills
272(2)
People with Disabilities
274(1)
Executing the Job Search
274(11)
Step 1: Taking Inventory of Self and Skills
274(1)
Step 2: Investigating the Job Market
275(1)
Step 3: Developing Employability Skills
276(3)
Summary
279(4)
References
283(2)
PART V Career Development Programs in Education Institutions
Designing and Implementing Comprehensive K--12 Career Development Programs within the Framework of the ASCA National Model
285(40)
Historical Background
285(2)
The ASCA Model and Career Development
287(6)
The Process of Program Development
293(8)
Gaining Administrative Support
293(1)
Establishing Preconditions
293(1)
Forming a Planning Committee
294(1)
Needs Assessment
295(1)
Writing Goals and Objectives, and Establishing Criteria for Success
296(3)
Planning the Career Development Program
299(2)
Addressing the Issue: Program Implementation
301(1)
Selecting a Management System
301(1)
Planning and Implementing the Guidance Curriculum
301(2)
Planning and Implementing Individual Student Planning
303(5)
Assessment
307(1)
The End Product
308(1)
Planning and Implementing Responsive Services
308(2)
Planning and Implementing Evaluation and Accountability: Some General Considerations
310(8)
Program Planning Tips: Elementary
311(4)
Program Planning Tips: Middle School
315(1)
Careers Classes
316(1)
Involving Parents
317(1)
Program Planning Tips: High School
318(2)
Targeting High School Students with Special Needs
318(2)
Involving Community Resources in the Program
320(5)
Summary
321(1)
References
322(3)
Career Development in Community and Four-Year Colleges and Vocational--Technical Schools
325(22)
The Students
326(2)
The Institutions
328(1)
Career Development Programs
329(4)
Developing the Program
329(4)
Specific Activities
333(9)
Advising
333(1)
Courses
334(1)
Brief Interventions
335(1)
Self-Directed Activities
336(1)
Internships
337(1)
Information
337(1)
Consultation
337(1)
Career Counseling
338(2)
Career Resource Centers
340(1)
Major Fairs
341(1)
Peer Counseling Programs
341(1)
Assessment
342(1)
Program Evaluation
342(5)
Summary
344(1)
References
344(3)
PART VI Understanding the Labor Market
Trends in the Labor Market and the Factors That Shape Them
347(14)
Causes of Long-Term Trends
348(6)
Technology
348(1)
The Global Economy
349(1)
Other Economic Factors
350(1)
Population Factors
351(2)
The Size of Government
353(1)
Causes of Short-Term Trends
354(1)
The Occupational World through 2012
355(3)
Projections for the Future
355(3)
Practical Implications
358(1)
Sources of Information on Change and Structure
358(3)
Summary
360(1)
References
360(1)
Understanding and Using Occupational Classification Systems
361(22)
O* NET
362(8)
The Content Model: Definitions
363(2)
Development of the Classification System
365(1)
Development and Presentation of the Database
365(4)
Using O* NET
369(1)
Other Systems
370(13)
Holland's Classification System
370(2)
The World-of-Work Map
372(3)
Standard Occupational Classification (SOC)
375(3)
North American Industry Classification System
378(2)
Summary
380(1)
References
381(2)
PART VII Career Development in the Private Sector
Career Development in Business
383(20)
Programming for Career Development
385(2)
Rationale
386(1)
Initiating the Program
387(5)
Early Steps
387(1)
Needs Assessment
388(4)
Designing the Program
392(6)
The Essential Components
395(3)
Integration with HRD
398(1)
Program Implementation
398(2)
Benefits
400(3)
Summary
400(1)
References
401(2)
Career Counselors in Private Practice: Counseling, Coaching, Consulting, and Beyond
403(18)
Qualifications
404(1)
Guidelines for Consumers
404(3)
Career Coaching
405(2)
Establishing a Private Practice
407(6)
Types of Services
408(1)
Location of the Office
409(1)
Services to Be Offered
410(1)
Marketing the Service
411(2)
Budgeting
413(8)
Fees
415(2)
Billing
417(1)
Other Business Details
418(1)
Summary
418(1)
References
419(2)
PART VIII Trends and Issues in Career Development
Ethics and the Competencies and Credentials Needed for Career Development Practice
421(16)
Principle 1: Above All, Do No Harm (Section A.4.4)
424(1)
Principle 2: Be Competent (Sections C.2.a, b, c, d)
424(1)
Principle 3: Respect the Clients' Right to Choose Their Own Directions (Section A.4.b)
425(1)
Principle 4: Honor Your Responsibilities (Section C)
425(1)
Principle 5: Make Accurate Public Statements (Section C.3)
426(1)
Principle 6: Respect Counselors and Practitioners from Other Professions (Section D)
426(1)
Principle 7: Advocate for Clients in Need (Section A.6.a)
427(1)
The Competencies Needed by Career Counselors
428(2)
Minimum Competencies
428(1)
Professional Preparation
429(1)
Ethical Responsibilities
430(1)
Career Counseling Competencies and Performance Indicators
430(5)
Career Development Theory
430(1)
Individual and Group Counseling Skills
430(1)
Individual/Group Assessment
431(1)
Information/Resources
431(1)
Program Management and Implementation
432(1)
Coaching, Consultation, and Performance Improvement
432(1)
Diverse Populations
433(1)
Supervision
433(1)
Ethical/Legal Issues
434(1)
Research/Evaluation
434(1)
Technology
434(1)
Summary
435(1)
References
435(2)
Trends and Issues in Career Information, Career Development, and Career Development Programming
437(12)
Trends: Career Information
439(2)
Trends: The Job Hunt
441(1)
Trends: Career Counseling
442(2)
Trends: Career Development Programming
444(5)
Summary
445(1)
References
445(4)
appendix Classroom Guidance Unit: Goal Setting---Becoming a Future-Oriented Student
449(20)
Clarke Lambeth
Introduction and Rationale
450(1)
What is a Goal?---Lesson 1
451(5)
Setting Goals---Lesson 2
456(3)
Creating a Plan to Reach the Goal---Lesson 3
459(5)
Formulating Rewards and Identifying Obstacles to Achieving Goals---Lesson 4
464(5)
References
467(2)
Name Index 469(8)
Subject Index 477


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