Career Development Interventions in the 21st Century

by Niles, Spencer G.; Harris-Bowlsbey, JoAnn G.

• ISBN13: 9780131137813
• ISBN10: 0131137816
• Edition: 2nd
• Format: Hardcover
• Copyright: 2009-01-01
• Publisher: PRENTICE HALL

Summary

Key Benefit: Organized around the National Career Development Associationrs"s competencies, this practical, engaging book examines the full spectrum of state-of-the-art career development topics.Key Topics: Coverage focuses squarely on the application of interventions with real people, using straightforward presentations and cases studies to expose readers to all of the essential competencies required for the professional practice of career counseling. The authorsrs" respect for their field, and their long-standing commitment to educating individuals about career development theory and practice creates a readable, useful, interesting text that addresses the wide diversity of career counseling clients and counselors in todayrs"s society, while emphasizing that careers develop over time, rather than in a single "enlightened" moment.

Table of Contents

Introduction to Career Development Interventions	1	(33)
The Meaning of Work Across Time	5	(3)
Linking Work with Worth	8	(2)
Providing Systematic Career Development Interventions	10	(1)
Definition of Terms	11	(2)
Career	12	(1)
Career Development	12	(1)
Career Development Interventions	12	(1)
Career Counseling	13	(1)
Career Education	13	(1)
Career Development Programs	13	(1)
Important Events in the History of Career Development Interventions	13	(1)
Frank Parsons	14	(12)
Future Trends in Career Development Interventions	26	(1)
View Career Decisions as Values-Based Decisions	27	(1)
Move Beyond Objective Assessment	28	(1)
Move to Counseling-Based Career Assistance	28	(1)
Move to a Stronger Emphasis on Multicultural Career Development Theories and Interventions	29	(1)
Move to Focusing on Multiple Life Roles	29	(1)
Summary	30	(1)
References	30	(4)
Understanding and Applying Theories of Career Development	34	(51)
Career Development Theories	35	(5)
Super's Life-Span, Life-Space Theory	40	(16)
Life Span	42	(3)
Life Space	45	(1)
Self-Concepts	46	(2)
Applying Super's Theory	48	(4)
Contextual Factors Influencing Life-Role Salience	52	(3)
Evaluating Super's Theory	55	(1)
Linda Gottfredson's Theory of Circumscription, Compromise, and Self-Creation	56	(5)
Stage One: Orientation to Size and Power	58	(1)
Stage Two: Orientation to Sex Roles	58	(1)
Stage Three: Orientation to Social Valuation	58	(1)
Stage Four: Orientation to the Internal, Unique Self	58	(1)
Applying Gottfredson's Theory to Practice	59	(1)
Evaluating Gottfredson's Theory	60	(1)
John Holland's Theory of Types and Person-Environment Interactions	61	(11)
The Realistic Type	62	(1)
The Investigative Type	62	(1)
The Artistic Type	63	(1)
The Social Type	63	(1)
The Enterprising Type	63	(1)
The Conventional Type	63	(1)
Congruence	64	(1)
Differentiation	65	(1)
Consistency	65	(2)
Vocational Identity	67	(1)
Applying Holland's Theory	67	(3)
Evaluating Holland's Theory	70	(2)
John Krumboltz's Learning Theory of Career Counseling	72	(7)
SLTCDM	72	(4)
The Learning Theory of Career Counseling	76	(1)
Applying LTCC	77	(2)
Evaluating Career Development Interventions	79	(1)
Evaluating LTCC	79	(1)
Summary	79	(1)
References	80	(5)
Understanding and Applying Emerging Theories of Career Development	85	(32)
Emerging Theories	86	(1)
Lent, Brown, and Hackett's Social Cognitive Career Theory	86	(6)
Applying SCCT	89	(2)
Evaluating SCCT	91	(1)
The Cognitive Information Processing Approach	92	(5)
Applying the CIP Approach	95	(1)
Evaluating CIP	96	(1)
Brown's Values-Based, Holistic Model of Career and Life-Role Choices and Satisfaction	97	(4)
Applying the Values-Based Approach	99	(2)
Evaluating the Values-Based Approach	101	(1)
Hansen's Integrative Life Planning	101	(3)
Applying ILP	104	(1)
Evaluating ILP	104	(1)
Postmodern Approaches	104	(7)
Creating Narratives	105	(2)
Contextualizing Career Development	107	(2)
Constructivist Career Counseling	109	(2)
Summary	111	(2)
References	113	(4)
Career Development and Diverse Populations	117	(29)
Traditional Assumptions of Career Theories in the United States	120	(1)
Universal Versus Culture-Specific Models	121	(2)
Ethnocentrism	123	(1)
Acculturation	124	(1)
Identity Development Models	125	(13)
Racial Identity Models	126	(2)
Gender Identity Models	128	(3)
Gay/Lesbian/Bisexual Identity Models	131	(2)
Persons with Disabilities	133	(5)
Assessment	138	(3)
Summary	141	(1)
References	142	(4)
Assessment and Career Planning	146	(30)
The Relationship of Assessment to the Career Planning Process	148	(3)
Step 1: Become Aware of the Need to Make Career Decisions	148	(1)
Step 2: Learn About or Reevaluate Vocational Self-Concept	149	(1)
Step 3: Identify Occupational Alternatives	150	(1)
Step 4: Obtain Information About Identified Alternatives	150	(1)
Step 5: Make Tentative Choices from Among Available Occupations	150	(1)
Step 6: Make Educational Choices	150	(1)
Step 7: Implement a Vocational Choice	151	(1)
Purposes of Assessment	151	(3)
Learning More About the Needs of the Student of Client	151	(1)
Learning More About Clients and Helping Them Learn More About Themselves	152	(1)
Determining the Change or Progress of an Individual or Group	153	(1)
Responsibilities and Competencies of the Counselor	154	(5)
Possess a General Knowledge About Assessment	154	(2)
Have a Detailed Knowledge About the Instruments Used	156	(1)
Prepare Students or Clients Adequately	157	(1)
Administer Instruments Properly	157	(1)
Interpret Instruments Properly	157	(2)
Follow Through with Clients	159	(1)
Informal Assessments	159	(3)
Formal Assessments	162	(6)
Types of Formal Assessments	163	(5)
Ways in Which Assessment Instruments May Be Administered	168	(3)
Types of Reports	171	(2)
Selection of Instruments	173	(1)
Summary	173	(1)
References	174	(2)
Career Information and Resources	176	(26)
The Counselor's Role in Providing Data	177	(3)
Barriers and Decision Styles	179	(1)
The Client's Role in Receiving Data	180	(1)
Types of Data Needed by Clients	181	(9)
Programs of Study	181	(2)
Occupations	183	(3)
Schools	186	(2)
Financial Aid	188	(2)
Jobs	190	(1)
Other Methods of Collecting Data	190	(1)
Organizing Occupations	191	(4)
The Holland System	192	(1)
The World-of-Work Map	192	(2)
The Guide to Occupational Exploration Clusters	194	(1)
O*Net Classification System	194	(1)
U.S. Department of Education Career Clusters	194	(1)
The Career Center	195	(1)
Helping Clients Turn Data into Information	195	(4)
Summary	199	(1)
References	199	(3)
Using Technology to Support Career Counseling and Planning	202	(19)
Computer-Assisted Career Guidance Systems	203	(3)
Computer Capabilities	206	(1)
Adding High Touch to High Tech	207	(1)
The Internet as the Deliverer of Computer-Assisted Systems	208	(1)
Types of Computer-Assisted Systems	208	(2)
Assessment Systems	209	(1)
Career Information Systems	209	(1)
Career Planning Systems	210	(1)
Choosing a Computer-Assisted Career Guidance System	210	(3)
The Counselor and the Computer	213	(2)
Issues Related to Cybercounseling	215	(4)
Summary	219	(1)
References	219	(2)
Career Counseling Strategies and Techniques for the 21st Century	221	(34)
Expanding the Limited View of Career Counseling	223	(1)
Career Counseling in the 21st Century	224	(1)
Designing Career Counseling Strategies for the 21st Century	225	(9)
Providing Counseling-Based Career Assistance	226	(2)
Providing Support in Career Counseling	228	(6)
A Framework for Career Counseling	234	(11)
The Beginning or Initial Phase of Career Counseling	234	(4)
The Middle or Working Phase of Career Counseling	238	(3)
The Ending or Termination Phase of Career Counseling	241	(4)
Career Counseling Groups	245	(5)
Career Counseling Professional Designations and Related Service Providers	250	(1)
Summary	251	(1)
References	251	(4)
Designing and Implementing Career Development Programs and Services	255	(25)
Steps for Designing and Implementing a Career Development Program	257	(10)
Step 1: Define the Target Population and Its Characteristics	257	(1)
Step 2: Determine the Needs of the Target Population	258	(2)
Step 3: Write Measurable Objectives to Meet Needs	260	(2)
Step 4: Determine How to Deliver the Career Planning Services	262	(1)
Step 5: Determine the Content of the Program	263	(1)
Step 6: Determine the Cost of the Program	264	(1)
Step 7: Begin to Promote and Explain Your Services	264	(1)
Step 8: Start Promoting and Delivering the Full-Blown Program of Services	265	(1)
Step 9: Evaluate the Program	265	(2)
Step 10: Revise the Program as Needed	267	(1)
Some Sample Programs	267	(11)
Example 1: A Middle School	267	(2)
Example 2: A High School	269	(3)
Example 3: A University	272	(2)
Example 4: A Corporation	274	(2)
Example 5: A Community Agency	276	(2)
Summary	278	(1)
References	279	(1)
Career Development Interventions in the Elementary Schools	280	(27)
Overview of Career Development Interventions in the Schools	284	(1)
Systematic and Coordinated Planning for Career Development Programs in the Schools	284	(2)
Career Development in the Elementary Schools	286	(2)
Goals of Career Development Interventions at the Elementary School Level	288	(1)
Career Development Guidelines for Elementary School Students	289	(1)
Career Development Interventions in the Elementary Schools	290	(4)
Parental Involvement	294	(2)
Summary	296	(1)
References	296	(2)
Sample Career Development Activities for Elementary School Students	298	(9)
Career Development Interventions in Middle and High Schools	307	(37)
Middle/Junior High School	308	(8)
Career Development Guidelines for Middle/Junior High School Students	311	(1)
Career Development Interventions in Middle/Junior High Schools	312	(4)
High School	316	(10)
Career Development Guidelines for High School Students	320	(1)
Career Development Interventions in High Schools	321	(5)
Summary	326	(1)
References	327	(2)
Sample Career Development Activities for Middle/Junior and High School Students	329	(15)
Career Development Interventions in Higher Education	344	(32)
The Career Needs of Higher Education Students	346	(3)
The Evolution of Career Development Interventions in Higher Education	349	(2)
Career Development Competencies in Adulthood	351	(4)
Self-Knowledge	351	(1)
Education and Occupational Exploration	352	(1)
Career Planning	353	(2)
Models, Services, and Standards for Career Development Interventions in Higher Education	355	(6)
Models	355	(2)
Services	357	(2)
Standards	359	(2)
Managing Career Services in Higher Education	361	(2)
Summary	363	(1)
References	364	(2)
Course Syllabus for Counselor Education Class	366	(10)
Career Development Interventions in Community Settings	376	(14)
Training, Certification, and Licensure	378	(1)
Competencies	379	(4)
Coordination	379	(2)
Consultation	381	(1)
Advocacy	382	(1)
Case Management	382	(1)
Similarities and Differences in Community-Based Settings	383	(1)
Settings for Community-Based Career Counselors	384	(5)
Private Practice	384	(2)
The World Wide Web: Cybercounseling	386	(1)
Mental Health Centers	386	(1)
Substance Abuse Centers	386	(1)
Rehabilitation Settings	386	(1)
Corrections and Probation	387	(1)
Military Settings	387	(1)
Job Service Offices and One-Stop Centers	388	(1)
Corporations and Other Organizations	388	(1)
Summary	389	(1)
References	389	(1)
Ethical Issues in Career Development Interventions	390	(20)
Ethical Dilemmas Versus Moral Temptations	395	(1)
Using Principles to Resolve Ethical Decisions	396	(1)
The Role of Values in Defining Career Development Interventions	397	(3)
Using Ethical Codes	400	(5)
Ethical Challenges Facing Career Counselors	401	(1)
Are All Individual Career Interventions Counseling?	401	(2)
Should Those Without Traditional Training and Credentials Provide Career Services?	403	(1)
How Should the Internet Be Used in Career Development Interventions?	403	(2)
The Ethical Standards of the NCDA	405	(3)
Section A: General	405	(1)
Section B: The Counseling Relationship	405	(1)
Section C: Measurement and Evaluation	405	(1)
Section D: Research and Publication	406	(1)
Section E: Consulting	406	(1)
Section F: Private Practice	406	(2)
Summary	408	(1)
References	408	(2)
Evaluation of Career Planning Services	410	(14)
Steps in Planning Evaluation	411	(1)
Stakeholders	412	(1)
Types of Data Collected	413	(1)
Benchmarks for Evaluation	414	(3)
Methods of Evaluation	417	(2)
Using the Results of Evaluation	419	(3)
Roadblocks to Evaluation	422	(1)
Summary	422	(1)
References	423	(1)
Appendix A American Counseling Association Code of Ethics and Standards of Practice	424	(22)
Appendix B National Career Development Association Ethical Standards	446	(6)
Appendix C Educational and Career Planning Portfolio	452	(6)
Appendix D Career Counseling Competencies of the National Career Development Association (NCDA)	458	(4)
Appendix E 2001 CACREP Standards Related to Career Development	462	(1)
Index	463

Excerpts

We have taught career courses to students in numerous universities in the Uhited States, as well as in Canada, Japan, Denmark, Portugal, England, and Spain, to mention just a few. Wherever students are interested in learning about career development theory and practice, we are eager to go! In each instance, however, we not only teach students about career development interventions but students also teach us. The idea for this book began in response to student requests (pleas) for a career development textbook that was readable, useful, and interesting. These are high, but reasonable, expectations. These expectations served as our guiding principles as we composed the chapters of this book. To make the book more readable, most chapters include case studies. Our goal is to help readers connect chapter content with the lives of people represented in the cases. Although the cases are, for the most part, fictional, they reflect the career concerns of people with whom we have worked as career counselors in schools, in community settings, and in higher education. Thus, we are indebted to our clients, in addition to our students, for teaching us about the career development process. We seek to share these experiences with the readers of this book. Another goal is to convey to our readers the deep respect and long-term commitment we have for career development theory and practice. We emphasize this goal in Chapter 1. As we note in the book, there are few things more personal than a career choice, and we were cognizant of this fact as we wrote each chapter. Making career decisions involves deciding how we will spend one of the most precious commodities we have--our time on Earth. We realize that these decisions are often very difficult and overwhelming. Thus, we draw upon the work of our colleagues in the field to present readers with state-of-the-art career theory and practice. However, the current situation evolved from the past contributions of many leaders in the field. We acknowledge their important foundational contributions in Chapter 1. Although we cover a wide variety of theoretical perspectives in the book (especially in Chapters 2 and 3), we emphasize that careers develop over time. A decision point in one's career development is just that, a point in time at which one makes decisions based on previous and current career development experiences. Although knowing how to help people at these important points in their career development is crucial, career practitioners can also intervene proactively in the lives of children, adolescents, and adults in ways that facilitate positive career development prior to career crises occurring. Being able to provide assistance in both instances is critical. We are especially concerned that career development theory and practice be inclusive. Constructing culturally inclusive career development interventions should be standard practice within the field. Unfortunately, this has not been the case. In part because of their historical context, career theories and practices focused primarily on the career experiences of European American middle-class males. Although we devote a chapter to diverse populations (Chapter 4), throughout the book we also address the need for inclusive career interventions. Our cases also tend to highlight the career experiences of clients from diverse backgrounds. We think both approaches (i.e., having a single chapter devoted to the topic and infusing diversity throughout the book) are needed to begin to more adequately address the career development needs of all people. The need to provide clients with culturally sensitive career interventions provides an important foundation for discussing career counseling interventions in Chapter 8 and career assessment approaches in Chapter 5. The career counseling process and outcomes information provided here reflects the most recent work within the field. We also provide career informat