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vi CONTENTS

PART III SOCIETY’S IMPACT ON CAREER 99

6 Career Counseling for the Global Economy 101

Global Economy’s Impact on Career 102
Careering 103
Strategies for Dealing with the Global Economy 104
Positive Uncertainty: Accepting Change—Challenging Paradoxes 104
Self-Esteem at Work 107
The Great Recession 110
Socioeconomic Critique 112
Summary 113
Study Outline: Key Terms and Concepts 114
References 116

7 Career Issues for a Diverse Workforce 118

Increasing Cultural Sensitivity: Examining Personal–Societal
Backgrounds 119
Gender Issues and Career 122
Female Gender Issues 122
Male Gender Issues 124
Sexual Orientation 126
Family Issues and Career 126
Diversity in the United States: Race, Background, SES, and Disability 128
Embedded Assumptions for the Career Counselor 129
Brown’s Theory of Cross-Cultural Values 130
Acculturation and Racial Identity Development 132
U.S. Economic Issues: Wealth Distribution 133
Career Clients with Disabilities 135
Global Cultural and Economic Career Issues 137
Programming for Cultural Groups 141
Life Design, Social Justice, and Inclusive Career Services 141
Summary 142
Study Outline: Key Terms and Concepts 143
References 145

PART IV PROFESSIONAL SKILLS FOR CAREER

COUNSELING 149

8 Career Counseling Process 151

Classic Career Counseling Interaction 151

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 CONTENTS vii

Exploring Phase 152

Integration Phase 162
Client Change 166
Summary 168
Study Outline: Key Terms and Concepts 169
References 170

9 Career Counseling Techniques 172

Techniques for Expanding Self-Awareness 173
Career Genogram 173
Life Reviews 174
Career Imaginings 175
Metaphors 177
Identifying Skills 180
Values 181
Occupational Card Sorts 183
Defining Success 184
Narrowing and Prioritizing 184
Decision Making 184
Career Portfolio 188
Career Support Groups/Psychoeducational Groups 188
Summary 189
Study Outline: Key Terms and Concepts 189
References 190

10 Assessment and Career Counseling 192

Assessing Client Information 193
Context for Presenting Concerns 193
Styles of Making Choices and Social Support 194
Leisure Activities 196
Interview Summary 196
To Test or Not to Test, That Is the Question 197
Qualitative Assessment Methods 198
Tests Are Tools 198
Choosing Appropriate Instruments 198
Validity 198
Reliability 199
Career Interest Inventories and the Career Diamond 199
Interpreting Assessment Results 203
Interpreting Instruments 204
Interpreting Results of Interest Inventories 209

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viii CONTENTS

Components of Interest Inventories 209

Gender Differences 211
Procedural Checks 211
Special Scales 211
Summary 214
Study Outline: Key Terms and Concepts 214
References 215

11 Managing Career Information and Technology 218

Evaluating Information 218
Organizing Occupational Information 220
Processing Information 220
Computer-Assisted Career Guidance Systems 221
Career Information Delivery Systems 223
Information from Government Agencies 224
Dictionary of Occupational Titles and Guide for Occupational
Exploration 224
O*NET 224
Occupational Outlook Handbook 226
Department of Defense, Service Branches 226
Other Information Sources 226
Directories 226
Websites 227
Job Search Sites 227
Virtual Job Fairs 228
Career Counseling Online 228
Online Career Counseling 230
Summary 231
Study Outline: Key Terms and Concepts 231
References 233

PART V CAREER IN SCHOOLS 235

12 Career Development in Elementary School 237

The National Career Development Guidelines (NCDG) and a Career
Development Program for Kindergarten to Fifth Grade 239
The National Career Development Guidelines 239
NCDG and Grade School 240
Career Development Program 240
Learning about One’s Self: Gender, Morals, Social Skills, Self-Esteem,
and self-Efficacy 244

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 CONTENTS ix

Gender 244
Morals 246
Social Skills 248
Self-Esteem, Self-Concept, and Self-Efficacy 250
Learning about the External World: Play 252
Benefits of Affect in Play 253
Types of Play 254
Making Career Development Work in the School 256
Support from Teachers and Administrators 256
Support from Parents and Community 257
Summary 258
Study Outline: Key Terms and Concepts 259
References 260

13 Career Development in Middle School 263

The National Career Development Guidelines (NCDA, n.d.) and
a Career Development Program for Middle School/Junior High
(Grades 6–8) 264
NCDG and Middle School 264
Career Development Program 267
The First Diamond: Middle School 268
Early Adolescence and the Internal Side of the Diamond 270
Cognitions 270
Gender and Socioeconomic Status (SES) 271
Ethnicity 273
Identity 274
Interests, Abilities, and Values 275
Wrapping It Up 276
Early Adolescence and the External Side of the Diamond 276
Role of Parents and Teachers 276
Time with Peers versus Parents: Experiencing the External World 278
Summary 280
Study Outline: Key Terms and Concepts 281
References 282

14 Career Development in High School 285

The National Career Development Guidelines (NCDA, n.d.) and
a Career Development Program for High School (Grades 9–12) 286
NCDG and High School 286
Career Development Program 286
Career Diamonds 290
Adolescence and the Self Side of the Diamond 292

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x CONTENTS

Cognitions 292
Adolescent Decision Making 294
Gender 297
Socioeconomic Status (SES) 299
Ethnicity 299
Identity 300
Interaction of the Internal and External 303
Interests, Abilities, and Values 303
Adolescence and the External Side of the Diamond 305
Work 305
Role of the Classroom 305
Role of Parents 306
Summary 309
Study Outline: Key Terms and Concepts 309
References 311

PART VI CAREER SERVICES IN THE COMMUNITY 315

15 Career Development for Emerging Adulthood 317

Career Diamond(s): It Depends 318
Emerging Adulthood: Ages 18–25 318
Emerging Adulthood 319
Realities of Emerging Adulthood 321
Emerging Adulthood: Race and Poverty 323
School-to-Work Transition: Work-Bound Students 324
College-Bound Students 327
Beginning One’s College Career 327
Student Athletes 328
Minority College Students 330
Career Resource Center: A Model 331
Career Resource Room 331
Career Assistants 331
Educational Information 332
Walk-In Career Counseling 332
Special Populations 333
Summary 333
Study Outline: Key Terms and Concepts 334
References 335

16 Career Counseling for Adults 337

Life Transitions 338

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 CONTENTS xi

Emotional and Cognitive Constructs Experienced

during Transitions 339
Prochaska’s Model for Change: “I Want to Choose
to Change, But …” 341
Precontemplators 341
Contemplators 342
Becoming a Client: Preparation and Action 342
Maintenance with Recycling and Termination 343
Undecided versus Indecisive 344
Career Coaching 344
Entrepreneurs 346
Career Consulting for Organizations 347
Consultation for Plant Closings 347
Values and Spirituality in Career Counseling 350
Life’s Meaning 350
Core Humanistic Values 351
Self Expression as Meaning 351
Process Interventions 352
Reflection of Meaning 352
Creativity 352
Saving the Planet 353
Nature and Community 353
Spirituality 354
Flow: Meaning beyond the Self 354
Counseling as Flow: In Touch with Client’s Healing Spirit 355
Meaning through Religion 355
Meaning and Change 356
Summary 357
Study Outline: Key Terms and Concepts 358
References 359

17 Professional Issues: Ethics and Research 362

Ethics 363
National Career Development Association 363
Ethical Code 363
Client Welfare 364
Confidentiality 365
Professional Responsibility 365
Professional Competence 366
Sharing Ethical Experiences 367
Supporting Holistic, Relational, and Family Values 367
Research 368

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xii CONTENTS

Children 369
Adolescents and Emerging Adulthood 370
Adulthood and Older Workers 371
Additional Areas of Interest 371
Career Research 373
Summary 373
Study Outline: Key Terms and Concepts 373
References 374

NAME INDEX 376

SUBJECT INDEX 378

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 PREFACE

Like other instructors who have taught career counseling to graduate students
for many years, we realized our teaching goals would be more readily
achieved if only we could find a textbook that worked with us rather than
against us. We wanted to bridge the gap between textbook material and
counseling practice, but we recognized, as Savakis and Lent (1994) pointed
out, career theory is not career counseling theory. We suspected the tradi-
tional test-and-tell dilemma may exist precisely because textbooks do not
describe the process of career counseling. We wanted a text which would
integrate standard therapy techniques with self exploration, information pro-
cessing, and making choices. We found our students didn’t apply listening
skills with career clients, because they had learned from their textbook that
career counseling is different and separate from other forms of counseling.
We also wanted a textbook which would describe both traditional theories
and new concepts that stress adaptability to constant change, while showing
students how to apply these ideas in practice. Finally, in our lectures we felt
compelled to elaborate on the pressures of the global economy, and we
wanted a text that would support that emphasis.
Several factors moved us toward translating our teaching approach into a
textbook that would support our own courses and those of other instructors
with similar commitments to career counseling. We decided the Career Dia-
mond, a pedagogical tool we had used in our teaching and with clients,
could be a visual aid throughout the textbook. We had found, for example,
the Career Diamond helped students grasp the need for client exploration
prior to making choices, because students could readily visualize the flow of
the counseling process. By inverting the Career Diamond, we were better
able to illustrate how external pressures, such as social constructs and limited
economic resources, can weigh down and flatten out personal preferences.
xiii
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xiv PREFACE

We wanted to include developmental theory from both the career field

and from general psychology so we could provide more substance for school
counselors and those working with young adults. We chose to emphasize the
importance of career education both in the public schools, and in the private
sector where we could provide examples from our consulting work. Finally,
we wanted to attend to the neglected area of spirituality—of helping clients
who find that career transitions often become the vehicle for examining life’s
meaning.

New to the Second Edition

Our original intentions for the first edition remain the same for the second
edition with some important additions. With five years between editions,
career literature has changed both in content and in emphasis. Savickas’
work with Super and his own rendition of career constructionism has been
utilized to update the Career Diamond model. Concepts from Blustein’s psy-
chology of working have also been included. Developmental neurological
research has been included in the high school chapter explaining why adoles-
cents think differently than adults; and we have added a chapter for college
students and emerging adults. Changes in the economy are described in a sec-
tion titled, “The Great Recession,” (McManus, 2010) a term emphasizing the
enormous impact of the protracted financial downturn. Although some of the
first edition’s description of globalization included the effect of regular career
change, the latest economic conditions have taken a more negative turn with
high unemployment lasting longer than in previous recessions. The darkened
mood for workers could increase pressures on counselors to use pragmatic
techniques, returning career counseling to a time efficient, trait factor
approach and de-emphasizing the need for a holistic approach to identity
concerns (Hansen, 2003). However, we hope to remind counselors, we coun-
sel human beings, not the recession. Though difficult external demands must
receive attention, career counselors can facilitate a process where client values
direct choices.
In addition to the changes within chapters, new chapters have been added
to keep up with the needs of courses on career counseling. As mentioned ear-
lier, we have added a chapter for counseling college students to reflect neuro-
logical research and the impact of the economy for emerging adults. We have
added a chapter for the professional issues of ethics and research. Reviewing
areas in need of further research is intended to encourage graduate students
to recognize career issues as potential topics for theses and dissertations.
Highlighting ethics seemed a need for the career field when economic and
societal change is occurring at a rapid pace.

The Organization of This Book

We begin the book by describing the history of career experiences and ser-
vices and by stressing the competencies needed by career counselors as pro-
vided by NCDA. The Career Diamond (Chapter 2) serves as a tool for
representing the career counseling process.. Traditional theories provide foun-
dational concepts with an expanded description of developmental

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 PREFACE xv

constructionism by Savickas and the concepts from the psychology of work-

ing by Bluestein. In presenting theory, our goal is to enable students to see
theory as having actual application in client sessions.
In the chapter dealing with current trends in the world of work
(Chapter 6), we offer specific strategies for helping clients succeed in a global
economy while also explaining theoretical concepts such as positive uncer-
tainty by Gelatt. In the interest of applying theory to practice, we place some
theories where the concepts are most applicable to the topics discussed. In the
chapter describing today’s multicultural workforce (Chapter 7), we discuss
Brown’s values approach. We include a section on gender issues, for hetero-
sexual men and women, and for same sex orientations. We discuss public
policies that affect all workers, from the middle class to participants in
welfare-to-work programs to the working poor. Our intent is to encourage
career counselors to see career issues as relevant to those marginalized in an
exclusionary economy and to recognize the impact of political issues on
career clients.
We placed our full description of the career counseling process about
midway through the textbook (Chapter 8) so previously explained concepts
can enhance students’ understanding of how to work with clients. We follow
up the process chapter by presenting many career counseling techniques we
have used with our clients over the years (Chapter 9). At this point, we expect
that students are ready to learn specific strategies with an informed sense of
how to select and use techniques depending on the client’s need. We deliber-
ately save the discussion of assessment until Chapter 10, embedding the use
of instruments in the body of the text so testing can be seen as a tool, not
the focus of counseling.
Chapter 11 surveys the informational resources available for career
exploration and for making choices. In this day and age, information
becomes outdated so quickly we have done our best to provide the latest
venues. Chapter 15 describes the career resource center developed and direc-
ted by the first author. Application of theory comes through in small details
such as organizing library material by Holland codes, and in the bigger pic-
ture of developing different services for clients just starting career exploration
compared to clients fully examining their career identities.
Chapters 12, 13, and 14, which describe the career development of
school-age children, are an integration of Gysbers and Henderson’s work
and theories of psychological development. These three chapters are written
specifically for graduate students who are planning counseling careers in edu-
cational settings; career counselors who plan to work in colleges and the com-
munity will be more interested in Chapters 15 & 16, which describes working
with the whole age range of adults coping with the current working
conditions.
We include ideas from writers not typically found in career textbooks
when the ideas are useful to career counselors—Branden’s application of self-
esteem issues for organizations and Prochaska and Norcross’ (2010) concepts
of readiness for psychological change.

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xvi PREFACE

Finally, our inclusion of a discussion of spirituality in Chapter 16 recog-

nizes that career choices can express the deepest sense of what is worthwhile
in life. Chapter 17 is intended for professionals who must attend to ethics
and who can contribute to the field through research. Major points for sec-
tions of the NCDA code of ethics are briefly listed followed by reviews of
articles discussing related issues.

Pedagogical Features
As a book designed to meet the needs of practitioners-in-training, the text
includes case studies which illustrate the concepts and the online manual
includes skill exercises for most chapters. The goal is to help students build
skills and an understanding of ideas so both come together in ways that
make the practice of career counseling come alive for the learner. Most of
the case studies came from experiences with actual clients. After each case
study, in “How Would You Conceptualize this Client,” we provide two or
three questions as prompts to help students envision what they would do if
they were counseling the client described. The questions are followed by a
section, “What Actually Happened,” in which students can view the real
resolution of the case. At the end of each chapter, students find another learn-
ing aid: a Study Outline with bolded terms defined. The terms are words stu-
dents would often find on professional tests for licensing or credentialing.

Encouraging Career Counseling Discussions in Class

We encourage students and instructors to tell their career stories and freely
exchange their experiential reactions to the book’s material. As educators,
many career counselors struggle with common issues, such as how to assist
clients who may have unrealistic career goals, how to draw out clients to a
full identity exploration, and how to account for the “chance factor” affect-
ing most careers. Class discussions weighing ethical concerns help students
learn how to process professional judgments and to trust their subjective
experience. Students can also learn how to prevent the projection of their
fears onto clients and to develop a humanistic, holistic, professional, and
thoughtful approach to career counseling practice.
In this book, we freely share our clinical experience, giving examples of
integrating external requirements with the client’s personal soul searching
and telling how we deal with the personal connections we make with clients.
Much can be learned from the stories of professionals—organizing concepts
and experience, offering pictures of cases resolved, and creating visions of
what career counseling can be.
Finally, our hope is our writing will enable career counselors-in-training
to see the field in all its complexity and to realize that facilitating career
development is itself a meaningful gift to students, clients, and society at
large. We encourage the counseling educators and counselors-in-training who
use our book to visit the Cengage Learning website (http://www.cengage.
com) and share reactions to the material and suggestions for improving future
editions.

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 PREFACE xvii

Instructor Ancillaries
To help faculty prepare their course materials and to enhance their experience
using the book, the online Instructor’s Manual contains a number of teaching
aids. For each chapter, the student’s section contains learning objectives and
15 quiz questions. For the faculty, teaching objectives are followed by a 25
question test bank and an outline the chapter’s main points. The teaching
themes for the chapter are described and ethics boxes posit situations which
can be reprinted for class discussions. Directions for experiential exercises
expand on chapter topics. In chapter 2, full size diamond figures are available
for reprints.

Acknowledgements
As co-authors we are grateful to the many faculty and administrators at Mid-
western State University who gave support for this project. I (Patricia Ander-
sen) also appreciate the breaks away from the computer to play with my
grandson, Jesse,
I (Michael Vandehey) would like to give my thanks to my wife Torry and
my sons, Brennan and Riley, for their loving support and playful diversions
during the writing of this text; to Michael Shuff, whose friendship spans
many facets of my personal and professional development;;
We also thank Seth Dobrin at Cengage Learning for guiding us through
the writing of the second edition. We thank Biswa Jyoti Sur and Joseph Mal-
colm for the time and care spent in copyediting and correcting the proofs of
the manuscript. We also appreciate the reviewers Patrick Akos, University of
North Carolina – Chapel Hill; J. Bertinetti, University of Nebraska – Omaha;
Theresa A. Coogan, Bridgewater State University; Laura Gaudet, Chadron
State College; Aaron Hughey, Western Kentucky University; Seth Olsen,
University of South Dakota; Stacy M. Van Horn, University of Central Florida
who offered suggestions.

References
Doyle McManus, 2010 Great Recession’s psychological fallout Los Angeles Times.
July 15.
Hansen, S. S. (2003). Career counselors as advocates and change agents for equality.
The Career Development Quarterly, 52, 43–53.
Prochasca, J. O. and Norcross, J. C. (2010). Systems of Psychotherapy: A Trans-
theoretical Analysis. Belmont, CA: Brooks/Cole, Cengage Learning.
Savickas, M. L. and Lent, R. W. (1994). Convergence in Career Development Theory:
Implications for Science and Practice. Palo Alto, CA: Consulting Psychologists
Press.

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 PART I
Understanding Career
Services

1 Context for Career Services

2 Career Diamond

1
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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