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Annual Review: Practice and Research in Career Counseling and Development—1997
Abstract
This article reviews literature published in 1997 related to career counseling and career development. The authors' review revealed that researchers and practitioners continue to productively contribute to a dynamic understanding of career-related issues. The literature was organized into 4 sections: career development throughout the life span, cultural and contextual factors, issues related to assessment, and theoretical advances.
... Previous studies have shown that there is a strong relationship between career adaptability that accepted as a useful construct for examining what it is that career counselors do, and what they will need to do in the future (Swanson and Parcover 1998) and leadership (Rottinghaus et al. 2005). Leaders must encourage their employees "to become more career-resilient and engage in career development activities to deal with changes in required knowledge, skills, and abilities, and to facilitate their mobility" and participation in decision making process and autonomy, along with supervisory career support (information, advice, and encouragement), enhance employee's career adaptability (Ito and Brotheridge 2005, p. 5). ...
This study aims to contribute to form the standards of educational leadership aimed at primary and secondary school administrators in Turkey. In this study, the studies that have been done aimed at school administration are reviewed. At a study in Turkey, educational leadership standards formed in the USA (ISSLC, 1996) are accepted largely by many educators from different fields. On this basis, by examining the advanced 2008 version of ISSLC 1996, we have tried to offer an insight into points that will contribute to form and improve the standards of school administration.
... L'ACQUISIZIONE DI SKILLS EDUCATIVE 207 Le skills possono essere definite come l'insieme di procedure e processi cognitivi che rendono possibile la capacità di eseguire bene le funzioni e le mansioni connesse con una professione. Si tratta di processi che devono essere appresi nel tempo e che consentono di trasferire efficacemente nel lavoro le conoscenze acquisite dai percorsi formativi (Swanson, 1995;Swanson, Parcover, 1998). Il tutor si occupa della formazione, della realizzazione e della crescita dell'altro, opera con una postura educativa e dirige, al tempo stesso, l'attenzione a sé 208 . ...
Questo saggio vuole presentare le competenze educative della figura professionale del tutor dell'orientamento in ambito scolastico e universitario con la finalità di specifi-care con maggiore attenzione il contributo e la specificità della pedagogia. Oltre alle competenze verranno specifica-ti i compiti, le attitudini ed i valori di riferimento della professioni utili al percorso di consolidamento personale e di acquisizione delle Career Management Skills. This paper aims to present the educational skills of the tutors in schools and universities with the aim to specify more carefully the contribution and the specificity of the pedagogy. In addition to the skills, the paper aims to present tasks, attitudes and values of reference of professions useful to the path of consolidation and acquisition of Career Management Skills.
... Results of the study indicated that career counseling supervisors may more frequently need to help trainees understand the links between career and personal issues, work through myths about career counseling, and spend supervision time on educating supervisees about career theories and components of career counseling. In a second dissertation study, Swanson and Parcover (1998) found that career counseling supervisory dyads experienced their supervision positively in ways that were similar to general counseling supervision. Most unique to the career counseling was a gain in career counseling self-efficacy among the trainees that, in turn, related to the supervisory alliance. ...
In comparison with other areas of career counseling, training and supervision generally has been understudied. That said, important findings and theoretical directions have been offered in the literature. The purpose of this chapter is threefold. First, it provides an overview of how career counseling training has been conducted and studied. In so doing, it organizes the existing disparate literature into a useful conceptual framework that will allow educators to consider fostering trainee competency in career counseling through various educational milestones. Second, it reviews the literature on career counseling supervision and applies the leading models of supervision to the career context, both theoretically and via the use of a case vignette used across the models. Finally, it provides recommendations for future directions in training and supervision in career counseling.
... 121). Eight years later, Swanson and Parcover (1998) observed that "career counseling interventions, particularly their evaluation, received relatively little attention" (p. 124). ...
This annual review of the career counseling and development literature presents a content analysis of refereed journal articles published in 2013. Four research questions guided the analysis: (a) What content topics were included in career development articles published in refereed journals in 2013? (b) To what extent are theory, research, and practice integrated in career development articles published in refereed journals in 2013? (c) What variation exists in the characteristics of career development articles published in refereed journals in 2013? and (d) What variation exists in the content included in theory, research, and practice articles? A total of 360 unique topics were identified in 357 articles from 24 journals. Results indicated that topic content in journals evolved slowly with limited integration of theory, research, and practice. Implications are suggested for (a) future topic content; (b) better integration of theory, research, and practice; (c) education and training; (d) journal editorial policy; and (e) future content analyses of journal articles.
... Previous studies have shown that there is a strong relationship between career adaptability that accepted as a useful construct for examining what it is that career counselors do, and what they will need to do in the future (Swanson and Parcover 1998) and leadership (Rottinghaus et al. 2005). Leaders must encourage their employees "to become more career-resilient and engage in career development activities to deal with changes in required knowledge, skills, and abilities, and to facilitate their mobility" and participation in decision making process and autonomy, along with supervisory career support (information, advice, and encouragement), enhance employee's career adaptability (Ito and Brotheridge 2005, p. 5). ...
The aim of this research is to examine the validity and reliability of the Turkish version of the Career Futures Inventory–Revised (CFI-R; Rottinghaus et al. J Career Assessment 20:123–139, 2012). Participants were 346 (189 female and 157 male) teachers who were employed in different schools in Istanbul and Sakarya. The results of confirmatory factor analysis indicated that five-dimensional Career Futures Inventory model (career agency, negative career outlook, occupational outlook, support, and work-life balance) was well fit (x
2
= 800.01, df = 335, p = 0.00, RMSEA = .049, NFI = .88, NNFI = .92, CFI = .92, IFI = .93, RFI = .86, GFI = .91, AGFI = .89, and SRMR = .048). The internal consistency coefficients of five subscales were .57, .81, .70, .88, and .83, respectively. The corrected item-total correlations of CFI-R ranged from .36 to .82. Overall findings demonstrated that this scale had high validity and reliability scores and that it may be used as a valid and reliable instrument in order to understand current attitudes toward a variety of career transitions. Nevertheless, further studies that will use CFI-R are important for its measurement force.
... Previous studies have shown that there is a strong relationship between career adaptability that accepted as a useful construct for examining what it is that career counselors do, and what they will need to do in the future (Swanson and Parcover 1998) and leadership (Rottinghaus et al. 2005). Leaders must encourage their employees "to become more career-resilient and engage in career development activities to deal with changes in required knowledge, skills, and abilities, and to facilitate their mobility" and participation in decision making process and autonomy, along with supervisory career support (information, advice, and encouragement), enhance employee's career adaptability (Ito and Brotheridge 2005, p. 5). ...
The aim of this research is to examine the validity and reliability of the Turkish version of the Career Futures Inventory–Revised (CFI-R; Rottinghoaus, Buelow, Matyja, & Schneider, 2012). Participants were 346 (189 female and 157 male) teachers who were employed in different schools in Istanbul and Sakarya. The results of confirmatory factor analysis indicated that five-dimensional Career Futures Inventory model (career agency, negative career outlook, occupational outlook, support, and work-life balance) was well fit (x²=800.01, df=335, p=0.00, RMSEA=.049, NFI=.88, NNFI=.92, CFI=.92, IFI=.93, RFI=.86, GFI=.91, AGFI=.89, and SRMR=.048). The internal consistency coefficients of five subscales were .57, .81, .70, .88, and .83, respectively. The corrected item-total correlations of CFI-R ranged from .36 to .82. Overall findings demonstrated that this scale had high validity and reliability scores and that it may be used as a valid and reliable instrument in order to understand current attitudes toward a variety of career transitions. Nevertheless, further studies that will use CFI-R are important for its measurement force.
... There needs to be more outcome research in the career area, particularly in terms of teaming process and outcome research (Arbona, 2000;Swanson, 1995). Furthermore, more attention needs to be given to client attribute by treatment interactions to determine which career treatments are effective with which clients (Fretz, 1981;Savickas, 1989;Swanson & Parcover, 1998). Within the realm of client attributes, the field would also be advanced if researchers had a systematic classification or diagnostic system to use (Rounds & Tinsley, 1984). ...
This article is designed to apply the Principles of Empirically Supported Interventions to the research related to career counseling and interventions. Although there is empirical support for career interventions in general, there is significant variation in effectiveness among different treatment approaches. The most effective interventions are individual career counseling and career classes, whereas workshops/structured groups and career classes are the most efficient method of providing services to the largest number of clients. Although the findings are somewhat tentative, there is preliminary support for the inclusion of five critical ingredients in all types of career interventions. Additional research, however, is needed to identify which clients benefit from which interventions under what circumstances.
... The consideration of adaptability is timely given the dramatically changing landscape of the marketplace (Goodman, 1994;Morrison & Hall, 2002;Phillips, 1997). Swanson and Parcover (1998) called it "a useful construct for examining what it is that career practitioners do, and what they will need to do in the future, given the changing structure of work" (p. 99). ...
The purpose of this study was to provide initial results on the development and validation of the Career Futures Inventory (CFI), a new 25-item measure of positive career planning attitudes. Items were originated using the rational method. Results from an item analysis of scale homogeneity and exploratory factor analysis in a sample of 690 undergraduates from a large midwestern university revealed three subscales: Career Adaptability, Career Optimism, and Perceived Knowledge. Confirmatory factor analyses indicated that the three-factor model provided an excellent fit to the data. Additional analyses established high internal consistency, temporal stability, and construct validity through examination of correlates with dispositional optimism, Big Five personality characteristics, generalized problem solving, vocationally relevant self-efficacy, interests, and numerous career-relevant attitudes and outcomes. Implications for future research and counseling practice are discussed.
Helping individuals adapt to changing environments is a major strength of career development practice. Additional strengths are a solid theoretical framework, effective assessment tools and technology, and a clear professional identity. Areas of weakness include the lack of integration of contextual factors into career intervention strategies, poor communication between practitioners and researchers, insufficient attention to underserved populations, and inadequate training in counselor education programs. Changes in the economy and in social structures require that people possess adaptive skills; therefore, career counselors should expand their efforts to help clients construct their lives, collaborate with other professionals, and advocate for clients.
The article reviews the practice and research literature in career counseling and development in 1998. The literature is presented and discussed under the following topical headings: contexts and populations, career processes, transitions, career assessment, and career counseling, services and programs.
This article explores implications of Tiedeman's original theory for career counselors. Some components of the theory seem to be compatible with existing volatile job market conditions. Notions of career path recycling, development in reverse, nonlinear progress, and parallel streams in career development are explored. Suggestions are made for counseling interventions and future research using this perspective.
This study reports the development and initial validation of the Career Futures Inventory–Revised (CFI-R) in two large samples of university students. The 28-item CFI-R assesses aspects of career adaptability, including positive career planning attitudes, general outcome expectations, and components of Parsons’ tripartite model and Bandura’s personal agency. Results revealed five internally consistent subscales: career agency, occupational awareness, support, work–life balance, and negative career outlook. Changes from the original CFI include a measure of career agency, including content addressing self-awareness, control, and self-efficacy for managing career transitions; and measures of relational components. Convergent and discriminant validity of the CFI-R subscales were examined related to measures of career decision status, difficulties, and self-efficacy, as well as dispositional optimism and coping styles. The CFI-R can aid in the understanding of current attitudes toward a variety of career transitions and enhance the effectiveness of career counseling by addressing clients’ concerns in a changing occupational world.
This meta-analysis involved the direct comparison of treatment modalities used in career interventions. In general, interventions that did not involve a counselor were found to be less effective than other modalities. Results also indicated that workshops or structured groups tended to produce better outcomes than non-structured career counseling groups. Furthermore, participants who used a career computer system supplemented by counseling had better outcomes than those who just used a computer system. Many of the comparisons involved comparing counselor-free interventions to other counselor-free interventions; however, this analysis did not find any significant moderators to effect size variation. There was also significant variation in workshops/structured groups and additional research is needed to analyze workshop content and client attributes.
Reviews the career literature published in 1999 that focused on issues related to the identification and implementation of career choices. Discussion is organized into three major areas: publications related to theoretical approaches; new assessment instruments; and career interventions and programs. (Contains 219 references.) (Author/GCP)
This annual review of the research and practice literature related to career counseling and development published during 2003 is presented in 6 major areas: professional issues, career assessment, career development, career theory, career interventions, and technology. The authors discuss the implications of the findings in this literature for career counseling practice.
This article is a summary of the literature published in 2001 related to career counseling and career development. The review is designed to provide information to both career practitioners and researchers, with the focus on integration of practice and research. This summary of literature is organized around 5 primary areas: (a) career development, (b) career and vocational theories, (c) career interventions, (d) career assessment, and (e) professional issues. Within the framework of this review, attention is also given to contextual factors including gender, race or ethnicity, sexual orientation, and nationality.
This article presents the author's perspective about the strengths of vocational psychology, which includes its quantitative foundation, empirical evidence on the career concerns of college students, its theory-driven research, focus on vocational assessment, and its professional organization. Weaknesses of the field include its overemphasis on quantitative methodologies, its lack of focus on contextual factors, class-bound perceptions of work, and the parochial view that limits collaboration with and knowledge from other fields. Opportunities for growth exist in the areas of technology, governmental policies, and changes to the workforce. External threats to vocational psychology incorporate appropriation of vocational psychology by other subdisciplines and appropriation of the practice of vocational counseling by others. The author concludes this analysis with dreams of the future in vocational psychology in the areas of training, science, practice, and social advocacy.
Theories of adult development suggest that both personality and social roles are sources of adult well-being, but most research has examined only social roles. An integrated model was used, including personality, number of roles, and role quality, to predict well-being in 2 longitudinal studies of college-educated women. Results for both samples indicated that role quality and personality development were important components of the path to well-being, whereas number of roles occupied was important mainly in early adulthood. Moreover, the results provided support for E. Erikson's (1968) notion of the importance of the sequencing of personality development for later well-being. Path analyses indicated that engagement in multiple roles during early adulthood facilitated the development of identity, which predicted generativity and role quality, which in turn predicted well-being.
A sample of 1,803 minority students from low-income homes was classified into 3 groups on the basis of grades, test scores, and persistence from Grade 8 through Grade 12; the classifications were academically successful school completers (''resilient'' students), school completers with poorer academic performance (nonresilient completers), and noncompleters (dropouts). Groups were compared in terms of psychological characteristics and measures of ''school engagement.'' Large, significant differences were found among groups on engagement behaviors, even after background and psychological characteristics were controlled statistically The findings support the hypothesis that student engagement is an important component of academic resilience. Furthermore, they provide information for designing interventions to improve the educational prognoses of students at risk.
The authors review the development of the modern paradigm for intelligence assessment and application and consider the differentiation between intelligence-as-maximal performance and intelligence-as-typical performance. They review theories of intelligence, personality, and interest as a means to establish potential overlap. Consideration of intelligence-as-typical performance provides a basis for evaluation of intelligence–personality and intelligence–interest relations. Evaluation of relations among personality constructs, vocational interests, and intellectual abilities provides evidence for communality across the domains of personality of J. L. Holland's (1959) model of vocational interests. The authors provide an extensive meta-analysis of personality–intellectual ability correlations, and a review of interest–intellectual ability associations. They identify 4 trait complexes: social, clerical/conventional, science/math, and intellectual/cultural.
Two models of the career development of early adolescent girls were investigated. For each model, endogenous variables were adolescents' gender role attitudes and the mother-daughter relationship (psychological separation and attachment); exogenous variables were adolescents' grade point averages, agentic characteristics, and a latent variable, maternal characteristics. Career orientation (Model 1) and career aspirations (Model 2) were the final outcome variables. A sample of 276 girls drawn from 7th and 8th graders in the rural area of a southeastern state and their mothers participated. In both models, adolescents' agentic characteristics and maternal variables contributed significantly to adolescents' gender role attitudes. In addition, in Model 2, adolescents' agentic characteristics and the mother-daughter relationship contributed to the girls' career aspirations.
There has been a remarkable resurgence of research in organizational socialization in the past 5 years. In fact, there have been more published studies in this period than in any previous period. The diversity of topics and the use of longitudinal designs has provided a substantial increase in our understanding of the socialization process. In this review of organizational socialization, we attempt to make sense of the last 5 years of research as a prologue for the future. First, we review several theoretical perspectives that have driven most of the research and present a multi-level process model of organizational socialization that integrates current theory and research. Second, we review the research in six major areas: socialization tactics; socialization training; proactive socialization; socialization learning and content; group socialization; and moderators, mediators, and individual differences. Third, we evaluate the methodology and measurement used in socialization research. Finally, we conclude with a discussion of research needs for the next 5 years of organizational socialization research.
We report the development, examination, and replication of a spherical structure of vocational interests. A sample of 266 undergraduate students were asked to give their preferences to a sample of 229 occupational titles. The principal components analysis conducted on the item level responses supported the presence of the prestige component in addition to the general, people/things, and data/ideas components typically associated with interest data. Twenty-four subscales were created for geometrically defined combinations of the prestige, people/things, and data/ideas components and these subscales were found to lie on the surface of the sphere. This spherical representation was then examined on independent samples of college (N= 223) and high school students (N= 370). Strong support was yielded for the structure.
The relationship between career decision-making self-efficacy and career maturity among 94 urban and rural high school seniors (51 urban, 43 rural) was investigated. Career maturity differences between urban and rural seniors were also explored. The findings suggested that the career development attitude variable was the most significant predictor of career decision-making self-efficacy for both rural and urban groups. Findings also indicated that rural seniors scored significantly higher on career development knowledge as compared to their urban peers.
This study was designed to obtain validity evidence for the Middle School Self-Efficacy Scale, a measure of self-efficacy, outcome-expectancy and intentions and goals in career decision making or mathematics/science.
The multiple dimensions of identity development and difference among 10 diverse women college students are described, Data analysis using grounded theory methodology yielded 10 key categories and a core category which described contextual influences on the construction of identity. Implications for student affairs are discussed.
A questionnaire packet assessing occupational preferences, activity preferences, and career self-efficacy expectations was administered to 2 samples of college students. The structural invariance of each data set (activity, self-efficacy, and occupation items) was examined for the Ist sample via principal-components analysis, and they correlated. The structure was found to be highly similar across data types. The items were then aggregated into 18 scales representing the spherical model of interests proposed by T. J. G. Tracey and J. Rounds (1996b). The 18 scales were found to fit the spherical model for both the original and validation samples. No gender differences in the structure of the scales were found, but there were gender mean differences found in the scale scores similar to results of past research.
Among 252 undergraduate students, interest consistency and score elevation were weakly predicted by Career Development Inventory (CDI; Super, Thompson, Llndeman, Jordaan, & Myers, 1981) scores; differentiation was not predicted by any of the CDI scales.
College students had positive reactions to computer- and paper-and-pencil administered forms of the Strong Interest Inventory (Hansen & Campbell, 1985) and to profile and interpretive reports of results, with slight preferences for computer administration and the interpretive report.
Two samples of college students (Japanese, N = 373; American, N = 401) were given the Inventory of Occupational Preferences (T. J. G. Tracey & J. Rounds, 1996a), and the structural invariance across cultures was examined at the item and at various scale levels. Correlations of principal-components factor loadings demonstrated that the item structure was similar across cultures. Three separate scale structures were examined: Holland's six-type circular model, Tracey and Rounds's eight-type circular model, and Tracey and Rounds's spherical representation. The fit of the six-type and spherical models to the Japanese sample was significantly worse than their fit to the U.S. sample. There were no differences in cross-cultural fit for the eight-type model. Few structure differences were found between and within genders.
This study examined whether global academic self-concept and academic self-efficacy beliefs that vary in domain specificity-globality represent distinct or common underlying dimensions. Participants were 205 university students who completed measures of academic self-concept, global academic self-efficacy, and domain-specific mathematics self-efficacy. Confirmatory factor analyses revealed that each of the variables represented separate, though related, latent dimensions of self-perception. Self-efficacy and self-concept were also differentially useful in predicting relatively domain-specific versus global academic and vocational criteria. The implications of these findings for theory and practice related to academic achievement and career development are considered.
The author reviews and summarizes more than 200 articles related to career development issues that were published in 1995. The goals were to identify articles relevant to clinicians and to provide a comprehensive and coherent overview of the career development literature. The articles were reviewed and organized within seven areas: counselor-client relations, business and industry, university career centers, career development theories, gender differences, work and family issues, and cross-cultural issues. Implications for future research directions and for assisting clients with their career development challenges are discussed.
This article describes a 1-hour workshop designed to orient students to a career resource center and assist them with career decision making.
This discussion presents a business and industry perspective on Jessica Chang's career. Jessica's career issues are analyzed from an organizational perspective and from a career counseling perspective, with attention to salient cross-cultural counseling issues. The discussion emphasizes actions that organizations can take to anticipate similar situations, and explores how Jessica could have better managed her career development in view of the challenges she encountered.
The four segments in the life-span, life-space approach to comprehending and intervening in careers (individual differences, development, self, and context), constitute four perspectives on adaptation to life roles. Adaptation serves as a bridging construct to integrate the complexity engendered by viewing vocational behavior from four distinct vantage points. To correspond to adaptation as the core construct, career adaptability should replace career maturity as the critical construct in the developmental perspective on adaptation. Moreover, adaptability could be conceptualized using developmental dimensions similar to those used to describe career maturity, namely planning, exploring, and deciding.
This article extends a formula Introduced by Prediger (1981a, 1981b, 1982) to help clients locate themselves on the world-of-work map. The article suggests a way of generating one “overall” 3-letter code from a group of codes.
This article gives an overview of career counseling and counselor training in Finland. Changes with respect to theory and practice are also discussed.
This article reviews literature published in 1993 that is of interest and use to career counselors. Topical areas include definitions of career counseling, descriptions of and outcome research on career assessment and intervention methods, career counseling issues and techniques of particular relevance to women and members of various special groups, and counseling with persons making career transitions.
This article discusses the issue of later-life career planning for adults. Many older adults choose to return to employment rather than enter the traditional retirement stage of their life cycle. The article considers career options for the older adult.
Studies investigating the transference of stress have shown that occupational stressors are transmitted from the job incumbent to a cohabiting partner, affecting not only his/her physical and psychological health but life expectancy as well. These studies remain limited in that they are based on simple bivariate correlations and hence are open to the criticism that: (i) causality has not been demonstrated; (ii) the observed correlations may be due to uncontrolled confounding influences. This study aims to overcome these limitations by using a longitudinal design where job characteristics ‘naturally’, but predictably, fluctuate to identify the causal relationship between one partner's job and the other partner's distress. The sample comprised 82 Navy couples (54 sea-based and 28 shore-based personnel). The job stressors under investigation included the deployment of the seagoing partner and his perceptions of job characteristics (role ambiguity, conflict and work overload). Both the impact on partner well-being of objective and subjective perceptions of job characteristics were included in the present study. The results showed that the well-being of the partners who remain at home fluctuates as a function of deployment status and the mariners' perceptions of their job characteristics. It is concluded that the seagoing partners' job characteristics do have a causal influence on the well-being of their partners.
Compromise is a significant component of career decisions as well as many other personal decisions. This article presents a conceptual model for dealing with career compromise and discusses its implications for the career counseling process. The model identifies three possible framings that individuals may adopt when facing compromise. Specifically, compromise may be framed in terms of career alternatives, the importance of different aspects, and within-aspect preferences. The distinctions among the three framings have distinct implications for the career decision-making process. Suggestions are discussed for relevant intervention options aimed at decreasing the potentially harmful effects of the need to compromise.
The National Career Development Association's (NCDA) Professional Standards Committee (1997) has recently identified 11 competency areas (career development theory, individual and group counseling skills, individual and group assessment, information resources, and program management and implementation, consultation, diverse populations, supervision, ethical legal issues, and research evaluation, and technology). These competencies were used as categories for classifying research on career development and counseling published in 1996. Two primary areas of research activity were identified: making career counseling theory useful for more clients, and emphasizing the role of contextual factors in shaping career development. Four competency areas not addressed sufficiently by researchers were also identified: consultation, supervision, technology, and ethics. Implications for practice and future research are discussed.
This article is a comparative review of career development programs in Switzerland and the United States, with emphasis on the degree of parental involvement. Investigators visited schools and interviewed parents in both countries. This article offers ideas for improving the effectiveness of career development programs in the United States. Among the useful ideas from Switzerland are greater use of community resources such as departments of employment services, specific career training in schools, and school-based job placement programs.
Research on midlife transitions in women is reviewed, and implications for theories of women's adult development are discussed. Findings on menopause, the postparental period, and the roles of women at midlife are presented. Research on women at midlife suggests that new theoretical models of women's adult development should continue to emerge to accommodate the diversity of women's experiences at midlife. Several theoretical approaches are discussed in light of the research findings, and recommendations are made for future research on women's adult development. Implications for counselors working with women at midlife also are discussed.
The purpose of this study was to examine the commitment to career choices process for at‐risk urban high school students. Data from 189 at‐risk urban high school students were sampled. Results indicated that students' level of commitment to their career choices was related to their vocational identity, their need for occupational information, their perceived barriers to occupational goals, and the number of occupations they considered. The tendency to foreclose was related to the adherence to career myths. Implications and limitations for career theory, research, and practice are addressed.
This article reports correlations between the Myers-Briggs Type Indicator (MBTI; Myers & McCaulley, 1985) scales and scales from two aptitude measures: (a) the Differential Aptitude Tests-Adaptive (DAT-A; McBride, 1986; Moe, 1988), using a sample of 122 university and community career assessment clients, and (b) the Ball Aptitude Battery (BAB; Ball Foundation, 1993), using a sample of 99 high school students. The results are similar to those reported by Stricker and Ross (1962). Factors such as sex, age group (adolescent and adult), and the degree to which an aptitude test reflected general cognitive ability appeared to moderate the degree to which the results were in accord with Jungian theory. Implications for career assessment and Jungian personality theory are discussed.
The purpose of the present study was to evaluate the psychometric characteristics of Career Beliefs Inventory (CBI; Krumboltz, 1991, 1994) scores in terms of construct validity. Factor analysis was the primary vehicle for this exploration. Two independent samples of data (n 1 = 251, n 2 = 1,788) were analyzed using confirmatory first- order and exploratory second-order factor analyses. Results of the analyses suggest that reproducible clusters of beliefs can be measured using the CBI. However, these factors do not match well with the scale clusters used in CBI score reports.
This article presents an extensive review of the research literature related to career counseling with Hispanics in the U.S. from 1970 to the present. Most of the research reviewed dealt with Mexican-Americans, and only a few studies included Puerto Ricans in their sample. The article is organized into four areas: occupational aspirations, vocational interests, on-the-job behavior; and educational attainment. It was found that Hispanic students tend to have high occupational and educational aspirations, Holland 's hexagonal model of career interests seem to apply to Hispanics, middle-class and college-educated Hispanics and Anglos are similar in terms of work values and career progression behaviors, and educational attainment among Hispanics varies according to their national origin, generational status, and social class. It was concluded that, in general, the career counseling research related to Hispanics is very limited in terms of content, and for the most part lacks a theoretical base. The findings of this research strongly suggest that the lack of occupational mobility among Hispanics is related to structural factors, such as socioeconomic status and lack of opportunities, and not to cultural characteristics. The literature reviewed also shows that Hispanics are not a homogeneous group and that there are important differences between the various Hispanic subgroups as well as between Hispanics from different socioeconomic backgrounds. Suggestions for future research are offered and methodological issues in career counseling research with Hispanics are examined.
This study sought to enhance an understanding of the school-to-work transition for work-bound high school students. The objective was to identify individual and contextual factors relevant to the school-to-work transition. The authors obtained interview data from a diverse sample of 45 employed young men and women (aged 18-29) who have been in this transition during the past 10 years. Using a grounded theory approach, a coding system was developed with quantitative and qualitative indexes. The authors used job satisfaction and occupational choice congruence as subjective and objective means of capturing an adaptive school-to-work transition. Initial correlational analyses were conducted with quantitatively derived variables to provide a framework for qualitative analyses. Qualitative analyses of participant narratives revealed several individual and contextual factors that characterize the adaptive school-to-work transition. The article concludes with a discussion of the implications of these findings for career development theory as well as some propositions to guide future inquiry in this area.
Due to inadequate preparation for employment and lack of assistance in making the transition to work, many youth struggle entering the labor market, are unemployed, or flounder in jobs without opportunities for advancement. The school-to-work transition movement, exemplified by the School-to-Work Opportunities Act of 1994, is designed to address the career development needs of non-college-bound youth. However, despite the fact that counseling psychology has been intimately involved with career development since its inception, attempts to link counseling psychology and the school-to-work movement are almost nonexistent. Given that the school-to-work movement will directly affect the vocational outcomes of potentially 75% or more of youth, it is imperative that counseling psychologists begin to take an active role in the movement. This article attempts to provide an impetus for counseling psychologists to become involved in the school-to-work movement through theory building, research, training, and practice.
The argument that gender-specific career development theories neglect important categories of life concerns for both women and men is considered, and the implications for assessment and counseling are discussed. Recommendations for expanding theory, assessment, and counseling are provided.