CAREER DEVELOPMENT INTERVENTIONS IN THE 21 ST CENTURY

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1 CAREER DEVELOPMENT INTERVENTIONS IN THE 21 ST CENTURY FOURTH EDITION SPENCER G. NILES Pennsylvania State University JOANN HARRIS-BOWLSBEY Kuder, Inc., Adel, Iowa PEARSON Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo

2 CONTENTS Chapter 1 Introduction to Career Development Interventions 1 The Meaning of Work Across Time 8 Linking Work with Worth 11 Providing Systematic Career Development Interventions 14 Definition of Terms 15 Career 15 Career Development 15 Career Development Interventions 16 Career Counseling 16 Career Education 16 Career Development Programs 16 Important Events in the History of Career Development Interventions 16 Frank Parsons 17 Future Trends in Career Development Interventions 30 Move to Viewing Career Decisions as Values-Based Decisions 31 Move Beyond Objective Assessment 32 Move to Counseling-Based Career Assistance 32 Move to a Stronger Emphasis on Multicultural Career Development Theories and Interventions 33 Move to Focusing on Multiple Life Roles 34 Move to Incorporating Social Justice and Advocacy into Career Development Interventions 34 Summary 36 Case Study 36 Student Activities 37 References 37 Chapter 2 Understanding and Applying Theories of Career Development 42 Career Development Theories 43 Super's Life-Span, Life-Space Theory 48 Life Span 49 Life Space 53 Self-Concepts 54 XI

3 xii CONTENTS Applying Super's Theory 54 Contextual Factors Influencing Life-Role Salience 58 Evaluating Super's Theory 62 Anne Roe's Personality Theory of Career Choice 63 Evaluating Roe's Theory 64 Linda Gottfredson's Theory of Circumscription, Compromise, and Self-Creation 64 Stage One: Orientation to Size and Power 65 Stage Two: Orientation to Sex Roles 66 Stage Three: Orientation to Social Valuation 66 Stage Four: Orientation to the Internal, Unique Self 66 Applying Gottfredson's Theory to Practice 66 Evaluating Gottfredson's Theory 67 John Holland's Theory of Types and Person-Environment Interactions 69 The Realistic Type 70 The Investigative Type 70 The Artistic Type 71 The Social Type 71 The Enterprising Type 71 The Conventional Type 72 Congruence 74 Differentiation 74 Consistency 74 Vocational Identity 74 Applying Holland's Theory 74 Evaluating Holland's Theory 78 John Krumboltz's Learning Theory of Career Counseling 80 SLTCDM 80 The Learning Theory of Career Counseling 83 Applying LTCC 84 Evaluating Career Development Interventions 86 Evaluating LTCC 86 Summary 87 Student Activities 88 References 88 Chapter 3 Understanding and Applying Recent Theories of Career Development 94 Recent Theories 95 Lent, Brown, and Hackett's Social Cognitive Career Theory 96 Applying SCCT 98 Evaluating SCCT 100

4 CONTENTS xiii The Cognitive Information Processing Approach 101 Applying the CIP Approach 104 Evaluating CIP 105 Savickas' Career Construction Theory 107 Evaluating Career Construction Theory 109 Hansen's Integrative Life Planning 109 Applying ILP 111 Evaluating ILP 111 Postmodern Approaches 112 Creating Narratives 112 Contextualizing Career Development 114 Constructivist Career Counseling 116 Chaos Theory of Careers 118 Evaluating the Chaos Theory of Careers 119 Summary 120 Case Study 122 Student Activities 122 References 123 Chapter 4 Providing Culturally Competent Career Development Interventions 128 Traditional Assumptions of Career Theories in the United States 132 Universal Versus Culture-Specific Models 133 Ethnocentrism 135 Acculturation 136 Identity Development Models 137 Racial Identity Models 137. Gender Identity Models 140 LesbianIG ayihisexualltransgenderi Questioning Identity Models 144 Persons with Disabilities 147 Assessment 152 Summary 156 Case Study 158 Student Activities 159 References 160 Chapter 5 Assessment and Career Planning 165 The Relationship of Assessment to the Career Planning Process 168 Step 1: Become Aware of the Need to Make Career Decisions 169 Step 2: Learn About or Reevaluate Vocational Self-Concept 169 Step 3: Identify Occupational Alternatives 169

5 xiv CONTENTS Step 4: Obtain Information About Identified Alternatives 169 Step 5: Make Tentative Choices from Among Available Occupations 170 Step 6: Make Educational Choices 170 Step 7: Implement a Vocational Choice 170 Purposes of Assessment 171 Learning More About the Needs of the Student or Client 171 Learning More About Clients and Helping Them Learn More About Themselves 172 Determining the Change or Progress of an Individual or Group 173 Responsibilities and Competencies of the Counselor 174 Possess General Knowledge About Assessment 174 Have Detailed Knowledge About the Instruments Used 174 Evaluate the Instrument for Usefulness with Diverse Populations 176 Prepare Students or Clients Adequately 177 Administer Instruments Properly 178 Interpret Instruments Properly 178 Follow Through with Clients 179 Informal Assessments 180 Formal Assessments 183 Types of Formal Assessments 184 Ways in Which Assessment Instruments May Be Administered 190 Types of Reports 192 Selection of Instruments 194 Summary 195 Case Study 196 Student Activities 196 References 197 Publishers 198 Chapter 6 Career Information and Resources 199 The Counselor's Role in Providing Data 201 Barriers and Decision Styles 202 Career Information and Diversity 204 The Client's Role in Receiving Data 204 Types of Data Needed by Clients 205 Programs of Study 205 Occupations 207 Schools 210 Financial Aid 212 Jobs 213

6 CONTENTS XV Other Methods of Collecting Data 214 Organizing Occupations 215 The Holland System 215 The World-of- Work Map 216 O *Net Classification System 216 U.S. Department of Education (Now Called The States') Career Clusters 218 The Career Center 218 Helping Clients Turn Data into Information 219 Summary 223 Case Study 223 Student Activities 224 References 224 Chapter 7 Chapter 8 Using Technology to Support Career Counseling and Planning 226 Historical Perspective 228 Current Status of Web-Based Systems 231 Integrated Career Planning Systems 231 Virtual Career Centers 233 Social Networking 233 Mobile Phone Applications 234 Computer Capabilities That Support Career Guidance 235 The Internet as the Deliverer of Career Guidance 236 Choosing a Web-Based Career Guidance System 237 Adding High Touch to High Tech 239 The Counselor and the Computer 240 Issues Related to Cybercounseling 245 Summary 246 Case Study 246 Student Activities 247 References 248 Career Counseling Strategies and Techniques for the 21st Century 250 Expanding the Limited View of Career Counseling 252 Career Counseling in the 21st Century 254 Designing Career Counseling Strategies for the 21st Century 255 Providing Counseling-Based Career Assistance 256 Providing Support in Career Counseling 258

7 xvi CONTENTS A Framework for Career Counseling 264 The Beginning or Initial Phase of Career Counseling 265 The Middle or Working Phase of Career Counseling 268 The Ending or Termination Phase of Career Counseling 271 Career Counseling Groups 275 Career Counseling Professional Designations and Related Service Providers 280 Summary 282 Case Study 282 Student Activities 283 References 283 Chapter 9 Designing, Implementing, and Evaluating Career Development Programs and Services 287 Steps for Designing and Implementing a Career Development Program 289 Step 1: Define the Target Population and Its Characteristics 289 Step 2: Determine the Needs of the Target Population 291 Step 3: Write Measurable Objectives to Meet Needs 293 Step 4: Determine How to Deliver the Career Planning Services 295 Step 5: Determine the Content of the Program 296 Step 6: Determine the Cost of the Program 296 Step 7: Begin to Promote and Explain Your Services 297 Step 8: Start Promoting and Delivering the Full-Blown Program of Services 298 Step 9: Evaluate the Program 298 Planning Evaluation 299 Stakeholders 300 Types of Data Collected 300 Benchmarks for Evaluation 301 Methods of Evaluation 304 Using the Results of Evaluation 306 Roadblocks to Evaluation 309 Step 10: Revise the Program as Needed 309 Some Sample Programs 310 Example 1: A Middle School 310 Example 2: A High School 312 Example 3: A University 315 Example 4: A Corporation 317 Example 5: A Community Agency 319 Summary 322 Case Study 322

8 CONTENTS xvii Student Activities 322 References 323 Chapter 10 Career Development Interventions in the Elementary Schools 324 Overview of Career Development Interventions in the Schools 325 Systematic and Coordinated Planning for Career Development Programs in the Schools 331 Career Development in the Elementary Schools 332 Goals of Career Development Interventions at the Elementary School Level 335 Career Development Interventions in the Elementary Schools 337 Parental Involvement 341 Summary 343 Case Study 343 Student Activities 344 References 344 Chapter 11 Career Development Interventions in Middle and High Schools 364 Middle/Junior High School 366 Career Development Goals for Middle/junior High School Students 369 Career Development Interventions in Middle/Junior High Schools 370 High School 375 Career Development Goals for High School Students 379 Career Development Interventions in High Schools 380 Career Development Interventions for At-Risk Students 385 Summary 388 Case Study 389 Student Activities 389 References 390 Chapter 12 Career Development Interventions in Higher Education 408 The Career Needs of Higher Education Students 412 The Evolution of Career Development Interventions in Higher Education 415 Career Development Competencies in Adulthood 417 Self-Knowledge 418 Education and Occupational Exploration 418 Career Planning 419 Models, Services, and Standards for Career Development Interventions in Higher Education 421 Models 421 Services 424 Standards 425

9 xviii CONTENTS Managing Career Services in Higher Education 428 Summary 431 Case Study 431 Student Activities 432 References 433 Chapter 13 Career Development Interventions in Community Settings 444 Training, Certification, and Licensure 446 Competencies 447 Coordination 447 Consultation 449 Advocacy 450 Case Management 451 Similarities and Differences in Community-Based Settings 451 Settings for Community-Based Career Counselors 452 Private Practice 452 The World Wide Web: Cyber counseling 454 Mental Health Centers 454 Substance Abuse Centers 455 Rehabilitation Settings 455 Corrections and Probation 456 Military Settings 456 Job Service Offices and One-Stop Centers 457 Faith-Based Organizations 459 Corporations and Other Organizations 460 Summary 461 Case Study 461 Student Activities 461 References 461 Chapter 14 Ethical Issues in Career Development Interventions 462 Ethical Dilemmas versus Moral Temptations 467 Using Principles to Resolve Ethical Decisions 468 The Role of Values in Defining Career Development Interventions 470 Using Ethical Codes 473 Progress on Ethical Challenges Facing Career Counselors 473 Are All Individual Career Interventions Governed by the Same Ethical Standards? 474 Should Those Without Traditional Training and Credentials as Professional Counselors Provide Career Services? 476 How Should the Internet Be Used in Career Development Interventions? 477

10 CONTENTS xix The Ethical Standards of the NCDA 478 Section A: The Professional Relationship 478 Section B: Confidentiality, Privileged Communication, and Privacy 478 Section C: Professional Responsibility 478 Section D: Relationships with Other Professionals 479 Section E: Evaluation, Assessment, and Interpretation 479 Section F: Use of the Internet in Career Services 479 Section G: Supervision, Training, and Teaching 479 Section H: Research and Publication 479 Section I: Resolving Ethical Issues 480 Using an Ethical Decision-Making Model 481 Summary 483 Case Study 484 Student Activities 484 References 485 Appendix A National Career Development Association Ethical Standards APP-1 Appendix B Educational and Career Planning Portfolio APP-7 Appendix C Career Counseling Competencies of the National Career Development Association (NCDA) APP-13 Appendix D 2009 CACREP Standards Related to Career Development APP-17 Appendix E National Career Development Guidelines (NCDG) Framework APP-18 Index 1-1

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