Career Development and Interventions in the 21st Century Book

CHAPTER 1: Introduction to Career Development Interventions

The Meaning of Work Across Time Linking Work with Worth Providing Systematic Career Development Interventions Definition of Terms Career Career Development Career Development Interventions Career Counseling Career Education

Career Development Programs Important Events in the History of Career Development Interventions

Frank Parsons Future Trends in Career Development Interventions

View Career Decisions as Values-Based Decisions

Move Beyond Objective Assessment Move to Counseling-Based Career Assistance

Move to a Stronger Emphasis on Multicultural Career Development Theories and Interventions Move to Focusing on Multiple Life Roles Summary References

CHAPTER 2: Understanding and Applying Theories of Career Development
Career Development Theories Super’s Life-Span, Life-Space Theory Life Span Life Space Self-Concepts Applying Super’s Theory Contextual Factors Influencing Life-Role Salience Evaluating Super’s Theory Linda Gottfredson’s Theory of Circumscription, Compromise, and Self-Creation Stage One: Orientation to Size and Power Stage Two: Orientation to Sex Roles Stage Three: Orientation to Social Valuation Stage Four: Orientation to the Internal, Unique Self Applying Gottfredson’s Theory to Practice Evaluating Gottfredson’s Theory John Holland’s Theory of Types and Person-Environment Interactions The Realistic Type The Investigative Type The Artistic Type The Social Type The Enterprising Type The Conventional Type Congruence Differentiation Consistency Vocational Identity Applying Holland’s Theory Evaluating Holland’s Theory John Krumboltz’s Learning Theory of Career Counseling SLTCDM The Learning Theory of Career Counseling Applying LTCC Evaluating Career Development Interventions Evaluating LTCC Summary References

CHAPTER 3: Understanding and Applying Recent Theories of Career Development
Recent Theories Lent, Brown, and Hackett’s Social Cognitive Career Theory Applying SCCT Evaluating SCCT The Cognitive Information Processing Approach Applying the CIP Approach Evaluating CIP Brown’s Values-Based, Holistic Model of Career and Life-Role Choices and Sat-isfaction Applying the Values-Based Approach Evaluating the Values-Based Approach Hansen’s Integrative Life Planning Applying ILP Evaluating ILP Postmodern Approaches Creating Narratives Contextualizing Career Development Constructivist Career Counseling Summary References

CHAPTER 4: Providing Culturally Competent Career Development Interventions
Traditional Assumptions of Career Theories in the United States Universal Versus Culture-Specific Models Ethnocentrism Acculturation Identity Development Models Racial Identity Models Gender Identity Models Gay/Lesbian/Bisexual Identity Models Persons with Disabilities Assessment Summary References

CHAPTER 5: Assessment and Career Planning
The Relationship of Assessment to the Career Planning Process Step 1: Become Aware of the Need to Make Career Decisions Step 2: Learn About or Reevaluate Vocational Self-Concept Step 3: Identify Occupational Alternatives Step 4: Obtain Information About Identified Alternatives Step 5: Make Tentative Choices from Among Available Occupations Step 6: Make Educational Choices Step 7: Implement a Vocational Choice Purposes of Assessment Learning More about the Needs of the Student or Client Learning More about Clients and Helping Them Learn More about Them-selves Determining the Change or Progress of an Individual or Group Responsibilities and Competencies of the Counselor Possess a General Knowledge about Assessment Have Detailed Knowledge about the Instruments Used Evaluate the Instrument for Usefulness with Diverse Populations Prepare Students or Clients Adequately Administer Instruments Properly Interpret Instruments Properly Follow Through with Clients Informal Assessments Formal Assessments Types of Formal Assessments Ways in Which Assessment Instruments May Be Administered Types of Reports Selection of Instruments Summary References

CHAPTER 6: Career Information and Resources
The Counselor’s Role in Providing Data Barriers and Decision Styles Career Information and Diversity The Client’s Role in Receiving Data Types of Data Needed by Clients Programs of Study Occupations Schools Financial Aid Jobs Other Methods of Collecting Data Organizing Occupations The Holland System The World-of-Work Map The Guide to Occupational Exploration Clusters O*Net Classification System U.S. Department of Education (now called the States’) Career Clusters

The Career Center Helping Clients Turn Data Into Information Summary References

CHAPTER 7: Using Technology to Support Career Counseling and Planning
Computer-Assisted Career Guidance Systems Computer Capabilities Adding High Touch to High Tech The Internet as the Deliverer of Computer-Assisted Systems Types of Computer-Assisted Systems Assessment Systems

Career Information Systems Career Planning Systems Choosing a Computer-Assisted Career Guidance System The Counselor and the Computer Session 1: Encounter and Exploration Stage Session 2: Working Stage Session 3: Action Stage Issues Related to Cybercounseling Summary References

CHAPTER 8: Career Counseling Strategies and Techniques for the 21st Century
Expanding the Limited View of Career Counseling Career Counseling in the 21st Century Designing Career Counseling Strategies for the 21st Century Providing Counseling-Based Career Assistance Providing Support in Career Counseling A Framework for Career Counseling The Beginning or Initial Phase of Career Counseling The Middle or Working Phase of Career Counseling The Ending or Termination Phase of Career Counseling Career Counseling Groups Career Counseling Professional Designations and Related Service Providers Summary References

CHAPTER 9: Designing, Implementing, and Evaluating Career Development Programs and Services
Steps for Designing and Implementing a Career Development Program Step 1: Define the Target Population and Its Characteristics Step 2: Determine the Needs of the Target Population Step 3: Write Measurable Objectives to Meet Needs Step 4: Determine How to Deliver the Career Planning Services Step 5: Determine the Content of the Program Step 6: Determine the Cost of the Program Step 7: Begin to Promote and Explain Your Services Step 8: Start Promoting and Delivering the Full-Blown Program of Ser-vices Step 9: Evaluate the Program Planning Evaluation Stakeholders Types of Data Collected

Benchmarks for Evaluation Methods of Evaluation Using the Results of Evaluation Roadblocks to Evaluation Step 10: Revise the Program as Needed Some Sample Programs Example 1: A Middle School Example 2: A High School Example 3: A University Example 4: A Corporation Example 5: A Community Agency Summary References

CHAPTER 10: Career Development Interventions in the Elementary Schools
Overview of Career Development Interventions in the Schools Systematic and Coordinated Planning for Career Development Programs in the Schools Career Development in the Elementary Schools Goals of Career Development Interventions at the Elementary School Level Career Development Interventions in the Elementary Schools Parental Involvement Summary References

CHAPTER 11: Career Development Interventions in Middle and High Schools
Middle/Junior High School Career Development Goals for Middle/Junior High School Students Career Development Interventions in Middle/Junior High Schools High School Career Development Goals for High School Students Career Development Interventions in High Schools Summary References

CHAPTER 12: Career Development Interventions in Higher Education
The Career Needs of Higher Education Students The Evolution of Career Development Interventions in Higher Education Career Development Competencies in Adulthood Self-Knowledge Education and Occupational Exploration Career Planning Models, Services, and Standards for Career Development Interventions in Higher Education Models Services Standards Managing Career Services in Higher Education Summary References

CHAPTER 13: Career Development Interventions in Community Settings
Training, Certification, and Licensure Competencies Coordination Consultation Advocacy Case Management Similarities and Differences in Community-Based Settings Settings for Community-Based Career Counselors Private Practice The World Wide Web: Cybercounseling Mental Health Centers Substance Abuse Centers Rehabilitation Settings Corrections and Probation Military Settings Job Service Offices and One-Stop Centers Corporations and Other Organizations Summary References

CHAPTER 14: Ethical Issues in Career Development Interventions
Ethical Dilemmas Versus Moral Temptations Using Principles to Resolve Ethical Decisions The Role of Values in Defining Career Development Interventions Using Ethical Codes Progress on Ethical Challenges Facing Career Counselors Are All Individual Career Interventions Governed by the Same Ethical Stan-dards?
Should Those Without Traditional Training and Credentials As Professional Counselors Provide Career Services?
How Should the Internet Be Used in Career Development Interventions?
The Ethical Standards of the NCDA Section A: The Professional Relationship Section B: Confidentiality, Privileged Communication, and Privacy Section C: Professional Responsibility Section D: Relationships with Other Professionals Section E: Evaluation, Assessment, and Interpretation Section F: Use of the Internet in Career Services Section G: Supervision, Training, and Teaching Section H: Research and Publication Section I: Resolving Ethical Issues Summary References

APPENDIX A- American Counseling Association Code of Ethics and Standards of Practice

APPENDIX B- National Career Development Association Ethical Standards APPENDIX C Educational and Career Planning Portfolio APPENDIX D Career Counseling Competencies of the National Career Development Association (NCDA)
APPENDIX E National Career Development Guidelines (NCDG) Framework INDEX