Career Development Interventions, Fifth Edition
By Spencer G. Niles, JoAnn Harris-Bowlsbey
Contents:
CHAPTER 1
Introduction to Career Development
Interventions 1
The Meaning of Work Across Time 6
Linking Work with Worth 9
Providing Systematic Career Development
Interventions 10
Definition of Terms 11
Career 12
Career Development 12
Career Development Interventions 12
Career Counseling 12
Career Education 13
Career Development Programs 13
Career Development Practitioners 13
Important Events in the History of Career
Development Interventions 13
Frank Parsons 14
Future Trends in Career Development
Interventions 25
Move to Viewing Career Decisions as Values-Based
Decisions 26
Move Beyond Objective Assessment 26
Move to Counseling-Based Career
Assistance 27
Move to a Stronger Emphasis on Multicultural
Career Development Theories and
Interventions 27
Move to Focusing on Multiple Life Roles 28
Move to Advocating for Social Justice 28
Summary 29
Case Study 29
Student Activities 30
CHAPTER 2
Understanding and Applying Theories of
Career Development 31
Career Development Theories 32
Super’s Life-Span, Life-Space Theory 34
Life Span 37
Life Space 40
Self-Concepts 41
Applying Super’s Theory 42
Contextual Factors Influencing Life-Role
Salience 44
Evaluating Super’s Theory 47
Anne Roe’s Personality Theory of Career
Choice 48
Evaluating Roe’s Theory 49
Linda Gottfredson’s Theory of Circumscription,
Compromise, and Self-Creation 49
Stage One: Orientation to Size and Power 50
Stage Two: Orientation to Sex Roles 50
Stage Three: Orientation to Social Valuation 51
Stage Four: Orientation to the Internal,
Unique Self 51
Applying Gottfredson’s Theory to Practice 51
Evaluating Gottfredson’s Theory 52
John Holland’s Theory of Types and Person-
Environment Interactions 53
The Realistic Type 54
The Investigative Type 54
The Artistic Type 54
The Social Type 55
The Enterprising Type 55
The Conventional Type 55
Congruence 56
Differentiation 57
Consistency 58
Vocational Identity 58
Applying Holland’s Theory 58
Evaluating Holland’s Theory 61
John Krumboltz’s Learning Theory of Career
Counseling 63
Social Learning Theory of Career Decision
Making 63
Learning Theory of Career Counseling 66
Applying LTCC 67
Evaluating Career Development
Interventions 68
Evaluating LTCC 68
Summary 69
Student Activities 69
CHAPTER 3
Understanding and Applying Recent
Theories of Career Development 71
Recent Theories 72
Lent, Brown, and Hackett’s Social Cognitive
Career Theory 73
Applying SCCT 74
Evaluating SCCT 76
The Cognitive Information Processing
Approach 78
Applying the CIP Approach 80
Evaluating CIP 82
Savickas’s Career Construction Theory 84
Applying Career Construction Theory 85
Evaluating Career Construction Theory 86
Hansen’s Integrative Life Planning 86
Applying ILP 88
Evaluating ILP 88
Postmodern Approaches 88
Creating Narratives 89
Constructivist Career Counseling 90
Chaos Theory of Careers 92
Evaluating the Chaos Theory of Careers 93
Summary 94
Case Study 95
Student Activities 96
CHAPTER 4
Providing Culturally Competent Career
Development Interventions 97
Traditional Assumptions of Career Theories in the
United States 101
Universal Versus Culture-Specific Models 102
Ethnocentrism 103
Acculturation 104
Identity Development Models 105
Racial Identity Models 106
Gender Identity Models 108
Lesbian/Gay/Bisexual/Transgender/Questioning
Identity Models 111
Persons with Disabilities 114
Assessment 118
Recommendations for Culturally Effective Career
Counseling 121
Summary 123
Case Study 124
Student Activities 124
CHAPTER 5
Assessment and Career Planning 126
The Relationship of Assessment to the Career
Planning Process 129
Step 1: Become Aware of the Need to Make Career
Decisions 129
Step 2: Learn About or Reevaluate Vocational Self-
Concept 130
Step 3: Identify Occupational Alternatives 130
Step 4: Obtain Information About Identified
Alternatives 130
Step 5: Make Tentative Choices from Among
Available Occupations 130
Step 6: Make Educational Choices 130
Step 7: Implement a Vocational Choice 131
Purposes of Assessment 132
Learning More About the Needs of an Individual
or Group 132
Learning More About the Characteristics of
Individuals and Helping Them Learn More About
Themselves 133
Determining the Change or Progress of an Individual
or Group 134
Responsibilities and Competencies of the
Counselor 135
Possess General Knowledge About Assessment 135
Have Detailed Knowledge About the Instruments
Used 135
Evaluate the Instrument for Usefulness with Diverse
Populations 137
Prepare Students or Clients Adequately 138
Administer Instruments Properly 139
Interpret Instruments Properly 139
Follow Through with Clients 140
Informal Assessments 141
Formal Assessments 143
Types of Formal Assessments 145
Ways in Which Assessment Instruments May Be
Administered 150
Types of Reports 152
Selection of Instruments 154
Summary 155
Case Study 155
Student Activities 155
CHAPTER 6
Career Information and Resources 157
The Counselor’s Role in Providing Data 159
Barriers and Decision Styles 160
Career Information and Diversity 161
The Client’s Role in Receiving Data 162
Types of Data Needed by Clients 163
Programs of Study 163
Occupations 165
Schools 167
Financial Aid 169
Jobs 170
Other Methods of Collecting Data 170
Organizing Occupations 171
The Holland System 171
The World-of-Work Map 172
O*NET Classification System 173
The National Career Clusters 174
The Career Center 174
Helping Clients Turn Data into
Information 175
Summary 178
Case Study 179
Student Activities 179
CHAPTER 7
Using Information and Communication
Technologies to Support Career Counseling
and Planning 180
Information and Communication Technologies:
Trends of the 21st Century 182
The Internet as the Deliverer of Career
Guidance 183
Stand-alone Web Sites 183
Integrated Career Planning Systems 184
Virtual Career Centers 185
Mobile Phone Applications 186
Social Networking 186
Distance Counseling 188
Counselor Responsibilities Related to
Ict-Supported Career Guidance and
Counseling 188
Know and Abide by Ethical Guidelines 189
Select Web Sites and Integrated Career Planning
Systems 189
Add High Touch to High Tech 191
Counselor Competencies and Types of
Support 192
Issues and Concerns Related to Use
of Ict 193
The Promise of Ict 195
Summary 197
Case Study 197
Student Activities 198
CHAPTER 8
Career Counseling Strategies and
Techniques for the 21st Century 200
Is Career Counseling Effective? 201
Expanding the Limited View of Career
Counseling 202
Career Counseling in the 21st Century 203
Designing Career Counseling Strategies 204
Providing Counseling-Based Career
Assistance 205
Providing Support in Career Counseling 207
A Framework for Career Counseling 213
The Beginning or Initial Phase of Career
Counseling 213
The Middle or Working Phase of Career
Counseling 216
The Ending or Termination Phase of Career
Counseling 218
Career Counseling Groups 222
An Example of a Structured Group Career
Intervention 222
Less-Structured Career Groups 225
Career Counseling Professional Designations and
Related Service Providers 227
Summary 229
Case Study 229
Student Activities 230
CHAPTER 9
Designing, Implementing, and Evaluating
Career Development Programs and
Services 231
Steps for Designing and Implementing a Career
Development Program 233
Step 1: Define the Target Population and Its
Characteristics 233
Step 2: Determine the Needs of the Target
Population 234
Step 3: Write Measurable Objectives to Meet
Needs 236
Step 4: Determine How to Deliver the Career
Planning Services 238
Step 5: Determine the Content of the
Program 240
Step 6: Determine the Cost of the Program 240
Step 7: Begin to Promote and Explain Your
Services 241
Step 8: Start Promoting and Delivering the Full-
Blown Program of Services 242
Step 9: Evaluate the Program 242
Planning Evaluation 243
Stakeholders 244
Types of Data Collected 244
Benchmarks for Evaluation 245
Methods of Evaluation 248
Using the Results of Evaluation 249
Roadblocks to Evaluation 252
Step 10: Revise the Program as Needed 252
Some Sample Programs 252
Example 1: An Elementary School 253
Example 2: A Middle School 255
Example 3: A High School 257
Example 4: A University 260
Example 5: A Corporation 262
Example 6: A Community Agency 264
Summary 267
Case Study 267
Student Activities 267
CHAPTER 10
Career Development Interventions in the
Elementary Schools 269
Overview of Career Development Standards for
Constructing Career Interventions in the
Schools 270
Important Considerations in Developing Career
Development Interventions in the Schools 273
Systematic and Coordinated Planning for Career
Development Programs in the Schools 274
Career Development in the Elementary
Schools 276
Goals of Career Development Interventions at the
Elementary School Level 279
Career Development Interventions in the
Elementary Schools 281
Parental Involvement 285
Summary 286
Case Study 287
Student Activities 287
CHAPTER 11
Career Development Interventions in
Middle Schools 306
Middle/Junior High School 307
Career Development Goals for Middle
School Students 310
Career Development Interventions in
Middle School 310
Summary 315
Case Study 316
Student Activities 316
CHAPTER 12
Career Development Interventions in
High Schools 325
Career Development Goals for High School
Students 331
Career Development Interventions in High
Schools 331
Career Development Interventions for At-Risk
Students 336
Summary 338
Case Study 339
Student Activities 339
CHAPTER 13
Career Development Interventions in
Higher Education 355
The Changing Landscape of Higher
Education 357
The Evolution of Career Development
Interventions in Higher Education 361
Career Development Competencies in
Adulthood 364
Personal Social Development 364
Educational Achievement and Lifelong
Learning 365
Career Management 366
Models, Services, and Standards for Career
Development Interventions in Higher
Education 368
Models 368
Services 370
Standards 373
Managing Career Services in Higher
Education 375
Summary 378
Case Study 378
Student Activities 379
CHAPTER 14
Career Development Interventions in
Community Settings 388
Training, Certification, and Licensure 390
Competencies 391
Coordination 391
Consultation 393
Advocacy 393
Case Management 394
Similarities and Differences in Community-Based
Settings 395
Settings for Community-Based Career
Counselors 395
Private Practice 396
The World Wide Web: Online Counseling and Career
Advising 397
Mental Health Centers 397
Substance Abuse Centers 398
Rehabilitation Settings 398
Corrections and Probation 398
Military Settings 399
Job Service Offices and One-Stop Centers 399
Faith-Based Organizations 401
Corporations and Other Organizations 402
Summary 403
Case Study 403
Student Activities 404
CHAPTER 15
Ethical Issues in Career Development
Interventions 408
Ethical Dilemmas Versus Moral
Temptations 412
Using Principles to Resolve Ethical
Decisions 413
The Role of Values in Defining Career
Development Interventions 415
Using Ethical Codes 418
Progress on Ethical Challenges Facing Career
Counselors 418
Are All Individual Career Interventions Governed by
the Same Ethical Standards? 418
Should Those Without Traditional Training and
Credentials as Professional Career Counselors
Provide Career Counseling Services? 420
How Should the Internet Be Used in Career
Development Interventions? 421
The Ethical Standards of NCDA 422
Section A: The Professional Relationship 422
Section B: Confidentiality, Privileged
Communication, and Privacy 422
Section C: Professional Responsibility 423
Section D: Relationships with Other
Professionals 423
Section E: Evaluation, Assessment, and
Interpretation 423
Section F: Providing Career Services Online,
Technology, and Social Media 423
Section G: Supervision, Training, and
Teaching 424
Section H: Research and Publication 424
Section I: Resolving Ethical Issues 424
Using an Ethical Decision-Making Model 426
Summary 427
Case Study 428
Student Activities 428
Appendix A
NCDA Code of Ethics Preamble A-1
Appendix B
Educational and Career Planning
Portfolio A-28
Appendix C
Career Counseling Competencies of the
National Career Development Association
(NCDA) A-34
Appendix D
2016 CACREP Standards Related to Career
Development A-38
Appendix E
National Career Development Guidelines
(NCDG) Framework A-39
References R-1
index I-1