Note: This is the bound book only and does not include access to MyCounselingLab®. To order MyCounselingLab® packaged with the bound book, use ISBN 0134297318.   Organized around the National Career Development Association’s competencies and the American Counseling Association’s Code of Ethics and Standards of Practice, this top-selling text presents theories, assessments, planning tools, resources, and technologies relevant to modern career development. With four chapters devoted to career development in educational settings, this book analyzes the aspects of career development interventions for the elementary, middle and high school, higher ed, and community audiences. Also provided are strategies for implementing career counseling techniques and creating and designing career development programs.   Also available with MyCounselingLab® This title is also available with MyCounselingLab–an online homework, tutorial, and assessment program designed to work with the text to engage students and improve results. Within its structured environment, students see key concepts demonstrated through video clips, practice what they learn, test their understanding, and receive feedback to guide their learning and ensure they master key learning outcomes.    

Table of Contents:
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