Brown S.D., Lent R. (Editors). Career development and counseling: putting theory and research to work

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How then can counselors respond to mature adult clients concerned about their

age? Counselors can help clients identify mature workers’ assets, such as valuable

life experience, demonstrated responsibility, stability, and demonstrated inter-

personal skills (Newman, 1995). Other potential positive characteristics include a

stronger work ethic, lower absenteeism, higher productivity, more patience, will-

ingness to learn new skills, and greater likelihood of remaining on the job than

younger workers (Bird, 1992). These qualities are selling points for mature adults,

and counselors can encourage their clients to present them as such to employers.

ELEMENTS CONTRIBUTING TO

EFFECTIVE COUNSELING WITH MATURE ADULTS

What is unique and what is common to the general counseling process when

serving mature adults? In the preceding section, we highlighted commonly ob-

served issues presented by mature adults. How do we place these issues into

context so critical elements are in place for counseling success? We highlight

four key elements:

1. The importance of client history and baseline behavior.

2. Understanding the personality and intellectual resources available using

appropriate assessments and clinical interviewing.

3. Selecting appropriate activities and modes of delivery.

4. Understanding the sociocultural context of the mature adult, especially for

those clients experiencing involuntary transitions.

LIENT

ISTORY AND

ASELINE

EHAVIOR

The adage “Past behavior is the best predictor of future behavior” is partly accu-

rate for assessing the needs and concerns of mature adults. Taking a careful work,

social, and educational history is critical to any counseling, but is especially im-

portant for adults grappling with the stress and strain of career change, reentry,

or job loss. For example, the client’s response to the request, “Give me examples of

how you responded at other times in your life when stressed,” may reveal consid-

erable information about how the individual approaches task demands and adap-

tation processes. Theoretical perspective will influence what the counselor

listens for and how the client’s self-report of information is framed. The interpre-

tation of career and personal issues is somewhat theory dependent.

From another angle, a careful history helps to identify a set of skills and expe-

riences that can be generalized or transferred to new situations. An upbeat but

realistic assessment of internal and external resources is critical to negotiating

and executing a career plan of action. Several key internal factors are associated

with mature adult worker adjustment, especially concerning life transition or life

stress events (Hesketh, 2000). One cluster of factors is related to a sense of agency,

optimism, and positive coping (Lightsey, 1996). A second relates to clear and re-

alistic planning and to identifying opportunities (cf. Peterson, Lumsden, Samp-

son, Reardon, & Lenz, 2002). A third relates to the sense of continuity, purpose,

and direction found to be critical as a mediator of older adult adjustment (cf. Rob-

bins,

Lee, et al., 1994). What we are suggesting is that the psychological ability to

reach out and access available external resources, whether family support, a job

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Counseling for Career Transition: Career Pathing, Job Loss, and Reentry 637

club/coach, or a career counselor, is central to adjustment—called the psychologi-

cal resource hypothesis (Riley & Eckenrode, 1986).

ERSONALITY AND

NTELLECTUAL

ESOURCES

All the theories we highlighted assume interplay between individual difference

and environmental factors. Mature adults have well-formed and consistent person-

ality characteristics and traits (cf. Crites & Taber, 2002; Hill, Thorn, & Packard,

2000). Depending on the trait, this can be both a strength and weakness when new

situations require novel responding or when there are significant personal detri-

ments to positive action. Is there a role for formal personality assessment? Our rec-

ommendation is that the solicitation of a history and clinical interview is a wise

approach before determining whether to use formal psychological testing. Even

then, we would recommend using those instruments geared toward adaptive

behavior and functioning relevant to the workplace, such as the California Psycho-

logical Inventory (CPI; Gough, 1995), the 16 Personality Factor Inventory (16PF;

Schuerger & Watterson, 1998), or the Revised NEO Personality Inventory (NEO-PI-

R; Costa & McCrae, 1992) rather than a test focused on psychopathology.

Assessment of intellectual resources is in some ways more complicated be-

cause of the natural fears and realities of the aging process. Many middle-age

adults express concern with their general recall of information (cf. Crites & Taber,

2002), but this does not necessarily point to a diminishment of intellectual re-

sources. Use of formal testing such as the Wechsler Adult Intelligence Scales

(WAIS; Wechsler, 1997) should be reserved for when there is a serious concern

raised by either the counselor or clients that they are experiencing a serious de-

cline in intellectual ability or that they have prolonged doubts about their capa-

bilities. The alternative approach is to take a detailed work history in which the

counselor examines exactly the kinds of task demands that are encountered and

the individual’s ability to address them.

PPROPRIATE

CTIVITIES AND

ODES OF

ELIVERY

Mature adults with a positive history of undergoing stress and strain due to job

burnout, job loss, or job reentry are prime candidates for action-oriented rather

han insight-oriented career counseling (Maslach, Schaufeli, & Leiter, 2001;

Washington, 1993). As seasoned consumers, they are likely to rely on rational

decision-making approaches that incorporate self-assessment and exploration

activities aimed at removing self-defeating or inhibiting barriers (e.g., see Amer-

can Association for Retired Persons [AARP] “Think of Your Work Future” pro-

gram, 1991). All the theories we have highlighted are consistent with a prosocial

or positive health approach. For example, a social cognitive approach would high-

light the importance of appropriate and positive self-efficacy beliefs and outcome

expectations that are commensurate with the client’s skills and current job mar-

ket realities. A life span developmental approach would use an educational ap-

proach to help clients understand their career goals within the context of multiple

life roles as a middle-age adult. It would encourage them to make decisions

based

on values clarification of competing life roles.

Peer support is a potentially powerful tool for mature adults (Schlossberg

et al., 1995), as evidenced by the tradition of job clubs and support groups within

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vocational and career rehabilitation (e.g., see www.fortyplus.org). The use of ad-

junctive interventions is an important and appropriate strategy for encouraging

and mobilizing mature adults. While traditional one-on-one career counseling

may be what counselors are comfortable with, extensive experience with peer sup-

port strategies should not be discounted. The AARP has developed outstanding

materials and a local network of support groups throughout the country (see

www.aarp.org/career for more information). Robbins, Chartrand, McFadden, and

Lee (1994) carefully evaluated the AARP program, finding it was highly regarded

and resulted in knowledge and behavior change across both self-directed and

peer group conditions.

NDERSTANDING THE

OCIETAL

ONTEXT

Cultures differ, and our cultural frame affects our perceptions of life stress

events and our responses to them. This is particularly important for involuntary

transitions, where an increased sense of lack of control, fear and anxiety, and un-

certainty can magnify perceived threats. Within the African American commu-

nity, institutional racism is a reality, and during a poor economic climate, it is

ethnic and racial minority groups that are more likely to undergo involuntary work

transitions. It is incumbent on the counselor to be familiar with and comfortable

responding to differences in cultural values and social class. It is not simply a mat-

ter of promoting the key factors associated with adaptive transitions (e.g., agency,

optimism, clear and realistic planning, and perceived opportunity), but rather em-

bedding these factors within the cultural and social frame of the client.

Côté’s (2000, 2002) seminal work on identity capital development highlights

the importance of viewing perceptions of and reaction to the world within a

cul

tural and social frame. He proposed that navigation of life transitions is de-

pend

ent on a combination of tangible (e.g., parent’s social class, gender, and

other structural factors) and intangible (e.g., agentic personality, psychosocial

and in

tellectual development, and past experience) resources. The acquisition of

identity capital reflects the ability to incorporate agentic and structural or envi-

ronmental factors to achieve positive personal and occupational outcomes. Côté

(2000) argued that an individual’s ability to “know when I am grown up” and

understand “models of maturity” is contingent as much on societal influences

such as mass marketing and peer pressure as it is on internal forces of psycholog-

ical development. We mention this theory because it reinforces the impor

tance of

contextual or social factors when understanding mature adult development. It is

critical for counselors to understand how institutional and organizational varia-

tions in culture influence clients.

TATUS OF

AREER

NTERVENTIONS FOR

ATURE

DULTS

There is a striking absence of research on the efficacy of career interventions for

mature adult workers, with most articles geared toward practice concerns with-

out an evaluation component (cf. Kerka, 1995; Washington, 1993; Whiston &

Brecheisen, 2002). This is surprising, given the increasing number of Americans

working in later years and the importance of the topic. What we do know is that

career counselors can help clients deal with job loss and other stressful transi-

tions by encouraging coping strategies, fostering realistic work expectations, and

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Counseling for Career Transition: Career Pathing, Job Loss, and Reentry 639

responding to individual needs (Eby & Buch, 1994). We also know that midlife ca-

reer renewal (Bejian & Salomone, 1995), or what we have called career pathing,

requires acknowledgment of and sensitivity to mature adult worker reevaluation

and renewal.

As Schlossberg (1981, 1991) noted, biological, social, environmental, and cogni-

tive changes are inevitable for mature adults. She proposed that career counseling

interventions must incorporate three sets of factors when understanding reac-

tions to job change and loss:

1. The individual’s perception of the transition (e.g., voluntary versus involun-

tary, anticipated versus unanticipated).

2. Characteristics of pre- and postchange environments (e.g., financial, social,

health changes).

3. Internal resources and adaptive capacity.

While the research literature remains unsettled about the efficacy of adult-based

career interventions, the conceptual underpinnings addressed by Schlossberg

and other adult theorists remain compelling.

Olson and Robbins (1986) echoed Schlossberg’s call for theoretically consistent

approaches when they stipulated guidelines for the development and evaluation

of career services for older adults. They further argued that career services must

be comprehensive enough to acknowledge the unique characteristics and circum-

stances of mature adults from individual difference and sociocultural perspec-

tives. A range of career intervention strategies geared toward mature and older

adults are highlighted in a book edited by Niles (2002), which provides a compre-

hensive review of traditional and nontraditional services for adults, focusing on

the strategies, resources, and methods aimed toward the mature adult worker.

Fretz (1981) called for research on career interventions that incorporated indi-

vidual differences, using an attribute by treatment interaction model. Olson and

Robbins (1986) similarly urged individuals and agencies providing career interven-

tion services to not only evaluate the efficacy of their efforts but also ask the more

basic question: “Which interventions produce the desired results for what types of

individuals...” (p.68). Robbins, Chartrand, et al. (1994) examined this question

when comparing leader-led and self-directed career workshops for middle-age and

older adults undergoing a career transition. They used the well-developed career

and life-planning guides produced by AARP (1991). The program was developed as

a leader-led, group-oriented, seven-week program using a combination of minilec-

tures, in-class group exercises, and homework assignments. Straw (1988, 1989)

found it to be a highly informative and robust career development program for

older adults. Robbins, Chartrand, et al. modified the program as a self-directed and

self-paced program and compared the differential effects of leader-led and self-

directed programs. They also stratified participants by goal-directedness and so-

ciability attributes. They found that career and life-planning workshops were

positively received, regardless of format and participant attribute.

ONCEPTUALIZING

AREER

NTERVENTION FOR

ATURE

DULTS

We have highlighted the commonly encountered concerns of mature adult work-

ers in career transition and the theoretical models available to help synthesize

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formation and plan action. Only a few career textbooks are geared primarily

to-

ward adult career counseling (e.g., Niles, 2002; Vetter et al., 1986). What they hold

in common are the notions of (1) distinguishing between personal and career con-

cerns and outcomes, (2) assigning appropriate career intervention strategies, and

(3) embedding career interventions within human development, sociocultural,

and work contexts.

Patton and Meara’s (1992) counseling textbook is a helpful guide to thinking

about the issues confronting mature adults because it emphasizes organizing

client information around what they term the “condition for which help is

needed,” referring to the causal statements a counselor would make to describe

the underlying causes or reasons for clients’ presenting complaints. The goals of

treatment and expected success criteria follow suit. While Patton and Meara re-

lied on a contemporary psychoanalytic perspective, any of the theories high-

lighted in this chapter can be used to organize both career and personal

interventions for the commonly observed complaints and task demands of ma-

ture adult workers.

At the same time, any career intervention is best understood within a “phase-

of-treatment model” commonly proposed in most career counseling models (e.g.,

Swanson, 1995; Swanson & Fouad, 1999). Spokane’s (1991) career intervention

model,

for example, highlights the beginning, activation, and completion stages

of individual and group career interventions. We propose a simple career process

intervention model that incorporates four phases: assessment, conceptualization

and agreement, intervention and action, and evaluation and reassessment. In

essence, successful intervention with mature adults requires putting together the

various elements we have covered:

Theoretical approach to guide the collection and organization of information.

2. Identification of central issues and treatment planning.

3. Execution and evaluation of treatment.

COUNSELING FOR SPECIFIC

MATURE ADULT TRANSITIONS: CASE EXAMPLES

We present three different case vignettes that, in turn, highlight the adult transi-

tion issues of career pathing, job loss, and reentry into the workforce.

ASE

1: I

IME TO

HANGE

AREER

? T

ASE OF

ENNY

Benny is a 51-year-old adult who is dissatisfied with his current position as an

auditor with a large public agency. He wants to make a career change but is not

ertain where to begin. He does not want his agency to know about his dissatis-

faction, so he has contacted a local career counselor/executive coach. Benny called

because he was upset about a recent financial audit that he did where people in

the agency being audited were terminated for fiscal mismanagement. The career

counselor interviewed Benny for an hour. Benny was articulate and clear about

his dissatisfaction at work.

Benny has held various positions in the same agency for 25 years, all within

the comptroller’s office. Benny has an undergraduate degree in business finance,

with a specialization in accounting. He never took the CPA exam but has become

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Counseling for Career Transition: Career Pathing, Job Loss, and Reentry 641

a certified public auditor. Benny feels stifled by his work, which is routine and

predictable. He also intensely dislikes confrontation and being responsible for au-

diting financial irregularities. He enjoys being with people, but other than a few

office colleagues, interacts with others at work only when there are financial

questions or audit discrepancies.

Benny is married with two children who are completing college. He is finan-

cially comfortable but does worry about long-term security. On the other hand,

he and his wife have managed to launch their children into and out of college. His

wife is a nurse, who is satisfied with her job but would like to retire by the time

she is 50. They are active in their diocese of the Catholic Church and volunteer

with refugees entering the United States from Mexico and Central America. Benny

is a first-generation Hispanic American. His parents were migrant workers who

pushed Benny to excel in school. Accounting was a secure and important job and,

given Benny’s strengths in math, an “obvious choice.”

Determining the Condition for Which Help Is Needed The recent precipitating event

for Benny to seek help was the audit that resulted in employee termination. Benny

expressed considerable conflict and unhappiness with his role as “accuser.” It is

clear that Benny feels both tired of accounting and trapped within a narrowly de-

fined job within the public sector. Benny has difficulty fantasizing about other ca-

reer options and seems puzzled when asked how he chose accounting. It is also

clear that Benny is beginning to anticipate a new phase of his life, as his children

move into adulthood.

The career counselor combines elements of Super’s developmental theory with

trait and factor approaches. Specializing in mature adults, she finds this combi-

nation especially salient for the presenting problems and needs of her clients. She

views Benny’s recent complaints within the context of shifting developmental

stages. He is anticipating the change in family structure and is beginning to eval-

uate what is important to him. At the same time, he has never fully explored ca-

reer options based on interests and values due to strong early parental pressure

and to prematurely choosing a career field where his natural strengths in math

would be a good fit. Benny’s recent crisis has opened the door for him to reevalu-

ate his professional and personal life goals. This is an opportunity to proactively

plan for the next stage(s) of his life. From a career pathing perspective, Benny is

interested in enrichment rather than career advancement. He has not explored al-

ternative career options, nor has he fully matched his current skills and experi-

ences with career options apart from his current position.

Treating Benny The career counselor contracted to meet with Benny three times.

She explored her initial clinical impressions from the first interview in her sec-

ond interview. At the third interview, the counselor presented to Benny her ini-

tial impressions by summarizing her beliefs of the underlying developmental and

career fit issues driving Benny’s dissatisfaction and restlessness. The counselor

offered Benny two options. The first was to contract with her to complete a series

of career assessments/transfer of skill exercises to help Benny assess, explore,

and plan alternative career options. She would also explore with him the mean

ing

of his shifting professional and personal roles. The second option was for Benny

purchase and use a self-directed career planning guidebook (AARP, 1991) to help

him plan a new career choice. Benny chose the second option. The counselor

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strongly encouraged Benny to schedule a follow-up meeting to review his prog-

ress and to help answer Benny’s questions.

Follow-Up Benny reported having completed the workbook. He realized that he

has strong “social and clerical” interests, which seem a little incompatible to him.

He also realized that he was not sure how to proceed. The counselor contracted to

meet with Benny for three additional sessions. She reviewed with Benny how to

creatively explore career options, including interviewing current workers in posi-

tions he found interesting. She also asked him to create a life map and to share it

with his wife and children. The life map is a technique used by Super (Super

et al., 1996) to help individuals plot their life course, tasks associated with each

step, and the multiple roles assumed in this process. Finally, she asked Benny to

list his fears about making a career change. Benny returned with three items: fear

of losing job security, fear of being unfulfilled, and fear of disappointing his par-

ents. The counselor explored each fear with him. She suggested that if he had dif-

ficulty acting on his plans, they should reevaluate the degree to which these fears

were barriers.

Benny returned in two months. He had interviewed several people in the pub-

lic and private sector who had accounting backgrounds. He really liked a finan-

cial consultant who had helped a range of clients with their financial planning.

determined that by taking two courses, he could become a certified financial

planner.

He also found several sites that would hire him either as a contract

worker or as a salaried worker. Benny felt confident he could build a caseload of

clients. He believed this work would help satisfy his social needs. Benny also

stated that he and his wife have begun talking about “life without children.” This

was difficult, and they both realized they were avoiding thinking about it. His

wife ended up filling out her own life map, and they shared notes. Benny’s plan

is to take the courses at night and on weekends and to gradually prepare for a

major change in employment. His goal is to leave the agency within a year.

Evaluating Outcomes Benny was able to complete the self-directed career guidance

program, but several fears inhibited his ability to take action. He recontracted with

he counselor and was able to identify and address several fears limiting his abil-

ity to take action. At the same time, his combined social and clerical interests

surprised Benny but helped him to select several people to interview. He was able

to create a career plan that built on his strengths while moving him into work

that fulfilled his social needs. Benny also benefited by confronting his changing

life roles and exploring the implications with his wife.

The counselor was pleased with this outcome. She did not believe Benny was

interested in, or needed, psychological counseling to address either early paren-

tal pressure or changing life roles. She also knew he was self-motivated and

inde

pendent-

minded and was best served by giving him ample opportunity for

self-exploration and guidance, with counselor assistance as needed.

ASE

2: W

HAT

I’

EADY TO

ETIRE

? T

ASE OF

RANK

Frank is a 53-year-old European American man with a high school education who

has worked as a machine repairer for a textile manufacturing plant for 30 years.

Two weeks ago, he was summoned to the manager’s office and told that the plant

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was closing. Frank was commended for his years of hard work, but the company

could no longer employ him. Unfortunately, Frank cannot take advantage of the

company’s early retirement package because the minimum age requirement is 55.

Besides, he does not want to retire but wants to continue working and supporting

his family. Frank has saved some money but not nearly enough for a secure future.

Frank is anxious about his prospects. The town he lives in had three manufac-

turing plants, and all of them have already closed or will be closing in the near

future. He is angry that all his years of service were being rewarded by a sudden

and unanticipated dismissal. The company did provide employees with exit coun-

seling,

which focused on updating his resume, developing a job search network,

and surfing the Internet for job possibilities. After the counseling session, Frank

was discouraged, remarking, “All my buddies are in the same boat as me,” and “I

do not know the first thing about surfing, on water or on the computer.” Frank

grew more frustrated as he talked the situation over with his wife.

Frank and his wife (a homemaker) have four children. Two are on their own,

one just completed college but lives at home because he cannot find a job, and the

youngest will graduate from high school this year. Frank spends most of his time

after work socializing with friends from work down at the local pub. He does

have a workshop in the garage where he putters around, fixing old lawnmowers

(the local neighbors have even brought their nonstarting mowers by for his help)

and small appliances. Recently, Frank has been spending more time alone out in

the workshop and less time with his buddies. His wife encouraged him to go to

the counselor recommended by one of his friends and Frank agreed.

Determining the Condition for Which Help Is Needed The precipitating event for

Frank to seek help was his impending dismissal. He is anxious and discouraged

about the future. He does not recognize any career options at this point. Frank is

concerned about financially providing for his family. Frank’s identity was closely

aligned with his work, and now he has lost that self-defining part of himself.

The career counselor has worked with numerous mature adult men who lost

jobs at the manufacturing plants. He uses Atchley’s continuity theory to frame

the way in which he counsels his clients. He views Frank’s situation in the con-

text of a sudden life disruption—unanticipated loss of a job. With 30 years on the

job, Frank had a clearly established identity that allowed him to maintain his inter-

nal continuity. Frank’s self-concept was also reinforced in the provision of financial

support to his family. It is expected that Frank’s internal structures,

which aid

adaptation, are compromised. His external structures are also in question since

most of his social relationships involved friends from work and activities that

took place after work.

Treating Frank After the first interview, the career counselor and Frank agreed

to meet once a week for a month. During this interview, the counselor established

an early rapport with Frank because the counselor had also worked in manufac-

turing years ago. Frank felt comfortable describing his situation and thought the

counselor could help him find another job. The counselor acknowledged Frank’s

anger at losing his job after 30 years, believing that this would have to be worked

through before Frank could move forward.

It was during the second interview that the career counselor probed for the dif-

ferent elements that helped Frank to maintain his internal and external struc

tures

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during his career at the plant. The counselor recognized that the bulk of Frank’s

life revolved around work. With pride, Frank told the counselor that he always

showed up for work early and put in extra hours whenever necessary. After work,

the guys always sat at their table in the pub and had some beers. Frank was also

proud that he earned a good enough living to support a wife, who never had to

work, and four children. Frank’s work behaviors, the reinforcement

received from

his buddies, and the monetary rewards from his work all contri

buted

to his iden-

tity development and self-worth. Now that Frank has lost his job, spends

less time

with his buddies, and does not bring home a paycheck, his identity is compro-

mised and he has diminished self-worth. To aid Frank’s internal continuity, the

counselor reinforces his ability to fix appliances and motorized equipment. The

counselor connects Frank’s past work (fixing machines) with current activities.

This presents an opportunity for Frank to make a list of all the different skills

he used on the job. The counselor starts the process by giving Frank a booklet

that lists and describes a number of skills used in the manufacturing industry.

Frank’s first task is to go through and mark those skills that apply to him. Then,

he can add ones that are not already listed. After Frank thinks about skills as they

relate to his job, his task is to write down any skills he has related to all other life

experiences.

To aid external continuity, the counselor reminds Frank of how he must be a

great help to his neighbors when they are having mechanical troubles that he is

able to fix. The counselor also encourages him to stay in contact with his buddies

because they can help to maintain some stability for Frank, reinforce his self-

worth, and provide an established network of friends when seeking a new posi-

tion. The neighbors who stop by with their lawnmowers are also potential job

contacts, and Frank can let them know he is looking for a new job.

Once Frank and the counselor have worked through his job loss reactions and

considered how Frank might identify with something concrete in his life, they

move on to connecting past experience and skills with future possibilities. They

discuss how Frank’s set of skills might be applied in other settings. The counselor

encourages Frank to explore career options by selecting five occupations that in-

terest him and offers to help him set up job-shadowing opportunities.

Evaluating Outcomes Frank had considerable difficulty overcoming his anger and

felt rejected after 30 years of loyalty and hard work. Exploring his anxiety sur-

faced fears over his inability to support his family and to obtain employment at

the age of 53. As Frank worked through the skills exercise, he began to realize how

much he knew and what he could present to potential employers as strengths. His

past activities could be used to support new endeavors.

Frank also started meeting with his buddies again. This social support helped

Frank to feel less isolated and more valued. Such positive social reinforcement can

enhance self-esteem, communicate belongingness, and help inoculate the person

against setbacks as he or she engages in job-seeking behavior (Caplan, Vinokur,

Price, & van Ryn, 1989). It has also been reported that for older workers, positive

social support is related to higher job search intensity (Rife & Belcher, 1993).

Frank enjoyed going out to job shadow, talking with people in related jobs, and

understanding how his skills might apply in these settings. He knew that he

wanted to stay in the same field, had no desire to go back to school, and accepted

that he would have to commute to his next job. While looking for a position, Frank

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decided, with encouragement and support from his family, to place an advertise-

ment for fixing mowers and appliances, charging a nominal fee. Although diffi-

cult at first, Frank’s job loss presented a new opportunity for him.

The counselor was somewhat surprised by Frank’s resilience. In many cases,

the men who define themselves primarily in terms of their careers may experi-

ence prolonged anxiety and depression until they are able to find new careers

on which to rebuild their identities. Fortunately, Frank was able to connect his

past work skills with current and potential future endeavors. As a result of

viewing his job loss as a turning point and with the support of his family and

friends, Frank was able to sustain his internal continuity. The outcome of

Frank’s situation was mixed, at least in the short run, in that he had preserved

his identity and was able to work through his job loss reactions, though he had

not yet obtained a satisfactory new job that would allow him to financially sup-

port his family.

ASE

3: H

I W

ORK FOR A

IVING

? T

ASE OF

YLVIA

Sylvia is a 41-year-old Caucasian female with two school-age children whose hus-

band divorced her six months ago. He has a new life and no interest in Sylvia or

the children. She was shocked to find herself with no husband, no job, and two

kids to raise by herself. Sylvia has never held a full-time paid job (she married

right out of high school), and her husband had been a good provider so she never

anticipated that she would need to work in the labor force. Sylvia was used to tak-

ing care of the kids, cooking, cleaning the house, and managing the finances. She

is highly organized. Unfortunately, the money in her bank account has been dwin-

dling

and will run out within the next few months. Sylvia received one small

check for child support, but that was five months ago. Sylvia is starting to panic

because she has diminishing funds and does not have a clue about how to find a

job, let alone what jobs might be available. She wonders who would hire her any-

way because she believes she cannot do anything. Sylvia keeps telling the chil-

dren that everything will be fine but cries herself to sleep every night because she

is sad and afraid.

Sylvia completed two years of college after high school (liberal arts education

courses) but did not earn a degree. She remembers being an average student.

Sylvia describes herself as a friendly and outgoing person who could talk to any-

body. She has always enjoyed helping other people. She volunteers to help with

school and church bake sales and to chaperone children on field trips. She also

helps raise money to support the local firefighters and the community hospital.

Sylvia relies heavily for support on her Sunday worship group, who encourage

her and make themselves available whenever she needs them. Sylvia decides to

visit a counselor at the local community college.

Determining the Condition for Which Help Is Needed The precipitating event for

Sylvia to seek help was the divorce, resulting in a loss of funds and the need to

work to provide for her children and herself. Sylvia is not only confronted by fi-

nancial need but also lacks information about the world of work and job search

skills. She has some education but not a degree. Sylvia does not feel marketable,

wondering why someone would employ her. She has anticipated her need to enter

the labor force as she seeks help before all her resources evaporate.

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