Brown S.D., Lent R. (Editors). Career development and counseling: putting theory and research to work
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666 A
UTHOR
I
NDEX
Slaney, R. B., 452
Slater, M., 537, 538
Slee, P. T., 422
Slemon, J. C., 564
Slocombe, K., 592
Slocum, W. L., 133
Smart, J. C., 30, 287
Smeeding, T. M., 590
Smerdon, B., 556
Smith, C., 538
Smith, E., 225, 496, 498
Smith, F. J., 182
Smith, F. M., 430
Smith, J., 509
Smith, N. D., 495
Smith, P. B., 306, 314
Smith, P. C., 180, 181, 182
Smith, P. L., 115, 145, 243, 245, 418, 450, 458
Smith, T., 390
Smouse, A. D., 429
Snipes, J. C., 582
Snow, C. C., 219
Snow, R. E., 90, 330, 331, 602
Snyder, J., 538
Snyderman, B., 307, 314
Soelberg, P. O., 157
Soh, S., 32
Solamon, J. M., 475
Solberg, V. S., 243, 270, 468, 578, 582
Song, Z., 155, 157, 158, 163, 165, 167, 168, 172, 175
Sonnentag, S., 485
Soresi, S., 33, 113, 115
Sorra, J., 495, 496
Southern, W. T., 617
Spade, J., 261, 530
Spanierman, L. B., 230, 325
Sparks, K., 192, 314
Spearman, C., 333
Speas, C. M., 475
Spector, P. E., 180, 181, 182, 184, 185, 188, 190, 192,
314
Spokane, A. R., 23, 28, 30, 31, 32, 34, 35, 37, 193,
195, 286, 290, 293, 355, 369, 373, 405, 426, 428,
429, 443, 640
Spranger, E., 308
Spreda, S. L., 244
Spruijt, E., 420
Stafford, I. P., 268
Stafford, M. J., 452
Stage, F. K., 145
Stajkovic, A. D., 112, 113
Stake, J., 260
Stamm, C. L., 184
Stamper, C. L., 191
Stankov, L., 346, 494
Stanley, J. C., 601, 604, 605, 617, 619
Staples, J. G., 406
Stapleton, D., 551
Stapleton, M., 553, 564
Staudinger, U. M., 509
Staw, B. M., 191
Steele, C. M., 445
Steers, R. M., 187, 203
Steffy, B. D., 467, 468, 474
Steinberg, L., 146, 526
Steiner, D. D., 186
Stensrud, R., 567
Stephens, J., 355, 369, 370, 426, 443, 446, 448
Sternberg, R. J., 341, 493, 601
Sterns, H. L., 212, 506, 507, 509, 511, 513, 514, 515,
517, 518
Sterrett, E. A., 472
Stevens, G., 135
Stewart, E. S., 12, 318, 321
Stewart, M. A., 243
Sticht, T. G., 90
Stidham, H. H., 174
Stodden, R. A., 557
Stone, D. L., 562
Stone, E. F., 180, 562
Stone, J. R., III, 580, 582, 586
Stonewater, J. K., 429
Stoppard, J. M., 133, 134, 142, 143, 145
Straits, B. C., 471
Strang, J., 419
Straw, M. K., 639
Stringfield, S., 580, 582, 586
Stroh, L. K., 217
Strong, E. K., 132
Strong, E. K., Jr., 281, 284, 287, 289, 290, 299, 418,
604
Struch, N., 324
Stumpf, S. A., 286, 467
Subich, L. M., 37, 193, 212, 233, 235, 286, 364, 506
Suchy, B., 618
Sue, D., 225, 375, 454, 455, 456, 457, 459, 460
Sueyoshi, L. A., 24
Sullivan, B. A., 284, 290, 292, 293
Sullivan, S. E., 219
Summers, T. P., 187
Sung, Y. H., 336
Super, C. M., 136, 139, 142, 225, 359, 417, 424, 525,
564, 565, 633, 634, 642
Super, D. E., 42, 44, 45, 51, 136, 139, 142, 143, 225,
232, 242, 269, 281, 307, 308, 309, 310, 312, 318,
320, 323, 356, 358, 359, 361, 417, 424, 525, 564,
565, 633, 634, 642
Surkiss, S., 309
Suzuki, L., 244, 245, 458
Sverko, B., 310, 312, 313, 318, 323
Swail, W. S., 531, 532, 533, 541, 544
Swain, J., 553
Swaney, K., 244, 389, 390, 406
Swanson, J. L., 23, 30, 33, 34, 102, 104, 112, 113,
137, 138, 140, 230, 232, 244, 285, 290, 291, 356,
358, 366, 368, 370, 373, 374, 375, 424, 584, 585,
586, 640
Swartz, J. L., 459
Sweetland, R. C., 348
Szendre, D., 243
Szymanski, E. M., 115, 551, 555, 556, 562, 563, 564,
566
Tabor, B. J., 290, 293, 637
Talleyrand, R., 378
Taluc, N., 592
Tan, A., 241
Tan, G., 241
Tan, R., 287, 290, 291
Tang, M., 32, 33, 115, 243, 244, 245, 450, 458
Tanner, J., 589
Taris, R., 319
Taylor, K., 57, 142, 270, 362, 367
Taylor, M. A., 509, 511, 512, 513
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Author Index 667
Taylor, M. S., 163, 493, 495
Teachout, M. S., 345, 487
Tellegen, A., 75
Terman, L. M., 254, 601, 610
Terry, J., 432
Terzella, J., 475
Tesser, A., 74
Thadani, D., 471
Tharenou, P., 185
Thebarge, R., 560
Thibaut, J. W., 188
Thienes-Hontos, P., 174
Thomas, A. H., 475
Thomas, M. J., 144
Thompson, A. R., 474
Thompson, A. S., 359
Thompson, C. E., 245
Thompson, M. D., 30
Thoms, P., 474
Thomson, W. A., 242
Thoresen, C. E., 429
Thoresen, C. J., 15, 183, 364, 494, 495
Thorn, B. L., 519, 637, 647
Three Rivers, A., 227
Thurstone, L. L., 333, 335
Thurstone, T., 335
Tienda, M., 228, 581
Tigges, L. M., 470, 471
Tinsley, D. J., 508, 513
Tinsley, H. E. A., 4, 11, 30, 407
Tipping, L., 260
Tirre, W. C., 346, 347, 348
Tittle, C. K., 357
Toenjes, C. M., 30
Tokar, D. M., 27, 193, 286, 364, 366
Tolman, R. M., 592
Tomasik, M. L., 134
Tomlinson, M. J., 418
Tomlinson-Clarke, S., 240
Tompkins-Bjorkman, A., 407
Ton, M., 287
Toops, H. A., 333
Toporek, R. L., 33
Toquam, J. L., 287
Torres, L., 156, 161, 471
Torretti, W., 475
Toso, C., 540
Touchton, J., 262
Tourish, D., 475
Tracey, T. J., 33, 244, 245, 320, 334, 373, 389, 458
Tranberg, M., 193, 286
Trangsrud, H., 592
Treas, J., 135
Treistman, D., 113
Trent, J. W., 561
Trepanier, L., 511
Trevino, B., 555
Trice, A. D., 140, 141
Trimble, J. E., 460
Trinidad-Cavillo, M., 30
Trivette, P., 145
Troiden, R. R., 453
Troll, L. E., 509
Trotter, M., 427
Troxtel, D. D., 475
Troyer, L., 146
True, W., 76
Trueba, H., 556
Trusty, J., 239, 240, 245
Tsuang, M. T., 76
Tsui, A. S., 497
Tuch, S. A., 181
Tucker, B., 424, 425, 432
Tuffin, K., 422
Turban, D. B., 171
Turnball, R. H., 563
Turner, N., 499
Turner, S., 94, 418, 419, 422, 425, 427, 431, 432
Turnley, W. H., 204
Tyler, L., 24, 281, 601, 604, 614, 616
Tziner, A., 488, 489
Udipi, S., 419
Ugbah, S. D., 475
Ulven, J. C., 474
Umhoefer, D. L., 455, 456
Unger, D. D., 555, 560, 562
Urajnik, D., 144, 148
Urbina, S., 232, 233, 234
Vacha-Haase, T., 242
Va ladez, J., 241
Va nce, F. L., 31
Va ndenberg, R. J., 484, 487
van der Kloot, W. A., 324
Va ndiver, B. J., 84, 138, 235
van Emmerik, I. H., 190, 191
Va nfossen, B. E., 530
van Ryn, M., 155, 174, 175, 472, 495, 644
Va n Scotter, J. R., 485
Va n Vianen, A. E. M., 115
Vaux, A., 245
Velez, W., 527
Ve ntura, A. M., 539
Ve rnon, P. E., 306, 308, 610
Ve sterdal, W. J., 76
Ve tter, L., 631, 640
Villanueva, I., 536
Villar, E., 470, 471
Villareal, P., 243
Vinokur, A. D., 155, 156, 174, 175, 471, 472, 495,
644
Virkler, S. J., 135, 139, 142, 146
Viswesvaran, C., 604
Vittorio-Caprara, G., 418, 419, 430
Volberda, H., 493
Vondracek, F., 110, 225, 420, 449, 526, 634
Vosvick, M. A., 57
Vroom, V., 203
Vuori, J., 156
Vygotsky, L., 423
Wagner, M., 552, 554, 555, 562
Wahl, E., 538
Wahl, K. H., 141, 142, 144, 148, 149
Walberg, H. J., 147
Waldo, G. P., 590
Walker, J. W., 509, 512
Wal l, J., 312, 322, 393, 400, 408
Wal l, T. D., 494
Wallace, C., 423
Wallace-Broscious, A., 420
Wal ls, R. T., 134
Walsh, B. D., 242
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Walsh, W. B., 231, 233, 234, 271
Walz, G. R., 407
Wampold, B. E., 30
Wan, T., 512, 626, 634, 636
Wanberg, C. R., 155, 156, 157, 158, 159, 160, 161,
162, 163, 164, 165, 166, 167, 168, 169, 170, 171,
172, 174, 175, 176, 421, 468, 469, 470, 471, 472,
493, 495
Wang, J., 137
Wanous, J. P., 211
War b urton, E., 541
Ward, C. M., 231
Ware, W. B., 144
War n, J., 190
War n at h, C. F., 232
Warr, P. B., 488
Washington, T., 637, 638
Watanabe, S., 186
Waterman, J. A., 220
Waterman, R. H., 220
Waters, E. B., 508, 628, 637
Watkins, C. E., 297, 353
Watk in s, S. C., 518
Watson, A. L., 565
Watson, D., 186, 192
Watt, J. D., 156, 158, 163, 164, 165, 468, 472
Watt, K. M., 536
Watterson, D., 637
Watts, A. G., 356, 407, 418
Waugh, G., 312, 322, 393, 400
Weathers, P. L., 245
Weaver, C. N., 286
Webb, R. M., 604, 605, 606, 612, 615, 618
Wechsler, D., 637
Wehman, P., 561, 567
Weinstein, J. N., 564
Weir, E., 475
Weis, D. M., 509, 518
Weishaar, M. E., 264
Weiss, D. J., 3, 11, 12, 13, 182, 309, 311, 312, 320,
321, 400
Weiss, H. M., 180, 188, 189, 191, 192
Weitzel, W., 182
Welbourne, T. M., 494, 495
Wenzel, S. L., 472
Werbel, J. D., 168, 467, 469
Werner, J. M., 206, 213
Wesman, A. G., 347
West, M., 561, 567
West, S. G., 334
Westbrook, B. W., 242
Westbrook, M. T., 561
Wettersten, K., 474, 592
Wewiorski, N., 561
Whan, K. M., 54
Whetten, D. A., 208
Whiston, S. C., 355, 369, 370, 405, 417, 426, 429,
443, 446, 448, 638
White, S. F., 468, 574, 588
Whitfield, E. A., 338, 344, 345, 346, 348
Whitney, D. R., 132
Wiener, Y., 286
Wierba, R. R., 497
Wilk, S. L., 604
Wilke, J. R., 255
Will, M., 562
Williams, L. F., 183
Williams, R. E., 330
Williamson, E. G., 426, 445, 601, 604, 616
Willings, D., 602
Willis, S., 564
Willson, M. S., 240
Wilson, D. M., 257
Wilson, F. D., 228
Wilson, J. R., 144, 145
Wilson, P. M., 144, 145
Wilson, W. J., 227, 576
Winer, J. L., 362
Winrow, S. A., 233, 239, 245, 263, 459
Wise, L. L., 287
Wiseman, R. L., 556
Witt, L. A., 181
Wittenburg, D., 551, 558
Woit ke, M. B., 366
Wolters, C. A., 425
Wood, C., 476, 545, 585, 586
Wormley, W. M., 181, 248
Worth, S., 424
Worthington, R. L., 24, 230, 232, 573, 574, 575, 578,
579, 580, 581, 582, 585
Wright, C., 564
Wright, J. D., 581
Wright, L., 241
Wu, L., 228
Wycott, S. E. M., 261
Ya masaki, E., 527
Ya nez, D., 536
Ya ng, B., 135, 137, 141, 142, 143, 144, 147
Ya ng , P., 427
Ya nico, B. J., 362
Yao, G., 604, 605, 616, 618
Yelin, E., 552
Yoder, J., 260, 264, 265, 266, 267
Yost, E. B., 242, 373
Young, G., 27
You niss, J., 422
Yousef, D. A., 190
Yovanoff, P., 551, 555
Zeedyk, M. S., 423
Zhang, L., 32, 33
Zima, N., 270, 468
Zimmer-Gembeck, M. J., 423, 424, 467
Zimmerman, B. J., 425
Zinn, H., 227
Zippay, A., 476
Zunker, V. G., 86, 96, 360, 363
Zytowski, D. G., 288
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Subject Index
Ability:
aptitude, 331
definitions, 330–331
interests and, 284
job search and, 164
performance equation, 203
requirements, 7
Theory of Work Adjustment and, 6, 7
women’s utilization of, 254–255
Ability assessment, 330–349
above-level (intellectually talented youths),
604–608
applications, 331–332
assessor training, 337–338
confirming a career choice, 340
dimensionality of work-relevant abilities,
334–336
disability, 342
enhancing work performance, 340
ethnicity, 341–342
expanding options, 339
historical overview, 332–334
incorporating into career counseling,
337–342
instruments, evaluating, 338–339
major strategies (advantages/disadvantages,
and assessment tools), 342–348
objectively estimated abilities, 345–348
self-estimated abilities, 343–345
narrowing options, 339
objectively estimated, 332–333, 345–348
recent developments in, 348
self-estimated, 333–334, 343–345
sex and, 341
stability of work-relevant abilities, 336–337
Ability Profiler, 400
Academic achievement. See Achievement
Academic enrichment, 532, 542
Achievement:
academic:
college access (see College access programs)
empowering students for self-regulated
learning, 425
values, 311, 315
Adaptability. See Career adaptability
Adaptive performance, 490–493
Adjustment:
career (see Career adjustment; Theory of Work
Adjustment)
style, 9
Adolescent employment, 581–582. See also Work-
bound youth
Adult(s):
caregivers (sandwich generation), 627
development theories, 633–634 (see also Mature
adult concerns)
support, at-risk youth (college access
programs), 541
Adult Career Concerns Inventory (ACCI), 359
Advancement via Individual Determination
(AVID), 536–537, 542, 543, 544
Adventurous orientation, 313
African Americans, career choice counseling, 245,
456–457. See also People of color
Age. See Mature adult concerns
Aid to Families with Dependent Children
(AFDC), 590
Altruism, 311
American Association for Retired Persons
(AARP), 637–638
Americans with Disability Act (ADA), 557–558.
See also Disability
Androgynous personality style, 264
Anticipatory socialization programs, 211
Aptitude, 204, 331
Armed Services Vocational Aptitude Battery
(ASVAB), 29, 346, 347
Army Alpha and Beta tests, 333
Artistic (RIASEC personality type), 25, 26
ASA model (attraction, selection, attrition), 484
Asian Americans, career choice counseling with,
457–458. See also People of color
Aspirations. See Occupational aspirations
Assessment of Career Decision-Making (ACDM)
inventory, 361
Association of Computer-based Systems for
Career Information (ACSCI), 408
Attributional styles, 418–420
Autonomy, 311
Baby-boom generation, 215
Ball Aptitude Battery (BAB), 347–348
Basic Interest scales (BIS), 290, 292–293
Behavior:
adjustment, 5
baseline, 636–637
counterproductive, 184
goal-directed, 156–157
job search, 160, 165–170, 469–471
proactive, 492, 497–498
reactive, 492, 498–499
tolerant, 492, 499–500
vocational, 559–561
withdrawal, 184–186
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Benevolence, 315
Big Five Model, 363. See also Five-Factor Model
Bisexual individuals, career choice counseling
with, 453–454
Bolles Party Game, 29
Bridges Career Aptitude Survey (CAS), 348
Bridging the Gap (Girl Scouts of America
program), 272
California Psychological Inventory (CPI), 637
Campbell Interest and Skill Survey (CISS), 288,
290, 292–294
Campbell Leadership Index (CLI), 294
Career Ability Placement Survey (CAPS), 347, 406
Career academies, 580
Career adaptability, 45, 48–57
case study, 62–68
developmental tasks, 48–50
dimensions, 51–56
career concern, 52–54
career confidence, 56
career control, 54–55
career curiosity, 55–56
career indecision, 55
career indifference, 54
profiles of, 56–57
Career adjustment:
counseling for, 272, 355
supports for, 267–268
connection, 267–268
passion, 268
persistence, 267
women, 267–268, 272
Career Aptitude Survey (CAS), 348
Career Assessment Inventory (CAI), 288
Career Attitudes and Strategies Inventory (CASI),
29, 32
Career Barriers Inventory (CBI), 366
Career Beginnings, 535–536, 543
Career beliefs and thoughts, 360
Career choice counseling/interventions, 441–461
African Americans, 245, 456–457
Asian Americans, 457–458
diverse populations, interventions with, 245,
451–461
effectiveness, 442–443, 446–447
goals, 448–450
Hispanic Americans, 455
improving, 443–446
lesbian, gay, bisexual, and transgendered
individuals, 453–454
Native Americans, 459–461
Social Cognitive Career Theory, 108–111, 118–121
tailoring to client needs, 447–451
Theory of Work Adjustment, 18–19
vocational problem diagnostics, 447–448
women:
counseling for, 268–269, 451–453
supports to, 263–264
Career choice implementation, 466–479
persuasion process, 473–477
characteristics of people who successfully
persuade, 473–474
enhancing persuasion skills, 474–477
search process, 466–473
behaviors and strategies of successful
searchers, 469–471
characteristics of individuals who
successfully identify career
opportunities, 468–469
identifying career opportunities, 467
search interventions, 471–472
Career Construction Theory, 42–68, 282
career adaptability, 45, 48–57
case study, 62–68
developmental tasks, 48–50
dimensions of, 51–56
profiles of, 56–57
career adaptability dimensions:
career concern, 52–54
career confidence, 56
career control, 54–55
career curiosity, 55–56
career indecision, 55
career indifference, 54
case study, 60–68
Career Style Interview, 61–62
vocational personality, career adaptability,
and life themes, 62–68
components (three):
career adaptability, 45
life themes, 44
vocational personality, 43–44
life themes, 44, 57–60
case study, 62–68
comparing personality types to, 60
identifying in career stories, 58–60
mattering, 59
propositions, 45–46
vocational personality, 43–44, 47–48
case study, 62–68
Career counseling, five stages, 593–594
implementing educational and vocational
decisions, 594
understanding the decision making process,
593–594
understanding self, 593
understanding the world of work and the
survivor’s potential within that world,
593
work or school adjustment, 594
Career Decision Difficulties Questionnaire, 362
Career decision making:
assessing, 360–362
readiness, 422–423
Career Decision-Making Self Efficacy Scale
(CDMSE), 362, 367
Career Decision-Making System Revised-2000
(CDM-R), 343–344
Career Decision Scale, 362
Career development:
children and adolescents (see School-age youth;
Work-bound youth)
people of color (see People of color)
promoting (Holland’s Theory of Vocational
Personalities)-37
Super’s theory of, 136, 312–313, 323, 324, 564,
633
Career Development Assessment and Counseling
(C-DAC) model, 323
Career education, 582
Career exploration, 355
Career Factors Inventory, 362
Career interests. See Interests
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Career Interest Scale of the 16PF, 35
Career maturity, 242, 358–359, 564–565
Career Maturity Inventory (CMI), 235, 359
Career Occupational Preference System (COPS),
347
Career Orientation Placement and Evaluation
Survey (COPES), 347
Career pathing, 628–630
Career salience, 323, 324, 359–360
CareerScope, 348
Career Style Interview, 60–62
Career theory:
developmental perspective, 42–43, 102–104 (see
also Career Construction Theory; Theory of
Circumscription and Compromise)
differential perspective, 42–43, 102–104 (see also
Holland’s Theory of Vocational
Personalities; Theory of Work Adjustment)
dynamic perspective, 42–43
psychological perspective (Super’s self-concept
developmental theory), 136, 139–140
social psychological perspective (see Social
Cognitive Career Theory)
sociological perspective: Status Attainment
Theory, 138–140
three classic segments (differential,
developmental, and dynamic views of
career), 42–43
Career values. See Va lue s/needs
CAS. See Career Aptitude Survey
CASI. See Career Attitudes and Strategies
Inventory
CBI. See Career Barriers Inventory
Changing nature of work, 489–490, 578–579,
626–627
Childcare attendant/worker (example of
occupational classification/descriptions):
Minnesota Occupational Classification System
(MOCS III), 393, 394
Occupational Information Network (O*NET),
395, 396, 397–399
Occupational Outlook Handbook, 403–404
Standard Occupational Classification (SOC)
System, 386
Choice. See Career choice counseling/
interventions; Career choice implementation
Circumscription. See Theory of Circumscription
and Compromise
CISS. See Campbell Interest and Skill Survey
CLI. See Campbell Leadership Index
Cognitive:
career theory (see Social Cognitive Career
Theory)
diversity, 89–90
factors, work adjustment, 493–494
growth, 73–74
judgment approach, 188–189
College access programs, 525–547
for at-risk students, 533–540
high school programs serving cohorts of
students, 536–537
Advancement via Individual Determination
(AVID), 536–537
Gateway to Higher Education, 537–538
Puente Project, 537
high school programs serving individual
students, 534–536
Career Beginnings, 535–536
Upward Bound, 534–535
I Have a Dream (IHAD), 539–540
lessons learned from program evaluation
efforts, 540–544
academic enrichment, 542
adult support, 541
career counseling and college advising,
542
eligibility criteria for participants, 543–544
intensity and length of interventions, 543
program evaluation strategies, 544
program structure and services, 541–543
predictors of college attendance among at-risk
youth, 527–533
programs instituting schoolwide changes,
538–539
Dare to Dream: Educational Guidance for
Excellence, 538–539
Project GRAD, 539
sponsorship programs, 539–540
typical features, 531–533
academic enrichment, 532
college scholarships, 533
counseling, 531–532
mentoring, 532–533
parental intervention, 532
program evaluation, 533
social and cultural enrichment, 532
Color. See People of color
Comfort, 311
Communion, 264
Communities in Schools (CIS), 543
Community:
career partnerships, 432–433
employment services (lack of), 556
influences on retirement decision, 518
Comparison Level (CL), 188–189
Compromise. See Theory of Circumscription and
Compromise
Computer-assisted career guidance systems
(CACGS), 405
Computers:
ability testing, 348
accessing career information, 404–407
assessment and guidance programs (including
Web-based programs), 431–432
Association of Computer-based Systems for
Career Information (ACSCI), 408
community/career partnerships, 432–433
DISCOVER, 406–407, 431
ethical issues, 407–408
GOOGLE search results, career counseling,
405
Mapping Vocational Challenges (MVC),
431–432
self-directed activities, 434
SIGI Plus, 405–406
Concern, career, 52–54
Confidence, career, 56
Confidentiality/privacy issues, 300
Conformity, 315
Construction, career. See Career Construction
Theory
Constructs:
big three (see Ability; Interests; Values/Needs)
vs. instruments, 356–357
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Constructs (Continued)
outcome:
conceptualizing, 369–371
intermediate vs. target outcomes, 371–372
organizationally relevant target outcomes,
372–373
outcome expectations, 104–105, 368
process-oriented, 354, 358–369
career beliefs and thoughts, 360
career decision making, 360–362
career maturity and career adaptability,
358–359
career salience, 359–360
circumscription and compromise, 368–369
interpersonal supports, 366–367
outcome expectations, 368
perceived barriers, 365–366
personality, 363–365
self-efficacy beliefs, 367–368
Control:
career, 54–55
perceived:
and job search outcomes, 164
and self-concept, 514
Conventional (RIASEC personality type), 25, 26
Cooperative education, 580–581
COPES. See Career Orientation Placement and
Evaluation Survey
COPS. See Career Occupational Preference System
Correspondence, 13
Cost-effectiveness (criteria used to measure work
performance), 205
CPI. See California Psychological Inventory
Criminal justice settings, transition to work from,
588–590
Criterion validity, 291
Cultural diversity. See Ethnic/racial minorities
Curiosity, 55–56
Curriculum-based interventions, 586–587
Dare to Dream: Educational Guidance for
Excellence, 538–539, 545
DECIDES model, 593
Decision making. See Career decision making
Developmental career theories, 102–104
Developmental interventions, 17–18
Dictionary of Holland Occupational Codes (DHOC),
389
Dictionary of Occupational Titles (DOT), 385, 395
Differential Aptitude tests (DAT), 347
Disability, 551–568
ability assessment and, 342
barriers to work, 554–556
employer attitudes and discrimination, 555
federal policy concerning benefits and health
insurance, 555
lack of adequate preparation for the
workplace, 555
lack of available community employment
services, 556
lack of postsecondary education and
vocational training, 555–556
professional attitudes toward employment,
556
career issues, youths, 561–565
career maturity, 564–565
context, 562–563
self-efficacy and outcome expectancies,
563–564
theory-based constructs, 563–565
transition to adult life programs, 562
definitions, 552–554
factors influencing vocational behavior,
559–561
functional capacities and work, 559–561
psychosocial issues, 560–561
implications for career counseling, 565–568
legislation, 556–559
Americans with Disability Act (ADA),
557–558
Education of All Handicapped Children
(EAHC), 557
Individuals with Disabilities Education Act
(IDEA), 553, 557
Ticket to Work and Work Incentives
Improvement Act (TWIIA), 558
Workforce Investment Act (WIA), 213,
558–559, 579
DISCOVER, 390, 405, 406–407, 431
Dissatisfaction:
Theory of Work Adjustment and, 19–20
working with, 37–38
Diversity. See Ethnic/racial minorities; People of
color; Women’s career development
Domestic violence, work-bound youth and,
592–594
Education:
barriers in system:
for people of color, 238–239
for women, 261–263
career, 582
classroom-based career curriculum, 428–429
cooperative, 580–581
developmental interventions and, 17
integrated vocational and academic, 581
lack of, 555–556
legislation:
Education of All Handicapped Children
(EAHC), 557
Individuals with Disabilities Education Act
(IDEA), 553, 557
people of color, 228–231, 239–242
Educational aspirations, 146–158, 241–242
Education of All Handicapped Children (EAHC),
557
Edwards Personal Preference Schedule (EPPS),
364, 365
Ego/power, 314
Emotional intelligence, 210
Employee(s) at various life and career stages,
209–218
early-career employees, 210–212
generational differences in employees, 215–216
late-career employees, 213–215
midcareer employees, 212–213
Employer attitudes/discrimination, 555
Employment:
commitment, 164
quality, 168
status, 167
Employment-based appraisal, 515
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Enterprising (RIASEC personality type), 25, 26
Environment:
factors (counseling for work adjustment),
495–496
style (Theory of Work Adjustment), 8
EPPS. See Edwards Personal Preference Schedule
Equal Employment Opportunity Commission
(EEOC), 214
Ethical issues, 407–408
Ethnic/racial minorities. See also People of color:
ability assessment and, 341–342
career assessment, cultural considerations in,
373–376
career choice counseling, 454–461
African Americans, 456–457
Asian Americans, 457–458
Hispanic Americans, 455
Native Americans, 459–461
educational and income levels, 526–527
employer attitudes/discrimination, 555
interests, cultural differences in, 299–300
mature adults, counseling, 638
occupational aspirations, 143–144
racial-ethnic identity and acculturation,
237–238
racial identity, 456
retirement counseling, 513–514
school-to-work transitions, 575–576
validity across cultures, 31–34
Experience, optimizing, 90–94
Exploration, career, 355
Expressiveness or communion, 264
Faces scale, 182
Family factors:
multiple role concerns, 216–217, 260–261, 267,
452, 518, 627
occupational aspirations, 145–146
Theory of Work Adjustment, 15
work-bound youth, 576–577
Financial need/hardship, 164–165
Fit, person-job and person-organization, 167–168.
See also Person-environment fit
Five-Factor Model, 163, 283, 363, 590
Flexibility, 14
Formal vs. informal assessment, 357
Future career environment, counseling for:
assisting employers, 220–221
assisting individuals, 219–220
GATB. See General Aptitude Test Battery (GATB)
Gateway to Higher Education program, 537–538,
543, 544
Gays/lesbians, 255, 453–454
Gender:
ability assessment, 341–342
career development studies, 375
circumscription of vocational aspirations, 422
Holland’s theory, 31, 260, 615
intellectually gifted youth, 614–615
interests, 298–299
occupational aspirations, 142–143
racial-ethnic groups and, 240
stereotypes, 259
women’s issues (see Wome n’s career
development)
General Aptitude Test Battery (GATB), 12–13, 346,
347, 392, 393
Generations:
adult caregivers (sandwich generation), 627
baby-boomers, 215
generational differences in employees, 215–216
Generation Y, 216
silent generation, 215
swing generation, 215
Genes-drives-experience theory, 75
Genetic determinants of job satisfaction, 191–192
Glass ceiling, 265–266
Goals, job search vs. employment, 171
Gottfredson’s Theory of Circumscription and
Compromise in Career Guidance and
Counseling. See Theory of Circumscription
and Compromise
GRAD, Project, 539, 543, 544
Group career counseling, 428–429
Habitus, 49
Harrington-O’Shea Career Decision-Making
System Revised-2000 (CDM-R), 343–344
Head Start, 544
Health:
correlate of job satisfaction, 186–187
insurance access, 555
Hedonism, 315
High school:
programs serving cohorts of students, 536–537
Advancement via Individual Determination
(AVID), 536–537
Gateway to Higher Education, 537–538
Puente Project, 537
programs serving individual students, 534–536
Career Beginnings, 535–536
Upward Bound, 534–535
recent graduates, 575
Hispanic Americans, career choice counseling
with, 455. See also People of color
Holland’s Theory of Vocational Personalities,
24–38, 388–389, 390
applications:
career choice interventions, diverse
populations, 444
promoting career development, 37
working with dissatisfied and poorly
performing clients, 37–38
career construction and, 44, 47–48, 60, 62, 64, 67
case example, 34–37
circumscription and compromise, 369
description, 25–29, 388–389, 390
diagnostic indicators:
congruence, 27–28
consistency, 28
differentiation, 28
identity, 28
gender, 31, 260, 615
Holland’s Hexagon, 27, 193, 388–389, 390, 610
interests, 282–283
job satisfaction, 193–194
measurement of persons and environments,
29–30
Armed Services Vocational Aptitude Battery
(ASVAB), 29
Bolles Party Game, 29
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Holland’s Theory of Vocational Personalities
(Continued)
Career Attitudes and Strategies Inventory
(CASI), 29, 32
Mapping Vocational Challenges (MVC), 369
Position Classification Inventory (PCI), 29
Self-Directed Search (SDS), 29, 30, 270, 434
(see also Self-Directed Search)
Strong Interest Inventory (SII), 29, 235, 270,
288, 289–293, 406, 610
Vocational Insight and Exploration Kit
(VEIK), 29
Vocational Preference Inventory (VPI), 29
populations:
cultures, validity across (empirical studies),
31–34
intellectually talented youth, 603, 610, 615
minorities, 444
women, 260, 270
youth and, 434
research on, 30–34
RIASEC types (overview), 25, 26
World-of-Work Map, 390, 391
HOPE, Project, 591–592
I Have a Dream (IHAD) program, 539–540,
542–543, 544
Income disparities, 228–231
Indecision, career, 55
Indifference, career, 54
Individualistic orientation, 312
Individuals with Disabilities Education Act
(IDEA), 553, 557. See also Disability
Innovation, 497
Instrumentality, 264, 267
Instrumental values, 308
Intellectually talented youth, 600–619
above-level ability assessments, 604–608
above-level assessment of preferences, 608–612
focusing on youth, 601–602
gender differences/similarities, 614–615
interventions, 615–618
limitations and future directions, 618–619
perceptions of multipotentiality, 612–614
person-environment fit theories, applications,
602–615
resource needs, 617–618
Interests, 281–300
abilities and, 284
components/determinants of, 281
crystallizing personally valued vocational
interests in school-age youth, 424–425
cultural differences in, 299–300
definitions, 281
gender and, 260, 298–299
inventories, 288–298
administering, 296
Campbell Interest and Skill Survey (CISS),
288, 290, 292–294. See also Campbell
Interest and Skill Survey
Career Assessment Inventory (CAI), 288. See
also Career Assessment Inventory
interpreting, 296–298
Kuder Occupational Interest Survey (KOIS),
288, 290. See also Kuder Occupational
Interest Survey
scale construction methods, 287
selecting, 296
Self-Directed Search (SDS), 288–289 (see also
Self-Directed Search)
Strong Interest Inventory (SII), 29, 235, 270,
288, 289–293, 406, 610. See also Strong
Interest Inventory
Unisex Edition of the ACT Interest Inventory
(UNIACT), 32, 288, 290, 390, 407. See also
Unisex Edition of the ACT Interest
Inventory
measuring, 285–286
personality and, 283–284
person-environment congruence, and job
satisfaction/performance, 286–287
privacy/confidentiality issues, 300
responsible use of tests, 298
stability of, 284–285
vocational theories and, 106–108, 281–283
International assignments, employees working in,
217–218
Interpersonal:
impact (criteria used to measure work
performance), 205
supports (assessing process-oriented
constructs), 366–367
Interview skills, teaching, 475
INTUIT, 589, 590
Inventory of Work-Relevant Abilities (IWRA), 345,
406, 407
Investigative (RIASEC personality type), 25, 26,
615
Job characteristics approach, 189–190
Job Club, 174–175, 471
Job Descriptive Index ( JDI), 182
Job Diagnostic Survey (JDS), 195
Job in General Scale ( JIG), 182
Job interview anxiety, 176
Job loss, 218–219, 630–631
Job performance. See Performance
Job satisfaction, 180–197
antecedents of, 188–195
cognitive judgment approach, 188–189
correlates of, 182–188
counterproductive behavior, 184
definition and measurement of, 180–182
dispositional approach, 191–192
genetic determinants, 191–192
health, 186–187
implications for career counselors, 195–196
integrated model, 194–195
job characteristics approach, 189–190
job performance, 183–184
life satisfaction, 186
mental health and, 487–488
Minnesota Satisfaction Questionnaire (MSQ),
11, 182, 192. See also Minnesota Satisfaction
Questionnaire
overall vs. facet-specific, 487
people of color, 245–246
performance and, 286–287
person-environment fit, 192–194, 286–287
Social Cognitive Career Theory, 121–123
social information processing theory, 189
Theory of Work Adjustment, 10–11
withdrawal behaviors, 184–186
work and role stressors, 190–191
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Job Satisfaction Survey ( JSS), 182
Job search, 155–177
behaviors:
active job search behavior, 160
assertive job-seeking behavior, 160–161
job information sources, 159–160
job search effort, 160
job search intensity, 160
networking intensity, 161
preparatory job search behavior, 160
as goal-directed behavior, 156–157
goals (vs. employment goals), 171
integrative self-regulatory model of job search
predictors, behaviors, and outcomes,
170–172
intervention framework, 172–176
models, 157, 158–159, 170–172
outcomes:
employment quality/status, 167–168
fit (person-job and person-organization),
167–168
of job search behaviors, 165–170
number of job interviews and offers, 166–167
psychological well-being, 169
speed of employment, 167
predictors:
ability, 164
biographical variables, 162
employment commitment, 164
financial need/hardship, 164–165
five-factor model, 163
individual difference variables, 162–164
job-search self-efficacy, 163–164
job-seeking social support, 165
perceived control, 164
self-esteem, 163
situational variables, 164–165
process, 157–158
emotional response model, 157
sequential model, 157
JOBS program, 471
Job withdrawal, 488
Kuder Occupational Interest Survey (KOIS), 288,
290
Labor market:
job loss, 218–219, 630–631
reentry, 631
Theory of Work Adjustment and, 15
women’s lower income, 256
women’s underrepresentation, 255–256
Learning, optimizing, 86–90
accommodating cognitive diversity, 89–90
reducing task complexity, 88–89
Learning Environment (LE) scale, 291
Legislation and disability, 556–559
Americans with Disability Act (ADA), 557–558
Education of All Handicapped Children
(EAHC), 557
Individuals with Disabilities Education Act
(IDEA), 557
Ticket to Work and Work Incentives
Improvement Act of 1999, 558
Workforce Investment Act (WIA; 1998), 213,
558–559, 579
Life satisfaction (correlate of job satisfaction), 186
Life themes ( Career Construction Theory), 44,
57–60
case study, 62–68
comparing personality types to, 60
identifying in career stories, 58–60
mattering, 59
Logically consistent triad (LCT), 321
MAB. See Multidimensional Aptitude Battery
Maintenance period, 212–213
Mapping Vocational Challenges (MVC), 366, 368,
369, 431–432
Marriage and other significant relationships
(retirement), 517
Masculinity traits, 264
Maslow’s need taxonomy, 314
MATB. See Minnesota Ability Test Battery
Matching model (trait-factor), 260, 271
Mathematics, 257, 270, 367
Mathematics Self-Efficacy Scale (MSES), 367
Mattering ( Career Construction Theory), 59
Mature adult concerns:
career interventions, status/
conceptualizations, 638–640
career transitions, 625–648
career pathing, 628–630
changing nature of work, 626–627
job loss, 630–631
reentry, 631
social pressures and personal change, 627–628
case examples, 640–647
definition of mature adult worker, 506, 625
effective counseling, elements, 630–640
activities, modes of delivery, 637–638
client history and baseline behavior,
636–637
personality and intellectual resources, 637
understanding societal/cultural context, 638
retirement counseling, 506–519
adjustment, 511–513
case study, 642–645
community influences, 518
decision, 510–511
diversity and, 513–514
general model, 507–514
influences on self, 514
marriage and other significant relationships,
517
model for self-management, 514–518
preretirement, 508–510
work influences, 516
theoretical and practical perspectives, 632–636
adult development theories, 633–634
commonly observed issues, 634–636
person-environment fit perspective, 632–633
Social Cognitive Career Theory, 633
Super’s Career Development Theory, 633
work performance issues, 213–215
Age Discrimination in Employment Act
(ADEA), 213–214
late-career employees, 213–215
mid-career employees, 212–213
Maturity, career, 242, 358–359, 564–565
Mentoring, 211, 532–533
Minnesota Ability Test Battery (MATB), 13
Minnesota Importance Questionnaire (MIQ), 11,
320–321, 324, 393, 400
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