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 detaIled Contents

List of Tables and Figures xv

List of Additional Cases xvii
Acknowledgments xix

Part I: Fundamentals
1. Career Counseling: An Overview 3
Purpose of the Book 4
Work and Career Counseling 6
Changing World of Work 10
Definition and Types of Theories 12
Clarifying Distinctions Between Theories and
Theoretical Orientations 13
Developing Hypotheses and a “Working Model”
of the Client 14
Organization of the Book 17
Summary 19

2. Cultural Contexts and Career Counseling 21

Culturally Responsive Career Counseling 23
Fouad and Kantamneni’s Three-Dimensional Model 24
Group-Level Variables 26
Gender 27
Race/ethnicity 28
Relational and familial influences 29
Social class 29
Societal-Level Variables 30
 Difference from mainstream culture 30
Influences from mainstream culture 31
Individual, Group, and Societal Intersections 32
Practical Implications 34

3. Testing and Assessment 37

The Use of Assessment in Career Counseling 38
Selection of Assessment 40
Types of Assessment 42
Interests 43
Strong Interest Inventory (SII) 43
Interest Profiler 44
Needs and Values 45
Minnesota Importance Questionnaire 45
Work Importance Profiler 46
Abilities and Skills 46
Skills Confidence Inventory 47
Personality 47
Assessment of Other Constructs 47
Adult Career Concerns Inventory 48
Other Types of Assessment 48
Interpreting Career Assessment 49
Counselor Cognitions About Assessment 49
Prior to choosing assessment 49
Reviewing assessment results prior to session 50
Presenting and discussing results with the client 50
General Guidelines for Interpreting Career Assessment 51
Ethical Principles and Responsible Use of Assessment 52

4. The Case of Leslie 55

Presenting Issue 55
Career and Work History 56
Family Information 58
Marital Information 59
Leslie’s Expectations for Career Counseling 61
Initial Impressions of Leslie 61
Assessment Information 62
Strong Interest Inventory (SII) 62
Skills Confidence Inventory (SCI) 63
 Minnesota Importance Questionnaire (MIQ) 64
Adult Career Concerns Inventory (ACCI) 65
Summary of Leslie’s Assessment Information 65
Working with Leslie’s Case and Assessment Information 66
Observation 1 67
Hypotheses 67
Observation 2 67
Hypotheses 68
Observation 3 68
Hypotheses 68
Observation 4 69
Hypotheses 69
Conceptualizing Leslie From Various
Theoretical Approaches 70

5. The Delivery of Culturally Responsive

Career Counseling 71
Counselor Roles and Settings 71
Conducting Career Counseling 72
Culturally Appropriate Career Counseling Model 73
Multicultural Career Counseling Tenets 78
Applying a Multicultural Perspective to the Case of Leslie 79
Conceptualizing Leslie’s Career History 79
Conceptualizing Leslie’s Present Situation 82
The Case of Norman 84
Directions and Implications for Career Counseling 86
Goals of Counseling 86
Culturally Appropriate Career Counseling Model 86
Step 1: Establishing a culturally appropriate relationship 86
Step 2: Identification of career issues 87
Step 3: Assessing the impact of cultural
variables on career issues 87
Step 4: Setting culturally appropriate processes and goals 88
Step 5: Implementing culturally appropriate interventions 88
Step 6: Decision making and Step 7: Implementation 90
Additional Cases 90
Case 1: Brenda 90
Case 2: Justino 91
Case 3: Monica 92
Part II: theorIes

6. Holland’s Theory of Vocational Personalities

and Work Environments 97
Introductory Review 97
Applying Holland’s Theory 103
Conceptualizing Leslie’s Career History 103
Conceptualizing Leslie’s Present Situation 104
The Case of Judy 106
Directions and Implications for Career Counseling 107
Goals of Counseling 108
Interventions 109
Additional Cases 111
Case 1: Johnny 111
Case 2: Susan 113
Case 3: Cynthia 114

7. The Theory of Work Adjustment 117

Introductory Review 117
Applying the Theory of Work Adjustment 123
Conceptualizing Leslie’s Career History 124
Conceptualizing Leslie’s Present Situation 124
The Case of Charles 125
Directions and Implications for Career Counseling 127
Goals of Counseling 127
Interventions 127
Additional Cases 131
Case 1: Phil 131
Case 2: Melissa 132
Case 3: Linda 133

8. Super’s Developmental Theory 137

Introductory Review 137
Applying Developmental Theory 141
Conceptualizing Leslie’s Career History 142
Childhood 142
Adolescence/early adulthood 142
Conceptualizing Leslie’s Present Situation 144
The Case of Karen 146
Directions and Implications for Career Counseling 148
Goals of Counseling 148
 Interventions 149
Assessment of life space and work-role salience 150
Assessment of career adaptability 150
Assessment of vocational identity 152
Assessment of occupational self-concepts and life themes 152
Other interventions 153
Additional Cases 154
Case 1: Walter 154
Case 2: Maria Josefina 155
Case 3: Deborah and Trish 156

9. Gottfredson’s Theory of Circumscription and Compromise 159

Introductory Review 159
Cognitive Growth 160
Self-Creation 160
Circumscription 161
Compromise 162
Applying Gottfredson’s Theory 164
Conceptualizing Leslie’s Career History 164
Childhood 164
Adolescence and early adulthood 165
Conceptualizing Leslie’s Present Situation 166
The Case of Gary 167
Directions and Implications for Career Counseling 168
Goals of Counseling 168
Interventions 169
Optimize learning 169
Optimize experience 170
Optimize self-insight 170
Optimize self-investment 171
Additional Cases 171
Case 1: Dorece 171
Case 2: Steve 173
Case 3: Lori 174

10. Social Cognitive Career Theory 177

Introductory Review 177
Applying Social Cognitive Career Theory 183
Conceptualizing Leslie’s Career History 183
Conceptualizing Leslie’s Present Situation 186
The Case of Ron 188
 Directions and Implications for Career Counseling 190
Goals of Counseling 190
Identify foreclosed options 191
Reevaluate and modify efficacy beliefs 195
Identify barriers and supports 196
Additional Cases 197
Case 1: Jerry 197
Case 2: Kamisha 199
Case 3: Jim 201

11. Emerging Theoretical Approaches:

21st-Century Views of Work 203
Changing Assumptions About Work/Career 204
Assumption #1: Everyone has
the ability to make work choices 204
Assumption #2: Work is a contained part of people’s lives 204
Assumption #3: The world of work is predictable 205
Assumption #4: An individual will make
one decision early in life 205
Assumption #5: Career counseling is short term
and focused on providing information 205
Background About Emerging Theories 206
Career Construction Theory and
the Life Design Paradigm (Savickas) 207
Counseling for Work and Relationships (Richardson) 209
Psychology of Working (Blustein) 211
Summary of Emerging Theories 212
Applying Emerging Approaches 213
Conceptualizing Leslie’s Career History 213
Career construction theory 213
Counseling for work and relationship 213
Psychology of working 214
Conceptualizing Leslie’s Present Situation 214
Career construction theory 214
Counseling for work and relationship 214
Psychology of working 215
The Case of Diana and Bill 216
Directions and Implications for Career Counseling 217
Goals of Counseling 217
Interventions 218
 Additional Cases 220
Case 1: Lian 220
Case 2: Ellen 221
Case 3: Tony 222

Part III: aPPlICatIons

12. Ethics and Professional Issues Integrating
Career Development in Different Settings 227
Career Interventions in Schools 228
Preschool and Elementary School Years 230
Middle and High School Years 231
Career Interventions in Higher Education 232
Career Interventions in Community Settings 234
Professional Challenges 236
Ethical Decision Making 238

13. Information About the World of Work 243

Classification Systems 244
Sources of Occupational Information 245
How to Use Occupational Information in Counseling 247
Evaluation of Information 247
Information in Career Counseling 248
Additional Cases 251
Case 1: Elon 251
Case 2: Katherine 252
Case 3: Daniel 253

14. The Intersection of Career and Noncareer Issues 255

Career and Noncareer Issues 257
How Work Affects Mental Health 257
Work-related stress 257
Job loss, unemployment, and underemployment 258
How Mental Health Issues Affect Work 258
Individuals with acute mental health concerns 258
Individuals with chronic mental health concerns 259
Implications for Career Counseling 260
Applying Career-Noncareer Frameworks 261
A Review of Leslie’s Presenting Concern and Noncareer Issues 261
Conceptualizing Leslie’s work and nonwork concerns 262
The Case of Julie 263
 Directions and Implications for Career Counseling 263
Goals of Counseling 263
Interventions 263
Additional Cases 264
Case 1: Jason 264
Case 2: Beth 266
Case 3: Alex 266

15. Summary and Integration 269

Summary and Comparison of the Theories 270
Applying Theories to Your Own Career Development 274
Integrating Theoretical Perspectives 274
Contributions of Different Theories to Understanding Leslie 274
The Case of George 276
Working With George 278
Considering George From Various Theoretical Perspectives 278
Contextual analysis 279
Holland’s theory 279
The Theory of Work Adjustment 280
Developmental theories 280
Gottfredson’s theory 281
Social cognitive career theory 281
Emerging perspectives 281
Our own approach to conceptualizing George 282
Summary 285
The Case of Tom 285
Working With Tom 286
Evaluation of the Major Theories 287
Revisiting Counselor Cognitions 289
Parting Words 291

Appendices
A. Leslie’s Profiles 293
B. National Career Development Association’s Code of Ethics 307
C. Sample O*Net Summary (Mental Health Counselor) 359
References 365
Index 377
About the Authors 383
 lIst oF taBles and FIgures

TABLES
Table 6.1 Characteristics of Holland’s Personality
and Environmental Types 98
Table 15.1 Comparison of Theories 272

FIGURES
Figure 2.1 Fouad and Kantamneni’s Three-Dimensional Model 25
Figure 3.1 Dimensions Underlying Approaches to Assessment 40
Figure 5.1 Culturally Appropriate Career Counseling Model 74
Figure 5.2 Spheres of Influence of Cultural Variables 76
Figure 6.1 Holland’s Hexagonal Structure 101
Figure 7.1 Prediction of Work Adjustment 118
Figure 7.2 Relationships Between Adjustment-Style Dimensions 121
Figure 8.1 Super’s Life-Career Rainbow 139
Figure 9.1 Gottfredson’s Model of Circumscription and Compromise 162
Figure 10.1 Predicting Interest Development
in Social Cognitive Career Theory 179
Figure 10.2 Predicting Vocational Choice in
Social Cognitive Career Theory 180
Figure 10.3 Predicting Task Performance in
Social Cognitive Career Theory 181

xv
APPENDIX A
Figure A.1 Leslie’s Strong Interest Inventory Profile 294
Figure A.2 Leslie’s Skills Confidence Inventory Profile 302
Figure A.3 Leslie’s Minnesota Importance Questionnaire Profile 303
Figure A.4 Leslie’s Adult Career Concerns Inventory Profile 306
APPENDIX C
Figure C.1 O*Net Summary Report for Mental Health Counselors 360
 lIst oF addItIonal Cases

Theory or Approach Client Name (Age) Race/Ethnicity Page

Culturally Responsive Norman (17) African American 84

Career Counseling
Brenda (47) Hispanic 90

Justino (37) Puerto Rican 91

Monica (27) Multiracial: Native 92

American and African-
American

Holland, Vocational Judy (38) White 106

Personalities and Work
Environments Johnny (44) Hmong American 111

Susan (17) African American 113

Cynthia (42) White 114

Theory of Work Adjustment Charles (early 40s) White 125

Phil (48) Latino 131

Melissa (32) White 132

Linda (18) Korean American 133

Super Karen (52) White 146

Walter (65) White 154

Maria Josefina (16) Puerto Rican 155

Deborah (33) and White 156

Trish (38)

xvii
xviii CAREER THEORY AND PRACTICE

Theory or Approach Client Name (Age) Race/Ethnicity Page

Gottfredson, Gary (16) White 167

Circumscription and
Compromise Dorece (21) African American 171

Steve (39) White 173

Lori (45) White 174

Social Cognitive Ron (57) White 188

Jerry (32) White 197

Kamisha (21) African American 199

Jim (27) White 201

Emerging Theories Diana and Bill White 216

(mid 40s)

Lian (23) Asian international 220

Ellen (50) White 221

Tony (19) African American 222

Occupational Information Elon (35) African American 251

Katherine (28) Native American 252

Daniel (43) Asian American 253

Career/Noncareer Julie (29) White 263

Jason (26) Multiracial 264

Beth (20) White 266

Alex (34) African American 266

Summary and Integration George (54) White 276

Tom (21) White 285

 aCknowledgments

W e express deep gratitude to the many individuals who have helped us with
the first, second, and third editions of this book. First, our thanks to the
career development scholars who provided feedback on drafts of the first edition:
Nancy Betz, Helen Farmer, Lenore Harmon, and Mary Heppner. We also appreci-
ate the feedback offered by experts in specific theoretical perspectives: Linda
Forrest and Stephen Wester (gender), Rosie Bingham (cultural approaches), Gary
Gottfredson and John Holland (Holland’s theory), James Rounds and Howard
(Tony) Tinsley (Theory of Work Adjustment), David Blustein and Mark Savickas
(Super’s theory), and Steve Brown and Bob Lent (SCCT). We thank Jeff Prince,
John Westefeld, Mark Leitheiser, Azara Santiago-Rivera, and Chris Finn for feed-
back on case materials, and we thank the following organizations for providing the
materials and scoring of assessment instruments: Consulting Psychologists Press,
Career Development & Resource Clinic in the Department of Psychology at
Southern Illinois University, and Vocational Psychology Research at the University
of Minnesota.
We also thank the students in Nadya Fouad’s summer 2008 Foundations of
Career Development course at the University of Wisconsin–Milwaukee: Rosin
Bergdoll, Melissa Brah, Lisa Engel, Donna Grady, Stacy Ludwig, Greg Mathias,
Ginny Patton, Chad Peterson, Haley Pollen, Elizabeth Ojeda, Margaret Rhody,
Shana Schloemer, Melissa Sell, and Elizabeth Wall. Professor Marty Sapp taught
the same course in 2013, and we are grateful for his help and the comments of his
students: Elizabeth (Liz) Baumgartner, James Holtz, Cara Hoth, Ernesto Matus,
Tracy Murray, Sonia Pinero, Thomas Ploeger, and Lauren Roszkowski. The
students in these two classes provided wonderful feedback on the second and third
editions, helped us identify needed changes in the format and structure, and gave
their perspectives on the breadth and depth of the cases. Similarly, Sarah Miller at
Southern Illinois University provided her expertise and “fresh eyes” to a thorough
review of the second edition. We appreciate their help.

xix
xx CAREER THEORY AND PRACTICE

We are deeply appreciative of the following individuals for their reviews of the
second edition: Darlene M. Hannigan, LaSalle University; Margo A. Jackson,
Fordham University; Mickey C. Melendez, The State University of New Jersey;
and Donna E. Schultheiss, Cleveland State University. Chad Olle, Christina
Wilson, Shin-ye Kim, Sherri Pfennig at the University of Wisconsin–Milwaukee
and Kevin Tate at Marquette University provided invaluable comments on the
third edition.
Finally, we thank “Leslie” for inspiration.

SAGE would like to thank the following reviewers for their contributions to
this edition: Christina Jackson-Bailey, Adler School of Professional Psychology;
Robinder (Rob) P. Bedi, Western Washington University; Theresa J. Canada,
Western Connecticut State University; Gail A. Chester, Amberton University;
Meredith J. Drew, Centenary College; Marie S. Hammond, Tennessee State
University; Elsie Jones-Smith, Private Practice, Strengths-Based Institute; Ruth
Riding-Malon, Radford University; Karen D. Rowland, Mercer University;
Gerald E. Thomas, Springfield College; and Ginger L. Welch, University of
Oklahoma.
Part I: Fundamentals
Chapter 1

Career Counseling:
An Overview

Ruth has been out of the paid workforce for 8 years. Her youngest son
recently started public school, and she would like to find a job. Ruth has a
degree in medical technology and worked in a hospital lab for 5 years before
her first child was born. In her geographic area, the job market for medical
technologists is poor, so she’d like to consider some other job possibilities.
She doesn’t know what other options are available.

Harry has worked in the human resources department of a large company for
over 20 years. He had been satisfied with his job and had received good
performance evaluations. However, he was recently assigned new job
responsibilities that he doesn’t feel adequately trained to do. Last week, he
received a negative report from his supervisor, and he’s worried that he
might lose his job. Harry has been depressed and angry, and his wife is con-
cerned that he’s drinking too much.

Joel is a high school junior who doesn’t have any idea what he will do after
graduating. His parents want him to go to college, believing that a college
education will provide him with opportunities they did not have. However,
Joel’s grades have been mediocre, and he really doesn’t want to go to college
anyway. His guidance counselor tells him that he needs to make a decision
soon.

3
4 PA RT I F U N DA M E N TA L S

Each of these situations represents a struggle with some work- or career-related

concern. Because work plays a central role in most people’s lives, successful pur-
suit of work activities is crucial to psychological well-being. Furthermore, voca-
tional issues and mental health issues affect one another in individuals’ lives, and
work is an important component of overall well-being (Blustein, 2008; Juntunen,
2006; Swanson, 2012). It is important for counselors to understand the crucial
impact of vocational issues and to assist individuals in the choice and implementa-
tion of their career-related goals so that people’s lives are enriched.

PURPOSE OF THE BOOK

The purpose of this book is to provide the reader with an understanding of

elements of career counseling; hands-on, practical examples of how to apply
career development theories to career counseling clients; career interventions in a
variety of settings; and an appreciation of the overall importance of work in
people’s lives. We view the book as a bridge between career theory and career
practice. In this third edition, we have included a number of chapters to help orient
students to the interplay of work and mental health, the importance of incorporating
a perspective about work in counseling and as a primer to career counseling. We
added material to highlight the role of the economy and the changing nature of the
workforce that influence the career and work decisions individuals make, initially
here in Chapter 1 and then throughout the book.
The book is organized to facilitate the integration of theory and practice.
Chapter 4 introduces “Leslie,” the primary case example used throughout the
book, and we apply a model of culturally appropriate counseling to Leslie’s case
in Chapter 5. We then consider Leslie from new perspectives in Chapters 6
through 11 to demonstrate how theories can inform the way in which counselors
view and work with their clients. In addition to Leslie, a secondary case with an
extended analysis is presented in Chapters 5 through 11. Three additional brief
cases in each chapter offer the reader more opportunities to practice the application
of theory and interventions to individual clients. Because many of the theories
have unique definitions and constructs, each theory chapter in Part II also contains
three pedagogical tools: a set of questions inviting readers to engage in personal
reflection, a summary of the key theoretical constructs, and a sample of possible
counselor’s cognitions from that theoretical perspective. We also include personal
reflections and counselor cognitions in many of the chapters in Parts I and II of
the book, to invite readers to reflect on their own experiences and to guide
counselors in deliberately attending to specific aspects of counseling.
We brought our own experiences as practitioners, researchers, and teachers to
bear on our approach to writing this book. As practitioners, we believe that the
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