Occupational aspirations of a longitudinal sample of students were examined over a ten-year time period, from second to twelfth grade. Hypotheses from Gottfredson's theory of career development (1981, 1996) and from social learning theory (Lent, Brown & Hackett, 1994) were examined. The social value of children's occupational aspirations increased into the early high school years and started to fall by their senior year in high school when internal, unique personal factors were more evident in occupational aspirations as Gottfredson would predict. Through eighth grade, about 40 percent of boys and up to 20 percent of girls held occupational aspirations that could be classified as fantasy. Social learning theory suggests that children would relinquish fantasy occupational aspirations with age because of self-awareness and knowledge of the world of work. This change was evident as a significant shift toward more realistic occupational aspirations occurred during the late high school years.

In 1987, 208 second graders were interviewed about their occupational aspirations and expectations, school likes and dislikes, educational plans, and other variables. They were reinterviewed every 2 years through senior year in high school. A 5-year post-high school follow-up was conducted, and 35 young adults (23 years old) from the original sample completed a detailed questionnaire. Young adults reported significantly less career direction and preparation in high school than they did as seniors in high school. Comparisons between 3 generations within the same families were conducted on educational and occupational achievement. The importance of teachers and parents in children's career development is discussed.

This article summarizes the principal findings of a 10-year longitudinal study of the career development experienced by a sample of students. Beginning with 208 second graders, data were collected 6 times, concluding when the students were in the 12th grade. Principal variables measured included occupational aspirations and expectations, gender role beliefs, out-of-school activities, parental involvement in career awareness, and work experience. Concepts from L. Gottfredson's (1981) circumscription theory and the social cognitive model were tested and supported. Implications for career education are presented.

In this article the authors examine the issues and needs of individuals who are physically disabled and have substance abuse problems. Reasons for the high rate of substance abuse among individuals who are physically disabled are explored. Treatment considerations for such individuals are addressed and include individual, family, and educational counseling. Prevention issues are examined, and the importance of the Americans with Disabilities Act (ADA, 1990) is assessed.

A content analysis of American Counseling Association convention sessions offered from 1977 to 2008 was conducted. The intent was to identify changes and trends in the counseling profession. Content of more than 15,000 sessions, including educational programs, keynote presentations, and training sessions, was assigned to 1 of 86 categories. A shift from a career and school focus to clinical and mental health, as well as an increasing emphasis on multicultural; lesbian, gay, bisexual, and transgender; and spirituality issues, was noted.