A cluster analysis procedure was used to test a continuum versus an interactional view of career indecision. It was hypothesized that cluster groups would differ across cognitive and affective dimensions of career indecision. Clients experiencing career decisional problems were identified using a sample of college students from career planning courses ( N = 325). Responses to the Career Factors Inventory (CFI; Chartrand, Robbins, Morrill, & Boggs, 1990), which measures both cognitive and affective dimensions of career indecision, were cluster analyzed using a disjoint nonhierarchical procedure. A four-cluster configuration, which revealed interactions between cognitive and affective dimensions of career indecision, was identified as the optimal cluster solution. This cluster solution was validated and results were discussed in terms of integrating career decisional typologies into a theoretical framework.

The Transition to College Inventory (TCI) designed to identify patterns of noncognitive factors related to academic performance and persistence was adapted and validated for use with first-year transfer students in a university setting. In this study, 369 entering transfer students were surveyed during Transfer Preview, an orientation program for transfer students. This study confirmed that noncognitive factors can be used to predict academic success and persistence for first-year transfer students. A major finding was that the barriers differed between freshman, sophomore, and upper division (junior/ senior) transfer students. The results of this study show promise in giving four-year institutions the ability to identify at-risk transfer students, pinpointing areas of needs for intervention.One of the most important decisions today's worker can make is that of how far to continue one's education. Since the more education a person has the greater the likelihood of finding a job, earning higher wages, and retiring with a pension, obtaining a college degree continues to grow in importance. Students who had previously not considered pursuing a college degree are now attending college while trying to balance work, family, and community obligations with accomplishing their educational goal. Such a journey often leads these students to begin their education at one institution, then, for a variety of reasons, transfer elsewhere 437

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Reality therapy is a cognitive behavioral approach but has not been developed for, nor associated with, career counseling. This article discusses the role of reality therapy in career counseling, with the aid of a flowchart model to present the particulars of the system.

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