Practice and Research in Career Counseling and Development-2005

Abstract

This article reviews professional literature published in 2005 related to career counseling and career development. The literature is divided into 4 broad areas: professional issues, career theory and concepts, career interventions and practice, and career assessment and technology. The authors summarize and discuss the implications of the findings for career counseling practice and research.Writing this review provided constant discovery. The career field is large, diverse, and specialized, and authors who contributed articles came from around the world. In fact, our search identified 40 education journals that included career articles but were not used in this review to enable us to concentrate on constructs central to the field. We followed the structure of the major topics within the four general areas that previous annual reviews adopted: professional issues, career theory and concepts, career interventions and practice, and career assessment and technology. These four areas provide continuity with previous annual reviews. The quantification process of key concepts that we adopted led to a weighting of topics and the eventual subheadings used in writing. Some articles covering several topics were integrated into a broader area to permit a more comprehensive treatment of a subject. Other articles were not included in the review. Eventually, we selected 190 articles. We hand-searched the major career journals published in the United racial and socioeconomic class barriers to occupations, which leads to a widening gap between their aspirations and expectations (vocational expectations and aspirations); vocational interest patterns begin in childhood with age-related increases toward realistic interests (vocational interests); and children move from fantasy-based to reality-based orientations in career decision making as they near adolescence (career maturity).Adolescence. Two articles addressed stability of vocational interests in longitudinal studies. Tracey, Robbins, and Hofsess examined Holland's RIASEC interests (i.e., Holland codes for career types: Realistic, Investigative, Artistic, Social, Enterprising, Conventional) and academic skills among separate samples of boys and girls at Grades 8, 10, and 12. Results over the time span of the study demonstrated a high degree of stability in interest and academic skill scores. Interest scores, crystallization, and profile consistency also increased, supporting the developmental model of Super (1957, 1980). No interest type showed greater stability than others. Although participants' career choices were congruent with their interests from Grade 8 to 10, they decreased in congruency in the 12th grade. Tracey et al. surmised a reassessment of plans as the participants approached college years. Scores in Grade 12 may represent more realistic assessments, or the changes may be due to a reaction to stress. Girls had more stable interest and crystallization scores from Grade 10 to 12. The 12th grade seemed to be a period of reassessment for boys. Tracey et al. found a ...

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