Using Readiness Assessment to Improve Career Services: A Cognitive Information‐Processing Approach

This article begins with a review of the use of readiness assessment measures as a strategy for improving career services. A 5‐step process model for readiness assessment is then proposed and current readiness measures are identified. Although considerable research has been conducted on career decision‐making readiness and numerous measures have been developed, there has been limited literature available on the application of readiness assessment in selecting career interventions to meet specific client needs. This article continues with a theory‐based conceptualization of readiness and then links readiness assessment to the selection of career interventions designed to meet clients' needs.     

A Cognitive Approach to Career Services: Translating Concepts Into Practice

This article provides counselors with concept-based materials that clients can use to understand and structure the career problem-solving and decision-making process. Clients can use this knowledge to solve immediate career problems, transfer the knowledge to future career problems, or generalize the knowledge to other types of personal, social, and family problems.     

Student Veterans: Meaning in Life,Negative Career Thoughts,and Depression

Student veterans may experience challenges as they transition from military to student life, including adjusting to the academic environment, coping with mental health concerns, and redefining their identities. Research indicates that veterans may have difficulty finding meaning and purpose outside of the military (Brenner et al., 2008; Doenges, 2011). This study explored variables that may affect meaning and purpose in student veterans' lives, specifically negative career thoughts and depression. One hundred thirty-two student veterans at U.S. institutions were surveyed. The results revealed that both negative career thoughts and depression were statistically significant predictors (p < .001) of the presence of meaning in life, with 46% of the variance in the presence of meaning in life scores accounted for by participants' negative career thinking and depression levels. Pearson correlations indicated that all variables were statistically significant (p < .01). Future research could explore how other career readiness and self-assessment constructs are related to meaning and purpose in student veterans' lives, as well as the intersection of mental health and career factors. Interventions that focus both on the presence of negative career thoughts and depressive symptomatology may positively influence student veterans' report of meaning and purpose in life.     

Training Career Practitioners

This article summarizes 8 presentations from Group 8 on the theme “Training of Researchers and Practitioners,” which were part of the 2007 joint symposium of the International Association for Educational and Vocational Guidance, Society for Vocational Psychology, and National Career Development Association held in Padua, Italy. Three themes representing challenges for the profession emerged from the presentations: (a) the need for public policies addressing career development, (b) the need for greater competency standardization, and (c) the need to create innovative training programs. Discussion group participants presented creative strategies for addressing these challenges.     

A Cognitive Career Course: From Theory to Practice

A university career development course based on cognitive information‐processing theory was assessed. Students who took the course showed a significant decrease in their negative career thoughts when the Career Thoughts Inventory (J. P. Sampson, G. W. Peterson, J. G. Lenz, R. C. Reardon, & D. E. Saunders, 1996a) was used as a pretest and posttest measure. The greatest decrease in negative thinking was found in students with the highest level of negative thinking at the beginning of the course. The specific components of negative career thinking—decision‐making confusion and commitment anxiety—contributed significantly to the main effect. There were no significant interactions with ethnicity or sex.     

Scientific ethics and publishing conduct

The publishing conduct of scientists is increasingly becoming the object of science-based ethical considerations. Studies have shown that questionable publishing conduct is not a rare phenomenon in this area. National and international scientific organisations are making recommendations about appropriate scientific publishing conduct and, in doing so, are referring to universal ethical principles. A number of science-related ethical norms, for example the prohibition to fabricate or manipulate data, can be justified for all sciences by the goal of knowledge and common epistemological assumptions. On the other hand, other science-related ethical norms, such as rules governing the assignment of authorship and the prohibition of plagiarism, can be justified by means of a science-specific incentive mechanism, which was only explicitly analysed for the first time in detail by Merton (The sociology of science. University of Chicago Press, Chicago, pp. 286–324, 1957/1973): the attainment of recognition in the scientific community through published original articles on scientific progress. Particularly in conjunction with forms of remuneration based on this, this incentive mechanism leads to the temptation to make one’s own contribution to the development of science greater than is actually justified.     

Flexible employment: Positive work strategies for the 21st century

V. Conclusion The United States has thus far wisely rejected the European path of low jobs growth and high unemployment and has instead embraced flexibility. Moreover, attention is starting to be paid to the need for change in the laws affecting the workplace to accommodate and promote this new flexibility. The “jobs clearinghouse” role of temporary help and staffing firms is one of the most salutary developments in the labor market in this century and should be encouraged. Not only is there no need for laws to regulate or limit temporary work, consideration should be given to providingincentives to firms that provide those services, such as tax credits based on the skills training provided and the job placements made. This would help promote a vigorous and efficient private sector job service that has become increasingly essential to American workers’ ability to find the right job at the right time in an increasingly complex and mobile work force.     

Career Theory From an International Perspective

The Career Theory in an International Perspective group highlighted 7 approaches: action theory, self‐construction model, transition model, dynamics of entering the workforce, narrative in career guidance, dilemma approach, and interactive identity construction. Three main characteristics appear to be common to these different contributions: (a) emphasis on contexts and cultural diversities, (b) self‐construction or development emphasis, and (c) a constructivist perspective. Such conceptualizations are quite distinct from the methods and tools most often used by career and school counselors in their daily activities. A proliferation of models was noted. The need for new models, methods, and materials probably originates (a) in the diversity of societal questions emerging in the field of career development and self‐construction and (b) in some differing points of view regarding goals of personal and career development interventions.