The profession of counseling has been described as one in which counselors interact with clients to assist them in learning about themselves, their families, their styles of interacting with others at home, at work, and in their communities to discover the most meaningful way to view themselves, and those they interact with, on a daily basis. Counselors in school, mental health, rehabilitation, hospital, private practice, and a variety of other settings must be thoroughly prepared to support clients in their quest to develop their identities, capacities, and abilities to cope with the rapid social/cultural, technological, and economic changes that are occurring in the twenty-first century. Professional organizations, accrediting bodies, licensure boards, and graduate preparation programs and departments are stressing the importance of developing standards for the education and supervision of counselors with both the knowledge and skills base needed to support clients in the discovery process that affects their futures and their lifestyle planning. As the profession has matured, more and more emphasis has been placed on the importance of preparing counselors to work holistically with their clients as they search for meaning in their lives.
One of the primary ways individuals develop a sense of identity and meaning is through their careers and the relationship career choices and pathways have to personality traits, values, interests, communication styles, preferred living and working environments, and uses of leisure time. Viewing “career” in this manner is certainly holistic and demands that the counselor approach career and lifestyle planning with clients in a most comprehensive, personal, and developmental way. Counselors engaged in career and lifestyle planning with clients must be thoroughly prepared conceptually and able to translate concepts that will be helpful to clients using relevant skills and techniques. They must also develop the contextual perspectives needed for competent practice as well as the unique requirements of clients representative of specific populations.
The content of this textbook is derived from the standards and competencies developed by professional associations and groups such as the National Career Development Association, the Association for Counselor Education and Supervision, the National Occupational Information Coordinating Committee, and the Council for the Accreditation of Counseling and Related Educational Programs. Reviews of the most current journal and textbook information on career and lifestyle planning have also been used in the process of identifying the content areas included in the 18 chapters of the book. This book also reflects the view of the editors that counselors must be prepared in a holistic manner, since career and lifestyle planning with clients is inherently related to their search for identity and meaning for their lives.
The book is unique in both format and content. The contributed-authors format provides state-of-the-art information by experts who are nationally
and internationally recognized for their expertise, research, and publications related to career and lifestyle planning. The content provides readers with areas not always addressed in introductory texts. Examples of these include chapters on career and lifestyle planning with clients in mental health, rehabilitation, and couples and family counseling settings as well as discussion of gender issues in career and lifestyle planning. Chapters focused on career and lifestyle planning with ethnic and minority clients and clients with addictive behaviors provide perspectives often overlooked in texts of this kind. Both the format and content enhance the readability and interest for the reader and should engage and motivate graduate students in counseling and aligned professions.
The book is designed for graduate students who are taking a preliminary course in career and lifestyle planning in a CACREP graduate program. It presents a comprehensive overview of the foundations of career counseling, the skills and techniques needed for career counseling, and contextual perspectives on career and lifestyle planning. We, as editors, know that one text cannot adequately address all the factors that comprise the complex and holistic aspects of career and lifestyle planning with clients. We have, however, attempted to provide our readers with a broad perspective based on current professional literature and the rapidly changing world we live in at this juncture of the new millennium. The following overview highlights the major features of the text.
Overview
The format for the co-edited textbook is based on the contributions of authors who are recognized, nationally and internationally, for their expertise, research, and publications. With few exceptions, each chapter contains case studies that illustrate the practical applications of the concepts presented as well as interesting sidebars that contain information related to the chapter content, case studies, or awareness building exercises. Most chapters refer the reader to URL sites containing information that supplements the information already presented. Students will find it helpful to use the study material contained in the web-assisted site maintained by Routledge. Professors may want to make use of the PowerPoints developed for each of the chapters as well as the test manual that can be used to develop quizzes and exams on the book’s content.
New to the Third Edition
◾ Chapter One: Historical Influences on the Practice of Career Counseling
◾ Chapter Eleven: Counseling for Children’s Career Development
◾ Chapter Twelve: Career Development for Youth and Emerging Adults with Diverse Paths
◾ Chapter Eighteen: Significant Career Transitions: Workforce Entry and Reentry for Veterans, Recent Refugees, and Immigrants and Formerly Incarcerated Job Seekers
◾ Informational sidebars to encourage the visual learner and encourage additional contemplation about chapter content
◾ Integration of updated and current research from peer-reviewed journals and new textbooks
◾ An Instructor’s Manual that includes journaling, group work, and experiential exercises for additional classroom assignments
Every attempt was made by the editors and contributors to provide the reader with current information in each of the 18 areas of focus. It is our hope that this third edition of Career Counseling: Foundations, Perspectives, and Applications will provide the beginning graduate student counselor with the foundation needed for supervised practice in the arena of career and lifestyle planning with clients.
Acknowledgments
We would like to thank the authors who contributed their time, expertise, and experience to the development of this textbook. They have done a superb job of addressing the basics of career and life style planning with clients. We would also like to thank those who provided the external reviews of the second edition of this text; their critiques and suggestions were invaluable in the process of bringing this textbook to its current stage of development.
In addition, Anita Neuer Colburn provided welcomed perspectives on necessary content for this edition. Special thanks to Anna Moore, and other staff at Routledge, for their encouragement, creativity, and diligent efforts that culminated in the publication of our book.
Appreciation is also extended to Dennis Engels, Deborah Bloch, and Pat Schwallie-Giddis, all of whom have been leaders in career counseling, for their written contributions to previous editions of our textbook. We also thank our families and our colleagues who supported our efforts, as well as an offer of special gratitude for all the ancestors of all those that gave to this book.
David Capuzzi and Mark D. Stauffer
Meet the Editors
David Capuzzi, PhD, NCC, LPC, is a counselor educator and member of the senior core faculty in mental health counseling at Walden University and professor emeritus at Portland State University. Previously, he served as an affiliate professor in the Department of Counselor Education, Counseling Psychology, and Rehabilitation Services at Pennsylvania State University and Scholar in Residence in counselor education at Johns Hopkins University. He is past president of the American Counseling Association (ACA), formerly the American Association for Counseling and Development, and past Chair of both the ACA Foundation and the ACA Insurance Trust.
From 1980 to 1984, Dr. Capuzzi was editor of The School Counselor. He has authored a number of textbook chapters and monographs on the topic of preventing adolescent suicide and is coeditor and author with Dr. Larry Golden of Helping Families Help Children: Family Interventions with School Related Problems (1986) and Preventing Adolescent Suicide (1988). He coauthored and edited Youth at Risk: A Prevention Resource for Counselors, Teachers, and Parents (1989, 1996, 2000, 2004, 2008, and 2014); Introduction to the Counseling Profession (1991, 1997, 2001, 2005, 2009, and 2013); Introduction to Group Work (1992, 1998, 2002, 2006, and 2010); Foundations of Group Counseling (2017) and Counseling and Psychotherapy: Theories and Interventions (1995, 1999, 2003, 2007, 2011, and 2017). Other texts are Approaches to Group Work: A Handbook for Practitioners (2003), Suicide across the Life Span (2006), Sexuality Issues in Counseling, Foundations of Couples, Marriage and Family Counseling (2015), and Human Growth and Development Across the Life Span: Applications for Counselors (2016).
He has authored or coauthored articles in a number of ACA-related journals.
A frequent speaker and keynoter at professional conferences and institutes, Dr. Capuzzi has also consulted with a variety of school districts and community agencies interested in initiating prevention and intervention strategies for adolescents at risk for suicide. He has facilitated the development of suicide prevention, crisis management, and postvention programs in communities throughout the United States; provides training on the topics of youth at risk and grief and loss; and serves as an invited adjunct faculty member at other universities as time permits.
An ACA fellow, he is the first recipient of ACA’s Kitty Cole Human Rights Award and also a recipient of Leona Tyler Award in Oregon. In 2010, he received ACA’s Gilbert and Kathleen Wrenn Award for a Humanitarian and Caring Person. In 2011, he was named a Distinguished Alumni of the College of Education at Florida State University and, in 2016, he received the Locke/ Paisley Mentorship award from the Association for Counselor Education and Supervision.
Mark D. Stauffer, PhD, NCC, is a core faculty in the mental health counseling program at Walden University. He specialized in couples, marriage, and family counseling during his graduate work in the Counselor Education Program at Portland State University where he received his master’s degree. He received his doctoral degree from Oregon State University, Department of Teacher and Counselor Education.
As a clinician, Dr. Stauffer has worked in the Portland Metro Area in Oregon at crises centers and other non-profit organizations working with low income individuals, couples and families. He has studied and trained in the Zen tradition, and presents locally and nationally on meditation and mindfulness-based therapies in counseling. His research interests are focused on Eastern methods, East-West collaboration, and nature interdependence awareness practice/deep ecology. In private practice, Dr. Stauffer worked with couples and families from a family systems and existential-humanistic perspective.
Dr. Stauffer was a Chi Sigma Iota International fellow and was awarded the American Counseling Association’s (ACA) Emerging Leaders Training Grant. He has served as co-chair of the American Counseling Association International Committee and will serve as President of the Association of Humanistic Counseling for the 2018–2019.
In addition to this textbook on Group Counseling with Dr. Capuzzi, Dr. Stauffer has co-edited several other textbooks in the counseling field: Counseling and Psychotherapy: Theories and Interventions (2017); Career Counseling: Foundations, Perspectives, and Applications (2006, 2012), Foundations of Addictions Counseling (2008, 2012, 2016), Foundations of Couples, Marriage and Family Counseling (2015), Foundations of Group Counseling (2017), and Human Growth and Development Across the Life Span: Applications for Counselors (2016).
Meet the Contributors
Arcuri, Nicole M., Ph.D., ACS, LPC, NCC, DCC, SAC, is currently a counselor educator and supervisor for the Clinical Mental Health Program at Lock Haven University. Previously she has served as an instructor for the Mental Health Counseling Program and School Counseling Program at Capella University. Nicole is an approved clinical supervisor, licensed professional counselor, and a nationally certified counselor. Currently she also serves her community in the capacity of an LPC serving those who serve: working with the military population. Nicole has served her community in the role of a Military Liaison Counselor, Department of Defense Education Activity (DoDEA) District Military Liaison Counselor, Substance Awareness Counselor, School Counselor, Psychiatric Assessment Counselor, Anti-Bullying Specialist, and teacher. Nicole not only reviews for a peer-reviewed journal but also actively publishes in both peer-reviewed journals and newsletters to stay abreast of trends affecting the profession.
Clare Merlin-Knoblich, Ph.D., is an Assistant Professor at the University of North Carolina at Charlotte. She obtained her M.Ed. in School Counseling from the University of Georgia and B.A. in Psychology from the University of North Carolina at Chapel Hill. A former school counselor, she researches school counselors and multicultural education, as well as flipped learning in counselor education.
Cole, Justin D., M.S.W., is a Licensed Clinical Social Worker at Fort Carson, Colorado. After serving in the United States Army as an Officer, he returned to Fort Carson to work with soldiers and family members as part of the Army’s Family Advocacy Program and New Parent Support Program. He is currently a doctoral student in the Counseling Education and Supervision program at Oregon State University and an adjunct faculty member at the University of Colorado Colorado Springs. He has a personal and professional interest in eSports and iGaming thanks to his four children and their dreams of being professional gamers and Twitch streamers.
Creager, Marie Shoffner, Ph.D., B.C.C., is founder of Quantum Coaching & Consulting, LLC, where she provides career and personal coaching. She has served as a counselor educator for over twenty years including positions as associate professor at Virginia Commonwealth University (2011–2016) and the University of Virginia (2004–2011), and as assistant and associate professor at the University of North Carolina at Greensboro (1996–2004). Dr. Shoffner Creager was President of the Association for Assessment in Counseling and Education (AACE) in 2009–2010, and has held several other positions in state and national organizations. She has presented at national, regional, and state conferences on career counseling, and served on several editorial boards, including those of the Career Development Quarterly and the
Journal of Career Development. She has authored or co-authored multiple book chapters and peer-reviewed articles.
Deacon, Mary M., Ph.D., is an Associate Professor of Counseling in the Department of Counselor Education and Family Studies at Liberty University. She has a Ph.D. in Counselor Education from the University of Virginia, an M.A. in Professional Counseling, clinical track, from Liberty University, and a B.S. in Chemistry from Central Michigan University. Her counseling experiences include providing career, mental health, and substance abuse counseling in university and community mental health settings. Her teaching and research interests include the areas of girls’ and women’s career development, gender equity, and multicultural competency. She has presented at national and local conferences. In addition, Dr. Deacon is a National Certified Counselor, Certified Clinical Mental Health Counselor, and Approved Clinical Supervisor.
Dedmond, Rebecca M., Ph.D., is Associate Professor of School Counseling at George Washington University where she founded The Transition Initiative (middle and high school) and has written and validated Transition Standards. Previous career-related positions include Director of the School to Work Federal Grant for the Territory of the Virgin Islands; co-founder of The Connections Group, a private, not for profit that established adult and youth learning centers in cooperation with faith-based organizations; Consultant to the World Bank to design and implement Career Centres at the three Universities in Ghana, West Africa; Career specialist for the Commonwealth of Virginia Department of Education, and, counselor, K through university. She is a Global Career Development Facilitator (GCDF), holds leadership positions in national organizations, and makes contributions to the counseling profession through volunteer activities, publications, and presentations.
Donald A. Schutt, Ph.D., is Senior Director Emeritus of Talent Management in the Office of Human Resources at the University of Wisconsin‒Madison where he served from January 1998 until January 2018. In that role, he was responsible for talent recruitment and engagement, services for Englishlanguage learning employees including interpretation and translation services, and learning and talent development for nearly 20,000 employees. Previously, Don worked as a career development specialist at the Center on Education and Work in the School of Education at UW-Madison. In the last twenty years, he has presented nearly 1,000 keynotes, courses and workshops focusing on a variety of topics including leadership development, management strategies, program management, process improvement, employee relations, and professional and career development concepts. In addition, he has written four books focusing on career development systems in organizations. Don is a National Certified Counselor (NCC) and a Board Certified Coach (BCC)and has a Certificate in Strategic Human Resources Management from Cornell University, a Certificate in Distance Education from Indiana University, and Lean/ Six Sigma Green.
Dougherty, Abby E., Ph.D., is an Assistant Professor at Drexel University in the Creative Art Therapies and Counseling program. She received her master’s in Mental Health Counseling, and her doctorate in Counselor Education and Supervision, both through Walden University. Abby has provided career counseling in her role as a college counselor for several colleges in the Philadelphia area. She is also the President for the Greater Philadelphia Pennsylvania Counseling Association. Her interests include examining the social-emotional experience of students with learning disabilities in higher education, using creative arts in college counseling and counseling supervision, relational-cultural theory, and using mindfulness and contemplative tools in counselor education.
Evans, Kathy M., Ph.D., is a counselor educator at the University of South Carolina (USC). She is also the Counselor Education Program Coordinator, Clinic Director and teaches in the School Counseling and Ph.D. degree programs. She has taught the Career Development Course for 25 years at three universities. Kathy received her Master’s degrees in Psychological and Rehabilitation Counseling from Teachers College, Columbia University and her Ph.D. from the Pennsylvania State University. She has over twenty publications devoted to career issues, including two books: Synthesizing Family, Career, and Culture: A Model f or Counseling in the Twenty-first Century and Gaining Cultural Competence in Career Counseling. Currently, Kathy is serving her second year as the NCDA Trustee for Counselor Educators and Researchers. She was also the Association for Counselor Education and Supervision’s 2016 recipient of the Lifetime Achievement Award.
Feller, Rich Ph.D., is Professor of Counseling and Career Development and University Distinguished Teaching Scholar Emeritus at Colorado State University. Having served as President of the National Career Development Association, an NCDA Fellow and recipient of the Eminent Career Award he is co-author of Knowledge Nomads and the Nervously Employed (with Judy Whichard), A Counselor’s Guide to Career Assessments (with Ed Whitfield and Chris Wood, and Career Transitions in Turbulent Times (with Garry Walz).
With Art O’Shea he is co-author of the Career Decision Making System assessment and www.cdminternet.com (Pearson), the Who You Are Matters! personal discovery board game and Online Storyteller www.onelifetools.com, and www. stemcareer.com. With Joe Vasos he is author of the CDM Video Tour of Your Tomorrow series, the Marking the Most of Your Abilities series. Chief Adviser to www.youscience.com and thought leader for AARP’s LifeReimagined, he has consulted in all 50 U.S. states and on six continents with clients such as NASA, the UN, NSF, and major corporations. As North America’s lead trainer for the Job and Career Transition Coach certificate program, he is author of over 75 articles and book chapters. His present research is supported by the National Science Foundation’s GAUSSI’s project.
Giordano, Francesca G., Ph.D., is Program Director for the Master of Arts in Counseling Psychology at the Family Institute at Northwestern University.
Prior to joining the Family Institute, she was a professor of Counseling in the Department of Counseling, Adult and Health Education at Northern Illinois University. She is also a Licensed Clinical Professional Counselor in the state of Illinois. For the past ten years, she has been an administrator and counselor educator with a specialization in mental health, consultation and ethics. She was an Illinois Professional Counselor Licensing and Disciplinary Board member, and is a board member for the Illinois Mental Health Counselors Association and Past President of the Illinois Counseling Association. She is also a highly successful workshop presenter and off ers workshops for the Illinois Mental Health Counselors Association including an exam preparation workshop for the LCPC license and workshops on Legal and Ethical Issues. She is the co-editor for the Journal of Counseling in Illinois. She consults with mental health centers in the areas of effective treatment planning, ethical issues, anger and therapeutic change. In 1998, she received the Counselor Educator of the Year award by the American Mental Health Counselors Association, in 2002 she received the Distinguish Service award from the Illinois Mental Health Counselors Association, in 2006 she received the Counselor Educator of the Year award from the Illinois Counselor Education and Supervision Association, in 2009 she received the C.A. Michelman award for Outstanding Service to the Counseling Profession and in 2013 she received the Robert J. Nejedlo Distinguished leadership award. As a staff member at The Family Institute, her clinical practice specializes in sexuality counseling, anger management, and relationship restoration in couples.
Goodman, Jane, Ph.D., is Professor Emerita of Counseling at Oakland University in Rochester, Michigan. She is a past president of the American Counseling Association and the National Career Development Association as well as the Michigan Counseling Association and the Michigan Career Development Association and serves on the board of the International Association for Educational and Vocational Guidance. She has worked in many countries including Singapore, Botswana, Spain, and Japan. She is the author of several books and many articles and book chapters, primarily in the area of transitions and the career development of adults. She received the Eminent Career Award from NCDA and is a fellow of ACA and NCDA.
Greco, Chelsea E., MA., is a doctoral student at the University of Illinois studying Community Health with an emphasis in Rehabilitation. She has earned her undergraduate degree from Marquette University and masters at Bowling Green State University. She has past experience working with incarcerated and formerly incarcerated individuals on educational and career development. Her research interests include the intersection of career development and chronic health conditions.
Greenleaf, Arie T., Ph.D., is Associate Professor in the College of Education at Seattle University. He earned a PhD in Counselor Education and Supervision from The University of Iowa, a bachelor’s degree in political science from The University of Wisconsin‒Madison, and a master’s degree
in counseling from Clemson University. Dr. Greenleaf has a broad background as a counseling practitioner and scholar, with specific training and expertise in using nature-based interventions to promote human flourishing. Dr. Greenleaf’s research and scholarly interests include developing the ecological perspective of counseling, and empirically examining the effectiveness of ecotherapy interventions on posttraumatic stress and depression, as well as on global measures of subjective well-being. He has published over twenty peer-reviewed articles and has presented dozens of conference presentations at the state, regional, and national levels. Dr. Greenleaf serves on the editorial board of the Journal of Humanistic Counseling, and is a reviewer for various counseling journals.
Guindon, Mary H., Ph.D., is currently a teaching associate professor for Counselor Education doctoral students at Kansas State University. She is the former chair of and associate professor in the Department of Counseling and Human Services at Johns Hopkins University. She is a principal of PsyCoun Consultants(www.psycoun.com) and has over thirty years’ experience in clinical practice, consulting, teaching, and administration. Her books include, as author, A Counseling Primer: An Introduction to the Profession and, as editor, of Self-Esteem Across the Lifespan: Issues and Interventions. She holds a Ph.D. from the University of Virginia.
Haddock, Laura R., Ph.D., LPC-S, NCC, ACS, has been a counseling professional for more than 25 years in both clinical and academic settings. She received her Ph.D. in Counselor Education and Supervision from the University of Mississippi and currently serves as a clinical faculty member at Southern New Hampshire University. Her clinical practice includes work with a variety of populations, with focus on identity issues and women experiencing significant life transitions. She is a licensed professional counselor-supervisor, national certified counselor, and approved clinical supervisor. Dr. Haddock is an active counseling professional and has served on the Mississippi Licensed Professional Counselors Board of Examiners and the executive boards for Mississippi Counseling Association and Mississippi Licensed Professional Counselors Association. She maintains an active research agenda and was the 2017 recipient of the Association of Counselor Education and Supervision Distinguished Service Award—Counselor Educator. Her research interests include counselor wellness and secondary trauma, gatekeeping, sexuality, cultural diversity, and supervision.
Harris, Henry L., Ph.D., is a Professor and Chair of the Department of Counseling at the University of North Carolina at Charlotte. He received his master’s degree in Counseling from the University of North Carolina at Chapel Hill in 1986 and his Ph.D. in Counseling from the University of Virginia in 1996. He is a former high school counselor, United States Air Force military veteran, and currently a Licensed Professional Counselor (LPC) in North Carolina. Dr. Harris has authored manuscripts and book chapters addressing various career development issues.
Herlihy, Barbara, Ph.D., LPC, NCC, is a Professor Emeritus at University of New Orleans and a board-approved counselor supervisor in Texas. She has also served on the faculty at University of Wisconsin-Whitewater, University of Houston‒Clear Lake, and Loyola University of New Orleans. Dr. Herlihy’s research and teaching interests include ethical issues in counseling, transcultural counseling, feminist therapy, and social justice. Her most recent books are Ethical, Legal, and Professional Issues in Counseling (5th ed., 2016, with T. P. Remley), the ACA Ethical Standards Casebook (8th ed., 2015, with G. Corey), and Boundary Issues in Counseling (3rd. ed., 2015, with G. Corey). She is also the author or co-author of numerous journal articles and book chapters. Dr. Herlihy is Senior Co-Chair of the ACA Ethics Committee (2017–18) and has served on the ACA Ethics Code Revision Taskforce. She is President of Chi Sigma Iota‒International Honor Society, 2017–18. She is a frequent presenter of seminars and workshops on ethics across the United States and internationally.
Hermann, Mary A., Ph.D., is an Associate Professor in the Counselor Education Program at Virginia Commonwealth University. Prior to joining the faculty at VCU, she served as an assistant professor of Counseling and Women’s Studies at Mississippi State University. Dr. Hermann is a licensed attorney, a licensed professional counselor, a national certified counselor, and a certified school counselor. Her research has focused on legal and ethical issues in counseling, women’s experiences, and social justice. She has over 40 publications, two co-edited books, and more than 150 presentations, including four keynote addresses. She has served as President of the Southern Association for Counselor Education and Supervision (SACES) and Co-chair of the SACES Women’s Interest Network. She has also served as Chair of the American Counseling Association (ACA) Foundation Board of Directors, Co-chair of the ACA Task Force on the promotion of diversity in leadership, a member of the ACA Ethics Committee, a member of the ACA 2014 Ethics Revision Task Force, and a member of the ASCA 2016 Ethical Standards Revision Committee. She is the recipient of the VCU School of Education Excellence Award for her research, teaching, and leadership.
Hutchison, Brian, Ph.D., LPC, CCCE, is an Associate Professor at New Jersey City University. Dr. Hutchison is the President of the Asia Pacific Career Development Association (APCDA), Treasurer of the National Career Development Association (NCDA), Past President of the Missouri Career Development Association (MoCDA), and Founding Editor of the Asia Pacific Career Development Association journal. His scholarship can be broadly described as focused within two primary counseling domains, school counseling and career coaching/counseling. These broad themes are infused into three primary scholarship areas: international issues in career/school counseling, career theory and practice integration, and counselor training/ education broadly defined.
Jackie J. Peila-Shuster, Ph.D., LPC, is an Assistant Professor in the Counseling and Career Development graduate program at Colorado State University.
She teaches career development and counseling courses, and supervises counseling internship and practicum. Her areas of interest include career development, career counseling, life design, and counselor education.
Jenkins, Christie, Ph.D., has been working in the social service field for over 22 years. She began working in domestic violence safe houses as a child advocate, life skills trainer, crisis intervention specialist and court advocate. She has been working as a counselor in the inner-city for over 13 years. Dr. Jenkins has 12 years experience teaching counseling and is currently a core faculty member in the Clinical Mental Health Counseling program at Walden University. She has been the CEO, Associate Director, and Supervisor for the Family and Child Abuse Prevention Center and The Children’s Advocacy Center. She has presented locally, at the state and national levels on various topics affecting counselors and their clients. She is also very active in professional organizations for counselors. Her primary research interests are in Animal Assisted Therapy and domestic violence.
Lamberson, Katie A., Ph.D., received her Master’s of Rehabilitation Counseling and worked for several years as a counselor for a diverse population of youth and families struggling with addiction. She then went on to receive her Doctorate in Counseling and Counselor Education at The University of North Carolina at Greensboro. Currently, Katie is an Assistant Professor in the Department of Counseling at The University of North Georgia and teaches courses for masters students in the addictions track, as well as Ethics in Counseling and Theories of Family Counseling. Her area of research interest includes examining family dynamics and substance use, specifically, how family influences either promote or deter continued use of substances in adolescents.
Landis-Santos, Jennifer, Ph.D., is a counselor and leadership coach. She has worked in multicultural, urban public schools as a resource counselor. She has provided parent education in the areas of drug and alcohol prevention for youth, supporting children to recognize and develop career interests, and helping youth set goals for their future. Ms. Landis-Santos has counseled youth on finding their career strengths, making a plan for life after high school, and supporting their transition to college. She has worked as a researcher in higher education on issues of race, education, and lifetime earnings.
Limoges, Clint, Ph.D., is the Department Chair of the Counselor Education Department at Missouri Baptist University. Dr. Limoges earned his Ph.D. at Walden University. Dr. Limoges is a Licensed Professional Counselor in both Missouri and Arkansas and an approved clinical supervisor with over 12 years of experience in both school and community counseling settings. In addition to teaching, Dr. Limoges has a small private practice and is currently working on becoming a registered play therapist.
Morgan, Leann M., Ph.D., is an Associate Professor in the Department of Counseling and Human Services at the University of Colorado, Colorado
Springs. She holds a B.A. in Communication from Purdue University, M.A. in Human Services and Counseling from DePaul University, and a Ph.D. in Counselor Education and Supervision from The University of Northern Colorado. Her primary counseling experience is with adolescents and their families, both in the community and school settings. She is a former school-tocareer coordinator and high school counselor. She is a Licensed Professional Counselor (LPC) in Colorado and a Certified Career Counselor Educator (CCCE). Her research interests include the career self-efficacy of refugee youth, postsecondary and workforce readiness, school counselor training and accountability, career/life programs for special needs students, career planning for college students, and career counseling with military veterans and other adults in transition.
Muller, Justin C., Ph.D., is a family therapist for Richland School District 2 in Columbia, South Carolina. Dr. Muller graduated from the University of South Carolina in 2016 with his doctorate degree in counselor education and supervision. He received his master’s degree in marriage and family therapy from Valdosta State University in 2013. Dr. Muller’s research interests include systemic approaches to providing therapeutic services to African American at-risk youths, facilitating racial dialogues and discussions, and understanding the role power differences play in relationships where domestic violence exists. Dr. Muller has presented at both state and national conferences and has been invited to be a guest lecturer at a variety of universities. Dr. Muller has worked in several different clinical settings including a teen probation office, a college counseling center, and a family therapy clinic. Dr. Muller is a native of Cayce, SC.
Neuer Colburn, Anita A., Ph.D., serves as a Core Faculty member at Northwestern University’s Counseling@Northwestern program, has worked in full-time or part-time clinical practice since 1998, and has been providing clinical supervision to licensure-bound counselors since 2005. As a counselor educator, she has taught in face to face and online programs, at both the doctoral and master’s levels. Her own master’s degree was in Rehabilitation Counseling, and she worked in private practice as a career counselor for over 10 years. Her counseling experiences have primarily included work with women, sexual minorities, couples, and teens/parents in foster care systems. Prior to becoming a counselor, Dr. Neuer Colburn worked as an Independent Executive Recruiter and Personnel Consultant. Anita’s research interests include online counselor education pedagogy, LGBTQQIA counseling and supervision competencies, spiritual integration in counseling and supervision, and social justice issues.
O’Sullivan, Deirdre E., Ph.D., is an associate professor at Penn State University in the Department of Educational Psychology, Counseling, and Special Education. She earned her PhD from the University of Illinois. Dr. O’Sullivan’s areas of research and expertise include rehabilitation and human services, career development, health and human development, identity development, and social issues among children, adolescents, and adult populations.
Perepiczka, Michelle, Ph.D., earned her doctorate in Counselor Education from the Texas A&M University-Commerce. She is Core Faculty member in the Clinical Mental Health Counseling Program at Walden University. Dr. Perepiczka is a Licensed Mental Health Counselor, Registered Play Therapist, and National Certified Counselor with 10 years of experience in community and school counseling settings. Her primary areas of research interest include counselor wellness and life balance.
Pollard, Brittany L., Ph.D., is an Assistant Professor in the Department of Counseling at Indiana University of Pennsylvania and the Coordinator of Graduate Programs at IUP’s Pittsburgh campus. She received her Ph.D. in Counselor Education from the University of Tennessee in 2015. Dr. Pollard has worked with a number of underserved clinical populations, including individuals living with HIV, incarcerated adult males, survivors of domestic violence, and clients struggling with various types of addiction. Her primary research focus is on the experiential training of master’s-level students in group work, human sexuality, and grief counseling and she regularly presents her work at the national conferences for the American Counseling Association (ACA) and Association for Counselor Education and Supervision (ACES), as well as at the regional, state, and local levels. She currently belongs to a number of professional organizations, including ACA, ACES, the Association for Specialists in Group Work (ASGW), and the International Association of Addictions and Offender Counselors (IAAOC). Additionally, Dr. Pollard currently serves as the co-faculty advisor for IUP’s chapter of the Chi Sigma Iota international counseling honor society.
Ratts, Manivong J., Ph.D., LMHC, NCC, is Professor and Department Chair of the counseling program at Seattle University. He holds a doctorate in counseling from Oregon State University, a CACREP-accredited program. He has published in the Journal of Counseling and Development, Journal of Multicultural Counseling and Development, Counselor Education and Supervision, Journal of LGBT Issues in Counseling, Journal for Specialists in Group Work, Journal for Social Action in Counseling and Psychology, and Journal of Humanistic Counseling, Education, and Development. He has also authored two books, Counseling for Multiculturalism and Social Justice: Theory, Integration, and Application (2014) with Dr. Paul B. Pedersen and ACA Advocacy Competencies: A Social Justice Framework for Counselors (2011) with Dr. Rebecca Toporek and Dr. Judy Lewis. In addition, he has a DVD series through Alexander Street Press titled Four Approaches to Counseling One Client: Medical, Intrapsychic, Multicultural and Social Justice Counseling Models (2011) and Five Force in Counseling and Psychotherapy (2013) as well as numerous book chapters and articles centered on social justice in counseling. He has also served on the editorial boards of the Journal of Counseling and Development and the Journal for Social Action in Counseling and Psychology. In 2014, Dr. Ratts was selected to chair the Special Committee on the Multicultural Counseling Competencies commissioned by the Association for Multicultural Counseling and Development, a division of the American Counseling Association.
This committee was charged with updating the Multicultural Counseling Competencies developed by Sue, Arredondo, and McDavis (1992). This work led to the development of the Multicultural and Social Justice Counseling Competencies, which were endorsed by the AMCD Executive Council on June 29, 2015 and the American Counseling Association on July 20, 2015.
Santos, KristiAnna T., Ph.D., is an Assistant Professor in the School of Education at the University of Guam. Additionally, she serves as the Program Coordinator for the Counseling program. She earned her Ph.D. in Counselor Education & Supervision from the University of Texas at San Antonio. She obtained her undergraduate degree in American Studies & Psychology from the University of Notre Dame and a Master’s degree in Counseling from Seattle University. Her main research interests include cultural competence in counseling professionals and the use of peer mentoring and counseling to promote academic persistence. She is active in several local community organizations.
Sheperis, Donna S., Ph.D., earned her doctorate in Counselor Education from the University of Mississippi. A Remote Core Faculty member in the Mental Health and Marriage, Couple, and Family Counseling Programs at Palo Alto University, Dr. Sheperis is a Licensed Professional Counselor, National Certified Counselor, Certified Clinical Mental Health Counselor, and Approved Clinical Supervisor with 25 years of experience in clinical mental health counseling settings. A counselor educator for over 15 years, Dr. Sheperis is actively involved in clinical assessment and research and has served as President of the Association for Assessment and Research in Counseling, a division of ACA.
Strauser, David R., Ph.D., is a Professor in the Department of Kinesiology and Community Health at the University of Illinois at Urbana‒Champaign where he also directs the Work and Disability Lab. He received his Ph.D. in Rehabilitation Psychology from the University of Wisconsin-Madison in 1995. He is one of six members elected to the Sloan Family Institute section on Work and Disability, received the distinguished James Garrett Distinguished Career Research Award (2011) from the American Rehabilitation Counseling Association, the National Council on Rehabilitation Education New Career Award (1997) Researcher of the Year Award (2011) and received multiple research awards from the American Rehabilitation Counseling Association and National Rehabilitation Association. In 2014 Dr. Strauser received the George N. Wright Varsity Award given to an outstanding Alumni of the Rehabilitation Psychology Program at the University of Wisconsin–Madison. His research focuses on the career and vocational development of young adults, including young adults with cancer. Dr. Strauser is the Editor in Chief of Rehabilitation Research, Policy and Education and serves on multiple editorial boards of journals related to rehabilitation and individuals with disabilities. He is the editor of the book Career Development, Employment, and Disability in Rehabilitation: From Theory to Practice. He has authored over 100 journal articles and book chapters and is consistently recognized as
an international leader regarding the career and vocational development of individuals with disabilities and chronic health conditions.
Thaier, Christina, M.Ed., holds a Master of Education in Clinical Mental Health Counseling from the University of Missouri‒St. Louis (UMSL), where she is currently pursuing a Ph.D. in Counselor Education. There she holds teaching appointments, supervises trainees at the Counseling and Social Advocacy Center at UMSL, and researches the narratives we form in our attempts to love, work, and design meaningful lives. In addition, she counsels individuals and couples at Change Inc., a group private practice in St. Louis, MO. Christina has completed advanced training in Narrative Therapy with the Evanston Family Therapy Center in Evanston, IL, and is working toward certification in the Gottman Method for Couples Therapy. Both theories greatly influence her practice in the counseling room and the classroom.
Vincenzes, Kristin A., Ph.D., is an Assistant Professor and Director of Lock Haven University’s 100% Online Master in Science Clinical Mental Health Counseling Program. She graduated from Walden University with her doctorate in Counselor Education and Supervision specializing in trauma and crisis. She is a licensed professional counselor in Pennsylvania, a National Certified Counselor, and an Approved Clinical Supervisor. She maintains a private practice where she also provides pro bono counseling for Veterans and their families through the Give an Hour program. She continues to publish and present at local, regional, and national conferences focusing on the following topics: active military, veterans, and their families; wellness; online education; and supervision.
West, Sibyl, Ph.D., is an Associate Professor in the Department of Counseling at Indiana University of Pennsylvania (IUP). She received her Ph.D. in Counselor Education and Supervision from The Ohio State University. Before becoming a faculty member, Dr. West was a school counselor at Carson Middle School in Tucson, Arizona. Her primary research focus is in the area of diversity and multiculturalism. She has presented her work at the national conferences for the American Counseling Association and the Association for Counselor Education and Supervision, and has presented at international, regional, state, and local levels.
Wood, Chris, Ph.D., is an Associate Professor & Program Coordinator in the Counselor Education program at UNLV. Dr. Wood has previous experience as a high school counselor, a counseling/guidance department chair, a counselor/group leader at a residential youth facility for troubled teens, and a career counselor at an alternative school serving grades 7–12. Dr. Wood was the editor for the Professional School Counseling journal for 6 years. Dr. Wood has been the Principal Investigator or Faculty Research Associate on over $3 million in state and federal grants. He has over 30 conference presentations and 30 publications including articles in Professional School Counseling, the Journal of Counseling & Development, the Journal of College Counseling, Counselor Education & Supervision, Career Planning and Adult
Development Journal, and The Elementary School Journal. Chris Wood was co-editor for the 5th and 6th editions of the National Career Development Association (NCDA) publication, A Counselor’s Guide to Career Assessment Instruments. Dr. Wood was honored with the ACA Fellow Award in 2017.
Wright, Kristin S., M.S., is a doctoral student in Counselor Education and Supervision at Kansas State University. Her research interest includes the impact of comprehensive school counseling programs and counseling in rural areas. Kristin works as a K–12 school counselor and currently serves as the president of the Kansas Counseling Association. Kristin was a state nominee for the American School Counselor Association’s 2017 National School Counselor of the Year award.
Historical Influences on the Practice of Career Counseling
Anita A. Neuer Colburn and Christie Jenkins
You can’t build a reputation on what you’re going to do.
Confucius wisely points out the importance of understanding our history and how we’ve impacted other people as we determine where we’d like to go next in our lives. Just as our personal histories are based partly on our own changing selves and partly on everything that happened outside of our control, so is the history of a profession. As you begin to explore the field of career counseling, you must first understand its foundational underpinnings in order to appreciate its current usefulness and contribution to the overall field of counseling. Career counseling is part and parcel of our development as a country. It is founded on our story to make our lives meaningful through our work. Career counseling has roots not only in economics and education, but also in philosophy and social change. If we look at career counseling through a historical lens, we begin to understand the overwhelming impact a career counselor has in the role of guiding others to their fulfillment. Career and vocational issues are interwoven into the fabric of our lives and the various roles we fill in our lives (e.g., individuals, partners, parents, siblings, friends).
SIDEBAR 1.1 The Case for Career Counseling
Ted, a 40-year-old African American, comes to counseling following the loss of his wife in a hurricane that devastated his entire neighborhood. You learn that his daughter was away at camp during the storm and that she survived. Ted feels guilty that he couldn’t save his wife, and he doesn’t know how to support his teenage daughter. Ted is an accountant with a local firm whose building was completely flooded in the storm, and he reports that he really never liked accounting to begin with, and that he wants to take this opportunity to change careers.
1. How might Ted’s dislike of his career as an accountant have impacted his relationships at home?
2. How might Ted’s guilt and grief impact his ability to make decisions about a new career?
3. How will Ted’s new role as a single parent impact his career choice?
Consider your own life. How has your work life impacted your personal life? How has your personal life impacted your work life? At one time, career counseling was really just about job placement, but it has evolved into a discipline addressing a central component of self-identity, which impacts every relationship a person has.
Because career issues impact, and are impacted by personal, relational, physiological, spiritual, and mental health issues, the Council for the Accreditation of Counseling and Related Programs (CACREP, 2015) requires counseling programs seeking accreditation to provide foundational training in this important area. Further, in 2010, delegates of the American Counseling Association (ACA, n.d.a) posited a consensus definition of counseling: “A professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals” (Kaplan, Tarvydas, & Gladding, 2014, p. 368) that was subsequently endorsed by a wide variety of counseling and counseling-related organizations.
SIDEBAR 1.2 Career Plan: CACREP 2016 Standards: Core Professional Identity Standards for Career Development
(Source Data: CACREP (2015 Standards 2.F.4.a-j)
Republished with permission of Taylor & Francis Books LLC, from “Career Counseling” by Anita A. Neuer Colburn, in Capuzzi & Gross (2017) Introduction to the Counseling Profession (7th Ed); permission conveyed through Copyright Clearance Center, Inc
Section F of the 2016 Standards (CACREP, 2015) specifically names the “common core” career development knowledge that all professional counselors should have, even if not specializing in career counseling. Consider the acronym CAREER PLAN to remind you of these important standards for foundational career knowledge. For each letter, the actual standard number is noted in parentheses:
• C—Culturally relevant and ethical strategies for addressing career development (2.F.4.j)
• A—Methods to identify and use appropriate Assessment tools and techniques (2.F.4.i)
• R—Relationships between work, well-being, personal relationships, and other roles (2.F.4.b)
• E—Assess conditions of the work Environment on life experiences (2.F.4.b)
• E—Identify and using Educational, Career, Avocational, and Labor Market information (2.F.4.c)
• R—Review all aspects of career management, including assessment of abilities, interests, values, personality, and other factors (2.F.4.e)
• P—Strategies for career development program Planning, organization, implementation, and evaluation (2.F.4.f)
• L—Learn career development theories and models (2.F.4.a)
• A—Advocate for diverse clients’ educational and career opportunities in a global economy (2.F.4.g)
• N—Name strategies to facilitate client skill development for career and life planning (2.F.4.h)
Q: What do you think about these standards? How do you feel when you consider these areas for which all counselors must be trained? Which areas do you think will be most exciting to learn? Which do you think will be most challenging?
Scholars (e.g., Aubrey, 1977; Kerr, 2001; Neuer Colburn, 2017; Pope, 2000; Savickas, 1993; Shen-Miller, McWhirter, & Bartone, 2012; Zunker, 2016) concur that social, political, and economic forces both domestically and internationally have had, and continue to have, a significant impact on the development of career counseling in the United States. In this chapter, we present the historical events that have shaped the development of the field of career counseling, and provide support for the inclusion of career counseling training in the preparation of any professional helper. We’ve organized the chapter into six stages of development, modeled after the work of Pope (2000) and following a new breakdown of historical influences posited by Neuer Colburn (2017).
TABLE 1.1 Career Counseling: Historical Highlights
History of Career Counseling
Stage One WWI and Frank Parsons 1890–1928
Stage Two WWII and Theory
Development 1929–1958
• “Vocational Guidance” focusing on job placement and school guidance programs
• Protestant work ethic and social Darwinism
• Humanitarian reformer Jesse B. Davis as counselor for career problems (Central H.S., Detroit)—1898
• Frank Parsons establishes the Vocations Bureau and publishes “Choosing a Vocation” with a focus on schools—1909
• National Vocational Guidance Association (NVGA), now the National Career Development Association (NCDA)—1913
• Industrialization and Urbanization; displaced returning soldiers
• Post WWI: psychological testing and self-assessment increase; attention to contextual factors decreases
• Great Depression, social unrest, and mass unemployment
• Increased organization of labor unions
• Vocational legislation establishes government offices
• E. G. Williamson’s How to Counsel Students—1939
• First edition of Dictionary of Occupational Titles—1939
• WWII and Truman’s Fair Deal program for returning soldiers
• Influx of college students resulting from GI Bill of Rights
• NVGA as founding member of American Personnel and Guidance Association (APGA), now the American Counseling Association (ACA)—1952
• Postwar themes of personal autonomy and self determination, along with developmental stage theories from other disciplines (Erikson, 1950; Maslow, 1954; Rogers, 1951) shift vocational theory to emphasis on context of clients’ lives
• National Defense Education Act (1958) in response to our perceived loss of technological superiority following USSR Sputnik launch. Counselor training established.
Stage Three Civil Rights and Search for Meaning in Work 1959–1979
• “Career Counseling” now with emphasis on finding meaning in work; organizational career development
• Development of social programs to assist workers in finding jobs
• Vocational and Education Act of 1963 in response to highest unemployment since 1930s
• Growth in career counseling in government, nonprofit, and business and industr y
(continued)
TABLE 1.1 Continued
Stage Four Information Technology and Outplacement 1980–2006
Stage Five Housing Crisis and Recovery 2007–2013
Stage Six Post Housing Crisis/Current 2014–Present
and Christie
• Edwin Herr (noted ACA and NCDA leader; deceased in 2016) publishes Vocational Guidance and Human Development—1974
• Influence of Watergate and Vietnam War on societal trust in government
• Inflation and high unemployment in late 1970s
• Employers demanding more technically skilled workers; massive layoff in industrial sectors of economy
• Rise of private practice career counseling; career counseling competencies established
• Multicultural counseling considerations gain attention
• APGA changes name to American Association of Counseling and Development in 1983, then to American Counseling Association in 1992 (ACA, n.d.b)
• Americans with Disabilities Act—1990
• Corporate-sponsored outplacement services for “downsized” workers
• Services for poor and homeless being required to go to work (welfare-towork movement)
• Technological sophistication and instant communication
• Perception that multiple careers over the course of one’s life may be possible
• Financial crisis rooted in subprime mortgages; worldwide economic impact
• Housing “bubble” and millions of people losing homes
• Job stability decreasing, higher unemployment
• 9/11/01 attacks on World Trade Center; Pentagon
• Artificial intelligence, robotics, and nanotechnology
• New concerns regarding ethical and privacy issues
• Women’s rising aspirations and economic power
• Aging labor force (median age 42.4 by 2024)
• Youth participation in labor force decreasing
• Increased ethnic diversity
• Election of President Trump
Source data: BLS Employment Projections Report (2015); Herr (2013); Pope (2000); Shen-Miller et al. (2012); and WEF Future of Jobs Report (2016)
Republished with permission of Taylor & Francis Books LLC, from “Career Counseling” by Anita A. Neuer Colburn, in Capuzzi & Gross (2017) Introduction to the Counseling Profession (7th Ed); permission conveyed through Copyright Clearance Center, Inc.
In each stage, readers will find sidebars designed to help apply the material to the current realities of working with clients around career issues.
Stage One: WWI and Frank Parsons
Frank Parsons
The late 1800s and early 1900s brought havoc and evolution in the United States. The industrial revolution brought a huge influx of European immigrants who found it difficult to find their place in a new country filled with the mistreatment of workers, poverty, and inequity in the workplace. Many people moved from rural areas to urban areas due to the magnetism of new
jobs. This attraction soon waned as the employees found the long hours and congested living conditions to be disagreeable. As some workers began to rise up and ask for reformation of the impersonal and chaotic conditions, others responded uniquely with a message of social change. This time period was heavily influenced by a Protestant work ethic and social Darwinism. It was thought that hard work pays off and if you work hard enough, you could achieve almost anything. Peterson and Gonzales (2000) purported that this work ethic discounted the multicultural influence of the time and showed “disrespect for immigrant work habits” (p. 51). They believed that the Protestant work ethic ignored social and political limitations placed on immigrants, and their research brought to light the fact that the same opportunities are not available to everyone (Peterson & Gonzales).
Within this historical context, Frank Parsons (uniquely known as the Father of Career Development) was exceptionally interested in the social change movement and civic developments of the late 1800s. Frank Parsons was an engineer by trade and graduated from Cornell University. He was highly interested in writing articles on education, taxation, and women’s suffrage. He was an educator who taught not only in public school, but also at Boston University’s law school. He even passed the bar examination in Massachusetts in 1881 (Picchioni & Bonk, 1983). In 1901, Boston established the Civic ServiceHouse to provide educational opportunities to immigrants and young people seeking employment. Frank Parsons started his work there as the director of the Breadwinner’s Institute in 1905, which was under the umbrella of the Civic Service-House. Eventually, in 1908, the Vocation Bureau of Boston was established through Parsons’ leadership.
It was through this work at the Civic Service-House that Parsons put together a systematic guidance process that would have a profound and enduring impact on the field of career counseling. Parsons developed a three-step procedure in his book Choosing a Vocation (Parsons, 1909). Parsons believed that people chose a vocation based on three things: an understanding of oneself in the arena of aptitudes, abilities, interests, and limitations; knowing the requirements based on benefits, difficulties, and prospects of different jobs; and the capacity to cognitively discern between the two aforementioned pieces (Parsons, 1909). It was this theoretical scaffold that began the nationwide interest in career counseling.
SIDEBAR 1.3 Self-Reflection and Career Counseling
Think of yourself as a future counselor. How do you see yourself incorporating career counseling into your practice? If you intend to be a career counselor, how do you see yourself working with a mental health counselor to meet your clients’ needs? If you intend to be a mental health counselor, how do you see yourself working with a career counselor to meet your clients’ needs?
Shortly after Parsons’ influential book was published posthumously, the First National Conference on Vocational Guidance took place in Boston. Several speakers addressed the need for guidance in the school system, objective
