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Vocational counselors are busy practitioners anxious to improve their counseling techniques . . . the research-minded among them devote what time they can to devising better techniques. They are not theoreticians working on the problem of how individuals make their occupational choices, for, though they have no bias against theory, they have little time to invest in developing one (10, p. 7).

The model of assessment in educational and vocational counseling is the “matching model.” It inhibits developmental counseling. A stage‐theory model is proposed instead and is case illustrated.

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