The author presents the 6 stages in the development of career counseling in the United States. In the 1st stage , placement services were offered for an increasingly urban and industrial society. In the 2nd stage (1920)(1921)(1922)(1923)(1924)(1925)(1926)(1927)(1928)(1929)(1930)(1931)(1932)(1933)(1934)(1935)(1936)(1937)(1938)(1939)' educational guidance through the elementary and secondary schools became t h e focal point. The 3rd stage (1940)(1941)(1942)(1943)(1944)(1945)(1946)(1947)(1948)(1949)(1950)(1951)(1952)(1953)(1954)(1955)(1956)(1957)(1958)(1959) saw the focus shift t o colleges and universities and the training of counselors. The 4th stage (1960)(1961)(1962)(1963)(1964)(1965)(1966)(1967)(1968)(1969)(1970)(1971)(1972)(1973)(1974)(1975)(1976)(1977)(1978)(1979) was the boom for counseling and the idea of work having meaning in a person's life came to the forefront; organizational career development began during this period. The 5th stage (1980)(1981)(1982)(1983)(1984)(1985)(1986)(1987)(1988)(1989) saw the beginning of the transition from the industrial age to the information age and the growth of both the independent practice of career counseling and outplacement counseling. The 6th stage (1990-present), with its emphasis on technology and changing demographics, has seen an increased sophistication in t h e uses of technoIogy, the internationalization of career counseling, the beginnings of multicultural career counseling, and the focus on the school-to-job transition.

The author argues for an inclusive definition of multiculturalism and that gay men and lesbians must be part of any definition of multicultualism.

Career-Development Assessment and Counseling (C-DAC) systematically bridges career theory and practice. Integrating differential, developmental, and phenomenological methods, the C-DAC model uses a comprehensive career assessment battery to help clients explore their roles, developmental stages and tasks, career attitudes and knowledge, values, and interests within their unique life contexts. The authors recommend elaborating the C-DAC model to formally appraise cultural identity in step one of the model and to consider cultural identity concerns throughout the C-DAC process. This should help counselors more clearly understand how cultural factors influence people's career development and vocational behavior.Recent years have seen many efforts to address the applicability of existing career theory constructs to individuals representing groups other than the White, male middle class. These efforts have produced textbooks (e.

This article details the current knowledge regarding the provision of culturally appropriate career services to gay and lesbian clients. It is divided into 5 parts: history and context for the delivery of career counseling services to gay and lesbian clients, counselor self‐preparation for working with gay and lesbian clients, client‐focused interventions useful for counseling with gay and lesbian clients, program‐focused interventions useful for addressing the special issues that this group presents, and appropriate advocacy or social action interventions. Issues of multiple cultural identities and the intersection of lesbian and gay issues with race and ethnicity are also addressed.

Although China has a long history of vocational guidance, it is functionally at a beginning stage in career development and counseling because of the historical vagaries of its political leadership. Vocational guidance and career counseling services, as a professional field, are now rapidly being developed to meet the growing need of Chinese society. M. Pope's (1995, 2000) social transitions stage model is applied to the development of career counseling in China. In particular, this article addresses historic and current trends in the economy and labor market in China and their profound impact on the development of career counseling.

This article provides a comprehensive review of the professional literature on career counseling interventions with gay and lesbian clients. It summarizes the practice knowledge gleaned from that literature and makes recommendations on what research needs to be conducted to establish the area of gay and lesbian career development in the published research literature.This article comprehensively reviews the literature about career counseling interventions for gay and lesbian clients and recommends research that needs to be conducted to advance understanding of this topic. Unfortunately, there is not yet a body of empirical research of sufficient breadth and depth to identify which practices are most important and effective. Career counselors, however, already have gay and lesbian clients who seek career development assistance and must provide services to these clients without extensive knowledge of the special career development needs of gay and lesbian clients.To provide effective career counseling for lesbian and gay clients, counselors must know whether there are specific interventions reported in the literature as being specifically useful with gays and lesbians. In this review, only articles in which specific career counseling interventions are mentioned as part of the text of the article are included. Much of the literature on lesbian and gay career development-in the total of 31 general articles as well as the 15 career counseling intervention articles reviewed-is anecdotal and based on clinical observations not yet reinforced by any follow-up quantitative ~ ~~~ ~

The author analyzes the context in which professional career counseling in the U.S. exists at the beginning of the 21st century and makes recommendations to enhance the growth and development of the profession. The issues addressed include developing curricula, training career counselors, broadening the focus on career decision making to include work adjustment, improving the basic and advanced skills of career counselors, and extending career services to diverse groups in the U.S. and to people in other nations. Specific strategies that address each of these issues are discussed.

LGBT international students have unique issues and needs in coping with their student life in the United States. Their primary issues include developing their own sexual identity, coming out in a variety of academic and social settings, forming relationships, returning to home countries, and differing health-related issues from domestic students. Therefore, mental health professionals must be aware of these issues, provide support that fits the person's individual needs, and serve as advocates for these students in their campuses and local communities. Four challenges and key concepts for mental health professionals are provided.