Goal instability and its relation to career thoughts, decision state, and performance in an undergraduate career course in a large university were investigated in this study. Participants completed six instruments measuring the nature of goals, career thinking, occupational decision making, satisfaction with career choice, tension associated with career decisions, and a performance contract of course activities to be completed for a grade. Bivariate correlations and multiple regression analyses indicated that the degree of goal instability was directly related to negative career thoughts, dissatisfaction with career choice, career tension, and inversely related to classroom performance. Results of the analyses suggested that goal instability may serve as an initial global screening measure of readiness for career exploration in a classroom environment. The use of supplementary readiness measures is discussed.

This study examines career planning programs and career services offices at colleges and universities in the United States as viewed by senior student affairs officers (SSAOs). Findings from a 1979 study of career services offices (CSOs) were compared to the current findings. Additionally, new areas of research were examined in order to provide benchmark data for future studies. Several affirming findings emerge from the study informing higher education, student affairs, and career services professionals about the effectiveness and value of college and university career services offices well into the 21st century.

Holland’s RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional) career theory is generally recognized as one of the most important and influential in the field of career development and vocational psychology. We examined data that might verify such an observation, and we used bibliographic research tools to identify all of the publications from 1953 to 2011 on this theory. We categorized the number of citations into five areas: (a) application of the theory in practice, (b) research and practice directed to specific populations (e.g., K–12, age, occupation), (c) tools or instruments operationalizing the theory, (d) validity and efficacy of RIASEC theory, and (e) diverse populations studied in terms of ethnicity, disability, and status. We located a total of 1,970 reference citations to Holland’s theory and applications during the 58-year period, and this article describes the methods, findings, and implications of this research.

Aligning with a particular theoretical orientation or personal multi-theory integration is often a formidable task to entry-level counselors. A better understanding of how personal strengths and abilities fit with theoretical approaches may facilitate this process. To examine this connection, thirty-five mental health professionals completed a series of inventories to determine if passive counselors adhere to more nondirective, insight-oriented theories, while assertive counselors adhere to more directive, action-oriented approaches. Analyses revealed a significant difference between level of assertiveness and theoretical orientation, with action-oriented counselors demonstrating significantly higher levels of assertiveness than insight-oriented counselors. Implications for professional practice and counselor education are discussed.