Practice and Research in Career Counseling and Development—2001

Abstract

This article is a summary of the literature published in 2001 related to career counseling and career development. The review is designed to provide information to both career practitioners and researchers, with the focus on integration of practice and research. This summary of literature is organized around 5 primary areas: (a) career development, (b) career and vocational theories, (c) career interventions, (d) career assessment, and (e) professional issues. Within the framework of this review, attention is also given to contextual factors including gender, race or ethniciry, sexual orientation, and nationality.Historically the annual reviews ofliterature published in The Career Development Quarterly have served to inform and inspire both researchers and practitioners. Although it is probably grandiose for us to consider following in our predecessors' footsteps in terms ofinspiration, we have attempted to summarize the career literature published in 2001 in a manner that contributes to knowledge. As Swanson and Parcover (1998) have indicated, the challenge is to allow the literature to speak for itself, yet organize it in a manner that facilitates understanding across diverse topics. Similar to what has been done in previousreviews (Arbona, 2000; LuzZQ & MacGregor, 2001), we did not enter into the review process with any preconceived notions of how to organize the literature; rather, we allowed a structure to emerge as we reviewed the literature. As we progressed, research trends and themes began to emerge; however, this process was not completed in a vacuum because previous knowledge of the career literature most likely influenced our review.In defining the term career development, Herr contended that inherent in the current usage of the term are two conceptual categories: one that explains the development ofcareer behaviors across the life span and the other category that guides the practitioner in using interventions to facilitate certain career behaviors. Our review, in many ways, mirrors Herr's definition, because the first section is devoted to career behaviors across the life span. We have titled this section Career Development, with the focus being a discussion of the career literature published in 2001 pertinent to the career development ofchildren, adolescents, college students, adults, and older adults.

Practice and Research in Career Counseling and Development—2002

“…Furthermore, the most recent reviews (e.g., Arbona, 2000;Luzzo & MacGregor, 2001;Whiston & Brecheisen, 2002) have noted a trend of increased multicultural career development research. The research published in 2002 continues to attend to the career development of women and people from diverse racial and ethnic backgrounds, including African Americans, Latinas and Latinos, and Asian Americans.…”

Chaotic careers: a narrative analysis of career transition themes and outcomes using chaos theory as a guiding metaphor

“…However, such approaches continue to have a significant impact on careers research and practice of today but are increasingly criticised for their potentially limiting perspective (e.g. McMahon & Watson, 2007;Savickas, 1997;Whiston & Brecheisen, 2002). …”

Career Decision-Making Characteristics of Primary Education Students in Greece

“…Component 1, labelled Concerns/ fears regarding career future, included 8 items (4,35,32,29,24,11,7,6) that represent the feelings of uncertainty and fear that student experiences when thinking of his/her career future (e.g., "When I think of my future job I feel concerned", or "It is difficult for me to think of my future job", or "It is easy for me to remain concentrated on my targets and to realize my plans").…”

“…Although life span theories acknowledge the importance of career development throughout the life span, career development research lacks an explicit focus on children (Whiston & Brecheisen, 2002;Wood, & Kaszubowski, 2008;). There are relatively few data regarding occupational knowledge of elementary school students (Walls, 2000), despite the theorists' general agreement that career development begins in childhood and continues throughout the life span.…”