Spencer G. Niles

Engagement in adolescent career preparation: Social support, personality and the development of choice decidedness and congruence

This longitudinal panel study investigated predictors and outcomes of active engagement in career preparation among 349 Swiss adolescents from the beginning to the end of eighth grade. Latent variable structural equation modeling was applied. The results showed that engagement in terms of self- and environmental-exploration and active career planning related positively to interindividual increases in career decidedness and choice congruence. More perceived social support, early goal decidedness, and particular personality traits predicted more engagement. Support and personality impacted outcomes only mediated through engagement. Early decidedness and congruence were significant predictors of their respective later levels. Implications for practice are presented.

Family Interaction Patterns and College Student Career Development

We examined whether and how family interaction patterns relate to role salience and vocational identity in a predominantly Anglo-American college student sample (107 women, 65 men). Results indicated significant links between perceived emotional closeness and structural flexibility in the family-of-origin and higher levels of participation in, commitment to, and value expectations for home and family roles. Levels of work-role salience and vocational identity were not significantly related to family-of-origin interaction patterns. Appraising and attending to family-of-origin dynamics may be useful in career assessment and counseling that involves helping clients understand and fit family into their life-careers. Ultimately, determining with more certainty the precise degree of transportability of the family circumplex model to the vocational domain will require continued research in this vein.

Perspectives on Career Assessment of Work-Bound Youth

In this article, work-bound youth are identified as an adolescent subpopulation whose goals are to attain occupational skills and to enter the workforce immediately on leaving secondary school. The characteristics of this population are discussed, and their needs for systematic career interventions are described. Particular emphasis is given to this groups need for career assessment, the types of assessments that may be useful, and the application of the Super, Osborne, Brown, Walsh, and Niles (1992) Career Development Assessment and Counseling (C-DAC) model as a frame of reference for the choice and use of the career assessments included.

The Relationship between Holland Types Preferences for Career Counseling.

Journal of career Development, Vol. 19(3), Spring 1993 = 7l1lW ,, v: __-___W_____ L_ Much has been written concerning the interaction between client preferences for counseling and counseling strategies (Grantham & Gordon, 1986; Hardin, Subich, & Holvey, 1988; Tinsley, Brown, de St. Aubin, & Lucek, 1984). It is acknowledged that clients vary in degree and kind with regard to the preferences and expectations they bring to the counseling relationship (Hardin & Yanico, 1983). Furthermore, it has been suggested that client preferences must be accounted for as

The effects of a career planning course and a computer-assisted career guidance program (SIGI PLUS) on undecided university students

This study examined the separate and combined effects of a carreer planning course and a computer-assisted career guidance system(SIGH PLUS) on undecided university students. Seventy first and second year university students were randomly assigned to one of four treatment groups (career planning course only; career planning course an SIGI PLUS; SIGI PLUS only: wait-listed control group). Pre and posttest measures were administered and an analysis of covariance was conducted to determine differences amoung groups for each measure. Significant overall differences between specific career treatment groups and the control group. Imlications for counselors are discussed.

Using Super's Career Development Assessment and Counselling (C-DAC) Model to Link Theory to Practice

Supers Career Development Assessment and Counselling Model (C-DAC)represents an excellent translation of career development theory intopractice. After decades of developing the various segments of his theory(i.e., developmental stages and tasks, life span, self-concept) toexplain career development, Super focused on using these theory segmentsto help individuals resolve their career concerns. This uniqueassessment-based intervention model is the result of a multinationalresearch effort directed toward understanding the individualssubjective and objective career development experience. This paperprovides a brief overview of the C-DAC model and then discusses how theC-DAC model is useful for addressing career concerns in the post-modernera.

Developing life-role readiness in a multicultural society: Topics to consider

In this paper a conceptual framework for developing life-role readiness in a multicultural society is presented. Life-role readiness is defined as the possession of the knowledge, attitudes, and skills necessary for effective life-role participation. Life-role salience, cultural influences on life-role salience, and specific activities to foster life-role readiness are addressed. Interventions are identified for each topic.

Strategies for an Effective Vocational Assessment Program

Suggestions for establishing and maintaining effective vocational assessment programs for students with learning disabilities.

Famiy Environments as Predictors of Personality Hardiness and Self-Efficacy

This study examined family environments and their relationship to two personal beliefs, personality hardiness and selfefficacy, in college students. Also examined was the use of family environments as predictors of personality hardiness and self-efficacy. Results and implications of these findings for counseling practice are discussed.

Training Career Practitioners: Opportunities and Challenges

This chapter addresses career practitioner training from an international perspective. The pervasive presence of career issues and the growing need for career practitioners are acknowledged. Challenges workers experience today require career practitioners in every work setting whether it is to help adult workers address the career concerns they are experiencing or to prepare students to transition to work effectively. To engage their clients competently, career practitioners must be trained effectively to provide services that include career assessment, career counseling, career and/or educational planning, job-search skill training, and career coaching.