Resources and Tools that School Counselors use for Career Counseling

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RESOURCES AND TOOLS THAT SCHOOL COUNSELORS USE FOR CAREER COUNSELING Kristen Davidson Jennifer Edwards Alyssa Heggen Danhua Kong Lauren LaFayette Brian Maloney Jennifer Richards

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Kristen Davidson Jennifer Edwards Alyssa Heggen Danhua Kong Lauren LaFayette Brian Maloney Jennifer Richards. Resources and Tools that School Counselors use for Career Counseling. Self-Directed Search. - PowerPoint PPT Presentation

Transcript of Resources and Tools that School Counselors use for Career Counseling

Page 1: Resources and Tools that  School Counselors use for  Career Counseling

RESOURCES AND TOOLS THAT SCHOOL COUNSELORS USE FOR CAREER COUNSELING

Kristen DavidsonJennifer EdwardsAlyssa HeggenDanhua Kong

Lauren LaFayetteBrian MaloneyJennifer Richards

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SELF-DIRECTED SEARCH

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SELF-DIRECTED SEARCH A self-administered, self-scored, and self-

interpreted career counseling tool (Krieshok 1987)

Developed as a research instrument to validate Holland’s theory; yields Holland types (Sharf, 2006)

Use subsets such as aspirations and competencies to measure one’s similarity to the six Holland types (Miller, 1997)

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STRATEGIES FOR IMPLEMENTATION The Self-Directed Search can be a helpful tool

for guidance counselors Most appropriate for use with high schoolers,

versions adapted for middle schoolers 25% of students taking the Self-Directed

Search make errors in scoring the instrument, 10% of those are serious=trained proctor should be available to assist students

(Miller, 1997)

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STRATEGIES FOR IMPLEMENTATION Incoming freshmen, freshmen orientation Offer it during the first few weeks of

school to willing students during study hall, break, or lunch

Psychology, Home economics, or technology class

In conjunction with FAFSA meetings, parent meetings

Join forces with athletic teams and organizations

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VALIDITY OF THE SELF-DIRECTED SEARCH The degree to which a person’s expressed

interests relate to their inventory results High rates of validity are between 48-64%

(depending on sex and age) 1977, a group of high school freshmen took

the inventory 40%/men, 66% women Eventual occupation or field of entry was the

predicted variable Validity is comparable to other inventories in it’s

class (Krieshok, 1987)

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RELIABILITY OF THE SELF-DIRECTED SEARCH

O’Connell at the University of Maryland facilitated a study to determine test-retest reliability

65 subjects were administered the SDS during freshman orientation and 7-10 months later

Results showed little change in code Unreliability= individuals scoring their

own booklets is a source of unrealiability

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CULTURAL IMPLICATIONS 27 million people world wide Other versions formed: Canadian,

Spanish, Chinese Edition for those with limited reading

skills Sharf, 2006

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KUDER AND COPS

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CALIFORNIA OCCUPATIONAL PREFERENCE SYSTEM

COPS, CAPS, COPES Career Clusters

Science Technology Outdoor Business Clerical Communication Arts Service

Results from inventories matched with career clusters

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KUDER CAREER SEARCH WITH PERSON MATCH

Dr. Frederic Kuder 6 career clusters

Outdoor/Mechanical Science/Technical Arts/CommunicationSocial/Personal

Services Sales/Management Business Operations

Student interests = interest profiles of people in different occupations

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STRATEGIES FOR IMPLEMENTATION Purpose and Use

Designed to assist in career decision-making process 1st step - provides information for future career

exploration Match inventory results with career clusters Explore occupations within career clusters Should not be sole source of information

Best Practices Once in middle school Twice in high school

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FREQUENCY AND RANGE COPS

Broad range COPS, COPS P, COPS II, COPS R, COPS PIC

Frequency 19,000 per year norm base

7th -12th English KCS with Person Match

Range Middle school to adult More effective with age

Frequency KCS with Person Match

Total ~2 million Secondary 1.3 million

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VALIDITY & RELIABILITY COPS

Knapp, Knapp, & Knapp-Lee, 1985 60 to 74% accurate for prediction of career choice or college major

Knapp, Knapp, & Buttafuoco , 1978 45% same highest for 2 successive years ~80% same two highest 93% same for top three

KCS with Person Match Zytowski & Laing, 1978

51% employed in predicted occuptation Compared

89% match top three in COPS and KCS(EDITS)

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NARRATIVE CAREER COUNSELING WITH STUDENTS

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NARRATIVE CAREER COUNSELING Based on the principle that life events and experiences can

be organized into stories that can lead to effective change. Narrative career counseling links the past, present, and

future through a narrative form (Thomas & Gibbons, 2009). The student is the expert in the session and is the author

and the main character of her career story (Eppler, Olsen, & Hidano, 2009).

Narrative career counseling aligns with the American School Counselor Association’s (ASCA) standards in the promotion of career competencies (American School Counselor Association, 2003).

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RESEARCH Narrative career counseling has been found to

work well with students, as it allows them to be the experts in their own lives (Thomas & Gibbons, 2009)

Research has also shown that narrative career counseling works well with students dealing with parental divorce. Adolescents from divorced families have poorer

academic, behavioral, and social-emotional outcomes that their peers from intact families (Thomas & Gibbons, 2009)

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STRATEGIES FOR IMPLEMENTATION• Brott's "storied approach“ (Thomas & Gibbons, 2009):

Co-Construction Process, Construction Process, Deconstruction Process

• Biblionarrative technique (Eppler et al., 2009): a combination of oral and written story that can be revised

together throughout academic year• Displaced communication (Eppler at al., 2009):

focus on activities and materials with which students are comfortable and engage the student in indirect communication to discover their story

• The use of stories (Eppler et al., 2009): promotes reading skills while creating discussion on career

exploration

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AGE GROUP/GRADES Children:

Using stories encourages rapport building because the children’s own choices of words are used and the counselor collaborates with the child (Eppler et al., 2009)

Adolescents:• First, adolescents have a strong desire for autonomy.

Narrative career counseling requires the adolescent to be the primary author and actor.

• Second, adolescents believe that their thoughts, beliefs, and attitudes are more accurate than others' interpretations.

• Finally, adolescents are resistant to interventions that may be interpreted as personal criticism (Thomas & Gibbons, 2009).

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VALIDITY AND RELIABILITY Narrative career counseling is fairly

new to the career counseling field, so there is a limited amount of empirical support for this approach.

This approach may be difficult for beginning counselors because of the lack of structured techniques and the lack of specific inventories. (McIlveen & Patton, 2007)

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CULTURAL IMPLICATIONS Benefits of Narrative career counseling:

• Clients tell their life and career stories from the context of their experiences, allowing the client context and worldview to be integrated (Toporek & Flamer, 2009).

• Effective with marginalized groups where storytelling and narration are historically valued (Toporek & Flamer, 2009).

• School counselors using narrative counseling must be sensitive to the differences in counseling adolescents versus adults. Some adolescent students may not have moved into

Piaget's formal-operational stage, which typically begins around sixth grade at age 11 or 12 (Thomas & Gibbons, 2009).

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DISCOVER

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DISCOVER Research-based assessments:

career-relevant interests, abilities, and job values World-of-Work Map organizes occupations into six clusters, parallel to

Holland's Hexagon Comprehensive, developmental guidance process:

identify strengths and needs, make good career decisions, and build a plan based on their personal profiles

Complete, current databases: occupations, college majors, schools and training institutions, financial

aid/scholarships, and military options Develop good job-seeking skills:

effective resumes, cover letters, job applications, and interviewing skills Serves persons from middle school through adulthood

(http://www.act.org/discover/)

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RESEARCH The DISCOVER World-of-Work Map:

An extension of John Holland's hexagon (26 career areas) How interests, abilities, and job values relate to each other and to career options Provides a simple yet comprehensive overview of the work world Encourage users to explore families of related occupations before moving on to specific

occupations Interest inventory:

Not occupational titles or specific job duties Assess basic interests while minimizing the effects of sex-role connotations Results are visually linked to career options via the World-of-Work Map

Ability inventory: 15 abilities (6-10) , important work-relevant abilities-----sales, leadership, organization, and

manual dexterity Job values inventory:

Uses the World-of-Work Map to link work values (e.g., authority, public contact, physical activity) to career options and to interests and abilities.

Research Support for DISCOVER Assessment Components summarizes a small part of the research supporting DISCOVER assessments

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STRATEGIES FOR IMPLEMENTATION Psycho-education Group career counseling Individual career counseling

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AGE GROUPS/GRADES People in Grade 6 or higher:

Grade6 click on Occupational tab, then “By the World-of-Work Map” Grade 6-7: take the Interest Inventory Grade 8: take the Interest and Abilities Inventories Grade 9 or above: take Interest, Abilities, and Values Inventories

(Super’s career developmental theory) Used for

High school Four-year college Two year college Professional/graduate school Career/technical training Military service Immediate employment  ( Osborne, W., 1997)

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VALIDITY AND RELIABILITY Based on more than 20 empirical investigations conducted by

counselors and researchers over the past two decades, DISCOVER is effective: Help individuals make career decisions Clients who have specific career development needs Other kinds of career counseling Increase an individual’s:

Career decidedness and occupational certainty Career maturity Level of career development: Super’s career developmental theory Career decision-making self-efficacy Vocational identity Career exploration behavior (http://www.act.org/discover/)

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CULTURAL IMPLICATIONS AND LIMITATIONS

Ability self-estimates self-confident vs. modest

Interests value of education (study vs. work, sports)

certain school subjects (math, science) Job values

Individualism VS Collectivism Social attitudes toward jobs

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MYERS-BRIGGS TYPE INDICATOR

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MBTI – MYERS-BRIGGS TYPE INDICATOR

-Based off the work of Carl Jung -Created by Katherine and Isabel Briggs-Reports a person’s preferred ways of attending to the world-4 Letters representing your preferences (16 combinations):

Where you focus your attention — Extraversion (E) or Introversion (I)

The way you take in information — Sensing (S) or Intuition (N)

The way you make decisions — Thinking (T) or Feeling (F)

How you deal with the outer world — Judging (J) or Perceiving (P)

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RESEARCH-Used in middle schools to help teachers

know what learning styles work best for their students

-Adaptations can then be made in teaching styles

-Type can help students understand, while different from peers, still normal

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RESEARCH CONT.

Project implemented in Language Arts Department

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STRATEGIES FOR IMPLICATION

-Often used in psychology or interpersonal related classes or for team building

-Helps to improve communication and decision making (Watkins & Campbell, 2000)

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AGE GROUPS/GRADES-Used most often for older students and

adults – often at the college level-Isabel Myers designed to use this for a

wide age range and for multiple presenting issues (Watkins & Campbell, 2000)

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VALIDITY AND RELIABILITY-Younger students yield scores with lower

reliability than did adults 20 years and older (Capraro & Capraro)

-Higher achieving students yield higher reliability than do lower achieving students (Capraro & Capraro)

-Validity may be questionable because no evidence to show positive relation between MBTI and success within an occupation (Pittenger, 1993)

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DRIVE OF YOUR LIFE:LEARNMOREINDIANA.ORG

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LEARN MORE INDIANA Learn More Indiana helps students and

parents: Check out colleges and career training

programs Explore different careers including the

fastest growing Indiana occupations Keep academics on track through grad-

specific checklists and tips for supporting life-long learning

Find ways to save and pay for college

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INTEREST INVENTORIES Career Clickers eXpanded- A more detailed bank of questions to help

connect individuals to possible careers that may interest them.

Career Clickers eXpress- Use these tools to find out what jobs might be best for you and how to get into the career you’ve always wanted.

Career One Stop- It is designed to provide information on high growth, in-demand occupations along with the skills and education needed to attain those jobs.

Career Party- Career Party is a very short career interest inventory for students. It quickly helps students get a code that can then be entered into the “Career Profiles” section of the learn more website.

Drive of Your Life- Drive of Your Life is a Web-based video game designed to help middle-school students learn more about themselves and their options for the future.

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“DRIVE OF YOUR LIFE” Career exploration game based on Holland’s

Codes Specifically for middle-school and high school

students Allows students to answer questions about

themselves to learn what themselves and careers that interest them on a “virtual drive”

Created specifically for Indiana students by IYI, funded by a grant from the Lilly Endowment, Inc

http://www.driveofyourlife.org/

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RESEARCH Last school year:

1,530 schools used “Drive of Your Life” 103,000 students in the state of Indiana. 223 Youth Serving Organizations (not for

profits, after school programs, churches) 923 youth

Used state wide so it should cross all SES, race, and genders, but these statistics are not tracked by IYI

DOE tracks the free and reduced lunch profile of each school though

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STRATEGIES FOR IMPLEMENTATION Lesson 1:Introduction of Drive of Your Life (15

minutes) Lesson 2:Log on to Drive of Your Life (20

minutes) Lesson 3:Customize your ride (45 minutes) Lesson 4:Personal Style Assessment (20

minutes) Lesson 5: Plan your trip (40 minutes) Lesson 6: Jump in and drive (40 minutes) Lesson 7: Conclusion and print out (20 minutes)

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WHEN TO USE “DRIVE OF YOUR LIFE”

Learn more Indiana recommends 6th grade

Created for Middle School students, but students from 5th grade through high school teachers have found it helpful

(Learn More Indiana, 2007) Primarily used by middle schools with

the bulk of the students in 6th grade(K. Coffman, personal communication, April 4, 2011)

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VALIDITY AND RELIABILITY Learn More Indiana collects data through student surveys to

inform schools, communities and policy-makers about student postsecondary aspirations, perceived barriers and access needs. 

These surveys also provide a way to link students directly with Indiana’s colleges and universities and provide valuable information to improve school counseling and communication efforts. (Learn More Indiana, 2007)

“Drive of your Life” was created in 2005. At this point, students who have used this program are not yet going on to college.

Indiana Youth Institute is in the process of doing an evaluation to

see its effectiveness on college going rates and college success. (K. Coffman, personal communication, April 4, 2011)

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JUNIOR ACHIEVEMENT

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JUNIOR ACHIEVEMENT JA Worldwide is the world’s largest organization

dedicated to educating students about workforce readiness, entrepreneurship and financial literacy through experiential, hands-on programs. (Junior Achievement, 2011)

Multiple lessons depending on the age group JA is a program used in the school to help students

gain a better knowledge of real world jobs. Focus is entrepreneurship, global business, and

finances(Junior Achievement, 2011)

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JUNIOR ACHIEVEMENT Junior Achievement Programs help prepare

young people for the real world by showing them how to: Generate wealth and effectively manage it Create jobs which help the community Apply entrepreneurial thinking to the workplace

(Junior Achievement, 2011) Student put these lessons into action and

learn the value of contributing to their communities. (Junior Achievement, 2011)

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RESEARCH JA Worldwide reaches 9.7 million students per

year (Junior Achievement, 2011) 379,968 classrooms and afterschool locations.

(Junior Achievement, 2011) JA programs are taught by volunteers in inner

cities, suburbs, and rural areas throughout the United States of America (Junior Achievement, 2011)

122 countries around the world (Junior Achievement, 2011).

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IMPLEMENTATION IN SCHOOLS In-class and after-school programs Teachers or school counselors Volunteers Psycho-educational presentations and

group work Grants

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AGE GROUPS Elementary

BizTown (Junior Achievement, 2011) Middle School

Financial Literacy High School

Careers with a Purpose (Junior Achievement, 2011)

Job Shadowing

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VALIDITY AND RELIABILITY Hired Worldwide Institute for Research and

Evaluation (WIRE) to complete longitudinal studies of program (Junior Achievement, 2004).

assessment and evaluation showed students had a better understanding of free

enterprise Students were more likely to be employed Students were more likely to enroll in postsecondary

education than were other same-age students (Junior Achievement, 2004)

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VALIDITY AND RELIABILITY JA students were more likely than students in general to

matriculate to college immediately after high school. (Junior Achievement, 2004)

Perhaps most importantly, JA students were significantly more confident about their ability to complete college than were students in general (Junior Achievement, 2004).

JA students, as compared to students in general, were significantly more likely to describe themselves as taking responsibility for their behaviors and having a positive self-concept. These two characteristics, according to the psychological literature, correlate positively with success in adult life (Junior Achievement, 2004).

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ASCA

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ASCA STANDARDS C:A1.3 Develop an awareness of personal abilities, skills, interests and

motivations C:A1.8 Pursue and develop competency in areas of interest C:A1.9 Develop hobbies and vocational interests C:A2.6 Learn how to write a résumé C:A2.7 Develop a positive attitude toward work and learning C:B1.2 Identify personal skills, interests and abilities and relate them to

current career choice C:B2.2 Assess and modify their educational plan to support career C:B2.4 Select course work that is related to career interests C:C1.3 Identify personal preferences and interests influencing career choice

and success C:C1.7 Understand that work is an important and satisfying means of

personal expression C:C2.1 Demonstrate how interests, abilities and achievement relate to

achieving personal, social, educational and career goals

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REFERENCES

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REFERENCESAmerican School Counselor Association. (2003). The ASCA National Model: A Framework for School

Counseling Programs. Alexandria, VA: Author.

Capraro, R. M., & Capraro, M.M. Myers-Briggs Type Indicator score reliability across studies: A

meta-analytic reliability generalization study. Texas A&M University.

EDITS Online. (2010). A brief summary of the reliability and validity of the COPSystem

assessments. Retrieved April 11, 2011 from http://www.edits.net/resourcecenter/testing-

supplementals/63-newsletter-1.html

Eppler, C., Olsen, J. A., & Hidano, L. (2009). Using stories in elementary school counseling: Brief,

narrative techniques. Professional School Counseling, 12, 387-391.

Indiana Youth Institute. (2006). Drive of your life. Retrieved from www.driveofyourlife.org

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REFERENCES Junior Achievement (2004). The impact on students of participation in JA Worldwide: Selected

cumulative and longitudinal findings. Retrieved from http://www.ja.org/files/long_summary.pdf

Junior Achievement (2011). JA Job Shadow. Retrieved from

http://www.ja.org/programs/programs_job_shadow_obj.shtml

Junior Achievement (2011). News Room: Fact Sheet. Retrieved from

http://www.ja.org/about/about_news_fact.shtml

Kise, J. (2011). Using type at an urban middle school: Building relationships and improving student

performance. Retrieved from http://www.mbtitoday.org/

Knapp, R. R., Knapp, L., & Buttafuoco, P. M. (1978). Interest changes and the classification of

occupations. Measurement and Evaluation in Guidance, 11, 14–19.

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REFERENCESKnapp, R. R., Knapp, L., & Knapp-Lee, L. (1985). Occupational interest measurement and subsequent

career decisions: A predictive follow-up study of the COPSystem Interest Inventory. Journal of

Counseling Psychology, 32,348-354. DOI:10.1037/0022-0167.32.3.348

Krieshok, T.S. (1987). Review of the self-directed search. Journal of Counseling and Development, 9.

Learn More Indiana. (2007). Learn more Indiana: Your college and career connection. Retrieved from

http://learnmoreindiana.org

McIlveen, P. & Patton, W. (2007). Narrative career counseling: Theory and exemplars of practice.

Australian Psychologist, 42, 226-235. doi: 10.1080/00050060701405592

Miller, M.J. (1997). Error rates on two forms of the self-directed search and satisfaction with the

results. Journal of Employment Counseling, 12.

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REFERENCESO’Connell, T.J. & Sedlacek, W.E. (1971). The reliability of holland’s self-directed search for educational and

vocational planning. Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/d etailmin i.jsp?

_nfpb=true&_&ERICExtSearch_SearchValue_0=ED065524&ERICExtSearch_SearchType_0=no&accno=ED06

5524

Occupational Interest Survey. Journal of Counseling Psychology, 25, 209.

Osborne, W. L., (1997), Career development, assessment, and counseling : applications of the Donald E. Super

C-DAC approach, Alexandria, Va. : American Counseling Association.

Pittenger, D. J. (1993). Measuring the MBTI and coming up short. Journal of Career Planning and Placement.

Sharf, S.S. (2006). Applying Career Development Theory to Counseling. California: Thomson Wadsworth.

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REFERENCESThomas, D. A., Gibbons, M. M. (2009). Narrative theory: A career counseling approach

for adolescents of divorce. Professional School Counseling, 12, 223-229.

Toporek, R. L. & Flamer, C. (2009). The résumé's secret identity: A tool for narrative

exploration in multicultural career counseling. Journal of Employment Counseling, 46,

4-17.

Watkins Jr., E. C., & Campbell, V. L. (2000). Testing and Assessment in Counseling

Practice. Lawrence Erlbaum Associates Publishers, London.

Zytowski, D. G. & Laing, J. (1978). Validity of other-gender-normed scales on the Kuder.