Career assessment plays a pivotal role in the field of school psychology, serving as a cornerstone for guiding students’ educational and vocational choices. This article delves into the multifaceted domain of career assessment in school psychology, exploring its theoretical underpinnings, assessment methods, and practical applications. Beginning with a historical overview, it examines the evolution of
Career development is, for most people, a lifelong process of getting ready to choose, choosing, and, usually, continuing to make choices from among available occupations in our society. Each individual undertaking this process is influenced by educational, economic, sociological, cultural, geographical, physical, psychological (e.g., interests, skills), and chance factors. Work may be defined as a
The term transition has been employed in various academic fields to explain a process of changes in a certain phenomenon, such as economic, political, biological, and psychological changes. The concept of transition in psychology is closely related to individuals’ period of change and lifespan development based on one’s aging (e.g., retirement), development (e.g., entering to
The traditional view of career, what one does on the job at work and the sequence of work-related positions throughout a person’s work history, has given rise to a holistic paradigm called career/life that includes the time and energy put into multiple roles simultaneously played throughout one’s life. Each role has the potential of positive
Narrative career counseling represents a shift from the 20th-century focus on objective interventions for career decision making toward a 21st-century concern for interpretive approaches. It is sited in postmodern developments where previous grand theories overemphasize either social structures (e.g., Marxism) or individual psychology (e.g., psychoanalysis). Narrative career counseling moves away from a scientific approach that
Personal counseling and career counseling share a significant history. Vocational or career counseling started with the work of Frank Parsons and his staff at the Vocation Bureau of Boston in 1908. Parsons would die shortly after the bureau began operations, but not before the term counseling emerged to describe the services provided to clients of
Anne Roe (1904—1991) was born and raised in Denver, Colorado. Upon graduating from the University of Denver, she attended Columbia University, following the recommendation of Thomas Garth. At Columbia, Roe worked in the office of Edward Lee Thorndike, graduating with her Ph.D. in experimental psychology under the supervision of Robert S. Woodworth. The publication of
Career counseling is a dynamic process of helping clients explore how aspects of their identity may relate to their career decision making or ability to cope with work difficulties. Although researchers have examined how a wide range of personal and relational variables relate to career development, few studies have explored how spirituality, which can be
Career counseling in today’s work organizations reflects career development’s dynamic history in North American business and industry during the 20th century. A 21st-century prospective on this counseling specialty encompasses the practitioners, the places, and the procedures of career counseling in organizations. 20th-century Foundation Industrial Era The dawn of 20th-century North America witnessed a continued decline
Career counseling in schools exists at the intersection of the career education program and the provision of personal counseling. It potentially draws from and contributes to both individual pupils’ career development and individual counseling. Career counseling has been a core activity of the school counseling movement from the time of Frank Parsons, and although its