practice and research in career counseling and development-2012

290 The Career Development Quarterly December 2013 • Volume 61

© 2013 by the National Career Development Association. All rights reserved.

Received 04/01/13Revised —

Accepted 04/02/13DOI: 10.1002/j.2161-0045.2013.00058.x

Annual ReviewPractice and Research in Career Counseling and Development—2012

Lynette H. Bikos, Elizabeth C. Dykhouse, Stephen K. Boutin, Melissa J. Gowen, and Heather E. Rodney

This annual review of the 2012 career development/vocational psychology literature includes 191 empirical (69%) and conceptual (31%) articles from career, counseling, development, and international journals. The review is divided into 4 major areas: professional issues, work and well-being, life-span perspectives, and career theory and concepts. Subsumed within these clusters are foci on the status of career/vocational guidance around the globe, the career development experiences of immigrants, and the effects of economic stress. The authors offer three summarizing impressions. First, the 2012 collection is definitively global; this is a credit to the individual and institutional dimensions of the counseling profession. Second, the research articles represent a wide array of methodological approaches, and researchers have made wise research design choices for their areas of inquiry. Third, there is a true professional responsiveness to the needs of the world. It is suggested that the 2012 literature reflects Parsons’s early vision of social justice and multiculturalism.

We open the 2012 annual review by expressing our gratitude for being invited to complete this task for The Career Development Quarterly (CDQ). Although we were still swimming in the information collected at the time of this writing, we recognize the honor of the task, and we hope that our product will be helpful to those who use it. We are also grateful for the scholars who preceded us in this endeavor. Their reviews (e.g., Erford & Crockett, 2012; Hartung, 2010) were most helpful to us in charting a course through the published works. Consequently, with few departures, our process and structure mirror our predecessors in this genre.

We began the review by accessing and reviewing the full text versions of six career development journals: CDQ, Journal of Vocational Behav-ior, Journal of Career Assessment (JCA), Journal of Career Development (JOCD), Journal of Employment Counseling (JEC), and the International Journal for Educational & Vocational Guidance (IJEVG). We also searched for topically relevant published articles from the following counseling and psychology journals: Adultspan, American Psychologist, Counseling Psychologist, Journal of Applied Psychology, Journal of College Counseling,

Lynette H. Bikos, Elizabeth C. Dykhouse, Stephen K. Boutin, Melissa J. Gowen, and Heather E. Rodney, Department of Clinical Psychology, Seattle Pacific University. Correspondence concerning this article should be addressed to Lynette H. Bikos, Department of Clinical Psychology, Seattle Pacific University, 3301 Third Avenue West, Seattle, WA 98119 (e-mail: [email protected]).

ACACDQ_v61_n4_1213TEXT.indd 290 11/20/2013 2:32:33 PM

The Career Development Quarterly December 2013 • Volume 61 291

Journal of Counseling & Development (JCD), Journal of Counseling Psychology, Journal of Multicultural Counseling and Development, Jour-nal of Organizational Behavior (JOB), Measurement and Evaluation in Counseling and Development, Professional School Counseling Journal, and Rehabilitation Counseling Bulletin. Finally, we searched the PsycINFO database for articles we might have missed. Our review resulted in 191 published articles: 53% were quantitative, 10% qualitative, 4% mixed methods, 2% meta-analyses, and 31% were conceptual.

In a manner consistent with our predecessors, we attempted to write the review in a manner that will be useful to practitioners; we followed the space-efficient formatting tradition of dropping the year of publication (2012); and, although most articles could have been reviewed in more than one section, we reviewed each article in only one category. Our review is divided into the following four topical clusters: (a) professional issues, (b) work and well-being, (c) life-span perspectives, and (d) career theory and concepts. We depart from our predecessors in two notable ways. First, because the development of a scale/measure often informs a theory or practice, we do not have a special section devoted to career assessment/testing. Rather, we incorporate that information where it is topically relevant. For example, Dik, Eldridge, Steger, and Duffy’s new measures on calling and vocation are described in the section on career constructs (i.e., calling). Second, we perceived that international scholarship is finally well represented across the scope of our coverage. Including international contributions (e.g., under-standing the career transitions for individuals in post-Socialist Macedonia) with the rest of the domestic and international literature on career transitions (in the life-span category) served to highlight where research findings do and do not generalize across cultural boundaries. Therefore, we did not separate international scholarship into its own section.

Professional IssuesOur coverage of professional issues begins with the counseling relation-ship, focusing on articles that address the career counseling process and outcome. We then turn our focus outward and cluster articles in topics related to (a) the profession’s responsiveness to societal change, (b) the status of career guidance in school counseling, and (c) the status of career/vocational guidance in international contexts.

Career Counseling Process and OutcomeConceptual and research articles updated the discussion on issues related to the counseling process and outcome. Olry-Louis, Brémond, and Pouliot reported the results of a microdiscursive analysis of 64 career counseling transcripts with student counselors and clients. The focus was on confi-dence sharing (i.e., the asymmetrical disclosure of private information). The authors describe the myriad of ways confidences are revealed, the responses of the counselor, and the effects on the counseling relationship. Strenger and Littman-Ovadia conducted a longitudinal evaluation (three career counseling sessions) with 94 Israeli client–counselor dyads. Results suggested that both clients’ and counselors’ ratings of working alliance increased over time and that clients’ ratings were consistently higher than were the counselors’ ratings. Results also suggested that clients’ ratings of working alliance were a strong predictor of career exploration.



In the United Arab Emirates, Al-Darmaki examined relations between attitudes toward career counseling, self-esteem, and self-efficacy. A struc-tural analysis of the Attitudes Toward Career Counseling Scale (Rochlen, Mohr, & Hargrove, 1999), which was a part of the evaluation, suggested a two-factor structure (values, stigma). Results suggested that men had higher levels of stigma and lower values for career counseling than did women. Women majoring in the humanities and social sciences had higher levels of stigma than did women who majored in hard sciences. The values dimension was positively related and the stigma dimension was negatively related to self-esteem and self-efficacy for both sexes.

Responding to Societal ChangeScholars and practitioners noted changes on a variety of fronts (technological, economic, global). On the technology front, Osborn and LoFrisco proposed the use of social networking sites (SNSs) for university career centers to provide career information to students. Results from a survey of 78 university career centers showed that the most commonly used SNSs were Facebook, LinkedIn, and Twitter. Using SNSs allowed personnel at university career centers to provide students with career-related information, connect with students, and promote career center services. Thus, survey respondents believed that posting to SNSs led to increased student responsiveness; event attendance; visibility of the career center; and connections with alumni, students, and professionals. Participants also highlighted the cost effectiveness and ease of use of the sites. The principal drawback was the amount of time required to maintain the sites.

Stead et al. reported the results of a content analysis of 11 journals (more than 3,000 research articles from 1990 to 2009) that publish career, vocational, and work-related articles. Approximately 55% of the articles used quantitative methods, 35% were theoretical/conceptual, and 6% used qualitative research methods. The authors, who focused on the quantity and quality of the qualitative research approaches, speculated that one of the reasons for the low proportion of qualitative work was that the standards of trustworthiness (methodological rigor) associated with published articles were unlikely to be reported and/or followed.

Counseling professionals continue to participate in the internationalization of the field. This was evidenced in the newly instituted annual tradition of CDQ and IJEVG sharing the role in publishing symposium proceedings from the Third International Symposium. This symposium is organized conjointly by the International Association of Educational and Vocational Guidance, the Society of Vocational Psychology, and the National Career Development Association (Rossier; Rossier, Trusty, Schultheiss, Van Esbroeck, & Niles). Relatedly, readers will notice the growing proportion of international scholar-ship in this annual review. With regard to the internationalization of career practices, Osborn noted the high regard for career assessments. He cautioned practitioners and researchers to transport assessments in a culturally competent manner, keeping their cultural limitations in mind.

Status of Career Guidance in School CounselingAnctil, Smith, Schenck, and Dahir reported results of a survey of U.S. school counselors who were members of the American School Counselor Association and/or their state school counselor association. The majority (85.2%) of the participants were female. Among the reported findings were the following: School counselors who reported that they adhered to a state



school counseling model placed higher priority on career development than did those who subscribed to other counseling models; there was a positive relation between prioritization and provision of career development activities; career development activities received lower prioritization and provision than did academic development and personal–social development; and school counselors desired more continuing education, particularly training that ad-dressed how to help students develop career goals and skills. Furthermore, school counselors with experience levels of 6 years or less prioritized career development in schools higher than did more experienced school counselors. Lapan, Whitcomb, and Aleman reported favorable results of an evaluation of the Connecticut Comprehensive School Counseling Program Model and its relation to student outcomes. Results suggested that the inclusion of the college/career counseling components and lower student-to-school counselor ratios led to a reduction in suspension rates and disciplinary in-cidents for Connecticut high school students. Moreover, attendance and graduation rates increased.

Schenck, Anctil, Smith, and Dahir predicted that the pendulum may be swinging; career guidance services are becoming more valued as part of the range of services provided by school counselors. Schenck et al. reviewed the history of school counseling and described the relations between career guidance, personal counseling, and educational reform. The authors implored school counselors to advocate on behalf of students’ career development during the current economic conditions in the United States. Conversely, Plant identified threats to European career guidance and education programs due to increasing requirements to demonstrate their effectiveness through quality assurance programs. Plant described three quality assurance models, identified the challenges they each posed, and provided recommendations to practitioners and program administrators for addressing these challenges.

Status of Career/Vocational Guidance in International ContextsFor several years, JCD has invited two sets of articles that feature inter-national contributions. The Past, Present, and Future series is focused on the development of counseling services in countries other than the United States that serve the mental health needs of the citizens in those countries (Hohenshil & Amundson, 2011). Although we recommend that reviewers who are interested in the international context of career/vocational guidance read all of the articles in the multiyear series, much can be learned from the 18 articles in 2012.

In many countries, the counseling profession can trace its roots to career/vocational guidance. In the Czech Republic, this dates back to the 1920s with the offering of applied psychology or occupational guidance (Simons, Hutchison, & Baštecká). The Soviet Union was also an early adopter of vocational services (Currie, Kuzmina, & Nadyuk). As early as 1924, indi-viduals were assigned to professions on the basis of aptitude, preference, and the government’s perception of labor market needs.

For many countries, the introduction of career/vocational services was tied directly to geopolitical contexts. In Israel, the Hadassah Vocational Institute (established in 1946) assisted Jewish Holocaust survivors and Jew-ish World War II veterans find jobs in their new homeland (Israelashvili & Wegman-Rozi). In Greece, the Ministries of Labour and Education intro-duced career guidance in the 1950s in response to problematic changes in the economy and labor market as a result of sudden and mass urbanization



(Malikiosi‐Loizos & Ivey). In Nigeria, Catholic nuns were central to the development of career/vocational services when they invited representatives from various occupational fields to speak to students about their careers. Their early work contributed to the establishment in 1962 of the Ibadan Careers Council and, later, the Nigerian Careers Council (Okocha & Alika).

For many countries, career/vocational guidance had its origin in the schools: Thailand in the 1950s (Tuicomepee, Romano, & Pokaeo), Ireland in the 1960s (O’Morain, McAuliffe, Conroy, Johnson, & Michel), Zimbabwe in the 1970s (Richards, Zivave, Govere, Mphande, & Dupwa), and Uganda and Singapore in the 1980s (Senyonyi, Ochieng, & Sells; Yeo, Tan, Niehart).

In some countries, the United States was a partner in the development of career counseling and vocational guidance. This was true in Japan (Grabosky, Ishii, & Mase), where Super’s theory of career development continues to influence career guidance in the secondary schools. Ad-ditionally, the career development advisor credential in Japan is mod-eled after the U.S. National Career Development Association’s Career Development Facilitator process. South Korea is another example where school guidance, including a strong focus on career issues, was shaped by a U.S. delegation after the Korean War (S. Lee, Suh, Yang, & Jang).

We included in this review articles that are focused on the indigenous devel-opment of career development/vocational guidance in other countries. For example, Hutz-Midgett and Hutz reviewed the contributions of Angelini’s (1955) research on career and vocational choices of Brazilian adolescents in the 1950s. Angelini articulated five objectives of the career counseling process. The importance of the process was highlighted because Brazilian students select their major area of study before enrolling at institutions of higher learning. After a major is declared, the students are not allowed to change it.

We exclusively focused our review of some countries in the series on counseling/counseling psychology and did not address career/voca-tional guidance or its relation to the development of the counseling professions. These reviews included Kenya (Okech & Kimemia), Jamaica (Palmer, Palmer, & Payne-Borden), Palestine (Shawahin & Çiftçi), and Switzerland (Thomas & Henning).

Most authors predicted that the needs for career/vocational services would continue. For example, a review of the long-term needs of Turk-ish university students indicated that there had been an increase in stu-dents presenting to the university counseling center for assistance with employment (Dogan). There is the hope in the Philippines that career counseling will contribute to economic mobility, thereby assisting in solving problems associated with poverty and high crime rates (Tuason, Fernandez, Catipon, Trivino-Dey, & Arellano‐Carandang).

Summary and Conclusion: Professional IssuesThe array of professional issues addressed in the literature reflects a long-established and responsible profession that recognizes threats and oppor-tunities from within and without. Our brief coverage of the 2012 literature documents influence from internal (e.g., values regarding work priorities, individual advocacy for student services, the client/counselor relationship) and external forces (e.g., global trends, changes in the economy, technology, educational reform). Additionally, the continuing series in JCD provides a rich resource for learning about career development/vocational guidance around the world. We commend the 2012 authors for bringing these issues



to our attention and encourage members of our profession to continue to watch for and report on trends that have bearing on our profession.

Work and Well-BeingIn this section, we review some of the issues that influence how individuals experience and manage their work life. Specifically, we address (a) work and family; (b) employment experiences, including organizational com-mitment, how individuals make meaning of work, and affective responses to work; (c) the career development and workplace experiences of im-migrants; (d) barriers and discrimination; (e) unemployment/job search; and (f) the effects of economic stress.

Work and FamilyBalancing the demands of work and family continues to challenge families around the world. Greenhaus, Peng, and Allen reported differences in the number of weekly hours worked as a function of sex and work and family identities. Regardless of situational demands to work long hours and the strength of work and family identities, men generally worked long hours. In contrast, women’s work hours were associated with their work and family identities when they had discretion over their work hours. With regard to employee utilization of work–life interface benefits, Konrad and Yang reported that using work–life interface benefits was generally positive and not career limiting. Interface benefits are benefits and accommodations provided by employers that provide synergistic opportunities for work and employee responsibilities occur-ring outside of work. There were, however, interactions with gender, presence of young children, and marital satisfaction. For example, single parents experienced fewer benefits than did other employees.

Several research teams reported on work and family conflict. Ng and Feldman conducted a longitudinal examination of work-to-family conflict in a cross-national sample (United States and China) of managers and professionals who were married; evaluations were made at three time points over a 10-month period. Ng and Feldman examined organizational embeddedness (OE; consisting of three links [fit, links, and sacrifices] that keep people tied to their current jobs), community embeddedness (CE; forces outside the workplace that keep individuals rooted where they live), and their influence on work–family conflict. The results suggested that increases in OE and CE were associated with greater conflict between work and family over time. These associations were moderated by individualistic values. The study pointed out potential negative effects of OE and CE for employees. Okurame examined the link between work–family conflict and career commitment as a function of gender and mentoring support; mentoring decreased the strength of the negative relations between work–family conflict and career commit-ment. Allen et al. examined the relation between the worker’s disposition and work–family conflict. Results showed that negative affect and neu-roticism increased the risk of work–family conflict. In contrast, positive affect and self-efficacy protected against work–family conflict. Because dispositions are important with regard to work–family conflict, effec-tive skill development for managing possibly conflicting roles is crucial.

Masuda, McNall, Allen, and Nicklin reported results of three studies (two with working adults and one with undergraduates) that examined the



construct validity of two new measures for work–family interface: work-to-family positive spillover and work-to-family enrichment. Results supported the notion that work-to-family enrichment and work-to-family positive spillover are separate but related dimensions. Although more research is needed to better develop the measures for both concepts, these studies help professionals understand the positive aspects of work–family interface.

Employment ExperiencesOrganizational commitment. Several research teams investigated the organizational commitment of employees. Working from the theo-retical framework that employee commitment takes different forms (affective, normative, continuance), Meyer, Stanley, and Parfyonova’s research resulted in the identification of six distinct profile groups that differ on measures of need satisfaction, regulation, affect, engagement, organizational citizenship behavior, and well-being. Jiang, Liu, McKay, Lee, and Mitchell conducted a meta-analytic study (52 studies from 65 independent samples) to examine job embeddedness (JE; integrated forces that keep employees embedded in their jobs) and turnover. The negative relation between JE and turnover was greater for women and employees of public organizations. Additionally, turnover intentions, job search behavior, and job performance partially mediated the effect of JE and turnover. Mueller, Hattrup, Spiess, and Lin-Hi examined the moderating effects of several culture value dimensions on the relation between employees’ perceptions of their organization’s social responsi-bility and their affective organizational commitment. More than 1,000 employees from 16 countries participated in the study. After controlling for individual job satisfaction, gender, and nation-level differences in unemployment rates, perceptions of corporate social responsibility were positively associated with the affective commitment of the employees.

Meaning of work. Understanding the meaning of work was examined in domestic and international contexts with employees and university students. Steger, Dik, and Duffy proposed a multidimensional model of work as a subjectively meaningful experience that includes (a) experiencing positive meaning in work, (b) sensing that work is a pathway to meaning making, and (c) perceiving work to benefit some greater good. Evaluation of a scale representing these three constructs supported its reliability and construct validity. Hansen and Leuty explored workplace work values as a function of generational status. Although common beliefs may suggest that there are generational differences in work values, little research has tested this intuitive assumption. Results showed that the silent generation (born between 1925 and 1945) differed from the baby boom generation (1946 to 1964) and Generation X (1965 to 1980) in that they more highly valued status and autonomy. Meanwhile, baby boomers and Generation Xers placed greater value on working conditions, security, coworkers, and salary.

Zhou, Leung, and Li examined the meaning of work for university students in Beijing, China. “Ideal” and “reality” were the two primary categories from which lateral and hierarchical themes emerged. The authors suggested that the themes reflected both Chinese traditional and Western value orientations. Additionally, these perceptions simul-taneously reflected the contemporary social and economic contexts of China. Cheung and Tang investigated the relation between parental job insecurity and students’ part-time work quality on work values for 341



Hong Kong undergraduates. Job satisfaction and work quality were related to students’ work values. Having high job satisfaction and low role conflict in a job were correlated with motivation to perform well and low cynicism. In addition, parental job insecurity correlated with work cynicism for students whose mothers experienced layoff.

Using data from the British Household Panel Survey (1997–2006), Wu and Griffin used structural equation modeling to test longitudinal reciprocal relations between core self-evaluations and job satisfaction. Results suggested that job satisfaction and its historical trajectory positively predicted core self-evaluations 1 year later. In turn, core self-evaluations contributed to higher job satisfaction and growth of job satisfaction in the following years. Wu and Griffin argued that dispositional and contextual forces interact to shape individuals’ self-views and personal experiences.

Affective responses to work. Both positive and negative aspects of the work-place continued to be a focus of evaluation and intervention. Puig et al. examined the relations between the subscales on commonly used measures of burnout and personal wellness in a sample of mental health professionals. Results suggested that all subscales of job burnout (except negative work environment) predicted significant variance in the well-being subscales. The findings support the need for providing burnout support and promoting wellness for the mental health professionals. Burns and Machin examined eudaimonic (or psychological well-being) constructs in a sample of private schoolteachers from around the globe. Individual psychological well-being was the best predictor of employees’ positive affect; organizational climate was the strongest predictor of school morale and distress. Vuori, Toppinen-Tanner, and Mutanen developed and evaluated a resource-building group intervention. Results of a 7-month follow-up of a within-organization, ran-domly assigned field experiment suggested that the intervention significantly decreased depressive symptoms and intentions to retire early and increased mental resources among the group participants. Dunford, Shipp, Boss, An-germeier, and Boss reported differences in types of employees (organizational newcomers, internal job changers, and organizational insiders) experiencing burnout. Organizational newcomers and internal job changers experienced more variability in burnout when compared to the organizational insiders (whose burnout remained relatively stable). In a sample of junior medical doctors at the London Deanery, Sochos, Bowers, and Kinman studied the pathways between stressors at work, sources of support, and burnout. Re-sults were a complex test of direct and indirect paths between the variables. Among the findings, doctors who experienced increased time demands and organizational constraints and who lacked personal confidence perceived their supervisors as less supportive; those who experienced greater clinical responsibility perceived their supervisors as more supportive. Additionally, burnout was negatively correlated with supervisor support and positively related to coworker support (i.e, perceptions of coworker support were linked with higher burnout). Soylu and Snider Campbell provided a conceptual exploration of the influence of employer stressors related to new technology. Their work resulted in eight propositions related to technology use, human resource management, emotional and physical stress as a function of computer use, legal implications of workplace stress, and risk mitigation for employers.

Increasing engagement in work and education was the focus of several investigations. Salmela-Aro, Mutanen, and Vuori conducted a randomized field experiment examining the role of an in-company training program



aimed at enhancing employees’ intrinsic work-goal motivation by increasing their career preparedness. The intervention group participated in work-shops, whereas the control group received printed material covering the information of the workshop. The authors concluded that the intervention increased career preparedness, which was related to intrinsic work-goal motivation and increased intrinsic work-goal motivation at follow-up. Gagnon and Packard used career construction theory to examine full-time employees who were climbing the career ladder by using ongoing education. Results showed that participants held complex feelings toward having both work and educational roles. A supportive supervisor and flex-ible schedule were beneficial for the participants’ progress. Hartog and Belschak explored the proactive behavior of employees and the influence of personal and situational variables on the behavior. For employees with high self-efficacy, transformational leadership was related to proactive behavior in high autonomy situations. Sonnentag, Mojza, Demerouti, and Bakker studied work engagement and morning and evening recovery levels (i.e., feeling refreshed and replenished) in relation to the cycle of work and rest theory. Morning recovery was predictive of work engagement during the day, and work engagement predicted later recovery. Strauser, O’Sullivan, and Wong investigated engagement in a college student population. Their study provides support for the positive relation between academic effort, work engagement, and work personality.

The ability to study self-initiated changes that employees make to optimize their personal work goals was enhanced through the develop-ment and validation of a scale to measure job-crafting behavior (Tims, Bakker, & Derks). A series of three studies provided support for its factor structure, reliability, and convergent and criterion validity. The 21-item scale assesses four independent job-crafting dimensions: increasing social job resources, increasing structural job resources, increasing challenging job demands, and decreasing hindering job demands.

Career Development and Workplace Experiences of Immigrants A special issue of JOCD called attention to the career development and workplace experiences of immigrants. In the introductory article, Stebleton and Eggerth charged counseling professionals to continue to practice within the principles of social justice and multiculturalism that Parsons established in the 1900s.

Several studies used qualitative methods to explore the experiences of Latino/a immigrants. The first concerned occupational safety and workplace injuries of Latina immigrants. Using a grounded theory approach, Eggerth, DeLaney, Flynn, and Jacobson explored work themes for 53 Latinas who participated in eight focus groups. Seven prominent themes emerged. Two addressed occupational risks as-sociated with excessive workload and occupational safety. Latinas reported occupational risks ranging from extreme temperatures to inadequate training to working with dangerous and harsh chemicals. Cultural tensions (including racial tension and discrimination related to documentation status) and sexual harassment/exploitation were also identified as challenges. Latinas reported limited/no access to health care (medical release time) and that being pregnant and car-ing for family members was difficult to manage when employment offered little/no flexibility and few benefits.



Qualitative methods were also used to examine the job satisfaction of Latino/a restaurant workers (Kanagui-Munoz, Garriott, Flores, Cho, & Groves). Ten focus groups were conducted with 75 participants in two separate locations in the United States. Results revealed five su-perordinate themes. First, workplace barriers focused on obstacles to safe food practices in the workplace. Examples included time (being rushed), language, negative impressions of training, and difficulties with managers/coworkers. A second theme focused on facilitative fac-tors such as positive training experiences. Third, employees described motivations (e.g., recognitions, concern for job security, a personal value for customers) that promoted safe food practices. Cultural context was a theme that addressed how cultural norms and values contributed to work behaviors. Finally, the category of training preferences included elements of training (e.g., practice, language, use of technology) that would contribute to and detract from training outcomes.

Eggerth and Flynn integrated the theory of work approach (TWA; Dawis & Lofquist, 1984) with Maslow’s (1970) hierarchy of needs and used the integration as a frame for a qualitative exploration of the work experiences of 10 Latino immigrant workers. Interview results confirmed 17 of the 20 TWA reinforcers—covering all levels of Maslow’s hierarchy. The most frequently mentioned reinforcers were compensation and se-curity. This finding was consistent with the researchers’ prediction that individuals in low-wage/low-skill jobs would be most concerned with needs that are lower on Maslow’s hierarchy.

Valdivia and Flores also used quantitative methods when they studied job satisfaction of Latina/o immigrant workers from three rural communities in the Midwest. The highest levels of job satisfaction were reported by individuals who had strong levels of ethnic identity, who were more ac-culturated to Anglo culture, and who perceived low levels of discrimination and racism within the community. Latino/a acculturation, perceptions in the community related to social relations and language pressures, job tenure, hours worked, and salary had no effects on job satisfaction. The practical implications offered by Valdivia and Flores seem to be true for many of the results as related to the experiences of Latino/a immigrants. Specifically, they recommended that career counselors may be especially helpful to this group by understanding the larger community contexts, including advising individuals who wanted improve their English about language courses that are available in the community. Furthermore, career counselors may help by appealing to employers to provide language skills workshops and by the counselors themselves developing relationships with stakeholders in the immigrant community. In light of the protective role of ethnic identity, counselors may also encourage these clients to maintain their cultural ties and reinforce their cultural strengths.

Results of a meta-analysis (D. L. Lee & Ahn) identified a number of individual-level resources and outcomes related to discrimination for Latinas/os. The strongest correlates of discrimination and outcomes included personal constructs and strengths, social support, acculturation, enculturation, acculturative stress, and active coping skills.

Additional work was focused on other samples of immigrants. Stebleton asked seven Black, sub-Saharan African immigrant adult students who were pursuing a 4-year college degree to explore the meaning of and the choices they made about work. Work narratives were interpreted



using Gadamerian hermeneutics that were grounded in a constructivism paradigm. Three superordinate themes emerged. First, the meaning of work is shaped by contextual factors. One subtheme of this category was the notion of living with civil unrest and uncertainty—particularly in relation to making work-related decisions in countries that were politically unstable. The second subtheme was the influence of cultural factors such as gender role expectations, discrimination, poverty, and competition. The second superordinate theme was the connection to family community. Critical ideas in this theme included fulfilling family obligations (e.g., financial assistance) and working in service to others (e.g., a collectivist we). The third superordinate theme was the notion of evolving identities as students and as workers.

Using a national, archival data set, Raghuram, Luksyte, Avery, and Macoukji reported on gender differences in immigrant stress. Results showed that immigrant women experienced greater stress than did men and that employees who perceived higher levels of support from supervisors reported less stress. These effects were conditional. That is, because the effects of support were more pronounced among women than men, stress differences were smaller when supervisors were perceived as more supportive. Raghuram et al. advised career counselors to have a thorough understanding of the stressors unique to female and male immigrant employees.

In summarizing the collection in the JOCD special issue, Stebleton and Eggerth noted that the changing demographics among immigrant groups provides unique and rewarding challenges for career development practitioners. These authors suggested that researchers and practitioners are positioned to (a) engage in social advocacy on behalf the new im-migrant groups; (b) address contextual factors and barriers, including racism and discrimination; and (c) educate themselves and others about the populations they serve.

Barriers and Discrimination Pope’s contribution to a special issue of IJEVG updated information on the nature of discrimination and inequities of marginalized groups in the United States; he also provided an update on the successes that have been observed and that have sometimes been facilitated by career development professionals. Additionally, a number of research teams up-dated the discussion of groups that encounter barriers and discrimination.

In a series of three résumé screening studies, Derous, Ryan, and Nguyen looked at discrimination for Arab job applicants in the Netherlands. Arab applicants were 4 times more likely to be rejected as compared to Dutch applicants, supporting the ethnic prominence hypothesis; moreover, there was evidence of double jeopardy against Arab women who applied for high-status jobs when recruiters’ prejudice was controlled. The researchers suggested that discrimination at the résumé screening stage likely depends on the interaction of applicant, job, and recruiter characteristics.

Parnell, Lease, and Green explored career-related barriers for gay, lesbian, and bisexual (GLB) individuals. Barriers related to sexual orientation were the second most hindering and the third highest anticipated barrier. GLB participants also expected more barriers related to gender roles. Velez and Moradi evaluated two key workplace contextual variables with three TWA mediator and outcome variables in a sample of GLB employees.



Results suggested that GLB-supportive climates had a direct positive relation with person–organization (P-O) fit; through the mediating role of P-O fit, GLB-supportive climates were positively related to job satisfaction and negatively related to job turnover intentions. Through job satisfaction, P-O fit also had a significant indirect negative relation with turnover intentions. Although workplace heterosexist discrimination was strongly, negatively correlated with GLB-supportive climates, it did not contribute to the model in a meaningful way. Heintz explored work issues for lesbian executives. The participants’ often invisible lesbian sexual identity and their visible role as a leader made them vulnerable to discrimination. Moreover, the need for authenticity was a critical factor in making decisions regarding disclosure about sexual identity.

Using grounded theory methodology, Dispenza, Watson, Chung, and Brack examined the impact of discrimination on career trajectory for female-to-male (FTM) transgender persons. Results included a discrimination model for FTM transgender persons that included forms of discrimina-tion and the impact of discrimination (stress and coping). Additionally, interview analysis resulted in suggestions for improving the workplace environment for transgender persons. In a parallel study, C. Brown et al. reported on the qualitative experiences of male-to-female transsexuals who had been on hormone therapy for an average of 20 months. An emergent theme was the transition to careers that are more female dominated or in the helping professions. Revised instruments will assist researchers in better examining the workplace experiences of transgender individuals. Brewster, Velez, DeBlaere, and Moradi modified three measures of work-place constructs and reported the mostly supportive psychometric results.

Intimate partner violence also affects career development in negative ways. Chronister, Harley, Aranda, Barr, and Luginbuhl provided a description of an individual career counseling model designed to facilitate the employment and career development of victims of intimate partner violence. The authors suggested that such an intervention would help women escape abusive re-lationships and promote their overall rehabilitation and healing. Davidson, Nitzel, Duke, Baker, and Bovaird conducted a replication study to evaluate the effectiveness of the Advancing Career Counseling and Employment Support for Survivors (ACCESS; Chronister, 2008) in a sample of women survivors of intimate partner violence. ACCESS is a 5-week career group counseling intervention. Posttest improvements were evident in career search self-efficacy and perceived career barriers. An 8-week follow-up suggested that these improvements were maintained; additional improvements were seen in perceived financial future supports, anxiety, and depression.

Unemployment/Job Search Researchers approached theory and practice related to unemployment and job search behaviors from a variety of perspectives and in a variety of contexts. Hees, Rottinghaus, Briddick, and Conrath addressed the current condition of dislocated workers and provided information on how career counselors can work with individuals transitioning from work to school. The authors used the foundational roots of Parsons’s (1909) and Blus-tein’s (2006) psychology of work, providing case examples and insights for addressing social justice, financial, relational, and self-determination concerns with these vulnerable clients. Because unemployed adults are not studied empirically as often are college students, Bullock-Yowell,



Andrews, McConnell, and Campbell sought to increase understanding of this population by comparing the career thinking, self-efficacy, and interests of 169 unemployed adults with those of 200 college students. The authors found no significant difference between unemployed adults’ and college students’ negative career thinking or career decision-making self-efficacy but did find that unemployed adults reported higher levels of realistic interests. Although career counseling interventions target career interests and self-efficacy, the authors suggested that such interventions must be modified to better meet the needs of unemployed job seekers because counseling approaches specifically for work with this popula-tion are lacking. In Fouad et al.’s qualitative study on career decisions of dislocated workers, individual characteristics, the influence of oth-ers, developmental history, and decision-making processes emerged as important factors. Furthermore, the hopefulness and resilience reported by this population is encouraging. Dam and Menting investigated ap-proach (employment and person–job fit) and avoidance (low-expectation and low interest) motives in job-search behaviors of people who were unemployed. Three motives (employment, low expectation, and low interest) improved the prediction of job-search behaviors. Consequently, career counselors may wish to assess for and address these in practice. Körner, Reitzle, and Silbereisen explored unemployment issues and fears of being laid off in employed, short-term unemployed, and long-term unemployed adults in Germany. Because of a variety of social changes, individuals’ fears of unemployment and job insecurity can influence life satisfaction. Engagement (i.e., mobilizing internal and external resources) limited the negative influence of social change demands on life satisfac-tion; however, as demands increased, engagement’s effects decreased showing that engagement was not always beneficial.

Murphey and Shillingford proposed a psychoeducational curriculum that is based in cognitive behavioral principles as a group counseling ap-proach for unemployed, middle-age men. The curriculum simultaneously addresses job-search and mental health needs. The outline provided in the article makes it ready for empirical investigation. Tillotson and Osborn investigated the effectiveness of a résumé-writing workshop. The authors used a rubric to produce quantitative data measuring participants before and after attending the workshop. The results indicated that participants’ postworkshop scores were significantly higher than their scores were before attending the workshop. Finally, Soroko used a mixed-method approach to explore an array of approaches for preparing job application letters in Poland. Identified structural elements of letters included referring to the advertisement, showing interest in the offer, pointing out the applicant’s professional goal, describing personality merits, and expressing an expecta-tion of being contacted. Tactical strategies included ingratiation, boasting, and validating (e.g., giving proper names of firms, places, institutions).

Impact of Economic StressIn light of the current economic climate, JOB presented a special issue on how people from locations around the globe deal with economic stress in the context of employment and unemployment (Klehe, Vianen, & Zikic). In a longitudinal study using data from three large Chinese organizations, Huang, Niu, Lee, and Ashford found that perceived employee involvement and communication at the organizational level decreased cognitive—and



subsequently, affective—job insecurity. The authors suggested that organiza-tions can reduce employees’ job insecurity and, thus, increase psychological well-being by increasing communication and involvement as well as allow-ing employees to feel a greater sense of control in their work. De Cuyper, Mäkikangas, Kinnunen, Mauno, and De Witte used Hobfoll’s (1989) conservation of resources theory in a longitudinal investigation of more than 1,000 Finnish workers. Results supported hypotheses of reciprocal relations between perceived external employability and felt job insecurity (negative) as well as between felt job insecurity and exhaustion (positive).

For self-employed entrepreneurs in the United States, economic stress was found to lead to depressed affect, which, in turn, increased the likelihood of withdrawing from entrepreneurship (Pollack, Vanepps, & Hayes). Social ties with other entrepreneurs, however, served to buffer the impact of economic stress on depressed affect and, thus, decreased participants’ intention to withdraw from entrepreneurship.

Chen and Lim’s study with displaced Singaporean employees found that perceived employability functioned as a coping resource in the search for a new job and that psychological capital (self-efficacy, hope, resilience, and optimism) was positively related to perceived employability.

Heslin, Bell, and Fletcher focused on the relatively overlooked popu-lation of discouraged workers. In their conceptual article, the authors proposed that the direct effects of discrimination in combination with its indirect effects (e.g., struggling role models, learned helplessness) may cause stigmatized minorities to become discouraged workers.

Apart from the JOB special issue, Obschonka, Silbereisen, and Wasilewski explored the effects of increasing labor market uncertainties (threats) and challenges (increasing job-related learning tasks) on adults in Germany and Poland. The researchers examined how participants fell in the four high/low categories of the two dimensions (i.e., high/low uncertainties and high/low challenges). As expected, respondents with high uncertainty/low challenges differed from the low uncertainty/high challenges in that they showed higher levels of psychological resources, adjustment, and socioeconomic status.

Summary and Conclusion: Work and Well-BeingIndividuals’ work and life were explored through work–life balance, job turnover, work meaning, affective responses to work, immigrant experi-ences, discrimination, unemployment, and economic stress. Because the data could be clustered in so many different ways, we chose to use this concluding paragraph to highlight what we learned about gender differ-ences in this collection of 2012 publications. Across the works reviewed here, men and women continue to face different challenges. Women continue to be flexible to accommodate the needs of the employer and the family (Greenhaus et al.); may receive (and request) fewer benefits than their male counterparts (Konrad & Yang); and are more likely to stay on the job, even in the face of lower job embeddedness (Jiang et al.).

Several qualitative studies were focused exclusively on women who are in marginalized groups and, therefore, may experience greater obstacles to career development. They provided in-depth coverage of risks and protective factors. Results from quantitative evaluations suggested that women may experience double jeopardy in hiring circumstances when a marginalized status interacts with their job application (Derous et al.), and experience greater stress related to immigration (Eggerth et al.).



Life-Span Perspectives: Career Development Career development over the life span is consistently an important topic in the literature because career plays a role in many stages of life. Litera-ture published in 2012 added to this body of research. Topics ranged from the aspirations and expectations of preadolescents, adolescents, and adults to the stress of voluntary career transitions as well as gender considerations and comparisons. Several studies were focused on the experiences of individuals who were contemplating careers in the sci-ence, technology, engineering, and mathematics fields.

Aspirations and ExpectationsSeveral studies published in 2012 were focused on the aspirations and expectations of individuals across the life span. Populations of interest spanned a wide range of age groups and contexts.

Studies with preadolescent and adolescent participants highlighted the role that parents and educators play in the career development of children in a variety of contexts and from diverse socioeconomic, cultural, and ethnic groups. Framed within J. L. Holland’s (1997) theory of vocational personalities and work environments, Schuette, Ponton, and Charlton examined the relation between the career aspirations of middle school children from low socioeconomic backgrounds and the actual careers of working adults in their homes. Boys’ career aspirations were significantly related to actual careers of the adult men in their lives, which reflected the finding that adult men had more stereotypically male jobs. The authors urged parents and educators to encourage and empower preadolescents to overcome stereotype limitations when considering their future careers.

Scholars and practitioners used a variety of theoretical and practical per-spectives to examine and suggest strategies for facilitating adolescent career development. Park-Taylor and Vargas recommended using the constructs of multifinality, work hope, and possible selves with urban minority youth. Perry and Calhoun-Butts conducted a qualitative evaluation of the experience of 11 urban Hispanic youth participating in an after-school program aimed at enhancing career development, leadership, and socioemotional develop-ment. Most participants found the program to be helpful and expressed future career goals as well as the support and encouragement of family. The authors highlighted the finding that teacher autonomy support was a strong predictor of academic motivation and suggested assessment within schools to identify students who may benefit most from similar after-school programs. Ameen and Lee suggested that career development programming and vocational training could reduce recidivism and risk factors related to incarceration if they were implemented in juvenile detention centers.

In two articles, the focus was on rural youth. Irvin, Byun, Meece, Farmer, and Hutchins reported that both individual (e.g., race/ethnic-ity) and contextual (e.g., parental education) factors predicted students’ postsecondary aspirations and preparation in rural high schools across the United States. Ali, Yang, Button, and McCoy described the collabora-tive development, implementation, and evaluation of a career education program within three ethnically and economically diverse rural high schools. The program of interest was A Future in Iowa Career Education, which yielded increases in self-efficacy and career aspirations, providing support and implications for similar education programs.



Regarding education in general, Solberg, Phelps, Haakenson, Durham, and Timmons examined the importance of individualized learning plans (ILPs) that have been implemented in high schools across the United States. ILPs help with aspects of career aspirations and further educational plans. The authors discussed the numerous benefits associated with ILPs and suggested future research and practice. Dipeolu, Hargrave, Sniatecki, and Donaldson studied the limited career development and school-to-work transition preparation that students with learning disabilities receive. They encouraged school counselors to carefully consider populations of reference (i.e., normally functioning students) when interpreting test scores for students with learning disabilities and believed that, by do-ing so, career counseling for these individuals could be more effective. Furthermore, although self-determination skills may be critical for career decision making of students with learning disabilities, few instruments exist to help school counselors assess these skills.

Four studies of adolescent career development were conducted in inter-national contexts. S. Choi, Hutchison, Lemberger, and Pope examined the impact of parental attachment on South Korean adolescents’ career maturity; McWhirter and McWhirter described and critiqued the state of adolescent career guidance in Chile. In the study by S. Choi et al., parental attachment was found to have a positive influence on the development of career maturity. This finding suggests a potentially effective focus for future career counseling of adolescents; parent-focused interventions may positively influence youths’ career maturity. McWhirter and McWhirter described an inadequate system of career guidance for Chilean youth. The authors recommended greater collaboration between practitioners, educators, and researchers to develop models more relevant within the Chilean context. The authors also believed that these recommendations may be applicable in other contexts where vocational potential is limited by social disparities. Ferrari, Nota, and Soresi developed a structured 10-didactic unit intervention to promote adolescents’ time perspective and career decidedness. Results of a random clinical trial of adolescents in Italy suggested that the experimental group demonstrated higher levels of continuity, hope, and career decidedness than did the control group.

Also in the international context, Cheng and Yuen translated and modified the Career-Related Parent Support Scale (CRPSS; Turner, Alliman‐Brissett, Lapan, Udipi, & Ergun, 2003) to create the 24-item Chinese version of the scale. Subsequent confirmatory and exploratory factor analysis of data from a sample of Hong Kong high school students provided support for the origi-nal four factors: Instrumental Assistance, Career-Related Modeling, Verbal Encouragement, and Emotional Support. The authors concluded that this version of the CRPSS provides adequate indicators of Chinese adolescents’ perceptions of parent support for their career aspirations. Research published in 2012 highlighted the important and influential role of parents, educators, and practitioners in the career development of preadolescents and adoles-cents. Authors encouraged professionals to be cognizant of this fact and to be intentional in their relationships and practice.

Two studies were focused on the career experiences and aspiration of college students. Tovar-Murray, Jenifer, Andrusyk, D’Angelo, and King reported that ethnic identity moderated the relation between racism-related stress and career aspirations. For example, as perceived racism increased in the context of high identity development, career aspirations increased; as racism-related stress increased in the context of low identity



development, career aspirations decreased. Thrift, Ulloa-Heath, Reardon, and Peterson compared the effectiveness of the Career Thought Inven-tory workbook (Sampson, Peterson, Lenz, Reardon, & Saunders, 1996), an occupational research project involving an oral report, and a control condition. For students enrolled in a college success course, the workbook had a significant effect on reducing dysfunctional thinking; both research conditions reduced decision-making confusion and commitment anxiety.

Finally, in the context of career counseling with adults, Plimmer designed and evaluated an adult career development program that is based on the possible selves process. Results of a quasiexperimental evaluation suggested that the program raised participants’ level of comfort with career direction, particularly for those who began with low scores on this dimension. Career practitioners were favorable to the computerized possible selves format.

Career TransitionsThe current economic climate and the challenges faced by today’s work-force are increasingly pressing topics of discussion and affect all aspects of voluntary transitions. Packard, Leach, Ruiz, Nelson and DiCocco conducted a mixed-method study to examine adaptability during the school-to-work transition for recent career and technical education high school graduates. Baseline survey data at graduation and follow-up interviews 1 year later indicated that half of the 40 participants had difficulty in finding work postgraduation, ultimately resulting in altered career goals. However, those with college experience had more career options. The authors suggested that there is a need for greater support and guidance from school counselors, career counselors, and alumni to help students make informed decisions about how they can best gain relevant work experience or continue their education. Dietrich, Jokisaari, and Nurmi examined the appraisal of personal goals and their contribution to stress during the transition from education to work in a sample of Finnish young adults. Participants who judged their goals as going well, attainable, progressing, and important experienced less stress. Individuals who initially experienced economic and work-related stress adjusted their work-related goals so that they were more attainable.

In the 2012 literature, gender differences in career transitions and patterns were examined directly and indirectly. Liu, Englar-Carlson, and Minichiello and Ronzio discussed similar topics for different genders; Liu et al. and Ronzio examined the experiences of individuals who are facing career transitions. Liu et al. conducted a qualitative study with middle-aged men, whereas Ronzio focused on the experience of women. Nevertheless, the two articles described similar themes and came to similar conclusions. The authors of both articles highlighted the importance of psychosocial factors and development, includ-ing the role of relationships, lifestyles, and stressors. Liu et al. further found emerging themes of personhood and workplace environment, and Ronzio discussed the role of physical and mental health. The implications for career counselors were discussed in both articles. On the other hand, Whitmarsh and Keyser Wentworth conducted a two-stage study to directly compare the development of career patterns for men and women. Although men and women were drawn to traditional career choices, the authors found a shifting trend, most notably in the legal profession. Men and women were increasingly drawn to nontraditional career choices; the strongest evidence for this shift was reflected by increased representation of women in the legal profession.



The authors emphasized that career counselors must continue working to attract both men and women to a wider variety of careers. Gender differences are still the focus of research; however, the present studies indicated that men and women reported similar experiences and, furthermore, that traditional gender trends are shifting.

Two studies included international populations. Lam, Ng, and Feldman focused on the relation between career stage, job mobility, and salary for employees from multiple industries in the United States and Hong Kong. As hypothesized, their analyses indicated that highly mobile individuals earned significantly higher salaries than did their less mobile counterparts. The authors found this association to be stronger for workers in the begin-ning stages of their careers. Sudnick reported the results of a qualitative study on midcareer transitions for adults living in post-Socialist Macedonia. He identified four themes that were important for transitioners in Mace-donia: enthusiasm for entrepreneurship, portfolio careers, employment in a small firm, and employability. However, the most important transition assistance was having career support from counselors.

The 2012 empirical literature on populations in transition suggests that ear-lier, more focused interventions may positively influence attitudes and career trajectories and that these individuals’ resiliency should not be overlooked.

Science, Technology, Engineering, and Mathematics (STEM) InitiativesThe nation’s focus on STEM issues has resulted in better research un-derstanding of the natural development of, external cultivation of, and commitment to educational and occupational interests, particularly in youth and young adulthood. Schmidt, Hardinge, and Rokutani discussed the recent amount of attention focused on generating an increased stu-dent interest in math and science. In 2012, two articles were focused on STEM initiatives and interests in adolescence. Specifically, the STEM education initiative has resulted in teacher training and standards-based instruction. The authors suggested that school counselors could play a similar role in STEM initiatives by providing academic and career planning while also taking the necessary steps toward adopting and integrating elements of the STEM initiatives into their work. Rowan-Kenyon, Swan, and Creager reported findings from the first of a three-wave longitudinal evaluation of early adolescents’ math interests as precursors to choice of career. Results of their qualitative analysis focused around the importance of parental support, teacher support, and engagement in the classroom.

On the college campus, retention rates in STEM majors are low. Major, Holland, and Oborn investigated relations between personality, coping strategies, and STEM-major commitment. Their results suggested that proactive personality was positively related to STEM-major commit-ment and to the active planning coping strategy and negatively related to behavioral disengagement. Active planning was positively related to commitment to STEM majors, and behavioral disengagement was negatively related to the outcome. Coping strategies fully mediated the relation between proactive personality and commitment to STEM majors. J. M. Holland, Major, and Orvis investigated the role of peer mentoring and voluntary self-development activities in anchoring STEM students to their college majors. Mentoring was positively related to voluntary self-development activities. In addition, the authors found that



both mentoring and self-development activities were positively related to satisfaction with one’s major, affective commitment to one’s major, involvement in one’s major, and willingness to be a mentor.

Summary and Conclusion: Career Development Life Span Career goals and trajectories are important throughout the life span and are often the focus of empirical research. The 2012 literature deepened under-standing and added to existing research as well as added new research about relatively understudied populations. Topics included the role of parents and educators in the career development of adolescents from socioeconomic, cultural, ethnic, and disability minority groups; the college experiences of nontraditional students; the impact of the current economic climate on voluntary career transitions; and gender differences and similarities in career transitions and decisions. Additionally, scholars continued to contemplate how students might choose and persist in careers that focus on science, technology, engineering, and mathematics. Future researchers should continue to build on this growing knowledge base so that a wider variety of individuals can benefit from empirically guided understanding and intervention.

Career Theory and ConceptsOur coverage of career theory and concepts begins with a discussion of integrated theory enhancements to person–environment fit, social cogni-tive perspectives, and constructivist/narrative approaches. Several career constructs were a significant focus in the literature. These included decision making, calling, emotional intelligence, temporal perceptions of self, and entrepreneurial intentions. Finally, we reviewed conceptual articles and discussions that were especially relevant for bridging theory-to-practice.

Theory EnhancementsPerson–environment fit (P-E fit). Research regarding P-E fit theory continued at the levels of the individual and the organization. Several research teams have examined relations between personality or character strengths with RIASEC (Realistic, Investigative, Artistic, Social, Enter-prising, Conventional) dimensions. In a sample of adolescents, Proyer, Sidler, Weber, and Ruch reported that intellectual strengths were related to Investigative and Artistic interests, transcendent and other-directed strengths were related to Social interests, and leadership strengths were related to Enterprising interests. Nauta (2012a) reported the results of a pair of studies that supported the notion of RIASEC interests as traits. In both studies, dyads (college student–friend for the first study and college student–parent for the second) completed interest (RIASEC) and per-sonality (Big Five) surveys as they related to the college student member of the dyad. Because the self–other agreement for interests was similar in magnitude, Nauta argued for the trait conceptualization of interests. Schermer used J. L. Holland’s Vocational Preference Inventory (VPI; J. L. Holland, 1985) and the Jackson Vocational Interest Survey (Jackson, 2000) in a pair of concurrent validity studies with the short form of the Jackson Career Explorer (JCE). Results of the first study suggested that the relations between the JCE typically replicated the pattern of relations found between vocational interests and personality. Results of the second study suggested convergence between inventoried interests for the JCE



and J. L. Holland’s VPI. Tracey, Allen, and Robbins examined the inter-est–major congruence and academic success of 88,813 undergraduates from 42 different institutions in 16 states. The constraining nature of the major (e.g., where strong environments influence individuals to behave in common appropriate manners and share interest patterns) and the flexibility of the student were found to moderate the relation between interest–major congruence and academic outcomes; the relation between congruence and college outcomes was greater for more constrained majors as well as for students lower in flexibility. Although the relations are complex, Tracey et al. concluded that interest–major congruence is important for successful college outcomes.

An international comparative study examining the patterns of relations between personality, vocational interests, and career exploration in U.S. and Hong Kong university students was conducted by Fan, Cheung, Leong, and Cheung. Results suggested that universal and indigenous personality dimensions functioned differently for the two groups; indigenous dimensions predicted career exploration of Hong Kong students only. Regarding RIASEC dimensions, Enterprising interests mediated the relation between Social Potency and career exploration for Hong Kong students; Artistic interests served this mediating role for American students. Päßler and Hell reported that the dual combina-tion of vocational interests (using the RIASEC model) and objectively measured cognitive abilities were useful in discriminating among major categories in German university students. The authors reported gender differences in interests and cognitive abilities that were identified within the college majors.

Researchers in the United States (Walker & Tracey) examined the perceptions of prestige (three levels) among 36 occupations sampled evenly from the six RIASEC types. African American students reported more prestige for R, S, E, and C occupations than did White students. Additionally, for African American students, there was a positive relation between African American identity and prestige ratings for R, A, S, and E.

The evaluation of P-E fit theory continued in organizations. In a sample of professional counselors, Rehfuss, Gambrell, and Meyer reported sig-nificant relations between career satisfaction and the fit dimensions of P-O and needs–supplies; there was no relation between career satisfaction and demands–abilities fit. Development of the Fit Index (Swaney, Allen, Casillas, Hanson, & Robbins) has provided a new tool for assessing P-E fit and also support for the association of P-O fit with desirable work attitudes and outcomes. Swaney et al.’s work involved creating a fit score (profile correlations between individual interest and work value score profiles and corresponding occupational profiles) for each occupation in the O*NET system (National Center for O*NET Development, 2006). The construct validity of the fit scores was supported by the patterns of over 477,000 scores across same, similar, and dissimilar occupations.

Regarding the development and revisions of RIASEC-based measures, Poitras, Guay, and Ratelle reported success in reducing the length of the French Canadian version of the Self-Directed Search–Activities Section (SDS; J. L. Holland, Fritzsche, & Powell, 1994) from 66 to 24 items. Results from their pair of studies provided support for the cross-cultural validity of the French Canadian version of the SDS and provides a tool for researchers who wish to mitigate potential test fatigue with research



participants. J. L. Holland’s RIASEC domains were converged with Bandura’s (1986, 1997) four sources of self-efficacy perceptions in the Learning Experiences Questionnaire (LEQ; Schaub, 2004). Tokar, Buchanan, Subich, Hall, and Williams compared six alternate factor structures and concluded that a multidimensional structure containing six correlated factors representing the RIASEC dimensions and four cor-related factors representing the four sources of self-efficacy perceptions best explained the items. Moreover, tests of measurement invariance suggested that the LEQ functions similarly for men and women.

Social cognitive perspectives. Several studies drew directly from social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994). Gar-cia, Restubog, Toledano, Tolentino, and Rafferty reported that Time 1, learning goal orientation, was positively related to career decision-making self-efficacy at Time 2 (a 6-month interval). The moderating effects of parental support were interesting. High student ratings of parental support and low parent ratings of parental support strength-ened the association between learning goal orientation and career decision-making self-efficacy. The authors emphasized the importance of perception in interpreting this finding. In a binational comparative study of college students in the United States and South Korea, S. Lee and Park interpreted the results of a number of complex interactions between temporal distance to career entry, perceived importance of self-efficacy in choosing a future career, perceived importance of out-come expectations, and perceived supports and barriers. For example, the results of one interaction suggested that when Korean participants perceived a lack of career-related support, earning high salaries became less important as the time of career entry approached. In contrast, when U.S. participants perceived a lack of career-related support, earning high salaries became a more important consideration as the time of career entry approached. Among farmers in China, Zhao discovered that positive social supports were related to career choice consideration through the mediating influence of career self-efficacy. Negative social supports were directly related to career choice considerations. Thus, SCCT’s direct-effect hypothesis and Bandura’s (1999, 2000) indirect-effect hypothesis were both partially supported.

Also guided by Bandura’s (1989) work, Converse, Pathak, DePaul-Haddock, Gotlib, and Merbedone examined social cognitive contributions to career success. Results from a cross-sectional design suggested that proactive personality and self-control related to extrinsic career success (salary, occupational prestige) through educational attainment. Results of a longitudinal study suggested that ratings of self-control taken dur-ing childhood related to extrinsic career success through educational attainment and intrinsic career success (career satisfaction) through occupational opportunity for achievement.

Lazarus and Folkman’s (1984) cognitive appraisal theory was used to guide a multinational study (24 countries; 15,200 participants) of job insecurity and its associated outcomes (Debus, Probst, Konig, & Klein-mann). Results of multilevel modeling suggested that enacted uncertainty avoidance and a country’s social safety net acted as cross-level interactions in explaining job satisfaction and affective organizational commitment.

Constructivist and narrative approaches. In his elaboration of the life design paradigm, Savickas (2005) informed readers of the four constructs



(identity, adaptability, intentionality, and narratibility) of career construc-tion theory and then introduced life design as a new paradigm for career intervention. The article includes elaborations for vocational guidance and career education. Relatedly, McMahon and Watson acknowledged a tension between career assessment and more recent narrative approaches to career counseling. They suggested that the inclusion of a qualitative Integrative Structured Interview process to construct stories about J. L. Holland’s (1985) Self-Directed Search might bridge these disparate approaches. Di Fabio and Maree examined the effectiveness of group-based life design counseling using the Career-Story Interview with Italian entrepreneurs. Participation in the experimental group resulted in a decrease in career decision-making difficulties and an increase in career decision-making self-efficacy (CDSE).

Career ConstructsDecision making. Untangling the dimensions of career indecision continued to be a goal of career development scholars. In a two-study series, S. D. Brown et al. provided support for a meta-analytically derived four-factor model of career indecision (Brown & Rector, 2008). The four factors were Neuroticism/Negative Affectivity, Choice/Commitment Anxiety, Lack of Readiness, and Interpersonal Conflicts. Nauta (2012b) tested Kelly and Lee’s (2002) six-factor model of career decision problems in a sample of college students. Results supported five-factors: Lack of Information, Need for Information, Trait Indecision, Disagreement With Others, and Choice Anxiety. Subsequent psychometric evaluation provided some support for the model with retest stability (8 months) for four of the factors and a variety of evidence for concurrent and predictive validity. In Portugal, Santos and Ferreira used cluster analysis to identify three groups of career decision status for a large sample of 12th-grade students. The authors defined the three groups as (a) career decided and confident, (b) developmentally undecided, and (c) indecisive or chronically undecided.

More knowledge is gained about the dimensionality of decision making in the creation and validation of instruments designed to evaluate it. Gati and Levin provided data from a 1-year retest study of the Career Decision-Making Profile (CDMP; Gati, Landman, Davidovitch, Asulin-Peretz, & Gadassi, 2010). Results suggested strong stability between 2-week and 1-year retest intervals for the individual scale scores. Additionally, the structure of the 12 dimensions was stable across time. More psychometric support for the CDMP was provided by Gadassi, Gati, and Dayan. Using the Emotional and Personality-Related Career Decision-Making Difficul-ties Scale (EPCD; Saka, Gati, & Kelly, 2008) and the NEO Personality Inventory–Revised (NEO-PI-R; Costa & McCrae, 1992), the focus of the Gadassi et al. evaluation was to determine which pole of each of the 11 dimensions was more adaptive. Psychometric evaluation of the Italian version of the CDMP among Italian adolescents was positive; Ginevra, Nota, Soresi, and Gati reported adequate structural validity for 11 dimensions and evidence of concurrent validity. Gati, Asulin-Peretz, and Fisher examined the temporal stability and concurrent and predictive validity of the EPCD model and questionnaire. Among the many results, the Anxiety cluster was the most stable across the testing interval; women had higher EPCD scores than did men, particularly in the Anxiety and Self-Concept/Identity clusters.



CDSE emerged from SCCT. The 2012 literature demonstrated the efficacy of this construct in its relations to protective factors and its transferability across contexts such as age and culture. Using a meta-analytic approach, B. Y. Choi et al. reported positive relations between CDSE with self-esteem, vocational identity, peer support, vocational outcome expectation, and ca-reer indecision variables. In a sample of Jamaican youth who were neither employed nor enrolled in formal training, Hayes, Huey, Hull, and Saxon reported that higher CDSE was reported in youth with more role models, higher aspirations, and who made more responsible choices. Koumoun-dourou, Kounenou, and Siavara explored CDSE as a mediator between core self-evaluations and vocational identity in a sample of Greek high school students. Although core self-evaluations had only an indirect effect on vocational identity through CDSE for males, they had a direct and an indirect effect for females. Ojeda et al. examined the influence of culture and personality in Latino 7th graders on CDSE. Acculturation, enculturation, ethnic identity, and conscientiousness accounted for 25% of the variance for CDSE variance in girls; ethnic identity and conscientiousness accounted for 34% in boys. Regarding the transferability of CDSE measures, a cross-validation study of the Career Decision Self-Efficacy Scale–Short Form (CDSE-SF; Betz, Klein, & Taylor, 1996) was conducted in a large sample of graduate students in Beijing, China (Jin, Ye, & Watkins). In addition to sound internal consistency, a single-factor model fit the data well and was recommended as the preferred structure.

An emerging construct within the career decision-making realm is work volition (i.e., the perceived capacity to make occupational choices despite constraints. Results of a three-stage psychometric evaluation (Duffy, Diemer, & Jadidian) supported a two-factor structure (volition, constraints), concurrent validity, and temporal stability for the 16-item Work Volition Scale–Student Version. Jadidian and Duffy examined the relations between work volition, CDSE, and academic satisfaction in undergradu-ates; potential mechanisms were also examined. Work volition was strongly correlated to CDSE and moderately correlated to academic satisfaction. Work locus of control partially mediated these relations. Additionally, work volition was more strongly related to academic satisfaction for those who self-identified as White.

Calling. Adams’s conceptual review of calling is a great place to become familiar with the construct. Additionally, JCA published a special issue devoted to research on work as a calling (Duffy & Dik). Much research with this construct has been conducted in populations of employed and unemployed adults. In a qualitative study, Duffy, Foley, et al. interviewed counseling psychologists who viewed their profession as a calling. Among the rich qualitative findings was that interviewees saw their calling as something that they were supposed to do and that gave their life purpose; they also reported that having a calling positively affected their daily work and interpersonal relationships. Using a large sample of German employees, Hirschi reported on the relation between a calling and work engagement. When controlling for the relation of core self-evaluations to work engagement, the calling-to-work engagement was mediated by work meaningfulness and occupational identity. Contrary to Hirschi’s expectations, the mediated relation was not dependent on the degree of person–job fit. Duffy, Bott, Allan, Torrey, and Dik studied the relation between perceiving and living a calling and job satisfaction in a diverse



group of employed adults. The results suggested that work meaning and career commitment mediated the relation between a calling and job satisfaction, but only for individuals who reported increased levels of living according to a calling. In a longitudinal study (four waves across 7 years) with a sample of amateur musicians, Dobrow and Tosti-Kharas examined receptivity to advice that discouraged pursuit of their perceived career calling. Those who had a stronger calling to their professional choice were willing to ignore discouraging advice about their career. This conviction was intact 7 years later. Furthermore, the authors replicated the findings with a cross-sectional sample of business students. Torrey and Duffy explored calling and its relation to core self-evaluations and life satisfaction in a sample that included voluntary and involuntarily unemployed adults. Results indicated that a higher sense of calling, regardless of employment status, related to life satisfaction through a greater sense of self.

Two studies contributed to the knowledge of calling in undergraduate student populations. Hirschi and Herrmann examined the link between calling and life satisfaction in German college students. Results supported the researchers’ hypothesis that a calling predicted vocational identity achievement 6 months later, which then became a stronger predictor (a mediated relationship) for life satisfaction, even when controlling for core self-evaluations. Domene explored career expectations and their link to calling and self-efficacy in a sample of Canadian undergraduates. Self-efficacy partially mediated the relation between purposeful work and outcome expectations and fully mediated the relations for the call-ing dimensions of search for purposeful work, presence of transcendent summons, and presence of prosocial orientation. Essentially, calling was indirectly related to a successful occupational future, through occupa-tional self-efficacy.

Several research teams have suggested that there are times when pursu-ing a calling might have detrimental effects. Cardador and Caza offered a relational perspective on this issue, theorizing that an identity perspective that emphasizes work-identity flexibility as a critical factor might explain why pursuing a calling might be positive for some and negative for others. Additionally, Hirschi and Hermann (reported previously in this review) observed a negative relation between the presence of a calling and life satisfaction when controlling for vocational identity achievement.

To better measure calling, Dik et al. developed the multidimensional Calling and Vocation Questionnaire (CVQ) and the Brief Calling Scale. Both instruments demonstrated adequate psychometric properties; the CVQ, specifically, can be used to perform multidimensional analyses. The authors encouraged further psychometric evaluation of these instruments.

Emotional intelligence (EI). In two studies, Di Fabio and Kenny en-hanced understanding of the role of EI in Italian high school students. Results of the first study (Di Fabio & Kenny, 2012a) suggested that ability-based (cognitive abilities in processing emotional information) and mixed (cognitive abilities with other characteristics) models of EI are related to decision-making style. In the second study (Di Fabio & Kenny, 2012b), the self-report and performance dimensions of EI contributed to perceived social support (beyond the effects of personal-ity). Together, these studies suggest that assessing EI may be useful in identifying strategies for adaptive career decision making; furthermore,



EI may be a valuable component of career education programming. Within a sample of Italian university students, Di Fabio, Palazzeschi, and Bar-On reported that EI added significant incremental variance (beyond personality traits and core self-evaluation) in predicting career decision-making difficulties.

Within the context of the workplace, results suggested that EI explained a greater percentage of incremental variance in relation to four organi-zational justice dimensions than did the personality traits (Di Fabio & Palazzeschi). In addition, Chien Farh, Seo, and Tesluk demonstrated that ability-based EI outperformed a host of other variables (e.g., personality, cognitive ability, job complexity) in predicting teamwork effectiveness. When combined, these findings point to increasing recognition of the contribution of EI in career decision making and in work performance.

Temporal perceptions of self. A small number of research teams conducted research related to the temporal sense of self. In a series of studies, Strauss, Griffin, and Parker demonstrated that future work self-salience (i.e., an individual’s futuristic representation of himself or herself that reflects his or her hopes in relation to work) is distinct from established career concepts but positively related to proactive career behaviors. Longitudinally, future work self-salience has a lagged effect on proactive career behavior. Sadeh and Karniol investigated self-continuity (i.e., the ability to perceive one’s self as extending temporally into the past and future) in a sample of Israeli participants. Those who had experienced job loss had a lower sense of self-continuity; this relation was not moderated by either industry type or length of unemployment. Self-continuity was positively related to adap-tiveness in coping; this was not moderated by length of unemployment.

Psychometric evaluations of measures that assess temporally based self-perceptions further developed this construct area. Rehfuss and Di Fabio provided support for the construct validity of the Future Career Autobi-ography (Rehfuss, 2009). This qualitative instrument captures change or stability in an individual’s life and occupational narratives across time. The researchers hypothesized that narrative career interventions should affect the content of the narratives. Results suggested that participants (female Italian entrepreneurs) in an experimental career counseling condition increased specificity in their life and occupational narratives from pre- to posttesting. Another instrument, the Career Futures Inventory–Revised, assesses aspects of career adaptability (i.e., career planning attitudes, general outcome expectations, components of Parsons’s (1909) tripartite model, and Bandura’s (1986, 2006) personal agency theory. Results from its initial validation (Rottinghaus, Buelow, Matyja, & Schneider) supported five subscales (Career Agency, Occupational Awareness, Support, Work-Life Balance, and Negative Career Outlook) that can aid in the understanding of attitudes toward career transitions.

Entrepreneurial intentions. Two theoretical approaches were used with a sample of German scientists to evaluate entrepreneurial intentions. In the first study, Obschonka, Silbereisen, and Schmitt-Rodermund applied a life-span approach to predicting entrepreneurial behavior. Findings sug-gested that recollections of entrepreneurial competence in adolescence predicted the subsequent generation of business ideas. This link was mediated by entrepreneurial human and social capital. Additionally, an entrepreneurial Big Five personality profile was associated with the variables in the model. In the second study, Obschonka, Goethner, Silbereisen, and



Cantner were guided by the theory of planned behavior (TPB). Specifically, they predicted that social identity (i.e., high vs. low identification with workplace peers) would moderate the link between cognitive processes and entrepreneurial intentions. Results suggested that scientists with low group identification based their entrepreneurial intentions on self-initiative and control beliefs; for scientists with high group identification, entre-preneurial intentions were a function of social norms. The evaluation of entrepreneurial career intentions within the TPB framework continued when Moriano, Gorgievski, Laguna, Stephan, and Zarafshani engaged in a multinational comparison (more than 1,000 students in six countries). Across cultures, attitudes toward entrepreneurship were the strongest predictor of entrepreneurial intentions; the second strongest predictor was entrepreneurial self-efficacy. The researchers observed that cross-cultural differences in TPB components were relatively minor and concluded that that the theory can be regarded as cultural–universal.

Articulations of Theory and PracticeSeveral journals included special sections or issues devoted to theoretical perspectives and their potential for bridging science and practice; these are a rich resource for career scholars and practitioners.

Critical psychology. JOCD devoted a special issue to work-based tran-sitions within the research paradigm of critical psychology. Stead and Perry introduced the issue by providing a framework for understanding the numerous critical perspectives and by connecting it to work-based transitions. In the first article, Prilleltensky and Stead introduced a model depicting the consequences that various positions can have on power relations; conceptions and applications of justice; and the well-being of people, organizations, communities, and the environment. Blustein, Medvide, and Wan explored the challenges of unemployment and suggested that practice/policy-as-usual further marginalizes the lives of unemployed people. McWhirter and McWhirter applied critical psychology to the study of adolescent career development and vocational guidance in Chile. Ali et al. used a critical case study methodology to evaluate the Future in Iowa Career Education program in three ethni-cally and economically diverse rural high schools.

Model integrations and extensions. In a special section of The Counseling Psychologist, Richardson (2012a) proposed a shift in vocational psychology that moves away from a focus on career development and toward helping people construct lives through work and relationship; her model was based on Super’s life-span, life-space approach (Super, 1980; Super, Savickas, & Super, 1996). Richardson suggested that the social constructionist perspective is informed by feminist and social justice values and is responsive to radical changes in contemporary lives. Three sets of scholars (Blustein, Medvide, & Kozan; Byars-Winston; Lent) responded to the article. Richardson’s (2012b) rejoinder is an engaging interaction (a) distinguishing what emerged from Super’s life-span, life-space theory and what is original; (b) defining what is meant by “care work”; and (c) extending the boundaries of the perspective regarding diversity and social justice.

Another extension of Super’s (1980; Super et al., 1996) approach was offered by Sterner, who suggested that an existentialistic expansion of Super’s model would permit a more holistic view of the client that would allow for the exploration of life and career meaning and purpose from



a developmental perspective. Bassot introduced a social constructivist model of career learning development in response to calls in the United Kingdom for new models “fit for purpose” for careers work in the 21st century. Bassot offered the metaphor of a suspension bridge to explain the tensions experienced by career practitioners and clients as they re-spond to turbulent labor markets and global economies.

Applying career counseling theories to practice. JEC published a special issue on career development theory and employment counseling, in which the focus was on some of the fastest growing occupations in the United States (VanVoorhis, Levinson, Ohler, & Hohenshil). Ohler and Levinson focused on J. L. Holland’s (1997) theory of vocational personalities and work environments and discussed its use by employment counselors in service occupations. VanVoorhis and Protivnak discussed values-based counseling theories as related to counseling strategies, assessment approaches, and resources. Using a case study and practical examples, they connected these approaches to professional and related occupations. Brott (2001) focused on management, business, and financial occupations and demonstrated use of the storied approach in a case study that was focused on the client’s subjective goals and self-direction. Finally, Glavin and Berger demonstrated the use of career construction theory (Savickas, 2005) through a case study and focus on sales, office, and administrative support positions.

Separate from the JEC special issue, Ivers, Milsom, and Newsome proposed that Gottfredson’s (2005) theory of circumscription and compromise might serve as a useful framework for school counselors who address school failure among Latino youth. They suggested that the Gottfredson approach offers developmental, contextual, and culturally sensitive interventions for academic and career success. Additionally, Pryor and Bright described the chaos theory of careers (Bright & Pryor, 2005) and suggested that using it to address career failures might be especially appropriate in contexts involving complexity and uncertainty.

Summary and Conclusion: Career Theory and ConceptsEmpirical and conceptual scholarship in 2012 resulted in robust work to continue to understand and apply some of the most widely used theories and constructs. The evaluation of these theories and constructs in a variety of contexts assisted in understanding their limits and in demonstrating their efficacy. It was also striking how scholars integrated some of the established models. The integration of RIASEC and self-efficacy into a single assessment (Tokar et al.), the use of TPB approaches to studying entrepreneurship (Obschonka, Goethner, et al.; Obschonka, Silbereisen, et al.), and the extensions of Super’s work into social constructivism (Rich-ardson 2012a, 2012b) and existentialism (Sterner) are creative and brave.

Annual Review—2012: Summary and ConclusionOnce again, the scholars who contributed to the 2012 literature related to career counseling and career development have extended the field in ways that are credible, applicable, and provocative. It is very likely that many future works will be linked to this chapter in our canon of literature. As we conclude this review, we are left with three impressions.

First, the works represented in the 2012 collection are genuinely global. Internationalizing a profession is no easy task (Bikos, DePaul



Chism, Forman, & King, 2013). Yet, our review of the literature demonstrates that there are individual and institutional commitments to internationalization. For example, a number of researchers have pursued international topics or, better yet, partnered in multinational collaborations. In addition, the third annual International Symposium and its subsequently published proceedings in CDQ and IJEVG (Rossier; Rossier et al.) demonstrate a commitment at the subdisciplinary level to internationalization. Furthermore, institutional commitment is evi-denced in the larger counseling profession through the continuation of the JCD series Past, Present, and Future of counseling around the world. From 2003 to 2007, 73% and 65% of first and second authors, respectively, of articles published in six premier journals of the American Psychological Association were on the faculty at American universities, and 68% of the samples were from the United States (Arnett, 2008). This is in notable contrast to the literature we reviewed, wherein 42% (n = 59) of the focus of conceptual articles was on an international topic; and 38% (n = 8), 31% (n = 19), and 58% (n = 101) of mixed methods, qualitative, and quantitative studies, respectively, intentionally included data from international samples. Moreover, 47% (N = 191) of the articles were authored by scholars who are outside the United States or they were U.S./international collaborations. This success suggests that editors and their editorial boards are committed to overcoming the hurdles (a logical positivist tradition, adherence to a strict writing style, lack of interest in international issues) that have been documented as obstacles to internationalization (Leong & Leach, 2007).

Second, the empirical research represented in this review included a wide variety of methodological approaches to explore the research questions and evaluate the research models. Although our own review includes Stead et al.’s criticism of the low quantity (only 6%) and below-standard quality of qualitative approaches, we were impressed by a number of the qualitative articles (14% in our review were qualitative or mixed-method), particularly those used to study the phenomena of immigration (e.g., Eggerth, Delaney, Flynn, & Jacobson; Eggerth & Flynn; Kanagui-Monoz et al.; Stebleton). In the quantitative realm, we were equally impressed with the variety of sophisticated techniques (e.g., hierarchical linear modeling, structural equation modeling, moderated/mediated models) used to evaluate research models. Tokar et al.’s use of a multitrait multimethod approach to evaluate competing factorial structures was a beautiful example of these advanced techniques. Con-sequently, we suggest that researchers are choosing wisely, from the varied tools available to them, the tools that are most appropriate for the research inquiries at hand.

Finally, we perceive a true responsiveness on behalf of the profes-sion to the needs of the world. Individually and collectively, the scholarship in our review reflects this. At the individual level, research teams have entered the lives of marginalized and at-risk groups (e.g., C. Brown et al. and Dispenza et al. with transgender populations; Chronister et al. and Davidson et al. with victims of intimate partner violence; Fouad et al. with dislocated workers) and have used research methodologies such as qualitative methods that seek to produce a negotiated text and critical paradigms (e.g., Blustein, Medvide, & Wan; McWhirter & McWhirter) that promote liberation and social



justice. At the institutional level, our journals also devoted special issues to marginalized groups and circumstances that threaten the careers of individuals (JCOD’s special issue devoted to immigration; JOB’s special issue devoted to the economic crisis). In closing, we suggest that the published literature of 2012 reflects Parsons’s early vision of social justice and multiculturalism.

We end our review where we began—with gratitude. We are grateful for the honor of the task. More important, we are grateful for the opportunity to become immersed in the work of our colleagues, to learn from their endeavors, and to be part of a profession that is committed to investigating the needs of the world, developing and evaluating theories and practices that are responsive to those needs, and advocating for change.

ReferencesAdams, C. M. (2012). Calling and career counseling with college students: Finding mean-

ing in work and life. Journal of College Counseling, 15, 65–80. doi:10.1002/j.2161-1882.2012.00006.x

Al-Darmaki, F. R. (2012). Relationships between career counseling attitudes and self-esteem and self-efficacy among Emirati university students. Journal of Career Development, 39, 143–161. doi:10.1177/0894845310380046

Ali, S. R., Yang, L., Button, C. J., & McCoy, T. T. (2012). Career education program-ming in three diverse high schools: A critical psychology-case study research approach. Journal of Career Development, 39, 357–385. doi:10.1177/0894845311398131

Allen, T. D., Johnson, R. C., Saboe, K. N., Cho, E., Dumani, S., & Evans, S. (2012). Dispositional variables and work–family conflict: A meta-analysis. Journal of Vocational Behavior, 80, 17–26. doi:10.1016/j.jvb.2011.04.004

Ameen, E. J., & Lee, D. L. (2012). Vocational training in juvenile detention: A call for action. The Career Development Quarterly, 60, 98–108. doi:10.1002/j.2161-0045.2012.00008.x

Anctil, T. M., Smith, C., Schenck, P., & Dahir, C. (2012). Professional school counselors’ career development practices and continuing education needs. The Career Development Quarterly, 60, 109–121. doi:10.1002/j.2161-0045.2012.00009.x

Angelini, A. L. (1955). Da urgência de uma orientação professional mais eficiente em nossas escolas secundárias [About the urgency of a more efficient professional guidance in our high schools]. Revista de Pedagogia, 1, 35–39.

Arnett, J. J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63, 602–614. doi:10.1037/0003-066X.63.7.602

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184. doi:10.1037/0003-066X.44.9.1175

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman. Bandura, A. (1999). Social cognitive theory of personality. In L. A. Pervin & O. P. John

(Eds.), Handbook of personality: Theory and research (2nd ed., pp. 154–196). New York, NY: Guilford Press.

Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Direc-tions in Psychological Science, 9, 75–78. doi:10.1111/1467-8721.00064

Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1, 164–180. doi:10.1111/j.1745-6916.2006.00011

Bassot, B. (2012). Career learning and development: A social constructivist model for the twenty-first century. International Journal for Educational and Vocational Guidance, 12, 31–42. doi:10.1007/s10775-012-9219-6

Betz, N. E., Klein, K. L., & Taylor, K. M. (1996). Evaluation of a short form of the Career Decision-Making Self—Efficacy Scale. Journal of Career Assessment, 4, 47–57. doi:10.1177/106907279600400103



Bikos, L. H., DePaul Chism, N. F., Forman, R. L., & King, D. R. (2013). International-izing the U.S. psychology curriculum: A qualitative investigation of faculty perspectives. International Perspectives in Psychology: Research, Practice, Consultation, 2, 116–131. doi:10.1037/a0032288

Blustein, D. L. (2006). The psychology of working: A new perspective for career development, counseling, and public policy. Mahwah, NJ: Erlbaum.

Blustein, D. L., Medvide, M., & Kozan, S. (2012). A tour of a new paradigm: Relationships and work. The Counseling Psychologist, 40, 243–254. doi:10.1177/0011000011429032

Blustein, D. L., Medvide, M., & Wan, C. M. (2012). A critical perspective of contempo-rary unemployment policy and practices. Journal of Career Development, 39, 341–356. doi:10.1177/0894845310397545

Brewster, M. E., Velez, B., DeBlaere, C., & Moradi, B. (2012). Transgender individu-als’ workplace experiences: The applicability of sexual minority measures and models. Journal of Counseling Psychology, 59, 60–70. doi:10.1037/a0025206

Bright, J. E. H., & Pryor, R. G. L. (2005). The chaos theory of careers: A user’s guide. The Career Development Quarterly, 53, 291–305. doi:10.1002/j.2161-0045.2005.tb00660.x

Brott, P. E. (2001). The storied approach: A postmodern perspective for career counsel-ing. The Career Development Quarterly, 49, 304–313. doi:10.1002/j.2161-0045.2001.tb00958.x

Brown, C., Dashjian, L. T., Acosta, T. J., Mueller, C. T., Kizer, B. E., & Trangsrud, H. B. (2012). The career experiences of male-to-female transsexuals. Counseling Psychologist, 40, 868–894. doi:10.1177/0011000011430098

Brown, S. D., Hacker, J., Abrams, M., Carr, A., Rector, C., Lamp, K., . . . Sienna, A. (2012). Validation of a four-factor model of career indecision. Journal of Career As-sessment, 20, 3–21. doi:10.1177/1069072711417154

Brown, S. D., & Rector, C. C. (2008). Conceptualizing and diagnosing problems in career decision making. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology (4th ed., pp. 392–407). New York, NY: Wiley.

Bullock-Yowell, E., Andrews, L., McConnell, A., & Campbell, M. (2012). Unemployed adults’ career thoughts, career self-efficacy, and interest: Any similarity to college students? Journal of Employment Counseling, 49, 18–30. doi:10.1002/j.2161-1920.2012.00003.x

Burns, R. A., & Machin, M. A. (2012). Moving beyond the pleasure principle: Within and between-occasion effects of employee eudaimonia within a school organizational climate context. Journal of Vocational Behavior, 80, 118–128. doi:10.1016/j.jvb.2011.04.007

Byars-Winston, A. (2012). Broadening sources of dignity and affirmation in work and relationship. Counseling Psychologist, 40, 255–267. doi:10.1177/0011000011429033

Cardador, M. T., & Caza, B. B. (2012). Relational and identity perspectives on healthy versus unhealthy pursuit of callings. Journal of Career Assessment, 20, 338–353. doi:10.1177/1069072711436162

Chen, D. J. Q., & Lim, V. K. G. (2012). Strength in adversity: The influence of psy-chological capital on job search. Journal of Organizational Behavior, 33, 811–839. doi:10.1002/job.1814

Cheng, S., & Yuen, M. (2012). Validation of the Career‐Related Parent Support Scale among Chinese high school students. Career Development Quarterly, 60, 367–374. doi:10.1002/j.2161-0045.2012.00028.x

Cheung, F. Y., & Tang, C. S. (2012). Chinese undergraduate students’ work values: The role of parental work experience and part-time work quality. Journal of Career Develop-ment, 39, 231–247. doi:10.1177/0894845310385455

Chien Farh, C. I. C., Seo, M., & Tesluk, P. E. (2012). Emotional intelligence, teamwork effectiveness, and job performance: The moderating role of job context. Journal of Applied Psychology, 97, 890–900. doi:10.1037/a0027377

Choi, B. Y., Park, H., Yang, E., Lee, S. K., Lee, Y., & Lee, S. M. (2012). Understanding career decision self-efficacy: A meta-analytic approach. Journal of Career Development, 39, 443–460. doi:10.1177/0894845311398042

Choi, S., Hutchison, B., Lemberger, M. E., & Pope, M. (2012). A longitudinal study of the devel-opmental trajectories of parental attachment and career maturity of South Korean adolescents. The Career Development Quarterly, 60, 163–177. doi:10.1002/j.2161-0045.2012.00014.x



Chronister, K. M. (2008). ACCESS—Advancing Career Counseling and Employment Support for Survivors: An intervention curriculum manual. Unpublished manuscript, Department of Counseling Psychology and Human Services, University of Oregon.

Chronister, K. M., Harley, E., Aranda, C. L., Barr, L., & Luginbuhl, P. (2012). Community-based career counseling for women survivors of intimate partner violence: A collaborative partnership. Journal of Career Development, 39, 515–539. doi:10.1177/0894845311401618

Converse, P. D., Pathak, J., DePaul-Haddock, A. M., Gotlib, T., & Merbedone, M. (2012). Controlling your environment and yourself: Implications for career success. Journal of Vocational Behavior, 80, 148–159. doi:10.1016/j.jvb.2011.07.003

Costa, P. T., & McCrae, R. R. (1992). Manual of the Revised NEO Personality Inventory. Odessa, FL: Psychological Assessment Resources.

Currie, C. L., Kuzmina, M. V., & Nadyuk, R. I. (2012). The counseling profession in Russia: Historical roots, current trends, and future perspectives. Journal of Counseling & Development, 90, 488–493. doi:10.1002/j.1556-6676.2012.00060.x

Dam, K. V., & Menting, L. (2012). The role of approach and avoidance motives for unemployed job search behavior. Journal of Vocational Behavior, 80, 108–117. doi:10.1016/j.jvb.2011.06.004

Davidson, M., Nitzel, C., Duke, A., Baker, C. M., & Bovaird, J. A. (2012). Advancing career counseling and employment support for survivors: An intervention evaluation. Journal of Counseling Psychology, 59, 321–328. doi:10.1037/a0027965

Dawis, R. V., & Lofquist, L. H. (1984). A psychological theory of work adjustment. Min-neapolis: University of Minnesota Press.

Debus, M. E., Probst, T. M., Konig, C. J., & Kleinmann, M. (2012). Catch me if I fall! Enacted un-certainty avoidance and the social safety net as country-level moderators in the job insecurity–job attitudes link. Journal of Applied Psychology, 97, 690–698. doi:10.1037/a0027832

De Cuyper, N., Mäkikangas, A., Kinnunen, U., Mauno, S., & De Witte, H. (2012). Cross-lagged associations between perceived external employability, job insecurity, and exhaustion: Testing gain and loss spirals according to the Conservation of Resources Theory. Journal of Organizational Behavior, 33, 770–788. doi:10.1002/job.1800

Derous, E., Ryan, A., & Nguyen, H. D. (2012). Multiple categorization in résumé screen-ing: Examining effects on hiring discrimination against Arab applicants in field and lab settings. Journal of Organizational Behavior, 33, 544–570. doi:10.1002/job.769

Di Fabio, A., & Kenny, M. E. (2012a). The contribution of emotional intelligence to decisional styles among Italian high school students. Journal of Career Assessment, 20, 404–414. doi:10.1177/1069072712448893

Di Fabio, A., & Kenny, M. E. (2012b). Emotional intelligence and perceived social sup-port among Italian high school students. Journal of Career Development, 39, 461–475. doi:10.1177/0894845311421005

Di Fabio, A., & Maree, J. G. (2012). Group-based life design counseling in an Italian context. Journal of Vocational Behavior, 80, 100–107. doi:10.1016/j.jvb.2011.06.001

Di Fabio, A., & Palazzeschi, L. (2012). Organizational justice: Personality traits or emotional intelligence? An empirical study in an Italian hospital context. Journal of Employment Counseling, 49, 31–42. doi:10.1002/j.2161-1920.2012.00004.x

Di Fabio, A., Palazzeschi, L., & Bar-On, R. (2012). The role of personality traits, core self-evaluation, and emotional intelligence in career decision-making difficulties. Journal of Employment Counseling, 49, 118–129. doi:10.1002/j.2161-1920.2012.00012.x

Dietrich, J., Jokisaari, M., & Nurmi, J. (2012). Work-related goal appraisals and stress during the transition from education to work. Journal of Vocational Behavior, 80, 82–92. doi:10.1016/j.jvb.2011.07.004

Dik, B. J., Eldridge, B. M., Steger, M. F., & Duffy, R. D. (2012). Development and validation of the Calling and Vocation Questionnaire (CVQ) and Brief Calling Scale (BCS). Journal of Career Assessment, 20, 242–263. doi:10.1177/1069072711434410

Dipeolu, A. O., Hargrave, S., Sniatecki, J. L., & Donaldson, J. (2012). Improving pre-diction of significant career‐related constructs for high school students with learning disabilities. The Career Development Quarterly, 60, 207–220. doi:10.1002/j.2161-0045.2012.00017.x



Dispenza, F., Watson, L. B., Chung, Y., & Brack, G. (2012). Experience of career-related discrimination for female-to-male transgender persons: A qualitative study. The Career Development Quarterly, 60, 65–81. doi:10.1002/j.2161-0045.2012.00006.x

Dobrow, S. R., & Tosti-Kharas, J. (2012). Listen to your heart? Calling and receptivity to ca-reer advice. Journal of Career Assessment, 20, 264–280. doi:10.1177/1069072711434412

Dogan, T. (2012). A long‐term study of the counseling needs of Turkish university students. Journal of Counseling & Development, 90, 91–96. doi:10.1111/j.1556-6676.2012.00012.x

Domene, J. F. (2012). Calling and career outcome expectations: The mediating role of self-efficacy. Journal of Career Assessment, 20, 281–292. doi:10.1177/1069072711434413

Duffy, R. D., Bott, E. M., Allan, B. A., Torrey, C. L., & Dik, B. J. (2012). Perceiving a calling, living a calling, and job satisfaction: Testing a moderated, multiple mediator model. Journal of Counseling Psychology, 59, 50–59. doi:10.1037/a0026129

Duffy, R. D., Diemer, M. A., & Jadidian, A. (2012). The development and initial validation of the Work Volition Scale–Student Version. The Counseling Psychologist, 40, 291–319. doi:10.1177/0011000011417147

Duf fy, R. D., & Dik, B. J. (2012). Research on work as a calling: Intro-duction to the special issue. Journal of Career Assessment, 20, 239–241. doi:10.1177/1069072711434409

Duffy, R. D., Foley, P. F., Raque-Bodgan, T. L., Reid-Marks, L., Dik, B. J., Cas-tano, M. C., & Adams, C. M. (2012). Counseling psychologists who view their careers as a calling: A qualitative study. Journal of Career Assessment, 20, 293–308. doi:10.1177/1069072711436145

Dunford, B. B., Shipp, A. J., Boss, R. W., Angermeier, I., & Boss, A. D. (2012). Is burn-out static or dynamic? A career transition perspective of employee burnout trajectories. Journal of Applied Psychology, 97, 637–650. doi:10.1037/a0027060

Eggerth, D. E., DeLaney, S. C., Flynn, M. A., & Jacobson, C. J. (2012). Work experiences of Latina immigrants: A qualitative study. Journal of Career Development, 39, 13–30. doi:10.1177/0894845311417130

Eggerth, D. E., & Flynn, M. A. (2012). Applying the theory of work adjustment to Latino immigrant workers: An exploratory study. Journal of Career Development, 39, 76–98. doi:10.1177/0894845311417129

Erford, B. T., & Crockett, S. A. (2012). Practice and research in career counseling and development—2011. The Career Development Quarterly, 60, 290–332. doi:10.1002/j.2161-0045.2012.00024.x

Fan, W., Cheung, F. M., Leong, F. T. L., & Cheung, S. F. (2012). Personality traits, vocational interests, and career exploration: A cross-cultural comparison between American and Hong Kong students. Journal of Career Assessment, 20, 105–119. doi:10.1177/1069072711417167

Ferrari, L., Nota, L., & Soresi, S. (2012). Evaluation of an intervention to foster time perspective and career decidedness in a group of Italian adolescents. The Career Devel-opment Quarterly, 60, 82–96. doi:10.1002/j.2161-0045.2012.00007.x

Fouad, N. A., Cotter, E. W., Carter, L., Bernfeld, S., Gray, I., & Liu, J. P. (2012). A qualitative study of the dislocated working class. Journal of Career Development, 39, 287–310. doi:10.1177/0894845310389466

Gadassi, R., Gati, I., & Dayan, A. (2012). The adaptability of Career Decision-Making Profiles. Journal of Counseling Psychology, 59, 612–622. doi:10.1037/a0029155

Gagnon, J. L., & Packard, B. W. (2012). The overwhelming climb: The complexities of combining college, full-time work, and company tuition assistance. Journal of Career Development, 39, 479–499. doi:10.1177/0894845310397362

Garcia, P. R., Restubog, S. L. , Toledano, L. S., Tolentino, L. R., & Rafferty, A. E. (2012). Differential moderating effects of student- and parent-rated support in the relationship between learning goal orientation and career decision-making self-efficacy. Journal of Career Assessment, 20, 22–33. doi:10.1177/1069072711417162

Gati, I., Asulin-Peretz, L., & Fisher, A. (2012). Emotional and personality-related career decision-making difficulties: A 3-year follow-up. Counseling Psychologist, 40, 6–27. doi:10.1177/0011000011398726



Gati, I., Landman, S., Davidovitch, S., Asulin-Peretz, L., & Gadassi, R. (2010). From career decision-making styles to career decision-making profiles: A multidimensional approach. Journal of Vocational Behavior, 76, 277–291. doi:10.1016/j.jvb.2009.11.001

Gati, I., & Levin, N. (2012). The stability and structure of career decision-mak-ing profiles: A 1-year follow-up. Journal of Career Assessment, 20, 390–403. doi:10.1177/1069072712448892

Ginevra, M. C., Nota, L., Soresi, S., & Gati, I. (2012). Career decision-making profiles of Italian adolescents. Journal of Career Assessment, 20, 375–389. doi:10.1177/1069072712448739

Glavin, K., & Berger, C. A. (2012). Using career construction theory in employment counseling for sales and office and administrative support occupations. Journal of Em-ployment Counseling, 4, 185–191. doi:10.1002/j.2161-1920.2012.00019.x

Gottfredson, L. S. (2005). Applying Gottfredson’s theory of circumscription and com-promise in career guidance and counseling. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 71–100). Hoboken, NJ: Wiley.

Grabosky, T., Ishii, H., & Mase, S. (2012). The development of the counseling profession in Japan: Past, present, and future. Journal of Counseling & Development, 90, 221–226. doi:10.1111/j.1556-6676.2012.00027.x

Greenhaus, J. H., Peng, A. C., & Allen, T. D. (2012). Relations of work identity, family identity, situational demands, and sex with employee work hours. Journal of Vocational Behavior, 80, 27–37. doi:10.1016/j.jvb.2011.05.003

Hansen, J. C., & Leuty, M. E. (2012). Work values across generations. Journal of Career Assessment, 20, 34–52. doi:10.1177/1069072711417163

Hartog, D. N. , & Belschak, F. D. (2012). When does transformational leadership enhance employee proactive behavior? The role of autonomy and role breadth self-efficacy. Journal of Applied Psychology, 97, 194–202. doi:10.1037/a0024903

Hartung, P. J. (2010). Practice and research in career counseling and development—2009. The Career Development Quarterly, 59, 98–142.

Hayes, D., Huey, E. L., Hull, D. M., & Saxon, T. F. (2012). The influence of youth assets on the career decision self-efficacy in unattached Jamaican youth. Journal of Career Development, 39, 407–422. doi:10.1177/0894845310390364

Hees, C. K., Rottinghaus, P. J., Briddick, W. C., & Conrath, J. A. (2012). Work‐to school transitions in the age of the displaced worker: A psychology of working perspective. The Career Development Quarterly, 60, 333–342. doi:10.1002/j.2161-0045.2012.00025.x

Heintz, P. A. (2012). Work-life dilemmas emerging from lesbian executives’ nar-ratives. The Career Development Quarterly, 60, 122–133. doi:10.1002/j.2161-0045.2012.00010.x

Heslin, P. A., Bell, M. P., & Fletcher, P. O. (2012). The devil without and within: A conceptual model of social cognitive processes whereby discrimination leads stigmatized minorities to become discouraged workers. Journal of Organizational Behavior, 33, 840–862. doi:10.1002/job.1795

Hirschi, A. (2012). Callings and work engagement: Moderated mediation model of work meaningfulness, occupational identity, and occupational self-efficacy. Journal of Counseling Psychology, 59 479–485. doi:10.1037/a0028949

Hirschi, A., & Herrmann, A. (2012). Vocational identity achievement as a mediator of presence of calling and life satisfaction. Journal of Career Assessment, 20, 309–321. doi:10.1177/1069072711436158

Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44, 513–524.

Hohenshil, T. H., & Amundson, N. E. (2011). Publishing international counseling articles. Journal of Counseling & Development, 89, 313–317. doi:10.1002/j.1556-6678.2011.tb00095.x

Holland, J. L. (1985). Vocational Preference Inventory (VPI). Lutz, FL: Psychological Assessment Resources.

Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources.

Holland, J. L., Fritzsche, B. A., & Powell, A. B. (1994). Self-Directed Search: Technical manual. Odessa, FL: Psychological Assessment Resources.



Holland, J. M., Major, D. A., & Orvis, K. A. (2012). Understanding how peer mentor-ing and capitalization link STEM students to their majors. The Career Development Quarterly, 60, 343–354. doi:10.1002/j.2161-0045.2012.00026.x

Huang, G., Niu, X., Lee, C., & Ashford, S. J. (2012). Differentiating cognitive and af-fective job insecurity: Antecedents and outcomes. Journal of Organizational Behavior, 3, 752–769. doi:10.1002/job.1815

Hutz‐Midgett, A., & Hutz, C. (2012). Counseling in Brazil: Past, present, and future. Journal of Counseling & Development, 90, 238–242. doi:10.1111/j.1556-6676.2012.00030.x

Irvin, M. J., Byun, S., Meece, J. L., Farmer, T. W., & Hutchins, B. C. (2012). Educational barriers of rural youth: Relation of individual and contextual difference variables. Journal of Career Assessment, 20, 71–87. doi:10.1177/1069072711420105

Israelashvili, M., & Wegman‐Rozi, O. (2012). Formal and applied counseling in Israel. Jour-nal of Counseling & Development, 90, 227–232. doi:10.1111/j.1556-6676.2012.00028.x

Ivers, N. N., Milsom, A., & Newsome, D. W. (2012). Using Gottfredson’s theory of circumscription and compromise to improve Latino students’ school success. The Career Development Quarterly, 60, 231242. doi:10.1002/j.2161-0045.2012.00019.x

Jackson, D. N. (2000). Jackson Vocational Interest Survey manual (2nd ed.). Port Huron, MI: Research Psychologists Press.

Jadidian, A., & Duffy, R. D. (2012). Work volition, career decision self-efficacy and academic satisfaction: An examination of mediators and moderators. Journal of Career Assessment, 20, 154–165. doi:10.1177/1069072711420851

Jiang, K., Liu, D., McKay, P. F., Lee, T. W., & Mitchell, T. R. (2012). When and how is job embeddedness predictive of turnover? A meta-analytic investigation. Journal of Applied Psychology, 97, 1077–1096. doi:10.1037/a0028610

Jin, L., Ye, S., & Watkins, D. (2012). The dimensionality of the Career Decision Self-Efficacy Scale–Short Form among Chinese graduate students. Journal of Career Assess-ment, 20, 520–529. doi:10.1177/1069072712450492

Kanagui-Munoz, M., Garriott, P. O., Flores, L. Y., Cho, S., & Groves, J. (2012). Latina/o food industry employees’ work experiences: Work barriers, facilitators, motivators, training preferences, and perceptions. Journal of Career Development, 39, 118–139. doi:10.1177/0894845311400412

Kelly, K. R., & Lee, W. (2002). Mapping the domain of career decision problems. Journal of Vocational Behavior, 61, 302–326. doi:10.1006/jvbe.2001.1858

Klehe, U., Vianen, A. M., & Zikic, J. (2012). Coping with economic stress: Introduction to the special issue. Journal of Organizational Behavior, 33, 745–751. doi:10.1002/job.1816

Konrad, A. M., & Yang, Y. (2012). Is using work–life interface benefits a career‐limiting move? An examination of women, men, lone parents, and parents with partners. Journal of Organizational Behavior, 33, 1095–1119. doi:10.1002/job.1782

Körner, A., Reitzle, M., Silbereisen, R. K. (2012). Work-related demands and life satisfac-tion: The effects of engagement and disengagement among employed and long-term unemployed people. Journal of Vocational Behavior, 80, 187–196. doi:10.1016/j.jvb.2011.05.004

Koumoundourou, G. A., Kounenou, K., & Siavara, E. (2012). Core self-evaluations, career decision self-efficacy, and vocational identity among Greek adolescents. Journal of Career Development, 39, 269–286. doi:10.1177/0894845310397361

Lam, S. S., Ng, T. W., & Feldmen, D. C. (2012). The relationship between external job mobility and salary attainment across career stages. Journal of Vocational Behavior, 80, 129–136. doi:10.1016/j.jvb.2011.05.002

Lapan, R. T., Whitcomb, S. A., & Aleman, N. M. (2012). Connecticut professional school counselors: College and career counseling services and smaller ratios ben-efit students. Professional School Counseling Journal, 16, 117–124. doi:10.5330/PSC.n.2012-16.124

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York, NY: Springer.Lee, D. L., & Ahn, S. (2012). Discrimination against Latina/os: A meta-analysis of

individual-level resources and outcomes. The Counseling Psychologist, 40, 28–65. doi:10.1177/0011000011403326



Lee, S., & Park, H. (2012). Influence of temporal distance on the perceived importance of career‐related self‐efficacy and outcome expectations. The Career Development Quarterly, 60, 194–206. doi:10.1002/j.2161-0045.2012.00016.x

Lee, S., Suh, S., Yang, E., & Jang, Y. (2012). History, current status, and future prospects of counseling in South Korea. Journal of Counseling & Development, 90, 494–499. doi:10.1002/j.1556-6676.2012.00061.x

Lent, R. W. (2012). Work and relationship: Is vocational psychology on the eve of con-struction? The Counseling Psychologist, 40, 268–278. doi:10.1177/0011000011422824

Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122. doi:10.1006/jvbe.1994.1027

Leong, F. T., & Leach, M. M. (2007). Internationalizing counseling psychology in the United States: A SWOT analysis. Applied Psychology: An International Review, 56, 165–181. doi:10.1111/j.1464-0597.2007.00283.x

Liu, Y., Englar‐Carlson, M., & Minichiello, V. (2012). Midlife career transitions of men who are scientists and engineers: A narrative study. The Career Development Quarterly, 60, 273–288. doi:10.1002/j.2161-0045.2012.00023.x

Major, D. A., Holland, J. M., & Oborn, K. L. (2012). The influence of proactive person-ality and coping on commitment to STEM majors. The Career Development Quarterly, 60, 16–24. doi:10.1002/j.2161-0045.2012.00002.x

Malikiosi‐Loizos, M., & Ivey, A. E. (2012). Counseling in Greece. Journal of Counseling & Development, 90, 113–118. doi:1556-6676.2012.00016.x

Maslow, A. H. (1970). Motivation and personality (Rev. ed.). New York, NY: Harper & Row.Masuda, A. D., McNall, L. A., Allen, T. D., Nicklin, J. M. (2012). Examining the constructs

of work-to-family enrichment and positive spillover. Journal of Vocational Behavior, 80, 197–210. doi:10.1016/j.jvb.2011.06.002

McMahon, M., & Watson, M. (2012). Telling stories of career assessment. Journal of Career Assessment, 20, 440–451. doi:10.1177/1069072712448999

McWhirter, E. H., & McWhirter, B. T. (2012). Critical perspectives on adoles-cent vocational guidance in Chile. Journal of Career Development, 39, 386–404. doi:10.1177/0894845311400910

Meyer, J. P., Stanley, L. J., & Parfyonova, N. M. (2012). Employee commitment in context: The nature and implication of commitment profiles. Journal of Vocational Behavior, 80, 1–16. doi:10.1016/j.jvb.2011.07.002

Moriano, J. A., Gorgievski, M., Laguna, M., Stephan, U., & Zarafshani, K. (2012). A cross-cultural approach to understanding entrepreneurial intention. Journal of Career Development, 29, 162–185. doi:10.1177/0894845310384481

Mueller, K., Hattrup, K., Spiess, S., & Lin-Hi, N. (2012). The effects of corporate social responsibility on employees’ affective commitment: A cross-cultural investigation. Journal of Applied Psychology, 97, 1186–1200. doi:10.1037/a0030204

Murphey, C. M., & Shillingford, M. A. (2012). Supporting unemployed, middle-aged men: A psychoeducational group approach. Journal of Employment Counseling, 49, 85–96. doi:10.1002/j.2161-1920.2012.00009.x

National Center for O*NET Development. (2006). O*NET production database. Re-trieved from http://www.onetcenter.org/database.html

Nauta, M. M. (2012a). Are RIASEC interests traits? Evidence based on self-other agree-ment. Journal of Career Assessment, 20, 426–439. doi:10.1177/1069072712448895

Nauta, M. M. (2012b). Temporal stability, correlates, and longitudinal out-comes of career indecision factors. Journal of Career Development, 39, 540–558. doi:10.1177/0894845311410566

Ng, T. W., & Feldman, D. C. (2012). The effects of organizational and community embed-dedness on work-to-family and family-to-work conflict. Journal of Applied Psychology, 97, 1233–1251. doi:10.1037/a0029089

Obschonka, M., Goethner, M., Silbereisen, R. K., & Cantner, U. (2012). Social identity and the transition to entrepreneurship: The role of group identification with workplace peers. Journal of Vocational Behavior, 80, 137–147. doi:10.1016/j.jvb.2011.05.007



Obschonka, M., Silbereisen, R. K., & Schmitt‐Rodermund, E. (2012). Explaining entre-preneurial behavior: Dispositional personality traits, growth of personal entrepreneurial resources, and business idea generation. The Career Development Quarterly, 60, 178–190. doi:10.1002/j.2161-0045.2012.00015.x

Obschonka, M., Silbereisen, R. K., Wasilewski, J. (2012). Constellations of new demands concerning careers and jobs: Results from a two-country study on social and economic change. Journal of Vocational Behavior, 80, 211–223. doi:10.1016/j.jvb.2011.08.002

Ohler, D. L., & Levinson, E. M. (2012). Using Holland’s theory in employment counsel-ing: Focus on service occupations. Journal of Employment Counseling, 49, 148–159. doi:10.1002/j.2161-1920.2012.00016.x

Ojeda, L., Pina-Watson, B., Castillo, L. G., Castillo, R., Khan, N., & Leigh, J. (2012). Acculturation, enculturation, ethnic identity, and conscientiousness as predictors of Latino boys’ and girls’ career decision self-efficacy. Journal of Career Development, 39, 208–228. doi:10.1177/0894845311405321

Okech, J., & Kimemia, M. (2012). Professional counseling in Kenya: History, cur-rent status, and future trends. Journal of Counseling & Development, 90, 107–112. doi:10.1111/j.1556-6676.2012.00015.x

Okocha, A. G., & Alika, I. H. (2012). Professional counseling in Nigeria: Past, present, and future. Journal of Counseling & Development, 90, 362–366. doi:10.1002/j.1556-6676.2012.00045.x

Okurame, D. E. (2012). Linking work-family conflict to career commitment: The moder-ating effects of gender and mentoring among Nigerian civil servants. Journal of Career Development, 39, 423–442. doi:10.1177/0894845310391903

Olry-Louis, I., Brémond, C., & Pouliot, M. (2012). Confidence sharing in the voca-tional counselling interview: Emergence and repercussions. International Journal for Educational and Vocational Guidance, 12, 47–65. doi:10.1007/s10775-011-9191-6

O’Morain, P., McAuliffe, G. J., Conroy, K., Johnson, J. M., & Michel, R. E. (2012). Counseling in Ireland. Journal of Counseling & Development, 90, 367–372. doi:10.1002/j.1556-6676.2012.00046.x

Osborn, D. S. (2012). An international discussion about cross-cultural career assessment. International Journal for Educational and Vocational Guidance, 12, 5–16. doi:10.1007/s10775-012-9220-0

Osborn, D. S., & LoFrisco, B. M. (2012). How do career centers use social network-ing sites? The Career Development Quarterly, 60, 263–272. doi:10.1002/j.2161-0045.2012.00022.x

Packard, B., Leach, M., Ruiz, Y., Nelson, C., & DiCocco, H. (2012). School-to-work transition of career and technical education graduates. The Career Development Quar-terly, 60, 134–144. doi:10.1002/j.2161-0045.2012.00011.x

Palmer, G. J., Palmer, R. W., & Payne‐Borden, J. (2012). Evolution of counseling in Jamaica: Past, present, and future trends. Journal of Counseling & Development, 90, 97–101. doi:10.1111/j.1556-6676.2012.00013.x

Park‐Taylor, J., & Vargas, A. (2012). Using the constructs multifinality, work hope, and possible selves with urban minority youth. The Career Development Quarterly, 60, 243–253. doi:10.1002/j.2161-0045.2012.00020.x

Parnell, M. K., Lease, S. H., & Green, M. L. (2012). Perceived career barriers for gay, lesbian, and bisexual individuals. Journal of Career Development, 39, 248–268. doi:10.1177/0894845310386730

Parsons, F. (1909). Choosing a vocation. Boston, MA: Houghton Mifflin. Päßler, K., & Hell, B. (2012). Do interests and cognitive abilities help explain college major

choice equally well for women and men? Journal of Career Assessment, 20, 479–496. doi:10.1177/1069072712450009

Perry, J. C., & Calhoun-Butts, C. (2012). A qualitative study of urban Hispanic youth in an after-school program: Career, cultural, and educational development. The Counseling Psychologist, 40, 477–519. doi:10.1177/0011000011414733

Plant, P. (2012). Quality assurance and evidence in career guidance in Europe: Counting what is measured or measuring what counts? International Journal for Educational and Vocational Guidance, 12, 91–104. doi:10.1007/s10775-011-9195-2



Plimmer, G. (2012). Adult career counseling using possible selves: A quasi-experi-mental field study in naturalistic settings. Journal of Career Assessment, 20, 53–70. doi:10.1177/1069072711417164

Poitras, S., Guay, F., & Ratelle, C. F. (2012). Using the Self-Directed Search in research: Selecting a representative pool of items to measure vocational interests. Journal of Career Development, 39, 186–207. doi:10.1177/0894845310384593

Pollack, J. M., Vanepps, E. M., & Hayes, A. F. (2012). The moderating role of social ties on entrepreneurs’ depressed affect and withdrawal intentions in response to economic stress. Journal of Organizational Behavior, 33, 789–810. doi:10.1002/job.1794

Pope, M. (2012). Embracing and harnessing diversity in the U.S. workforce: What have we learned? International Journal for Educational and Vocational Guidance, 12, 17–30. doi:10.1007/s10775-012-9215-x

Prilleltensky, I., & Stead, G. B. (2012). Critical psychology and career development: Unpacking the adjust-challenge dilemma. Journal of Career Development, 39, 321–340. doi:10.1177/0894845310384403

Proyer, R. T., Sidler, N., Weber, M., & Ruch, W. (2012). A multi-method approach to studying the relationship between character strengths and vocational interests in ado-lescents. International Journal for Educational and Vocational Guidance, 12, 141–157. doi:10.1007/s10775-012-9223-x

Pryor, R. L., & Bright, J. H. (2012). The value of failing in career development: A chaos theory perspective. International Journal for Educational and Vocational Guidance, 12, 67–79. doi:10.1007/s10775-011-9194-3

Puig, A., Baggs, A., Mixon, K., Min Park, Y., Young Kim, B., & Min Lee, S. (2012). Rela-tionship between job burnout and personal wellness in mental health professions. Jour-nal of Employment Counseling, 49, 98–109. doi:10.1002/j.2161-1920.2012.00010.x

Raghuram, A., Luksyte, A., Avery, D. R., & Macoukji, F. (2012). Does your supervisor stress you out? How support influences sex differences in stress among immigrants. Journal of Career Development, 39, 99–117. doi:10.1177/0894845310377499

Rehfuss, M. C. (2009). The future career autobiography: A narrative measure of career intervention effectiveness. The Career Development Quarterly, 58, 82–90. doi:10.1002/j.2161-0045.2009.tb00177.x

Rehfuss, M. C., & Di Fabio, A. (2012). Validating the future career autobiogra-phy as a measure of narrative change. Journal of Career Assessment, 20, 452–462. doi:10.1177/1069072712450005

Rehfuss, M. C., Gambrell, C. E., & Meyer, D. (2012). Counselors’ perceived person–environment fit and career satisfaction. The Career Development Quarterly, 60, 145–151. doi:10.1002/j.2161-0045.2012.00012.x

Richards, K. M., Zivave, A. T., Govere, S. M., Mphande, J., & Dupwa, B. (2012). Coun-seling in Zimbabwe: History, current status, and future trends. Journal of Counseling & Development, 90, 102–106. doi:10.1111/j.1556-6676.2012.00014.x

Richardson, M. S. (2012a). Counseling for work and relationship. The Counseling Psycholo-gist, 40, 190–242. doi:10.1177/0011000011406452

Richardson, M. S. (2012b). The ongoing social construction of the counseling for work and relationship perspective. The Counseling Psychologist, 40, 279–290. doi:10.1177/0011000011430097

Rochlen, A. B., Mohr, J. J., & Hargrove, B. K. (1999). Development of the Attitudes Toward Career Counseling Scale. Journal of Counseling Psychology, 46, 196–206.

Ronzio, C. R. (2012). Counseling issues for adult women in career transition. Journal of Employment Counseling, 49, 74–84. doi:10.1002/j.2161-1920.2012.00008.x

Rossier, J. (2012). Editorial. International Journal for Educational and Vocational Guid-ance, 12, 45–46. doi:10.1007/s10775-012-9218-7

Rossier, J., Trusty, J., Schultheiss, D. E., Van Esbroeck, R., & Niles, S. (2012). CDQ and IJEVG editors’ joint statement on the third special international section. International Journal for Educational and Vocational Guidance, 12, 1–3. doi:10.1007/s10775-012-9217-8

Rottinghaus, P. J., Buelow, K. L., Matyja, A., & Schneider, M. R. (2012). The Career Futures Inventory–Revised: Measuring dimensions of career adaptability. Journal of Career Assessment, 20, 123–139. doi:10.1177/1069072711420849



Rowan-Kenyon, H. T., Swan, A. K., & Creager, M. F. (2012). Social cognitive factors, sup-port, and engagement: Early adolescents’ math interests as precursors to choice of career. The Career Development Quarterly, 60, 2–15. doi:10.1002/j.2161-0045.2012.00001.x

Sadeh, N., & Karniol, R. (2012). The sense of self-continuity as a resource in adaptive coping with job loss. Journal of Vocational Behavior, 80, 93–99. doi:10.1016/j.jvb.2011.04.009

Saka, N., Gati, I., & Kelly, K. R. (2008). Emotional and personality-related aspects of career decision-making difficulties. Journal of Career Assessment, 16, 403–424. doi:10.1177/1069072708318900

Salmela-Aro, K., Mutanen, P., & Vuori, J. (2012). Promoting career preparedness and intrinsic work-goal motivation: RCT intervention. Journal of Vocational Behavior, 80, 67–75. doi:10.1016/j.jvb.2011.07.001

Sampson, J. P., Jr., Peterson, G. W., Lenz, J. G., Reardon, R. C., & Saunders, D. E. (1996). Improving your career thoughts: A workbook for the Career Thoughts Inventory. Odessa, FL: Psychological Assessment Resources.

Santos, P. J., & Ferreira, J. A. (2012). Career decision statuses among Portuguese sec-ondary school students: A cluster analytical approach. Journal of Career Assessment, 20, 166–181. doi:10.1177/1069072711420853

Savickas, M. L. (2005). The theory and practice of career construction. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 42–70). Hoboken, NJ: Wiley.

Schaub, M. (2004). Social cognitive career theory: Examining the mediating role of so-ciocognitive variables in the relation of personality to vocational interests. Dissertation Abstracts International: Section A. Humanities & Social Sciences, 64, 2463.

Schenck, P. M., Anctil, T. M., Smith, C., & Dahir, C. (2012). Coming full circle: Reoc-curring career development trends in schools. The Career Development Quarterly, 60, 221–230. doi:10.1002/j.2161-0045.2012.00018.x

Schermer, J. A. (2012). The Jackson Career Explorer: Two further validity studies. Journal of Career Assessment, 20, 507–519. doi:10.1177/1069072712450288

Schmidt, C. D., Hardinge, G. B., & Rokutani, L. J. (2012). Expanding the school coun-selor repertoire through STEM-focused career development. The Career Development Quarterly, 60, 25–35. doi:10.1002/j.2161-0045.2012.00003.x

Schuette, C. T., Ponton, M. K., & Charlton, M. L. (2012). Middle school children’s career aspirations: Relationship to adult occupations and gender. The Career Develop-ment Quarterly, 60, 35–46. doi:10.1002/j.2161-0045.2012.00004.x

Senyonyi, R. M., Ochieng, L. A., & Sells, J. (2012). The development of professional counseling in Uganda: Current status and future trends. Journal of Counseling & Development, 90, 500–504. doi:10.1002/j.1556-6676.2012.00062.x

Shawahin, L., & Çiftçi, A. (2012). Counseling and mental health care in Palestine. Journal of Counseling & Development, 90, 378–382. doi:10.1002/j.1556-6676.2012.00048.x

Simons, J. D., Hutchison, B., & Baštecká, Z. (2012). Counseling in the Czech Repub-lic: History, status, and future. Journal of Counseling & Development, 90, 233–237. doi:10.1111/j.1556-6676.2012.00029.x

Sochos, A., Bowers, A., & Kinman, G. (2012). Work stressors, social support, and burn-out in junior doctors: Exploring direct and indirect pathways. Journal of Employment Counseling, 49, 62–73. doi:10.1002/j.2161-1920.2012.00007.x

Solberg, V. S., Phelps, L. A., Haakenson, K. A., Durham, J. F., & Timmons, J. (2012). The nature and use of individualized learning plans as a promis-ing career intervention strategy. Journal of Career Development, 39, 500–514. doi:10.1177/0894845311414571

Sonnentag, S., Mojza, E. J., Demerouti, E., & Bakker, A. B. (2012). Reciprocal relations between recovery and work engagement: The moderating role of job stressors. Journal of Applied Psychology, 97, 842–853. doi:10.1037/a0028292

Soroko, E. (2012). The presentation of self in letters of application: A mixed-method approach. Journal of Employment Counseling, 49, 4–17. doi:10.1002/j.2161-1920.2012.00002.x

Soylu, A., & Snider Campbell, S. (2012). Physical and emotional stress of technology on employees in the workplace. Journal of Employment Counseling, 49, 130–139. doi:10.1002/j.2161-1920.2012.00013.x



Stead, G. B., & Perry, J. C. (2012). Toward critical psychology perspectives of work-based tran-sitions. Journal of Career Development, 39, 315–320. doi:10.1177/0894845311405661

Stead, G. B., Perry, J. C., Munka, L. M., Bonnett, H. R., Shiban, A. P., & Care, E. (2012). Qualitative research in career development: Content analysis from 1990 to 2009. International Journal for Educational and Vocational Guidance, 12, 105–122. doi:10.1007/s10775-011-9196-1

Stebleton, M. J. (2012). The meaning of work for Black African immigrant adult college students. Journal of Career Development, 39, 50–75. doi:10.1177/0894845309358888

Stebleton, M. J., & Eggerth, D. E. (2012). Returning to our roots: Immigrant populations at work. Journal of Career Development, 39, 3–12. doi:10.1177/0894845311417131

Steger, M. F., Dik, B. J., & Duffy, R. D. (2012). Measuring meaningful work: The Work and Meaning Inventory (WAMI). Journal of Career Assessment, 20, 322–337. doi:10.1177/1069072711436160

Sterner, W. R. (2012). Integrating existentialism and Super’s life-span, life-space approach. The Career Development Quarterly, 60, 152–162. doi:10.1002/j.2161-0045.2012.00013.x

Strauser, D. R., O’Sullivan, D., & Wong, A. W. (2012). Work personality, work engagement, and academic effort in a group of college students. Journal of Employment Counseling, 49, 50–61. doi:10.1002/j.2161-1920.2012.00006.x

Strauss, K., Griffin, M. A., & Parker, S. K. (2012). Future work selves: How salient hoped-for identities motivate proactive career behaviors. Journal of Applied Psychology, 97, 580–598. doi:10.1037/a0026423

Strenger, J. E., & Littman-Ovadia, H. (2012). The contribution of the counselor–client working alliance to career exploration. Journal of Career Assessment, 20, 140–153. doi:10.1177/1069072711420850

Sudnik, P. (2012). Picking up the pieces: Themes in Macedonian midcareer transi-tions. International Journal for Educational and Vocational Guidance, 12, 123–139. doi:10.1007/s10775-011-9214-3

Super, D. E. (1980). A life-span, life-space approach to career development. Journal of Vocational Behavior, 16, 282–298. doi:10.1016/0001-8791(80)90056-1

Super, D. E., Savickas, M. L., & Super, C. M. (1996). The life-span, life-space approach to careers. In D. Brown, L. Brooks, & Associates (Eds.), Career choice and development: Apply-ing contemporary theories to practice (3rd ed., pp. 121–178). San Francisco, CA: Jossey-Bass.

Swaney, K. B., Allen, J., Casillas, A., Hanson, M., & Robbins, S. B. (2012). Interests, work values, and occupations: Predicting work outcomes with the WorkKeys Fit Assess-ment. Journal of Career Assessment, 20, 359–374. doi:10.1177/1069072712448730

Thomas, R., & Henning, S. (2012). Counseling in Switzerland: Past, present, and future. Journal of Counseling & Development, 90, 505–509. doi:10.1002/j.1556-6676.2012.00063.x

Thrift, M., Ulloa‐Heath, J., Reardon, R. C., & Peterson, G. W. (2012). Career interven-tions and the career thoughts of Pacific Island college students. Journal of Counseling & Development, 90, 169–176. doi:10.1111/j.1556-6676.2012.00022.x

Tillotson, K., & Osborn, D. (2012). Effect of a résumé-writing workshop on résumé-writing skills. Journal of Employment Counseling, 49, 110–117. doi:10.1002/j.2161-1920.2012.00011.x

Tims, M., Bakker, A. B., Derks, D. (2012). Development and validation of the job craft-ing scale. Journal of Vocational Behavior, 80, 173–186. doi:10.1016/j.jvb.2011.05.009

Tokar, D. M., Buchanan, T. S., Subich, L. M., Hall, R. J., & Williams, C. M. (2012). A structural examination of the Learning Experiences Questionnaire. Journal of Vocational Behavior, 80, 50–66. doi:10.1016/j.jvb.2011.08.003

Torrey, C. L., & Duffy, R. D. (2012). Calling and well-being among adults: Differ-ential relations by employment status. Journal of Career Assessment, 20, 415–425. doi:10.1177/1069072712448894

Tovar‐Murray, D., Jenifer, E. S., Andrusyk, J., D’Angelo, R., & King, T. (2012). Racism‐related stress and ethnic identity as determinants of African American college students’ career aspirations. The Career Development Quarterly, 60, 254–262. doi:10.1002/j.2161-0045.2012.00021.x



Tracey, T. J., Allen, J., & Robbins, S. B. (2012). Moderation of the relation between person–environment congruence and academic success: Environmental constraint, personal flexibility and method. Journal of Vocational Behavior, 80, 38–49. doi:10.1016/j.jvb.2011.03.005

Tuason, M. G., Fernandez, K., Catipon, M. P., Trivino‐Dey, L., & Arellano‐Carandang, M. (2012). Counseling in the Philippines: Past, present, and future. Journal of Counseling & Development, 90, 373–377. doi:10.1002/j.1556-6676.2012.00047.x

Tuicomepee, A., Romano, J. L., & Pokaeo, S. (2012). Counseling in Thailand: Develop-ment from a Buddhist perspective. Journal of Counseling & Development, 90, 357–361. doi:10.1002/j.1556-6676.2012.00044.x

Turner, S. L., Alliman-Brissett, A., Lapan, R. T., Udipi, S., & Ergun, D. (2003). The career-related parent support scale. Measurement and Evaluation in Counseling and Development, 36, 83–94.

Valdivia, C., & Flores, L. Y. (2012). Factors affecting the job satisfaction of Latino/a immigrants in the midwest. Journal of Career Development, 39, 31–49. doi:10.1177/0894845310386478

VanVoorhis, R. W., Levinson, E. M., Ohler, D. L., & Hohenshil, T. H. (2012). Career devel-opment theory and employment counseling: Focus on “hot” occupational opportunities. Journal of Employment Counseling, 49, 146–147. doi:10.1002/j.2161-1920.2012.00015.x

VanVoorhis, R. W., & Protivnak, J. J. (2012). Using values-based approaches in employment counseling and assessment: Professional and related occupations. Journal of Employment Counseling, 49, 160–171. doi:10.1002/j.2161-1920.2012.00017.x

Velez, B. L., & Moradi, B. (2012). Workplace support, discrimination, and person-organization fit: Tests of theory of work adjustment with LGB individuals. Journal of Counseling Psychology, 59, 399–407. doi:10.1037/a0028326

Vuori, J., Toppinen-Tanner, S., & Mutanen, P. (2012). Effects of resource-building group intervention on career management and mental health in work organizations: Randomized controlled field trial. Journal of Applied Psychology, 97, 273–286. doi:10.1037/a0025584

Walker, T. L. & Tracey, T. J. G. (2012). Perceptions of occupational prestige: Differences between African American and White college students. Journal of Vocational Behavior, 80, 76–81. doi:10.101116/j.jvb.2011.06.003

Whitmarsh, L., & Keyser Wentworth, D. (2012). Gender similarity or gender difference? Contemporary women’s and men’s career patterns. The Career Development Quarterly, 60, 47–64. doi:10.1002/j.2161-0045.2012.00005.x

Wu, C., & Griffin, M. A. (2012). Longitudinal relationships between core self-evaluations and job satisfaction. Journal of Applied Psychology, 97, 331–342. doi:10.1037/a0025673

Yeo, L., Tan, S., & Neihart, M. F. (2012). Counseling in Singapore. Journal of Counseling & Development, 90, 243–248. doi:10.1111/j.1556-6676.2012.00031.x

Zhao, L. (2012). Effects of social supports on the career choice consideration of Chinese farmers: A social cognitive perspective. The Career Development Quarterly, 60, 355–366. doi:10.1002/j.2161-0045.2012.00027.x

Zhou, S., Leung, S., & Li, X. (2012). The meaning of work among Chinese university students: Findings from prototype research methodology. Journal of Counseling Psychology, 59, 408–423. doi:10.1037/a0028374


practice and research in career counseling and development-2012

Documents