| |
| |
| Preface | |
| |
| |
| |
| The Need for Treatment Plans | |
| |
| |
| |
| Introduction | |
| |
| |
| Who This Book Is For | |
| |
| |
| Basis of This Book | |
| |
| |
| Overview of the Book | |
| |
| |
| |
| The Complexity of Career Counseling | |
| |
| |
| Changes in the Workplace | |
| |
| |
| Changes in the Career Counseling Profession | |
| |
| |
| Changes in the Definition of Career | |
| |
| |
| |
| Treatment Plans in Career Counseling | |
| |
| |
| The Need for Treatment Planning | |
| |
| |
| Developing a Treatment Plan | |
| |
| |
| Documentation of Treatment Plans | |
| |
| |
| |
| The Intake Interview | |
| |
| |
| |
| Information-Gathering Process | |
| |
| |
| The Intake Assessment | |
| |
| |
| |
| Gathering Demographic and Career Information | |
| |
| |
| |
| Gathering Personal History Information | |
| |
| |
| |
| Developing Rapport with the Client | |
| |
| |
| Interview Skills Used in the Intake Assessment | |
| |
| |
| Develop Rapport with the Client | |
| |
| |
| Observe and Attend to the Client | |
| |
| |
| Ask Pertinent Questions | |
| |
| |
| Reflect Client's Feelings | |
| |
| |
| Paraphrase the Client's Words | |
| |
| |
| Use Encouragers | |
| |
| |
| Clarify Mixed Messages | |
| |
| |
| Summarize the Client's Information | |
| |
| |
| Be Self-Reflective | |
| |
| |
| |
| Self- and World-of-Work Assessment | |
| |
| |
| Self-Assessment | |
| |
| |
| Quantitative Assessments | |
| |
| |
| Qualitative Assessments | |
| |
| |
| World-of-Work Assessment | |
| |
| |
| |
| Developing Treatment Plans | |
| |
| |
| |
| Conceptualizing Developmental Theories | |
| |
| |
| Ginzberg, Ginsburg, Axelrad, and Herma's Developmental Model | |
| |
| |
| Super's Theory of Vocational Development | |
| |
| |
| Socioeconomic Theory | |
| |
| |
| Application of the Developmental Theories | |
| |
| |
| |
| Conceptualizing Cognitive Theories | |
| |
| |
| Krumboltz's Social Learning Theory of Career Decision Making | |
| |
| |
| Social-Cognitive Career Theory | |
| |
| |
| Cognitive Information-Processing Approach | |
| |
| |
| Application of the Cognitive Theories | |
| |
| |
| |
| Conceptualizing Matching Theories | |
| |
| |
| Holland's Personality Theory | |
| |
| |
| Roe's Model of Personality | |
| |
| |
| Trait and Factor Theory | |
| |
| |
| Application of the Matching Theories | |
| |
| |
| |
| Conceptualizing Decision-Making Theories | |
| |
| |
| Katz's Sequential Elimination Model | |
| |
| |
| Tiedeman's Career Decision-Making Model | |
| |
| |
| Gelatt's Decision-Making Model | |
| |
| |
| Application of the Decision-Making Theories | |
| |
| |
| |
| Conceptualizing Implementation and Adjustment Theories | |
| |
| |
| Liptak's Leisure Theory of Career Development | |
| |
| |
| Theory of Work Adjustment (TWA) | |
| |
| |
| Hershenson's Model of Work Adjustment | |
| |
| |
| Application of the Implementation and Adjustment Theories | |
| |
| |
| |
| Integrating the Theories | |
| |
| |
| |
| Application of the Treatment Planning Model | |
| |
| |
| References | |