The authors provide a reaction to the Major Contribution by Richardson in this issue of "The Counseling Psychologist" on the counseling for work and relationships perspective. The authors examine the trajectory of Richardson's work, beginning with her seminal article in 1993, which set the stage for a new paradigm for vocational psychology.…

In an interview, Dr. Deborah W. Proctor, eCurriculum Director for Academic Innovations/ Minnesota Online and Co-Chair for the MERLOT International Conference, outlines her academic path that led to her current position and interests. As e-Curriculum Director for Academic Innovations in the Office of the Chancellor she works with system…

Focuses on developing a conceptual framework for the mentoring process. The model is based on the premise that mentoring is not a single event in the life of a worker but rather several events with several different levels of mentoring. (Author)

New psychological perspectives have invalidated the career theories of static personality, career stages, and life cycle. Models compatible with current psychology include objective career patterns, temporal development, and transition cycle. (SK)

Describes "Taking Control of Your Career and Your Future, for Nurses by Nurses," a professional development initiative that consists of a workshop and follow-up career counseling. (JOW)

By presenting their model of midcareer development, Power and Rothausen have turned counseling psychologists' attention to a set of lifespan career issues that have often been overlooked. I address three primary issues in this reaction to the model. First, their model highlights the unfortunate partitioning that has occurred in the study of…

Introduces a "developmental-contextual" framework for conceptualizing and studying career development in adolescence, including implications of such a framework for intervention. (Author/ABB)

Goodyear, Wertheimer, Cypers, and Rosemond refine Ronnestad and Skovholt's counselor development model and some of its implications. Fouad's reaction to the articles in this issue describes how counselors' careers develop and the implications for training. Contains 16 and 9 references respectively. (SK)

New perspectives on human behavior have invalidated some assumptions of career theories such as personality type, career stages, and life-cycle models. Other theories, such as Driver's Objective Career Patterns, Schein's Temporal Development Model, and Nicholson's Transition Cycle, are compatible with current psychological understanding. (SK)

Envisions mentoring as a blend of human development in three dimensions: socialization, task development, and lifespan development. Views the mentoring relationship as a tool to use throughout the lifespan for managing transitions. (SK)

The complexity of today's global realities can be overwhelming and result in profound feelings of chaos. While technology has brought great advancements, it has also brought unprecedented rates of change, job loss, a growing disparity is the socio-economic status of individuals, and a shrinking world in which people representing diverse cultures,…

Presents a heuristic model of African American student career development and strategies for counseling: (1) fostering intrinsic motivation; (2) advocating; (3) incorporating students' culture into career programs; and (4) involving the minority community. (SK)

Power and Rothausen (2003) have proposed a midcareer development model that expands on the tasks traditionally associated with Super's maintenance stage. The model delineates three levels of midcareer development for workers who are interested in staying in their chosen fields. In this commentary, the author discusses some of the strengths and…

Discusses the terms career development, career planning, career pathing, and career management; identifies the common delivery systems of these career functions; describes a career stages model; identifies career anchors; and discusses work values and interests. (CT)

Examines the importance of human systems as a relevant aspect of development processes and looks at the career anchor model proposed by Schein as a possible area in the analysis of the instructional developer/client relationships. Fourteen references are listed. (Author/LLS)