Argues that separate career development theories and measures for women focus on their need to cope with multiple roles, but assume that child care is women's responsibility. Suggests a broader perceptive about the roles of work and family that would enable measures and theories developed for women to be applied to both men and women. (SK)

Ten articles in this special issue deal with competencies and how their use is revolutionizing human resource management and the work of career practitioners. Topics include competency technology, models, and mapping; behavioral interviewing; talent management; emotional intelligence; succession planning; and lifelong learning. (JOW)

Discusses how flatter organizations provide fewer opportunities for career progression, requiring new ways to reward performance and individual responsibility for career development. Notes that essential career competencies are optimizing career prospects, using career planning skills, engaging in personal development, and balancing work and…

A model of reactions to career barriers explains how people differ in appraising situations and establishing coping strategies based on a mix of emotional and cognitive processes, appraisal styles, and predispositions. (SK)

Critiques Loughead and Black's conceptual framework of the "job change thermostat" (CE 521 788). Modifies the metaphor and adds the concept of beliefs that affect career choices and changes. (SK)

Describes career education efforts in South Carolina and Virginia. (JOW)

The Purdue Stepped Approach Model integrates career development and mental health counseling in a five-step continuum: (1) minimal intervention (e.g., career days, workshops); (2) media-assisted self-instruction; (3) minimal contact (single or periodic counseling sessions); (4) group counseling; and (5) individual counseling. (SK)

Defines career information, discusses how information is acquired and used, and provides a model for moving career information to career knowledge. In the model of self, search, and synthesis, individuals develop information about themselves, gather information about the world of work, synthesize the information, and apply their knowledge to the…

Provides insight into how principals can become more dynamic resources for career development in schools at all educational levels. (JOW)

The paper views career development for gifted and talented youth as an organized, long-term commitment which should begin with parents, be fostered by educators, and continue into work settings in which professionals are engaged. At-risk students from backgrounds that do not foster such career development activities require additional assistance.…

Recounts themes in Hoyt's article on the career development status of women and minorities. Concludes that although social initiatives must certainly continue to be pursued, more immediate impact on clients' situations might be gained through efforts to help individuals overcome internal barriers to the quality of life they desire. (ABL)

Comments on Hoyt's article on the career development status of women and minorities. Commends Hoyt for providing agenda for action that career development professionals can follow to meet the challenges of equity of opportunity in the societal marketplace. Recommends National Career Development Association be a part of the solution to the problem…

In the New York area there are approximately 10 university-based labor education programs, and most larger unions have committed considerable resources to education. They have demonstrated their value to workers, benefits to employers, and advantages for unions, and have raised hopes that organized labor will garner the respect and recognition it…

Misunderstandings in assessing career development are often a reflection of basic underlying differences in perspective. This article illustrates how the perspectives of field orientation, time frame, and goal setting influence such assessment. With this information, implications for practice and suggestions regarding possibilities for a…

Provides suggestions for school counselors in promoting vocational and career development for special needs students. Makes recommendations based on theory and research in the field of career development and looks at the origin and evolution of career development theory as it relates to special populations. (JOW)