responding to a community need: oakland university's adult career counseling center

Responding to a Community Need: Oakland University’s Adult Career Counseling Center

Jane Goodman Nancy Savage

Rapid changes in the world of work coupled with changes in individuals’ needs necessitate career counseling assistance. The Oakland University Adult Ca- reer Counseling Center uses the services of counseling students to offer career advising to community adults at no charge. The center and its approach are described, along with brief examples of typical clients.

Bookstores are full of apocalyptic visions of the future of the world of work. For example, R a i n (1995) and Bridges (1994) described dra- matic shlfts occurring in the nature of work in their books titled m e End of Work and Jobshift, respectively. These books line shelves along with job seeking manuals, resume and interview guides, and other books filled with career advice. Furthermore, Schlossberg and Robinson (1996) told us how to go to “Plan B , Gelatt (1991) reminded us that we must decide and be prepared to change and that we must be focused and flexible as we embark on decision making in this new world of work. Mitchell and Krumboltz (1998) encouraged us to take advantage of happenstance. Hansen (1997) told career counselors that we must use an integrative approach to help clients consider their whole lives as they plan their careers. Others (e.g., McDaniels, 1989), reminded us that we must consider the role of leisure in our career planning and focus on finding a life mission Polles, 1997). The Internet abounds with informationnome good, some fair, and some downright false. The average American often feels overwhelmed by this combination of information and predic- tion overkill, thereby making the realities of today’s occupational world ever more challenging to manage.

Collectively, these authors highlight the fact that the occupational needs and desires of today’s adults have changed over recent de-

Jane Goodman is an associate professor in the Counseling Depart- ment at Oakland University, Rochester, Michigan. Nancy Savage is manager of executive activities at Delphi Automotive, Troy, Michi- gan. Correspondence regarding this article should be sent to Jane Goodman, Counseling, SEHS, Oakland University, Rochester, MI 48309 ([email protected]).

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cades. Workers’ goals have often become more focused on the trans- ferability and portability of their skills from business to business, industry to industry, and country to country. More adults want work that is interesting, meets their personal needs, and provides time for family or leisure pursuits. Many must retire later than they had planned, or they may be contemplating second careers. All of these factors, combined with today’s ever-evolving work environment, lead many employees to contemplate changing employment. Others are forced to look for new work due to poor performance, relocation, and layoffs or other downsizing activities.

We believe that career counselors can help individuals navigate these shoals. Watts (1996) summarized the role of career counselors as follows:

If individuals are to secure progression in their learning and work, career counselingis crucial in two respects: in helping individuals to clarify and articulate their aims and aspirations, and in ensuring that they are in- formed in relation to the needs of the labor market. @. 232)

The Adult Career Counseling Center (ACCC), housed at Oakland University in Rochester, Michigan, is designed to provide both of these career services. The ACCC advisers also assist clients in identifying their skills, interests, and abilities and in marrying these attributes with job famhes and specific occupations.

THEORETICAL BASE

The work of Schlossberg, Waters, and Goodman (1995) and Goodman (1992,1994) regarding career transitions informs the work of ACCC advisers, who use a combination of the dental and the 4s models in planning client interventions. The 4s model involves focusing on each client’s unique Situation, Self, Support, and Strategies. The dental model is a metaphor for the ongoing need for career checkups. The dental model provides background for advisers and clients to understand the service and why it is offered; the 45 model provides a system for assessment and intervention planning.

The Dental Model of Career Checkups

Goodman (1992,1994) proposed the “dental model” as a way of de- scribing the career checkup. The premise behind much school-based career counseling is that once we become adults, we are prepared to be henceforth self-directed and independent in managing our lives. The dental model proposes that our need for career assistance does not end with completion of our formal education. I t suggests that we need to see career counselors as we see dentists, throughout our lives for regular checkups and routine maintenance, to navigate successfully in today’s rapidly changing world. What does this mean for the clients of the ACCC? Many have made

an initial career decision as they completed formal schoohg-whether they dropped out of school in the 10th grade and began their work lives as dishwashers or whether they are attorneys who completed

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law school, passed the bar exam, and obtained jobs in corporate law firms. Now they find that they are unsure of their direction or are forced to make a new decision by external forces, such as the bank- ruptcy of their employer or the changing climate of legal work.

Other clients find themselves thinking about their next steps- promotions, transfers, or totally new fields of work. Indeed, we sug- gest that people ought to be thinking about their next job-what Schlossberg and Robinson (1996) called “Plan B.” Just as in the past dentists were only seen in emergencies, people often use career counselors a t limited times and when there is an urgent need. But we see it as part of an ongoing “health maintenance” activity.

Supporting this view, the Bureau of Labor Statistics (1998) stated that “the average person in the U.S. holds 8.6 Meren t jobs from the ages of 18 to 3 2 (p. 1). Peterson (1995) stated that “most people entering the work force today will have three to five careers and eight to ten jobs” (p. xiv). As careers and career opportunities are evolving at a faster pace, these numbers will probably increase. More checkups may be needed with each change. As with any counseling, a key component in working with adults in career transition is nor- malizing the change process, or what Yalom (1985) called deveIoping a sense of universahty. Whether the change is selt-initiated or exter- nally driven, career clients need affirmation that they are not alone in the transition process and that more and more of us will be changing types of employment as we move into the new millennium. Clients participating in career checkups often want to plan several steps ahead. Because opportunities in the world of work are expanding almost exponentially, information on previously unknown careers w J l help to accelerate this information gathering process.

Clients may also come to the ACCC to begin their retirement planning. For some this is preretirement planning; others have already retired and now wish either to resume working in their previous occupation or to get involved in (new) productive activities. They may be thinking about alternative work formats (e.g., part-time, reduced responsibihty, unpaid work) or leisure planning. The aforementioned &scussion assumes that a person only needs

a checkup when wishing to or needing to change jobs or career area. As do dentists, ACCC advisers often help people decide that they are on the “right track.” A common reaction to computer and paper- and-pencil assessments is relief at the fact that the inventories vah- date what a client has been doing or thinking about. But advisers also may help people plan for change. This relates to the need that has been identlfied by business and industry as the “reskilling” of the workforce. Setting short- and long-term goals, developing and changing one’s “Plan B,” and reassessing the fit of one’s career to personal Me demands are additional components of a typical checkup.

But one might ask “What of daily maintenance-the counseling equivalent of flossing and brushing?” The dental model presupposes that counselors have a teaching function here. In today’s world it is wise for all workers to stay aware of local, national, and interna- tional trends. Workers who foresee the downsizing of their industry before layoffs occur are in a position to acquire updated, more essen- tial skills or even to leave the industry for new employment. Help-

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ing clients update their resumes, teaching them about scannable resumes and new interviewing trends, and encouraging them to develop or maintain a professional network, are further examples of the maintenance assistance ACCC advisers provide to clients.

Application of theTransition Model

Use of the transition model assists the advisers in working with clients in identifying where each client is regarding the transition, what coping strategies they already know how to use, and in developing next steps in the process toward career change. Advisers work with clients to determine the degree to which they feel that the transition is in or out of their control and to help them see that what they can control is their reaction to the situation. ACCC advisers help clients in need of a checkup by first using the 4s model to assess their current status.

Situation. The Situation is explored to understand the emotional content of the decisions to be faced, as well as to evaluate the time line available or necessary for change, and other relevant factors such as concurrent stressors in the client’s Me. In setting goals for the counseling sessions, advisers ask clients to estimate the time they have available and are willing to commit to this process. This combined with a brief work history and a discussion of the reasons for coming to the center helps in the assessment of the situation.

Self. The Self is explored in all the usual ways-examining client’s personal characteristics in the areas of interests, abihties, values, and lifestyle preferences. It is here that the center’s access to computer assisted career guidance systems is most useful. DISCOVER and System of Interactive Guidance and Information (SIGI), as well as some paper-and-pencil assessments, or such tools as card sorts, are most useful in helping clients gain greater understanding of themselves. Other counseling tools such as occupational genograms may be used, dependmg on the experience and expertise of the adviser.

Support and strategies. Clients are helped to assess their Support systems, and advisers encourage clients to describe the Stratepes they have used in the past as they faced similar transitions. To better understand their support systems, clients are sometimes asked to draw their support system as they view it or to list the supports they have. They are then encouraged to consider how they can, ifnecessary, expand this system. Stratepes are taught as appropriate, rangmg from understanding labor market information to resume writing and job interviewing. Once the overall situation has been appraised, the work of the checkup can continue, indwidualized to each client’s goals.

THE CENTER AND ITS SERVICES

Description of the Center

The center is located just north of Detroit, on the campus of Oak- land University. Founded in 1982, to help the community in that time of automotive recession, the ACCC embarked on an initiative to work with adults to facilitate their efforts in career identification

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and career transition. Under the supervision of Howard Splete, Di- rector of the ACCC from 1982 until 1996, this program has provided free career guidance to over 10,000 community residents. The mission of the program is for the university to be able to contribute free services to community residents while a t the same time developing the talents and skills of the students in the Master’s of Arts Pro- gram in Counselmg.

The support provided by the center is advertised through many vehicles such as radio, cable television, newspapers, and direct correspondence with community groups such as religious institutions, as well as on a website (http://www.oakland.edu/counsel/accc/). An- nual reports are also published that summarize the accomphhments, research, demographics, client evaluations, and the mission and history of the center. These are submitted to the ERIC Clearinghouse on Adult, Career, and Vocational Education. An ERIC document number for the 1996 to 1997 report can be found in the reference list (Farlin, 1996). This annual report provides current information to campus staff, community members, and other interested profession- als. The Adult Career Counselmg Center is listed in The 1998 What Color is Your Parachute? (Bolles, 1997) as a resource for individuals looking for assistance during the career search and career transition period.

Client Demographics

Demographically, the clients seen in the ACCC are reflective of the demographics of the surroundmg counties. Typically, 82% to 88% of the clients are Caucasian, about 60% have education beyond high school, and more than 10% of the clients have a master’s degree or higher. Approximately 65% of the clients come from Oakland County where the center is located, more than 45% of the clients are employed full time, and another 20% or so are employed part time. The mix of clients is about 75% women and 25% men.

The clientele of the center includes recent high school graduates who are trying to focus on the next step in their lives and seeking information either about college options or career alternatives; the unemployed or underemployed; those who have stayed a t home for a number of years and are trying to balance their skill base, or lack thereof, with the requirements of the new work world; individuals who have been in the workforce for many years and are realizing that they are not well-placed or are searching for more satisfaction and fulfillment; and often people who are contemplating a second career and wish to formalize their hobbies and interests into income-producing jobs.

The Advisers as Career Service Providers: WhoThey Are and WhatThey Do

The ACCC is staffed by four master’s level graduate assistants, who work 20 hours per week for 2 years, occasionally joined by a counseling intern. The graduate assistants receive a small stipend and some tuition assistance. The students, called advisers, are a t vary-

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ing stages of their course work in the graduate program and are trained in the use of paper as well as computer assessments. All clients seen in the ACCC are provided a disclosure statement de- scribing what advisers will and won’t do, what training they have had, and the client’s rights as a consumer. (The center is open Sep- tember through June, 9:00 a.m.-9:00 p.m., Monday through Thurs- day; and 9:00 a.m.-3:00 p.m. on Friday and Saturday.)

ACCC advisers guide adults through the whole range of career planning activities, except placement. Advisers aid clients in determin- ing their interests and skills, assist them with introspection, and help them identify personal goals and potential obstacles to obtain- ing their goals. They also assist clients in enhancing their knowledge of the world of work, including requirements, education, or training necessary to enter a particular field. They may guide clients in resume preparation and will use videotape to hold mock interview sessions to better prepare clients for future interview opportunities. Clients are often encouraged to use informational interviews to further expand their knowledge of specific employment opportunities within the geographic area.

Computer programs such as DISCOVER For Adults (American Col- lege Testing Program, 1984), SIGI (Katz, 1975) and SIGI PLUS, and the Michigan Occupational Interest Survey (MOIS), form the core of computer assisted guidance services provided. Advisers are also well- grounded in the use of various paper-and-pencil inventories such as the Campbell Interest andskill Survey (CISS; NCS Assessments, Min- neapohs, MN); the Career Beliefs Inventory (CB1;Consulting Psycholo- gists Press), the Strong Interest Inventory (SII; Stanford University Press); the Myers-Briggs Type Indicator (MBTI; Consulting Psycholo- gists Press) and the Career Thoughts Inventory (CTI; Psychological Assessment Resources) as well as other career assessment tools and techniques, for example visual imagery or card sorts (e.g., Knowdell, 1989). (Please see resource list after the references.) As stated earlier, advisers use the Schlossberg (1981) 4 s theory in

interviewing clients to determine their reasons for seeking career counseling. They then work with each client to jointly develop a plan and determine which tools and techniques wdl be used to move toward the desired outcome. Most clients attend three to five sessions. Once they have been able to identify specific areas of interest, advisers help them look at next steps and plan approaches to potential obstacles along the way.

ACCC advisers not only administer paper and computer inventories but also work with clients to assist them in identlfying contex- tual forces that affect job performance. Clients are helped to estab- lish transition goals, whether toward another occupation, additional education, or the realization that they may be well placed and should look for personal fulfillment in other avenues of their professional and personal lives.

Because there are a multitude of reasons that adults might seek career counseling, the advisers must be fully quaMied to deal with a myriad of reasons for beginning the career search initiative. As mentioned earlier, the world of work has changed. For many adults Future Shock (Toffler, 1970) is indeed a present reality.


The ACCC is supervised and managed by a member of the counseling faculty in the School of Education and Human Services a t Oakland University, who provides indwidual supervision to each graduate stu- dent and intern to review client issues and enhance their skill base. Supervisory sessions last 1 hour and focus on the adviser’s needs and areas for growth. Individualcases are reviewed when supervisor input is required. The advisers are encouraged and supported in workshops and seminar attendance whenever possible, and they bring back this knowledge to share a t staffmeetings. At these weekly staff meetings advisers also discuss administrative issues, review client concerns and learn about speclfic topics pertinent to the career-counseling field.

Case Studies

Marsha. A 45-year-old Caucasian homemaker and mother of three children who had seen her children into their teen years came to the ACCC to engage in a n evaluation of her lifestyle. She had determined that the time was right for her to commit to a job. On the one hand, she anticipated that she would be able to begin employment right where she left off. On the other hand, she wanted a position that would accommodate the on-going needs of her husband and children. The timing of this transition was good. It was in her control, and she had time to both think about it and acquire whatever training she might need to reenter the workforce. There were no major competing stresses in her Me.

The 4 s model was used with Marsha to assist her in her transition status. The aforementioned situation is described briefly. In evalu- ating her self, it was determined that although her expectations were high, her self-esteem was low. Marsha and the adviser spent several sessions dlscussing the multitude of skills that she had acquired over the years, including time management, negotiation, fa- cilitation and organizational skdls. This dlscussion helped her ap- preciate her strengths and also focused on the areas in which these strengths might be transferred into the workplace.

Further dlscussions focused on her support system. Although she received verbal support from her husband and other family members, their actions sent a different message. Each time she made preparations to attend the career counseling sessions, “emergencies” arose that demanded her attention. Marsha and the adviser spent a considerable amount of time strategizing ways of handling these mixed messages. She began the sessions with few strategies a t her command. The last few sessions were spent developing strategies for meeting the family’s concerns as well as planning for the career future that she wanted. Assertion training, goal setting and problem resolution strategies were taught, and she began to make decisions and set priorities that would assist her in meeting her own needs while still allowing her to satisfy her family-a reality that was very important to her and to her self-image as a caregiver.

At the conclusion of the sessions, Marsha left with a plan to begin employment on a part-time basis, finding a position that would allow her to be a t home later in the day when her family’s needs were most pressing.

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She decided that the most appropriate career to pursue would be in a school setting, initially on a volunteer basis, where she would work directly with children requiring additional time and attention the school system may not be prepared to provide. This career iden- tdication allowed the client to combine her love of children and high patience level, together with her desire to work part-time. Susan. A 36-year-old African American, single middle-aged parent

came into the center feeling frustrated because she was underemployed in a receptionist position in a small business. Because it seemed clear that Susan was engaging in a career checkup, the dental model was used. As part of this checkup, the client wanted to hscuss her current employment and any potential improvements she should consider for the future.

Sessions included computer assisted guidance testing, paper-and- pencil tests and the use of guided imagery to identify the ideal job. Upon completion of these processes it was determined that the client’s current career choice fit her skill set well. She had completed her education a t high school graduation and did not wish to return to school. However, she was mature, gregarious, and open to growth andchange. The career checkup reflected that, although not dmat- isfied with her current employer, she felt she could contribute more and was looking for more challenge. She also wanted to maintain an employment situation that would accommodate her parental respon- sibhties. Working together, Susan and the adviser determined that doing the same job in a more challenging environment might ad- dress both her desires and obligations.

Because Susan was in the checkup mode and not driven to make an immediate employment decision, she was in a position to take her time and evaluate many career options. Ultimately, she secured employment doing much the same work in terms of day-to-day re- sponsibihties. However, the venue changed to one in which she worked in cooperation with hundreds of employees versus dozens. The vol- ume, responsibdity, and visibility of the new job met all of Susan’s needs and desires-a successful checkup.

Tom. A 32-year-old soft-spoken Mexican American man recently came to the ACCC seeking guidance. He stated that he was gener- ally satisfied with his work but could not put a finger on his current feelmgs of unrest. Although he liked the content of his personal work responsibilities, which were highly math-based and computer relevant, he was not satisfied with his assignment. He wanted to ex- plore options regarding changing career fields completely, possibly transitioning into law or information technology. In other words, he felt the need for a career checkup. Tom was very soft-spoken, intense, and introverted. He kept many of his emotions and desires to himself and expected that others would operate from the same base.

As the adviser and Tom began to examine his situation, it became clear that his unrest related to a recent assignment that required him to supervise a pool of female clerical employees. He was uncomfortable with this supervision and felt that it was both beyond his skill level and required him to perform outside of what he per- ceived as his natural personality style. Other areas of his life were also presenting him a challenge. He was newly married and had


acquired two pre-school stepchildren at the same time. The family was dependent on his income, so any risk seemed out of the question.

To assist in looking a t Tom’s self , h e completed several paper- and-pencil inventories and worked with computer assisted guidance programs. These processes were responsive to the client’s need for data and allowed for tracking of a pattern of employment strengths and interests. The client discovered that he had multiple skill sets that were transferable to other areas of employment. Pursuing an advanced degree was &cussed in detad.

At this point it seemed important to look a t Tom’s support system. His new wlfe wanted him to be happy in his work but was very concerned about the financial drain if he left this position or even if he returned to school on a part-time basis. She also worried about the time he would spend away from her and the two children as they were trying to mold themselves into a new family. His ex- tended family believed that these were private decisions and offered little guidance. They felt that he had a good job and that it would be foolish, and perhaps selfish, to wish to do anything Merent ly . In other words, h e had no encouragement from home and family to make any big changes. Because he was ambivalent about this himself, he decided to let that part of the dwussion go and focus on his current job and how he could improve his situation. The adviser and client then spent considerable time discussing his current assignment, and it was determined that he enjoyed much of his work, but being very introverted, was uncomfortable with his supervisory role. The sessions than turned to talk of strategies. He was encouraged to discuss with his employer the potential of reassignment that would take him out of the supervisory capacity and make better use of his technical and analytical skills. Ways of approaching his employer were discussed and he was encouraged to continue to think about his long-term career plans.

This client benefited both from the hard data provided regarding his skills, interests, and abilities, as well as some intense dialogue regarding the true nature of his unrest with his current employment. He ended the sessions by indicating that he felt validated and that h e was pleased that he had a plan of action to try to maintain his employment with his current company while changing his speclfic job responsibilities.

Research

Over the past 16 years, many of the advisers who have worked in the ACCC have participated in research related to career counseling. Each pair of new graduate assistants is asked to develop a joint research project during their 1st year to carry out in their 2nd. This plan is prepared during their research course with the assistance of the instructor of that course. These projects are described in the ACCC annual report and when appropriate, submitted for publication. Some recent examples include Gilroy, Hoffman, and Quayhackx (1996), who found a significant negative relationship between a woman’s perception of interpersonal abuse in her career and her sense of self-efficacy.

THE CAREER DEVELOPMENT QUARTERLY I SEPTEMBER 1999 I VOL. 48 27

Savage (1996) surveyed 265 former ACCC clients. Results indi- cated that many of these clients had used the center because they were experiencing a h g h degree of burnout in their present careers; the ACCC began to incorporate more information on stress reduc- tion as it related to career concerns. Johnson, Walsh, and Yoder (1994) explored factors having an impact on women’s career decision-making process. Using the Bem Sex Roles Inventory (BSRI; Consulting Psychologists Press) along with other measures, they found that the represented population felt interest level and salary were the most important factors in the decision process, regardless of a woman’s sex role orientation.

The current pair of graduate assistants plans to investigate the Merent ia l efficacy of personal training in the use of the Internet for career exploration as contrasted with simply providmg a written protocol. Efficacy will be determined by both a test of client knowledge and a questionnaire to gauge client comfort and confidence levels. All of these projects enhanced the research skills of the students while contributing to the effective functioning of the center.

Client Evaluations

Client feedback surveys indxate a high degree of satisfaction with the program and with the preparation, capabhties, and maturity of the advisers. For example, in the time frame between 1996 and 1997, 74% of clients found the computer information extremely helpful, 24% found it helpful, and only 4% found it not helpful. In rating the advisers themselves, 87% found them extremely helpful, and 13% found them helpful. None of the clients f i l h g out exit evaluations found the advisers unhelpful. Often clients comment that they are surprised that such extensive, well-rounded services are available to community members-particularly without a fee assessment. Thank- you notes are a frequent and delightful experience for these students.

However, many clients are not appropriate for center services or need addtional services that the ACCC cannot provide. Clients experiencing interpersonal or intrapersonal problems, such as marital ddTicul- ties or depression, often need other counsehg before career assistance can be productive. Advisers have access to the counseling program’s practicum clinic for referrals. They also use an extensive referral list of public and private resources in the community. In adhtion, although they are told before beginning counseling that aptitude testing and placement are not services provided by the center, many clients desire these services and are disappointed that they are not available. Again, referrals are available for these services.

SUMMARY

The Adult Career Counseling Center a t Oakland University provides a service of which we are justifiably proud. Career guidance is provided by advisers who are well-trained, well-mformed, and dedi- cated to providing successful career exploration while enhancing their skills as counselors of the future. The center’s focus on community members provides a service that is rarely available, and the


fact that it is without charge is demonstration of the University’s commitment to public service. ACCC advisers often find their postgraduation career search enhanced by their experience at the center.

REFERENCES

Bolles, N. B. (1997). The 1998 what color is your parachute? Berkeley, CA: Ten

Bridges, W. (1994). Jobshift. Reading, MA: Addison Wesley. Bureau of Labor Statistics. (1998). News: United States Department of Labor (USDL

Publication No. 98-253). Washington, DC: U.S. Government Printing Office. Farlin, C. (1996). Adult career counseling center. Thirteenth annual report. September

1995June 1996. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Voca- tional Education. (ERIC Document Reproduction Service No. ED 402 423)

Speed Press.

Gelatt, H. B. (1991). Creatiue decision making. Los Altos, CA: Crisp. Gilroy, J., Hoffman, K., & Quayhackx, J. (1996). A continued study of occupa-

tional self-efficacy, locus of control, and occupational barriers of adult fe- males. In C. Farlin (Ed.), Adult career counseling center. Thirteenth annual report. September 1995-June 1996. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 402 423)

Goodman, J . (1992). The key t o pain prevention: The dental model for counseling. American Counselor, 1(2) , 27-29.

Goodman, J. (1994). Career adaptability in adults: A construct whose time has come. The Career Development Quarterly, 43, 74-84.

Hansen, L. S. (1997). Integrative life planning. San Francisco: Jossey-Bass. Johnson, K., Walsh, C., & Yoder, J. (1994). Factors affecting a woman’s career

decision making. In K. Hoffman (Ed.), Adult career counseling center: Eleu- enth annual report. Unpublished manuscript.

Knowdell, R. (1989). Career Guidance Card Sort. San Jose, CA: Career Re- search and Testing.

McDaniels, C. (1989). The changing workplace: Career counseling strategies for the 1990s and beyond. San Francisco: Jossey-Bass.

Mitchell, K. E., & Krumboltz, J. D. (1998, July). Planned happenstance: Con- structing unexpected career opportunities. Paper presented at the meeting of The National Career Development Association, Chicago, IL.

Peterson, L. (1995). Starting out, starting over. Palo Alto, CA: Davies-Black. Rifkin, J. (1995). The end of work. New York: Putnam. Savage, L. (1996). Effectiveness of ACCC services and client satisfaction with

them. In C. Farlin (Ed.) Adult career counseling center. Thirteenth annual report. September 1995-June 1996. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Ser- vice No. ED 402 423)

Schlossberg, N. K. (1981). A model for analyzing human adaptation t o transition. The Counseling Psychologist, 9(2), 2-18.

Schlossberg, N. K., & Robinson, S. P. (1996). Going to plan B. New York: Simon & Schuster.

Schlossberg, N. K.. Waters, E. B., & Goodman, J. (1995). Counseling adults in transition (2nd ed.). New York: Springer.

Toffler, A. (1970). Future shock. New York: Bantam Books. Watts, A. G. (1996). The changing concept of career implications for career

counseling. In R. Feller & G. Walz (Eds.), Career transitions in turbulent times (pp. 229-235). Greensboro, NC: ERICICASS.

Ydom, I. D. (1985). The theory and practice of group psychotherapy (3rd ed.). New York: Basic Books.

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RESOURCES

Campbell Interest and Skill Inventory, NCS Assessments, PO Box 1416, Min-

Career Beliefs Inventory, Consulting Psychologists Press, 3803 East Bayshore

Career Thoughts Inventory, Psychological Assessment Resources, PO Box 998,

DISCOVER, American College Testing Program, 2201 North Dodge Street, PO

Michigan Occupational Interest Survey (MOIS), 2630 West Howell Road, Ma-

Myers-Briggs Type Indicator, Consulting Psychologists Press, 3803 East Bayshore

SIGI, Educational Testing Service, Princeton, N J 08541 SIGI PLUS, Educational Testing Service, Princeton, NJ 08541 Strong Interest Inventory, Consulting Psychologists Press, 3803 East Bayshore

neapolis, MN 55440

Rd., PO Box 10096, Palo Alto, CA 94303

Odessa, FL 33556

Box 168, Iowa City, IA 52243

son, MI 48854; http://mois.org/email.html



30 THE CAREER DEVELOPMENT QUARTERLY / SEPTEMBER 1999 I VOL. 48

responding to a community need: oakland university's adult career counseling center

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