ERIC Number: ED459339
Record Type: RIE
Publication Date: 2000
Reference Count: N/A
Career Problem Assessment: A Conceptual Schema for Counselor Training.
Busacca, Louis A.
Counselor trainees learn about various theories, models, and career assessment measures during their training. However, the transition to practicum and internship often challenges trainees to decide when to apply career theories and measures to specific problems. One proposal is for counselor educators to adopt a taxonomic approach for teaching career problem assessment by using a schema for conceptualizing a client's presenting career problem. The taxonomic model combines a problem-oriented framework with a development-oriented approach to guide the selection of appropriate career services. Two conceptual domains, interpersonal and intrapersonal, each encompass three developmental levels. Within each domain are these three levels of career problems: choosing a career, preparing to enter a chosen occupation, and coping with a career. These domains and levels constitute these six career service areas: career guidance, career placement, career education, career counseling, career development, and career adjustment. For each of the six career service areas, common counselor objectives, theories, and measures have been identified and references to assist in the development of a career course curriculum are available. (Appendixes include 75 references and two tables.) (YLB)
Descriptors: Adult Education, Career Choice, Career Counseling, Career Development, Career Education, Career Guidance, Classification, Counseling Effectiveness, Counseling Objectives, Counseling Services, Counseling Techniques, Counseling Theories, Counselor Training, Curriculum Development, Job Placement, Models, Postsecondary Education, Problem Solving, Schemata (Cognition), Secondary Education, Theory Practice Relationship, Vocational Adjustment
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: An earlier version of this paper was presented at the Annual Conference of the Association for Counselor Education and Supervision (New Orleans, LA, October 27-31, 1999).