decision-making confidence. Updated information, including bib-
liographies on the CIP approach (Reardon, 1998; Sampson, Peter-
son, Reardon, & Lenz, 2001a), research studies, and current CIP
strategies, resources, and settings (Sampson, Peterson, Reardon, &
Lenz, 2001b) may be found at http://www.career.fsu.edu/techcenter/
designing_career_services/index.html.
Future directions for the continued development and applica-
tions of CIP include investigating how occupational knowledge, self-
knowledge, and career problem-solving and decision-making skills
can be acquired in a variety of learning contexts (for example, one-
on-one, classroom, media, or on-line); investigating cross-cultural
factors in the acquisition of career problem-solving and decision-
making skills; and investigating processes of transfer and generaliza-
tion of career problem-solving skills to other contexts, future career
decisions, or to other kinds of human problems.
Case Studies
The sections that follow describe two case studies using essential
elements of the CIP approach, including readiness assessment and
the seven-step service delivery sequence. Selected data from each
client’s case notes have been integrated into the case application;
additional information from a hypothetical CTI has been added to
each case.
The Case of K
Initial Interview. K was seen at a college career center during his
visit to campus as part of the spring-semester new-student orienta-
tion. His parents had accompanied him but attended a special par-
ents’ session on campus while he met with Eva Jackson, one of the
center’s career advisers. K brought with him the results of various
academic and career assessments that he had completed while in
high school. As part of his opening comments, K stated: “I’m not
344 CAREER CHOICE AND DEVELOPMENT