Career Decision-Making Self-Efficacy
Scale (Betz and Taylor), 174
Career development and choice theories:
cross-cultural sensitivity of, 511–512;
historical perspective for, 3–7; judging
value of, 7–11; psychologically based,
4–6; sociologically based, 6–7
Career Development and Planning: A Com-
prehensive Approach(Reardon, Lenz,
Sampson, and Peterson), 314
Career Development and Services: A Cogni-
tive Approach(Peterson, Sampson, and
Reardon), 320, 324
Career Development Inventory (Savickas
and Hartung), 187
Career Development Quarterly,335, 338,
339, 511
Career Factors Inventory (CFI; Chartrand,
Robbins, Morrill, and Boggs), 413
Career Mastery Inventory (Crites), 188
Career Maturity Inventory (Crites and
Savickas), 174, 187
Career Pattern Study(Super), 153, 177
Career Thought Inventory Workbook(CTI;
Sampson et al.), 331, 333, 334, 339,
341, 351, 352
Career Thoughts Inventory (CTI; Samp-
son et al.), 510
Catholic schools, 47
China, 486
Chinese Americans, 477–478, 480
Choosing a Vocation(Parsons), 312–313
CIP. SeeCognitive information processing
theory (CIP)
Circles Test (Cottle), 493
Circumscription: of aspirations according
to perceptions of job-self compatibility,
92; definition of, 92–93; principles of,
94–95; process, 93–100; relation of
inner compass to, 129–133; stages of,
95–100
Cognitive information processing theory
(CIP; Peterson, Sampson, Lenz, and
Reardon): application of, to E case
study, 353–360; application of, to K
case study, 344–353; applications of,
331–341; assumptions and proposi-
tions, 318–319; cultural considerations
in use of, 328–331; definitions, 315–
317; and executive processing domain,
327–328; and nature of career prob-
lems, 317–318; operations, 319–327;
present status and future directions of,
342–344
Committee on Child Labor, 56–58
Community, and career decision making,
58–60
Compromise: of aspirations, 100–107; def-
inition of, 93; degrees of, 102–103; and
perceptions of accessibility, 101–102;
principles of, 103–107; relation of
inner compass to, 129–133. See also
Gottfredson’s theory of occupational
aspirations
Congruence, 8, 15; meta-analysis on, 399
Connections, work-family, 60–64
Constructs, 7–8
Context: action and, 214–217; in career
and counseling theory, 210–212; defin-
ition of, 207
Contextualist action theory (Young,
Valach, and Collin): applicability of,
226–227; application of, to E case
study, 238–241; application of, to K
case study, 241–244; and context,
207–209; as contextualist explanation
of career, 213–223; and contextualizing
career counseling, 230–236; and con-
textualizing career research, 227–230;
and culture, 224–225; as explanation of
career, 213–223; and gender, 225–226;
and goals, 234; interpretation and nar-
rative in, 219–221, 231–234; and joint
action, 215–216, 235–236; main con-
cepts of, 219; project in, 216–217; role
of emotion in, 221–223; validity of,
223–227.See alsoAction
Cross-national variation, 41–43
Cultural minorities, 465
D
Developmental contextualism, 157–160.
See alsoCareer construction theory
(Savickas)
Dictionary of Counseling(Dryden), 235
Dictionary of Holland Occupational Codes
(Gottfredson and Holland), 313, 346,
377, 414
E
E (case study): application of Brown’s
values-based theory to, 497–498; ap-530 SUBJECT INDEX