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Individuals make choices in, and adjust to, a worm of work that is often a moving target. Because work is so central to human functioning, and transitions in and out of work can have major mental health repercussions, the authors argue that applied psychologists in health services need to understand those transitions. This article focuses on the different types of transition throughout a person's working life and the resources needed at different stages to ensure the success of these transitions. The authors start by examining the roles of capability and adaptability in supporting and facilitating adjustment to work transitions and their relation to identity development. They then examine the role of social and institutional contexts in shaping work transitions and their outcomes. The authors focus on voluntary versus involuntary transitions and then broaden the lens in discussing the policy implications of research on work transitions. Keywords: career, career development, work transitions, psychology of working, work

How do faculty create culture-centered programs? The recent American Psychological Association (APA) Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists suggest that 'As educators, psychologists are encouraged to employ the constructs of multiculturalism and diversity in psychological education' (APA, 2003, p. 386). This article presents a rationale for a culture-centered approach to psychological education and training and the present challenges to that approach. Seven areas of best practices are presented (including statement of philosophy, recruiting a diverse group of faculty and students, fair admissions process, culture-centered curriculum, and evaluation). The article concludes with an evaluation of an urban counseling psychology program coping with the challenges and trying to incorporate best practices in creating a culture-centered program. Keywords: multicultural counseling, diversity, teaching, professional training, multicultural competency

At the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology, the Scientific Foundations and Research Competencies Work Group focused on identifying how psychologists practice scientifically. This article presents the subcomponents associated with the core competency of scientific practice. The subcomponents include: 1) access and apply current scientific knowledge habitually and appropriately; 2) contribute to knowledge: 3) critically evaluate interventions and their outcomes; 4) practice vigilance about how sociocultural variables influence scientific practice; and 5) routinely subject work to the scrutiny of colleagues, stakeholders, and the public. In addition, the article briefly discusses how the depth of training for and assessment of each subcomponent will vary by training model. Implications and future directions for individual psychologists, training programs, and the profession are discussed. This is one of a series of articles published in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference will appear in Professional Psychology: Research and Practice and The Counseling Psychologist. Keywords: competencies; research; training; scientist-practitioner

This article presents an overview of the Houston 2001 National Counseling Psychology Conference. The authors discuss the context for the 4th National Counseling Psychology Conference, document the process of decision making about the conference, and examine the content of the conference. The authors also examine a unique feature of the conference, the social action groups, discussing their philosophical underpinnings as well as how they were organized, what took place, and recommendations drawn from the groups. The authors evaluate the outcomes of the Houston Conference and also assess the conference within the context of the legacy of the three other counseling psychology conferences held at Northwestern University in 1951, in the Greyston Conference Center at Teachers College in 1964, and in Atlanta in 1987. Finally, the authors make recommendations for the field to move the conference's initiatives forward and plan for future conferences.

Themes of Division 17 presidential addresses from 1984 to 2002, published in The Counseling Psychologist, were examined using a grounded theory approach. Sorting and coding of the data yielded six major categories: distinctiveness of counseling psychology, disappointments/missed opportunities, successes, foundations of counseling psychology, outside influences, and future recommendations. Review of the coding provided identification of underlying dimensions. Specifically, the connections that emerged from the qualitative analysis are explained using a grid with 'identity' on a temporal x-axis (from who we are to who we want to be) and 'actions' on a functional y-axis (from internal to the division to externally focused). The combined messages or stories of the Division 17 presidents may provide insight into the forces that have influenced counseling psychology over the last 2 decades.

Byline: Nadya A. Fouad (1) Author Affiliation: (1) University of Wisconsin--, Milwaukee Article History: Registration Date: 05/10/2004

This study was designed to examine the vocational interests among members of the same racial/ethnic group who differ in age, educational level, and professional attainment. Student samples of African Americans, Asian Americans, European Americans, Hispanics/Latinos, and American Indians (n = 3,637) completing the Strong Interest Inventory (L. W. Harmon, J. C. Hansen, F. H. Borgen, & A. L. Hammer, 1994) were compared with the racial/ethnic minority professionals in the 1994 criterion group and a 10% sample of the Caucasian professionals (n = 1,699). The largest effect size was found for sex differences in interests. Student samples had significantly lower scores on all 6 Holland themes than professionals.

In the present study, the authors investigated the academic subject matter domain specificity of the social--cognitive career choice model (R. W. Lent, S. D. Brown, & G. Hackett, 1994). The relationships between self-efficacy, goals, outcome expectations, and interests were examined across the subject areas of art, social science, math/science, and English to see if the predicted relationships hold for subject domains other than math/science. Previously validated scales in each of the subject domains were used in a survey of undergraduates (N = 952) in introductory psychology classes at 2 Midwestern universities. Structural equation modeling was used to test 4 different models. The results indicated support for the social--cognitive career model relationships in each of the 4 subject areas and revealed that these relationships are remarkably similar across subject areas. Some modifications in the model were made, including the use of 4 background variables examined in the study.

This article is composed of a very pleasant reminiscence between Weston H. Morrill and James C. Hurst, two long-time friends and colleagues who worked together for several years during a very exciting and productive time at Colorado State University. They wrote of those experiences and described the powerful zeitgeist in a previous article. The current article is based on a transcript of a 2 1/2-hour interview that took place in Washington, D.C., on November 18, 1997, with additional discussions in San Francisco on August 15, 1998, as well as e-mail consultations at various times. To meet space requirements and to enhance the flow of the written article, the interview has been edited and many parts have been omitted out of necessity.

This study was designed to investigate the academic-subject-matter domain specificity of self-efficacy, interests, outcome expectations, and goals. Four major subject-matter domains were selected to investigate this issue: math/science, art, social studies, and English. To examine this question, 16 instruments were constructed to measure the 4 concepts across the 4 subject domains. An analytical strategy similar to that used in multitrait multimethod studies was used. Using this strategy, a series of factor models was tested for fit to the data using confirmatory factor analytic procedures. Results indicated that a factor solution that accommodated both distinct subject matters and distinct constructs provided the best fit to the data, supporting the existence of the constructs of academic self-efficacy, interests, outcome expectancies, and goals that are specific to each subject-matter domain.

This study explored the structure of interests across large samples of employed U.S. racial-ethnic minority and nonminority adults drawn from over 38,000 individuals who were part of the 1994 revision of the Strong Interest Inventory (SII; L. W. Harmon, J. C. Hansen, F. H. Borgen, & A. C. Hammer, 1994; N = 805 African Americans, 795 Asian Americans, 36,632 Caucasians, and 686 Latinos-Hispanics). Correlation matrices from the general occupational themes of the SII were subjected to 2 analyses commonly used in structural analyses of Holland's themes: randomization test of hypothesized order relations and multidimensional scaling. Analyses tested whether the data fit the circular and equidistant hexagonal structure models. All of the data fit the circular model that corresponds to Holland's calculus assumption, but the data for women and for some of the male racial-ethnic groups did not fit the more stringent equidistant hexagonal structure.

The articles of Worthington and Juntunen and Blustein and company play a significant role in the school-to-work movement in the US. They both provided explanations to fully understand the role of counseling psychology in the school-to-work movement. However, counseling psychologists are not trained to deal with the complexities of such programs. Several recommendations are thus presented to aid them in implementing school-to-work-programs which include understanding the educational system as well as the role of politicians who provide funding for the programs.

Lenore Harmon was one of the founders of the Committee on Women in Division 17 and is a strong advocate for women even as a student. She is a Leona Tyler awardee, and in her career, she had been a professor, journal editor, administrator, researcher and a prodigious writer. She attributes her life attitude to her father, and her feminism to a stint with a religious group. She has a daughter, who attributes her sense of independence and toughness to her mother.

This study tested Propositions 1, 3, and 4 of the R. W. Lent, S. D. Brown, and G. Hackett (1994) social cognitive model with ethnically diverse middle school students (N = 380): that an individual's vocational interests are reflective of his or her concurrent self-efficacy beliefs and outcome expectations, that self-efficacy beliefs affect choice goals and actions, and that outcome expectations affect choice goals and action. R. W. Lent et al. (1994) also proposed that demographic and individual difference variables (such as gender or race-ethnicity) mediate learning experiences that play a role in forming self-efficacy beliefs and outcome expectations. The study investigated a model in which age and gender were represented as antecedent conditions to learning experiences. Self-efficacy was modeled to have both a direct influence on interests and an indirect influence on interests through outcome expectancies. Finally, intentions were modeled to be influenced by self-efficacy, outcome expectancies, and interests. Results support the R. W. Lent et al. Propositions 1, 3, and 4 for this middle school population.

A 1-year intervention was designed to improve minority students' awareness of and preparation for math and science careers. Specifically, goals focused on increasing students' career knowledge, self-esteem, math and science achievement, choice of high school, and high school course selection in math and science. Results indicated success in career knowledge and high school choice and moderate success in achievement, self-esteem, and math and science course selection. Results are discussed in terms of implications for counseling.

Several factors that have a significant bearing on cross-cultural counseling are examined. For cross-cultural counseling to be effective, it should not assume cultural group membership to be the most important factor in determining individual behavior. Good counseling espouses that boundaries created by culture, age, sex and other demographic variables should be overcome. As such, counselors should be well-versed with culture-specific information and bicultural or multicultural counseling techniques.

Counseling psychology has begun to focus on the concerns of new professionals, but it has not addressed the concerns of women or visible racial/ethnic group members (i.e., Black, Hispanic, Native American, or Asian American) as new counseling psychologists in academia. This article addresses their unique concerns and makes recommendations for new faculty members as well as for the departments that hire them. The article focuses of issues (a) for new professors in counseling psychology, (b) shared by women and visible racial/ethnic group members, and (c) experienced differently by women and visible racial/ehtnic group members.

A survey of counseling psychology (CP) training directors (N = 34), housed partly or completely in colleges of education, revealed that the most frequently cited benefits of being housed in education were compatibility of the CP program with the college mission, the esteem in which the CP program was held in the college, and the accessibility of related programs in educational and school psychology. The most frequently cited disadvantages involved the perception that psychologist colleagues (e.g., licensing boards) did not find education housing credible, lack of fit with the K-12 mission, and limited funding. CP respondents preferred to be housed in education and would choose it if given the chance. Thus, although some advantages and disadvantages of housing in education were reported, no widespread dissatisfaction was found.

'The Counseling Psychologists' journal has a new section which will document the history of counseling psychology through interviews with those who are helping shape it. This section, Legacies and Traditions, will present the professional and personal growth of the interviewees and how they impacted on the evolution of the field. It will also include articles on the traditions, heritage and lineage of counseling psychology.