Problem solving by career assessment: Some issues clients need to consider

Abstract

want to take the test that told my roommate what to do, My advisor said you have a test for undeclared students, and I need a major before I can register are familiar statements for most counselors. A problem solving model at first glance appears to be an ideal framework for career clients who request career assessment as an approach to career planning. After all, the client has sought out counseling (general orientation), states the need for career assessment (problem definition and formulation), wants to look at career options (generating alternatives), and intends to choose a career (decision making). This closely follows the process model of problem solving reviewed by Heppner (1978). Despite the fact that career assessment can do several positive things (confirm tentative choices, increase self-awareness, and generate alternatives), a second glance at career assessment raises some questions about its utility as a solution for the problem of career choice. What if career assessment is requested because the client feels a lack of confidence in his or her problem solving ability, has been avoiding career planning, or has little sense of personal control in the area of career choice? Heppner and Petersen (1982) found these factors to be important for effective problem solving. Career assessment is unlikely to be productive if the client requests it while poorly prepared to engage in subsequent problem solving. What if career assessment is the client's final effort at career planning and will lead to a premature choice that has not considered related issues? The client who requests a career assessment instrument