Career counselors as advocates and change agents for equality.

This analysis of the career counseling profession's strengths, weaknesses, opportunities, and threats emphasizes the importance of the profession's contributions to fostering equality in a democratic society. Career counseling professionals and their National Career Development Association are well positioned to expand their concentration on fostering the career development of individuals to encompass advocacy about public policy and agency in changing systems. Advances in the use of technology, attention to multicultural issues, and advocacy of holistic models have the potential to enrich the career counseling profession's contributions to individual development and social equality.

When I began working on this project in the summer of 2002, I did several things in addition to analyzing the career counseling and development profession and the National Career Development Association (NCDA) to identify their strengths, weaknesses, threats, and opportunities. First, I reflected on the more than 40 years I have been involved in NCDA since, as a graduate student, I joined the Twin Cities Vocational Guidance Association in Minnesota in the early 1960s. Second, I identified significant events, happenings, and milestones that I used regularly to introduce counseling students to the career counseling field in my Career Development courses at the University of Minnesota. I called the statement From Vocational Guidance to Career Development over Nine Decades: Past, Present, and Future. Third, I reviewed salient literature related to changes in the career counseling field, some by my late mentor and colleague, Henry Borow, and others by former and present leaders whose work has influenced my work.

Analysis of Strengths, Weaknesses, Opportunities, and Threats (SWOT)

Let us then turn to the SWOT analysis of strengths, weaknesses, opportunities, and threats on which this special issue is based and briefly examine some of the global, national, and local issues that face us as a profession and as professionals. Following are what I believe are internal strengths of the profession of career counseling and development.

Internal Strengths of Career Development

One of NCDA's strengths is its strong organizational structure and leadership. Professional career counselors consist of a group of professionally trained master's of arts or PhD counselors, counselor educators, and para-professionals with specialties in career counseling or career development. We, as career counselors, work to facilitate choices and decisions people make over the life span in work and other life roles. We teach clients both the content and the process of making career decisions and transitions. We work with diverse populations in a variety of settings such as government, education (schools and colleges), agencies, business/industry, and independent practice. NCDA has a well-developed set of organizational structures clearly articulated by the NCDA (2000) "Mission, Values, and Goals" submitted by the NCDA Long-Range Plan Committee. It has also identified Career Counseling Competencies and Performance Indicators (NCDA, 1997). Basic competencies are required in 11 areas: career development theory; individual and group counseling skills; individual and group assessment; information/resources; program promotion, management, and implementation; coaching, consultation, and performance improvement; diverse populations; supervision; ethical/legal issues; research/evaluation; and technology. A more detailed description of the above is found on the NCDA Web page at http://www.ncda.org. It is also available in print from the NCDA office in Tulsa, Oklahoma.

There are several areas where internal strengths are real but where there are still miles to go. One is technological developments in relation to career exploration and planning, especially the creation of information systems and networks, cybercounseling for career planning, and ethical codes for counselors in using computer-assisted career guidance. A second strength has been the expanding international collaboration across cultures in creating, sharing, and delivering career guidance and counseling theories, materials, strategies, and programs. Among examples of the latter are the U.S.-Canadian collaboration on such projects as the U.S. National Career Development Guidelines--for which the 1980 Minnesota Career Development Curriculum served as a primary resource (Tennyson, Hansen, Klaurens, & Antholz, 1980); the widespread adaptation of the Career Development Facilitators Training Project, which has been adapted for use in Japan and other countries; and the International Symposium meeting in Canada in 1999, sponsored by the Canadian Career Development Foundation, including publication of an incisive book with comparative descriptions of career counseling in each country. The symposium also stressed the need to seek additional ways to improve and expand government support for career guidance in public policy (Hiebert & Bezanson, 2000).

Another strength is the broadening of the field of career counseling itself, with a variety of advocates (i.e., change agents) urging inclusion of new topics and holistic approaches in career counseling. These topics include spirituality and work; the career development of girls and women; and the recognition that as the lives of women and girls change, men and boys will also change. Holistic approaches include the emphasis on life roles, life span career development, integrative life planning, narrative career counseling (or career as story), and constructivist career counseling (focusing on constructing one's own career by aligning personal needs with societal opportunities (Savickas, 1997). For the most part, many of these holistic approaches are just beginning. To the foregoing lists, I would include "new ways of knowing" and using qualitative methods along with quantitative methods in studies on career counseling. It is ironic that although many leaders in career counseling have made strong arguments about the limitations of matching approaches to career guidance and the need for more inclusive and holistic approaches, much of the funding in the U.S. and government initiatives is geared toward matching approaches (e.g., Tech Prep, School-to-Work, Work-Based Learning, One Stop Career Centers, and Workforce Development). Some computer developments seem to be going backward instead of forward in perpetuating primarily work and information-based vocational guidance and neglecting person-based career development practice.

Internal Weaknesses of Career Counseling

A number of internal weaknesses derive from the inability to agree on common definitions. Again, values enter in. Although many leaders have expressed concern that occupational information alone and traditional matching of people and jobs are not enough, I do not think holistic approaches have been integrated into many counselor education programs. Individuals who need a job to survive will probably benefit from traditional trait-and-factor approaches; a person who wants to do continuous life planning over the life span will profit from approaches that are more holistic and that include various life roles and goals and other dimensions of their lives. Another weakness is the reluctance or inability to see career counselors as change agents who can help not only individuals to change but systems to change as well. If we, as career counselors, are ever to expand our repertoire of skills to include work and family and other life roles, as well as organizational career development, we must build these areas into training programs. Although career counseling has made a start on attempting to meet the needs of diverse populations, the work has just begun. To use the late Gilbert Wrenn's term, there is still a considerable amount of cultural encapsulation (and ethnocentrism). The career counseling profession also needs to recruit more persons of color to its membership, its leadership positions, and its national conventions. After attending the annual NCDA conventions and luncheons for years, I am astounded at how few visible members of minority groups are in the organization.

NCDA has done a much better job than some organizations in attracting and electing strong women leaders as president over the years (about 25 women of 89 presidents since 1913, 2 of them women of color). Since 1966, 9 of 37 eminent career award winners have been women, with Anne Roe being the first. However, it was a huge disappointment when recent histories of career counseling in this journal omitted so many events related to human equality and in which women in career counseling and career development were almost invisible. One example of an omission of an event was the first NCDA Women's Gathering in Excelsior Springs, Missouri, in November 1990. It was there that five participants developed a new version of the agency (viewed as male) and communion (viewed as female) model called Self-Sufficiency and Connectedness: An Integrative Model of Female and Male Development (Andersen, Hansen, Lewis, Vetter, & Wickwire, 1990). I believe that if women were asked to write a history of NCDA and career counseling, the picture would be quite different from those available. A milestone I would include is the Women's Educational Equity Act of 1974 (WEEA), which in the 1970s and 1980s funded many career-related grants for specific populations of girls and women, including BORN FREE, which was the only program designed to remove barriers and expand career options for both women and men.

Another continuing weakness is the more subtle problem of women's ideas being ignored by professional colleagues and, when cited, often appear to be inadequate or inaccurate descriptions of their work. Some of this is due to the lack of awareness or "nonconscious sexism" or to the unconscious devaluing of women's work. Although much progress was made in new opportunities for women in the workplace and in gender awareness in schools and colleges in the last generation, much remains to be done in professional programs and in society, as, for example, in equal pay, sexual harassment, subtle bias and discrimination, domestic violence, and the like. From the list of personal dimensions of development produced by the Association for Multicultural Counseling and Development (Arredondo et al., 1996), gender is the dimension most neglected or ignored, in spite of the fact that gender intersects with all other dimensions across cultures (see Hansen, Gama, & Harkins, 2002).

Whether internal or external, one major weakness is the need to motivate more counselor educators to value career counseling and to be excited enough to learn contemporary approaches and methods, including qualitative methods of research (Gama, 1992). The approved position paper of the NCDA/ACES Commission on Preparing Counselors for Career Development in the 21st Century offers several recommendations available to counselor educators and practitioners (Hansen & Associates, 2001). The position paper, the joint effort of 12 career counseling leaders and counselor educators, can be found on the NCDA Web site at www.ncda.org. Founded in 1998, the commission is continuing its work, developing and sharing new methods, media, and effective practices. The pace of change with regard to emerging theories and methods has tended to be slow. Such new theories as constructivism and topics such as spirituality and work have also tended to be slow in being implemented. Although many adults, in particular, want more wholeness in their lives, few career counselors are trained in this mode, and the fragmented approaches of the past continue to dominate the field.

One internal weakness is the failure of the profession to give adequate attention to the fact that career counseling arises out of a very strong democratic tradition. As is well known, Frank Parsons, the father of vocational guidance, was a humanitarian reformer who developed a process to help immigrants find jobs in a new industrial society. In the postmodern world of 2000, career counselors have lost some of that advocacy and activist zeal. If career counselors could help individuals and groups have a greater freedom of choice from a wider range of options that use their many talents, we as a profession could make tremendous progress toward helping to lift people out of poverty and come closer to some of the democratic values on which this society is based (e.g., freedom of choice, social equality, privacy, dignity, and respect for the individual). Freedom of choice is a basic tenet of career counseling and guidance; it derives from U.S. values to help people develop their talents over the life span to bring satisfaction to themselves and benefit to society or community. An assumption is that the ability to make wise choices and decisions will help people develop their potential and live more satisfying lives. With the increase of new immigrants, refugees, and other diverse populations in the United States, the task of serving diverse clients may be even more difficult, especially with populations that may not under stand or be committed to democratic values and whose values may be antithetical to basic values of a democratic society (e.g., groups that practice or tolerate female genital mutilation, wife abuse, sale of girls and women for marriage or prostitution, sexual slavery, denial of education to girls and women, and other practices that represent disrespect for human dignity and freedom). Although we career counselors want to respect cultural traditions, there is not a place for those traditions that are harmful and that do not support society's superordinate human values. Education is key.

A few more brief examples of weaknesses include a need for the career counseling profession to educate members of Congress and state legislatures about the potential for human development in the broader approaches to career development. Another weakness is that many career counselors seem to support a "status quo" model of career assistance rather than a "career counselor as change agent" model. In spite of some unique projects for specific populations (such as those funded by WEEA in 1974 or the Americans With Disabilities Act in 1992), the field of career counseling and guidance generally has not promoted a central advocate, social justice, or activist model of intervention.

External Threats to Career Development

In my view, the topic of external threats might have been at the beginning of this article, because it examines the external context that increasingly has a large effect on career counseling. I am placing this in the third position because the importance of context has become so apparent in the past few years. One of the threats that seems important to me is what I call the "deprofessionalization" of career counseling. It seems that increasingly, in some sectors, it has become an "anyone can do it" profession, a view that actually diminishes the profession. Developments in business and industry, in community colleges, and in career centers have contributed to this phenomenon. The burgeoning of life coaches, career coaches, personal coaches, and other kinds of service deliverers (often private practitioners who command high pay) can be a threat to the profession, to clients, and to professionally trained practitioners.

As I look at external threats, I have become more conscious of those arising since September 11, 2001. It seems clear to me that people are living in an increasingly scary environment in which peace and security are threatened, there are greater risks, and workplaces are less safe. The terrorist threats are real. The damages caused by terrorists are most visible in the loss of thousands of lives at the World Trade Center, the Pentagon, and in a Pennsylvania field.

A study (Greenberg Quinlan Rosner Research) published by The Infinite Mind radio series and the American Psychological Association on February 11, 2002, provided data on reactions of Americans to September 11. The survey of 1,900 Americans by Greenberg Quinlan Rosner Research reported on mental health effects. Among the findings were the following:

* Nearly 1 in 4 (24%) reported feeling more depressed than at other times in their lives.

* About 8 million Americans, 16%, said their anxious mood was the direct result of September 11, 2001.

* Forty percent of Americans said they were seriously affected by the terrorist attacks on a personal level.

* Eighty-one percent agreed that in the aftermath of September 11 they were trying to look beyond setbacks and move on (exhibiting resilience).

* Twenty-one percent said they were worried that a family member would become a victim of a terrorist attack.

* More than three fourths of Americans (77%) agreed that they had tried to simplify their lives and focus on what really mattered.

* Seventy-one percent spent more time trying to gain perspective on their lives.

* New Yorkers were almost twice as likely as people elsewhere to report having experienced symptoms of depression.

* Residents of Washington, DC, were less likely than were New Yorkers or others nationally to report feelings of being depressed or anxious.

* Only 7% of Americans reported having gone to a mental health professional (American Psychological Association, 2002).

Note that this particular survey did not report on career counseling or workplace trauma and stress. In this environment of growing insecurity, people face greater uncertainties in which fear of the future may replace planning for the future. They are also faced with increasing poverty and a growing gap between the haves and the have nots. This becomes dramatically apparent as individuals confront corporate greed and corruption and the loss by employees of life savings and pensions as the result of the brazen actions of seemingly dishonest leaders in Enron, WorldCom, Tyco, Qwest, and other companies under investigation by the Securities and Exchange Commission.

The fact is that the old psychological contract is disappearing and a new one is being put in place as young people, such as the members of Gen eration X, defy old work patterns, change jobs more often, and act on their values, including the importance of family. The very limited system of maternity and paternity leaves in place in the United States makes it difficult for pregnant women to take much leave, to find adequate transportation and child care, and to combine work and family. A volatile stock market has led to a poor economy and financial threats for many families. The full dimensions of a new psychological contract are not fully implemented. The percentage of women in top executive positions has grown but still continues to be under 10%; women in fields such as engineering and the hard sciences are still rare. It seems to me that progress in gender equality is not as great as once might have been thought.

When the October 2002 sniper violence occurred in Maryland; Wash ington, DC; and Virginia, being outside in any place was not safe for anyone, including for children. Although the alleged perpetrators were arrested, the senseless murders added to the feeling of unrest, fear, and insecurity. In such an atmosphere, how does one plan when so much seems to be in the hands of fate? In her model of transition, Schlossberg (1994) wrote about planned and unplanned events in individuals' lives. In career development, career counselors have emphasized the importance of individuals having a sense of agency or control over our lives. Control over destiny seems less available to people today. Apart from the threat of sniper or terrorist violence, one might ask how the 40 million people without health insurance in U.S. society can have a sense of agency or security.

An even greater threat to the United States, particularly to young people, is the fear mongering and warmongering that in the summer and fall of 2002 were rapidly leading toward war and were creating institutions, policies, and procedures that are a threat to democratic values, civil liberties, and freedoms. We, as members of society, live in a dangerous environment when a first U.S. preemptive strike is threatened and where disagreement with the government is viewed as being unpatriotic. Although most agree that Saddam Hussein is an evil man, many do not believe that a war with Iraq, in which the United States takes action unilaterally, is an acceptable solution. There was great joy in November 2002 in many sectors when President Bush's initiatives and United Nations resolutions came together in a multilateral effort. The military fervor has already resulted in billions of dollars being diverted to the war effort and the ignoring of domestic needs in education, health, safety, food and shelter, and human rights-the rights of every individual. These are indeed threats to the counseling profession in general and career counseling in particular. It is not possible to know yet what the full impact of these developments will be on people's freedom of choice, freedom to speak out, and freedom to have choices from a wide range of options, but it is already possible to discern how the war mentality is leading back to macho principles and behavior and limited choices. Maybe this atmosphere will make career counselors more aware of the limits of predicting occupational choice and of occupational information and matching and will encourage them to look at more humane values such as meaning and purpose, spirituality, fuller lives, and service to community. One outcome of September 11 is that many people are reexamining their priorities; another is the apparent growth in empathy, volunteerism, outreach, and sense of community.

External Opportunities for Career Counseling

Among the first opportunities I see are the gradual opportunities to improve multicultural career counseling. After a decade of being taught by leaders in the multicultural counseling field, with different techniques for different ethnic groups, it may be that we, as career counselors, will find it useful to differentiate diversity counseling based on the basis of individual needs and to listen to and learn from the diverse clients who seek help. We will also need to learn how to be helpful to immigrants from cultures and peoples previously foreign to us (e.g., Hmong, Somali, Russians, Nigerians, Rwandans). Drawing from indigenous cultures and training counselors from within these new cultures will provide one kind of opportunity. Helping clients, counselor educators, and counselors-in-training understand that gender is still a major factor in career counseling provides another opportunity--to reinforce that gender issues are a part of all cultures, for women and for men. We can also help clients and counselors understand the limiting factors in their own culture, to differentiate between those that are harmful and those that are affirming to human beings.

Technology will continue to improve and to offer new opportunities for career counseling. A variety of evolving media, including CD--ROMs, digital video discs, and digital photos (and more) will doubtless create new opportunities for gaining information and exchanging ideas and information with colleagues around the world. New innovative career exploration programs, perhaps even holistic ones, may eventually be adapted for the Internet. New ways of collaborating around the world will accelerate. Career counselors will also have an opportunity to develop and compare codes of ethics and perhaps learn from each other about counselor training requirements, procedures, and practices. The International Association for Educational and Vocational Guidance (IAEVG) and NCDA have long had this dialogue (since Donald Super, one of the founders of IAEVG, became its president in the fall of 1975). The 2004 NCDA convention in San Francisco, with Spencer Niles as president, will have an international theme. A joint NCDA/IAEVG committee is planning an international symposium for San Francisco. IAEVG at its 50th anniversary congress in Paris in August 2001 approved a new statement of principles and an action plan, which was drafted by IAEVG President Bernhard Jenschke of Germany, called the IAEVG Declaration of Educational and Vocational Guidance (IAEVG, 2002). The statement emphasized traditional career exploration and job search rather than life roles or holistic approaches. It also called for a stronger link with public policy. (See the IAEVG Journal and newsletter for a discussion of the Declaration [Van Esbroeck, 2002]).

Opportunities also exist for more training in transition counseling, with large numbers of employees still being downsized. A large older population is making transitions to a next stage of life and may make gerontological counseling an important specialty of the future. The older populations offer a distinct challenge to career counselors. One group of researchers in California is working actively to create a theoretical framework for the developmental life stage of older adulthood. Helping counselors and clients understand the positive outcomes of combining work and family has become more important. Taking advantage of new techniques such as "career as story" or narrative career counseling, along with Circle of Life strategies (Hansen, 1997), provides new opportunities for making career courses more interesting and for offering greater linkages and connections among people.

The career counselor's role as advocate and change agent will offer a major challenge to counselors in training and practice and to counselor educators, who will have an opportunity to teach both individual change and systems change. There will be greater opportunities for collaborations and coalitions. With the increase in diversity, all counselors will need to become multiculturally competent and skilled career counselors. It is possible that work with underserved or underrepresented populations will make career counseling and multicultural counseling more central-and make it possible for both to make a greater difference in people's lives. Perhaps one solution is to let computers do part of occupational matching and let career counselors do holistic life planning. Another opportunity is to move away from so much emphasis on objective interest tests and to use other, subjective measures. Convergence in career counseling may become more apparent as career counselors and theorists demonstrate further leadership in showing how theory may evolve from practice rather than practice always evolving from theory.

Strategic Issues Facing Career Development

There are seven issues that I would identify as strategic and to which I think NCDA should give some priority in the next decade.

1. Find new and better ways to serve diverse populations, including low-income persons.

2. Train career and other counselors to be advocates and change agents.

3. Improve career counseling training programs (see the revised Standards [Council for Accreditation of Counseling and Related Educational Programs, 2001] and NCDA/ACES [Hansen & Associates, 2001] Position Paper) so that counselors-in-training, counselor educators, and practitioners can inspire clients and students through the use of new practices that demonstrate how exciting and important contemporary career counseling can he.

4. Turn external societal threats (e.g., workplace stress, safety issues, threats to democratic values) into opportunities and help clients understand how important these threats are in career development. Use visualization, career as story, Circle of Life, and other strategies (Hansen, 1997; Pope & Minor, 2000) to help counselors and clients see the value of spirituality, purpose, and meaning and the need to connect family and work and achieve balance between the personal and career.

5. Use more group and systems strategies to teach clients, counselors, and organizations what holistic career development and life planning are and to know when to use these strategies versus using more traditional person-environment fit techniques.

6. Continue to emphasize that gender is still a major factor in career development and multicultural counseling within and across cultures (Sadker, 2002; Sanders, 2002).

7. Identify leaders to assist NCDA in reframing a forthright statement of the place of career counseling and development in a democratic society. Perhaps what is missing in the NCDA organizational statement is an identification of the values that undergird the work of the organization; of the profession; and of career scholars, practitioners, and professionals.

Vision

NCDA is the premier organization of formally trained practitioners and scholars who assist individuals of all backgrounds to make choices and decisions among work and other life roles that will be empowering and will help them have more satisfying lives and commit to creating a better society. Practitioners and scholars develop interventions and deliver quality career services directly and indirectly through facilitating career development and providing proactive career guidance through individual, group, and systems interventions. They are change agents who work to improve society through advocacy and change agent skills--an "out of the box" approach to career counseling.

Mission

NCDA's mission is to help individuals of all backgrounds live lives that are more fulfilling and to help create a democratic society that is more caring and equitable through career development assistance over the life span--using such strategies as advocacy, education, public policy and public relations, technology, professional training, publications, leadership, research (qualitative and quantitative), and empowerment. Treating women and members of minority groups as visible, talented, equal partners in work, family, and community is part of this mission.

Goals

I have outlined goals for the organization and for career counseling in the list given at the beginning of the section on strategic issues that face career counseling. Organizational goals can be converted to values statements and then into goal statements and performance objectives. Prioritizing them is also an important step. Goals should also include elements of fostering hope; discovering possibilities; demonstrating authenticity and integrity; practicing personal and professional ethics; and managing stress, fear, and uncertainty. The goals should coordinate with minimum competencies identified in the NCDA (1997) revised version of the Career Counseling Competencies. From these goals, strategies for achieving the objectives can be developed, including strategies for implementing change. "Preparing Counselors for Career Development in the 21st Century: NCDA/ACES/Position Paper" (Hansen & Associates, 2001) consists of useful principles, guidelines, resources, and recommendations, especially for counselor educators but also for counselors in-training and career counseling practitioners. (See the NCDA Web page, www.ncda.org.)

Note. A personal bright spot in thinking about the future is that my husband and I had our first two grandchildren in 2002. We will be taking on new roles as grandparents, which many wise people say is one of the best in life. It may be apparent that I have been writing this article under the duress of a serious illness. At times it has been very difficult to keep motivated to finish this task when my own future was clouded by a life-threatening illness. When this special issue is published, the future might look quite different. I would like to end with part of a poem by Emily Dickinson (Dickinson, 1890, 1891, 1896/1982): "'Hope' is the thing with feathers / That perches in the soul/And sings the tune without the words / And never stops at all" (p. 20). Retaining hope for the future of our organization, profession, society, and our own personal and professional development and staying attuned to a postmodern, postindustrial age with commitment to advocacy and equality will be very important for us all in the next decade.

References

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Sunny S. Hansen, Department of Educational Psychology, University of Minnesota. Correspondence concerning this article should be addressed to Sunny S. Hansen, Counseling and Student Personnel Psychology, Department of Educational Psychology, College of Education and Human Development, University of Minnesota, Minneapolis, MN 55455 (e-mail: [e-mail]).