Book Review by Dr. Sally Gelardin

This is not your usual graduate level textbook. Because the authors present such a comprehensive portrait of changes in the world of work and personal lives, the book is enlightening for any adult in career transition or professional who provides career transition services. In addition to surveying historical development and theories in the field of vocational psychology and career counseling, the authors also outline the latest thinking and influence on, as well as challenges to, current practice.

In a discussion of personal constructivist discourse (system of statements, practices, and institutional structures that share common values, Hare-Mustin, 1994), Peterson and Gonzalez are not afraid to criticize dominant socially constructed beliefs that oppress those of underrepresented populations. Working in predominantly Hispanic cities, they are keenly aware of the importance for educational administrators, teacher educators, and school counselors to educate minority children and their families in career development skills and issues. Calling for an examination of the validity of program evaluation and vocational assessment that discriminates against those of non-Eurocentric backgrounds, they support the growth of phenomenological perspective, in which counselors "seek to comprehend the meaning of clients' interests and abilities as part of a life pattern" (Savickas, 1992).

My favorite section is an overview of historical antecedents to the field of vocational psychology. Going back 2,500 and 500 years ago, the authors unearth vocational psychology from ancient Egypt, Greece, and China, as well as from the age of classical Islam to the multicultural society of late medieval Spain. They take the reader from these roots to technological advances of the late twentieth century, which often leave one in a state of "multiphrenia, socially saturated in a "sea of drowning demands." They point out that whether we are individualists or part of a strong family unit, "we cannot choose not to make choices" (O'Hara and Anderson, 1991).

The style of this book makes it worthy of consideration. Important features include case examples, tables, and practical applications that illustrate theories and concepts. For example, hidden rules about such issues as money, personality, social emphasis, time, education, destiny, language, family and structure are presented to encourage career practitioners to be sensitive to their clients' worldviews. To illustrat concepts, the authors define terms such as "corporate anorexia" (massive downsizing), "free agent" (employees who have decided to manage their own careers) and "cave and commons" (environments that group private work areas around larger communal team space).

What I like best about the book are discussions on the need for integration of cultural and family influences into career planning. For example, the authors differentiate between "formed families" (based on blood ties) and "floating family networks" (based on affectational ties of mutual choice). They dispel the myth that the workplace can displace the family (especially when downsizing occurs or retirement benefits are cut). In a discussion on career exploration courses that meet student needs, the authors cite a college course for career planning that blends family systems and birth order dynamics (Bradley and Mims, 1992). Peterson draws on her experience in both community college and university settings to design a model for a post secondary course that includes self-exploration, family and social influences, occupational exploration and decision-making.

Multicultural issues are explored with every age group. Topics range from ethnicity, acculturation and assimilation to affirmative action, social and economic realities, sexual orientation, and disabilities. The authors encourage vocational practitioners to voice their political viewpoints on welfare reform, disabilities, and K-12 career education.

As they project the future of occupational guidance services, Peterson and Gonzalez call for a change in occupational guidance services to meet the substantive changes that are occurring in the workforce in attitudes towards education, work and leisure (i.e., older workforce, values of new generation of workers). I read this textbook from cover to cover, a priority that I rarely give to books in this category, and I shall certainly encourage my counseling psychology students to do the same. The collaboration between two authors of different ages, cultural backgrounds, and genders has resulted in a book that will inspire counseling psychology students and others who are involved in vocational counseling and life planning.