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The Rationale Underling the CDDQ Ta!onomGati, sipo (1993)

Ma&ig a career decisio is a step e!er#oe must ta&e. ?hile some people ma&e such

decisios easil# ad ith o apparet difficulties, ma# idi!iduals face difficulties ima&ig their career decisios. To help cliets ho ecouter difficulties i their career

decisio%ma&ig process, it is ecessar# to locate ad idetif# their specific areas of

difficult#.

The ta"oom# of career decisio%ma&ig difficulties used i the $DD'%feed+ac& is +ased

o decisio%ma&ig ad iformatio%processig theories. ?e defie a# de!iatio from the

ideal career decisio%ma&ig process (i.e., the process carried out +# the ideal career

decisio ma&er/ see +elo) as a difficult# that ma# lead to idecisio or a less tha optimal

choice. I the e"t sectio e preset the proposed ta"oom#. The e preset iformatio

a+out the relia+ilit# ad !alidit# of the $DD'. 5iall# e preset possi+le uses of the

$DD' i couselig ad research.

Assum"tions underling the Pro"osed Ta!onom

6 ideal career decision makeris a perso ho is*

% aare of the eed to ma&e a career decisio ad illig to reach such a decisio.

% capa+le of ma&ig the decisio properl# (that is, usig a s#stematic process to

reach the decisio most compati+le ith his or her goals)

6# de!iatio from the ideal career decision makeretails difficulties that ma#

impair or impede the career decisio%ma&ig process

$areer decisio%ma&ig difficulties ca +e classified ito distict categories,

accordig to*% the time at hich the# arise (beforeor duringactual engagement in the career

decision-making process)

% the source of difficult# (cognitive or affective)

% the impact of the difficult# o the decisio (blocks the process or leads to a less

than optimal decision)

% the t#pe of iter!etio reuired to o!ercome the difficult#

Indecisionma# result from a sigle difficult# or a com+iatio of difficulties.

ach idi!idualAs difficulties ma# +elog to oe categor# or a um+er of categories

2

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Ta!onom of Career Decision-Making DifficultiesGati, sipo (1993)

The proposed ta"oom# is +ased o three le!els of categori=atio.

The first distictio is +etee difficulties arisig +efore actuall# +egiig the career%

decisio ma&ig process ad those that arise durig the process. The former icludedifficulties i!ol!ig a lac& of readiess to eter the career decisio%ma&ig process.

?ithi the latter, e distiguish +etee difficulties i!ol!ig lac& of iformatio ad

difficulties i utili=ig a!aila+le iformatio due to iformatio icosistec#.

ach of these three major categories of difficulties (lac& of readiess, lac& of iformatio,

ad icosistet iformatio) is further di!ided ito specific difficult# categories, for a total

of te difficult# categories.

5olloig is a short descriptio of each of the specific difficult# categories.

Difficulties arising "rior to engaging in the career decision-making "rocess#

$ack of Readiness

This major categor# cosists of three specific difficult# categories*

$ack of Moti%ation% 6 high score i this area reflects a lac& of illigess to ma&e

a decisio at this poit.

&ndecisi%eness% 6 high score i this area reflects a geeral difficult# i ma&ig

decisios.

Dsfunctional 'eliefs% 6 high score i this area reflects a distorted perceptio of

the career decisio%ma&ig process, irratioal e"pectatios of it ad d#sfuctioal

thoughts a+out it.

Possible Focuses of

Career Decision-Making Diculties

Prior to Engaging

in the Process

Lack of Readiness

due to

General

Indecis-

iveness

Dysfunc

-tional

beliefs

During the Process

Lack of Information

about

Cdm

process

elf !ccu-

pations

"ays of

obtaining

info.

Inconsistent

Informationdue to

to

#nreliable

Info.

Internal

conflicts

E$ternal

conflicts

Lack of

motivation

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Difficulties Arising during the Process

$ack of &nformation

This major categor# cosists of four specific difficult# categories*

$ack of &nformation about the Decision Making Process% 6 high score i this

area reflects a lac& of &oledge a+out ho to ma&e a decisio isel#, ad

specificall# a lac& of &oledge regardig the specific steps i!ol!ed i the career

decisio%ma&ig process.

$ack of &nformation about the elf % 6 high score i this area reflects a situatio

here oe feels that oe does ot ha!e eough iformatio a+out oeself (e.g., a+out

career prefereces, a+ilities etc).

$ack of &nformation about ccu"ations % 6 high score i this area reflects a lac&

of iformatio regardig the e"istig arra# of career optios* hat alterati!es e"ist

adBor hat each alterati!eAs characteristics are.

$ack of &nformation about *as of btaining &nformation % 6 high score i this

area reflects a lac& of iformatio a+out a#s of o+taiig additioal iformatio or

help that ma# facilitate decisio ma&ig.

&nconsistent &nformation

This major categor# cosists of three specific difficult# categories*

Unreliable &nformation % 6 high score i this area idicates that the idi!idual feels

that he B she has cotradictor# iformatio a+out himself B herself or a+out the

cosidered occupatios.

&nternal Conflicts % 6 high score i this area reflects a state of iteral cofusio.

Cuch iteral coflict ma# stem from a difficult# i compromisig i the ma#

factors the idi!idual !ies as importat, he some of these factors are

icompati+le each other.

+!ternal Conflicts% 6 high score i this area ma# idicate a gap +etee a

idi!iduals prefereces ad the prefereces !oiced +# others ho are sigificat to

him B her, or a cotradictio +etee the opiios of to sigificat others.

4

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Possible Uses of the CDDQ

&nitial screening of clients% screeig cliets accordig to the major categories or

the 10 difficult# categories ad directig them to rele!at iter!etio optios (e.g.,

face%to%face couselig, occupatioal li+rar#, rele!at Iteret sites).

Diagnosis of a client,s difficulties % pro!idig the face%to%face couselor ith iitial

rele!at data regardig the focuses of the cliets difficulties, so that the first couselig

sessio ca +egi ith a aal#sis of the $DD's results (see a e"ample for prited

feed+ac& i 6ppedi" 6).

eeds Assessment % collectig iformatio a+out the t#pes of difficulties that occur

freuetl# i a particular group (Gati ; Ca&a, 2001)

+%aluating &nter%entions % e!aluatig the effecti!eess of career iter!etios, for

e"ample, comparig +efore B after situatios (Gati, Ca&a ;

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.R+QU+T$/ A0+D QU+T& A'UT T1+ CDDQ

Q# *hat is the difference bet2een the 33-item %ersion of the CDDQ and 43-item

%ersion5

A# The origial $DD' (Gati, sipo, 1993) as comprised of 44 items. I a

effort to ma&e the $DD' more accessi+le, for practical reasos, e shorteed it to 4

items +# deletig those items that did ot sigificatl# cotri+ute to the scales iteral

cosistec#%relia+ilit#. The Iteret !ersio has 4 items for this reaso. ?e also

recommed usig the 4 item paper%ad%pecil !ersio for co!eiece.

Q# &s there a fee for the use of the CDDQ5

A# There is o fee at this time for the Iteret !ersio of the $DD'. The paper%ad%pecil

!ersio ca +e also o+taied for research ad couselig purposes ithout a# fee, +#

ritig directl# to itamar.gati@huji.ac.il

Q# 1o2 is it "ossible for ou to "ro%ide the CDDQ for free5

A#The de!elopmet of the theoretical frameor& ad the uestioaire (descri+ed i the

Houral of $ouselig Ps#cholog#, 1993), as carried out i colla+oratio ith Prof.

Camuel >sipo of >hio Ctate Ui!ersit#, ad has +ee supported +# the UC%Israel

iatioal Cciece 5oudatio. This ad additioal support allos us to pro!ide the

$DD' free of charge (hile esurig cliets ao#mit#).

Q# Can & use the CDDQ for a masters or doctoral thesis5

A# -es, rite directl# to itamar.gati@huji.ac.il

Q# & 2ould like to demonstrate the effecti%eness of our career-counseling ser%ices6 canthe CDDQ be used for this "ur"ose5

A# -es, admiister the $DD' +efore ad after the rele!at couselig iter!etios (for a

e"ample, see Gati,

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method/ ad the iterpreti!e report highlights the focuses of the cliets career%decisio

ma&ig difficulties.

Q# 1o2 do & go about translating and testing the CDDQ in another countr5

A#The $DD' has +ee traslated ito ( languages. ?rite toitamar.gati@huji.ac.ilfor

details cocerig prior traslatios ad further iformatio.

Q# 1o2 can & use the CDDQ to "ro%ide a better ser%ice for m clients5

A# The $DD' ea+les users to locate the specific focuses of the cliets career%decisio

ma&ig difficulties ad thus allos the couselor to desig a treatmet pla hich

addresses the specific eeds of the cliet. There are $areer%$ouselig $eters that ha!e

alread# successfull# icorporated the $DD' amog the tools used to impro!e their

ser!ices (e.g., the Ui!ersit# of Ee rusic&/

http*BB&i!uim.huji.ac.ilBcddBatco.htm).

Q# *hat is the difference bet2een the Career Decision cale (CD7 si"o27 Carne 8

'arak7 9:;

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"amples of Ctatemets from the $DD'

&t is usuall difficult for me to make decisions=

Does ot descri+e me 1 2 4 3 7 8 9 Descri+es me ell

& find it difficult to make a career decision because & do not kno2 2hat factors to

take into consideration=

Does ot descri+e me 1 2 4 3 7 8 9 Descri+es me ell

& find it difficult to make a career decision because & do not ha%e enough

information about m abilities (for e!am"le# numerical abilit7 %erbal skills)=

Does ot descri+e me 1 2 4 3 7 8 9 Descri+es me ell

& find it difficult to make a career decision because "eo"le 2ho are im"ortant to

me (such as "arents or friends) do not agree 2ith the career o"tions & am

considering=

Does ot descri+e me 1 2 4 3 7 8 9 Descri+es me ell

K 5or a full !ersio of the uestioaire rite to itamar.gati@huji.ac.il.

8

mailto:itamar.gati@huji.ac.ilmailto:itamar.gati@huji.ac.il

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Pschometric information about the CDDQ

:elia+ilit# ; Lalidit#

Reliabilities of the CDDQ#

&nternal Consistenc +stimates

tud

Cample $ro+ach 6lpha :elia+ilities

Group 6ge Fac& of:eadiess

Fac& ofIformatio

IcosistetIformatio

Total

Questionnaire

>708

(9::708(9::

(9::?)

6mericaCtudets

13% 40 .32 .94 .83 .94

>7708

(@)

Israeli$areer$ouselees

18%42 9 .38 .83 .8 .90

>8

(@9a)

IsraeliJigh%

CchoolCtudets

14%17 1772 .8 .88 .87 .91

>8

(@9b)

Israeli-oug6dults

19%2 417 .31 .87 .77 .88

Mau

(@9)

6merica

Ctudets

18%2K 14 .33 .93 .92 .93

TaiaeseCtudets

18%21K 947 . .9 .82 .92

* Inter-quartile range

Test-Retest +stimates

Ctud#

Cample Test%:etest :elia+ilities

Group 6ge Fac& of:eadiess

Fac& ofIformatio

IcosistetIformatio

Total'uestioaire

>708(9::

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>8

(@9b)

Israeli-oug

6dults

19%2 417 .81 .39 .7 .79

Mau

(@9)

Taiaese

Ctudets

%% :4 =B< =?B =;? --

alidit research#

Gati, >sipo,

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Research Related to the CDDQ

6l+io, M. H., ; 5ogart#, G.H. (2002). 5actors ifluecig career decisio ma&ig i

adolescets ad adult.*ournal of Career +ssessment' (,, 91%123.

6l+io, M. H., ; 5ogart#, G.H. (200). $areer decisio ma&ig for #oug elite athletes*

6re e ahead o poitsN.+ustralian *ournal of Career %evelopment' ($(), 1%32.

6mir, T., ; Gati, I. (2003). 5acets of career decisio%ma&ig difficulties.British

*ournal of uidance and Counselling .48%0.

6mir, T., Gati, I., . (2003). :elia+ilit# ad Lalidit# of a $hiese Lersio of the

$areer Decisio%Ma&ig Difficulties 'uestioaire.International *ournal for

7ducational and 8ocational uidance 1, 47%3.

Di 5a+io, 6., ;

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Gati, I., sipo, C. J. (1993). 6 ta"oom# of difficulties i career

decisio%ma&ig.*ournal of Counseling 3sychology ., 10%23.

Gati, I., >sipo, C. J.,

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stud#.*ournal of Career +ssessment 9, %34.

Mau, ?.$. (2004). $ultural dimesios of career decisio%ma&ig difficulties. The

Career %evelopment &uarterly, =., 37%78.

Morga, T., ; Eess, D. (200), $areer decisio ma&ig difficulties of first #earstudets. The Canadian *ournal of Career %evelopment 5, %7.

>sipo, C. J., ; Gati, I. (1998). $ostruct ad cocurret !alidit# of the career

decisio%ma&ig difficulties uestioaire.*ournal of Career +ssessment 1, 47%34.

:eese, :. H. ; Miller, $. D. (2003). ffects of a ui!ersit# career de!elopmet course

o career decisio%ma&ig self%efficac#.*ournal of Career +ssessment, (, 22R233.

Ca&a, E., Gati, I., ;

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272%283

Gati, I., Ca&a, E., ; Ma#er, -. (2000). Iteret%+ased career couselig* 5uture

Directios . The 7ducational Counselor 9, 88%110 (i Je+re).

Un"ublished re"orts

Cirois%Felac, T., ; Fadie, H. (200). Tailorig the career cousellig models to the

eeds of cliets. The Counseling ervices University of Ne# Bruns#ick Canada. (clic&

here for a uote)

Ta, J.I. (2004). $areer decisio ad persoalit#. Thesis (M.6.) (6pplied Ps#cholog#)

Eatioal Istitute of ducatio, Ea#ag Techological Ui!ersit#.

5or further iformatio a+out the $areer Decisio%Ma&ig Difficulties 'uestioaire or

reuests for reprits, please cotact Itamar Gati*

itamar.gati@huji.ac.il or 5a"* S972%2%882084

14

http://kivunim.huji.ac.il/cddq/natcon.htmhttp://kivunim.huji.ac.il/cddq/natcon.htmmailto:itamar.gati@huji.ac.ilhttp://kivunim.huji.ac.il/cddq/natcon.htmhttp://kivunim.huji.ac.il/cddq/natcon.htmmailto:itamar.gati@huji.ac.il

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A""endi! A

An e!am"le of "rinted feedback

222=cddE=org.eedback for# Maa March 3, 2011

ased o #our resposes to the uestioaire, #ou ill +e preseted ith a summar#

of #our persoal difficulties i the career decisio%ma&ig process.

5irst, #ou ill +e preseted ith the categories i hich #our resposes reflect saliet

difficulties. The, the categories i hich #our resposes reflect moderate difficulties

ill +e preseted ad fiall#, e ill preset our recommedatios regardig the

steps #ou ca ta&e i order to address those difficulties.

/our res"onses reflect significantdifficulties in%ol%ing#

/our res"onses also reflect moderatedifficulties in%ol%ing#

T"e of difficult core 9-:

>eneral &ndecisi%eness% 6 high score i this area reflects a state of

general difficult in making decisions= Ma# people ted to +e

idecisi!e i !arious areas of their li!es. Decisios are ofte

accompaied +# hesitatio ad fear of failure or commitmet. People

ho are geerall# idecisi!e ma# therefore procrastiate or repeatedl#

chage their mid oce the# ha!e reached a decisio. Cometimes the#

ma# feel the# eed others to affirm their decisio i order to feel that

the# ha!e made the right choice.

3

Dsfunctional 'eliefsrefers to irratioal +eliefs ad e"pectatios a+out

career decisios. 6 high score i this area reflects a distorted

"erce"tion of the career decision-making "rocess. Irratioal +eliefs

ad e"pectatios a+out career decisios, such as the +elief that oe ol#

chooses a career oce ad that that choice is ecessaril# a life%log

commitmet, or that oe occupatio ca fulfill all of a persos

aspiratios, ma# impede the career decisio%ma&ig process.

3.

$ack of &nformation about the Decision Making Process% 6 high

score i this area reflects a lack of kno2ledge about ho2 to reach a

decision 2isel, ad specificall# a+out the steps i!ol!ed i the careerdecisio%ma&ig process. 5or istace, #ou ma# ot &o hat factors

to ta&e ito accout, or ma# ecouter difficulties i com+iig the

&oledge #ou ha!e a+out #ourself (for e"ample, #our stregths ad

ea&esses) ith iformatio o the !arious career optios (for

e"ample, hat a+ilities are reuired for a specific occupatio).

3.7

$ack of &nformation about ccu"ations % 6 high score i this area

reflects a lack of information about e!isting career o"tions#hat

alterati!es e"ist ad B or hat each alterati!e is li&e.

3.7

1

http://kivunim.huji.ac.il/cddq/printdemo.pdfhttp://www.cddq.org/http://kivunim.huji.ac.il/cddq/printdemo.pdfhttp://www.cddq.org/

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.inall7 ou ha%e no a""arentdifficulties in%ol%ing#

Recommendations#?e recommed fidig a e"pert career couselor ho ca pro!ide #ou ith asers to

some of #our uestios a+out #our prefereces, a+ilities ad talets, usig professioal

assessmet tests ad uestioaires. The couselor ill also help #ou deal ith #our

difficulties i ma&ig decisios i geeral, ad help #ou sol!e #our coflicts related to

T"e of difficult core 9-:

$ack of &nformation about the elf % 6 high score i this area reflects a

situatio here ou feel that ou do not ha%e enough information

about ourself. -ou ma# ot &o hat #ou at % for e"ample, hat

or& coditios #ou prefer or hether #ou are taleted eough i a

certai field, or hether #ou possess certai persoalit# traits that arecritical for a specific occupatio.

4

$ack of &nformation about Additional ources of &nformation% 6

high score i this area reflects a lack of information about 2as of

obtaining additional information or hel" that ma facilitate decision

making. 5or e"ample, #ou ma# ot &o here to search for

iformatio a+out occupatios, or here to fid persoal career

couselig.

4

Unreliable &nformation% 6 high score i this area idicates that ou

feel that the information ou ha%e about ourself or about the

considered occu"ations contains contradictions. 5or e"ample, there

ma# +e cotradictios +etee the a# #ou !ie #ourself ad the a#

others !ie #ou, or +etee su+jecti!e ad o+jecti!e iformatio a+out

#ourself (for istace, if #ou are told +# #our art teacher that #our

paitigs are outstadig, +ut #ou regard #our paitigs as mediocre).

4.7

&nternal Conflicts% 6 high score i this area reflects a state of internal

confusion. Cuch coflict ma# stem from difficulties i compromisig

+etee the ma# factors #ou !ie as importat, (for e"ample, #ou ha!e

+ee accepted at a particular college, +ut #our parter li!es i a differet

cit#). Iteral coflicts ma# also arise he a attracti!e occupatio

i!ol!es a certai uattracti!e elemet (such as the log traiig eeded

to +ecome a ph#sicia), or he se!eral occupatios seem euall#attracti!e.

4.4

T"e of difficult core 9-:

$ack of Moti%ation% 6 high score i this area reflects a lack of

2illingness to make a decision at this "oint in time. This ma# idicate

that #ou dot feel li&e ma&ig the decisio o, or it ma# stem from a

+elief that there is o eed to i!est time ad effort tr#ig to ma&e a career

choice, sice time ill lead #ou to the right decisio.

2.

+!ternal Conflicts%% 6 high score i this area ma# idicate a ga"

bet2een our "references and the "references %oiced b significant

others , or +etee the opiios of to sigificat others.

"teral coflicts arise he #ou decide to ta&e a certai factor ito

accout or choose a certai occupatio, hile sigificat otherBs ha!e

other prefereces. 5or e"ample, #ou might prefer a occupatio that

reuires a short traiig program, hile #our parets prefer that #ou

choose a academic career.

2.

13

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career decisio ma&ig.

?e ad!ise #ou to search the Iteret for iformatio o rele!at career optios. e

aare that the ualit# of the iformatio ad its source are sometimes uestioa+le. I

case of dou+t, tr# to chec& the iformatio usig se!eral sources.

Guidace i the stages i!ol!ed i ma&ig career decisios ca +e foud o this site. >f

course, #our career couselor ill guide #ou through the steps i #our decisio%ma&ig

process.

The folloig are some geeral recommedatios regardig iformatio sources that

ca help #ou progress i the decisio%ma&ig process. I additio, e are pro!idig #ou

ith specific recommedatios regardig the steps that might help #ou address each of

#our saliet ad moderate difficulties. The Iteret could +e a !er# helpful tool i the

e"ploratio #our career decisio%ma&ig difficulties, hether #ou are !isitig sites that

charge a fee or ot. The Iteret is, ithout uestio, the most comprehesi!e ad

attaia+le source of iformatio, ad e recommed #ou start #our search for

iformatio there. The iteret ill help #ou deal ith #our*

Dsfunctional beliefs$ack of information about the decision making "rocess

$ack of information about occu"ations

$ack of information about additional sources of information

Unreliable information

Joe!er, it is importat that #ou are aare of the ualit#, o+jecti!it# ad relia+ilit# of

the source of iformatio #ou choose to use. Come of the iformatio is +iased ad

comes to ser!e a commercial purpose. It is therefore recommeded that #ou compare

se!eral sources of iformatio.

?e recommed that #ou to tur to a career couselor to help #ou address*

>eneral indecisi%eness

$ack of information about the selfUnreliable information

&nternal conflicts

$areer couselig icludes oe%o%oe co!ersatios ith a !ocatioal ps#chologist,

ad tests ad uestioaires that ill help #ou get to &o #our s&ills, prefereces, ad

fit to the differet occupatios. I some of the couselig ceters #ou ma# fid a

!ocatioal li+rar#, ad access to computeri=ed iformatio ad guidace s#stems. The

cost of such couselig depeds o #our coutr# of origi ad therefore e caot

pro!ide a assessmet. It is recommeded that #ou +rig a prited cop# of this feed+ac&

to #our couselig appoitmet.

"ecificall7I order for #ou to deal ith #our general indecisi%eness, e recommed that #ou tur

to a career couselor. If #ou are ua+le to do so, the PI$ Model

(http*BB&i!uim.huji.ac.ilBcddBpic2g.htm), ma# +e helpful. This model ill guide #ou

through a s#stematic, structured decisio process ad at least help #ou partiall# ith

#our geeral idecisi!eess. If #ou prefer a more iteracti!e ad persoall#%tailored

guidace through the decisio%process, ma# iteracti!e career guidace s#stems (most

of them reuire pa#met) are a!aila+le o the Iteret (for e"ample, !isit*

http*BBm+cd.itocareers.orgB).

6 career couselor could help #ou deal ith or chage #our dsfunctional thoughts

and beliefs, hich are pro+a+l# haltig #our curret decisio%ma&ig process.

I order for #ou to gather information regarding the decision-making "rocess, e

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http://kivunim.huji.ac.il/cddq/pic2_g.htmhttp://mbcd.intocareers.org/http://kivunim.huji.ac.il/cddq/pic2_g.htmhttp://mbcd.intocareers.org/

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recommed that #ou !isit http*BB&i!uim.huji.ac.ilBcddBpic2g.htmad lear a+out the

PI$ model ad three recommeded stages of the career%decisio ma&ig process. ?e

also ecourage #ou to read a+out the 1 importat career aspects (i.e. tra!el, salar#) that

#ou eed to cosider i this process. I additio, #ou could !isit the>BC% site,

http*BBm+cd.itocareers.orgBthat ill lead #ou step%+#%step through the process of

esta+lishig a short list of occupatios that match #our prefereces ad criteria.

I order for #ou to o+tai information about Fthe selfF, #ou could* 1) !isit the>BC%

site,http*BBm+cd.itocareers.orgBthat ill help #ou clarif# #our !ocatioal prefereces i

terms of aspects 2) tur to a career couselor that ill help #ou estimate #our

professioal a+ilities ad s&ills.

I additio to the geeral iformatio #ou could fid o the iteret (for e"ample, the

UC ureau of Fa+or Ctatistics, .+ls.go!or the >ccupatioal Iformatio Eetor&

http*BBolie.oetceter.org),>BC%(http*BBm+cd.itocareers.orgB), or occupatioal%

iformatio li+raries. Cice occupatios differ i their characteristics from coutr# to

coutr#, it is recommeded to loo& for occupatioal iformatio i e+sites of #our ocoutr#. -ou could also spea& to someoe ho is curretl# emplo#ed i the professio

of #our iterest or !isit the rele!at or&places i order to o+tai occu"ational

information. 5ield iformatio o+taied from o+ser!atio is uiue ad ca ot +e as

effecti!el# o+taied through other meas, +ut still #ou should remem+er that #our

iformatio is +ased upo oe e"periece ad therefore ca ot +e geerali=ed to the

etire professio. I order to collect iformatio a+out !arious academic fields of stud#,

#ou should !isit the colleges e+sites ad pa# specific attetio to the program of #our

iterest.

?e caot pro!ide #ou ith specific recommedatios regardig sources of additional

information, sice the# deped o #our coutr# of origi. ?e recommed #ou to usesearch egies to loo& for rele!at iformatio o the Iteret, hile +eig aare of the

ualit#, o+jecti!it# ad relia+ilit# of the source of iformatio #ou choose to use.

:eferece to rele!at sources of iformatio ca also +e o+taied from #our school,

college or ui!ersit#s couselor.

If the icosistecies are related to information regarding the self, e recommed

turig to professioal career couselig for assistace. If the icosistecies are related

to occupatioal iformatio, e recommed turig to relia+le ad updated sources of

iformatio, such as occupatioal li+raries, or ui!ersit#s e+sites. ?e caot pro!ide

#ou ith specific recommedatios regardig sources of iformatio, sice the# deped

o #our coutr# of origi. ?e recommed #ou to use search egies to loo& for rele!atiformatio o the Iteret, hile +eig aare of the ualit#, o+jecti!it# ad relia+ilit#

of the source of iformatio #ou choose to use. :eferece to rele!at sources of

iformatio ca also +e o+taied from #our school, college or ui!ersit#s couselor.

It is recommeded that #ou tur to a fried or someoe ho #ou are close ith i order

to address the issues ad internal conflictsthat #ou are strugglig ith. $osultig ith

others does ot compromise #our desire to ma&e a idepedet decisio. >ther

peoples opiios could !er# ofte +e a importat source of additioal iformatio that

could pro!ide #ou ith aother perspecti!e ad assist #ou i the decisio%ma&ig

process. If #ou still feel as though #ou eed further guidace, e recommed that #ou

!isit a career couselor.

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http://kivunim.huji.ac.il/cddq/pic2_g.htmhttp://kivunim.huji.ac.il/cddq/pic2_g.htmhttp://mbcd.intocareers.org/http://mbcd.intocareers.org/http://mbcd.intocareers.org/http://www.bls.gov/http://www.bls.gov/http://online.onetcenter.org/http://mbcd.intocareers.org/http://kivunim.huji.ac.il/cddq/pic2_g.htmhttp://mbcd.intocareers.org/http://mbcd.intocareers.org/http://www.bls.gov/http://online.onetcenter.org/http://mbcd.intocareers.org/

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