way that enriches our agencies, organizations, and training programs. Finally,
in evaluating outcomes, Krumboltz and Coon note that interventions focused
on learning require the identification and targeting of needed skills and
knowledge, the design and monitoring of learning activities to assist the
career development process, and the assessment of changes in peoples'
behaviors, self-perception, and views of their environment.

The concluding chapter by Fred Borgen highlights several features of the
chapters in the handbook. Borgen comments on his personal reactions to
these chapters, most of which focus on a particular set of leading edges of
the current field of vocational psychology. His comments were motivated
to stimulate the reader and sharpen for readers the differences and similarities
among the chapters. From his perspective, they are a diverse set of manu-
scripts, reflecting the healthy vigor and diversity that characterizes the current
field of vocational psychology. Borgen notes that the chapters are particularly
diverse in the way that they approach science, from the traditional to the
postmodern and from the quantitative to the qualitative ways of knowing.
Finally, Borgen generates a list of questions about the discipline of vocational
psychology, focusing on its products, its people, and its processes.

Betz, N. E. ( 1992). Career assessment: A review or critical issues. In S. D. Brown & R. W. Lent
(Eds.), Handbook of counseling psychology (2nd ed.) (pp. 453-484). New York: Wiley.

Ford, D. H., & Lerner, R. M. ( 1992). Developmental systems theory: An integrative approach.
Newbury Park, CA: Sage.

Zytowsky, D. G., & Borgen, F. ( 1983). Assessment. In W. B. Walsh & S. H. Osipow, (Eds.),
Handbook of vocational psychology (Vol. 2, pp. 5-40). Hillsdale, NJ: Lawrence Erlbaum
Associates.

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