t be accompanied by careful attention to client attitudes and statements, whether verbal or nonverbal, that may aid in assessing the real needs and objectives of the client, both personal and professional. For what a client may need is not career counseling, except in the most incidental sense, but rather psychotherapy, family therapy, or even a lawyer.
Equally, the career counselor must approach a consultation with an attitude of humility and of appreciation of the fact that he or she may not be able to provide the service that the client is seeking. That seems especially the case where the counselor and the client view career planning and career development from vastly different cultural perspectives. Over the last 25 years, the structure of American population has shifted toward what has been termed a society reflecting diversity--of race, culture, language, and so on. Suggestions for meeting the emerging society's educational and career needs have come not only from the career-counseling discipline but also from a variety of social commentators and political observers. Swiniarski, Breitborde, and Murphy (1999) forcefully argue that in the context of emerging diversity generation in this country and the fact that this generation will be living in a global society also marked by geopolitical, nation-state, cultural, and other categories of diversity, as well as a diverse set of priorities and capabilities, a principal need emerging generations will have is for education and training that are suited to the task of facilitating their ability to cope with the vicissitudes of future experience in the context of the global village.
Citing the multiple educational and political models around the world--none of which by itself answers all prospective needs and learning styles of all children in all cultures--the text argues for inclusive, multicultural, and multimodal instructional strategies, which are meant to enable learning opportu...