:HA PTER \lSELlNG The fullest possible understanding of career development theory and of the effects of career interventions

requires a wide range of research techniques and purposes: descriptive, correlational_ case study, naturalistic single subject, factorial, multivariate, subjective and qualitative, experimental, crosssectional, ethnographic, longitudinal, and . combinations of these. Although the typical statistical approaches to career behavior and treatment effects or interventions in career development have included discriminant analysis, analysis of variance, and correlational or regression approaches, additional and more sophisticated techniques are now emerging- " w l98l; Spokane and Oliver, 1983; Oliver & Spokane, 1988) and career guidance (Herr. 1986) do yield positive results and that the general efhcacy of such interventions is no longer in question (Rounds & Tinsley, 1984). lf the results of career education, career guidance, or career counseling are as positive as stated in the above paragraph, why is this chapter needed? Is the chapter's content not redundant with what has been said throughout this book? These are important questions. Let us suggest first that the interpretation of the status of research in career education, guidance, and counseling was that "in its broadest sense" and in the aggregate the results are qutlfl Y