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The Educational Forum

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Career Development: Growth and

Crisis by Arthur Maynard Kroll, Lillian
Brandon Dinklage, Jennifer Lee,
Eileen Dorothy Morley, and Eugene
Heber Wilson. New York: John Wiley
& Sons, Inc., 1970. 262 pp. $8.95
a
Ruth M. Koch
a
Kingsborough Community College of City University of New
York
Published online: 30 Jan 2008.

To cite this article: Ruth M. Koch (1971) Career Development: Growth and Crisis by Arthur
Maynard Kroll, Lillian Brandon Dinklage, Jennifer Lee, Eileen Dorothy Morley, and Eugene Heber
Wilson. New York: John Wiley & Sons, Inc., 1970. 262 pp. $8.95, The Educational Forum, 35:3,
399-400, DOI: 10.1080/00131727109340525

To link to this article: http://dx.doi.org/10.1080/00131727109340525

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 197 1] BOOK REVIEW S
th e E ncyclope dia of Educational Resea rch
reports that a bibliography of 2699 items on
group process was prepared in 1966.
T he book has two main limitations in th e
opinion of the reviewer. It contains a signif-
icant amo unt of redundancy which might
have been avoided if contrib utors had coor-
dina ted the prepara tion of their respective
papers more closely. Secondly, th ere appears
to be minimum recogn ition of th e extensive
wo rk with groups in social psychology
which is not reflected in the fields of coun -
selor educa tion, counseling psychology, or
Downloaded by [University of Otago] at 08:40 10 January 2015
clinical psychology. P erh aps the most sys-
tem atic and organize d effort is repr esented
by th e N T L Institute for Applied Behav-
ioral Sciences initiat ed mor e than 25 years
ago by Kurt Le win and such colleag ues as
Ronald L ippitt , L eland Bradford , Warren
Benn is, and Richard Schmuc k. T his ap-
proach to hum an relations trainin g through
grou p pr ocess has been nat ionally recog-
nize d for both the significant research and
the laboratory m eth ods which hav e been
developed du ring this period.
W ith recog nition of th ese shor tcom ings ,
this volume will provide school counselors
with a theor etical and pract ical unde rstand -
ing of group work. One othe r caution to
th e practicing counselor is th e need to be
fully aware of personal limitat ions in using
group met hods for the solution of m ore in-
tense psychological and emotio nal problems.
Unless he is fully trained and experienced,
th erapeutic uses of group pr ocesses should
be avoided.
J AMES B. HECK
University of Delawar e
C AREER D EVELOPMENT: GROWTH AND
CRISIS by A rt hur Mayna rd K roll, L il-
lian Brandon Dinklag e, J ennifer L ee, E i-
leen D oroth y Mo rley, and Eugene H eber
Wilson . New Y ork: J ohn Wiley &
Sons, Inc., 19 70. 26 2 pp. $8.95.
399
This book focuses on th e processes of
self-evaluation, commitme nt, and decision
making in career developm en t. The a u-
thors' fund am ental objective is to pr esent a
collective attempt at identifying and ex-
tending new directions in which furth er un-
derstanding of career development may be
obtained. T heir goal is very effectively real-
ized as th ey explor e and clarify issues raised
by questions such as: H ow does self-e valua-
tion take place? W ha t is commitment and
how is it sustained and cha ng ed? W ha t are
some models, phases, dim ensions, and stra t-
egies of decision makin g ? H ow ma y th eory
and concep tualiza tion affo rd new ave nues
for the cont inue d develop ment of practice ?
A maj or streng th of this volume lies in
pr oviding a measur e of reality aga inst
which th e pr ocesses of self-evaluation, com-
mitmen t, and decision making may be con-
sidere d, for the validity of th e authors' th e-
sis is tested by th e pr esentation and study of
some eleme nts from "real" life. F or exam-
ple, coping behavior during car eer stress in
adult years is analyze d. ( T he resear ch re-
ported her e was perform ed with pa rtial
support by th e Cen ter for R esearc h in Ca-
reers, Grad uate School of Education, H ar-
var d University, Cambridge, Mass achu-
setts, und er Grant # MH ° 7308-04 fr om
the Nat ional Institut e of Me ntal H ealt h. )
T his empirical cont ext for th eory mak es for
increased understanding of cr ises during ca-
reer developme nt, and th e g estalt is seen as
an adaptive process.
Implicat ions for guidance and education
include emphasis on th e role of cognitive
processes in und erstanding one 's self and
one' s en viron ment and in solving personal
and interpersonal problems. T he concern is
for th e personalizat ion of education.
This book should be read and reflected
upon by prof essionals and students in th e
a reas of guidance an d education. It wo uld
be of considerable int erest to th ose in occu-
 400 BOOK REVIEWS
pations, careers, and in the field of human
gr owth and development. A quite extensive
bibliography adds to the book's merit .
RUTH M. KOCH
Kingsborough C ommunity C ollege
of City University of N ew Y ork
EDUCATIONAL PSYCHOLOGY
F UNDAMENTALS OF E DUCATIONAL PSy-
CHOLOGY by J ohn F. T ravers. Scranton,
Pa.: International T exthook C ompany,
19 7° .536 pp. $8·5 0.
Downloaded by [University of Otago] at 08:40 10 January 2015
Th e stat ed justification for this text is to
present a relevant discussion of educational
psychology to th e read er. Th e author
mak es it clear that educational psychology
does work, and if put to use in the class-
room, it should help th e no vice in th e pro-
fession become a better teacher.
Similar to man y of th e texts in educa-
tional psychology, this book places emphasis
on th e developm ental aspects. Some like it
this way ; others prefe r a narrower perspec-
tive on development. Discussion related to
growth and its variables might be rear-
ranged so that the central topic of develop-
ment would be tr eated last.
Authors th ese days ar e str essing the idea
that I.Q. changes-this book gives ample
discussion and support to this relevant issue.
This reader would like to see mor e space
devot ed to the question of what intelligence
is, expressly stating that th ere is no way to
measure it as yet.
An other positive feature of this book is
the way in wh ich the D evelopmental Task
Concept is shown to be related to social and
emotional de velopment. T oo man y auth ors
either choose to exclude this important topic
or present it in an unrelated manner. On
the oth er hand this author , like so many
others, is guilt y of tr ying to cover too much
in too little space. He makes a superficial
[March
presentation of the socialization process. It
wo uld have been bette r had fewer studies
heen cited hut a g reater numher of exam-
ples used.
M an y of us who see the dynamics of ad-
ju stm ent as kindred to social and emotional
development, would have preferred to have
this portion of th e hook includ ed in the ear-
lier chapters. This would have allowe d the
au thor to give more attenti on to the mental
health of the child. As it now stands, the
reader gains th e impr ession that this section
is an aft er-thought.
A comm on gripe of prof essors of educa-
tional psychology is that th e hook th ey use
spends too much time on development and
too little on learn ing. T exts on classroom
learning should elaborate upon th e nature
and condit ions of learning. The topics of
motivation , retention , tran sfer , concept
formation , and problem-salving- so vital to
teaching and learning-should be discussed
in separate chapters. In view of the empha-
sis on learning, it seems that the chapter on
th eories should precede the individual con-
cepts of learning to establish a basis for a
particular approach to teaching and learn-
mg.
The section on testing and evaluation is
done relatively well. The th ree absolutes of
a test ar e identified and d iscussed. Perhaps
th e term "usability" is more appr opriate
than "practicality." This reader would
want the purp ose of testing stated prior to a
discussion on teacher-made tests.
In short, th is book has man y fine quali-
ties that should appeal to a student who is
seeking information that is experimentally
sound. H owever, it is doubtful that this
book is any more relevant to educational
psychology than the score or more presentl y
on the market.
JOHN F. CHECK
W isconsin Stat e University, O shkosh