A) physically and psychologically.
B) maturity.
C) socially and physically.
D) socially and psychologically.
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A) a planful attitude toward coping with career stages and tasks.
B) gathering information about educational and occupational opportunities.
C) exploring the world of work and knowing how to make a good decision.
D) all of the above.
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A) retirement planning.
B) use of ability and interest assessment.
C) salary negotiations.
D) identity development.
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A) self-knowledge.
B) educational and occupational exploration.
C) career development.
D) career planning.
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A) Self-Directed Search.
B) Differential Aptitude Test.
C) Myers-Briggs Type Indicator.
D) Career Assessment Inventory.
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A) self-understanding.
B) family knowledge.
C) educational and occupational exploration.
D) career planning.
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A) early adulthood (21-24) .
B) late adolescence (18-20) .
C) middle adolescence (16-17) .
D) early adolescence (12-15) . .
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A) provision for babysitting.
B) career guidance for parents.
C) evening information sessions and newsletters.
D) GED classes.
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A) career maturity.
B) workforce readiness.
C) values clarification.
D) career choice readiness.
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A) those who are curious about their emerging self-concepts are more likely to engage in exploratory behavior to acquire the information they need.
B) those who have no idea about the world of work need to be encouraged to look at a new concept.
C) students are rarely stimulated in middle school, but careers and career decisions interest them.
D) exploratory behavior leads to self-concept clarification, but only in regard to a career choice.
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A) career maturity.
B) workforce readiness.
C) self-knowledge.
D) values clarification.
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A) make a career plan and stick to it for most of their career.
B) begin to know what careers are and how to write a resume to get the job they want.
C) learn about themselves and the world of work and then translate this learning into an educational plan for the remainder of their secondary school education.
D) wait until later to worry about career goals.
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