| Total visitors | 289 +57% | 105 more than previous period |
|---|---|---|
| Total pageviews | 654 +51% | 222 more than previous period |
| Realtime pageviews | 0 | pageviews in the last hour |
| # | Pages | Visitors | Pageviews |
|---|---|---|---|
| 1 | Cover | 94 | 141 |
| 2 | 6.2: Tiedeman and O’Hara’s Differentiation and Integration Model | 75 | 86 |
| 3 | 5.2: Establishing Clear Goals and Action Plans | 37 | 42 |
| 4 | Preface | 27 | 38 |
| 5 | 6.1: Decision-Making Styles Theory | 24 | 38 |
| 6 | 3.4: Qualitative Assessment Approaches | 10 | 18 |
| 7 | 2.4: Clarifying Client Aspirations, Goals, and Challenges | 14 | 16 |
| 8 | 4.1: What is a Self-Portrait? | 13 | 15 |
| 9 | 4.2: Steps in Creating a Self-Portrait | 14 | 15 |
| 10 | 1.1: Applying Career Theory to Practice | 11 | 14 |
| 11 | Chapter Review | 11 | 14 |
| 12 | 3.5: The Logical Levels Model | 11 | 13 |
| 13 | 1.2: Incorporating Career Counselling Microskills into Client Practice | 8 | 12 |
| 14 | 1.4: Adopting a Trauma-Informed Approach | 10 | 12 |
| 15 | 2.1: Building Empathic Relationships with Clients | 9 | 12 |
| 16 | Acknowledgments | 7 | 11 |
| 17 | 2.3: Eliciting Client History, Strengths, and Needs | 8 | 10 |
| 18 | 2.5: Proposing the Plan of Action | 8 | 10 |
| 19 | 2.2: Determining the Client’s Perceived Present | 7 | 9 |
| 20 | About the Author | 7 | 8 |
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|---|---|---|---|
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| 2 | conestoga.desire2learn.com | 25 | 33 |
| 3 | bing.com | 23 | 27 |
| 4 | linkedin.com | 10 | 25 |
| 5 | openlibrary.ecampusontario.ca | 8 | 22 |
| 6 | scholar.google.com | 11 | 12 |
| 7 | pressbooks.directory | 6 | 7 |
| 8 | yandex.ru | 4 | 5 |
| 9 | duckduckgo.com | 3 | 4 |
| 10 | careerwise.ceric.ca | 3 | 3 |
| 11 | google.co.in | 3 | 3 |
| 12 | lib.conestogac.on.ca | 1 | 2 |
| 13 | search.yahoo.com/search | 1 | 2 |
| 14 | connect.openathens.net | 1 | 1 |
| 15 | scholar.google.ca | 1 | 1 |
| 16 | ecampusontario.pressbooks.pub | 1 | 1 |
| 17 | weixin110.qq.com | 1 | 1 |
| 18 | search.brave.com | 1 | 1 |
| 19 | scholar.google.com.br | 1 | 1 |
| 20 | google.com.my | 1 | 1 |