I also noted that the counselling process, in all realms, was very much like the cycle of action research. Stringer (1999) presented the basic action research routine as: “Gather relevant information, build a picture, explore and analyse, interpret and explain, plan, implement, and evaluate” (p. 18). Similarly, the basic steps in the counselling process, as defined by the Career Counselling and Planning Department of Concordia University (2005), were: self-assessment, generate options, narrow down options, research options, decide on career goal, set an action plan, and evaluate (¶ 5-11). Lalande, Hiebert, Magnusson, Bezanson, and Borgen (2006) talked about the impact of career services in Canada and described the relationship of employment to the broader social impacts. Their report began by stating,

It is commonly accepted that career development services help people manage and make effective decisions about education, training and work. They are able to act upon their passions and talents to become more motivated learners/workers, stay in the workforce longer, have reduced levels of workplace stress, and be less marginalized in society. These services contribute to social and economic outcomes related to increased employment opportunities, improved quality of life, social inclusion, and a more vibrant dynamic economy. (p. 2)

The Canadian model of career counselling appears to be the Canadian Standards and Guidelines for Career Development Practitioners (n.d.). There has been movement in Canada to define the occupation of career development work, and this work was defined in the introduction section of Phase 1:

Career development encompasses a broad range of programs and services that help people explore self and career options, understand labour market information and how to access it, acquire critical employability skills, and make transitions between periods of employment, education, unemployment, unpaid work and leisure. (¶ 2)