This issue begins my term as editor. I take on this duty with excitement and enthusiasm. At the same time, I am cognizant of the fact that my charge to maintain the high quality and standards of The Career Development Quarterly (CDQ) has been made both more challenging and easier by the work of my predecessor, Mark Savickas. It is more challenging because Mark has done such a superb job in responding sensitively and insightfully to authors. He has consistently provided very useful and fair feedback to authors in a timely fashion. On behalf of the authors who have submitted manuscripts to CDQ and on behalf of the Editorial Board, I extend a deeply felt thanks to you, Mark. To say the least, I have a difficult act to follow! On the other hand, my transition into the role of editor has been eased significantly by Mark's willingness to serve as a source of information and support to me. Mark has already spent many hours responding to numerous questions I have had concerning editorial tasks. He has been tremendously helpful and patient in providing mentoring and encouragement. So, as the incoming editor, I extend another sincere thank-you to Mark.
Turning to my goals and aspirations for my term as editor, I am tempted to rely on the insights of Yogi Berra-"If it ain't broke, don't fix it!" Certainly, CDQ "ain't broke"! However, part of maintaining the quality of any journal involves implementing an innovation or two during each editor's term. Any innovations I institute will emerge from readers' feedback and from working collaboratively with the Editorial Board to identify ideas for making the journal even more useful to its readers. For example, in response to readers' requests for more practice-based articles, we will offer a special issue in March 1999 focusing on practical techniques for fostering career development. Also, in response to this feedback from readers, we will revise the "Practically Speaking" section to one titled "Effective Techniques." I invite authors to consider submitting manuscripts to this section ofthejournal that presents articles describing theoretically based techniques that help either children, adolescents, or adults advance in their career development. Qualitative or quantitative data providing evidence of the techniques' effectiveness will be included in these articles. Manuscripts submitted to the "Effective Techniques" section should not exceed 12 pages typewritten, double-spaced throughout (including references), and should contain (a) a brief review of the literature related to the theoretically based intervention, (b) a clear description of the intervention, (c) a briefreport ofdata supporting the techniques' effectiveness, and (d) a brief discussion section emphasizing implications for practitioners.