COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 1 Applying Career Development Theory to Counseling, 6e by Richard

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 1

Applying Career Development Theory to Counseling, 6e

by Richard Sharf Power Point Slides


Slide 1 for Chapter 1

DEFINITIONSCareer – Individuals’ work and leisure that

takes place over their life span

Career Choice – Decisions made during one’s life about work or related activities

Jobs – Positions requiring certain skills within an organization

Occupations – Similar jobs found in many organizations


CAREER AND PERSONAL COUNSELING

Career counseling includes personal issues

Personal counseling includes career issues

Goals may be explicit or implicit



THEORY DEVELOPMENT

Theories must be:

Explicit about rules and terms

Precise about predictions and limitations

Tested through research

Consistent and clear




CAREER DEVELOPMENT THEORY

To use career development theories, counselors should consider:

Their client populations

Their theory of personality and counseling

The theory’s ease of use in counseling sessions


A VIEW OF PSYCHOLOGY AS A SCIENCE (DAWIS)

Person Environment

(Person - Environment Fit)



CAREER COUNSELING SKILLS

Helping skills

Knowledge of tests

Knowledge of occupational Information

Knowledge of career development theory



HELPING SKILLS USED IN CAREER COUNSELING


Attending

Questioning

Restating

Reflecting content

Reflecting feelings

Continuation responses

Giving information not opinion

Reinforcement

Family background exploration

Test and inventory interpretation


CAREER COUNSELING SKILLS:

KNOWLEDGE OF ASSESSMENT INSTRUMENTS

Norms – Scores that are typical of a population – usually presented in percentiles

Reliability – Dependable and consistent; scores taken on two forms of a test should be similar

Validity – The test measures what it is supposed to measure




TYPES OF VALIDITY

Content – Do the items measure the content that they are supposed to measure

Concurrent – Compare the measure to a specific criterion

Predictive – Predicts a criterion in the future

Construct – Scales should relate to terms or variables that are similar



OCCUPATIONAL INFORMATION

Common Sources:

Occupational Outlook Handbook

Encyclopedia of Careers and Vocational Guidance

Occtalk – Talk about occupations

Psychtalk – Talk about self


CAREER COUNSELING SKILLS:

KNOWLEDGE OF OCCUPATIONAL INFORMATION

Knowledge of work

Knowledge of occupational classification systems



GOALS OF CAREER COUNSELING

EXPLICIT – Counselor and client agree on goals

Implicit – Assumptions about goals made by the counselor



TWO TYPES OF THEORIES

Longitudinal

Age

Life Span Theories

Relational Theories

Cross sectional

Trait and Factor Decision-Making Social Learning Social Cognitive



ETHICAL PRINCIPLES

Autonomy – Respect that clients make their own decisions

Nonmalficence – Do no harm

Beneficence – Help clients by promoting health and well-being

Justice – Fairness in dealing with clients and other professionals

Fidelity – Honoring commitments to clients, colleagues, and students



TRAIT AND FACTOR THEORY

Step 1:

Gaining self-understanding

Step 2:

Obtaining knowledge about the world of work

Step 3:

Integrating information about self (Step 1)

and the world of work (Step 2)



GAINING SELF-UNDERSTANDING

Step 1:


Aptitudes

Scholastic Assessment Tests

ACT Tests

Differential Aptitude Tests

General Aptitude Test Battery

Armed Services Vocational Aptitude Test

Achievement

Specific Occupations

Interests

Kuder Career Search

Strong Interest Inventory

California Occupational Preference Survey

Values

Study of Values

Super’s Work Values – revised

Personality

California Psychological Inventory

16 Personality Factors


OBTAINING KNOWLEDGE ABOUT THE WORLD OF WORK

Step 2:Types of Occupational Information

DescriptionQualificationEducationWorking conditionsSalaryEmployment outlookAdvancementSimilar careersInformation for women and minoritiesBrief examples




CLASSIFICATION SYSTEMSStep 2:

Dictionary of Occupational Titles (DOT)

Occupational Information Network (O*NET)

Standard Occupational Classification Manual (SOC)

Enhanced Guide for Occupational Exploration (GOE)


INTEGRATING INFORMATION ABOUT

SELF AND THE WORLD OF WORK

Step 3:

Compare test and occupational information

Compare interview and occupational information

Computer programs (such as SIGI3 and DISCOVER) include all

three steps



TRAIT AND FACTOR DIFFERENCES

1.Self Assessment

Aptitudes (math)

Interests (social, artistic, working with hands)

Values

Personality (Confidence)

2.Occupational Information (Bias) (Access)

Gender Cultural Groups




NON PSYCHOLOGICAL PERSPECTIVES ON CAREER DEVELOPMENT

Sociological – Study social organizations rather than individuals. Studies patterns of customs and interactions of occupations and other institutions

Economic – Studies the production, distribution, and consumption of goods and services. Examines unemployment and pay.



INEQUITIES IN THE LABOR MARKET

Youth (unemployment and underemployment)

Status Attainment Theory (advantages due tofamily status)

The Structure of the Labor Market (limited advancement)

Discrimination

- Women

- Culturally diverse populations


FACTORS CONTRIBUTING TO AN INEQUITABLE LABOR MARKET

Increased demand for low-paying personalservice occupations

Great separation between executive andlabor salaries

Limited access to occupational information

Rapid technological change

Lack of loyalty by employers

Racial discriminationGender discriminationPsychiatric hospitalizationMedia very accessibleSupply and demand is fickleIllegal economy - Drugs,

theft




YOUTH EMPLOYMENT

Part-time work

Quality of work

Quantity of hours worked

Underemployment

Discrimination against young workers, especially culturally diverse populations



SOCIOLOGICAL PERSPECTIVES ON COUNSELING YOUTH

What are attitudes toward work, towardemployers and co-workers?

Examine actual work demands

What are expectations about work: money? to explore interests? advancement?

What are advantages and disadvantages ofpart-time and full time work?



EFFECT OF THE WORK ON

THE INDIVIDUAL

Work Environment Person

Tedious

Repetitive

Intellect not required

Work Environment (Substantive Complexity) Person

Challenging

Exciting

Intellectually stimulating



HUMAN CAPITAL THEORY

Invest in the individual’s abilities, interests, and values . . .

Education + Training + Work + Other = $

(Relocation, benefits)

(Modified Human Capital Theory)

Education + Training + Work + Other = Satisfaction

(Relocation, benefits)

Assumption: All have equal access to the labor market


Slide 8 of Chapter 3

THE STRUCTURE OF THE LABOR MARKET

Primary (core)

Advanced technology, high skills, much training, high wages, job

stability, advancement

Secondary (peripheral)

Low skill, little training, low wages, high turnover, little

advancement

Difficult to move to primary sector



WOMEN AND DISCRIMINATION IN THE WORKPLACE

Similar unemployment rates to men, but move in and out of the work force more frequently than men

Women’s jobs pay less than men’s

Women’s jobs have less prestige than men’s

Gender segregation- difference in distribution of men and women in various occupations

Men entering more jobs in the service sector previously held by women



CULTURALLY DIVERSE INDIVIDUALS AND DISCRIMINATION IN THE WORK PLACE

Unemployment rate for African American and Latinos is greater than the rates for Asians and Caucasians

Relatively few Latinos and African Americans in high skill jobs

African American men have higher unemployment rates because of fewer opportunities for less educated workers

When African Americans and Caucasians have similar resumés, African American men, at all education levels, experience discrimination

African Americans are involuntary minorities who have different attitudes towards work than voluntary minorities (Ogbu)


WORK ADJUSTMENT THEORY Step 1:

Gaining self-understanding

Abilities - Encompass aptitudes (predicted skills) and acquired skills

General Aptitude Test BatteryGeneral learning Verbal abilityNumerical ability Spatial abilityForm perception Clerical abilityEye-hand coordination Finger dexterityManual dexterity

Interests - Derived from values and abilities

Values - Represent a group of needs, measured by the Minnesota Importance Questionnaire



WORK ADJUSTMENT THEORY:

VALUES AND NEEDS

Achievement Status SafetyAbility utilization Advancement Company policiesAchievement Recognition and practices

Authority Supervision -Social Status human relations

Supervision - technical

Comfort Altruism AutonomyActivity Co-workers CreativityIndependence Moral values ResponsibilityVariety Social ServicesCompensationSecurityWorking Conditions




PERSONALITY STYLES

(How Abilities and Values Interact with a Work Situation)

Celerity – Speed in doing task

Pace – Effort spent in working

Rhythm – Pattern of one’s pace or effort

Endurance – How likely one is to stay working on a task



WORK ADJUSTMENT THEORYStep 2:

Obtaining Knowledge about the World of Work

Ability Patterns - Abilities that are important to an occupation as determined by job analysts and GATB scores.

Verbal ability Form perception Finger dexterityNumerical ability Clerical ability Manual dexteritySpatial ability Eye-hand coordination

Value Patterns - values that are reinforced by an occupation as determined by patterns of responses to the Minnesota Job Description Questionnaire.

Achievement Status Safety

Comfort Altruism Autonomy



WORK ADJUSTMENT THEORYStep 3:

Integrating Information about Self and the World of Work

The Minnesota Occupational Classification System matches

AbilitiesGeneral Aptitude Test Battery Ability Pattern

ValuesMinnesota Importance Questionnaire Values Pattern

PersonalityThe following factors describe a person’s adjustment to an occupation: flexibility, activeness, reactiveness, and perseverance.



QUALITIES DESCRIBING FIT BETWEEN

ABILITIES, VALUES, AND WORK

Flexibility – Ability to tolerate unpleasant or difficult aspects of a job

Activeness – Trying to change one’s environment

Reactiveness – Changing oneself in a work environment

Perseverance – How long one can tolerate bad conditions before changing jobs



ADAPTIVE PERFORMANCE

(Satisfaction and Well Being While Dealing with Change)

Proactive behavior

Reactive behavior

Tolerant behavior

(Griffin & Hesketh, 2005)



WORK ADJUSTMENT THEORY

ASSESSMENT INSTRUMENTSMinnesota Importance Questionnaire

Minnesota Job Description Questionnaire

Minnesota Satisfaction Questionnaire

Minnesota Satisfactoriness Scales


SATISFACTION GRID FOR WORKADJUSTMENT THEORY

Plot your own grid using values from the MIQ for your current or another job.

SATISFACTION

Low Moderate High

From Thompson and Blain (1992).

Low

IMPORTANCE

Low

Moderate

High



HOLLAND’S THEORY OF TYPESStep 1

Gaining Self - UnderstandingAssess a person’s ability, interests, values, and

personality by examining six types.

Realistic Investigative

ConventionalArtistic

Enterprising Social




Obtaining Knowledge about the World of WorkHolland’s six categories provide a means for classifying and learning about

occupations (the environment).


Conventional Artistic

SocialEnterprising




Integrating Information about Self and the World of Work

Use the information about self and environment to facilitate a match between the two.

PersonR I

C A

E S

Environment

R I

C A

E S


Environment


HOLLAND’S THEORY OF TYPES

Example of High and Low Congruence

High Congruence

Low Congruence

PersonHigh

LowS I A E C R S I A E R

Environment

C

Person

High

Low

I S A C R E R C A I E

Environment

S




Example of High and Low Differentiation

High Differentiation

Low Differentiation

High

LowE S C A RI

High

Low

E S C A RI




Consistency

Identify the Holland types that are consistent with each other and inconsistent with each other.


Conventional Artistic

SocialEnterprising




IdentitySlide 7 for Chapter 5

Clear

Stable

Articulate career plans

Contingency plans

Knowledge of self

Knowledge of work

Job search strategies

Diffuse

Unstable

Unable to state career plans

No contingency plans

Little knowledge of self

Little knowledge of work

Few job search strategies



RESEARCH ON HOLLAND’S CONCEPTS

Congruence

Holland’s types and other constructs

Consistency

Vocational identity




Congruence

Differentiation

Distributionof Types

Cultural GroupsMen Women



HOLLAND’S THEORY

OCCUPATIONAL INFORMATION

The Occupation Finder

The Education Finder

The Dictionary of Holland Occupational Codes



HOLLAND’S THEORY

ASSESSMENT INSTRUMENTS

Vocational Preference Inventory

Self-Directed Search

Career Attitudes and Strategies Inventory

Position Classification Inventory

Environmental Identity Scale

My Vocational Situation


MYERS-BRIGGS TYPE THEORY

Step 1: Gaining Self-Understanding

Aptitudes(Scholastic Assessment Test)(ACT Tests)(Differential Aptitude Tests)(General Aptitude Test Battery)(Armed Services Vocational Aptitude TestBattery)

Achievement(Specific Occupations)

Interests(Kuder Career Search)(Strong Interest Inventory)(California Occupational Preference Survey)

Values(Study of Values)(Values Scale)

PersonalityMYERS-BRIGGS TYPE INDICATOR





PREFERENCE PATTERNS

Perceiving Judging

(Perceive an idea) (make a decision about an idea)

Sensing Thinking

(Taking information in (Analyzing and being objective)

through hearing and seeing)

Intuition Feeling

(Indirect, adds ideas (Subjective reaction, may be

to perceptions) related to one’s values)



FOUR LETTER CODE

Way of Viewing Preferredthe World Perceiving Judging Mode

Extravert Sensing Thinking Judging(Take action anddeal with peopleand objects)

Introvert Intuition Feeling Perceiving(Inner world,enjoy contemplating)




MYERS-BRIGGS TYPE PREFERENCES

AND WORK SITUATIONS

Describe work situations or activities that fit each preference type.

Extraversion Introversion

Sensing Intuition

Thinking Feeling

Judging Perceiving




The 16 Myers- Briggs Types

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ




Falsification of type (Environmental influences can

cause individuals not to behave like their true type)

Women

Culturally diverse populations



SUPER’S MODEL OF THE

CAREER DEVELOPMENT OF CHILDREN

Curiosity - A basic need

Exploration - Home, school, everywhere

Information - Piaget, Erikson

Key figures - Parents, teachers, public figures

Internal versus external control - Self-control

Development of interests - Fantasies interact with information

Time perspective - Now versus later

Self concept and planfulness - Sense of self



PIAGET’S PERIODS OF COGNITIVE

DEVELOPMENT

Sensorimotor (0 to 2) – Infants attend to and respond to objects and events around them

Preoperational (2 to 7) – Difficulty telling fantasy from reality

Concrete operational (7 to 11) – Think in concrete terms; things must exist

Formal operational (12 on) – Think abstractly



IMAGE NORMS

Perceptions of occupational stereotyping

One’s physical self image

Organizational images

(Giannantonio & Hurley-Hanson, 2006)



HOWARD AND WALSH’S

LEVELS OF VOCATIONAL REASONING

Level 1 – Pure Association – (age 4) Can give attributes of a job, but little else

Level 2 – Magical Thinking – Little knowledge about how work is done or how to enter a profession

Level 3 – External Activities – Choice based on activities, children participate in activities



CONCERNS OF ELEMENTARY SCHOOL CHILDREN

Career development concerns are one type of problem that children encounter at school, others include:

Developmental issuesLearning problemsNeurological problemsMedical issuesHungerUnsafe environment

Family member’s substance abuseMoving to a new locationBullyingIsolationAngerDelaying satisfaction



GOTTFREDSON’S CAREER DEVELOPMENT THEORY

BASIC CONCEPTSSelf-creation theory – How individuals create themselves and

interact with environmental factors such as gender and prestige

Circumscription – Various factors limit career choices at different ages

Compromise – How an individual modifies choices based on factors such as competitive jobs and insufficient training



GOTTFREDSON’S SELF-CREATION THEORY

Internal compass – Based on genetic features and experiences; guides individuals as they make choices

Cognitive map of occupations

Compatible – Fits view of oneself

Accessible – Occupations one is likely to pursue



BLOOM’S TAXONOMY

1. Remember – Learn facts

2. Understand – Identify similarities and differences

3. Apply – Make inferences and decisions

4. Analyze – Weigh advantages and disadvantages

5. Evaluate – Make judgments about best decision

6. Create – Make a plan to reach a goal



SELF- CREATION OVERVIEW

Interaction of biological and environmental factors

Impact of parents on intellectual ability

Vocational interests affected by interaction of biological and environmental factors

Nonshared events – Unique, important impact on choices

Genes-Drives-Experience Theory – Role of biological factors on our development

Internal genetic compass as guide to development

Self-concept – Our continuing developmental view of ourselves



GOTTFREDSON’S VIEW OF FACTORS AFFECTING

CAREER DEVELOPMENT

Circumscription – Ideas about gender and prestige influence and limit career choices.

Compromise – Career choices are modified due to environmental and other factors. Individuals give up interests, prestige, and sex type when compromising.



GOTTFREDSON’S VIEW OF FACTORS THAT LIMIT OR CIRCUMSCRIBE VOCATIONAL

CHOICE

Four Stages of Cognitive Development

1. Orientation to size and power – 3 to 5

2. Orientation to gender roles –6 to 8

3. Influence of social class – 9 to 13

4. Introspection and perceptiveness –14 on



FACTORS AFFECTING THE PROCESS OF COMPROMISE

1. Not knowing enough about how to enter an occupation orget educational information

2. Not knowing how behavior of individuals affects their access to occupational or educational information

3. Need to know which factors young people are most and least willing to give up when they can’t get their first choice


SCHOOL-TO-WORK IN THE CLASSROOM


Films

Oral reports

Interest centers in the classroom

Skits

Listing interests, abilities, and occupational descriptions

Classroom visits

Field trips

Day on the job



SUPER’S STAGES OF ADOLESCENT CAREER DEVELOPMENT

Development of capacities – Range from 11 to 14

Development of values – Different values may emerge at different times

Transition to the crystallizing substage



HOWARD AND WALSH’S

LEVELS OF VOCATIONAL REASONINGLevel 4 – Internal Processes and Capacities – (about 11)

children become aware of tasks that they have difficulty with and tasks which they succeed in

Level 5 – Interaction– (about 14) adolescents place different values on occupations

Level 6 – Systemic Interaction – Adolescents are able to make complex decisions and assess interests abilities, and values



SUPER’S CAREER MATURITY

Five Major Components

1. Orientation to vocational choice, using occupational information

2. Information about planning an occupation

3. Consistency of vocational preference

4. Crystallization of traits

5. The wisdom of vocational preference



SUPER’S CAREER MATURITY

(Career Orientation)

Career Development Attitudes

Career Planning – How a student feels about information- seeking activities, work, and career planning

Career Exploration – Willingness to look for information, how much information student has acquired

Career Development Knowledge and Skill

Decision Making – Ability to make career plans with knowledge and thought

World-of-Work Information – Knowledge of tasks and some occupations, and job application processKnowledge of Preferred Occupational Group – Choose from 20

groups



MARCIA’S (1989) MODIFICATION OF

ERIKSON’S THEORY

(Developed by Vondracek)

1. Diffusion – Few clear ideas about wants, not concerned about future

2. Moratorium – Time taken to explore options and directions

3. Foreclosure – Making a choice without exploring options

4. Achievement – Knowing what one wants and making plans



OCCUPATIONAL INFORMATION IN ADOLESCENCE

Psychtalk – Statements about characteristics about self

Occtalk – Statements about occupations



SALIENCE OF LIFE ROLES

Indicators

Participation

Commitment

Knowledge

ValueExpectations

Studying Working CommunityService

LeisureActivities

Home andFamily



VALUES AND ROLE SALIENCEValue Expectations Roles

Ability utilization Studying

Achievement Working

Aesthetics Community service

Altruism Home and family

Autonomy Leisure activities

Creativity

Economic rewards

Lifestyle

Physical activity

Prestige

Risk

Social interaction

Variety

Working conditions


COMPARISON OF VALUES(Slide A)

Work Adjustment

Values Needs Super’s Values

Achievement Ability utilization Ability utilizationAchievement

AchievementComfort Activity

Independence AestheticsVarietyCompensation AltruismSecurityWorking Conditions Autonomy

Status Advancement CreativityRecognitionAuthority Economic rewardsSocial status

Lifestyle




Values Needs Super’s Values

Altruism Co-workers Moral values Physical activity Social service

PrestigeSafety Company policies

and practice Risk Supervision - human relations Social interaction Supervision - technical

VarietyAutonomy Creativity

Responsibility Working conditions

COMPARISON OF VALUES

(Slide B)Values Needs (Work Adjustment)Altruism Co-workers

Moral values Physical activity Social service

PrestigeSafety Company policies

and practice Risk Supervision - human relations Social interaction Supervision - technical

VarietyAutonomy Creativity

Responsibility Working conditions



SUPER’S ADULT LIFE STAGES

(Slide A)

Exploration (15 to 25)

Crystallizing – Clarification

Specifying – (early 20s) Articulate preferences

Implementing – Plans to get a job

Establishment (25 to 45)

Stabilizing – Settling into a job

Consolidating – Show competence

Advancing – More responsibility and pay



ARNETT’S EMERGING ADULTHOOD STAGES

(Slide B) (Ages about 20 – 30)

Age of identity – Making important choices about love and work

Age of instability – Changing jobs and trying out new work

Self-focused age – Few responsibilities to self and others

Age of feeling in-between – Feel in-between adolescence and adulthood

Age of possibilities – Belief that things will get better


SUPER’S ADULT STAGES

(Slide C)Maintenance (45 to 65)

Holding – Adapt to changes in positionUpdating – New learningInnovating – Contributing to your field

Disengagement

Decelerating – Decreasing responsibilities

Retirement planning – Financial and other activities

Retirement living – Change in activities



SUPER’S LIFE STAGES FOR MEN AND WOMEN

AND BARDWICK’S VIEWS

All people Women (Super) (Bardwick, 1988)

EstablishmentStabilizing Concern about childConsolidating raising andAdvancing dependence

MaintenanceHolding Development ofUpdating autonomy and Advancing independence

DisengagementRetirement Decelerating

independence due to planning husband’s retirementRetirement or death living




MULTICULTURAL VALUES OF ADULTS

Eurocentrism Africentrism

Independence Interdependence

Autonomy Communalism

Competitiveness Concern about others



INTEGRATING SUPER’S LIFE SPAN THEORY AND

ATKINSON, MORTEN, AND SUE’S MINORITY IDENTITY

DEVELOPMENT MODEL

Super’s Stage Identity Development Issues

Exploration Attitudes towards self and others

Maintenance stageConflict with organizational values

Disengagement Feelings of isolation or valuelessness



ATKINSON, MORTEN, AND SUE’S IDENTITY DEVELOPMENT MODEL

Conformity – Prefer majority cultureDissonance – Encounter conflict and confusion between

values of own culture and majorityResistance and Immersion – Reject dominant culture

totally, accept minority cultureIntrospection – Question total acceptance of minority

cultureSynergetic Articulation and Awareness – Incorporate

cultural values of dominant group and other minorities


TRANSITIONS AND CRISESSlide 1 for Chapter 10

Types of Transitions (Schlossberg, 1984)

Anticipated

Unanticipated

Chronic hassles

Non-events

Categories of Transitions

Non-normative events

Normative role transitions

Persistent occupational problems



SCHLOSSBERG’S 4 Ss

Focuses on transition to retirement

Situation – Is the transition positive or negative, voluntary or involuntary, does it come at a good time?

Self – Characteristics of the individual such as age, culture, and health

Support – Help or lack of it from others

Strategies – Ways to cope with change



TYPES OF CAREERS

(Hall and Colleagues)

Kaleidoscope – Many daily decisions that impact one's career

Boundaryless – Many transitions, such as job rotations, transfers, changes in work tasks

Protean – Attitudes of self-directedness and choices made based on one’s values



CAREER TRANSITIONS INVENTORY

Readiness – Motivation to make a change

Confidence – One’s sense of self-efficacy to make a successful change

Control – Ability to make one’s own decisions

Perceived Support – Amount of support felt from others

Decision Independence – Decision based on one’s own needs or those of

others



HOPSON AND ADAMS MODEL OF

ADULT TRANSITIONS

Immobilization – Shock, elation, or despair

Minimization – Make changes appear smaller

Self-Doubt – Concern about one’s ability

Letting Go – Separating from fears and anger

Testing Out – Energy to try new alternatives

Search for Meaning – Understanding feelings about self and others

Internalization – Changing values and lifestyle



CAREER CRISES AFFECTING WOMEN

Leaving and re-entering the work force

Sexual harassment

Discrimination



TILL’S FIVE LEVELS OF SEXUAL HARASSMENT

1. Gender Harassment

2. Seductive Behavior

3. Sexual Bribery

4. Sexual Coercion

5. Sexual Assault



REACTIONS TO SEXUAL HARASSMENT

(Gutek & Koss, 1993)

Confusion/Self-Blame – Individual assumes responsibility

Fear/Anxiety – Fear for career and safety

Depression/Anger – Realization that one is not responsible, may become more angry

Disillusionment – Harassment charges take a long time and may have unsuccessful outcomes



CAREER CRISES AFFECTING CULTURALLY

DIVERSE POPULATIONS

Discrimination

Abusive or insulting language

Poor pay or small raises

Lack of advancement

Double jeopardy – Being a female and a member of a minority group


CONSTRUCTIVISM

Philosophy Psychology

Postmodernism Constructivism

vs

Modernism (Narrative counseling)(rationalism)

Social constructionism




NARRATIVE CAREER COUNSELING

CLIENT AS STORYTELLER

Client: Agent (author) (protagonist)

Client’s environment: Setting

Client’s experiences: Action

Client’s abilities, friends,family or employers: Instruments

Client’s changing mindabout career paths: Wavering


THE CLIENT’S STORY

Beginning Middle End

The problem Description of obstacles Counselor and and instruments used client work to reach a goal together to reach

client’s goal




GOALS OF ASSESSMENT IN NARRATIVE COUNSELING

Identify a pattern of the individual’s life

Form a sense of the client’s identity bylistening to the client’s story

Find out about the client’s goals for the future



LIFE DESIGNING

Savickas’s (2011b) constructivist approach to career counseling has four phases that help the counselor construct the individual’s story:

1. Construction – Use small stories (micronarratives) to help clients organize their views of themselves

2. Deconstruct – The counselor listens to the problems within micronarratives including personal limitations and cultural barriers

3. Reconstruct – The microstory is reconstructed so that positive outcomes build on client strengths and values

4. Co-construction – A new narrative emerges- a macronarrative, a positive perspective on career choice, with options and plans



GOAL OF ASSESSMENT FOR CAREER COUNSELING: IDENTITY

Object – The client is active in the story. For the counselor, the client is the object of the story.

Subject – The client’s views of him-/herself are the subjects of the story.

Project - The counselor facilitates the process of telling the story and fitting it to the client’s identity.



COCHRAN’S NARRATIVE CAREER COUNSELING EPISODES

Making Meaning out of the Career Narrative

1. Elaborating a career problem

2. Composing a life history

3. Founding a future narrative

A Focus on Being Active

4. Constructing a reality

5. Changing a life structure

6. Enacting a role

Ending

7. Crystallizing a decision

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc.

104


TECHNIQUES USED IN COCHRAN’S SEVEN

EPISODES OF NARRATIVE CAREER COUNSELING (SLIDE A)

Episode Techniques

Elaborating a Career Problem – card sort, interest inventories, value inventories, ability tests,

drawings, anecdotes, Career-O-Gram, the resumé

Composing a Life History – comment on stories, dramatization, emphasize strengths, success experiences, lifeline, life chapters, Career Genogram, Career- O-Gram, the resumé

Eliciting a Future Narrative – success experience, lifeline, life chapters, guided fantasy, written and narrative outline, the future career autobiography



TECHNIQUES USED IN COCHRAN’S SEVEN EPISODESOF NARRATIVE CAREER COUNSELING (SLIDE B)

Episode Techniques

Reality Construction – volunteer work, job visitation, day on the job

Changing a Life Structure –look for the career project

Enacting a Role –trying out new activities

Crystallizing a Decision –identify and eliminate obstructions, actualize opportunities, reflect

career decisions



SAVICKAS’S CAREER CONSTRUCTION THEORY

Vocational personality- Holland’s theory

Developmental tasks of career adaptability

Dimensions of career adaptability

Life themes



DEVELOPMENTAL TASKS OF CAREER ADAPTABILITY

Growth

Exploration

Establishment

Management (Maintenance in Super’s theory)

Disengagement



DIMENSIONS OF CAREER ADAPTABILITY

Concern – Planning and preparing for the future

Control – Taking control over one’s issues

Curiosity – Questioning one’s choices

Confidence – Being able to explore possibilities



LIFE THEMES

Based on Adlerian Theory

Lifestyle

Early recollections

Five major life tasks reflect social interest

Self-development

Spiritual development

Occupation

Society

Love



CAREER STYLE INTERVIEW

Three role models

Magazines

Favorite television show

Hobbies

Favorite sayings

What were your favorite subjects in school



CAREER COUNSELING USING THE CAREER CONSTRUCTION THEORY

Reviewing counseling goals

Attending to verbs

Moving from preoccupation to occupation

Role models as a suggestion for a plan

Profiling adaptability

Appraising vocational personality

Crafting a success formula

The life portrait



ROE’S THREE TYPES OF PARENTAL

ATTITUDES AND TYPES OF PARENTINGConcentration of the child

Overprotective parent

Overdemanding parent

Avoidance of the child

Emotionally rejecting parent

Neglectful parent

Acceptance of the child

Casually accepting parent

Lovingly accepting parent



PATTERNS OF ATTACHMENT

Secure – Child reacts well to caregiver and other people

Anxious-Ambivalent – Child is anxious due to inconsistent parental

behavior, child is uncertain about self and has limited exploration

Avoidant – Child ignores or rejects care, develops a sense of being alone and a

lack of trust



ATTACHMENT THEORY AND CAREER DEVELOPMENT

Do secure patterns of attachment promote career exploration?

Do secure patterns of attachment promote a strong sense of vocational identity?



PATTERN IDENTIFICATION EXERCISES

Purpose: To identify strengths and weaknesses

Discuss a leisure activity that went well

Discuss a time the leisure activity did not go well

Students: Assess their strengths and weaknesses

Look for patterns of strengths and weaknesses

Look for how patterns can affect career choices

Parents: Comment on the student’s observations



PARENT INVOLVED CAREER EXPLORATION COUNSELING

1. Introduce process to student and parents.2. Use Pattern Identification Exercises to identify strengths and weaknesses.3. Discuss student’s preferred activities and courses as well as performance.4. Discuss labor market and how to make a career choice.5. Next steps: Counselor discusses community resources and makes suggestions as to what to do next.

Parents comment throughout all steps



FAMILY SYSTEMS THERAPY: IMPLICATIONS

FOR CAREER DEVELOPMENTDisengaged family – Family responsibilities controlled by one parent

Enmeshed family – Family responsibilities are unclear

Genograms

Occupations of family members

Relationship of occupations of others to career choices of client

Occupational Transmission Genogram- questions about careers, gender, and race



PHILLIPS’S DEVELOPMENTAL RELATIONSHIP MODEL

Actions of Others – Seven levels of involvement of others in one’s career

choice

Self-Directedness – Eight levels of making use of involvement in one’s career choice



PHILLIPS’S DEVELOPMENTAL RELATIONSHIP MODEL

ACTIONS OF OTHERSNon-active support

Unconditional support

Information provided

Alternatives provided

Push-nudge

Forced guidance

Criticism



PHILLIPS’S DEVELOPMENTAL RELATIONSHIP

MODEL

SELF-DIRECTEDNESSConfident independence (false confidence)

Unsuccessful recruitment

Insecure use of others

Cautious

Seeking information about self

Weighing options

Sounding board

Systematic


BLUSTEIN’S RELATIONAL THEORY OF WORKING

A way for people to view the importance of the relationship at work as providing satisfaction and a sense of importance.

Types of work relationships: supervisory relationships, confrontational relationships, emotionally supportive relationships, and relationships outside of work.

Mattering and feeling a sense of worth are important. Mattering can be experienced at work.

Appropriate for those who have few choices or opportunities in the work that they do.

The relational theory of working provides a way of examining and valuing uninteresting and unchallenging work.



BLUSTEIN’S SEVEN PROPOSITIONS

1. Thoughts and feelings about relationships influence thoughts and feelings about work (destructive or constructive).2. Thoughts and feelings about relationships influence how they deal with issues at work and plans for work.3. Work and relationships occur in the workplace and in caregiving

situations.4. Decision making and actions at work can be affected by relationships with others.5. The content of the decisions made at work are affected by relationships with others. These and individual and cultural experiences affect occupational interests and values.6. Through relationships with others individuals find meaning in work. Cultural background is an influence also. 7. Culture can provide a sense of security and a feeling of belonging in relationships that aids work transitions.




BANDURA’S TRIADIC RECIPROCAL INTERACTION SYSTEM

Cognitive structuresregulate

Personal factors(memories, beliefs, preferences, self-perceptions)

Environment Behaviors



KRUMBOLTZ’S VIEW OF

CAREER DECISION MAKINGGenetic Influences

Environmental Conditions and Events

Social conditions

Parents and caretakers

Peer group

Structured educational setting

Occupational conditions

Learning experiences

Instrumental (H)

Associative (O)

Task approach skills

Goal setting

Values clarification

Generating alternatives

Obtaining occupational information



CLIENT RESOURCES AND SKILLS (KRUMBOLTZ)

Self-observation generalizations about

Abilities

Interests

Values

The world (occupational information)Task approach skills

Goal setting

Values clarification

Generating alternatives

Obtaining occupational information


COUNSELOR TECHNIQUES – BEHAVIORAL

(KRUMBOLTZ)


ReinforcementPositiveAspects of

information seekingAspects of career decision makingOf reinforcement

Role modelsAssociative learning experienceCounselors as role modelsFamily and

community figures as role models

Role playingClient plays selfClient plays otherAudio or videotape

SimulationJob Experience KitsIntroductory

coursesVolunteer work



COUNSELOR TECHNIQUES – COGNITIVE (KRUMBOLTZ)

Goal clarification: Examine goals specifically; break into smaller goals

Counter a troublesome belief: Look for inaccurate generalizations about beliefs about self or others

Look for inconsistencies between words and actions

Cognitive rehearsal: Practice or rehearse positive statements to reduce negative self-thoughts



HAPPENSTANCE LEARNING THEORY

FUNDAMENTAL GOALS FOR CAREER COUNSELING

1. To help clients learn to take actions to achieve more satisfying and career and personal lives – not to make one decision.

2. Career assessments are used to stimulate learning, not to match traits with occupational characteristics.

3. Clients learn to engage in exploratory actions to develop beneficial unplanned events.

4. Counseling goals are measured by the client’s accomplishments outside the counseling session.



APPLYING HAPPENSTANCE LEARNING

THEORY TO CAREER COUNSELING

Skills needed to deal with opportunitiesthat arise by chance:

Curiosity – Explore opportunities resulting from chance events

Persistence – Learn when there are setbacks

Flexibility – Change attitude to deal with chance events

Optimism – Pursue new events; find that actions can pay off

Risk taking – Responding to new events



APPLYING HAPPENSTANCE LEARNING

THEORY TO CAREER COUNSELING

Four counseling steps:

1. Normalize planned happenstance in client’s background.

2. Help transform curiosity into learning and exploration opportunities.

3. Teach clients to produce desirable chanceevents.

4. Teach clients to overcome blocks to action.



DIFFERENCE IN EMPHASIS IN

SOCIAL LEARNING THEORIES

Krumboltz Social Cognitive Career Learning Theory

Emphasis on cognitive- Emphasis on cognitive processes behavioral processes

Focus on learning Focus on choice

Focus on planned Focus on self-efficacy happenstance

Application focused Research focused



SOCIAL COGNITIVE CAREER THEORY

BASIC CONCEPTS

Self-efficacy – Judgments of one’s abilities to

organize and carry out actions

Outcome – Estimates of the probability of

expectations an outcome

Goals – Set objectives that guide

actions



CONTEXTUAL FACTORS IN SOCIAL COGNITIVE CAREER THEORY

Barriers

Supports

* * * * *

Background contextual factors

Contextual influences proximal to choice behaviors


Slide 4 for Chapter 14 SOCIAL COGNITIVE MODEL OF CAREER

CHOICE Self-efficacy effects

Learning experiences andoutcome expectationsand interests

which effect choice goals

which effect choice actions

Choice actions

effect performance domains and attainment

which effect

Self-Efficacy

which effects learning experiences and outcome expectations and interests



WAYS OF DEALING WITH BARRIERS

Identify possible barriers to achieving career goals

Examine the likelihood that client will have to deal with barriers

Develop strategies for dealing with barriers if they occur

* * * * * * * * * * * * * * *

Decisional Balance Sheets –

List positive and negative consequences

Estimate chance barrier may be encountered

Write down strategies for preventing or managing barriers



WAYS OF DEALING WITH SUPPORTS

Identify ways families, friends, teachers, and others can help in achieving career goals

Provide support in achieving career goals



OTHER SOCIAL COGNITIVE MODELS OF CAREER

DEVELOPMENT

Model of Interests

Model of Performance

Model of Work and Life Satisfaction



SOCIAL COGNITIVE CAREER THEORY

EMPHASIZES ATTENTION TO THESE POPULATIONS

Women

Culturally diverse peoples



INFLUENCES ON CAREER DECISION-MAKING MODELS

Cognitive Information Processing Theory (Prescriptive)

Research on learningResearch on decision-

makingCognitive science

developmental approach

Spiritual approach(Descriptive)

Religion

Philosophy



INDIVIDUALISTIC APPROACH TO

DECISION-MAKING

Personal reality – My sense of what is right for me

Common reality – My sense of what is right for youand others



SUMMARY OF THE INDIVIDUALISTIC APPROACH

Growth of decision-making skills

Client-centered

Deal with seemingly unrelated issues

Humanistic and subjective



SPIRITUAL PERSPECTIVES ON CAREER-DECISION MAKING

Religious perspectives

Bloch and Richmond’s seven spiritual concepts

Miller-Tiedeman’s Lifecareer Foundation



CHARACTERISTICS OF MILLER-TIEDEMAN’SLIFECAREER THEORY

Each individual is his or her own theory maker

Deep respect for the individual and theindividual’s Life Process Theory

Trust inner wisdom

Flow with, rather than fight your careerdevelopment



BLOCH AND RICHMOND’S SEVEN THEMES REFLECTINGA SPIRITUAL APPROACH TO CAREER DECISION-MAKING

Change – Internal or externalBalance – Work, play, relationshipsEnergy – Work, play, relationships, selfCommunity – Companionship, culture, cosmicCalling – One’s ideal workHarmony – From work, meditation, stillnessUnity – Connectedness with self, others,

community, culture, universe



MILLER-TIEDEMAN’S APPROACH TO CAREER COUNSELING

Clients have a career – Their life

Clients are the best judge of what works for them

Learn through assessing experience

Tests and inventories should not interfere withcareer exploration

Help clients set intentions without placing timerestrictions on them

Be enthusiastic about change



HANSEN’S SIX TASKS IN AN INTEGRATIVE APPROACH TO CAREER PLANNING1. Finding work that needs doing in a changing

global context.

2. Weaving our lives into a meaningful whole.

3. Connecting family and work.

4. Valuing pluralism and individuality.

5. Managing personal transitions and organizational

change

6. Exploring spirituality and life purpose.



ASSUMPTIONS IN THE APPLICATION OF

COGNITIVE INFORMATION PROCESSING THEORY TO

CAREER DECISION-MAKING COUNSELING

Both affect and cognitive processing are important

To make career decisions individuals need information about self, world of work, and the thought process

Information about self and work are continually changing

By improving one’s information processing capabilities, problem-solving abilities are improved



PYRAMID OF INFORMATION PROCESSING DOMAINS

IN CAREER DECISION-MAKING

Meta-Cognitions

ExecutiveProcessing

DomainGeneric

InformationProcessing Skills

(CASVE)

SelfKnowledge

OccupationalKnowledge

Decision-MakingSkills Domain

KnowledgeDomain



WHAT’S INVOLVED IN CAREER CHOICE

ThinkingAbout My

Decision Making

KnowingHow I MakeDecisions

KnowingAboutMyself

KnowingAbout MyOptions



CASVE SKILLS INCOGNITIVE INFORMATION PROCESSING THEORY

Communication – Identifying a problem, input from self

Analysis – Interrelating problem components – self and occupations

Synthesis – Creating likely alternatives

Valuing – Prioritizing alternatives

Execution – Forming means - ends strategies



THE EXECUTIVE PROCESSING DOMAININ COGNITIVE INFORMATION PROCESSING THEORY

Self-talk – Expectations of ourselves

Self-awareness – Knowing what we are doing and why

Monitoring and – Monitoring the CASVEControl process


CAREER DEVELOPMENT THEORY

Outline (Basic concepts)

Strengths and Weaknesses




LAPAN AND TURNER – AN INTEGRATIVE APPROACH TO CAREER DEVELOPMENT THEORY

A contextually responsive career-counseling system

1. Help clients develop self-efficacy beliefs to deal with barriers that affect outcome expectations and career goals (Chapter 14)

2. Develop vocational identity (Chapter 8)

3. Develop work-readiness skills

4. Gottfredson’s theory of circumscription and compromise (Chapter 7)

and trait and factor theory (Chapter 2) help students develop

an understanding of themselves and work

5. Crystallize valued vocational interests, Super (Chapters 7 and 8)

6. Help students to achieve academically and to value lifelong learning.

(Chapter 9)



CAREER DEVELOPMENT THEORIES FOR CHILDHOOD AND ADOLESCENCE

Childhood Developmental

Super Gottfredson

AdolescenceDevelopmental Trait and Factor Other

Marcia Holland Constructivist

Super Work Adjustment Social learning

Social cognitive

Spiritual

Cognitiveinformationprocessing



CAREER DEVELOPMENT THEORIES FOR ADULTHOOD

Developmental Trait and Factor Other

Super HollandConstructivist

Myers-Briggs Social learning

Work Adjustment Social cognitive

Spiritual

Cognitiveinformationprocessing



COMBINING THEORIES

Types of theories and how well they can be combined with similar theories or different types of theories.

Decision-making

Developmental

Trait and factor

possiblegood

poorgoodgood

good goodgoodgood

Decision-making Developmental

Trait andFactor



NON COUNSELING APPLICATIONS OF THEORIES

Screening methods – Super, Holland, Myers-Briggs

Paper and pencil methods – Holland

Computer assisted guidance systems – Trait and factor, Holland

Internet – Career information, career counseling organizations,

education, occupations, job postings



USING THEORIES IN GROUP CAREER COUNSELING

Widely used Possible to be used

Holland ConstructivistKrumboltz’s Spiritual approachesSocial learning

Cognitive information processingMyers-Briggs

GottfredsonHopson and AdamsSocial cognitiveSuperTrait and factorWork adjustment



THEORIES APPLIED TO PLACEMENT

AND OUTPLACEMENT COUNSELINGHolland or – Use types to assess networking

andMyers-Briggs – job search style

Hopson and Adams – Respond to career crises

Super – Determine values of various roles

– View job search strategiesdifferently depending on life stages

Cognitive – Execution stage of the CASVE cycleInformation



OCCUPATIONAL CLASSIFICATION SYSTEMS

Holland’s six types

Dictionary of Occupational Titles (DOT)

Standard Occupational Classification System (SOC)

Occupational Information Network (O*NET)

Guide for Occupational Exploration (GOE)



THEORIES MOST CONCERNED WITH ISSUES

RELATED TO WOMEN AND CULTURAL DIVERSITY

Social cognitive career theory (women and culturallydiverse populations)

Gottfredson (women)

Super’s life span theory (women and culturallydiverse populations)

Documents

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 1 Applying Career Development Theory to Counseling, 6e by Richard