IAEVG Conference, 2009 Examining cognitive career theories: Current status, future trends, implications for the development and implementation of guidance

IAEVG Conference, 2009IAEVG Conference, 2009

Examining cognitive career Examining cognitive career theories: Current status, future theories: Current status, future

trends, implications for the trends, implications for the development and implementation development and implementation

of guidance servicesof guidance servicesJanet G. Lenz, Ph.D.Janet G. Lenz, Ph.D.

Steven D. Brown, Ph.D.Steven D. Brown, Ph.D.Sylvia C. Nassar-McMillan, Ph.D.Sylvia C. Nassar-McMillan, Ph.D.

Robert C. Reardon, Ph.D.Robert C. Reardon, Ph.D.James P. Sampson, Jr., Ph.D.James P. Sampson, Jr., Ph.D.

Marie F. Shoffner, Ph.D.Marie F. Shoffner, Ph.D.Spencer Niles, D.Ed.Spencer Niles, D.Ed.

IAEVG Conference, 2009IAEVG Conference, 2009 2

Cognitive Information Processing (CIP) Theory:

Theory Overview, Applications, & Research


Cognitive Information Processing (CIP)Cognitive Information Processing (CIP)

““Give people a fish and Give people a fish and they eat for a day, but they eat for a day, but teach them how to fish teach them how to fish and they eat for a and they eat for a lifetime” lifetime” (adapted from Lao Tzu)(adapted from Lao Tzu)

Goal: individuals Goal: individuals learnlearn how to be skillful career how to be skillful career problem solvers and problem solvers and decision makers decision makers throughout their livesthroughout their lives


Assumptions of Cognitive Information Assumptions of Cognitive Information Processing ParadigmProcessing Paradigm

Career problem solving is a rational process Career problem solving is a rational process within a social-emotional context (i.e., social within a social-emotional context (i.e., social constructivism)constructivism)

Career problems are ill-definedCareer problems are ill-defined

The capacity for career problem solving can be The capacity for career problem solving can be learnedlearned

The learning of career problem solving skills can The learning of career problem solving skills can be generalized to other career problems and even be generalized to other career problems and even to life problemsto life problems


Role of CIP Theory in Career Problem SolvingRole of CIP Theory in Career Problem Solving

To put form and structure on an ambiguous To put form and structure on an ambiguous tasktask

Integrate vital components of information Integrate vital components of information processingprocessing

Make career problem solving an orderly, Make career problem solving an orderly, systematic, reproducible process for novice systematic, reproducible process for novice career problem solverscareer problem solvers

Provide a framework for the development of a Provide a framework for the development of a facilitative learning environmentfacilitative learning environment


Nature of Career ProblemsNature of Career Problems

Complex and ambiguous cuesComplex and ambiguous cues

Interdependent courses of actionInterdependent courses of action

Uncertainty of the outcomeUncertainty of the outcome

Solutions present new problemsSolutions present new problems


Guiding Principles of the CIP Guiding Principles of the CIP ApproachApproach

Both clients and practitioners play an Both clients and practitioners play an active active rolerole

““Expert” and client versions of conceptsExpert” and client versions of concepts

Model is Model is practicalpractical, , easyeasy to learn and apply, to learn and apply, yet accounts for complexityyet accounts for complexity

Emphasis on Emphasis on “getting inside the client’s “getting inside the client’s head”head” to look at how information is to look at how information is processedprocessed


CIP OverviewCIP Overview

Pyramid of Information Processing Pyramid of Information Processing Domains (Domains (KnowingKnowing))

CASVE Cycle (CASVE Cycle (DoingDoing))

Readiness for Career Choice ModelReadiness for Career Choice Model

Differentiated Service Delivery ModelDifferentiated Service Delivery Model



Pyramid of Information Processing DomainsPyramid of Information Processing Domains

Executive Processing Domain

Knowledge Domains

Decision-Making Skills Domain

SelfKnowledge

OccupationalKnowledge

CASVE Cycle

Meta-cognitions


Self-KnowledgeSelf-Knowledge

High

Mood

Attributes

•Temporal schemes

•Episodes

•Non-verifiable, unstable

Low

3 years TimePresent

Acquisition

•Recall, interpretation

•Reframe, reconstruction

•Thematic representation

1st day of school

Father lost job

First love

Broke up

College graduation


Occupational KnowledgeOccupational Knowledge

ConstructionWorker

Carpenter Electrician Plumber

Uses Saw

Uses Hammer

Attributes

•Hierarchical

•Facts, concepts

•Verifiable, stable

Acquisition

•Construction

•Inoculation

•Classification


CASVE Cycle - Client VersionCASVE Cycle - Client Version

Knowing I Need to Make a ChoiceKnowing I Made a

Good Choice

Understanding Myself and My Options

ImplementingMy Choice

Expanding andNarrowing My List

of Options

Choosing AnOccupation, Program

of Study, or Job


Executive ProcessingExecutive Processing““Thinking about ThinkingThinking about Thinking””

Self as a Decision Maker

•attitudes

•self awareness

•limits

Regulation

•problem recognition

•cognitive strategies

•monitor, control

Development

•detachment, objectification

•positive self talk

•heuristics


Readiness for Career Choice ModelReadiness for Career Choice Model

ComplexityComplexity (high) (high)

Low readiness Moderate readiness Low readiness Moderate readiness High degree of Moderate to low degreeHigh degree of Moderate to low degree support needed of support neededsupport needed of support needed ((Individual Case-Individual Case- ( (Brief Staff-AssistedBrief Staff-Assisted Managed ServicesManaged Services) ) ServicesServices))CapabilityCapability (low) (low) (high) (high) Moderate readiness High readiness Moderate readiness High readiness Moderate to low degree No support neededModerate to low degree No support needed of support needed (of support needed (Self-Help modeSelf-Help mode)) ((Brief Staff-AssistedBrief Staff-Assisted ServicesServices) ) (low)(low)


Differentiated Service Delivery ModelDifferentiated Service Delivery Model

Comprehensive Screening

Individual Enters

Self-HelpServices

BriefStaff-Assisted

Services

IndividualCase-Managed

Services

Self or StaffReferral

Brief Screening

Complete differentiated model of delivering career resources and services


CIP in PracticeCIP in Practice

Concrete example Concrete example of how of how practitioners can practitioners can be trained to apply be trained to apply theory in practicetheory in practice

Evidence of CIP Evidence of CIP replication in other replication in other settingssettings


CIP in PracticeCIP in Practice

CIP concepts can be CIP concepts can be easily explained to easily explained to clientsclients

Focus is on Focus is on creating a creating a learning eventlearning event

Development & Development & execution of anexecution of an Individual Learning Individual Learning Plan (ILP)Plan (ILP)


CIP/CTI in PracticeCIP/CTI in Practice

Allows for a holistic approach to the Allows for a holistic approach to the career decision-making processcareer decision-making process

Recognizes the Recognizes the complexitycomplexity of career of career decision makingdecision making

Often provides clients with the Often provides clients with the awareness of things that have kept awareness of things that have kept them “stuck”them “stuck”

Provides opportunity to integrate Provides opportunity to integrate career and mental health issues career and mental health issues


CIP in InstructionCIP in Instruction Theory-based Theory-based

undergraduate 3-credit undergraduate 3-credit career development classcareer development class

CIP integrated into text, CIP integrated into text, class lectures, small group class lectures, small group activitiesactivities

CTI used as pre-post testCTI used as pre-post test Study by Reed, Reardon, Study by Reed, Reardon,

Lenz, & Leierer (2001) Lenz, & Leierer (2001) showed a showed a significant significant decreasedecrease in students’ in students’ negative career thoughtsnegative career thoughts


CIP in Program DevelopmentCIP in Program Development

International applicationsInternational applications

CIP as a “social justice” approach to CIP as a “social justice” approach to career servicescareer services

Policy development & CIPPolicy development & CIP

Diverse populations, translation of Diverse populations, translation of materials globallymaterials globally


CIP in Program DevelopmentCIP in Program Development

Career workshop with secondary school Career workshop with secondary school students:students:– ““CIP Approach…can be successfully applied to CIP Approach…can be successfully applied to

promote career development on an promote career development on an international scale” (Hirschi & Lage, 2007)international scale” (Hirschi & Lage, 2007)

14-week career assistance program—male 14-week career assistance program—male cricketers, ages 15-16; experimental group cricketers, ages 15-16; experimental group improved career goal decidedness and career improved career goal decidedness and career awareness (awareness (AJCDAJCD, 2003), 2003)

Application of CIP to assist service members’ Application of CIP to assist service members’ transition into the civilian world (Clemens & transition into the civilian world (Clemens & Milsom, Milsom, CDQCDQ, March 2008), March 2008)


CIP Applications in National & CIP Applications in National & State Systems for Career ServicesState Systems for Career Services

ExamplesExamples

– Connexions Services in EnglandConnexions Services in England

– Careers Scotland CentresCareers Scotland Centres

– Careers Service in Northern IrelandCareers Service in Northern Ireland– JobLink Centers in North CarolinaJobLink Centers in North Carolina

– Oklahoma Workforce CentersOklahoma Workforce Centers


Richmond Chambers Careers Service in Northern Ireland




CIP Web-based ApplicationCIP Web-based Application

Career Decision Making Tool (CDMT)Career Decision Making Tool (CDMT)http://www.acrnetwork.org/decision.htmhttp://www.acrnetwork.org/decision.htm


CIP Research: DCIP Research: Disseminationissemination

**http://www.career.fsu.edu/techcenterhttp://www.career.fsu.edu/techcenter Tech Center established in Tech Center established in 19861986

Peterson, G., Sampson, J., & Reardon, R. (Peterson, G., Sampson, J., & Reardon, R. (19911991). ). Career development Career development and services: A cognitive approachand services: A cognitive approach. Pacific Grove, CA: . Pacific Grove, CA: Brooks/Cole.Brooks/Cole.

Peterson, G. W., Sampson, J. P., Jr., Lenz, J. L., & Reardon, R. C. Peterson, G. W., Sampson, J. P., Jr., Lenz, J. L., & Reardon, R. C. ((20022002). A cognitive information processing approach in career ). A cognitive information processing approach in career problem solving and decision making. In D. Brown (Ed.), problem solving and decision making. In D. Brown (Ed.), Career Career choice and developmentchoice and development (4th ed., pp. 312-369). San Francisco: (4th ed., pp. 312-369). San Francisco: Jossey-Bass.Jossey-Bass.

Sampson, J. P., Jr., Reardon, R. C., Peterson, G. W., & Lenz, J. L. Sampson, J. P., Jr., Reardon, R. C., Peterson, G. W., & Lenz, J. L. ((20042004). ). Career counseling and services: A cognitive information Career counseling and services: A cognitive information processing approachprocessing approach. Pacific Grove, CA: Wadsworth-Brooks/Cole.. Pacific Grove, CA: Wadsworth-Brooks/Cole.

Reardon, R., Lenz, J., Sampson, J., & Peterson, G. (Reardon, R., Lenz, J., Sampson, J., & Peterson, G. (20092009). ). Career Career development and planning: A comprehensive approachdevelopment and planning: A comprehensive approach (3rd ed (3rd ed..). ). Mason, OH: Thomson Custom Solutions.Mason, OH: Thomson Custom Solutions.


CIP Research: CIP Research: Analyzing the BibliographyAnalyzing the Bibliography

– 21 dissertations from 9 different universities21 dissertations from 9 different universities

– CIP applications: About 36 referencesCIP applications: About 36 references

– CTI research: About 27 referencesCTI research: About 27 references

– About 47 refereed journal articlesAbout 47 refereed journal articles


CIP Research: CTI TranslationsCIP Research: CTI Translations

KoreanKorean FinnishFinnish TurkishTurkish IcelandicIcelandic GreekGreek PortuguesePortuguese*


CIP Research: Recent ActivityCIP Research: Recent Activity

1.1. Career thoughts and SDS item response Career thoughts and SDS item response indecision relatedindecision related

2.2. Maximizing decision-making style and Maximizing decision-making style and ruminative thought pattern predicted negative ruminative thought pattern predicted negative career thoughtscareer thoughts

3.3. ADHD symptoms predicted dysfunctional career ADHD symptoms predicted dysfunctional career thoughtsthoughts

4.4. High decision-making confusion predicted lower High decision-making confusion predicted lower emotional intelligenceemotional intelligence

5.5. Psychological well-being strongly related to Psychological well-being strongly related to career thoughtscareer thoughts

6.6. CIP-based workshop increased career choice CIP-based workshop increased career choice readiness among 7readiness among 7thth graders graders


CIP Research: Current ActivityCIP Research: Current Activity

1.1. Communication apprehension related to career Communication apprehension related to career thoughtsthoughts

2.2. Use of the CTI Workbook in changing negative Use of the CTI Workbook in changing negative career thoughts of Pacific Island studentscareer thoughts of Pacific Island students

3.3. Relationships among stress, feelings, and Relationships among stress, feelings, and career thoughtscareer thoughts

4.4. Career thoughts and information-seeking Career thoughts and information-seeking behaviorbehavior

5.5. Motivation to engage in career planning in Motivation to engage in career planning in relation to career thoughtsrelation to career thoughts

6.6. Exploratory factor analysis of CIP and SCCT Exploratory factor analysis of CIP and SCCT constructsconstructs


CIP Future DirectionsCIP Future Directions

CTI revisionCTI revision

Online delivery of CTI, CTI workbook, and Online delivery of CTI, CTI workbook, and CIP-based interventionsCIP-based interventions

Further convergence of career & mental Further convergence of career & mental health counseling (e.g., decision space health counseling (e.g., decision space worksheet)worksheet)

Spirituality & vocational choice (Valuing)Spirituality & vocational choice (Valuing)


CIP Future DirectionsCIP Future Directions

Further integration of multicultural factors Further integration of multicultural factors in vocational choice, e.g., the nature of in vocational choice, e.g., the nature of positive family influence on decision making positive family influence on decision making in the Valuing phase of the CASVE Cyclein the Valuing phase of the CASVE Cycle

Career thoughts in relation to other Career thoughts in relation to other constructs in vocational behavior, e.g., constructs in vocational behavior, e.g., motivation, self-efficacy, career stressmotivation, self-efficacy, career stress

Further integration of CIP and other Further integration of CIP and other theoretical perspectives, such as RIASEC, theoretical perspectives, such as RIASEC, SCCTSCCT


For More InformationFor More Information

www.career.fsu.edu/techcenterwww.career.fsu.edu/techcenter

Documents

IAEVG Conference, 2009 Examining cognitive career theories: Current status, future trends, implications for the development and implementation of guidance