Review of Related Literature for transition planning

8/14/2019 Review of Related Literature for transition planning

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Review of Related Literature

Alim, Marest

Leano, Bryle Rose

Leyba, Charisse Martha

Perez, Katerina

Rabano, Christine Marie


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DevelopmentalTheories

A basic, quick, and easy review


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Cognitive

developmental theories

Piagets cognitive development

Sensorimotor: birth to two years old

Preoperational: 2-7 yrs old Concrete:7 yrs old to adolescence

Formal Operations:adolescence to

adulthood


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Cognitive

developmental theoriesKohlbergs stages ofmoral developmentPre-conventional Stage 1 : Punishment and

obedience Stage 2: InstrumentalRelativism

Conventional Stage 3: Interpersonal

conformity Stage 4: Social System

Orientation

Post-conventional

Piagets stages of moraldevelopment

Heteronomous Morality(morality of constraint) 6-9 yrs old

Autonomous morality(morality of cooperation) 12 yrs old


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Psychosocial

developmental theoriesFreud Oral (0-1) Anal (2-3)

Phallic (4-6)

Latent (7-10) Genital (11+)

Erikson

Trust vs Mistrust (0-1)

Autonomy vs Shame anddoubt (2-3)

Initiative vs Guilt (4-6)

Industry vs Inferiority (7-12)

Identity vs Role confusion(13-19)

Intimacy vs Isolation (20-34)

Generativity vs stagnation(35-65)

Integrity vs Despair (65onwards)


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Theories on vocational

development Ginzberg Fantasy period during

childhood

Tentative periodduring adolescence

Realistic Explorationin later period

Experimentationwithin career duringearly adulthood


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Development transitions based on

occupations

ADLs

Most areas are developed during childhood

and improves throughout the lifespan

IADLs

Work behaviors begin during early childhood

Needed to function independently


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occupations Work

For children School tasks Family chores

For adolescents May include job experiences or training

Early adulthood Working as an employee Usually exploratory

Middle adulthood At the peak of career

Late adulthood retirement


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occupations

Social participation

Selmans Stages of friendship

Stage 0: momentary Playmateship (3-7)

Stage 1: One-way assistance (4-9) Stage 2: 2-way fair weather cooperation (6-12)

Stage 3: Intimate mutually shared relationships (9-15)

Stage 4: Autonomous interdependence (beginning age 12)


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Theories ofheories ofCareerareerDevelopmentevelopmentJohn Hollands Theory of Career TypesJohn Hollands Theory of Career TypesDonald Super's Developmental Self-Concept TheoryDonald Super's Developmental Self-Concept Theory

Eli Ginzbergs Compromise with Reality TheoryEli Ginzbergs Compromise with Reality Theory

Edgar Scheins Theory of Career AnchorsEdgar Scheins Theory of Career Anchors


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John Hollands Theoryohn Hollands Theoryof Career Typesf Career Types

People prefer jobs where they can be aroundPeople prefer jobs where they can be around

others who are like them. They search forothers who are like them. They search for

environments that will let them use their skillsenvironments that will let them use their skillsand abilities, and express their attitudes andand abilities, and express their attitudes and

values, while taking on enjoyable problemsvalues, while taking on enjoyable problems

and roles.and roles.

Behaviour is determined by an interactionBehaviour is determined by an interactionbetween personality and environment.between personality and environment.


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Assumptions:Assumptions:

1.1. In our culture, persons can beIn our culture, persons can be

categorized as one of the following:categorized as one of the following:Realistic, Investigative, Artistic, Social,Realistic, Investigative, Artistic, Social,

Enterprising or Conventional.Enterprising or Conventional.

2.2. There are six modal environments:There are six modal environments:realistic, investigative, artistic, social,realistic, investigative, artistic, social,

enterprising and conventional.enterprising and conventional.


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3.3. People search for environments that willPeople search for environments that will

let them exercise their skills andlet them exercise their skills and

abilities, express their attitudes andabilities, express their attitudes andvalues, and take on agreeable problemsvalues, and take on agreeable problems

and roles.and roles.

4.4. Behavior is determined by an interactionBehavior is determined by an interactionbetween personality and environment.between personality and environment.


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John Hollands Theoryohn Hollands Theoryof Career Typesf Career TypesType

Realistic Strong mechanical, psychomotor, andathletic abilities; honest; loyal; like theoutdoors; prefer working withmachines, tools, plants, and animals.

Structured; clear goals andlines of authority; work withhands, machines, or tools;casual dress; focus on

tangible results;engineering, military,skilled trades

Investigative Strong problem solving and analyticalskills; mathematically inclined; like to

observe, learn, and evaluate; preferworking alone; reserved; ideagenerators

Nonstructured; researchoriented; intellectual;

discover, collect, andanalyze ideas/data;science, math, medicine,and computer related;labs, universities, hightech, hospitals.

* From: Real People Real Jobs, by David H. Montross, Zandy B. Leibowitz, and Christopher J. Shinkman


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Artistic Creative; complex; emotional;intuitive; idealistic; flair forcommunicating ideas; preferworking independently; like to sing;

write, act, paint, think creatively

Nonstructured; creative; flexible;rewards unconventional andaesthetic values; creation ofproducts and ideas; arts

organizations, films/TV,publishing, advertising,museums, theater, galleries

Social Friendly; outgoing; find fulfillment inhelping others; strong verbal and

personal skills; teaching abilities;impulsive

Harmonious; congenial; work onpeople-related problems/issues;

inform train, develop, cure, orenlighten others; team oriented;human resources; training,education, social service,hospitality, health care, nonprofit



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Enterprising Confident; assertive;sociable; speaking andleadership abilities; like touse influence; strong

interpersonal skills; statusconscious

True business environment;results oriented; driven; high-quality service and productorientation; entrepreneurial;

high prestige; power focused;sales, management, politics,finance, retail, leadership

Conventional Dependable; disciplined;precise; persistent orderly;efficient; practical; detail

oriented; clerical andnumerical abilities

Orderly; clear rules and policies;systematized manipulation andorganization of data; control and

handling of money; high incomepotential; accounting, business,finance, administration



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Most peoples interests combine several types toost peoples interests combine several types tosome degree. The six types can be arrangedome degree. The six types can be arrangedaround a hexagon. Types that are next to oneround a hexagon. Types that are next to oneanother on the hexagon are most closely related.nother on the hexagon are most closely related.Types that are opposite one another on theypes that are opposite one another on thehexagon are the most dissimilar.exagon are the most dissimilar.


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Donald Supersonald Supersdevelopmental self-evelopmental self-concept theoryoncept theory

According to Super, self-concept changesAccording to Super, self-concept changes

over time and develops as a result ofover time and develops as a result of

experience.experience. Super developed the concept of vocationalSuper developed the concept of vocational

maturity, which may or may not correspond tomaturity, which may or may not correspond to

chronological age: people cycle through eachchronological age: people cycle through each

of these stages when they go through careerof these stages when they go through careertransitions.transitions.


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Donald Supersonald Supersdevelopmental self-evelopmental self-concept theoryoncept theorySTAGE AGE CHARACTERISTICS

Growth Birth to 14 or 15 Form self-concept, develop capacity,

attitudes, interests, and needs, and form

a general understanding of the world of

work.

Exploratory 15-24 "Try out" through classes, work

experience, hobbies. Collect relevant

information. Tentative choice and

related skill development.

Establishment 25-44 Entry skill building and stabilization

through work experience.

Maintenance 45-64 Continual adjustment process to

improve position.

Decline 65+ Reduced output, prepare for retirement.


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Eli Ginzbergsli GinzbergsCompromise withompromise withReality Theoryeality Theory Career decision making occurs in 3Career decision making occurs in 3

phases:phases:

Fantasy StageFantasy Stage

- occurs until 11 years old; children- occurs until 11 years old; children

imagine and dream of future careersimagine and dream of future careersregardless of needs, ability, training, etc.regardless of needs, ability, training, etc.


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Eli Ginzbergsli GinzbergsCompromise withompromise withReality Theoryeality TheoryTentative StageTentative Stage (11-17 years old, 4 substages)(11-17 years old, 4 substages)1.1.Interest period from 11-12 y/o, childrenInterest period from 11-12 y/o, children

make choices primarily based on their likesmake choices primarily based on their likes

and interestsand interests

2.2.Capacities period from 13-14 y/o,Capacities period from 13-14 y/o,

adolescents become more aware of roleadolescents become more aware of role

requirements, occupational rewards,requirements, occupational rewards,


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Eli Ginzbergsli GinzbergsCompromise withompromise withReality Theoryeality Theory3.3. Value period 15-16 y/o, adolescentsValue period 15-16 y/o, adolescents

attempt to relate occupational roles to theirattempt to relate occupational roles to their

own interests and values,; they considerown interests and values,; they consider

both occupation and interestboth occupation and interest

4.4. Transition period 17 y/o, adolescentsTransition period 17 y/o, adolescents

make transition from tentative to realisticmake transition from tentative to realistic

choiceschoices


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Eli Ginzbergsli GinzbergsCompromise withompromise withReality Theoryeality TheoryRealistic StageRealistic Stage (17 years old onwards)(17 years old onwards)1.1.Exploration period 17-18 y/o, they makeExploration period 17-18 y/o, they make

an intensive search for knowledge andan intensive search for knowledge and

understandingunderstanding

2.2.Crystallization period 19-21 y/o, theyCrystallization period 19-21 y/o, they

narrowly define a single set of choices andnarrowly define a single set of choices and

commit themselvescommit themselves


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Eli Ginzbergsli GinzbergsCompromise withompromise withReality Theoryeality Theory3.3. Specification a general choice is furtherSpecification a general choice is further

narrowed down to a particular choicenarrowed down to a particular choice


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Edgar Scheins Theorydgar Scheins Theoryof Career Anchorsf Career Anchors

Career anchors evolve and develop through theCareer anchors evolve and develop through the

successive new trials and opportunities that onesuccessive new trials and opportunities that one

faces in early work experiencesfaces in early work experiences

Gradually, as one gains more self knowledge and aGradually, as one gains more self knowledge and a

clearer occupational identity, a distinct pattern of selfclearer occupational identity, a distinct pattern of self

perceived talents, motives, needs and valuesperceived talents, motives, needs and values

emergesemerges


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Edgar Scheins Theorydgar Scheins Theoryof Career Anchorsf Career AnchorsAnchor types Description

Technical/FunctionalCompetence

The actual content of work is the primary considerationin their career choices. Their sense of identity is tied tobeing able to exercise competencies associated withthat work.

Managerial Competence The ultimate goal is to rise to positions or managerialresponsibility. A functional area job is important not forthe content of work, but for what the position leads to.

Security A key factor is their long term work life stability andsecurity. A good benefits and retirement package,employment stability, and clear career paths areparticularly attractive to a person with this anchor.Opportunities to use certain technical skills orpromotion prospects are important if they lead to longterm stability and security.


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Edgar Scheins Theorydgar Scheins Theoryof Career Anchorsf Career AnchorsAnchor types Description

Autonomy For them, what is important is having freedom andavoiding constraints on ones lifestyle. They are likelysay no to advancement if it means giving up their

independence and freedom.Creative They may want autonomy or exercise managerial or

technical/functional competence, but they are uniquein their overarching desire to create something that isentirely of their own making. It might be a product, atechnical process, or a company. Inventing something

new is a measure of worth and the key to their senseof competence


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Factors Affectingactors AffectingVocational Choiceocational ChoiceRice (1993)ice (1993)

ParentsParents

PeersPeers

Cultural expectationsCultural expectations

IntelligenceIntelligence Aptitudes and special abilitiesAptitudes and special abilities

InterestsInterests

Job opportunitiesJob opportunities

Job rewards and satisfactionsJob rewards and satisfactions

Prestige and ValuePrestige and Value

Social class and aspirationsSocial class and aspirations

Race and aspirationsRace and aspirations


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Assumptions for assumptions for acomprehensive careeromprehensive careerdevelopment and transitionevelopment and transitioneducation approachducation approach

6.6. A person must possess a variety of life skills inA person must possess a variety of life skills in

adaptability to participate in career developmentadaptability to participate in career development

7.7. Life career development between the disabled andLife career development between the disabled and

nondisabled differs in the amount of attention andnondisabled differs in the amount of attention and

type of training requiredtype of training required

8.8. There is also a need for differentiatedThere is also a need for differentiated

programming among the various disability groupsprogramming among the various disability groups

and levels of functioning within each populationand levels of functioning within each population


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Assumptions for assumptions for acomprehensive careeromprehensive careerdevelopment and transitionevelopment and transitioneducation approachducation approach

9.9. Life career development should begin duringLife career development should begin during

infancy and continue throughout adulthoodinfancy and continue throughout adulthood

10.10.A realistic philosophy of normalization dictates thatA realistic philosophy of normalization dictates that

all students have the same educationalall students have the same educational

opportunities. These philosophies do not dictate,opportunities. These philosophies do not dictate,

however, that all students have the same specifichowever, that all students have the same specific

educational experiences.educational experiences.

Reference: Clark, G. M. & Kolstoe, O. P. (1995).Reference: Clark, G. M. & Kolstoe, O. P. (1995). Career development andCareer development and

transition education for adolescents with disabilitiestransition education for adolescents with disabilities (2(2ndnd ed.). Boston: Allyned.). Boston: Allyn

and Bacon.and Bacon.


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Cultural issues


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Culture DefineD

An integrated pattern of human

knowledge, belief, and behavior that

depends upon the capacity for symbolic

thought and social learning

The set of shared attitudes, values,

goals, and practices that characterizes

an institution, organization or group


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Filipino Culture

Values Traits

Gender roles

Family and Marriage


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The Filipino character is actually a little bit of all the

cultures put together. The bayanihan or spirit of

kinship and camaraderie that Filipinos are famous

for is said to be taken from Malay forefathers. The

close family relations are said to have been

inherited from the Chinese. The piousness comes

from the Spaniards who introduced Christianity in

the 16th century

Hospitality main trait that distinguishes

Filipinos from other asian countries


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Filipino Values

Bayanihan: the creation ofassociation with neighbors and thehelping atittude whenever one is indisastrous need..

Close Family Ties: Filipinos arewell-known for the close familyties. Many filipinos live near theirfamily for most of their lives, evenas independent adults.

Pakikisama: or harmony, inEnglish, involves getting along withothers to preserve a harmoniousrelationship


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Hiya:It is a sense of social decency andcompliant to public norms of behavior.

Filipinos believe they must live up to the

accepted standards of behavior and if they

fail to do so they bring shame not only

upon themselves, but also upon theirfamily.

Utang na Loob: owed by one to aperson who has helped him through the

trials he had undergone owed by one to a

person who has helped him through thetrials he had undergone


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o Amor Propio: Concern for self image.

o Delicadeza: Sense of honor

o Palabra de Honor: "word of honor"

mano po- sort of greeting wherein children kiss thehands of their elders to pay respect

Sayin po and opo

ili i i


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Filipino TraitsValued Traits Undesirable Traits

buo ang loob, makatao, magalang,malambing, mapagdamay,

mapagpasakit,mapagtiis,mapagtiwala,mapagphalaga sa edukasyon, matapat, matatag,

masigla, amrunong makisama, maypakikibaka,mapagbigay, ,

mapagkumbaba,mapagpaubaya,mapagsapalaran

Madaling makumbinsi, madalingmakuntento,mahilig satsismis,mapagbalewala,martir,maPagpuna, may ningaskugon,nagtatanim ng

galit,pikon,tampuhin,sumpungin

Stereotypic Masculine Traits Stereotypic Feminine Traits


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yp yp

Agresibo, hindimanloloko,malakas,malakas ang

loob,maskulado,matapang,matipuno,may determinasyon,may

paninindigan,may prinsipyo

Iyakin,maayos,mabini,mahina angkatawan,mahina angloob,mahinhin,mahiyain,malambing,mapagmahal,maunawain,paBago-bago ng isip


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M ARRIAGE

men are expected to marry and if aman has not married by his latetwenties, female relatives beginintroducing him to potential brides. Themedian age for marriage is twenty-two.Young professionals wait until their late

twenties to marry, and engagements offive to seven years are not uncommon.During this period, the couplebecomes established in jobs, pays forthe education of younger siblings, andacquires household items. A woman

who reaches the age of thirty-twowithout marrying is considered pastthe age for marriage


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Family

father- considered the head and the provider of the family

- regarded as strong and the most eminent figure in thefamily.

mother-takes responsibility of the domestic needs and incharge of the emotional growth and values formation of

the children

-seen as soft and calm Children expected to take care of

their parents


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Gender Roles

Rural areas: traditional roles prevail( e.g. men cultivate the land, women

stays at home)

Urban areas: occupational lines are

blurred since men and women have

equal opportunities to succeed


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Legislations supporting the

education, training and employment

of Persons With Disabilities


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RA 7277

Magna Carta for Disabled Persons

1991

Pres. Corazon Aquino


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Principles

1. PWDs are part of Philippine society

2. PWDs have the same rights as others.

Programs for PWDs should not be seen

as welfare services by the government.

3. Rehabilitation is the concern of the

government.

4. Integration of PWDs should befacilitated.

Chapter 1: Employment


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Chapter 1: Employment

Title 2 Rights and Privileges of

Disabled PersonsSec. 5 Equal Opportunity for

Employment

Sec. 6 Sheltered Employment

Sec. 7 Apprenticeship

Sec. 9 Vocational Rehabilitation

Sec. 10 Vocational Guidance andCounseling


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Chapter 2 Education

Sec. 12 Access to Quality Education

Sec. 13 Assistance to Disabled Students

Sec. 14 Special Education

Sec. 15 Vocational/Technical & Other TrainingPrograms

Sec. 16 Non-Formal Education

Sec. 17 State Universities and Colleges


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Title 3: Prohibition on Discrimination Against Disabled

Persons

Chapter 1 Discrimination on Employment

Sec. 32 Discrimination on

Employment

Sec. 33 Employment Entrance

Examination


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Psychosocial Conditions

Autism


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Lets Review!


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TypicalTransformations


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Typical Infants

Cry to communicate

Will show emotions, especially distress

due to physical discomfort

Show social pleasure through smiling

Are calm to human face and voice

Are capable of imitating activities


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Typical Infants

Play early with social interaction

Show early preference for

parents/caregivers

Will protest if caregiver leaves

Express delight, laughter and joy during

social exchanges


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Typical Children

Can talk about their feelings and can discern

feelings of others

Prefer prosocial playmates

Are socially competent and cope well withanger

Interact with other children of the same sex

Develop positive relationships with family, andfriends


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Early Adolescence

Between ages eleven and fourteen, typicaladolescents tend to:

Worry and be conscious about their developingbodies

Experience general moodiness due to hormonalchanges

Assert their independence

Hang around in gangs (for boys) Have one or two important best friends (for girls)


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Middle Adolescence

At ages fifteen to sixteen, typical adolescents tend to:

Become more secure about their bodies and less self-conscious

Start to take risks and push boundaries

Develop a better capacity to compromise

Make their own decisions

Develop deeper, more lasting friendships

Become more sexually aware, and start dating


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Late Adolescence

At ages seventeen to eighteen, typicaladolescents tend to:

Feel that they are adults and want to be treatedequally

Want to leave home, either to get ready foruniversity or to find a place of their own

Have formed a stable relationship and have aserious boyfriend/girlfriend

Be more involved with friends rather than family Be working towards financial independence


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Typical Adults

Start jobs or careers

Get married

Establish other intimate relationships

Have and raise children

Begin to contribute significantly to their

communities


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Psychosocial Disturbances

The child: Exhibits limited/fleeting eye contact

Is aloof, passive; prefers solitary activities to group activities

Manifests inappropriate emotional response(s)

Demonstrates unusual fear(s) Is socially immature

Is maladaptive to changes in food, clothes, routine, routes

or arrangements of things

Tends to be self-injurious


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Now, whats the problem?


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As the child with autism spectrum disorder (ASD) developsfrom child to teenager to adult, the symptoms of autism maychange over time

(e.g., parallel play as a child may be acceptable, but theteenager is expected to have more direct social interaction)


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Normal stages of life (e.g., puberty) may impact how the

symptoms of autism affect interactions


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All of these issues affect the tasks ahead of youngsters with ASDs as they

experience changes and higher expectations during adolescence, including:


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Leisure time/socialization

Employment

Friendships and socialization

Independence

Educational transition

Quality of family life


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As the young person with ASD ages, the number, effect, or intensity ofbehavioral and medical disorders may increase (see Table).

Developmental and Behavioral Issues to


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Developmental and Behavioral Issues to

Monitor in Adolescents with ASDDevelopmental Disorders Psychiatric Disorders

Slow development (mental retardation) Anxiety

Language disorders Depression

Learning disorders Obsessive-compulsive disorder

Associated Medical Conditions Behavior Difficulties

Gastrointestinal disorders Sleep disruption

Growth nutritional disorders Self-injurious behavior

Feeding difficulties Hyperactivity, short attention,

distractibility

Seizures Obsessions, perseveration

Growth abnormalities Stereotypies

Early onset puberty Aggression, disruption, tantrums

Genetic disorders Irritability or withdrawal

Transition to Community


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Transition to Community

Life


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A developmental process of meeting and going through maturational expectations enabling thespecial person to achieve the most of what he has given his abilities, capabilities and levels of

interest and motivation so he can lead his life and pursue a career he can be responsible for.

Requires in addition to a good


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Requires, in addition to a good

career participation, the following:

The special persons aspiration

The inspiration and support of the family

The inspiration and support of significant others

The provision of social and work opportunities by acommunity deeply committed to the welfare of thedisabled and the handicapped

A government that amply provides sustained

structural, manpower, and financial support asmandated by law.


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Results in a crisis if the special


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Results in a crisis if the special

person consistently:

Complains about normal peers who oftentimes pick on him

Refuses to attend school as he is unable to cope

Prefers staying at home to going out to malls, parks and other public places

Lags behind in practically all area of development despite his potential

Relies on adults to do things for him

Experiences failure/rejection whenever he attempts learning/doing well in acompetitive job

Excuses himself from learning/acquiring job skills

Undervalues his skills and underestimates his looks and other qualities

Hears of and encounters scarce/inadequate resources for his education/training

Finds himself in the community which does not care to accept and help himachieve his potential


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Hinges on the special persons career preparationcovering the following skills areas and the essentialcomponent under each area (Davide, 1996):


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A. Daily Living Skills

Managing and maintaining a home

Caring for personal needs

Buying, preparing, and eating food

Practicing family safety precautions in the

house

Practicing safety precautions outside thehome

Utilizing recreation and leisure


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B. Literacy Skills

Reading skills

Writing skills

Speaking skills

Mathematical skills


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D. Occupational Skills

Knowing and exploring occupational possibilities

Selecting and planning occupational choices

Exhibiting appropriate work habits and behaviors

Exhibiting actual work skills Seeking, securing, and maintaining employment


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Career Education Stages


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Career Education Theme Sample


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Career Education

Stages

Theme Sample

Lesson/Skill

C. Career Preparation

(Approximately Grades 7-

10)

1. Work analysis and

analysis of

occupations

2. Work values, attitudes

and habits

3. Human relationships inthe workplace

4. Getting a job

Knowing nature of

work

Finishing work till

completion

Consulting others

Accepting suggestions

for self-improvement

Readying application

letter, submitting

oneself for interview,

apprenticeship

Career Education Theme Sample


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Career Education

Stages

Theme Sample

Lesson/Skill

D. Career Assimilation

(Post-Secondary Level)

1. Job performance

2. Safety matters

3. Rights and benefits of

workers

4. Handling finances

5. Leisure and human

relationships

6. Work ethics

Work efficiency and

productivity

Traveling, protecting

oneself from dangers

Work compensation,

protecting oneself from

harassment

Budgeting and saving

Recreation

Observing time

schedule for work

R f


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References

American Academy of Pediatrics. (n.d.).Autism: Adolescence and transition toadulthood. Retrieved December 25, 2009, from http://www.pediatricenter.com/peditric

%20handouts/Autism%20and%20adolescents.pdf

Dizon, E.I., Baldo, T.C., & Camara, E.F. (2000). Teaching Filipino children with autism.

Philippines: DeskPublisher Inc.

Jackson, J. (2004). Multicoloured mayhem: Parenting the many shades of adolescents

and children with Autism, Asperger Syndrome and AD/HD. New York: Jessica Kingsley

Publishers.

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References

Salonga, D.C.J. (n.d.) OT 140: Development in

infancy and toddlerhood. Manila: UP-CAMP

Sarmiento, I.C.A. (2008). Preschool years. Manila:

UP-CAMP

Papalia, D.E., Olds, S.W., Feldman, R.D., & Gross,

D. (2004). Human development. (9th

ed.). New York: McGraw- Hill Companies, Inc.

REFERENCES


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REFERENCES

Johns, G. (1996). Organizational behavior: understanding andmanaging life at work(4th ed.). New York: Harper Collins College

Publishers.

Rice, P. F. (1993). The adolescent: development, relationships and

culture (7th ed.). Massachusetts: Allyn and Bacon.

The Holland Hexagon. (n.d.). Retrieved January 01, 2010, from

http://www.uc.edu/career/students/holland.htm

Career Services (2009, September 02). Donald Super's

Developmental Self-Concept Theory. Retrieved January 01, 2010,

from http://www2.careers.govt.nz/5232.html

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References:

www.everyculture.com/No-Sa/The-Philippines.html

www.philippinecountry.com/philippine_culture.html

Church,A.T.& Katigbak, M.S.(2000). Trait Psychology in the

Philippines.(pp1-39).Manila,Philippines: De La Salle

University Press

Documents

Review of Related Literature for transition planning