Applying career development theory to counseling, 6e chapter 7 and 8

Chapter 7SUPER’S MODEL OF THE CAREER DEVELOPMENT OF CHILDREN Curiosity - A basic need Exploration - Home, school, everywhere Information - Piaget, Erikson Key figures - Parents, teachers

Chapter 7

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

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 issues Learning problems Neurological problems Medical issues

Hunger Unsafe environment

Family member’s substance abuse Moving to a new location

Bullying Isolation Anger Delaying satisfaction

GOTTFREDSON’S CAREER DEVELOPMENT THEORY

BASIC CONCEPTS

Self-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

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 or

get 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

Chapter 8

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

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 process

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