Career development interventions 5th by spence niles and bowlsbey chapter 03

• Attempt to address the career development needs of diverse client populations • Reflect a “postmodern” approach which stresses the client’s subjective experience stories rather than sc

Career Development Interventions

5th Edition Spence G Niles and JoAnn E Harris-Bowlsbey

Chapter 3 Understanding and Applying Emerging Theories of Career

• Attempt to address the career development

needs of diverse client populations

• Reflect a “postmodern” approach which stresses the client’s subjective experience (stories rather than scores)

Lent, Brown, & Hackett’s Social Cognitive Career Theory (SCCT)

• Builds on the assumption that cognitive

factors play an important role in career

development and decision making

• Is closely linked to Krumboltz’s learning

theory of career counseling

• Incorporates Bandura’s triadic reciprocal

model of causality

Self-Efficacy (Bandura)

• Defined as people’s judgments of their capabilities to organize and execute

courses of action required to attain

designated types of performances

Forces Shaping Self-Efficacy

Triadic Reciprocal Model

• The relationship among goals, self-efficacy, and outcome expectations is complex

• This occurs within the framework of reciprocal causality comprised of:

o personal attributes (e.g predisposition, gender, race)

o external environmental factors (e.g., culture,

geography, family, gender-role socialization)

o learning experiences

Applying SCCT

• Card sort exercise in which clients sort occupations according to:

• (a) those they would choose,

• (b) those they would not choose, and

• (c) those they question

• Occupations placed in the first two categories

(relating to self-efficacy beliefs and outcome

expectations) are then examined for accuracy in skill and outcome perceptions

• Clients can be helped to modify their self-efficacy

beliefs by exposing them to personally relevant

vicarious learning opportunities

Evaluating SCCT

• Overall SCCT has generated substantial

research supporting the efficacy of

SCCT-based interventions for specific diverse

populations

• Choi, Park, Yang, Lee, and Lee (2012) found that career decision-making self-efficacy

correlated significantly with self-esteem,

vocational identity, and outcome

expectations

Four Assumptions of the Cognitive Information Processing Approach (CIP)

• Career decision making involves the interaction between cognitive and affective processes

• The capacity for career problem solving depends

on the availability of cognitive operations and

knowledge

• Career development is ongoing and knowledge structures continually evolve

• Enhancing information processing skills is the

goal of career counseling

CIP Approach

• The CIP approach to career intervention includes several dimensions:

 The pyramid of information processing,

 CASVE cycle of decision-making skills, and

 The executive processing domain

Information Processing

cognition involved in a career choice:

CASVE Cycle

• This is the second dimension of the CIP

approach and represents a generic model of information processing.

• Skills included are

Executive Processing Domain

• This domain involves metacognitive skills such as self-talk, self-awareness, and

control

Applying the CIP Approach

• The CIP approach uses the Career Thoughts

Inventory (CTI) (Sampson, Peterson, Lenz,

Reardon, & Saunders, 1996) to identify clients with dysfunctional career thoughts

• The pyramid model can be used as a framework for providing career development.

• The five steps of the CASVE cycle can be used to teach decision-making skills.

• The executive processing domain provides a

framework for exploring and challenging.

Sequence for Delivering Career Interventions (Peterson, Sampson,

& Reardon)

• Step 1 - Conduct initial interview with

client.

• Step 2 - Do a preliminary assessment to

determine the client’s readiness.

• Step 3 - Work with client to define the

career problem(s) and analyze causes.

• Step 4 - Collaborate with client to formulate

achievable problem-solving and

decision-making goals.

Sequence for Delivering Career Interventions (Peterson, Sampson, &

Reardon)

• Step 5 - Provide clients with a list of

activities and resources they need

(individual learning plans).

• Step 6 - Require clients to execute their

individual learning plans.

• Step 7 - Conduct a summative review of

client progress and generalize new learning

to other career problems.

• Increased career decidedness, career planning, career

exploration, and vocational identity

• Higher levels of trauma in college students relate to

dysfunctional career thoughts, vocational identity, and

development work personality

• Students with disabilities have more negative thoughts than nondisabled counterparts

Savickas’ Career Construction

Theory

• Comprehensive career theory (explains

what, how, why)

• Career is socially constructed as individuals implement their ideal self-concept as the

protagonist within their life story

Career Construction Theory

• Vocational Personality (Self as Actor)

• Career Adaptability (Self as Agent)

• Life Themes (Self as Author)

Vocational Personality

• • Vocational personality (Values, Abilities, Traits reflect how a person’s narrates what stage they would like to perform on, what they believe they have the ability to do, and what interests they have formed)

• • Holland’s Typology RIASEC

re-conceptualized as preferences and

possibilities, not predictions

Career Adaptability

• Incorporates Super’s work

• Address the attitudes, beliefs, competences (ABC’s) individuals need as they face career transitions, work traumas, career decisions- both anticipated and unanticipated

Career Adaptability (cont.)

• Concern

• Control

• Curiosity

• Confidence

Life Themes

• Reoccurring themes throughout individuals lives and work roles (e.g helping others)

• Draws on narrative and how individuals

construct their experience

• Individuals are believed to “actively master what they have passively suffered”

(Savickas, 2005)

Career Construction Counseling

• Helps clients clarify and articulate the

private meanings they attach to their

career behavior- how they are striving

towards self-completion

• Utilizes the Career Construction Interview (CCI) formerly known as the Career Style

Interview

Career Construction Interview

• Who did you admire growing up? (Name three, not parents- fictional or non-fictional) How were you like him/her? How were you different?

• What are your favorite magazines, websites,

YouTube videos? What do you like about them?

• What are your favorite TV shows? What do you like about them? Who is your favorite character, actor, actress in the show? What is it you like

about them?

• What are three of your favorite school subjects? What are your least favorite?

Career Construction Interview

• What is your one of your favorite stories?

• What is a saying or motto you live by?

• Name 3 of your earliest memories How did you feel? Who was present? How you title your

memory? (e.g Girl scared of losing)

Career Construction Interpretation

self - who they wish to be/construct in the world and how they seek to overcome their insecurities, pain, or struggles

reveal Adlerian strivings, are connected to current

career problem (narrative), pain one has passive

suffered

vocational personality- interests and perceived abilities

Evaluating Career Construction

Theory

perceive the CCI to be helpful; and participants have a positive experience with the CCI

studies directed toward theory validation are needed- especially with regard to diverse client populations

by creating meaning to their suffering through work (e.g Mike Walsh- tracks down killers after

Hansen’s Integrative Life Planning

(ILP)

• ILP is a worldview for addressing career

development rather than a theory that can be

translated into individual counseling.

• The integrative aspect of ILP relates to the

emphasis on integrating the mind, body, and

spirit.

• The life planning concept acknowledges that

multiple aspects of life are interrelated.

Assumptions of ILP

• Changes in the nature of knowledge support new ways of knowing related to career development.

• Career professionals need to help students,

clients, and employees develop skills of

integrative thinking

• Broader kinds of self-knowledge and societal

knowledge are critical to an expanded view of

career.

• Career counseling needs to focus on career

professionals as change agents.

Six Career Development Tasks

Confronting Adults

• Finding work that needs doing in changing global contexts

• Weaving their lives into a meaningful whole

• Connecting family and work

• Valuing pluralism and inclusivity

• Managing personal transitions and

organizational change

• Exploring spirituality and life purpose

Applying ILP

• Career counselors can utilizing the

Integrative Life Planning Inventory

• Career counselors should help their clients

 understand these six tasks

 see the interrelatedness of the tasks

 help clients prioritize the tasks according to their needs

Evaluating ILP

• ILP appears to be a useful framework from which counselors can encourage clients to consider important life issues with respect

to their career decisions

• More research of ILP is needed in terms of the mode’s concepts as well as the ways in which the model can be applied effectively

in career development interventions

Postmodern Approaches

• Emphasize the subjective experience of

career development

• Embrace multicultural perspectives and

emphasize the belief that there is no fixed truth- that reality is socially constructed

• Stress personal agency

Creating Narratives

• Career counseling from the narrative

approach emphasizes understanding and articulating the main character to be lived out in a specific career plot.

• This articulation uses the process of

composing a narrative as the primary

vehicle for defining character and plot.

• People tell stories that infuse parts of their lives with great meaning and de-emphasize other parts.

Ways in Which Narratives

Help Clients (Cochran)

• A narrative is a temporal organization with

a beginning, middle, and end.

• A story is a synthetic structure that

organizes many pieces into a whole.

• The plot of a narrative specifies what has been accomplished.

• The structure of a narrative communicates

a problem, attempts at resolving it, and a resolution.

Ways to Use a Narrative Approach

in Career Counseling

• Elaborate a career problem.

• Compose a life history.

• Build a future narrative.

• Construct reality.

• Change a life structure.

• Enact a role.

• Crystallize a decision.

Contextualizing Career

Development

• Acts are viewed as purposive and as being directed toward specific goals.

• Acts are embedded in their context.

• Change plays a dominant role in career

development.

• Contextualism rejects a theory of truth

based on the correspondence between

mental representations and objective

reality.

Constructivist Career Counseling

• How can I form a cooperative alliance with this client? (Relationship factor)

• How can I encourage the self-helpfulness of this client? (Agency factor)

• How can I help this client to elaborate and

evaluate his/her constructions germane to this decision? (Meaning-making factor)

• How can I help this client to reconstruct and

negotiate personally meaningful and socially

supportable realities? (Negotiation factor)

Constructivist Career Interventions

• Techniques include the laddering technique, the

vocational reptest, and vocational card sorts

• Outcome measures for constructivist

interventions are based on “fruitfulness”

• Career development interventions are framed as

“experiments” that are directed towards helping clients, think, feel, and act more productively in relation to their career concerns

Chaos Theory of Careers

• Seventy percent of research participants

reported that their career development was influenced by unplanned events

• Chaos theory of careers highlights

nonlinearity in career development and

suggest it is more important to examine

patterns across time

• Chaos theory identifies four types of

“attractors” that influence career behavior:

 Point: Tendency of a system to move towards one fixed or single point

 Pendulum: Systems regular swing between two places, points, or outcomes

 Torus: Tendency to engage in repetitive behavior over time

 Strange: Tendency for systems to repeats

themselves, and yet never exactly repeat