Career Counseling & Guidance CSL6803.21

1. Career Counseling & GuidanceCSL6803.21 Winter 2011 1/15/11 Overview of Main Theories

2. Holland’s Theory Theory of Vocational Personalities

3. Personality Types • Realistic, Investigative, Artistic, Social, Enterprising and Conventional • describes personalities • characteristic set of attitudes and skills • preferences for vocational and leisure activities, life goals and values, beliefs about oneself, and problem-solving style • also describes environments

4. Holland’s Types Investigative Realistic Artistic Conventional Social Enterprising

5. Leslie- from Holland’s perspective • What would her “type” be? • What environment has she been in, and what’s the congruence? • How does Holland’s theory help understand Leslie and her choices? • What hypotheses would you make from this perspective?

6. Developmental Theory-Super Chapter 5

7. Central Premise • vocational development is a process of making several decisions • process culminates in vocational choices • Vocational choice is an implementation of the self-concept

8. Assumptions of Stage Theories • Behavior develops continuously • Stages are irreversible (though contemporary theorists are less definite about this) • There are characteristic patterns to each stage • There are tasks that must be accomplished at each stage to go to next stage • Increasing levels of maturity and independence

9. Developmental vs. Trait Factor Theories • Process oriented • Inclusive of roles outside career focus • Longitudinal • Multidisciplinary • Self concept is critical

10. Self Concept • Is formed by vocational preferences and competencies, • changes and evolves over time in interaction with situations, • Is a product of social learning, • is increasingly stable over the life span

11. Career Maturity • Is the readiness of the individual to cope with the demands of the environment • Predicts successful coping with the requirements of each stage • Involves both attitudinal factors and cognitive factors. • In adults, term is career adaptability, “readiness to cope with changing work and work conditions”

12. Developmental Stages • Growth (ages 4 to 13) • Exploration (ages 14 to 24) • Establishment (ages 25 to 44) • Maintenance (ages 45 to 65) • Disengagement (over age 65). • Individuals do not necessarily go through these stages at these ages, may recycle through

13. Growth • Ages 4-13 • Tasks include: • becoming concerned about the future, • increasing personal control over one’s own life, • convincing oneself to achieve in school and at work, • acquiring competent work habits and attitudes

14. Exploration • ages 14-24 • tasks are: • crystallizing- focusing in on a broad occupational area • specifying-narrowing down to a specific choice • implementing career choice

15. Establishment • ages 25-40 • entering and becoming established in one’s career and work life • tasks include: • stabilizing-- settling in and learning about job requirements • Consolidating- feeling secure in job • Advancing--assuming greater responsibility

16. Maintenance • Ages 45-65 • Tasks include: • Acceleration- continuing to grow and change • Stagnation

17. Decline • Ages 65 and older • Tasks include: • Specialization • disengagement

18. Life Roles • Child • Student • Homemaker • Worker • Citizen • Leisurite • Roles interact and vary in intensity over life-span

19. Goals of Counseling • Develop and accept an integrated and adequate picture of themselves and their life roles, • Test the concept against reality • Convert it into reality by making choices that implement the self-concept and lead to job success and satisfaction as well as benefit to society

20. C-DAC Model Assesses • Life structure and work-role salience, • Career development status and resources, • Vocational identity, including values, interests, abilities, • Occupational self-concepts and life themes.

21. Gottfredson’s theory • Explains why individuals’ vocational expectations vary by sex, race, and social class. • Views vocational choice first as an implementation of the social self and then implementation of self concept • Choices circumscribed by social variables such as gender or social class

22. Vocational Aspirations • product of accessibility (choices that are most realistic), and • compatibility (person-environment fit).

23. Stages • Stage One (ages 3 to 5)- orientation to size and power • Stage Two (ages 6 to 8) - orientation to sex roles • Stage Three (ages 9 to 13) -orientation to prestige and status • Stage Four (ages 14 and older)- orientation to the internal self

24. Gottfredson’s theory • Explains why individuals’ vocational expectations vary by sex, race, and social class. • Views vocational choice first as an implementation of the social self and then implementation of self concept • Choices circumscribed by social variables such as gender or social class

25. Vocational Aspirations • product of accessibility (choices that are most realistic), and • compatibility (person-environment fit).

26. Stages • Stage One (ages 3 to 5)- orientation to size and power • Stage Two (ages 6 to 8) - orientation to sex roles • Stage Three (ages 9 to 13) -orientation to prestige and status • Stage Four (ages 14 and older)- orientation to the internal self

27. Self efficacy theory: • Chapter 7

28. Background • individuals’ perceptions of reality are greater determinants of their behavior than objective reality • behavior changes and decisions are mediated by expectations of self-efficacy • Self efficacy is the confidence one has to accomplish tasks in a specific situation

29. Level and Strength of Self-efficacy Will Determine: • Whether or not a coping behavior will be initiated • How much effort will result • How long the effort will be obtained in the face of obstacles

30. Sources of Self Efficacy: • Performance accomplishments • Vicarious experience • Verbal persuasion • Emotional arousal

31. Outcome Expectancy • Lead to an expected outcome • Successfully execute behavior to produce outcome • Effort varies in magnitude, generality, and strength based on outcome expected

32. Development of Interests • Outcome expectancies and self-efficacy beliefs both predict interests • Interests (together with self-efficacy beliefs and outcome expectancies) predict goals • Goals lead to choosing and practicing activities, which then • Lead to performance attainments

33. Choice Model • Person inputs and background context influence learning experiences, which • influence self-efficacy beliefs and outcome expectancies, which • influence interests, which • influence choice goals, which • influence actions, which • influence performance attainments

34. Performance Model • predicts the level of performance as well as the persistence • past performance accomplishments influence self-efficacy and outcome expectancies, which • influence performance goals, which lead to performance attainment level.

35. Career Counseling • Identify those options that clients have foreclosed because they have unrealistic or faulty self-efficacy beliefs or outcome expectancies. • Identify and evaluate barriers to various career choices • Modify and counteract faulty efficacy beliefs and faulty occupational information.

36. Interventions • Increasing individuals’ self-efficacy • Fostering positive and realistic outcome expectations • Setting specific goals • Increasing coping self-efficacy and strong performance skills • Expanding vocational interests, • Increasing decision-making skills and exploratory behavior, • Increasing consideration of non-traditional careers

37. Goal of Career Counseling • Help clients find a career that matches their interests, values, and skills. • Help clients explore possibilities that are a good match, but were discarded from consideration due to poor self-efficacy perceptions or inaccurate outcome expectations

38. Identifying Foreclosed Options • Focus on the results from an interest inventory, using both high and lower scoring scales. • Analyze discrepancies between occupations identified on various inventories • Use a card sort

39. Modifying Faulty Self-efficacy Beliefs • help clients create opportunities to experience successful performance accomplishments • Help clients develop accurate view of abilities to raise efficacy beliefs • Reanalyze previous experiences that led to faulty efficacy beliefs

40. Identifying Barriers • Identify barriers • Determine if realistic • Brainstorm ways to overcome them

41. Theory of Work Adjustment

42. Central Premise • Can predict satisfaction in a job from knowing the fit between the individual and the environment. • Correspondence is a good fit. • Environments require individuals to have abilities • Individuals require environments to reinforce their needs.

43. Satisfactoriness • How well an individual’s abilities and skills meet what the job or organization requires. Result is a satisfactory employee. • Satisfactory employees are retained, promoted or transferred. Unsatisfactory employees are fired. • Abilities are assessed and compared to occupational aptitude patterns for jobs.

44. Satisfaction • How well the organization meets the needs of an individual. • Individuals have needs and values that are met by the job (e.g., need to be autonomous or challenged). If the job meets these needs, result is satisfication. • Satisfied employees stay, if not quit.

45. Needs and values • Six basic values: autonomy, achievement, comfort, status, altruism, and safety. • Needs are assessed, and compared to the occupational reinforcer patterns of occupations (e.g., jobs are assessed to determine the pattern of needs in the environment).

46. Personality Styles • Determines how an individual interacts with the environment. • Celerity: speed to interact. • Pace: intensity or activity level. • Rhythm: pattern of pace (steady, cyclical or erratic). • Endurance: sustaining interaction.

47. Adjustment • If an employee’s needs are not perfectly correspondent (I.e., if not all needs are met), employee is dissatisfied, and begins to adjust to increase correspondence. • Flexibility is the ability to tolerate the correspondence. This is the threshold before adjustment begins to occur. (see chart on p. 66).

48. Adjustment (cont). • Once threshold of adjustment is reached, dissatisfaction is too great, and individual moves into adjustment mode- to increase satisfaction (i.e., correspondence). • Reactive adjustment - change self, such as reduce level of needs • Active adjustment- change work environment to increase rewards

49. Adjustment (cont.) • Perseverance: Continuing in the environment after adjustment begins. Perseverance continues until the discorrespondence is too great, and individual quits. • Perseverance and flexibility are fluctuating- may tolerate discorrespondence one day, but not next.

50. Development Stages • Differentiation: First 20 years of formation of abilities, values and personality style. • Stability: Adulthood, relative constancy of abilities and values. • Decline: Physiological changes that alter abilities and values.