Download ppt - © 2007 Thomson Brooks/Cole, a division of Thomson Learning Career Development: The Counselor and the World of Work 1

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

Career Development: The Counselor and the World of Work

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Avocation Career Career Awareness Career Development Career Counseling Career Guidance

Career path Jobs Leisure Occupation Work

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The 3-year-old who plays house or hammers a peg into a hole. The 5-year-old who joins a T-ball league. The 10-year-old inner city youth who has few role models. The 12-year-old who begins to examine her abilities and likes and

dislikes. The 14-year-old who discovers that her parents are getting divorced. The 17-year-old who considers what college to go to. The 17-year-old who ponders what job to take after high school. The 25-year-old who takes a new job and also leads an aerobics class. The 30-year-old who gives up a full-time job to do childcare. The 37-year-old who is promoted and is vice-president of the local PTA. The 45-year-old who hates her job but loves and makes $ with her

hobby. The 50-year-old who wonders, “Is this all there is?” The 60-year-old who ponders whether he should retire in a couple of

years. The 70-year-old who never worked, raised a family, and became a

great tournament bridge player. The 85-year-old who reflects back on his or her various life roles.

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Lifelong process Involves many life roles Involves psychological, economic, and social

aspects of the person See Table 11.1, p. 362

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Early part of 20th Century▪ Counseling profession started with vocational

guidance▪ Frank Parsons

▪ Founder of vocational guidance▪ “True Reasoning”--Three step process Know oneself Know job characteristics Match knowledge of self with job characteristics

▪ Establishment of Guidance Services in the schools: Jesse Davis, Eli Weaver, Anna Reed

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1930’s Wagner O’Day Act (1932) U.S. Employment

Services Dictionary of Occupational Titles

1950s: Explosion of Career Development Theories Ann Roe’s classification system relying on

childhood development Ginzberg’s Theory and Super’s Theory—

developmental NDEA: Stressed career guidance in schools

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1970s: New comprehensive models of career guidance

▪ Lifelong patterns of career development▪ Making choices that reflect sense of self▪ Examining leisure and avocations▪ Viewing the career process as flexible and

changeable▪ John Holland’s personality “fit” theory

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1980s and 1990s: Expansion of former career models New models

▪ Social Cognitive Career Theory ▪ Constructivist Career

Technology and Career Counseling

Today Expansion and refinement of theories CACREP includes career counseling as one of

its content areas

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Trait-and-factor Approach (pp.366-367) Individuals have unique traits that can be measured,

discussed, and examined. Occupations necessitate that individuals have certain

traits The better the ability of the individual to match his or

her traits to occupations, the greater the likelihood the individual will have success and feel satisfied.

The interaction between client and therapist is a dynamic process that includes both affective and cognitive components.

The ability of an individual to match his or her traits with occupations is a conscious process that can occur in a deliberate fashion.

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Ann Roe’s Psychodynamic Theory Career choice based on type of parenting

received (Protective, Demanding, Rejecting, Neglecting, Causal, or Loving)

Type of parenting results in one of eight orientations toward the world of work▪ See Figure 11.1, p. 368▪ Research on her theory has shown mixed

results. Although not a theory in wide use today, it is

important because it focuses on the impact of early childhood

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Holland's Personality Theory 5 Personality and Work Types

▪ RIASEC (See box 11.1; and Figure 11.2, p. 368)

Better the match, the more satisfaction at the job

Hexagon model: Traits closer to one another, more like one another

Find your Holland Code (Figure 11.3, p. 369)

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Super's Lifespan Approach (See pp. 370) Career development is an ongoing, continuous, and orderly People’s abilities, personality traits, and self-concepts differ Occupations tend to be specific for certain kinds of qualities Self-concept is function and result of career development Change in occupational levels influenced by many factors Career development assisted by helping individuals

understand and develop their abilities and interests By understanding development, counselors can pick

interventions that assist individuals in their career development process

Career development is developmental, generally irreversible, although people can “recycle”

See Figure 11.4, p. 371

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Social Cognitive Career Theory (SCCT) Dynamic interplay between environment and beliefs Anchored in Self-efficacy Theory: Choices we make are based

on our beliefs about whether we can do. Related to:▪ Family experiences (placement in family, what we’re told

we’re good at, etc.)▪ Sociological influences (discrimination, the economy,

mobility, etc.)▪ Abilities, aptitudes, interests, personality

People are affected by:▪ Objective factors: economic hardship, educational

experiences, societal factors▪ Perceived environmental factors: how we experience

objective factors13


Constructivist Career Counseling: A Post-Modern Approach Related to how people make meaning out of the world of

work Try to understand client’s narrative, or life story

▪ Dominant narratives often drive a person’s life story Counselors ask questions to understand the client’ s

narrative, show respectful curiosity, focus on new narratives Help client’s deconstruct their dominant narratives Help clients construct new narratives Sometimes, counselor helps client understand how some

narratives are a function of language and influences from larger system (culture, society)

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Many counselors today try to integrate the various models Read Box 11.2, p. 374

▪ Discuss how you might integrate the following theories with “Angela”

▪ Trait-and Factor▪ Holland’s Personality Theory▪ Developmental Theory▪ Psychodynamic Theory (e.g., Roe)▪ Social Cognitive Career Theory▪ Constructive Development Theory

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Occupational Classification Systems O*NET Online and O*NET Dictionary of

Occupational Titles▪ Provides large array of worker attributes

and job characteristics for 1000 occupations▪ See Box 11.5, p, 377▪ See Box 11.3, p. 378 for O*Net description

of school and mental health counselors

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Guide for Occupational Exploration 16 interest areas (see Box 11.4, p. 379) , 100 work groups Lists about 900 occupations

▪ Cross referenced with interest areas and work groups Includes information job, interests, values, etc.

Occupational Outlook Handbook Online “handoobk” Offers a broad range of information on jobs and job

outlook See counselor info at: www.bls.gov/oco/ocos067.htm

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Assessment Instruments Interest Inventories. Some Examples:

▪ Strong Interest Inventory▪ Career Decision-Making System▪ Career Assessment Inventory▪ Self-Directed Search

Assessment of Aptitude. Some Examples:▪ Differential Aptitude Test (DAT)▪ Armed Services Vocational Aptitude Battery (ASVAB)

Personality Assessment. Some Examples:▪ Myers-Briggs▪ California Personality Inventory (CPI) (see Box 11.5,

p. 380)

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Computer-assisted Career Guidance Comprehensive Computer-Based Programs.

Some Examples:▪ Discover▪ System of Interactive Guidance and

Information-Plus (SIGI-Plus) Testing on computer The Internet. Some Examples

▪ O*NET▪ Occupational Outlook Handbook

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Can help counselor gain important information Operationalizes our career development theories Can examine family-of-origin’s impact on career

decisions Helps us and the client understand the client’s

meaning-making system Can help client see how emotional issues impacts

career decision0making

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Ten steps (see pp. 383 for steps in detail)1. Conduct a thorough clinical interview (see p. 381)2. Assess abilities, interests, and personality characteristics3. Devise treatment strategies in collaboration4. Make available appropriate informational resources5. Assist client in understanding the world of work and factors6. Have client make tentative career decisions7. Explore practicality of choices and begin to crystallize a choice8. Have client take preliminary steps (e.g., informational

interviews)9. Follow up with the client10.Recycle if necessary.

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Multicultural Theory of Career Development See 12 steps to consider in cross-cultural career counseling

(pp. 382-383) Multicultural Career Counseling & Development Competencies

(NCDA, 2009) Minimum competencies for career counseling in:

1. Career development theory Coaching and consultation

2. Counseling skills 6. Supervision

3. Assessment 7. Ethical and legal issues

4. Information technology 8. Research and Evaluation

5. Program Development

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Social Justice Focus: Reshaping Clients’ Stories Relational Constructionist Approach Assumes change does not reside “within” the person, but is

a function of interactions with people (including counselor) Assumes individuals can see how biases, racism, and

discrimination has affected them Counselors are increasingly called on having clients look at

their narratives and see how certain beliefs systems have affected them

Counselors need to be a good listener of clients’ stories and be an advocate for oppressed groups

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Ethical Issues Ethical Standards for the Practice of Career

Counseling and Consultation▪ Developed by NCDA—used with ACA ethical code

NCDA Competency Guidelines for Career Development

Professional Issues Professional Associations: NCDA and NECA

▪ Publications: Career Development Quarterly (NCDA) and Journal of Employment Counseling (NECA)

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Professional Issues (Cont’d) Optimizing Career Development: Career counselors

should broaden choices and raise consciousness, not limit choices and discourage people

Legal Issues Carl Perkins Act: Career guidance for individuals

with special needs Americans with Disabilities Act: Cannot be

discriminated against in job application procedures PL94-142 (Education of All Handicapped Children

Act): Requires students in occupational education programs be given vocational assessment

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Legal Issues (Cont’d) PL93-112: Colleges required to provide career

services for students with disabilities Rehabilitation Act of 1973: Assures access to voc

rehab if adults with severe disabilities School-to-Work Opportunities Act: Incentives to

help schools and community colleges integrate academic learning with on-the-job experiences

Title VII of Civil Rights Act and Title IX of Education Amendments of 1972: Prohibits discrimination against women and minorities in employment.

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Career Development as a Lifespan Process: “The committed and wise career counselor is

willing to flow, for a short while, along this river with his or her client; and, perhaps, if the helper is a good navigator, he or she can assist in guiding the client down the river along the most direct and stable route.”

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