File - pps 535, career counseling mr. ruiz

INTRO TO CAREER DEVELOPMENT;
DEVELOPMENTAL THE THEORIES
Chapter 1 & 2
Group Presentation Proposal
• One page (per group)
• Brief description of the specific population you are serving
through this research presentation
a)
b)
c)
d)
Educational setting?
Will you present on a blend of populations?
Is there a specific career issue you hope to address through this
project?
Do you primarily plan to use an assessment tool, or another type
of intervention?
• Due Feb 10th
Foundations of Career Development Practice
• Career Development- Life long process involving psychological,
educational, economic and physical factors.
• A mechanism to ensure social justice
a)
b)
Wage differentials between men & women
Providing the opportunity for all to prepare for specific occups.
• 1970s „Career Education‟ became a dominant presence in public
schools because of federal support
• Career Counseling – est. rapport, assessing, goal setting,
intervention, termination.
History
• Career development theories first appeared in 1909 by Frank
Parsons
• 1950‟s & 1960s‟ that the creation more intense developmental
theories began
• Many theories have a western culture perspective.
• Theories of career choice and development serve 3 functions:
1) Facilitate the understanding of the forces that influence career
choice
2) Stimulate research to help better clarify career choice
3) Provide a guide to practice
6
Early Theories
• Have limited applicability to special groups – women,
European men and women.
• Are culturally oppressive because they are rooted in
Eurocentric beliefs
• Reflect independent, not dependent career decision
making.
CATEGORIES:
PHILOSOPICAL ASSUMPTONS:
Trait & Factor Theories
Developmental Theories
Learning Theories
Socioeconomic Theories
Modern (Positivist) Thinking
Behavior can be studied objectively
Research process should be value free
Cause and effect occur and can be measured
Behavior can be measured with instruments
Random sampling
Career Counselors – Objective, use instruments, base practice on empirical
research
Recent Theoretical Theories
Misc.
Postmodern (Constructivist) Thinking
Behavior cannot be studied objectively
Research process is not value free
Cause and effect cannot be determined
Student narratives (stories) are legitimate source of data
Purposeful sampling: Research is goal free
Career Counselors – Focus on student narratives, qualitative procedures, help
construct career goals based on student perception of the context they function in.
Trait & Factor Theories
Holland Theory
• Personality develops based on
inherited characteristics, activities, and
your interest that grows from those
activities.
Theory of Work Adjustment (TWA)
• People have two needs:
1)
2)
Biological (survival) needs
Psychological needs
• Six personalities:
1) Realistic
2) Investigative
3) Artistic
4) Social
5) Enterprising
6) Conventional
• Top 3 scores are your Holland Code
• Most influential theory
• Instrument: Strong Interest Inventory,
O*Net interest profiler
• Generally used well for men, women,
and diverse populations.
• Work place has needs:
1)
2)
3)
Skills – job related
Aptitudes – potential to develop
Personality Structure – aptitude and
values of the individual
• Knowledge of work environment &
worker personality are needed.
• Not widely practiced, but
measurement tools and tests do
exist.
9
Holland’s Personality-Job Fit Theory
Type
Personality
Occupations
Realistic
Shy, Stable, Practical
Mechanic, Farmer,
Assembly-Line Worker
Investigative
Analytical, Independent
Biologist, Economist,
Mathematician
Social
Sociable, Cooperative
Social Worker,
Teacher, Counselor
Conventional
Practical, Efficient
Accountant, Manager
Bank Teller
Enterprising
Ambitious, Energetic
Lawyer, Salesperson
Artistic
Imaginative, Idealistic
Painter, Writer,
Musician
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Holland‟s Six Work Environments
• Realistic Environment
• Investigative Environment
• Artistic Environment
• Social Environment
• Enterprising Environment
• Conventional Environment
11
Occupational Personality Types
Conventional
R
I
C
A
E
S
Trait & Factor Theories
• Values-Based Theory of Occupational Choice
a)
b)
Primarily aimed at ppl with traditional Eurocentric values
Propositions of Brown‟s values-based theory (p. 40-41)
• Why are values important?
• Values – beliefs experienced that set the standard for how he or she should function.
• Values play a central role in decision making because they are the basis of goal setting.
• How are an individual‟s values developed?
Enculturation – accepting one‟s own cultural values
b) Biculturalism – two or more cultural beliefs are internalized
c) Acculturation – enculturation of beliefs from a culture different from your own
a)
14
Values-Based Theory of Occupational Choice
• Values
• Human nature
• Person-nature relationship
• Time orientation
• Activity
• Self-control
• Social relationships
• Collateral
• allocentrism
15
Propositions of Brown‟s Values-Based Theory
1.
Highly prioritized work values are the most important
determinant of career choice from people who value
individualism.
2.
Individuals who hold collective social values and come
from families who hold the same values defer to the
wishes of the family in occupational decision-making.
16
Propositions of Brown‟s Values-Based Theory (continued)
3)
When taken individually, cultural values regarding
activity do not constrain the occupational decisionmaking process.
4)
Males, females, and people from differing cultural
groups enter occupations at varying rates.
5)
The process of choosing an occupation value involves
a series of estimates.
17
Propositions of Brown‟s Values-Based Theory (continued)
6)
Occupational success is related to job-related
skills acquired in formal and informal
educational settings, job-related aptitudes and
skills, SES, preparation in the work role, and
the extent to which discrimination is
experienced.
7)
Occupational tenure os partially the result of
the match between the cultural and work
values of worker, supervisors, and colleagues.
Developmental Theories
• Super‟s Life Span, Life Space Theory
 1. Individual differences exist
 2. We fit certain occupations
 3. Each occupations calls for a specific personality type
 4. Our vocational preferences change
 5. The process of change is summed up into “Life Stages”
 6. Career patterns are influenced by external factors
 7. Readiness to deal with the demands of an occupation influence
the types of job we will occupy
Developmental Theories
Super‟s Life Span, Life Space Theory
 Life stages
1) Growth Stage – self concepts are developed
2) Exploratory Stage – awareness that occup. as an aspect of life
3) Establishment Stage – early encounters with actual work experience
4) Maintenance Stage – continue or improve the occup. situation
5) Decline Stage – preretirement, focused on keeping job and
maintaining min. standards
Developmental Theories
 8. Career maturity is a psychosocial construct
 9. Development through the „Life Stages‟ are guided by many
factors
 10. Career development is the implementation of occupational self
concepts (life career rainbow p.46)
 11. We experiment with occupations through compromise and
abstract visionalization
 12. Work satisfaction is dependent on numerous variables
 13. The greater the implemental in self concepts the greater job
satisfaction
 14.Work provides a place for personality expression
Developmental Theories
Super‟s Life Span, Life Space Theory
 Used as a basis for career counseling
 Has been used as a framework for career development programs for
children and adolescents (pre-k to middle school)
Developmental Theories
Gottfredson‟s Theory of Circumscription & Compromise
• How career aspirations develop in an individual:
1) Begins in childhood
2) Career aspirations are attempts to implement self-
concept
3) Career satisfaction depends on how congruent the
career is with your self-concept
4) Occupational stereotypes develop and guide the your
career selection process
Developmental Theories
Gottfredson‟s Theory of Circumscription & Compromise
Self-Concept
Social Self
Psychological Self
*Most important determinant of occup. aspirations
•
Made up of self-perceptions:
status, gender, intelligence
Career
Social
=
Choice
Identity
•
Made up of variables such as
values & personality variables
1) Masculinity/femininity of occup.***
2) Prestige of the occup.
3) Fields of work
Note: see bottom of page 50
Developmental Theories
Gottfredson‟s Theory of Circumscription & Compromise
• Compromise = Adolescents & adults give up preferred occup. for more
accessible occup.
• Developmental Stages:
1) Orientation to size & power (Age 3-5) – play activities, learning from adults
2) Orientation to sex roles (Age 6-8) – acceptable for men & women
3) Orientation to social valuation (Age 9-13) – Occups have social status
4) Choices explored (Age 14+) – choices explored, but within tolerable
boundaries. This is also when compromise occurs.
Developmental Theories
Gottfredson‟s Theory of Circumscription & Compromise
 Career development programs should break down sex-role stereotypes
 Elem School – career explore to prevent premature circumscription
 Middle School – encourage self-exploration because students may be
limiting themselves
 High School – Intro how to enter occups. & breaking down barriers
 This is a strong theory to use with underrepresented student
populations