Download Career & Lifestyle Development Theories and more Exams Psychology in PDF only on Docsity! CPCE: Career & Lifestyle Development Five most influential theories - Super, Holland, Gottfredson, Krumboltz, Saviskas Classification of career theories - Actuarial and Developmental Actuarial - theorists from this perspective focused on some 'structure' of the individual such as needs, traits, interests, etc., and designed a theory of how career development occurs from that basis. Developmental - theorists from this perspective viewed career development as occurring over time, usually through stages. This process of career development could include various 'structures' such as self-concept and need Vocational Development Stages - Growth, Exploratory, Establishment, Maintenance, Decline Growth Development Stage - Birth to 14-15, Development of capacity, interests, and self-concept. Exploratory Development Stage - 15-24 years. Tentative choices made Establishment Development Stage - 22-44 years. Trail (in work situations) and stabilize Maintenance Development Stage - 45-65, Continual adjustment process Decline Development Stage - 65+ years. Preretirement, work output issues and retirement. Later changed to disengagement Vocational Development Tasks - Crystallization, Specification, Implementation, Stabilization, Consolidation Ages no longer apply, can repeat or recycle throughout tasks Crystallization Development Task - Ages 14-18. formulating a general vocational goal through awareness Specification Development Task - Ages 18-21. Moving from a tentative to a specific vocational choice Implementation Development Task - Ages 21-24. Completing training and entering employment. Stabilization Development Task - Ages 24-35. Confirming a preferred choice by performing the job. Consolidation Development Task - 35+ becoming established in a career, advancing, achieving status Nine major roles we play in life - Child, student, citizen, spouse, homemaker, parent, worker, leisure, pensioner. Four theaters - Home, community, school, workplace. Archway Model - Graphic representation of many determinants that comprise one's self-concept. One pillar represents the factors & variables within the individual that influence career development such as needs, aptitudes, interests, and achievements. The other pillar includes external factors such as family, community, and labor market. Between the tow pillars is the self of the individual. Career Pattern Study - examined the vocational behavior of 9th graders all the way into their 30's. Adolescents who are career mature and achieve in high school tend to be more career mature and successful as young adults. Holland Types - Realistic, Investigative, Artistic, Social, Enterprising, Conventional Everyone has all six types in varying amounts Realistic - aggressive, prefers explicit tasks requiring physical manipulation; has poor interpersonal skills. Ex: Mechanic, technician Investigative - intellectual; prefers systematic, creative investigation activities; has poor persuasive and social skills. Ex: chemist, computer programmer Artistic - imaginative; prefers self-expression via physical, verbal, or material, dislikes systematic and ordered activities Ex: artist, editor Social - social; prefers activities that inform, develop, or enlighten others, dislikes activities involving tools or machines Ex: counselors, teachers Enterprising - extroverted; prefers leadership and persuasive roles; dislikes abstract, cautious activities Ex. manager, slaes personnel Ginzberg, Ginsburg, Axelrad, and Herma - Developmentalists that believed occupational choice progressed through three periods. Periods of occupational choice (Ginzberg) - Fantasy, Tentative, and Realistic Fantasy (Ginzberg) - Birth to 11. Play becomes work orientated Tentative (Ginzberg) - Ages 11-17. Four stages in this periods: interest, capacity, value, and transition Realistic (Ginzberg) - 17+. Three stages in this period: exploration, crystallization, and specification. Ann Roe - Needs approach. Believed that genetic factors, environmental experiences, and parent-child relations influenced the needs structure each child developed. Believed that careers were chosen to meet needs. Field-by-level Classification of Occupation - Developed by Ann Roe and has six levels and eight fields. Field-by-level: Levels - Professional & managerial (highest level) Professional & managerial (regular) Semi-professional & managerial Skilled Semi-skilled Unskilled Field-by-level: Fields - Service, business contact, managerial, general cultural, arts and entertainment, technology, outdoor, and science Tiedeman's Decision-Making Model - Believed that career development occurred as part of cognitive development as one resolved ego- relevant crisis. Paralleled the eight psychosocial stages identified by Erikson. Saw life decisions and career decisions as integrally related. Phases of decision making - Anticipation or preoccupation Implementation or adjustment Anticipation or Preoccupation - Includes the following phases: Exploration Crystallization Choice Clarification Implementation or Adjustment - Includes the following phases: Induction Reformation Intergration Tiedeman emphasized - the importance of the individual in the decision making process I-power - personal reality of the individual was at the center of this potential for self-improvement and subsequent self-development. Career development takes place (DMM) - Through a continuous process of differentiating one's ego development, processing developmental tasks, and resolving psychosocial crises Cognitive information processing & career development - Reardon, Lenz, Sampson, & Peterson presented a theory of career development based on cognitive information processing (CIP). A procedure for solving career problems was developed based on a series of assumptions which emphasize cognitions, information, and problem solving. CASVE Processing Skills - Communication, analysis, synthesis, valuing, execution Communication (CIP) - identifying the career-related needs of the client Analysis (CIP) - identifying the problem components and placing them in a conceptual framework Synthesis (CIP) - formulating course of action or alternatives Valuing (CIP) - judging each action as to it's potential for success or failure and impact on others. This is a prioritizing process Execution (CIP) - developing pans and implementation strategies Social Cognitive Theory and Self-Efficacy - Based on Bandura's social learning theory Self Efficacy (SCT) - an individual's belief that he or she can perform some task or be successful in some endeavor influences choice, performance, and persistence. Self-efficacy can be strengthened through - learning experiences such as: personal performance accomplishments, vicarious learning, social persuasion, physiological states and reactions. Constructivism and Contextualism - Suggests that individuals construct their own reality or truth through their own way of organizing information. Becomes very subjective phenomenon and focuses on how individuals extract meaning from their present situation. Contextualism implies - that career development constant interplay of forces within the individual, with in the environment, and the interaction between the two. One cannot separate individuals from their environments and the individuals' perceptions and information organizing processes create their reality. Goals for Career Counselor (CC) - encourage the client to make meaning of his or her situation. Unraveling events (CC) - Because context is so important, unraveling envenoms into very small pieces may be counterproductive and reduce the possibility for constructing personal meaning. Focus of attention (cc) - is actions which are cognitively and socially based. Three perspectives of action (CC) - Behavior which occurs, Internal state (affect) Their social meaning Mark Savickas - proponent of a postmodern career counseling approach based on career construction theory. View of counselor (MS) - not as the expert with infallible scores from inventories but rather as an active agent in assisting career clients to make sense of their life and work in order to be successful and satisfied. Perspective of personality (CCT) - personality types, developmental tasks, and life themes Personality types (CCT) - may be conceptualized as those stemming from the work of Holland and others Developmental tasks (CCT) - were initially identified by Super and through the model presented by Bandura Life themes (CCT) - relate to the stories individuals experience and how they hold them together in a coherent manner. Leisure - includes periods of time in which an individual engages in activities or pursuits chosen freely such as relaxation, hobbies, sports, travel, and other outdoor or indoor activities Compensate - in terms of using skills, abilities, interests that you don't use at work Spillover - using the same kind of activities, using the same skills you use at work Career guidance - assists individuals in understanding and acting upon self-knowledge of opportunities in work, education, and leisure, and to develop decision-making skills Career Counseling - the emphasis is on career development of an individual with special attention to values and attributes, in a dynamic environment with a focus of self-understanding, career information, and career planning and decision making Personal vs. Career counseling - most professionals believe that career counseling is personal counseling. Clients are holistic with problems and concerns that are multifaceted and overlap in several domains of life including home, work, and family Career counseling process - Establish a relationship problem identification assessment provide information decision making implementation and followup Establish a relationship - Career counseling is built upon a relationship between a career counselor and a client. In addition to helpful personality characteristics of the counselor, certain conditions experienced by the client in career counseling will facilitate sharing of issues with the career counselor Problem identification - As a result of sharing, the career counselor and client should develop a better understanding of the issues or problems confronting the client. Without this information, career counseling will lack direction and focus. Assessment - is a continuous process and occurs from the moment the career counselor meets the client. Might include the use of standardized and non standardized instruments. Some level of assessment continues until termination Provide information - This step of the career counseling process relies on the carer counselor as expert to provide pertinent information. the focus here is in informing the client of possibilities, opportunities, and resources helpful in addressing her or his specific career problem. Often, much of this information can be gathered by the client with appropriate direction, rather than giving to the client. Decision making - Step in career counseling after information is provided Implementation and follow-up - decision made in the previous set in the process is implemented. This will highly idiosyncratic depending upon the the individual, her or his circumstance, and the educational, employment, or other opportunities found in the environment. Follow up with the client should occur as agreed upon