Teaching 2017-Kerjaya-All PPT-20190924044541

Applying Career
Development Theory to
Counseling, 6e
by Richard Sharf
Power Point Slides
COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company

A division of Cengage Inc. 1
Slide 1 for Chapter 1
DEFINITIONS
Career – Individuals’ work and leisure that
takes place over their life span
Career Choice – Decisions made during one’s

life about work or related activities
Jobs – Positions requiring certain skills within

an organization
Occupations – Similar jobs found in many

organizations

CAREER AND PERSONAL

COUNSELING
Career counseling includes personal issues
Personal counseling includes career issues

Goals may be explicit or implicit

THEORY DEVELOPMENT
Theories must be:
Explicit about rules and terms
Precise about predictions and limitations
Tested through research
Consistent and clear

CAREER DEVELOPMENT THEORY
To use career development theories, counselors should consider:
Their client populations
Their theory of personality and counseling
The theory’s ease of use in counseling sessions

A VIEW OF PSYCHOLOGY AS A SCIENCE (DAWIS)
Person Environment
(Person - Environment Fit)

CAREER COUNSELING SKILLS
Helping skills
Knowledge of tests
Knowledge of occupational Information
Knowledge of career development theory

HELPING SKILLS USED IN CAREER

COUNSELING
Attending Continuation responses
Questioning Giving information not opinion
Reinforcement
Restating
Family background exploration
Reflecting content
Test and inventory
interpretation
Reflecting feelings

CAREER COUNSELING SKILLS:

KNOWLEDGE OF ASSESSMENT INSTRUMENTS
Norms – Scores that are typical of a population –
usually presented in percentiles
Reliability – Dependable and consistent; scores taken

on two forms of a test should be similar
Validity – The test measures what it is supposed to

measure
TYPES OF VALIDITY
Content – Do the items measure the content that they are

supposed to measure
Concurrent – Compare the measure to a specific criterion
Predictive – Predicts a criterion in the future
Construct – Scales should relate to terms or variables

that are similar
OCCUPATIONAL INFORMATION
Common Sources:
Occupational Outlook Handbook
Encyclopedia of Careers and Vocational Guidance
Occtalk – Talk about occupations

Psychtalk – Talk about self

CAREER COUNSELING SKILLS:

KNOWLEDGE OF OCCUPATIONAL INFORMATION
Knowledge of work
Knowledge of occupational classification systems

GOALS OF CAREER COUNSELING
EXPLICIT – Counselor and client agree on goals
Implicit – Assumptions about goals made by the counselor

TWO TYPES OF THEORIES

Longitudinal
Age
Life Span Theories
Relational Theories
Cross sectional
Trait and Factor Decision-Making Social Learning Social Cognitive

ETHICAL PRINCIPLES
Autonomy – Respect that clients make their own decisions
Nonmalficence – Do no harm
Beneficence – Help clients by promoting health and well-being
Justice – Fairness in dealing with clients and other

professionals
Fidelity – Honoring commitments to clients, colleagues, and

students
TRAIT AND FACTOR THEORY

Step 1:
Gaining self-understanding
Step 2:
Obtaining knowledge about the world of work
Step 3:
Integrating information about self (Step 1)
and the world of work (Step 2)

Slide 2 for Chapter 2 GAINING SELF-UNDERSTANDING
Step 1:
Aptitudes Interests
Scholastic Assessment Tests Kuder Career Search
ACT Tests Strong Interest Inventory
Differential Aptitude Tests California Occupational

Preference Survey
General Aptitude Test Battery
Values
Armed Services Vocational Aptitude
Test Study of Values
Achievement Super’s Work Values – revised
Specific Occupations Personality
California Psychological
Inventory
COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company 16 Personality Factors

OBTAINING KNOWLEDGE ABOUT THE WORLD OF

WORK
Step 2:
Types of Occupational Information
Description
Qualification
Education
Working conditions
Salary
Employment outlook
Advancement
Similar careers
Information for women and minorities
Brief examples
CLASSIFICATION SYSTEMS
Step 2:
Dictionary of Occupational Titles (DOT)
Occupational Information Network (O*NET)
Standard Occupational Classification Manual (SOC)
Enhanced Guide for Occupational Exploration (GOE)

INTEGRATING INFORMATION ABOUT

SELF AND THE WORLD OF WORK
Step 3:
Compare test and occupational information
Compare interview and occupational information
Computer programs (such as SIGI3 and DISCOVER) include all

three steps
TRAIT AND FACTOR DIFFERENCES
Gender Cultural Groups

1.
Self Assessment
Aptitudes
(math)
Interests
(social, artistic,
working with hands)
Values
Personality
(Confidence)
2.
Occupational Information
(Bias)
(Access)

NON PSYCHOLOGICAL PERSPECTIVES ON

CAREER DEVELOPMENT
Sociological – Study social organizations rather than

individuals. Studies patterns of customs and
interactions of occupations and other institutions
Economic – Studies the production, distribution, and

consumption of goods and services. Examines
unemployment and pay.
INEQUITIES IN THE LABOR MARKET

Youth (unemployment and underemployment)
Status Attainment Theory (advantages due to
family status)
The Structure of the Labor Market (limited advancement)
Discrimination
- Women
- Culturally diverse populations

FACTORS CONTRIBUTING TO AN INEQUITABLE

LABOR MARKET
Increased demand for low- Lack of loyalty by
paying personal employers
service occupations Racial discrimination
Great separation between Gender discrimination
executive and
Psychiatric hospitalization
labor salaries
Media very accessible
Limited access to
occupational information Supply and demand is fickle
Rapid technological change Illegal economy - Drugs,
theft

YOUTH EMPLOYMENT
Part-time work
Quality of work
Quantity of hours worked
Underemployment
Discrimination against young workers,
especially culturally diverse populations

SOCIOLOGICAL PERSPECTIVES ON COUNSELING

YOUTH
What are attitudes toward work, toward
employers and co-workers?
Examine actual work demands
What are expectations about work: money?
to explore interests? advancement?
What are advantages and disadvantages of
part-time and full time work?

EFFECT OF THE WORK ON

THE INDIVIDUAL
Work Environment Person
Tedious
Repetitive
Intellect not required
Work Environment (Substantive Complexity) Person

Challenging
Exciting
Intellectually stimulating
HUMAN CAPITAL THEORY
Invest in the individual’s abilities, interests, and values . . .

Education + Training + Work + Other = $
(Relocation, benefits)
(Modified Human Capital Theory)

Education + Training + Work + Other = Satisfaction
(Relocation, benefits)
Assumption: All have equal access to the labor market

Slide 8 of Chapter 3
THE STRUCTURE OF THE LABOR MARKET
Primary (core)
Advanced technology, high skills, much training, high wages, job
stability, advancement
Secondary (peripheral)
Low skill, little training, low wages, high turnover, little
advancement
Difficult to move to primary sector

WOMEN AND DISCRIMINATION IN THE

WORKPLACE
Similar unemployment rates to men, but move in and out of the
work force more frequently than men
Women’s jobs pay less than men’s
Women’s jobs have less prestige than men’s
Gender segregation- difference in distribution of men and women

in various occupations
Men entering more jobs in the service sector previously held by

women
CULTURALLY DIVERSE INDIVIDUALS AND

DISCRIMINATION IN THE WORK PLACE
Unemployment rate for African American and Latinos is greater

than the rates for Asians and Caucasians
Relatively few Latinos and African Americans in high skill jobs
African American men have higher unemployment rates because
of fewer opportunities for less educated workers
When African Americans and Caucasians have similar resumés,
African American men, at all education levels, experience
discrimination
African Americans are involuntary minorities who have different
attitudes towards work than voluntary minorities (Ogbu)
WORK ADJUSTMENT THEORY

Step 1:
Gaining self-understanding
Abilities - Encompass aptitudes (predicted skills) and acquired skills
General Aptitude Test Battery

General learning Verbal ability
Numerical ability Spatial ability
Form perception Clerical ability
Eye-hand coordination Finger dexterity
Manual dexterity
Interests - Derived from values and abilities
Values - Represent a group of needs, measured by the Minnesota

Importance Questionnaire
WORK ADJUSTMENT THEORY:

VALUES AND NEEDS
Achievement Status Safety
Ability utilization Advancement Company policies
Achievement Recognition and practices
Authority Supervision -
Social Status human relations
Supervision -
technical
Comfort Altruism Autonomy

Activity Co-workers Creativity
Independence Moral values Responsibility
Variety Social Services
Compensation
Security
Working Conditions
PERSONALITY STYLES
(How Abilities and Values Interact with a Work Situation)
Celerity – Speed in doing task
Pace – Effort spent in working
Rhythm – Pattern of one’s pace or effort
Endurance – How likely one is to stay working on a task


Step 2:
Obtaining Knowledge about the World of Work
Ability Patterns - Abilities that are important to an occupation as determined

by job analysts and GATB scores.
Verbal ability Form perception Finger dexterity

Numerical ability Clerical ability Manual dexterity
Spatial ability Eye-hand coordination
Value Patterns - values that are reinforced by an occupation as determined by

patterns of responses to the Minnesota Job Description Questionnaire.
Achievement Status Safety
Comfort Altruism Autonomy


Step 3:
Integrating Information about Self and the World of Work
The Minnesota Occupational Classification System matches
Abilities
General Aptitude Test Battery Ability Pattern
Values
Minnesota Importance Questionnaire Values Pattern
Personality
The following factors describe a person’s adjustment to an occupation:
flexibility, activeness, reactiveness, and perseverance.

QUALITIES DESCRIBING FIT BETWEEN

ABILITIES, VALUES, AND WORK
Flexibility – Ability to tolerate unpleasant or difficult aspects
of a job
Activeness – Trying to change one’s environment
Reactiveness – Changing oneself in a work environment
Perseverance – How long one can tolerate bad conditions
before changing jobs

ADAPTIVE PERFORMANCE
(Satisfaction and Well Being While Dealing with Change)
Proactive behavior
Reactive behavior
Tolerant behavior
(Griffin & Hesketh, 2005)


ASSESSMENT INSTRUMENTS
Minnesota Importance Questionnaire
Minnesota Job Description Questionnaire
Minnesota Satisfaction Questionnaire
Minnesota Satisfactoriness Scales

SATISFACTION GRID FOR WORK
ADJUSTMENT THEORY
Plot your own grid using values from the MIQ for your current or another job.
SATISFACTION
Low Moderate High
I
M Low
Low
P
O
R
T Moderate
A
N
C
E
High

A division of Cengage Inc.
From Thompson and Blain (1992). 41
HOLLAND’S THEORY OF TYPES
Step 1
Gaining Self - Understanding
Assess a person’s ability, interests, values, and
personality by examining six types.
Realistic Investigative
Conventional
Artistic
Enterprising Social

Slide 2 for Chapter 5 HOLLAND’S THEORY OF TYPES
Step 2
Obtaining Knowledge about the World of Work
Holland’s six categories provide a means for classifying and learning about
occupations (the environment).
Conventional Artistic
Enterprising Social
Step 3
Integrating Information about Self and the World of Work
Person Environment
R I R I
Environment
C A C A
E S E S
Use the information about self and environment to

facilitate a match between the two.

Example of High and Low Congruence
High Congruence
Person Environment
High
Low
S I A E C R S I A C E R
Person Low Congruence Environment

High
Low
I S A C R E R C A S I E
Slide 5 for Chapter 5 HOLLAND’S THEORY OF TYPES
Example of High and Low Differentiation
High Differentiation
High
Low
E S C I A R
Low Differentiation
High
Low
E S C I A R
Consistency
Identify the Holland types that are consistent with

each other and inconsistent with each other.
Conventional Artistic
Enterprising Social

Identity
Clear Diffuse
Stable Unstable
Articulate career plans Unable to state career plans
Contingency plans No contingency plans
Knowledge of self Little knowledge of self
Knowledge of work Little knowledge of work
Job search strategies Few job search strategies

RESEARCH ON HOLLAND’S CONCEPTS
Congruence
Holland’s types and other constructs
Consistency
Vocational identity


Men Women Cultural Groups
Congruence
Differentiation
Distribution
of Types

HOLLAND’S THEORY
OCCUPATIONAL INFORMATION
The Occupation Finder
The Education Finder
The Dictionary of Holland Occupational Codes

HOLLAND’S THEORY
ASSESSMENT INSTRUMENTS
Vocational Preference Inventory

Self-Directed Search
Career Attitudes and Strategies Inventory
Position Classification Inventory
Environmental Identity Scale
My Vocational Situation

Slide 1 for Chapter 6 MYERS-BRIGGS TYPE THEORY
Step 1: Gaining Self-Understanding
Aptitudes
(Scholastic Assessment Test)
(ACT Tests)
(Differential Aptitude Tests)
(General Aptitude Test Battery)
(Armed Services Vocational Aptitude Test
Battery)
Achievement
(Specific Occupations)
Interests
(Kuder Career Search)
(Strong Interest Inventory)
(California Occupational Preference Survey)
Values
(Study of Values)
(Values Scale)
Personality
MYERS-BRIGGS TYPE INDICATOR
MYERS-BRIGGS TYPE THEORY

PREFERENCE PATTERNS
Perceiving Judging
(Perceive an idea) (make a decision about an idea)
Sensing Thinking
(Taking information in (Analyzing and being objective)
through hearing and seeing)
Intuition Feeling
(Indirect, adds ideas (Subjective reaction, may be
to perceptions) related to one’s values)

FOUR LETTER CODE
Way of Viewing Preferred
the World Perceiving Judging Mode
Extravert Sensing Thinking Judging

(Take action and
deal with people
and objects)
Introvert Intuition Feeling Perceiving

(Inner world,
enjoy contemplating)
MYERS-BRIGGS TYPE PREFERENCES

AND WORK SITUATIONS
Describe work situations or activities that fit each preference type.
Extraversion Introversion
Sensing Intuition
Thinking Feeling
Judging Perceiving

The 16 Myers- Briggs Types
ISTJ ISFJ INFJ INTJ
ISTP ISFP INFP INTP
ESTP ESFP ENFP ENTP
ESTJ ESFJ ENFJ ENTJ

Falsification of type (Environmental influences can

cause individuals not to
behave like their true type)
Women
Culturally diverse populations

SUPER’S MODEL OF THE

CAREER DEVELOPMENT OF CHILDREN
Curiosity - A basic need
Exploration - Home, school, everywhere
Information - Piaget, Erikson
Key figures - Parents, teachers, public figures
Internal versus external control - Self-control
Development of interests - Fantasies interact with information
Time perspective - Now versus later
Self concept and planfulness - Sense of self

PIAGET’S PERIODS OF COGNITIVE

DEVELOPMENT
Sensorimotor (0 to 2) – Infants attend to and respond to objects
and events around them
Preoperational (2 to 7) – Difficulty telling fantasy from reality
Concrete operational (7 to 11) – Think in concrete terms; things

must exist
Formal operational (12 on) – Think abstractly

IMAGE NORMS
Perceptions of occupational stereotyping
One’s physical self image
Organizational images
(Giannantonio & Hurley-Hanson, 2006)

HOWARD AND WALSH’S

LEVELS OF VOCATIONAL REASONING
Level 1 – Pure Association – (age 4) Can give attributes of a job, but

little else
Level 2 – Magical Thinking – Little knowledge about how work is
done or how to enter a profession
Level 3 – External Activities – Choice based on activities, children
participate in activities

CONCERNS OF ELEMENTARY SCHOOL

CHILDREN
Career development concerns are one type of problem
that children encounter at school, others include:
Developmental issues Family member’s

Learning problems substance abuse
Neurological problems Moving to a new
Medical issues location
Hunger Bullying
Unsafe environment Isolation
Anger
Delaying satisfaction

GOTTFREDSON’S CAREER DEVELOPMENT

THEORY
BASIC CONCEPTS
Self-creation theory – How individuals create themselves and
interact with environmental factors such as
gender and prestige
Circumscription – Various factors limit career choices at

different ages
Compromise – How an individual modifies choices based on

factors such as competitive jobs and insufficient
training
GOTTFREDSON’S SELF-CREATION THEORY
Internal compass – Based on genetic features and

experiences; guides individuals as
they make choices
Cognitive map of occupations

Compatible – Fits view of oneself
Accessible – Occupations one is likely to
pursue

BLOOM’S TAXONOMY
1. Remember – Learn facts

2. Understand – Identify similarities and differences
3. Apply – Make inferences and decisions
4. Analyze – Weigh advantages and disadvantages
5. Evaluate – Make judgments about best decision
6. Create – Make a plan to reach a goal

SELF- CREATION OVERVIEW
Interaction of biological and environmental factors

Impact of parents on intellectual ability
Vocational interests affected by interaction of biological and
environmental factors
Nonshared events – Unique, important impact on choices
Genes-Drives-Experience Theory – Role of biological factors
on our development
Internal genetic compass as guide to development
Self-concept – Our continuing developmental view of
ourselves

GOTTFREDSON’S VIEW OF FACTORS AFFECTING

CAREER DEVELOPMENT
Circumscription – Ideas about gender and prestige influence and

limit career choices.
Compromise – Career choices are modified due to

environmental and other factors. Individuals give
up interests, prestige, and sex type when
compromising.
GOTTFREDSON’S VIEW OF FACTORS THAT

LIMIT OR CIRCUMSCRIBE VOCATIONAL
CHOICE
Four Stages of Cognitive Development

1. Orientation to size and power – 3 to 5
2. Orientation to gender roles –6 to 8
3. Influence of social class – 9 to 13
4. Introspection and perceptiveness –14 on

FACTORS AFFECTING THE PROCESS OF

COMPROMISE
1. Not knowing enough about how to enter an occupation or
get educational information
2. Not knowing how behavior of individuals affects their
access to occupational or educational information
3. Need to know which factors young people are most and
least willing to give up when they can’t get their first choice

SCHOOL-TO-WORK IN THE CLASSROOM
Films Listing interests, abilities,

and occupational
descriptions
Oral reports
Classroom visits
Interest centers in the
classroom
Field trips
Skits
Day on the job

SUPER’S STAGES OF ADOLESCENT CAREER

DEVELOPMENT
Development of capacities – Range from 11 to 14
Development of values – Different values may
emerge at different times
Transition to the crystallizing substage

HOWARD AND WALSH’S

LEVELS OF VOCATIONAL REASONING
Level 4 – Internal Processes and Capacities – (about 11)
children become aware of tasks that they have
difficulty with and tasks which they succeed in
Level 5 – Interaction– (about 14) adolescents place
different values on occupations
Level 6 – Systemic Interaction – Adolescents are able to
make complex decisions and assess interests
abilities, and values

SUPER’S CAREER MATURITY

Five Major Components
1. Orientation to vocational choice, using occupational

information
2. Information about planning an occupation
3. Consistency of vocational preference
4. Crystallization of traits
5. The wisdom of vocational preference

SUPER’S CAREER MATURITY

(Career Orientation)
Career Development Attitudes
Career Planning – How a student feels about information-
seeking activities, work, and career planning
Career Exploration – Willingness to look for information, how
much information student has acquired
Career Development Knowledge and Skill
Decision Making – Ability to make career plans with
knowledge and thought
World-of-Work Information – Knowledge of tasks and some
occupations, and job application process
Knowledge of Preferred Occupational Group – Choose from 20
groups
MARCIA’S (1989) MODIFICATION OF

ERIKSON’S THEORY
(Developed by Vondracek)
1. Diffusion – Few clear ideas about wants, not concerned
about future
2. Moratorium – Time taken to explore options and directions
3. Foreclosure – Making a choice without exploring options
4. Achievement – Knowing what one wants and making
plans
OCCUPATIONAL INFORMATION IN ADOLESCENCE
Psychtalk – Statements about characteristics about

self
Occtalk – Statements about occupations

SALIENCE OF LIFE ROLES

Studying Working Community Leisure Home and
Indicators Service Activities Family
Participation
Commitment
Knowledge
Value
Expectations

VALUES AND ROLE SALIENCE

Value Expectations Roles
Ability utilization Studying
Achievement Working
Aesthetics Community service
Altruism Home and family
Autonomy Leisure activities
Creativity
Economic rewards
Lifestyle
Physical activity
Prestige
Risk
Social interaction
Variety
Working conditions
Slide 3 for Chapter 9 COMPARISON OF VALUES
(Slide A)
Work Adjustment
Values Needs Super’s Values
Achievement Ability utilization Ability utilization

Achievement
Achievement
Comfort Activity
Independence Aesthetics
Variety
Compensation Altruism
Security
Working Conditions Autonomy
Status Advancement Creativity

Recognition
Authority Economic rewards
Social status
Lifestyle
COMPARISON OF
VALUES
(Slide B)
Values Needs Super’s Values
(Work Adjustment)
Altruism Co-workers
Moral values Physical activity
Social service
Prestige
Safety Company policies
and practice Risk
Supervision - human
relations Social interaction
Supervision - technical
Variety
Autonomy Creativity
Responsibility Working
conditions
SUPER’S ADULT LIFE STAGES

(Slide A)
Exploration (15 to 25)

Crystallizing – Clarification
Specifying – (early 20s) Articulate preferences
Implementing – Plans to get a job
Establishment (25 to 45)

Stabilizing – Settling into a job
Consolidating – Show competence
Advancing – More responsibility and pay
ARNETT’S EMERGING ADULTHOOD STAGES
(Slide B) (Ages about 20 – 30)
Age of identity – Making important choices about love and

work
Age of instability – Changing jobs and trying out new work
Self-focused age – Few responsibilities to self and others
Age of feeling in-between – Feel in-between adolescence and

adulthood
Age of possibilities – Belief that things will get better

Slide 7 for Chapter 9 SUPER’S ADULT STAGES
(Slide C)
Maintenance (45 to 65)
Holding – Adapt to changes in position

Updating – New learning
Innovating – Contributing to your field
Disengagement
Decelerating – Decreasing responsibilities

Retirement planning – Financial and other
activities
Retirement living – Change in activities

SUPER’S LIFE STAGES FOR MEN AND WOMEN
Slide 8 for Chapter 9 AND BARDWICK’S VIEWS
All people Women

(Super) (Bardwick, 1988)
Establishment
Stabilizing Concern about child
Consolidating raising and
Advancing dependence
Maintenance
Holding Development of
Updating autonomy and
Advancing independence
Disengagement
Retirement Decelerating independence due to
planning husband’s retirement
Retirement or death
living
MULTICULTURAL VALUES OF ADULTS
Eurocentrism Africentrism
Independence Interdependence
Autonomy Communalism
Competitiveness Concern about others

INTEGRATING SUPER’S LIFE SPAN THEORY AND

ATKINSON, MORTEN, AND SUE’S MINORITY IDENTITY
DEVELOPMENT MODEL
Super’s Stage Identity Development Issues
Exploration Attitudes towards self and others
Maintenance stage Conflict with organizational values
Disengagement Feelings of isolation or valuelessness

ATKINSON, MORTEN, AND SUE’S IDENTITY

DEVELOPMENT MODEL
Conformity – Prefer majority culture

Dissonance – Encounter conflict and confusion between
values of own culture and majority
Resistance and Immersion – Reject dominant culture
totally, accept minority culture
Introspection – Question total acceptance of minority
culture
Synergetic Articulation and Awareness – Incorporate
cultural values of dominant group and other
minorities

TRANSITIONS AND CRISES
Types of Transitions
(Schlossberg, 1984) Categories of Transitions
Anticipated Non-normative events
Unanticipated Normative role

transitions
Chronic hassles
Persistent
occupational problems
Non-events

SCHLOSSBERG’S 4 Ss
Focuses on transition to retirement
Situation – Is the transition positive or negative, voluntary or
involuntary, does it come at a good time?
Self – Characteristics of the individual such as age, culture,
and health
Support – Help or lack of it from others
Strategies – Ways to cope with change

TYPES OF CAREERS
(Hall and Colleagues)
Kaleidoscope – Many daily decisions that impact one's
career
Boundaryless – Many transitions, such as job
rotations, transfers, changes in work
tasks
Protean – Attitudes of self-directedness and choices
made based on one’s values
CAREER TRANSITIONS INVENTORY

Readiness – Motivation to make a change
Confidence – One’s sense of self-efficacy to make a

successful change
Control – Ability to make one’s own decisions
Perceived Support – Amount of support felt from

others
Decision Independence – Decision based on one’s

own needs or those of others
HOPSON AND ADAMS MODEL OF

ADULT TRANSITIONS
Immobilization – Shock, elation, or despair

Minimization – Make changes appear smaller
Self-Doubt – Concern about one’s ability
Letting Go – Separating from fears and anger
Testing Out – Energy to try new alternatives
Search for Meaning – Understanding feelings about self
and others
Internalization – Changing values and lifestyle

CAREER CRISES AFFECTING WOMEN
Leaving and re-entering the work force
Sexual harassment
Discrimination

TILL’S FIVE LEVELS OF SEXUAL HARASSMENT

1. Gender Harassment
2. Seductive Behavior
3. Sexual Bribery
4. Sexual Coercion
5. Sexual Assault

REACTIONS TO SEXUAL HARASSMENT

(Gutek & Koss, 1993)
Confusion/Self-Blame – Individual assumes

responsibility
Fear/Anxiety – Fear for career and safety
Depression/Anger – Realization that one is not
responsible, may become more angry
Disillusionment – Harassment charges take a long
time and may have unsuccessful
outcomes
CAREER CRISES AFFECTING CULTURALLY

DIVERSE POPULATIONS
Discrimination
Abusive or insulting language
Poor pay or small raises
Lack of advancement
Double jeopardy – Being a female and a member of a
minority group

CONSTRUCTIVISM
Philosophy Psychology
Postmodernism Constructivism
vs
Modernism (Narrative counseling)
(rationalism)
Social constructionism

NARRATIVE CAREER COUNSELING

CLIENT AS STORYTELLER
Client: Agent (author) (protagonist)
Client’s environment: Setting
Client’s experiences: Action
Client’s abilities, friends,

family or employers: Instruments
Client’s changing mind

about career paths: Wavering

THE CLIENT’S STORY
Beginning Middle End
The problem Description of obstacles Counselor and

and instruments used client work
to reach a goal together to reach
client’s goal

GOALS OF ASSESSMENT IN NARRATIVE

COUNSELING
Identify a pattern of the individual’s life
Form a sense of the client’s identity by

listening to the client’s story
Find out about the client’s goals for the future

LIFE DESIGNING
Savickas’s (2011b) constructivist approach to career
counseling has four phases that help the counselor construct
the individual’s story:
1. Construction – Use small stories (micronarratives) to help
clients organize their views of themselves
2. Deconstruct – The counselor listens to the problems within
micronarratives including personal limitations and cultural
barriers
3. Reconstruct – The microstory is reconstructed so that
positive outcomes build on client strengths and values
4. Co-construction – A new narrative emerges- a
macronarrative, a positive perspective on career choice, with options
and plans
GOAL OF ASSESSMENT FOR CAREER

COUNSELING: IDENTITY
Object – The client is active in the story. For the counselor, the
client is the object of the story.
Subject – The client’s views of him-/herself are the subjects of
the story.
Project - The counselor facilitates the process of telling the
story and fitting it to the client’s identity.

COCHRAN’S NARRATIVE CAREER COUNSELING EPISODES

Making Meaning out of the Career Narrative
1. Elaborating a career problem
2. Composing a life history
3. Founding a future narrative
A Focus on Being Active
4. Constructing a reality
5. Changing a life structure
6. Enacting a role
Ending
7. Crystallizing a decision
TECHNIQUES USED IN COCHRAN’S SEVEN

EPISODES OF NARRATIVE CAREER COUNSELING (SLIDE A)
Episode Techniques
Elaborating a Career Problem – card sort, interest inventories,
value inventories, ability tests,
drawings, anecdotes,
Career-O-Gram, the resumé
Composing a Life History – comment on stories, dramatization,
emphasize strengths, success
experiences, lifeline, life chapters,
Career Genogram, Career- O-Gram,
the resumé
Eliciting a Future Narrative – success experience, lifeline,
life chapters, guided fantasy,
written and narrative outline, the future
career autobiography
COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of 105
Cengage Inc.
TECHNIQUES USED IN COCHRAN’S SEVEN EPISODES

OF NARRATIVE CAREER COUNSELING (SLIDE B)
Episode Techniques
Reality Construction – volunteer work, job visitation,
day on the job
Changing a Life Structure –look for the career project
Enacting a Role –trying out new activities
Crystallizing a Decision –identify and eliminate obstructions,

actualize opportunities, reflect career
decisions

SAVICKAS’S CAREER CONSTRUCTION THEORY
Vocational personality- Holland’s theory

Developmental tasks of career adaptability
Dimensions of career adaptability
Life themes

DEVELOPMENTAL TASKS OF CAREER ADAPTABILITY

Growth
Exploration
Establishment
Management (Maintenance in Super’s theory)
Disengagement

DIMENSIONS OF CAREER ADAPTABILITY

Concern – Planning and preparing for the future
Control – Taking control over one’s issues
Curiosity – Questioning one’s choices
Confidence – Being able to explore possibilities

LIFE THEMES
Based on Adlerian Theory
Lifestyle
Early recollections
Five major life tasks reflect social interest
Self-development
Spiritual development
Occupation
Society
Love
CAREER STYLE INTERVIEW

Three role models
Magazines
Favorite television show
Hobbies
Favorite sayings
What were your favorite subjects in school

CAREER COUNSELING USING THE CAREER

CONSTRUCTION THEORY
Reviewing counseling goals
Attending to verbs
Moving from preoccupation to occupation
Role models as a suggestion for a plan
Profiling adaptability
Appraising vocational personality
Crafting a success formula
The life portrait
ROE’S THREE TYPES OF PARENTAL

ATTITUDES AND TYPES OF PARENTING
Concentration of the child
Overprotective parent
Overdemanding parent
Avoidance of the child

Emotionally rejecting parent
Neglectful parent
Acceptance of the child

Casually accepting parent
Lovingly accepting parent
PATTERNS OF ATTACHMENT
Secure – Child reacts well to caregiver and other
people
Anxious-Ambivalent – Child is anxious due to
inconsistent parental behavior, child is
uncertain about self and has limited
exploration
Avoidant – Child ignores or rejects care, develops a
sense of being alone and a lack of trust

ATTACHMENT THEORY AND CAREER

DEVELOPMENT
Do secure patterns of attachment promote career

exploration?
Do secure patterns of attachment promote a strong sense

of vocational identity?

PATTERN IDENTIFICATION EXERCISES
Purpose: To identify strengths and weaknesses

Discuss a leisure activity that went well
Discuss a time the leisure activity did not go well
Students: Assess their strengths and weaknesses

Look for patterns of strengths and weaknesses
Look for how patterns can affect career choices
Parents: Comment on the student’s observations

PARENT INVOLVED CAREER EXPLORATION

COUNSELING
1. Introduce process to student and parents.

2. Use Pattern Identification Exercises to identify strengths and
weaknesses.
3. Discuss student’s preferred activities and courses as well as
performance.
4. Discuss labor market and how to make a career choice.
5. Next steps: Counselor discusses community resources and makes
suggestions as to what to do next.
Parents comment throughout all steps

FAMILY SYSTEMS THERAPY: IMPLICATIONS

FOR CAREER DEVELOPMENT
Disengaged family – Family responsibilities controlled by
one parent
Enmeshed family – Family responsibilities are unclear
Genograms
Occupations of family members
Relationship of occupations of others to career

choices of client
Occupational Transmission Genogram- questions about

careers, gender, and race
PHILLIPS’S DEVELOPMENTAL RELATIONSHIP

MODEL
Actions of Others – Seven levels of involvement

of others in one’s career choice
Self-Directedness – Eight levels of making use

of involvement in one’s career choice

PHILLIPS’S DEVELOPMENTAL
RELATIONSHIP MODEL
ACTIONS OF OTHERS
Non-active support
Unconditional support
Information provided
Alternatives provided
Push-nudge
Forced guidance
Criticism
PHILLIPS’S DEVELOPMENTAL RELATIONSHIP
MODEL
SELF-DIRECTEDNESS
Confident independence (false confidence)
Unsuccessful recruitment
Insecure use of others
Cautious
Seeking information about self
Weighing options
Sounding board
Systematic
BLUSTEIN’S RELATIONAL THEORY OF

WORKING
A way for people to view the importance of the relationship at
work as providing satisfaction and a sense of importance.
Types of work relationships: supervisory relationships,
confrontational relationships, emotionally supportive
relationships, and relationships outside of work.
Mattering and feeling a sense of worth are important. Mattering
can be experienced at work.
Appropriate for those who have few choices or opportunities in
the work that they do.
The relational theory of working provides a way of examining
and valuing uninteresting and unchallenging work.

BLUSTEIN’S SEVEN PROPOSITIONS

1. Thoughts and feelings about relationships influence thoughts
and feelings about work (destructive or constructive).
2. Thoughts and feelings about relationships influence how they
deal with issues at work and plans for work.
3. Work and relationships occur in the workplace and in caregiving
situations.
4. Decision making and actions at work can be affected by
relationships with others.
5. The content of the decisions made at work are affected by
relationships with others. These and individual and cultural
experiences affect occupational interests and values.
6. Through relationships with others individuals find meaning in
work. Cultural background is an influence also.
7. Culture can provide a sense of security and a feeling of
belonging in relationships that aids work transitions.
BANDURA’S TRIADIC RECIPROCAL INTERACTION

SYSTEM
Cognitive structures
regulate
Personal factors
(memories, beliefs, preferences, self-perceptions)
Environment
Behaviors
KRUMBOLTZ’S VIEW OF
CAREER DECISION MAKING
Genetic Influences Learning experiences
Environmental Conditions and
Instrumental (H)
Events
Social conditions Associative (O)
Parents and caretakers Task approach skills
Peer group Goal setting
Structured educational Values clarification
setting
Generating
Occupational
alternatives
conditions
Obtaining
occupational
information
CLIENT RESOURCES AND SKILLS (KRUMBOLTZ)

Self-observation generalizations about
Abilities
Interests
Values
The world (occupational information)
Task approach skills
Goal setting
Values clarification
Generating alternatives
Obtaining occupational information
COUNSELOR TECHNIQUES – BEHAVIORAL

(KRUMBOLTZ)
Reinforcement Role playing
Positive Client plays self
Aspects of information Client plays other
seeking
Audio or videotape
Aspects of career
decision making
Of reinforcement
Role models
Associative learning Simulation
experience Job Experience Kits
Counselors as role models
Introductory courses
Family and community
figures as role models Volunteer work

COUNSELOR TECHNIQUES – COGNITIVE

(KRUMBOLTZ)
Goal clarification: Examine goals specifically; break into smaller goals

Counter a troublesome belief: Look for inaccurate generalizations about
beliefs about self or others
Look for inconsistencies between words and actions
Cognitive rehearsal: Practice or rehearse positive statements to reduce

negative self-thoughts

HAPPENSTANCE LEARNING THEORY

FUNDAMENTAL GOALS FOR CAREER COUNSELING
1. To help clients learn to take actions to achieve more satisfying

and career and personal lives – not to make one decision.
2. Career assessments are used to stimulate learning, not to match
traits with occupational characteristics.
3. Clients learn to engage in exploratory actions to develop
beneficial unplanned events.
4. Counseling goals are measured by the client’s accomplishments
outside the counseling session.
APPLYING HAPPENSTANCE LEARNING

THEORY TO CAREER COUNSELING
Skills needed to deal with opportunities

that arise by chance:
Curiosity – Explore opportunities resulting from chance events
Persistence – Learn when there are setbacks
Flexibility – Change attitude to deal with chance events
Optimism – Pursue new events; find that actions can pay off
Risk taking – Responding to new events

APPLYING HAPPENSTANCE LEARNING

THEORY TO CAREER COUNSELING
Four counseling steps:

1. Normalize planned happenstance in client’s
background.
2. Help transform curiosity into learning and exploration
opportunities.
3. Teach clients to produce desirable chance
events.
4. Teach clients to overcome blocks to action.
DIFFERENCE IN EMPHASIS IN
SOCIAL LEARNING THEORIES
Krumboltz Social Cognitive Career Learning Theory

Emphasis on cognitive- Emphasis on cognitive processes
behavioral processes
Focus on learning Focus on choice
Focus on planned Focus on self-efficacy

happenstance
Application focused Research focused

SOCIAL COGNITIVE CAREER THEORY

BASIC CONCEPTS
Self-efficacy – Judgments of one’s abilities to

organize and carry out actions
Outcome – Estimates of the probability of

expectations an outcome
Goals – Set objectives that guide

actions
CONTEXTUAL FACTORS IN SOCIAL COGNITIVE

CAREER THEORY
Barriers
Supports
* * * * *
Background contextual factors
Contextual influences proximal to choice behaviors

Slide 4 for Chapter 14 SOCIAL COGNITIVE
MODEL OF CAREER
CHOICE
Self-efficacy effects Choice actions
Learning experiences and effect performance domains and

outcome expectations attainment
and interests
which effect
which effect choice goals
Self-Efficacy
which effect choice actions
which effects learning
experiences and outcome
expectations and interests

WAYS OF DEALING WITH BARRIERS
Identify possible barriers to achieving career goals
Examine the likelihood that client will have to deal with barriers
Develop strategies for dealing with barriers if they occur
* * * * * * * * * * * * * * *
Decisional Balance Sheets –
List positive and negative consequences
Estimate chance barrier may be encountered
Write down strategies for preventing or managing barriers
WAYS OF DEALING WITH SUPPORTS
Identify ways families, friends, teachers, and others can help in

achieving career goals
Provide support in achieving career goals

OTHER SOCIAL COGNITIVE MODELS OF CAREER

DEVELOPMENT
Model of Interests
Model of Performance
Model of Work and Life Satisfaction

SOCIAL COGNITIVE CAREER THEORY

EMPHASIZES ATTENTION TO THESE POPULATIONS
Women
Culturally diverse peoples

INFLUENCES ON CAREER DECISION-MAKING

MODELS
Cognitive Information Spiritual approach
Processing Theory (Descriptive)
(Prescriptive)
Religion
Research on learning
Research on decision- Philosophy
making
Cognitive science
developmental approach

INDIVIDUALISTIC APPROACH TO
DECISION-MAKING
Personal reality – My sense of what is right for me
Common reality – My sense of what is right for you

and others

SUMMARY OF THE INDIVIDUALISTIC APPROACH
Growth of decision-making skills
Client-centered
Deal with seemingly unrelated issues
Humanistic and subjective

SPIRITUAL PERSPECTIVES ON CAREER-DECISION

MAKING
Religious perspectives
Bloch and Richmond’s seven spiritual concepts
Miller-Tiedeman’s Lifecareer Foundation

CHARACTERISTICS OF MILLER-TIEDEMAN’S
LIFECAREER THEORY
Each individual is his or her own theory maker

Deep respect for the individual and the
individual’s Life Process Theory
Trust inner wisdom
Flow with, rather than fight your career
development

BLOCH AND RICHMOND’S SEVEN THEMES REFLECTING

A SPIRITUAL APPROACH TO CAREER DECISION-MAKING
Change – Internal or external

Balance – Work, play, relationships
Energy – Work, play, relationships, self
Community – Companionship, culture, cosmic
Calling – One’s ideal work
Harmony – From work, meditation, stillness
Unity – Connectedness with self, others,
community, culture, universe

MILLER-TIEDEMAN’S APPROACH TO CAREER

COUNSELING
Clients have a career – Their life

Clients are the best judge of what works for them
Learn through assessing experience
Tests and inventories should not interfere with
career exploration
Help clients set intentions without placing time
restrictions on them
Be enthusiastic about change
HANSEN’S SIX TASKS IN AN INTEGRATIVE

APPROACH TO CAREER PLANNING
1. Finding work that needs doing in a changing
global context.
2. Weaving our lives into a meaningful whole.
3. Connecting family and work.
4. Valuing pluralism and individuality.
5. Managing personal transitions and organizational

change
6. Exploring spirituality and life purpose.

ASSUMPTIONS IN THE APPLICATION OF

COGNITIVE INFORMATION PROCESSING THEORY TO
CAREER DECISION-MAKING COUNSELING
Both affect and cognitive processing are
important
To make career decisions individuals need
information about self, world of work, and the
thought process
Information about self and work are continually
changing
By improving one’s information processing
capabilities, problem-solving abilities are
improved
PYRAMID OF INFORMATION PROCESSING DOMAINS

IN CAREER DECISION-MAKING
Executive
Meta- Processing
Cognitions Domain
Generic
Information
Decision-Making
Processing Skills
Skills Domain
(CASVE)
Self Occupational Knowledge

Knowledge Knowledge Domain

WHAT’S INVOLVED IN CAREER CHOICE
Thinking
About My
Decision Making
Knowing
How I Make
Decisions
Knowing Knowing
About About My
Myself Options

CASVE SKILLS IN
COGNITIVE INFORMATION PROCESSING THEORY
Communication – Identifying a problem, input from self

Analysis – Interrelating problem components – self
and occupations
Synthesis – Creating likely alternatives
Valuing – Prioritizing alternatives
Execution – Forming means - ends
strategies

THE EXECUTIVE PROCESSING DOMAIN

IN COGNITIVE INFORMATION PROCESSING THEORY
Self-talk – Expectations of ourselves
Self-awareness – Knowing what we are doing

and why
Monitoring and – Monitoring the CASVE
Control process

Outline (Basic concepts)
Strengths and Weaknesses

LAPAN AND TURNER – AN INTEGRATIVE APPROACH TO

A contextually responsive career-counseling system
1. Help clients develop self-efficacy beliefs to deal with barriers that
affect outcome expectations and career goals (Chapter 14)
2. Develop vocational identity (Chapter 8)
3. Develop work-readiness skills
4. Gottfredson’s theory of circumscription and compromise (Chapter 7)
and trait and factor theory (Chapter 2) help students develop
an understanding of themselves and work
5. Crystallize valued vocational interests, Super (Chapters 7 and 8)
6. Help students to achieve academically and to value lifelong learning.
(Chapter 9)
CAREER DEVELOPMENT THEORIES FOR

CHILDHOOD AND ADOLESCENCE
Childhood Developmental
Super Gottfredson
Adolescence
Developmental Trait and Factor Other
Marcia Holland Constructivist
Super Work Adjustment Social learning
Social cognitive
Spiritual
Cognitive
information
processing
CAREER DEVELOPMENT THEORIES FOR

ADULTHOOD
Developmental Trait and Factor Other

Super Holland Constructivist
Myers-Briggs Social learning
Work Adjustment Social
cognitive
Spiritual
Cognitive
information
processing
COMBINING THEORIES
Types of theories and how well they can be combined with

similar theories or different types of theories.
Decision- Trait and
making Developmental Factor
Decision-making poor good good
Developmental good possible good
good good good
Trait and factor

NON COUNSELING APPLICATIONS OF THEORIES

Screening methods – Super, Holland, Myers-Briggs
Paper and pencil methods – Holland
Computer assisted guidance systems – Trait and factor, Holland
Internet – Career information, career counseling organizations,
education, occupations, job postings

USING THEORIES IN GROUP CAREER

COUNSELING
Widely used Possible to be used
Holland Constructivist
Krumboltz’s Spiritual approaches
Social learning
Cognitive information processing
Myers-Briggs
Gottfredson
Hopson and Adams
Social cognitive
Super
Trait and factor
Work adjustment
THEORIES APPLIED TO PLACEMENT

AND OUTPLACEMENT COUNSELING
Holland or – Use types to assess networking
and
Myers-Briggs – job search style
Hopson and Adams – Respond to career crises
Super – Determine values of various roles

– View job search strategies
differently depending on life stages
Cognitive – Execution stage of the CASVE cycle

Information

OCCUPATIONAL CLASSIFICATION SYSTEMS
Holland’s six types
Dictionary of Occupational Titles (DOT)

Standard Occupational Classification System (SOC)
Occupational Information Network (O*NET)
Guide for Occupational Exploration (GOE)

THEORIES MOST CONCERNED WITH ISSUES

RELATED TO WOMEN AND CULTURAL DIVERSITY
Social cognitive career theory (women and culturally

diverse populations)
Gottfredson (women)
Super’s life span theory (women and culturally

diverse populations)

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Applying Career

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company

Career Choice – Decisions made during one’s

Jobs – Positions requiring certain skills within

Occupations – Similar jobs found in many

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company

CAREER AND PERSONAL

Personal counseling includes career issues

Goals may be explicit or implicit

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company

Theories must be:

Explicit about rules and terms

Precise about predictions and limitations

Tested through research

Consistent and clear

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company

CAREER DEVELOPMENT THEORY

To use career development theories, counselors should consider:

Their client populations

Their theory of personality and counseling

The theory’s ease of use in counseling sessions

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company

A VIEW OF PSYCHOLOGY AS A SCIENCE (DAWIS)

(Person - Environment Fit)

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CAREER COUNSELING SKILLS

Knowledge of occupational Information

Knowledge of career development theory

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company

HELPING SKILLS USED IN CAREER

Questioning Giving information not opinion

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CAREER COUNSELING SKILLS:

Reliability – Dependable and consistent; scores taken

Validity – The test measures what it is supposed to

Content – Do the items measure the content that they are

Concurrent – Compare the measure to a specific criterion

Predictive – Predicts a criterion in the future

Construct – Scales should relate to terms or variables

Occtalk – Talk about occupations

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company

CAREER COUNSELING SKILLS:

Knowledge of occupational classification systems

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company

GOALS OF CAREER COUNSELING

EXPLICIT – Counselor and client agree on goals

Implicit – Assumptions about goals made by the counselor

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company

TWO TYPES OF THEORIES

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company

Autonomy – Respect that clients make their own decisions

Beneficence – Help clients by promoting health and well-being

Justice – Fairness in dealing with clients and other

Fidelity – Honoring commitments to clients, colleagues, and

TRAIT AND FACTOR THEORY

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company

Scholastic Assessment Tests Kuder Career Search

ACT Tests Strong Interest Inventory

Differential Aptitude Tests California Occupational

Achievement Super’s Work Values – revised

Specific Occupations Personality

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company 16 Personality Factors

OBTAINING KNOWLEDGE ABOUT THE WORLD OF

Dictionary of Occupational Titles (DOT)