Chapter 11

1. Career Development: The Counselor and the World of Work Chapter 11

2. Defining Terms(pp. 360-361) • Avocation • Career • Career Awareness • Career Development • Career Counseling • Career Guidance • Career path • Jobs • Leisure • Occupation • Work

3. Is Career Development Developmental? • 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.

4. Why Career Development and Career Counseling? • Lifelong process • Involves many life roles • Involves psychological, economic, and social aspects of the person • See Table 11.1, p. 362

5. A Little Bit of History • 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

6. A Little Bit of History • 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

7. A Little Bit of History (Cont’d) • 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

8. A Little Bit of History (Cont’d) • 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

9. Theories of Career Development • 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.

10. Theories of Career Development • 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

11. Theories of Career Development • 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)

12. Theories of Career Development • 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

13. Theories of Career Development • 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 factors

14. Theories of Career Development (Cont’d) • 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)

15. Integrating Models of Career Development • 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

16. The Use of Career-Related Information • 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

17. The Use of Career-Related Information • 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

18. The Use of Career-Related Information (Cont’d) • 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)

19. The Use of Career-Related Information (Cont’d) • 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

20. The Clinical Interview: The Lost Child in Career Development • 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

21. Integrating Theory, Career Information, and Career Assessment • Ten steps (see pp. 383 for steps in detail) • Conduct a thorough clinical interview (see p. 381) • Assess abilities, interests, and personality characteristics • Devise treatment strategies in collaboration • Make available appropriate informational resources • Assist client in understanding the world of work and factors • Have client make tentative career decisions • Explore practicality of choices and begin to crystallize a choice • Have client take preliminary steps (e.g., informational interviews) • Follow up with the client • Recycle if necessary.

22. Multicultural/Social Justice Focus • 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

23. Multicultural/Social Justice Focus • 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

24. Ethical and Professional and Legal Issues • 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)

25. Ethical and Professional and Legal Issues • 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

26. Legal Issues: Important Laws & Career Counseling • 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.

27. The Counselor in Process • 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.”