Examining cognitive career theories: Current status, future trends, implications for the development and implementation

1. Examining cognitive career theories: Current status, future trends, implications for the development and implementation of guidance services Janet G. Lenz, Ph.D. Steven D. Brown, Ph.D. Sylvia C. Nassar-McMillan, Ph.D. Robert C. Reardon, Ph.D. James P. Sampson, Jr., Ph.D. Spencer Niles, D.Ed. IAEVG Conference, 2009

2. Cognitive Information Processing (CIP) Theory: Theory Overview, Applications, & Research IAEVG Conference, 2009 2

3. Cognitive Information Processing (CIP) “Give people a fish and they eat for a day, but teach them how to fish and they eat for a lifetime” (adapted from Lao Tzu) Goal: individuals learn how to be skillful career problem solvers and decision makers throughout their lives IAEVG Conference, 2009

4. Assumptions of Cognitive Information Processing Paradigm • Career problem solving is a rational process within a social-emotional context (i.e., social constructivism) • Career problems are ill-defined • The capacity for career problem solving can be learned • The learning of career problem solving skills can be generalized to other career problems and even to life problems IAEVG Conference, 2009

5. Role of CIP Theory in Career Problem Solving • To put form and structure on an ambiguous task • Integrate vital components of information processing • Make career problem solving an orderly, systematic, reproducible process for novice career problem solvers • Provide a framework for the development of a facilitative learning environment IAEVG Conference, 2009

6. Nature of Career Problems • Complex and ambiguous cues • Interdependent courses of action • Uncertainty of the outcome • Solutions present new problems

7. Guiding Principles of the CIP Approach • Both clients and practitioners play an active role • “Expert” and client versions of concepts • Model is practical, easy to learn and apply, yet accounts for complexity • Emphasis on “getting inside the client’s head” to look at how information is processed IAEVG Conference, 2009

8. CIP Overview Pyramid of Information Processing Domains (Knowing) CASVE Cycle (Doing) Readiness for Career Choice Model Differentiated Service Delivery Model IAEVG Conference, 2009 IAEVG Conference, 2009

9. Pyramid of Information Processing Domains Executive Processing Domain Meta-cognitions Decision-Making Skills Domain CASVE Cycle SelfKnowledge OccupationalKnowledge Knowledge Domains IAEVG Conference, 2009

10. Self-Knowledge High First love Mood College graduation 1st day of school Father lost job Low Broke up Present 3 years Time • Acquisition • Recall, interpretation • Reframe, reconstruction • Thematic representation • Attributes • Temporal schemes • Episodes • Non-verifiable, unstable IAEVG Conference, 2009

11. Occupational Knowledge Construction Worker Carpenter Electrician Plumber • Attributes • Hierarchical • Facts, concepts • Verifiable, stable • Acquisition • Construction • Inoculation • Classification Uses Saw Uses Hammer IAEVG Conference, 2009

12. CASVE Cycle - Client Version Knowing I Need to Make a Choice Knowing I Made aGood Choice ImplementingMy Choice Understanding Myself and My Options Choosing AnOccupation, Program of Study, or Job Expanding andNarrowing My Listof Options IAEVG Conference, 2009

13. Executive Processing“Thinking about Thinking” • Regulation • problem recognition • cognitive strategies • monitor, control • Self as a Decision Maker • attitudes • self awareness • limits • Development • detachment, objectification • positive self talk • heuristics IAEVG Conference, 2009

14. Readiness for Career Choice Model • Complexity (high) • Low readiness Moderate readiness • High degree of Moderate to low degree • support needed of support needed • (Individual Case- (Brief Staff-Assisted • Managed Services) Services) • Capability • (low) (high) • Moderate readiness High readiness • Moderate to low degree No support needed • of support needed (Self-Help mode) • (Brief Staff-Assisted • Services) • (low) IAEVG Conference, 2009

15. Differentiated Service Delivery Model Individual Enters Brief Screening Self or Staff Referral Comprehensive Screening Self-Help Services Brief Staff-Assisted Services Individual Case-Managed Services IAEVG Conference, 2009 Complete differentiated model of delivering career resources and services

16. CIP in Practice • Concrete example of how practitioners can be trained to apply theory in practice • Evidence of CIP replication in other settings IAEVG Conference, 2009

17. CIP in Practice • CIP concepts can be easily explained to clients • Focus is on creating a learning event • Development & execution of an Individual Learning Plan (ILP) IAEVG Conference, 2009

18. CIP/CTI in Practice • Allows for a holistic approach to the career decision-making process • Recognizes the complexity of career decision making • Often provides clients with the awareness of things that have kept them “stuck” • Provides opportunity to integrate career and mental health issues IAEVG Conference, 2009

19. CIP in Instruction • Theory-based undergraduate 3-credit career development class • CIP integrated into text, class lectures, small group activities • CTI used as pre-post test • Study by Reed, Reardon, Lenz, & Leierer (2001) showed a significant decrease in students’ negative career thoughts IAEVG Conference, 2009

20. CIP in Program Development • International applications • CIP as a “social justice” approach to career services • Policy development & CIP • Diverse populations, translation of materials globally IAEVG Conference, 2009

21. CIP in Program Development • Career workshop with secondary school students: • “CIP Approach…can be successfully applied to promote career development on an international scale” (Hirschi & Lage, 2007) • 14-week career assistance program—male cricketers, ages 15-16; experimental group improved career goal decidedness and career awareness (AJCD, 2003) • Application of CIP to assist service members’ transition into the civilian world (Clemens & Milsom, CDQ, March 2008) IAEVG Conference, 2009

22. CIP Applications in National & State Systems for Career Services • Examples • Connexions Services in England • Careers Scotland Centres • Careers Service in Northern Ireland • JobLink Centers in North Carolina • Oklahoma Workforce Centers IAEVG Conference, 2009

23. Richmond Chambers Careers Service in Northern Ireland IAEVG Conference, 2009

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26. CIP Web-based Application Career Decision Making Tool (CDMT) http://www.acrnetwork.org/decision.htm IAEVG Conference, 2009

27. CIP Research: Dissemination *http://www.career.fsu.edu/techcenterTech Center established in 1986 Peterson, G., Sampson, J., & Reardon, R. (1991). Career development and services: A cognitive approach. Pacific Grove, CA: Brooks/Cole. Peterson, G. W., Sampson, J. P., Jr., Lenz, J. L., & Reardon, R. C. (2002). A cognitive information processing approach in career problem solving and decision making. In D. Brown (Ed.), Career choice and development (4th ed., pp. 312-369). San Francisco: Jossey-Bass. Sampson, J. P., Jr., Reardon, R. C., Peterson, G. W., & Lenz, J. L. (2004). Career counseling and services: A cognitive information processing approach. Pacific Grove, CA: Wadsworth-Brooks/Cole. Reardon, R., Lenz, J., Sampson, J., & Peterson, G. (2009). Career development and planning: A comprehensive approach (3rd ed.). Mason, OH: Thomson Custom Solutions. IAEVG Conference, 2009

28. CIP Research: Analyzing the Bibliography • 21 dissertations from 9 different universities • CIP applications: About 36 references • CTI research: About 27 references • About 47 refereed journal articles IAEVG Conference, 2009

29. CIP Research: CTI Translations • Korean • Finnish • Turkish • Icelandic • Greek • Portuguese* IAEVG Conference, 2009

30. CIP Research: Recent Activity • Career thoughts and SDS item response indecision related • Maximizing decision-making style and ruminative thought pattern predicted negative career thoughts • ADHD symptoms predicted dysfunctional career thoughts • High decision-making confusion predicted lower emotional intelligence • Psychological well-being strongly related to career thoughts • CIP-based workshop increased career choice readiness among 7th graders IAEVG Conference, 2009

31. CIP Research: Current Activity • Communication apprehension related to career thoughts • Use of the CTI Workbook in changing negative career thoughts of Pacific Island students • Relationships among stress, feelings, and career thoughts • Career thoughts and information-seeking behavior • Motivation to engage in career planning in relation to career thoughts • Exploratory factor analysis of CIP and SCCT constructs IAEVG Conference, 2009

32. CIP Future Directions CTI revision Online delivery of CTI, CTI workbook, and CIP-based interventions Further convergence of career & mental health counseling (e.g., decision space worksheet) Spirituality & vocational choice (Valuing) IAEVG Conference, 2009

33. CIP Future Directions Further integration of multicultural factors in vocational choice, e.g., the nature of positive family influence on decision making in the Valuing phase of the CASVE Cycle Career thoughts in relation to other constructs in vocational behavior, e.g., motivation, self-efficacy, career stress Further integration of CIP and other theoretical perspectives, such as RIASEC, SCCT IAEVG Conference, 2009

34. For More Information www.career.fsu.edu/techcenter IAEVG Conference, 2009

35. Social Cognitive Career Theory: Theory, Research, and Applications Steven D. Brown Loyola University Chicago Sylvia C. Nassar-McMillan North Carolina State University IAEVG Conference, 2009 35

36. Some Basic Elements of SCCT • Self-Efficacy: Beliefs about one’s ability to perform specific behaviors Can I do this? • Outcome Expectations: Beliefs about the consequences of given actions  If I do this, what will happen? • Goals: Determination to engage in a particular activity or to produce a particular outcome  How much do I want to do this? • Contextual Supports & Barriers: Supports and barriers that accompany goal pursuit (e.g., “chilly climate”)  How will the environment treat me if I try this? IAEVG Conference, 2009 36

37. A Simplified View of Interest Development & Career Choice Self-Efficacy Interests Intentions/Goals Outcome Expectations Successes, Failure Actions IAEVG Conference, 2009 37

38. Meta-Analysis of Choice Model Total N = 2,115; 7 correlation matrices Chi-square = 73.62, df = 4, CFI = .987, SRMR = .031, RMSEA = .091 -.12 Supports Barriers .36 -.33 Self-Efficacy R2 = .18 .27 .01 -.01 .36 Interests R2 = .52 Choice Goals R2 = .55 .42 .62 .44 Outcome Expectations R2 = .38 .15 IAEVG Conference, 2009 38 From Sheu et al. (2007)

39. Where Does Self-Efficacy Come From? Prior Performance Accomplishments Vicarious Learning Gender Self-Efficacy Social Persuasion Physiological and Affective Reactions IAEVG Conference, 2009 39

40. SCCT’s Complete Interest and Choice Model with Person and Contextual Factors Contextual Influences Proximal to Choice Behavior Person Inputs - Predispositions - Gender - Race/ethnicity - Disability/ Health status Self-efficacy Expectations Interests Goals Actions Learning Experiences Background Contextual Affordances Background Outcome Expectations IAEVG Conference, 2009 40

41. SCCT EDUCATIONAL AND COUNSELING IMPLICATIONS: Children Adolescents Emerging Adults IAEVG Conference, 2009

42. Expanding Vocational Interests • Card sorts – modified version (focus on high aptitude areas): • Careers I WOULD choose • Careers I would NOT choose • Careers I MIGHT choose • Examine careers one might choose if they thought they COULD (perform the tasks – i.e. SE) • Examine careers that one might choose IF they perceived them as more desirable (i.e., OE) • Individual or group psychoeducational interventions IAEVG Conference, 2009

43. Clarifying Career Goals • Facilitate effective career decision making (accompanying scales – CDSES Betz et al; SDSES-SF, O’Brien): • Goal selection • Gathering occupational information • Problem solving • Planning for the future • Accurate self-appraisal • Individual or group psychoeducational interventions IAEVG Conference, 2009

44. Strengthening Self Efficacy Beliefs • Identify strengths: review personal & performance accomplishments (reframe – progress vs. perfection) • Vicarious learning (modeling per gender, race/ethnicity, age) • Social persuasion • Physiological & affective states • Set specific, attainable but challenging goals • Incrementally graded successes • Use national vs. local norms for accurate comparisons • Examine attributions!! (i.e. growing talent vs. hard work/ease/luck) IAEVG Conference, 2009

45. Instilling Realistic Outcome Expectations Accurate occupational information (vs. stereotypical or media portrayals) Informational interviews/job shadowing Help students ‘structure’ or manage information gathered for effective decision making – e.g., decisional ‘balance sheets’ Curriculum interventions IAEVG Conference, 2009

46. Managing Environmental Barriers • Consider environmental, familial, & personal barriers • Cultural considerations – family wishes may influence choice more than interests in some ethnic groups (e.g., Collectivistic vs. individualistic systems) • Rate choice + interest match; list & evaluate gains & losses for each; help negotiate family systems • Women and disadvantaged/underrepresented minority group members may experience more barriers to career attainment • Need to be sensitive to multicultural issues (i.e., help clients make meaning of importance of family/community/ethnic group “collective” VS. “individualistic” values • “Projective” activities may foster discussion IAEVG Conference, 2009

47. Building Environmental Support Systems Consider environmental, familial, & personal supports (e.g., families/friends/teachers) Consider supports that might correspond or counteract specific barriers IAEVG Conference, 2009

48. Personal/Professional Reflections • How similar/dissimilar are you in comparison to your colleagues in terms of gender? Ethnicity? Describe your interactions with colleagues. [SE; barriers/supports] • How similar/dissimilar are you in comparison to your family members in terms of personal characteristics? Career goals? Describe your familial interactions. [SE; Goals; barriers/supports] • How would you assess your educational/employment opportunities? Relative to gender? Relative to ethnicity? [OE, barriers/supports] • How successful are you in your chosen field? Relative to gender? Ethnicity? [SE; barriers/supports] IAEVG Conference, 2009

49. Career Theory: Validity and Viability Questions Validity • Is the theory described clearly and logically? • Has the theory generated research? • Do research findings validate the theory? Viability • Does the theory address the process of career development and the content of career decision-making? • Have researchers addressed the relevance of the theory for diverse populations? • Is the theory clearly translatable to practice? • Is the theory adaptable to different career practice settings? IAEVG Conference, 2009

50. Thank You ! Questions? Comments? IAEVG Conference, 2009 50