Term
| Trait and Factor Theories |
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Definition
| Stress that individuals need to develop their traits, which include interests, values,personalities and apitiudes, as well as select environments that are congruent with them. This theory is based on positivist thniking. |
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Term
| All Theories are based on certain philosophical assumptions that usually fall into two categories |
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Definition
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Term
| Trait and factor theories, developmental theories, and theories rooted in learning theory are based two philosophical thinking. |
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Definition
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Term
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Definition
| are based to some degree on the asumption that the factors that influence career choiceand development are related to stages of personal and psychological development |
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Term
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Definition
| Pay less attention to psychological traits, although they typically address the matter of intellect as a favor in career choice. These focus on the socioeconomic status of the decision maker and/or the influence of sociological and economic factors on occupational choice making |
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Term
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Definition
| Often referred to as constructivist theories, these theories depart radically from the assumptions of the theories based on positivist philosophy |
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Term
Trait and Factor Theory
HOLLAND’S THEORY OF VOCATIONAL CHOICE |
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Definition
| The Holland Codes or the Holland Occupational Themes (RIASEC), developed by the late psychologist John L. Holland, refers to a theory of careers and vocational choice based upon personality types.Each letter or code stands for a particular "type": Realistic (Doers), Investigative (Thinkers), Artistic (Creators), Social (Helpers), Enterprising (Persuaders), and Conventional (Organizers). According to the Committee on Scientific Awards, Holland's "research shows that personalities seek out and flourish in career environments they fit and that jobs and career environments are classifiable by the personalities that flourish in them. |
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Term
| Theory of Work Adjustment (TWA) |
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Definition
| This is sometimes referred to as the Person–Environment CorrespondenceTheory. It was originally developed by René Dawis, George England and Lloyd Lofquist from the University of Minnesota in 1964.The more closely a person’s abilities (skills, knowledge, experience, attitude ,behaviors, etc.) correspond with the requirements of the role or the organization, the more likely it is that they will perform the job well and be perceived as satisfactory by the employer. |
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Term
Theory of Work Adjustment (TWA)
SIX KEY VALUES THAT INDIVIDUALS SEEK TO SATISFY. |
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Definition
Similarly, the more closely the reinforces (rewards) of the role or
organizThe ation correspond to the values that a person seeks to satisfy through
their work, the more likely it is that the person will perceive the job as
satisfying. They list six key values that individuals seek to satisfy:
•Achievement — conditions that encourage accomplishment and progress
•Comfort — conditions that encourage lack of stress
•Status — conditions that provide recognition and prestige
•Altruism — conditions that foster harmony and service to others
•Safety — conditions that establish predictability and stability
•Autonomy — conditions that increase personal control and initiative |
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Term
| Brown’s Values-Based Theory of Occupational Choice |
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Definition
An individual’s values are the basis for his or her self-evaluation and the evaluation of others, and they play a major role in the establishment of personal goals.” (p. 37)
Work values = values to be satisfied through work |
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Term
| Brown’s Values-Based Theory |
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Definition
Factors that Interfere with Motivation to Act on Values
Mental health problems
History of personal/cultural group discrimination
Lack of information
Poverty
Self-efficacy |
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Term
| Developmental Career Theories |
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Definition
Career development is a lifelong process
Changes that individuals experience during the lifespan may affect career decisions and satisfaction
Career is only one aspect of life and must fit within one’s overall lifestyle |
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Term
| Ginzberg & Associates (1951) |
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Definition
Useful approach, especially for elementary school counselors
Provides a first look at early development with the role of play and fantasy.
Individuals pass through three stages:
Fantasy
Tentative
Realistic |
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Term
| Ginzberg & Associates’ Stages |
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Definition
Fantasy
Occurs before age 11 and involves play and imagination
Tentative
Takes place from 11-17 and contains 4 subphases
Interest
Capacity
Value
Transition
Realistic
Occurs from about 17 – early 20s and contains three subphases
Exploration
Crystallization
Specification |
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Term
| Application of Ginzberg & Associates’ Theory |
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Definition
Some potential counseling questions might include:
What type of games or toys did you play (with) when you were young?
How did those games influence your opinion of career possibilities?
When did you have your first job? What was that like for you? What did you learn about yourself and the world of work?
How have your career options changed since childhood, adolescence, etc?
How have your interests, values, skills, etc. changed?
At what point did you notice some skills and interests starting to overlap?
When did you make your first decision about a career choice, and what was it?
What options did you consider at the time?
How did you narrow down to the one you chose?
What jobs do you fantasize about now?
Looking back over your past jobs, do you see any patterns or themes? What does that suggest to you? |
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Term
| Super’s Life-span Life-space Approach |
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Definition
Super’s work spanned 40 years (1951-1990)
One of the most comprehensive vocational development models
Difficult to empirically validate because of its comprehensiveness
Useful in understanding the developmental process and various life roles/stages |
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Term
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Definition
People differ
People are qualified for a number of occupations
Each occupation requires a characteristic pattern of abilities & traits (with some tolerance for variety)
Vocational preferences and competencies change with time and experience. (Self-concepts are increasingly stable beginning from late adolescence). |
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Term
| Super’s 14 Propositions: (cont’d) |
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Definition
Process of change may be summed up in a series of life stages
Nature of career pattern is determined by individual’s parental socioeconomic level, mental ability, education, skills, personality characteristics, career maturity, and opportunities to which s/he is exposed
Success in coping with environmental demands depends on readiness of individuals to cope. (Career maturity is both cognitive and affective). |
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Term
| Super’s 14 Propositions: (cont’d) |
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Definition
Career maturity is a hypothetical construct.
Development through life stages can be guided. (Maturity is facilitated through reality testing).
Process of career development is developing and implementing occupational self-concepts.
Synthesis and compromise b/w individual and social factors is one of role playing and learning from feedback. |
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Term
| Super’s 14 Propositions: (cont’d) |
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Definition
Work satisfactions and life satisfactions depend on the extent to which the individual finds adequate outlets for skills, needs, values, etc.
Degree of satisfaction people attain from work is proportional to the degree which they have been able to implement self-concepts (which is similar to Holland’s concept of congruence)
Work and occupations provide a focus for personality organization for most people. |
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Term
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Definition
According to Super, the goal of career counseling is the development of career maturity
This is measured by the Career Development Inventory (CDI) |
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Term
| Gottfredson’s Theory of Occupational Aspirations |
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Definition
Examines how career aspirations develop and how individuals narrow their career options and make choices along the way.
4 Basic Assumptions:
Career development process begins in childhood
Career aspirations are attempts to implement one’s self concept
Career satisfaction depends on the degree to which the career is congruent with self-perceptions
People develop occupational stereotypes that guide them in the selection process |
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Term
| Gottfredson’s Theory of Occupational Aspirations |
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Definition
Emphasizes the importance of the “Social Self” and “Social Identity” in relation to career choice
Individuals create “Cognitive Maps of Occupations” based on:
Masculinity/Femininity of Occupation
Prestige of the Occupation
Fields of Work
Compromise is a central concept |
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Term
| Gottfredson’s Developmental Stages |
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Definition
Ages 3-5: Orientation to Size and Power
Lays groundwork for sex-role stereotypes
Ages 6-8: Orientation to Sex Roles
Develops perceptions of what is “acceptable”
Ages 9-13: Orientation to Social Valuation
Develops awareness of social status
Ages 14+: Choices Explored
Begins process of exploring and compromising |
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Term
| Anne Roe’s Formula for Occupational Choice |
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Definition
Emphasizes early childhood interactions with parents
Emphasizes the role that gender plays as a modifier in career choice |
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Term
Anne Roe’s Math Formula for Occupational Choice
Yeah Baby...... |
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Definition
| S[(Ee+bB+cC) + (fF, mM) + (lL=aA) + (pP*gG*tT*iI)] |
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Term
| Brofenbrenner’s Ecological Theory |
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Definition
Not specifically a career theory—a theory of human development to be used as a lens through which career development can be understood
Four Systems
Microsystem (individual)
Mesosystem (family, peer group, etc.)
Exosystem (friends of family, extended family, neighbors, workplace, media)
Macrosystem (the sum of broad ideologies of the socio-cultural group) |
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Term
| Learning Theory-Based and Cognitive Approaches |
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Definition
These theories focus on a wider range of variables affecting career
Some important considerations are social conditioning, social position, and life events
Career choice involves both cognitive and affective processes
Primary emphasis on how learning processes lead to acquisition of beliefs and behaviors involved in career development |
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Term
| Krumboltz’s Social Learning Theory |
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Definition
Process of career development involves:
Genetic endowments and special abilities
Environmental conditions and events
Learning experiences
Instrumental (consequences, observed & experienced)
Associative (pairing of qualities with occupations)
Task approach skills
Performance standards and values
Work habits
Perceptual and cognitive processes |
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Term
| Krumboltz’s Learning Theory |
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Definition
Learning takes place through both observation and direct experience, resulting in 3 types of consequences
Self-observation generalizations
Task approach skills
Actions
Learned beliefs affect one’s career choices
Counselors can actively assist clients in adjusting problematic beliefs and in developing skills in order to increase the range of career options |
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Term
| Happenstance Approach Theory |
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Definition
Extension of Krumboltz’s earlier work
“Chance events over one’s life span can have both positive and negative consequences.”
Counselors should assist clients in learning how to respond positively to unplanned life events |
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Term
| Happenstance Approach Theory |
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Definition
Five critical client skills:
Curiosity
Persistence
Flexibility
Optimism
Risk taking
Implication is that career counseling involves coaching, mentoring, and more directive techniques aimed at shaping clients’ attitudes and awareness |
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Term
| Social Cognitive Career Theory |
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Definition
Based largely on Albert Bandura’s Social Learning Theory, a main goal of SCCT is to help individuals understand how their behaviors, surrounding environments and personal factors interact to shape thoughts and behaviors.
This approach emphasizes ‘self-regulatory cognitions’ (self-efficacy expectations). |
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Term
| Social Cognitive Career Theory |
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Definition
Choice Model (explains selection process)
Establishing a goal
Taking action to implement a choice
Attaining a level of performance that determines the direction of future career behavior
Performance Model (predicts performance level and persistence)
Illustrates concern for the level and quality of individual’s accomplishments and for personal agency involvement in career-related pursuits
Points out interplay of ability, self-efficacy, outcome expectations and goals for judging performance |
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Term
SCCT Counseling Strategies
Social Cognitive Career Theory |
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Definition
Identify Foreclosed Occupational Options
Help clients construct the broadest possible array of occupational possibilities, even those they may have eliminated as possibilities, or those that are of lower interest
Administer assessments (look for interest and aptitude match)
Analyze Barrier Perceptions
Examine barriers, the likelihood the barriers will be encountered, and develop a plan to overcome the barriers
Modify self efficacy beliefs
Help clients develop new performance experiences to enhance self efficacy related to occupations
Reanalyze past experiences and examine the development of faulty self efficacy and/or outcome expectations |
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Term
| Career Information-Processing |
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Definition
Examines the process through which individuals use information in career problem solving and decision making
Similar to general cognitive theory (such as Meichenbaum, Beck, or Ellis), especially with its focus on identifying and correcting dysfunctional career thinking |
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Term
| Career Information-Processing |
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Definition
Has been related to how a computer works
how individuals obtain, process and encode information;
store and retrieve it from long and short term memory; and
transform it into working memory
Assumes that career decision making requires an extensive amount of memory (holding data in place) while decisions are being made |
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Term
Career Information-Processing
CASVE Cycle |
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Definition
Communication (identifying a need)
Analysis (interrelating problem components)
Synthesis (creating likely alternatives)
Valuing (prioritizing alternatives)
Execution (forming means-ends strategies) |
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Term
CIP Career Counseling Model
Career Information Prcessing |
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Definition
Initial interview
Preliminary assessment
Mutually define problem and analyze causes
Formulate goals
Develop individual learning plan
Implement individual learning plan
Goal attainment evaluation |
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Term
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Definition
Emerged from postmodernism (philosophical assumption that there is no fixed truth)
Asserts that individuals construct their own realities
Emphasizes importance of understanding the individual’s frame of reference and the meanings each individual associates with “career”
Seeks to understand both how the person fits into the work role AND how the work role fits into the person’s lifestyle |
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Term
| Savickas’Career Construction Theory |
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Definition
Uses Super’s developmental theory as a basis and adds constuctivist perspective
Emphasizes developmental contextualism
Each person participates in their own development—outcome is “core roles”
Each person’s core roles interact to reciprocally shape each other |
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Term
| Savickas’Career Construction Theory |
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Definition
Formation of self-concept is critical to career construction theory and is socially constructed
Uses Super’s model, but sees these stages as tasks imposed upon the individual by society
Attempts to assist clients in constructing a lifestyle (including career) that fits best for the individual |
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Term
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Definition
Practical approach to career counseling within the constructivist framework
Focus on career as a “story” to derive meaning from what client views as important and unimportant
Establishes a sense of client identity by how the story is told and constructed
Counselor can gain insight into client’s future goals |
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Term
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Definition
These approaches emphasize the power of the context in which an individual operates to influence career choice.
It is essential to understand the meanings that have been constructed by the individual to explain and thus cope with their context. |
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Term
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Definition
Comes from a theory of mathematics that posits the impossibility of making accurate long-term predictions in complex systems.
While there may be some predictability within the systems, small changes at the beginning of a sequence of events may produce dramatically different outcomes |
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Term
| Chaos Theory of Career Development |
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Definition
Careers only make sense if non-linear logic is used to examine them.
Career decisions must be understood phenomenologically (from the individual’s perspective.
“Stuff happens.” |
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Term
| Solution-Focused Brief Career Counseling |
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Definition
Based on de Shazer’s model of SFBT with the addition of second-order questioning (how do we know what we know?).
If mental health issues (depression, anxiety, etc.) are impediments to the career decision-making process, these should be dealt with prior to proceeding with career counseling. |
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Term
| SFB Career Counseling Model |
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Definition
Relationship development
Client presentation of issue
Search for exceptions
Identification of strengths
Develop a plan and scale the goal
Follow-up sessions
Ask second-order questions |
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Term
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Definition
Focus on factors outside the control of the individual
Status Attainment Theory (SES status of family influences educational attainment of individual and thus the options available to the individual)
Dual Labor Market Theory (core vs. peripheral firms)
Race, Gender, and Career
Help counselors understand context but do not offer model for counseling |
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Term
| Theories of Decision Making |
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Definition
This information is offered as a means of helping the career counselor understand some of the internal processes that may be going on within the client.
This section of the text focuses primarily on linear, logic-based models. Other possible approaches may need to be considered. |
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Term
Quantitative Assessment
(On TEST) |
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Definition
These include a variety of standardized assessments.
May be “paper-and-pencil” or computerized.
Typically measure aptitude, interests, values, and/or personality.
Scholastic Aptitude Test (SAT)
Armed Services Vocational Aptitude Battery (ASVAB)
EOG |
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Term
Qualitative Assessment
(on TEST) |
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Definition
Includes a variety of non-standardized assessment activities
Allow for more interaction between the counselor and client
Require more time and attention from the counselor
Allow the client to be more in control of the information and how it is understood
Career O Gram
Role Play
Card Sort
Genogram |
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Term
Interest Inventories
O*NET Interest Profiler |
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Definition
Help access O*NET database
Organized by Holland’s Personality Types
Categorized by preparation levels
Little/no
Some
Medium
considerable
Target Audience: High School / adult |
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Term
Personality Inventories
Myers-Briggs Type Indicator |
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Definition
Measure Jung’s types and yeilds 4 scales
Extroversion-Introversion
Sensing-Intuition
Thinking-Feeling
Judgment-Perception
Target Audience: High School / adult |
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Term
| Career Exploration Center (CEC) |
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Definition
Can be “brick and mortar” or virtual
Offers comprehensive access to career exploration and occupational information resources
Can be targeted toward a particular population (i.e., college students, individuals with disabilities, etc.) |
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Term
| Computer Assisted Career Guidance Systems (CACGS) |
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Definition
Self-contained software programs that allow a client to engage in self-assessment activities designed to assist with identifying potential career options
SOICC (State Occupational Information Coordinating Committee) network is one example |
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Term
| School-to-Work Opportunity Act (STWOA) |
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Definition
Intended to provide funding for programs that assist students in making the transition into the workforce.
Incorporates opportunities for work-based learning into secondary education.
Career exploration and counseling are important components. |
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Term
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Definition
Training for specific occupations provided as a part of secondary education (i.e., building trades, cosmetology, auto mechanics, health occupations, etc.)
Some of these programs require high levels of academic performance and therefore eliminate students with lower academic performance |
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Term
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Definition
Sometimes called “Cooperative Education”
Students divide their time between school and work
Provides on-the-job training
Helps students develop both specific job skills and general employment skills
One drawback – may not offer opportunities in area of students’ interest |
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Term
| Government Funded Programs |
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Definition
Workforce Investment Act (WIA)
Replaced Job Training Partnership Act (JTPA)
These services provided primarily through One Stop Career Centers |
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Term
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Definition
Job Corps' mission is to "help young people ages 16 through 24 improve the quality of their lives through vocational and academic training"
Job Corps offers career planning, on-the-job training, job placement, residential housing, food service, driver's education, basic health and dental care, a bi-weekly basic living allowance and clothing allowance. Some centers offer childcare programs for single parents as well.
Besides vocational training, the Job Corps program also offers academic training, including basic reading and math, GED attainment, college preparatory, and Limited English Proficiency courses. Some centers also offer programs that allow students to remain in residence at their center while attending college.[citation needed] Job Corps provides career counseling and transition support to its students for up to one year after they graduate from the program. |
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Term
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Definition
Most professions have formal requirements for continuing education. These needs are frequently met through professional organizations (conferences, workshops, etc.).
The changing nature of the job market requires that all workers stay as up-to-date as possible in their knowledge and training. This type of continuing education usually results from the proactive efforts of the individual employee. |
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Term
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Definition
The job of the career counselor is not over when a career path has been identified.
A complicated mix of practical issues intermingled with emotional and psychological issues can interfere with job search activities.
Therefore, clients engaged in job search activities need a great deal of support. |
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Term
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Definition
In order to secure employment, job seekers need
Job search skills
Networking skills
Resume writing skills
Interviewing skills
Additionally, social support is critical for job seekers—particularly those who may have low self-efficacy. |
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Term
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Definition
Taking an inventory of self and skills
What do you have to offer an employer?
Investigating the job market
Where (location) do you want to work and what is available there?
Developing employability skills
The job hunt
Interviews
Resumes |
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Term
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Definition
Outplacement or Temp Agencies
College/University Career Placement Services
Virtual Placement Services
Local Employment Security Commission Offices
Private For-Profit Placement Agencies
Headhunters |
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Term
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Definition
| is a system of training a new generation of practitioners of a structured competency based set of skills. Apprenticeships ranged from craft occupations or trades to those seeking a professional license to practice in a regulated profession. Apprentices (or in early modern usage "prentices") or protégés build their careers from apprenticeships. Most of their training is done while working for an employer who helps the apprentices learn their trade or profession, in exchange for their continuing labor for an agreed period after they have achieved measurable competencies. For more advance apprenticeships, theoretical education was also involved, formally via the workplace and also by attending a local technical college vocational schools or university while still being paid by the employer often over a period of 4–6 years. |
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Term
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Definition
Postmodern Theory – A Broad and Ambiguous View of Reality
Postmodern theory is a broad and somewhat ambiguous belief system tied to the philosophical and cultural reaction to the convictions of Modernism (sometimes equated with Humanism). Postmodernism is the philosophical proposal that reality is ultimately inaccessible by human investigation, that knowledge is a social construction, that truth-claims are political power plays, and that the meaning of words is to be determined by readers not authors. In brief, Postmodern theory sees reality as what individuals or social groups make it to be. |
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