Final exam- career and vocational education

Super’s developmental theory views career choice as

a process that includes super’s life span and super’s life space approach

Vocational development is

• the process of making decisions which

  • Culminate in vocational choice

  • Represent an implementation of the self-concept 

Developmental contextualism

• Developing a work identity within one’s social context

• Creates both opportunities and constraints

Super’s propositions indicate

Differences among people and occupations

People differ in terms of their

abilities, personalities, values, etc.

Occupations are combinations of

• Required abilities

• Personality traits

Individuals may be appropriate for

 multiple occupations

Work satisfaction

• Is proportional to self-concept implementation

• Depends on other life roles

Super’s propositions also discuss

• Development of the self-concept 

• Its implementation in vocational choices, stages, and work roles

Career patterns are determined by

• Personal characteristics

• Environmental characteristics

Two other propositions of Super also discuss

• Career adaptability

• Career maturity

Six roles that individuals hold

Child, student, homemaker, worker, citizen, and leisurite

The Life-career rainbow schema is

• Intersection of stages and roles

• Clarifies the various roles for a particular client

• he five stages or maxicycles are:

• Growth (ages 4 to 13) 

• Exploration (ages 14 to 24)

• Establishment (ages 25 to 44)

• Maintenance or Management (ages 45 to 65)

• Disengagement (over age 65)

super’s life-career rainbow

pic

Counselors, using the developmental theory, ask:

• About the client’s life roles

• Assess which roles are more important than others 

• How the self-concept is implemented in career decisions

Goals of Counseling (Super’s framework)

• Develop and accept an integrated picture of themselves

• To test the concept against reality

• Making choices that implement the self-concept

Goals of Counseling

• C-DAC model’s four phases of assessments

• Life space and work-role salience

• Career adaptability 

• Vocational identity

• Vocational self-concepts and life themes

Interventions: Assessment of Life Space and Work-Role Salience

• Interaction of primary role either creates stress or reduces stress 

• Counselor assesses roles and their relative salience 

Interventions: Assessment of Career Adaptability

• Coping resources for Leslie’s concerns are

  • Positive attitudes toward career planning 

  • Knowledge about herself and about the world of work 

  • Decision-making skills

Interventions: Assessment of Career Adaptability

• For Karen, career concerns may be addressed by

  • Assessing Karen’s attitude towards different solutions

  • Identifying inhibiting factors, resources for future

  • Experimenting with different solutions

Interventions: Assessment of Vocational Identity

• Vocational identity integrates information about

  • Client’s interests

  • Values

  • Abilities

  • Personality

Interventions: Assessment of Occupational Self-Concepts and Life Themes

• Exploring client’s subjective self-concept by

  • Focusing on the client’s self schemas

  • How they make sense of themselves and the world

Interventions: Other Interventions

• Use of interventions related to exploratory behavior

  • The counselor would thoroughly examine career decisions 

  • Examine if the client is ready to make vocational decisions

growth stage age

childhood about 4-13

growth stage substages/key tasks

concern with future; increasing personal control; convincing oneself to achieve in school/work; acquiring work habits and attitudes. commonly described as fantasy → interest → capacity

Growth stage definition

the child begins forming a self-concept: likes, abilities, habits, role models, and early ideas about adult work

Exploration stage age

adolescence/early adulthood, about 14-24

exploration substages/key tasks

Crystallization: tentative field or direction

Specification: Narrowing to a specific goal

Implementation/atualizing: education, training, first job steps

exploration stage definition

the person tries possible selves, gathers information, and converts a private self-concept into educational/vocational choices.

Establishment stage age

early/middle adulthood, often around 25-44

establishment substages/key tasks

stabilizing: settle in and learn the job

consolidating: become competent and recognized

advancing: assume more responsibility or higher level work

establishment stage definition

the person enters and becomes established in work life; the issue is to just choosing but becoming effective and secure in the chosen role

Maintencance/management stage age

middle adulthood, often about 45-64/65

Maintencance/management substages and key tasks

renewing, holding, updating, and innovating: preserving values gains while adapting to change

Maintencance/management definition

the person manages an established career and life structure, updating skills and roles as conditions change

Disengagement stage age

later adulthood, often 65+

disengagement substages/key tasks

deceleration, retirement planning, retirement living, reducing work-role centrality and increasing other roles

disengagement stage definition

the person gradually disengages from full work participation and reconstructs identity around other life roles

recycling/minicycle stage age

can occur at any age

recycling/minicycle substage/key tasks

a person may resist exploration, establishment, or other tasks after change, loss, dissatisfaction, promotion, illness, caregiving, or role transition

recycling/minicycle stage definition

career development is not strictly linear. A later event can send a person back through crystallization, specification, and implementation again.

super’s model is not

rigid: people may recycle through earlier tasks when self concept, work, family roles, health, or opportunity structures change