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COLLEGE OF BTTE MODULE 2 Career Guidance
COLLEGE OF BTTE MODULE 2 Career Guidance
Module in
CAREER GUIDANCE AND COUNSELLING
LESSON 1
Career Theories
There are many career counseling theories, each one offering its own unique view on career
, counseling, and decision making. However, it is argued that many, if not all, of these career
counseling theories hold one or more of the three basic career development components
proposed by Frank Parsons in 1909.
Theories and research describing career behavior provide the “conceptual glue” for
as well as describe where, when and for what purpose career counseling, career education,
career guidance and other career interventions should be implemented. The process of
career development theory comes from four disciplines:
This approach gives explicit attention to behavioral style or personality types as the
major influence in career choice development. This is described as structurally
interactive. Common Themes:
6 Holland Types
Terms:
Differentiation -
Incongruence –
Consistency –
Occupational Knowledge: Understanding information related careers and the work force
True Reasoning: the ability to “bridge the gap” between self-knowledge and occupational
knowledge to create educated career pairings
It is beyond the scope of this project to describe every career counseling theory in existence, so
below only the top three theoretical orientations that would best fit the Youth Counseling Center
are outlined .
Most people can be categorized into one of six personality types: Realistic, Investigative,
Artistic, Social, Enterprising or Conventional (typically referred to as RIASEC)
There also six different types of work environments: Realistic, Investigative, Artistic, Social,
Enterprising and Conventional
Occupation choice tends to be an expression of personality
Members of an occupational group tend to have similar personalities and therefore tend to
respond/behave in similar manners creating characteristic interpersonal environments
Vocational satisfaction, stability, achievement depends on the congruence between one’s
personality and work environment
Page 4 of 12
Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249
This theory falls under the Trait-And-Factor theoretical orientation, as it looks to match
personalities (traits) to work environments (factors). In order to use this theory, counselors must
assess a client’s RIASEC code to be able to explore personality and possible work
environments/career paths. Other key concepts of this theory include:
Theory doesn’t provide insights into how one develops a type or guidance for
working with student.
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Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249
1. Ask the client if they would feel comfortable/willing to use part of a session to take a RIASEC
assessment. Knowing one’s RIASEC code is a crucial element for this theory’s application
2. Be able to give a general description of the RIASEC assessment the client will be taking and
why you think it will be beneficial to the client’s therapeutic treatment
3. Allow the client the proper time, space, and format to take their RIASEC assessment. Be
familiar with the assessment questions so you can help resolve any confusion the client may
have
4. Do not jump to an in-depth full explanation of results with the client. Allow time for the client to
explore their thoughts, feelings, and reactions to their results. It is important to remember your
role as a counselor and not to move into consultant or advisory mode.
5. Further explore results with the client and if applicable use results to guide future sessions
6. Remember the point of CFC is to help the client connect to their greater selves. Be open and
responsive to a client’s experience and reaction to Vocational Choice Theory. There are no
“better” personality/environment clusters and clients may also gravitate towards careers outside
their RIASEC code. Theory should be a guide, not a set of hard and fast rules.
Why it was selected: This theory is a great fit for community mental health settings because it
is an easy way to begin the career counseling process. It allows clients to narrow down their
interests in what can be a large and overwhelming field.
Clients as young as middle school can benefit from this theory but it will typically be used for
those older clients (16-21) looking to enter the work force or focus on finding a college major.
This theory also has strong empirical support in its ability to assess interest and personality. It is
also structured in a way that is user-friendly to newly CFC focused counselors.
Brief description: Career Construction Theory, which is sometimes called Life Design, is post-
modern approach. It is based on the following assumptions and concepts.
Career Adaptability is the resources the individual needs to manage current and anticipated
career transitions. These self-regulation skills enable a client to broaden, define, and engage
their self-concepts into their occupational roles. Adaptability can be broken down into four
dimensions:
Concern: ability to look ahead and prepare for the future. This includes an awareness of
vocational past, future options and preferences. It links present activities to the desired future
Control: belief that one can have control over one’s career. This enables decisiveness and
competence in decision making.
Curiosity: exploring one’s opportunities and the fit between self and different vocational
environments. This can also include exploring one’s own knowledge, skills and abilities, and
clarifying one’s values.
Page 6 of 12
Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249
Confidence: perceived ability to solve problems and to overcome obstacles in order to pursue
their career aspirations.
The degree of someone’s career adaptability depends on the possession of each of the four
resources and their ability to use each of these resources in an associated activity. Thus, in
order to increase one’s career adaptability resources, one may focus on increasing one’s ability
to plan, to make decisions, to explore and to solve problems.
How to implement: Counselors can work Career Construction Theory into the session when
the client is presenting with a career- related problems (typically in older clients) or if the
counselor is building on early career development skills (younger clients). It can be used when
is struggling with their identity and self (as identified by the counselor).
There are several assessments and interventions that use Career Construction Theory including
Value Card Sorts and the Career Construction Interview .
Why it was selected: This theory appears to be most up to date with working world of the 21st
century. Furthermore it has developmental versatility, meaning it could be used with the younger
clients at the Youth Counseling Center.
For example, when using CFC with children, the counselor can work on developing adaptability
skills in session. Telling one’s story can be done through play or art, allowing children to begin
the career construction process.
C. Gottfredson’s Theory of Circumscription and Compromise
Brief description: This developmental career theory. and revolves around the idea that career
development is based on early experiences and perception of power and roles. The theory can
be broken down into three core principles:
Page 7 of 12
Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249
Compromise: making a career decision based on the remaining occupations that fit one’s self-
concept
Self-creation: the self is created through the interaction between genes and the environment
The choice in work is either finding a career that can fulfill self-concept or selecting the “least
bad” option that may not match one’s self
How to implement: Gottfredson gives these four tips to help counselors assist client in
appropriate and accurate circumscription
Page 8 of 12
Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249
The concept of self-efficacy is the focal point of Albert Bandura’s social cognitive theory.
By means of the self-system, individuals exercise control over their thoughts, feelings,
and actions. Among the beliefs with which an individual evaluates the control over
his/her actions and environment, self-efficacy beliefs are the most influential predictor of
human behavior. The level and strength of self-efficacy will determine:
whether coping behavior will be initiated.
how much effort will result.
how long the effort will be sustained in the face of obstacles.
Self-Efficacy - the belief in one’s capabilities to organize and execute the courses
of action required to produce given attainments- is constructed on the basis of:
Self-Efficacy plays the central role in the cognitive regulation of motivation because
people regulate the level and distribution of effort, they will expend in accordance
with the effects they are expecting from their actions.
It is important to understand the distinction between Self Esteem and Self Efficacy.
a. Self-esteem relates to a person’s sense of self-worth.
b. Self-efficacy relates to a person’s perception of their ability to reach a goal.
Motivation- People with higher self-efficacy in a task are likely to expend more effort
and persist longer than with low efficacy. On the other hand, low self-efficacy may
provide an incentive to learn more and prepare better than a person with higher self-
efficacy.
Thought Patterns and Responses- Low self-efficacy can lead people to believe tasks
are harder than they actually are. This leads to poor planning and stress. A person with
higher self-efficacy will attribute a failure to external factors, whereas a person with lower
self-efficacy will attribute it to low ability. (Example: Math Test)
The Destiny Idea- Bandura successfully showed that people with differing self-efficacy
perceive the world in fundamentally different ways. People with a high self-efficacy are
generally of the opinion that they are in control of their own lives: that their own actions
and decisions shape their lives. On the other hand, people with low self-efficacy may
see their lives as somewhat out of their hands and with fate.
Page 9 of 12
Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249
personal attributes,
external environmental factors
overt behavior
In essence, a person inputs (e.g. gender, race) interact with contextual factors (e.g.
culture, family geography) and learning experiences to influence self-efficacy beliefs
and outcome expectations.
However, these are also influenced by contextual factors (e.g. job opportunities, access
to training opportunities, financial resources).
In this theory providing opportunities, experiences and significant adults to impact self-
efficacy in all children becomes vital. Strategic career development interventions will
positively impact young people in the context of this theory.
Career Maturity - Similarity between one’s actual vocational behavior and what is
expected for that stage of development. Career maturity includes readiness to cope
with developmental tasks at a given stage. It is both affective and cognitive.
Most career education programs have been affected by Super’s ideas. They provide
gradual exposure to self-concepts and work concepts in curriculum that represents
Super’s ideas of career development/vocational maturity. (National Career
Development Guideline Standards)
Stages
Substages
Fantasy (4-10 years old) - needs dominate career fantasies and little reality
orientation.
Interest (11-12 years old) - identifies likes/dislikes as basis for career choices
Page 10 of 12
Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249
Capacity (13-14 years old) - more reality incorporated; can relate own skills to
specific requirements of jobs. (Vocational zing the self-concept)
Exploration (Mid-teens through early 20’s) - major tasks are to develop a realistic
self-concept and implement a vocational preference though role tryouts and
exploration; there is a gradual narrowing of choices leading to implementation of a
preference. Preferences become CHOICES when acted upon.
Substages
Establishment (mid 20’s through mid-40’s) - major tasks are to find secure niche
in one’s field and advance within it.
Substages
Trial and Stabilization (25-30 years old) - process of settling down, if
unsatisfactory may make 1-2 more changes before the right job is found.
Development Tasks
Identify the career development stage and set goals for mastery of the
tasks unique to each stage.
Page 11 of 12
Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249
Help student clarify self-concept because any task that enhances self-
knowledge will increase vocational maturity. Then help them relate their
self-knowledge to occupational information.
Expose students to a wider range of careers because occupational options
narrow over time. Consider lifestyle implications and consider the vocational
and avocational relevance of subjects studied in school.
Direct work experiences are vital. Try on roles in real worlds of work.
Supers developmental view of career development in the context of the self allows
for changes over time. This is very appropriate in the 21st Century workplace.
Once again this can be used with clients both presenting with career problems or if the
counselor wants to build career development/general life skills. Counselors should begin by
assessing where the client fits on the developmental model (the ages are guidelines not hard
and fact rules) and working on from there.
Why it was selected: This counseling theory provides a model that is specifically relevant to
the younger clients the Youth Counseling Center serves. It also takes on an advocacy piece that
speaks to the core of the Relational Cultural Theory (which I personal ascribe to). This theory
addresses cultural stereotypes, limitations, and advantages head on, which once again goes .
V.
EVALUATION
VI. REFERENCES
Brewer, J. M. (1942). History of vocational guidance. New York: Harper & Brothers.
Johnston, W. B., & Packer, A. E. (1987). Workforce 2000: Work and workers for the twenty-first
century. Indianapolis, IN: Hudson Institute.
National Center on Education and the Economy. (1990). America’s choice: High skills or low
wages. Rochester, NY: Author.
Norris, W. (1954). Highlights in the history of the National Vocational Guidance Association.
Personnel and Guidance Journal, 33(4), 205-208.
Pope, M. (2000). A brief history of career counselling in the United States. Career Development
Quarterly, 48, 194-211.
W. T. Grant Foundation Commission on Work, Family, and Citizenship. (Ed.). (1988). The
forgotten half: Pathways to success for America’s youth and young families (Final Report).
Washington, DC: Author.
https://courses.lumenlearning.com/sac-counseling116/chapter/introduction-to-counseling-116/
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Super’s Conception of Life Stages and Development Tasks
Growth Exploration Establishment Maintenance Decline
Beginning at Birth Around age 14 Around age 25 Around age 44 Around age 60 & up
Characteristics Characteristics Characteristics Characteristics Characteristics
Development of self-concepts Self-examination, role try-outs, and The individual has found their The individual has already During this stage there is a physical
through identifying with key figures exploring of occupations begin to permanent and appropriate field made a place in the world of and/or mental powers decline. Work
in family. Begin to learn behaviors take place in school, during leisure of work. These years are work, NOW the concern is activity begins to change or cease.
associated with self-help, social activities, and part-time work. considered to be the most how to hold on to it: The individual gradually involves
interaction, self-direction, goal productive and creative years of themselves in other life roles.
setting, and persistence. the life span. Little new ground is
broken; the individual Sub stages
Sub stages Sub stages Sub stages basically maintains their
established work patterns Disengagement (age 60-64) The
Fantasy (4-10 yrs) Needs are a Tentative (15-17 yrs) Needs, Trial (with commitment - age individual may begin to ask for their
priority, fantasy role play is interests, capacities, values, and 25-30) The individual settles Concerns work to be delegated to other
important opportunities are all considered. down. During this stage the Concerned about individuals. They may also become
Tentative choices are made and individual begins to support maintaining present more selective in what they do or how
Interests (11-12 yrs) Likes are tried out. Possible work roles are themselves and their family. status they participate in activities. With the
key in aspirations and activites identified. They begin to develop a lifestyle, Concerned about anticipation of retirement some begin
make use of their abilities and competition from younger to plan carefully, and others gradually
Capacity (13-14 yrs) Abilities Crystallizing a Vocational past training. They may also workers in the or suddenly become aware of the fact
become clear and important with Preference begin to become involved in advancement stage. of impending retirement and plan less
job requirements being Transitions (18-21 yrs) Realistic meaningful interests. carefully.
considered. considerations become valuable
while entering professional training Advancement (age 31-43) Retirement (age 65 & up) Individuals
or work force and individual Individuals begin to become begin to give up their jobs or careers.
attempts to implement self-concept. more focused on their place in They begin to immerse themselves in
their occupation. They become other roles, home life, hobbies, civic
Specifying a Vocational interested in their security and activities, and on occasion studies.
Preference advancement. They also have The cessation of the worker role
Trial-Little Commitment (22-24 the expectation that they will comes to some very easily and
yrs) A seemly appropriate become financially stable and pleasantly and to others with difficulty
occupation has been found, a first move towards challenging levels and disappointment, and to some with
job is tried as potential life work. of responsibility and death.
Commitment is provisional and if independence. This stage may
not appropriate, the individual may become very frustrating if
begin process over of crystallizing, advancement is not forth coming.
specifying and implementing a new
preference.
Tasks Tasks Tasks Tasks Tasks
Developing what kind of Choosing a job preference Becoming stable in a Accepting new limitations Selective reduction in pace and/or
person they want to be Developing a realistic self- chosen occupation Identifying new problems load of work
Realization of the world of concept Consolidating chosen to work on Planning for retirement
work Learning more about occupation Developing new skills Retirement living
Understanding the meaning opportunities Advancement Focusing on essential
of work activities
Presentation of achieved
status and gains