Adult Career

Crises and
Transitions
 Let’s Define them first!

CRISIS
- a more negative term and refers to a
situation in which a person has to
develop new methods of dealing with a
problem that has arisen rather suddenly
 Let’s Define them first!

- refers to movement from one

stage to another. Transitions may TRANSITION
be quite smooth, such as the
transition from the establishment to
the maintenance stage, provided an
individual experiences relatively
few abrupt changes in his or her
career pattern
 TYPES OF TRANSITIONS
according to Schlossberg

• Anticipated - events that will happen in the life span of

most individuals, such as graduating high school,
getting married, starting a job, and retiring. Can be
voluntary or involuntary (Class of Transitions)
• Unanticipated - those that are not expected. Examples
include the sudden death of a family member or being
fired or transferred from a job.
• Chronic Hassles - situations such as a long commute
to work, an unreasonable supervisor, concern with
deadline pressures, or unsatisfactory physical
conditions.
• Nonevent - something that an individual wants to
happen but that never occurs.
 CAREER
TRANSITIONS
 NORMATIVE ROLE
TRANSITION
● Anticipated and voluntary (e.g. starting your first full-time job)
● Occurs in Super’s exploration stage
● Become crises when not anticipated

5 categories of normative transitions that people experience in work roles similar to

Marvis and Hall’s “boundaryless” careers:
1. • Entering or reentering a labor pool
2. • Taking on a different role in an organization
3. • Moving from one organization to another
4. • Changing professions
5. • Leaving the labor pool
 KALEIDOSCOPE CAREER

- The Kaleidoscope Career Model suggests that “Like a

kaleidoscope that produces changing patterns when the
tube is rotated and its glass chips fall into new
arrangements, women shift the pattern of their careers by
rotating different aspects of their lives to arrange roles and
relationships in new ways”
 KALEIDOSCOPE CAREER
There are 3 paramteres in the Kaleidoscope Career Model:

1. Authenticity - defined as the being true to oneself in the midst of

the constant interplay between personal development and work and
nonwork issues.

2. Balance - defines as making decisions so that the different

aspects of one’s life, both work and nonwork, form a coherent
whole

3. Challenge - defined as engaging in activitieS that permit the

individual to dmeonstrate responsibility, control, and autnomy
while learning and growing
 KALEIDOSCOPE CAREER
Because women’s career development is influenced by family and
other issues more than men’s career development, the kaleidoscope
model can be particularly applicable to women (Sullivan &
Mainiero, 2007). In a study of 14 women between the ages of 64
and 84, these women described meaningful events in their lives that
exemplified authenticity, balance, and challenge. The kaleidoscope
model can be useful for organizations and human resources
managers by providing a rationale for programs that recognize
women’s role in the family (Sullivan & Mainiero, 2007, 2008). For
example, organizations can provide opportunities for sharing jobs,
part-time work, or work at home (Sullivan & Mainiero, 2007). The
kaleidoscope model can be used for men as well as women, but the
kaleidoscope model takes into account the complexity of work
issues for women.
BOUNDARYLESS
CAREER
Boundaryless careers are those in which individual
workers can move across boundaries between employers
and/or work units within employers, develop their careers
via extraorganisational networks or information, and
reject existing (conventional) career opportunities for
work-related or nonwork-related reasons (Arthur, 1994;
Eby, Butts, & Lockwood, 2003).
 PROTEAN CAREER
The protean career represents a new type of career contract in which careers are flexible
and dynamic and managed by the individual instead of the organization. Success is
determined based on internal rather than external measures, as the individual moves
between jobs and organizations. Responsibility for success is dependent upon the
individual, who engages in self-directed, continuous learning throughout the lifespan
(London & Bassman, 1989; London & Smither, 1999).

The word protean is a term derived from an ancient Greek god of the sea,
Proteus, who was known for being able to change shape; thus, protean has become an
adjective associated with characteristics of flexibility, adaptability, and versatility.
THE CAREER TRANSITION INVENTORY
The Career Transitions Inventory (CTI) is a 40-item Likert format measure designed to
assess an individual’s internal process variables that may serve as strengths or barriers
when making a career transition. For purposes of this instrument, the term career
transition was defined as a situation in which any of the following kinds of career
changes were being considered: (a) task change—a shift from one set of tasks to
another set of tasks within the same job and same location (e.g., a software designer
changes into software sales), (b) position change—a shift in jobs, with the same
employer or a different employer (e.g., a secretary moving to a different department
within the same company), or (c) occupational change—a transition from one set of
duties to a different set that might include a new work setting (e.g., a farmer becomes a
factory worker).
THE CAREER TRANSITION INVENTORY
To assess how well individuals believe they have made career transitions, Heppner, Multon, and
Johnston (1994) developed the Career Transitions Inventory. Its five subscalesmeasure
readiness, confidence, control, perceived support, and decision independence (Heppner, 1998).
• Readiness refers to how motivated an individual is to make a career transition.
• Confidence refers to an individual’s sense of self-efficacy in being able to make a
successful transition.
• Control refers to the degree to which individuals feel that they can make their own
decisions.
• Perceived support refers to how much support indi_x0002_viduals feel they get from
family and friends.
• Decision independence refers to the extent
• to which individuals make the decisions based primarily on their own needs or whether
they are considering the needs and desires of others.
 NONNORMATIVE CAREER EVENTS

Nonnormative career events are far more likely to become crises than normative transitions.
Perhaps the most common, as well as one of the most deeply disturbing, is loss of
a job. Being fired or laid off is a devastating experience for many people.
When the essence of one’s career is disrupted through job termination, this stability can turn
into instability. If a person is fired at the beginning of his or her career (the exploration stage) or
6 months before planned retire_x0002_ment (the disengagement stage), the disruptions may be
easier to handle. Other nonnormative events are promotion, transfer, or demotion to another
job. Although less dramatic than termination, these changes are likely to be most powerful in
the establishment and maintenance stages. When these events are unanticipated, as they often
are, the experience can be traumatic, more so than both normative and persistent occupational
problems.
 PERSISTENT OCCUPATIONAL PROBLEMS

Persistent occupational problems are career problems that persist for a long period, causing a cumulative
effect that can lead to a transition crisis.

 unpleasant physical working environment

 pressures on the job
 rewards of the job decrease—in the form of a pay decrease, a smaller commission rate, fewer
vacation days, a lack of recognition for performance by superiors, or being given less interesting
work tasks
 work relations with colleagues and superiors
Reaction to a crisis or a transition takes place over time. In their
study of transition, Moos and Tsu (1976) identify two basic phases:
the first phase is directed toward dealing with and decreasing the
stress that comes with the crisis; the second is directed toward
attending to details of the crisis so that one can return to normal
life.

In an intensive study of 22 managers and professionals who had

lost their jobs, five strategies were found to help individuals
improve their view of themselves:
1. Redefining the meaning of being unemployed
2. Being aware of one’s accomplishments
3. Restructuring one’s time
4. Forming partnerships to improve one’s accountability
5. Helping others (Garrett-Peters, 2009)
 Although positive growth may occur after involuntary work changes, severe reactions
often take place, and individuals may seek the help of an outplacement counselor.

Outplacement counselors often have several functions. They help individuals deal
with the shock and negative emotional impact of the career disruption. They also help
individuals assess their current situation, abilities, values, and interests. From this
information, they help their clients set career goals and develop strategies for a constructive
job search. Depending on the client’s needs, the search may be for a job similar to the one
that was lost, or it may lead to new training and education. Common skills that are taught by
outplacement counselors are résumé writing, interviewing techniques, and locating job or
educational opportunities. In some situations, outplacement counselors work directly for a
firm or may be hired on a consulting basis by a firm. Less frequently, individuals may seek
out the private services of an outplacement counselor to help them deal with involuntary
transitions.
HOPSON
AND
ADAMS
MODEL OF
ADULT
TRANSITIO
N
 1. IMMOBILISATION
The initial shock that occurs when finding
out that one has been fired or laid off is
an example of immobilization. The person
is overwhelmed, unable to make plans, and
perhaps even unable to respond verbally.
The period of immobilization can be a few
moments or a few months. How long the
period lasts depends on the nature of the
eventand the psychological makeup of the
individual.
2. MINIMIZATION
Minimization refers to the desire to make
the change appear smaller than it is. Often,
an individual will deny that the change is
even taking place or will tell himself or
herself that the event really does not matter
and that things will be perfectly fine
anyway.
 3. SELF-DOUBT
Doubting oneself and one’s ability to
provide for oneself and for one’s
dependents.
Common reactions are anxiety due to not
knowing what will happen, fear of the
future, sadness, and anger
4. LETTING GO
The individual next starts to let go of the
anger, tension, frustration, or other feelings.
This is the time when the person accepts
what is really happening to him or her. The
individual detaches himself or herself from
the original situation and starts to look
toward the future.

5. TESTING OUT
At this point, individuals may develop a
burst of energy, a sense of “now I can
handle it.” In fact, sometimes they will
describe the way things should be. They
may have advice for others in the same
situation. In a career situation, an individual
may have thoughts
about how he or she is going to network
(that is, talk to other significant people in
the field) and move forward.
6. SEARCHING FOR
MEANING
In the search-for-meaning stage, an
individual seeks to understand how events
are differ_x0002_ent and why. This is a
cognitive process in which people try to
understand not only the feelings of others
but also their own.
 6. INTERNALIZATION
The final phase of dealing with
transitions, internalization, implies a
change in values and lifestyle. The
individual may have developed new
coping skills and has grown
emotionally, spiritually, or cognitively
as a result of going through a difficult
crisis.
CAREER CRISES AFFECTING WOMEN

● DISCRIMINATION
● TEMPORARY
REENTRY INTO AND
LEAVE-TAKING
FROM THE LABOR
FORCE
● SEXUAL
HARASSMENT
 Sexual harassment is a form of sexual discrimination that includes sexual threats,
sexual bribery, sexual jokes or comments, and touching that interfere with a person do_x0002_ing
her job (Betz, 2005; Berdahl & Raver, 2011; Markert, 2010; and Roscigno, 2007). Are sexual
innuendoes or sexual jokes harassment? Till (1980) describes five levels of harass_x0002_ment,
which Fitzgerald and Shullman (1985) built on in developing the Sexual Experience Questionnaire.
Listed in order of increasing severity, these levels are helpful in defining the different types of sexual
harassment that women may experience (DeSouza & Solberg, 2003). The levels are as follows:

Level 1—Gender Harassment: Gender harassment refers to verbal remarks or non_x0002_touching

behavior that is sexist in nature. Examples include being told suggestive
stories or being required to listen to rude, sexist remarks.
Level 2—Seductive Behavior: Included in seductive behavior are inappropriate sexual
advances. The individual may attempt to discuss a woman’s sex life or may express
sexual interest in the woman.
 Level 3—Sexual Bribery: Sexual bribery refers to the request for sexual activity in
return for some kind of reward. Often offered by a superior, the bribe may be a
higher grade in a course, an increase in pay, or a promotion.
Level 4—Sexual Coercion: Sexual coercion is the opposite of sexual bribery in that an
individual is coerced into sexual activity by threat of punishment. For example, if a
woman is told that, if she does not engage in sexual activity, she will fail a course,
lose a job, or be demoted, she is being coerced. All outcomes are potentially threaten_x0002_ing to
a woman’s career.
Level 5—Sexual Assault: Such behavior includes forceful attempts to touch, grab,
fondle, or kiss.
 Sexual harassment usually is not a single event, but a series of events
occurring over a period of weeks or months. Gutek and Koss (1993)
describe four stages of reacting to sexual harassment that can occur
over time: confusion and self-blame, fear and anxiety, depression and
anger, and disillusionment. Wright and Fitzgerald (2007), in a study of
72 women who had brought litigation because of sexual harassment,
also found four distinct emotional clusters that are similar to the
following four categories described by Gutek and Koss:
Confusion and self-blame—Individuals may assume the responsibility for being harassed.
They may be upset by their inability to stop the harassment, which may begin to worsen.

Fear and anxiety—Fear for her career or safety may cause a woman to be afraid to drive
home or to answer the phone and may affect her work performance. Her attendance at
work and her ability to concentrate on her work may suffer.

Depression and anger—When a woman recognizes that she is not responsible for the
harassment, she may become less anxious and more angry. If charges are filed, the work
situation may get worse, and the individual may feel despair over her progress on her job.

Disillusionment—The process of bringing charges against a harasser may be long and

arduous and may not always have a successful outcome. Many organizations are not
supportive of women who choose to follow through on harassment charges.
 CAREER CRISES AFFECTING CULTURALLY DIVERSE POPULATIONS

Discrimination is well documented as a major problem in

career development for members of minority groups.

Discrimination is particularly damaging when one is in the

establishment or maintenance phase of one’s career, and
work is important to one’s self-esteem. Several studies have
examined the effect of racial harassment both at work and in
relationships to later health problems. Direct experiences with
discrimination have been related to emotional distress among
Blacks, Latinos,Latinas, Asian Americans, and American
Indians (Carter & Forsyth, 2010). Among Hispanic workers,
racial discrimination was associated with work-related illness,
injury, or assault (Shannon, Rospenda, Richman, & Minich,
2009). Among Japanese Brazilians returning to Japan, racial
discrimination was related to health symptoms, especially for
Japanese individuals with the least education (Asakura, Gee,
Nakayama, & Niwa, 2008).
 Resources

● Sharf, R. (2013). Applying Career Development Theory to Counseling. p. 264-285

● Sullivan, Sherry E. and Mainiero, Lisa A., "Using the Kaleidoscope Career Model to Understand
the Changing Patterns of Women’s Careers: Implementing Human Resource Development
Programs to Attract and Retain Women" (2008). Business Faculty Publications. 63.
● Kost, D., Fieseler, C., Wong, S. (2019). Boundaryless Careers in the Gig Economy: An Oxymoron?
Wiley Human Resource Management Journal.
● www.lifestyleandcareerdevelopment.com/2008/10/adult-career-crises-and-transitions.html
● www.sciencedirect.com/topics/psychology/protean-career
● psychology.iresearchnet.com/counseling-psychology/career-assessment/career-transitions-
inventory/