CAREER COUNSELING

AND DEVELOPMENT

Marie Toni Felichi S. Alcampor, RGC, RPm

Definition of Terms:

• Occupation – specific job or work activity

• Career – the sum total of one’s work experiences
in a general occupational category such as
teaching, accounting. Medicine, or sales.
• Vocation - is an occupation to which a person is
specially drawn or for which he/she is suited,
trained, or qualified
Definition of Terms:

• Occupational Information – data concerning

training related educational program, career
patterns, and employment trends and
opportunities.
• Vocational Education – education that is
preparation for a career in a vocational and
technical field.
Definition of Terms:

• Career Education
– the totality of experiences through which one
learns about and prepares for engaging in work
as part of living.
– A primary responsibility of the school with an
emphasis on learning about, planning for, and
preparing to enter a career
Definition of Terms:

• Career Guidance
– activities that are carried out by counselors in a
variety of settings for the purpose of stimulating
and facilitating career development in persons
over their working
– These activities include assistance in career
planning, decision-making, and adjustment
Definition of Terms:

• Career Coaching
– Helping individuals set
goals, identify
procedures to achieve the
goals, and evaluate
progress toward goal
achievement
– “Coaching” also advise
and encourage the client
to “stay on track”
When does career development
begin?
 TYPES OF CAREERS:
1. Steady (Expert) – little or no job change
2. Linear – Moderate and consistent upward
movement within a single field.
3. Spiral – gradual long-term upward movement in
related fields.
4. Transitory – frequent short term changes in
variable directions among jobs representing
unrelated fields.
REASONS FOR CAREER COUNSELING:

• Know what job is appropriate

• Stress related work issues
• Transitional Work issues
• Loss of job
• Any/all of the above
 THE SCHOOL COUNSELOR’S ROLE IN STUDENT
CAREER DEVELOPMENT

• Career Counseling
– Parental Counseling
– Group Counseling
– Group Guidance
• Career Assessment
– Standardized Tests
– Non Standardized Tests
 THE SCHOOL COUNSELOR’S ROLE IN STUDENT
CAREER DEVELOPMENT

• Resource Person and Consultant

– Active in inquiring materials appropriate to
career planning and decision
– Counselor is aware of computerized information
program
– Aware of sources from which such materials are
obtained
– Opportunities to complement career education
program
 THE SCHOOL COUNSELOR’S ROLE IN STUDENT
CAREER DEVELOPMENT

•Linkage agent
– Counselors active in collaborative efforts
(community agencies and employers)
– School-to-Work Opportunities Act of 1994
– Emphasis on helping the students make
transition from school to work like jobs
shadowing, work-based learning
 COUNSELING GOALS
• Herr and Cramer (1996), outlines the following
counseling goals for career counselors:
– Provide support in building and maintaining positive
attitudes towards one’s worth and dignity
– Provide any and all geographic information
– Explore possible retaining and other avenues for
improving employment opportunities
– Assess the actual reasons for employment difficulties
– Assist in developing job-seeking behaviors
COMPONENTS OF CAREER COUNSELING

• Career Planning
– Career Planning the process by which one
selects career goals and the path to these
goals.
– It means helping students/employees plan
their career in terms of their capacities
within the context of organizational needs.
COMPONENTS OF CAREER COUNSELING

•Career Development
– “for most people a lifelong process of
getting ready to choose, choosing, and
typically continuing to make choices
from among the many occupations
available in our society” (Brown, D. &
Brooks. 1990)
COMPONENTS OF CAREER COUNSELING

•Career Management
– unlike the other phases, is a continuous process
that occurs throughout one's career and not
just at discrete times.
– is the combination of structured planning and
the active management choice of one's own
professional career.
Career Planning & Designing in School
 ROLE OF COUNSELNG PROGRAM IN SCHOOL
SETTING

• Facilitate and enhance the school

contribution towards:
– Learning
– Growth and development
– Prepare youth for work
PRINCIPLES FOR CAREER DEVELOPMENT

• To develop unbiased base

• Career as a way of life and an education as a
preparation for life
• To develop understanding in social-personal
development & career education planning
• To develop understanding bet ween education and
career
PRINCIPLES FOR CAREER DEVELOPMENT

• Develop opportunities to test concepts, skills &

values, that have future career application
• School career counseling and guidance program is
centered in classroom
• Prepare students to cope with dramatic changes
in the world of work
• To develop maturity necessary for making
effective career decisions
 TECHNIQUES FOR PLANNING AND DECISION
MAKING
• Self-Awareness
• Educational Awareness
• Career Awareness
• Career Exploration
• Planning and Decision Making
• Placement and follow-up
• Educational Placement
• Environmental Placement
• Follow-Up
CAREER COUNSELING IN
NON-SCHOOL SETTING
CAREER COUNSELING IN NON-SCHOOL SETTING

• The initial out of

school career
counseling is made
through assistance
of state
employment
services
CAREER GUIDANCE ACTIVITIES ARE BASED ON:

•Review and discussion of applicant’s

qualifications
•Applicant’s interest in relation to available
employment opportunities
•General Aptitude Test Battery, may be used
to further assist the client and counselor in
career planning
GENERAL APTITUDE TEST BATTERY (GATB)

• It is a professional career aptitude test which

measures nine different aptitudes and can be
used to help assess the likelihood that you will be
successful in specific careers or training
programs.
– General Learning Abilities
– Verbal Aptitude
– Numerical Aptitude
– Motor Coordination
 EMPLOYERS SEEK THE FOLLOWING TOP 10
PERSONAL QUALITIES/SKILLS

• Communication •Flexibility
Skills
• Honesty/Integrity •Interpersonal Skills
• Teamwork Skills •Motivation
• Strong work ethics •Computer Skills
• Analytical Skills •Detail-Oriented
 IMPLICATION OF CAREER THEORY FOR
COUNSELORS

• Career development is a process leading to

decision
• Counselors should understand:
– Particular tasks at certain developmental stages
– Interpret and assess individual interest
– Basic human needs and special needs
– Recognize the rapid change in the ways people
work and live
– Update the theories and research
 Thought Paper #2
• What was your first career goal?
• How old were you when this goal surfaced?
• What aspects of this career most appealed to
you?
• What did you think you would have to do to enter
this career?
• Who were the people who helped you materialize
these goals?
Developmental Career Theories
 LIFE SPAN/
(DONALD SUPER) LIFE SPACE
THEORY
 Basic Philosophy
• Personal experiences interact with occupational
preferences in creating one’s self-concept.
• The degree of satisfaction people attain from
work is proportional to the degree to which they
have been able to implement SELF CONCEPT.
• Salience – importance of role to a person
• 3 components:
1. Commitment
2. Participation
3. Values expectations
 Key Concepts
• Life Space
– Roles played by individuals as they progress through developmental
stages
• Self Concept
– It changes over time and develop as a result of experience.
– Self-knowledge is key to career choice and job satisfaction.
• Vocational Maturity
– May or may not correspond to chronological ages; people cycle through
each of these stages when they go through career transitions.
– Completion of the appropriate tasks at each level
– Related more to intelligence than to age
– Most important/vital in making right career decisions
 Key Concepts

• Life-Stage Model
– People experience these roles in the following
theaters: home, community, school, and workplace
– Because people are involved in several roles
simultaneously within several theaters, success in one
role facilitates success in another
– All roles affect one another in the various theaters
• Role of Counselor
– Help clients understand their unique situation and how
their individual development can influence their
various life roles, including career
Growth (Ages 0-14)
Characteristics: Children develop their
capacities, attitudes, interests, socialize their
needs, and form a general understanding of the
world of work.

Career Developmental Tasks

1.Increasing personal control over one’s own life
2.Convincing oneself to achieve in school and at work
3.Acquiring competent work habits and attitudes
4.Becoming concerned about the future
 Exploration (Ages 15-24)
Characteristics: Individuals attempt to
understand themselves and find their place in the
world of work. Through classes, work experience,
and hobbies, they try to identify their interests
and capabilities and figure out how they fit with
various occupations.

Career Developmental Tasks

1.Crystallization of a career preference is to develop and plan a tentative
vocational goal.
2.Specification of a career preference is to convert generalized
preferences into a specific choice, a firm vocational goal.
3.Implementation of a career preference is by completing appropriate
training and securing a position in the chosen occupation.
 Establishment (Ages 25-44)
Characteristics: The
individual has gained an
appropriate position in the
chosen field of work, strives
to secure the initial position
and pursue chances for further
advancement.

Career Developmental Tasks

1.Stabilizing or securing one place in the organization by adapting to the
organization’s requirements and performing job duties satisfactorily.
2.Consolidation of one’s position by manifesting positive work attitudes
and productive habits along building favorable co-workers relations.
3.To obtain advancement to new levels of responsibility
Maintenance (Ages 45-65)
It is the period of continual adjustment, which includes the career
developmental tasks of holding on, keeping up, and innovating.

Characteristics: Individuals
strive to maintain what they
have achieved, update their
competencies and find
innovative ways of performing
their job routines. They try also
to find new challenges, but
usually little new ground is
broken in this period.
Decline (over 65)
Characteristics: It is the period of transition out of the workforce.
Developmental Task:
Individuals encounter the
developmental task of deceleration,
retirement planning and retirement
living. With a declined energy and
interest in an occupation, they
gradually disengage from their
occupational activities and
concentrate on retirement planning. In
due course, they make a transition to
retirement living by facing the
challenges of organizing new life
patterns.
 Developmental
(Havighurst, 1964)
Task Theory
Stages of Growth and Development

Late
Infancy and Middle Adolescence Early Middle Maturity
Early Childhood Childhood (13 to 12 yrs) Adulthood Age (over 60 yrs)
(birth to 5 yrs) (6 to 12 yrs) (18 to 35 yrs) (36 to 60 yrs)
 Basic Philosophy
• Development is continuous throughout the entire
lifespan, occurring in stages, where the
individual moves from one stage to the next by
means of successful resolution of problems or
performance of developmental tasks
• If the person successfully accomplishes and
masters the developmental task, he feels pride
and satisfaction, and consequently earns his
community or society’s approval.
 Basic Philosophy

• The individual is not successful at accomplishing a

task, he is unhappy and is not accorded the
desired approval by society, resulting in the
subsequent experience of difficulty when faced
with succeeding developmental tasks.
• Some developmental tasks evolve out of the
biological character of humans while other tasks
that stem from biological mechanisms
 HAVIGHURST STATES OF VOCATIONAL
DEVELOPMENT

1. Identification with a worker (5-10 years old)

2. Acquiring the basic habit of industry (10-15
years old)
3. Acquiring identity as a worker in the
occupational structure
4. Becoming a productive person
5. Maintaining a productive society
6. Contemplating a productive and responsible life
3 SOURCES OF DEVELOPMENTAL TASKS

1. Physical Maturation
2. Personal Values
3. Pressures of Society
(GINZBERG, GINSBURG, DEVELOPMENTAL
AXELRAD AND HERMA
1951) THEORY
Vocational choice is influenced by 4 factors:

1. Reality
2. Educational process
3. Emotional factor
4. Individual values
Process
Career development is a process evolving over time.
Irriversibility
Although Ginzberg initially viewed career choice as largely irreversible
because of major obstacles introduced by reality, he later modified this
conclusion, reversing his stance on irreversibility. He did however, continue to
stress the importance of early choices in the career decision process.

Compromise
The person attempts to choose a career that will allow him or her to apply, as
much as possible, personal interests and abilities, and will satisfy most of the
individual's values and goals.

The individual weighs the opportunities and environmental limitations and

then assesses how satisfied he or she will be in work and life. As new
information is received, the individual makes compromises and tradeoffs
from earlier positions as he or she builds on earlier development and
accomplishments.
Compromise-Optimize
Eventually Ginzberg rescinded his early assumptions that
the occupational decision making process was limited to
adolescence and early adulthood, accounting instead for
mid-life crisis changes in careers or after-retirement
occupation changes. Therefore the occupational decision
process extends throughout an entire lifetime. Instead of
compromising, Ginzberg reconsidered, people optimize.
 SELF
DEVELOPMENT
(David Tiedman,
THEORY OR
1963)
INDIVIDUALISTIC
APPROACH
 Basic Concepts
• Human career is a process not an outcome and is a
series of occupational roles.
• Career is time-extended working out of oneself
through mechanism as acts of deciding and
mapping out of self.
• Career development is not entering a job or
occupation but rather as “making of a life and the
evolution of existential meaning.”
 Basic Concepts
• Increased self-awareness is important and
necessary in the decision making process.
• Attention is directed towards affecting change
and growth through adjustment to the existing
career social systems.
• Adaptation to working environment for
meaningful peer group affiliation and work
performance is stressed.
Period of Anticipation
Period of Implementation and Adjustment
DIFFERENT TYPES OF DECISION MAKING

1. Planning – recognition of responsibility

and anticipation of consequences
2. Intuitive – reliance heavily on feelings.
3. Dependent – relies heavily on other peer
ideas.
 DEVELOPMENTAL THEORY
OF OCCUPATIONAL
ASPIRATIONS/ THEORY OF
(LINDA GOTTFREDSON, 1981)
CIRCUMSCRIPTION,
COMPROMISE, AND
SELFCREATION
 BASIC CONCEPTS

• How people become attracted to certain

occupations
• SELF-CONCEPT – people want jobs that are
compatible with their self-images
• Key determinants:
– Social class
– Level of intelligence
– Experience with sex-typing
 BASIC CONCEPTS

• Genetic Influence and Environment – career

development is viewed as self-creation process
• Social Space – zone of acceptable alternatives;
view of where he/she fits or would want to fit in
the society
• occupational aspirations = compatibility +
accessibility
FOUR PROCESS GUIDING CAREER CHOICE

1. Cognitive Growth (cognitive map of occupation;

enhance learning)
2. Self- creation (self-directed development of self;
optimize experience)
3. Circumscription (elimination of least favored
vocational alternatives)
4. Compromise – accommodation to constraints on
implementing most favored alternatives.
 STAGES OF INDIVIDUAL DEVELOPMENT

1. Orientation to Size and Power (Age 3-5)

2. Orientation to Sex Roles (Ages 6-8)
3. Orientation to Social Valuation (Age 9-13)
4. Orientation to Unique, Internal Self (Ages 14
and Older)
• Counselors must prevent inappropriate
circumscription by promoting self-insight.
Stage 1: Orientation to Size and Power (age 3 to 5)
Pre-school children and kindergarten classif y
things simply as: strong and weak, big and small,
adult and child. They know their place as a child
who is weak, and that they should desire to be an
adult who is strong.

Stage2: Orientation to Sex Roles (age 6 to 8)

Children make distinctions based on
broad gender categories and learn
to assign activities and roles to
those categories. Boys and girls
learn about what are acceptable
boy and girl roles, in spite of their
natural inclinations.
Stage 3: Orientation to Social Valuation (age 9 to 13)
They begin to conceptualize jobs as abstract
collections of activities and assign a social value:
which occupations are higher up the social ladder
or which pe rs on a l at t r ib u te s (e spe ci a l l y
academic ability) help individuals get higher-level
jobs. They eliminate occupations that are too
low in prestige, as well as that seem out of reach
in terms of ability or effort required.

Stage 4: Orientation to Internal, Unique Self (age 14+)

They now seek roles that are compatible with their

personal, psychological selves. They replace idealistic
aspirations with realistic aspirations based on what
they perceive are accessible options aligned with who
they believe to be.
Act of Compromise

Compromises are based primarily on generalizations

formed about occupations or “cognitive maps” of
occupations.
 ADULT CAREER
(NANCY SCHLOSSBERG, DEVELOPMENT
1984) THEORY / ADULT
TRANSITION THEORY
 BASIC PHILOSOPHY
• Transition is an event or non-event that results
in change. It is characterizes by a change in roles,
relationship and routines.
• An event is something that happens such as
getting married, having a child, getting a job. A
non –event is something that you expected and
wanted to happen but it don’t like getting a
promotion
 BASIC PHILOSOPHY
• Adults continuously experience transitions.
• Adults’ reactions to transitions depend on the type
of transition, their perceptions of the transition,
the context in which it occurs, and its impact on
their lives.
• A transition has no end point; rather, a transition
is a process over time that includes phases of
assimilation and continuous appraisal as people
move in, through, and out of it
 TYPE OF TRANSITION
• ANTICIPATED TRANSITIONS: ones that occur
predictably, such as graduation from college
• UNANTICIPATED TRANSITIONS: not predictable or
scheduled, such as divorce or sudden death of a
loved one
• NON-EVENTS: transitions that are expected but
do not occur, such as failure to be admitted to
medical school
 TYPE OF NON-EVENTS
• PERSONAL NON-EVENT: related to individual
aspirations
• RIPPLE NON-EVENT: felt due to a non-event of
someone else
• RESULTANT NON-EVENT: caused by an event
• DELAYED NON-EVENT: anticipating an event that
might still happen
 BASIC PHILOSOPHY
• CONTEXT refers to one’s relationship with the
transition and to the setting in which the
transition takes ace.
• IMPACT is determined by the degree to which a
transition alters one’s daily life.
Moving in Moving Through Moving Out

Integration and Establishment

The 4S System
1.Situation
2.Self (coping skills, experience, outlook)
3.Support
4.Strategies

•A person’s “assets and liabilities” in each of these sets are the

determinants for evaluating how well Moving in Moving Out Moving
Through TRANSITIONING 5 they will cope with the transition.

•Different individuals react differently to the same type of

transition and the same person reacts differently at different times.
 THE 4 S SYSTEM OF TRANSITION
• SITUATION
– Trigger: What precipitated the transition?
– Timing: Is the transition considered “on time” or “off time” in terms of one’s so ial
clock?
– Control: What aspect of the transition does the individual perceive as being
within his/her control?
– Role Change: Is the role change involved and, if so, is it viewed as a gain or a loss?
– Duration: Is it seen as permanent, temporary, or uncertain?
– Previous experience with a similar transition: How effectively did the person
cope then, and what are implications for the current transition?
– Concurrent Stress: Are other sources of stress present?
– Assessment: Who or what is seen as responsible for the transition , and how is
the individual’s behavior affected by this person?
 THE 4 S SYSTEM OF TRANSITION
• SELF
– Personal and demographic characteristics affects how an individual views life such
as: gender, socioeconomic status, stage of life, state of health, ethnicity, and age
—“directly effects how a person perceives and assesses life)
– Psychological resources include ego development, outlook, commitment and values
(tools use to cope)
• SUPPORT
– key to handling stress, can include, intimate relationships, family units, net work
of friends, co-workers, and institutions/communities
• STRATEGIES
– Coping responses: (1) those that modify the situation, (2) those that control the
meaning of the problem and (3) those that aid in managing the stress in the
aftermath
CAREER SATISFACTION THEORIES
 (FRANK PARSONS, 1909
TRAIT AND
AND EDMUND WILLIAMSON,
1939)
FACTOR
THEORY
 BASIC PHILOSOPHY
• Assessing individual’s trait through objective
measures and then matching these traits to
those typically required for successful
performance in a given area would enable the
counselor to provide objective assistance in
seeking career directions.
• This is the oldest and most durable approaches to
career counseling.
PARSON’S THREE PRINCIPLES OF CAREER THEORIES

1. Have a clear understanding of one’s self or

SELF CONCEPT
2. Have an understanding of the different
lines of work
3. Have a reasoning of the relationship of
these t wo. (TRUE REASONING)
 PRINCIPLES
• Choosing a vocation is better than hunting a job
• Choosing a vocation involves self-analysis
• The youth should have a large survey of the field of
vocations.
• Expert advice must be better and safer for a young
person than absence of it.
• Special effort is made to develop analytic power/true
reasoning.
• Vocational counselor should have a high degree of
industrial knowledge.
CHOOSING A VOCATION (FRANK PARSONS)

The seven stages of career counseling

1.Personal Data
2.Self-Analysis
3.Client’s own choice and decisions
4.Counselor’s analysis
5.Outlook on vocational field
6.Induction and advice
7.General helpfulness
 EDMUND WILLIAMSON

• Counselor to give counselee information about

himself, his opportunities, and problems
• Counselor guide the discussion and suggest action
to take
• Information is obtained from multitude of data
• Counselor evaluates the facts objectively
eventually leading the counselee to make
decisions.
EG WILLIAMSON CAREER COUNSELING PROCESS

1. Analysis – collecting data, summarizing,

organizing
2. Diagnosis – Formulation of hypothesis & case
analysis
3. Prognosis – counselor’s prediction of the future
development of the client case.
4. Counseling – development of insight by the client
5. Follow up
 VALUE BASED
(DUANE CAREER
BROWN, 1996)
DEVELOPMENT
MODEL
 BASIC PHILOSOPHY
• Basic values influence career choices more than
our interests.
• Values are benchmarks of our standard of
behavior
• Work occupations and organization have value
structures
• Value system match bet ween the worker and the
occupation result to congruence.
 BASIC PHILOSOPHY

• Values are “beliefs that are experienced by

individual as standards regarding how he or she
should function” (Brown, 2003)
• Values are important not only in the selection of
life roles but also in the satisfaction derived
from life roles (Brown & Crace, 1996)
 BASIC PHILOSOPHY

• Brown’s theory attempts to draw attention to

the function of values in decision-making and
career counseling as well as to set of values into
the broader context of life roles.
• Values develop because of interactions bet ween
innate personal characteristics and external
experiences.
 BASIC PHILOSOPHY

• Individuals are exposed to different values

throughout their lives from many different
sources, such as family, peers, environment and
the media
• An individuals cultural background, gender,
socioeconomic status affect the type of
opportunities and experiences they encounter.
 BASIC PHILOSOPHY

• Career decision making will be difficult for clients

that are unsure of what their values are of if
they have conflicting values (Seligman, 2004)
• Decisions are based on value priorities, thus if
values are not prioritized decisions cannot be
wisely made.
 KEY CONCEPTS
• Values – beliefs as standards how he/she functions
• Work Values – values that individuals believe should be
satisfied as a result of their participation in the work
– Expressed – influenced by other people’s values
– Implied – authentic self-knowledge
• Crystallized Values – value labeled as meaningful to the
individual
• Congruence – values are benchmarks of our standard of
behavior; happens when there is a match bet ween the
worker and the occupation’s values
ROLES OF VALUES IN CAREER DECISION MAKING
(Brown & Crace, 1996)

• Work values that are high in priority are the most

important determinants of choice from among
alternatives.
• An individual’s value system is learned from the society
they grow up in, and thus this society is of great influence
when career decisions are made.
• Culture, sex and socioeconomic status affect the
opportunities an individual is offered.
• Choices that are in line with an individual’s values is
essential to career satisfaction.
ROLES OF VALUES IN CAREER DECISION MAKING
(Brown & Crace, 1996)

• Life satisfaction is the result of role

interaction.
• An individual’s level of functioning correlates
with their values; high functioning individuals
have crystallized and prioritized values.
• Success in any role depends on the abilities
required to perform the role’s functions.
(JOHN HOLLAND, 1959)
SELF-DIRECTED
SEARCH
 BASIC PHILOSOPHY
• “People search for environments that will let
them exercise their skills and abilities, express
their attitude and values and take on agreeable
problems and roles (Holland, 1997)”
• Behavior is determined by an interaction
bet ween personality and environment
• The choice of vocation is an expression of
personality.
 Four Assumptions
1. People could be categorized as one of the
following: RIASEC
2. There are six career environments (RIASEC)
3. People search for the environments that will let
them exercise their skills and abilities, express
their attitude and values and take on agreeable
problems and roles.
4. Behavior is determined by the interaction
bet ween personality and environment.
• An individual’s
personality is a
composite of
several of the
types—each
individual having
a unique
combination.
 FOUR THEORETICALLY DERIVED DIAGNOSTIC
INDICATORS ARE CENTRAL TO HOLLAND’S THEORY:

• CONGRUENCE, is Holland’s term for the degree of

fit bet ween an individual’s personality and the
type of work environment in which he or she
currently resides or anticipates entering.
• AES = film editor Congruent
• AES = Biological scientist – highly incongruent
• Consistency, is a
measure of the
internal harmony
or coherence of
an individual’s
type scores.

• Consistency is calculated by examining the position of

the first t wo letters of the three-letter code on the
hexagon.
 COMPOSITE
(ROBERT HOPPOCK, 1967)
THEORY OF
OCCUPATIONAL
CHOICE
 KEY CONCEPTS

• Vocation development begins with the

first awareness that a job can help
meet one’s needs and continues as the
person is better able to anticipate how
potentially satisfying a particular
career could be as compared with
others.
 KEY CONCEPTS

• Once a person becomes aware of other

jobs that could satisfy personal needs,
then occupational choices are subject to
change.
 KEY CONCEPTS

• The degree of job satisfaction can be

determined by assessing the difference
bet ween what a person wants from a job
and what he/she actually has attained.
• Hoppock stressed that the function of
the job is satisfying personal needs
 10 BASIC POSTULATES OF HOPPOCK

1. Occupations are chosen to meet needs.

2. The occupation that we choose is the one that we
believe will best meet the needs that most
concern us.
3. Needs may be intellectually perceived, or they
may be only vaguely felt as attractions which
draw us in certain directions. In either case,
they may influence choice.
 10 BASIC POSTULATES OF HOPPOCK

4. Career development begins when we first become

aware that an occupation can help to meet our needs.
5. Career development progresses and occupational
choice improves as we become better able to anticipate
how well a prospective occupation will meet our needs.
6. Information about ourselves affects occupational
choice by helping us to recognize what we want and
what we have to offer in exchange.
10 BASIC POSTULATES OF HOPPOCK
7. Information about occupations affects occupational
choice by helping us to discover the occupations that
may meet our needs, what these occupations offer to
us, and what they will demand of us.
8. Job satisfaction depends upon the extent to which
the job that we hold meets the needs that we feel it
should meet. The degree of satisfaction is determined
by the ratio bet ween what we have and what we
want.
 COUNSELORS’ ROLES
1. Stimulate the client’s self-awareness of interest
and needs, including the clarification of values.
2. Promote insight into that which gives life personal
meaning.
3. Provide accurate and complete occupational
information.
4. Help match the client’s perceived strengths and
weaknesses with occupations likely to provide
maximum need satisfaction.
 IMPLICATIONS FOR COUNSELORS
1. The counselor should always remember that the
needs of the client may differ from the needs of
the counselor.
2. The counselor should operate within the
framework of the client’s needs.
3. The counselor should provide every possible
opportunity for the client to identify and to
express his/her own needs.
IMPLICATIONS FOR COUNSELORS
4. The counselor should be alert in noticing and
remembering the needs that the client reveals.
5. The counselor should help the client gather
information about occupations that may meet his/
her needs.
6. The counselor should help the client anticipate
how well any contemplated occupation will meet the
client’s needs.
IMPLICATIONS FOR COUNSELORS
7. The counselor should stay with the client through
the process of placement in order to provide the
further counseling that will be needed if the desired
job is not available.
8. The counselor should follow-up with the client
some months after placement in order to see how
well the job is meeting the needs that the clients
thought it would meet.
 (RENE DAWIS AND THEORY OF WORK
LLOYD LOFQUIST, 1984) ADJUSTMENT
 KEY CONCEPTS
• People have 2 kinds/types of needs
– Biological
– Psychological
• Work environments have “requirements” that are
analogous to the needs of individuals
– Workers select jobs with the perception that the job
will satisfy their needs
– Workers are selected because of the perception that
their skills will meet the needs of the workplace
 KEY CONCEPTS
• Person-Environment Fit
– Satisfaction – P is satisfied with E
– Satisfactoriness – E is satisfied with P
– RESULTS IN TENURE
• Correspondence – when the environment and the
individual continue to meet each other’s
requirements
• Work Adjustment – process of achieving and
maintaining correspondence
Person–Environment Correspondence Theory
 SIX KEY VALUES THAT INDIVIDUALS SEEK TO
SATISFY:
1. Achievement — conditions that encourage accomplishment and
progress
2. Comfort — conditions that encourage lack of stress
3. Status — conditions that provide recognition and prestige
4. Altruism — conditions that foster harmony and service to others
5. Safety — conditions that establish predictability and stability
6. Autonomy — conditions that increase personal control and
initiative
7. The degrees of satisfaction and satisfactoriness are seen as
predictors of the likelihood that someone will Stay in a job, be
successful at it and receive advancement.
 FORMS OF ADJUSTMENT
• When the lack of correspondence is so great that
flexibility is no longer viable, some form of adjustment
often takes place.
1. Active adjustment
2. Reactive adjustment
• Persistence
– The extent to which individuals or environments will keep
trying to adjust before giving up. When no further
adjustment is possible, something more dramatic happens —
the person leaves the job or they are fired.
Psychodynamic Theories of Career
 THEORY OF
(ANNE ROE, 1956) OCCUPATIONAL
CHOICE
 BASIC PHILOSOPHY

•Early childhood experiences and parent-

child relationships are related to career
choices.
•Likely to choose a work situation that
reflects the psychological climate of home
grew up in.
PARENT-CHILD INTERACTION PATTERNS

1. emotional concentration on the child,

further classified as being overprotective
or overdemanding
2. avoidance of the child, further classified
as emotional rejection or neglect
3. acceptance of the child, further classified
as casual or loving.
Two basic orientations, either toward or not
towards persons and these are related to early
childhood experiences and can in tern be related
to an occupational choice.
Two major categories of occupation:
1. Person oriented (warm and accepting parents)
2. Non person-oriented (cold and rejecting
parents)
 ROE’S PROPOSITIONS

1. Occupation is potentially the most

powerful source of individual
satisfaction at levels of needs.
2. Social and economic status depend
more on the occupation of an individual
 OCCUPATIONAL CHOICE THEORY
1. Professional & managerial 1: Independent
Responsibility
2. Professional & Managerial 2: less independence
3. Semiprofessional & small business: Moderate
responsibility for others
4. Skilled: Training is required
5. Semiskilled: On-the -job training or special schooling
6. Unskilled: Little special training is required.
Individuals only need to follow basic directions.
 EIGHT OCCUPATIONAL GROUPS

1. PEOPLE (SERVICE)
2. BUSINESS CONTACT
3. ORGANIZATION
4. TECHNOLOGY
ROE’S CLASSIFICATION 5.NATURAL PHENOMENA
(OUTDOOR)
6. SCIENCE
7. GENERAL CULTURAL
8. ARTS & ENTERTAINMENT
 PSYCHODYNAMIC
(EDWARD BORDIN, 1990) MODEL OF CAREER
CHOICE
 BASIC PHILOSOPHY
• Edward Bordin’s Model was based upon how
individuals want to choose a career which brings
them the same joy that they get whenever they
play.
• He applied the psychodynamic theory to career
choice.
• Psychodynamic theory believe that childhood
experiences shape one’s personality.
 BASIC PHILOSOPHY
• Edward Bordin believes that no matter our age,
we all have urge to play because it is an
intrinsically satisfying activity and gives us
pleasure and joy.
• This carries over when people are choosing
careers. We want to have a job that gives us
satisfaction and is something that we enjoy
doing.
 IN OUR EARLY YEARS...
• We develop an identity which is influenced by our
parents when we are young.
• Bordin recognized that sex roles are determined
biologically and culturally when we develop identity
as well as the level of parental support and
nurturance and the need to be unique but accepted by
others.
• Other influences on our personality include economic,
cultural, geographical and accidental factors.
 PLAY
• The urge to play is unconscious and influences
how our personality develops and its relation to
all aspects of our jobs (training, job entry and job
change)
• How we play changes as we develop.
 COMPULSION
• Compulsion and effort are closely related.
• Our experiences with compulsion and effort
determine how closely our work becomes our play.
• Can be determined by parents
• We can still experience compulsion when the
emphasis is stopped. This is when work and play
becomes distant.
• Compulsion may stop when external pressure stops.
 BASIC PHILOSOPHY
• Our career can be determined by external and
internal reasons.
A. External Reasons: can include whether or not it
requires a degree, the salary, job training etc.
B. Internal Reasons: include the desire for work
satisfaction
• When making a decision, we conduct a self-
assessment to see if we would be happy with our
choice.
 TREE
• Bordin used a model of a tree as a metaphor for
career choices.
 HOW THIS APPLIES TO CLIENTS
• May benefit: those who had opportunities to
play when they were younger and have means to
obtain the career choice that would allow work
and play to be interrelated.
• May NOT benefit: those who did not play much as
a child or who do not have the means to obtain
their career choice.
 BASIC PHILOSOPHY
• Early childhood account for work motivation and
development of personality. Individuals seek
enjoyment in work as in other areas of their lives.
• Play is intrinsically satisfying and it is the
satisfaction of simply engaging in an activity
which distinguishes play from work.
• Individuals express their needs for play in work as
in other areas of their lives by looking for
something they will enjoy doing.
 Early Development
(Work and Play)

• Play and work are fuse in young children and that

through the process of development and
socialization, they become demarcated.
• As children mature, play becomes more complex
and they become aware of the effort needed to
achieve mastery as well as the external pressure
of others (distinguishing play from work)
 Identity Development
• It is during the early years that individuals build a
unique identity drawing to some extent from the
influence of their parents.
• Bordin acknowledges the biologically and culturally
determined sex roles in identify development as well
as the level of parental support and nurturance and
the need to be unique from but connected to others.
• Identity is unconscious process where individual
draw from aspects of his family.
 Career Choice

• The evolution of personality as the mechanism

which guides cognitive process at times of career
choice, whether those point have arises for
external and internal reasons.
• In making a career choice, individual conducts a
self- assessment and gauges the probabilities of
success based on intrinsic satisfaction.
LEARNING THEORIES
 LEARNING THEORY
(KRUMBOLTZ AND NICHOLS,
1990) OF CAREER
COUNSELING
 BASIC CONCEPTS

•2 KINDS OF LEARNING
– Instrumental – develop preference for
particular activities when their achievements
are rewarded
– Associative – individuals observe the behavior
of significant others and the ways they are
rewarded and punish
 BASIC CONCEPTS

• Self Obser vation Realization – beliefs about one’s

own abilities, interests, values etc.
• Action – implementation of behavior
• Learning experiences especially observational
learning stemming from significant role models
have a powerful influence on career decisions
FACTORS THAT INFLUENCE CAREER DECISION
MAKING
Individual learning experiences over the life span
develop the primary influences that lead to
career choice:
FIVE CRITICAL CLIENT SKILLS
 THE HAPPENSTANCE
(JOHN D. KRUMBOLTZ ) LEARNING THEORY
(HLT)
 BASIC PHILOSOPHY

• HLT posits that human behavior is the product of

countless numbers of learning experiences made
available by both planned and unplanned
situations in which individuals find themselves.
The learning outcomes include skills, interests,
knowledge, beliefs, preferences, sensitivities,
emotions, and future actions
 BASIC PHILOSOPHY
• HLT is an attempt to explain how and why
individuals follow their different paths through
life and to describe how counselors can facilitate
that process
• The interaction of planned and unplanned actions
in response to self-initiated and circumstantial
situations is so complex that the consequences are
virtually unpredictable and can best be labeled as
happenstance
 Four propositions:

(1) The goal of career counseling is to help clients

learn to take actions to achieve more satisfying
career and personal lives—not to make a single
career decision.
(2) Assessments are used to stimulate learning, not
to match personal characteristics with
occupational characteristics.
 Four propositions:

(3) Clients learn to engage in exploratory actions as

a way of generating beneficial unplanned events.
(4) The success of counseling is assessed by what
the client accomplishes in the real world outside
the counseling session
WHY PEOPLE BEHAVE THE WAY THEY DO:

1. Genetic Influences
2. Learning Experiences (Instrumental and
Associative)
3. Environmental Conditions and Events
– Parents and Caretakers
– Peer Groups
– Structured Educational Settings
– The imperfect world
APPLYING HLT TO CAREER COUNSELING:

1. Orient client expectations

2. Identify the client’s concern as a starting place
3. Use client’s successful past experiences with
unplanned events as a basis for current actions.
4. Sensitize clients to recognize potential
opportunities
5. Overcome blocks to action
 SOCIAL COGNITIVE
(LENT, BROWN AND
HACKETT, 1987) CAREER THEORY
(SCCT)
 BASIC PHILOSOPHY
• The primary foundation for this approach lies in
Bandura’s (1986) general social cognitive theory, which
emphasizes the complex ways in which people, their
behavior, and environments mutually influence one
another.
• SCCT highlights people’s capacity to direct their own
vocational behavior (human agency)—to assemble
their own puzzle but acknowledges the many personal
and environmental influences (e.g., socio-structural
barriers and supports, culture, disability status).
 KEY CONCEPTS
• 3 Process Model:
– Self Efficacy (a dynamic set of beliefs that are
linked to particular performance domains and
activities
– Outcome Expectation (personal beliefs about the
consequences or outcomes of performing
particular behavior)
– Personal Goals (refers to one’s intention to engage
in certain activity or to generate a particular
outcome)
 SOURCES OF LEARNING

1. Personal performance accomplishments

2. Vicarious learning
3. Social persuasion
4. Physiological states and reactions.

The process reinforces one’s beliefs in future continues success (self-

efficacy). One is likely to develop goals that involve continuing
involvement with an activity and to narrow the scope to
successful endeavors to focus on and form a career goal/ choice.
 OTHER KEY CONCEPTS

• The interest model specifies that individuals would likely

develop interest in activities that:
– They feel efficacious
– Anticipate that there would be positive outcomes associated with
the activities
• Ability Factor – one’s achievement, aptitude and past
performance
• Career Choice – Choice Model – development of career goals
and choices as function of the interaction among self-
efficacy, outcome expectations and interest over time
 GENERATIONAL
(ALEXA ABRENICA, 2007) TEMPLATE THEORY
 BASIC PHILOSOPHY
• Socialization, positive experience and
availability of successful models in one’s family
are important ingredients in choosing a career.
• Socialization is important in introducing the
child to the ways of living one’s culture.
• Parents are the first agents of socialization.
• The CULTURAL STAMP continues to influence
behavior.
 BASIC PHILOSOPHY
• The career of the parents or other significant
individuals are well observed at close range.
• Positive experiences with the imitation impront
the schema further and lead the way to choosing
similar career options.
• The presence of successful models and positive
experiences enable an individual to do self
evaluation and increase one’s self-confidence.
 BASIC PHILOSOPHY
• These cognitive processes lead to the inclusion of similar career
options.
1. Circuitous career pathing can be explained by lack of Career
Guidance
2. Assess client’s abilities and competencies
3. Collect information about client’s personality
4. Surface information aboutimmediate family environments in
broadening career choices
5. Provide information about career requirements and opportunities
6. Integrate the data so that choices can be narrowed
 Socialization

• A potent process of introducing a child to ways of

doing in one’s culture
• The career or occupation of the parents or others are
well observed at close range thus the child is able to
develop mental schema that are imprinted in the mind.
• This allow for greater appreciation, understanding and
even to the extent of imitation actions or behavior.
Schemas are enhanced if given positive experiences.
 Availability of successful models

• Bandura (1965) stressed the tremendous

influence of successful models in shaping
behavior.
• Career options may include similar if not
same choices.
 Positive Experience

• The presence of successful models coupled

by positive experience with their
activities enables them to do self
evaluation increasing their self confidence
and competencies.
EXISTENTIAL THEORIES
 CONTEXTUAL
(YOUNG, VALACH & COLLIN) CAREER
DEVELOPMENT
 BASIC PHILOSOPHY

• Reality and truth is really in the eyes and

mind of the person
• Individuals find their own paths to career
choice based on personal meaning that life
events have for them
 KEY CONCEPTS

• Contextualism – method of describing events or

actions in an individual’s life and a way in which
counselors understand influences in career
development from an individual’s environmental
interactions
• Action – refer to the whole context in which
action is taken, how events take shape as people
engage in them
 CONSTRUCTIVIST
(M.L SAVICKAS & VANCE THEORY/MODELS OF
PERRY) CAREER
DEVELOPMENT
 BASIC PHILOSOPHY

• People are self-organizing and meaning

makers
• An individual may choose to develop “new
constructs” or write new “stories” in
their life
 KEY CONCEPTS

• There are no fixed meaning or realities in

the world – there are multiple meaning/
realities
• Approach is generally about “LIFE
PLANNING”
• Deriving meaning from personal experience
 CHANCE
(ALBERT BANDURA) ENCOUNTER
THEORY
 BASIC PHILOSOPHY

• People arrive at a particular occupation more by

chance than planning
• Influenced by:
– Environment
– Social Class
– Culture
– Conditions raised in
– Opportunities for education
– Observation of role models
 KEY CONCEPTS

• Chance Factors – result in occupational choice by

an impulse or sudden emotional reactions
• FACTORS INFLUENCING CHANCE ENCOUNTERS:
1. Personal Determinants of Chance Encounter
(entry skills, emotional ties, values and personal
standards)
2. Social Determinants of the Effects of Chance
Encounters
 Social Determinants of the Effects of Chance
Encounters

1. Milieu Rewards – rewards/sunctions

2. Symbolic Environment and Information – images of
reality provided by other than direct experience
3. Milieu Reach and Closedness – relatively closed
milieu
4. Psychological Closedness – beliefs channel social
interactions in ways to create their own
validating realities
 REFERENCES:
• Abrenica, A. (2007). The generation template of career choice. PGCA handouts
• Brown, D. (2002). Career choice and development 4th ed. John Wiley and SonsCochran, L.
(1997). Career counseling: a narrative approach. Thousand Oaks, CA. Sage
• Dawis, R.V. & Lofquist, L.H. (1984) A Psychological Theory of Work Adjustment.
Minneapolis: University of Minnesota Press.
• Gottfredson, L. (1981). Circumscription and compromise: a developmental theory of
occupational aspirations. Journal of Counseling Psychology 28: 545-57
• Krumboltz , J. (2009). The Happenstance Learning Theory. Journal of Career Assessment,
17, 2, 135-154
• Roe, A. (1956). The psychology of occupations. New York: Wiley.
• Roe, A. (1957). Early determinants of vocational choice. Journal of Counseling Psychology,
4, 212-217.
• Savickas, M & Lent, R. (1994). Convergence in career development theories. Palo Alto, CA:
Consulting Psychologist Press, Inc