CAREER

GUIDANCE
By:

Christopher P.
Hernandez
U.P. Diliman

07/30/2025 1
 • Career:
• Derived from the French
word “carrier” meaning
“high road” or
“racehorse”
• The course of one’s life
• One’s progress through
life, especially in a
particular pursuit
Career Vs • A life work, profession,
Job occupation
• A profession or other
calling which one pursues
throughout a lifetime
• Development of human
potentials and meaningful
ways of using them

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A career is broader than “job” or
“position”

A career is the course that one’s life

takes as determined by the choices
and decisions she makes in her work,
in education or training, and lifestyle Career
Vs Job
It is what a person is passionate
about; pursues it for a long period of
time, even a lifetime

JOB: what a person does from day to

day according to her job position or
function

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Career Terms Defined

CAREER (Gibson p.286):

the sum total of one’s
CAREER
work experience in a
DEVELOPMENT
general occupational
category

Refers to a
The total constellation of
developmental process, Gibson: that aspect of
psychological,
extending over almost one’s total development
sociological, educational,
the entire life span, that emphasizes learning
physical, economic, and
through which persons about, preparation for,
chance factors that
develop the capacity for entry into, and
combine to shape the
and engage in work as progression in the world
career of any given
part of their total of work.
individual
lifestyle

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Career Development

It is a life-long process of
developing/refining
attitudes, beliefs and values,
Used interchangeably with skills and abilities, interests,
vocational development or personality traits or
occupational development behaviors; discovering
aptitudes; and acquiring
knowledge about the world
of work

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Career Terms Defined

CAREER EDUCATION (Gibson): those

planned-for educational experiences that
facilitate a person’s career development and
preparation for the world of work

OCCUPATION: a specific job or work activity;

3-7 different and significant careers over the
span of a person’s life’s work.

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Career Guidance

Those activities that are

carried out by counselors in a
Encompasses all components
variety of settings for the
of services and activities that
purpose of stimulating and
include career counseling ,
facilitating career development
career information, testing and
in persons over their working
assessment, referrals, etc. in
lifetimes. These activities
institutions , agencies and
include assistance in career
organizations
planning, decision-making, and
adjustment.

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What Career Counseling is
NOT

Giving information
Giving advice or or merely Interviewing to get
prescribing a providing resource facts about a
solution materials for the person
employee to read

Persuading or
arguing for or
Leading the
attempting to
employee to a Exhorting
convince a person
course of action
towards a course
of action

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A person’s career is
shaped by the choices
and decisions she
makes about the
present situation

People change over Assumptions

time. Interests, values, in Career
and needs shift with Counseling
age and changes in
life’s circumstances

Most people do not

know how to make
career decisions even if
they are faced with the
need to make them

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Information about self-
interests, personality,
strengths and weaknesses,
mental abilities, aptitudes,
other abilities and skills, 5 kinds of
motivation, information
personal/work/career/life needed for
values career
decision-
Information on training and making
education-what curriculum
will provide required
knowledge and skills

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 • Career information-
information about a set of
tasks describing a career
or occupation; what these
tasks require in terms of
mental abilities,
5 kinds of aptitudes, skills, interests,
information and personality
needed for • Labor market information-
i.e. what occupations or
career careers are currently in
demand and those no
decision- demand; employers,
making industries; levels of
profession
• Projected manpower-
requirements for the next
3-5 years, skills and levels
needed

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Career Counseling vs Performance
Appraisal

Performance appraisal: has

a strong organizational
Career counseling: focuses focus; it evaluates a
on individual career plans
person’s past performance
based on her current
interests, skills, needs and and compares this
values performance with
established company
standards

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Pre-
requisites
to career
counseling

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1. Personhood and
competencies of the
counselor
2. Availability of valid and
accurate information Pre-
requisites
3. Openness of the
counselee

4. Support of the
organization

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1. Personhood of the Counselor

Positive Self Attitudes

Image
“can do” attitude Congruence: genuineness,
honesty and sincerity
Good self-confidence
Positive Regard: involves
acceptance of and caring for
the counselee as a worthwhile
person
Empathy: being sensitively
understanding of how the
situation looks to the other
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person from the counselee’s
Positive Regard (6 levels of
listening)

0: Ignoring: we pay no attention to the

person or what he is saying
• Pretended listening: we look at the person and act
as though we are listening but our attention is
elsewhere
• Denying what was heard: we reject the feelings and
thoughts of the other person
• Selective listening: we listen to what we like to hear
and ignore what we don’t like
• Attentive listening: we listen with attention, using
our ears only, but do not look at the deeper issues
and feelings of the other person
• Empathic listening: we listen with ears, eyes and
heart

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Core Positive Negative
conditions
Empathy + head nods; facial Frown resulting from lack of
expression congruent with understanding
the content of conversation
Respect Spends time with other Mumbling; patronizing tone
person; fully attentive of voice; engages in
doodling or other behaviors
to the point of appearing
more involved with them
than with the interaction
Warmth Smiles; appropriate physical Apathy; delay in responding
contact; close proximity; to other person; fidgets;
leaning toward; shows signs of wanting to
attentiveness; relaxed but withdraw
concerned voice tones

Genuinenes Congruence between verbal Low to evasive eye contact;

s and non-verbal behavior; lack of congruence between
says what you mean and verbal and non verbal;
mean what you say excessive smiling

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Core
Positive Negative
conditions
Concreteness Clear enunciation of words; Vague gestures used as a
illustrates a point clearly; draws substitute for gestures or
diagram to clarify an abstract words with specific
point meaning

Self- Gestures that keep reference to Bragging gestures; points

disclosure self to self; covers eyes or
mouth while talking

Immediacy Shows enthusiasm and interest Turns away or moves

in conversation backs when immediacy
enter the conversation

Confrontation Natural tone of voice; self- Points fingers; tone of

confident; direct eye contact voice that communicates
that is relaxed blame or condemnation;
loudness of voice that is
intimidating; wavering
quality of voice; unsure of
self

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Stages of Career Counseling

1. Self-expression

2. Self-understanding

Identifying options/alternative courses of

action
3. Decision Getting accurate and reliable information
about each option
Weighing the consequences of each option

4. Develop a career goal and a plan of action to

implement the career goal

5. Follow-up on the plan of action and extent of

implementation

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Career
counseling
techniques

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1. Encourage self-expression

Acceptance Attentive listening

Emphatic listening
skills which include
restatement,
Clarification paraphrasing,
reflection of
feelings,
summarizing

Silence

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Confrontation

General leads

2. Develop
Giving information
self-
understanding
Interpretation

Probing

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3. Facilitate decision-making

Giving advise,
Encourageme
Assurance but only as an
nt
option

Positive
Reassurance
reinforcement

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Non-verbal modes of
Effective Use Ineffective Use
communication

Space Approximate arms length Distance; very close

Movement toward away
Posture Relaxed, but attentive; seated Slouching, rigid, seated
leaning slightly forward leaning away
Eye contact regular Looking elsewhere, cold,
distant, jittery
Time Responds at first opportunity; Continue with what is being
share time done, hurried, rushed
Feet and legs (in unobtrusive Used to keep distance
sitting) between the persons
Furniture Used to draw person together Used as a barrier
Facial expression Matches your own or other’s Does not match feelings;
feelings; smile blank look

ATTENDING BEHAVIORS
(CARKHUFF) 24

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Non-verbal Effective Use Ineffective Use
modes of
communication
Gestures Highlight your words; Compete for
unobtrusive; smooth attention
Mannerism None or unobtrusive Obvious; distracting
Voice, volume Clearly audible Very loud or very
soft
Energy level Alert; stays alert Apathetic; passive;
throughout the sleepy; jumpy;
counseling session pushy; restless

ATTENDING BEHAVIORS
(CARKHUFF) 25

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Steps What to Do
1. Opening/Climate Greet; ask how are you; acknowledge
Setting/Establishing Rapport
2. Objective Setting Tell the counselee things she is doing is
right; express sincere appreciation
Tell your reason for calling the counseling
session
Give feedback; how you feel about it
Listen with empathy
3. Counseling Proper Ask his/her career goal
Listen with empathy
Ask questions about career goal
Give information
summarize

Steps in Conducting an
Effective Career
Counseling Session 26

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 Steps in Conducting an Effective Career Counseling
Session
Steps What to Do

4. Decision Ask how she can resolve areas of conflict in

and action perceptions
Offers suggestions, when appropriate, but
build on her ideas; or explore options to
address problems and consequences of
each
Summarize plan of action
5. Closing Ask counselee how can u help him/her
Let him/her know that you have confidence
in his/her ability to do as planned
Assure his/her of your support
Set a specific date for follow-up on what
he/she has done
Thank your counselee
Shake hands and smile, while maintaining
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VARIABLES OF CAREER
DEVELOPMENT
28

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1. Intellectual Ability

•measured ability
scores typically
correlate more
highly with
success in training
than with success
in work
performance
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2. Aptitudes

special aptitudes
typically
correlate more
highly with
success in
training than with
success in work
performance

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 3. Influence of
Schooling
 parental attitudes are an extremely
influential variable in a student’s
desire to attend college.
• 2 major barriers for further
education in family:
Family’s inability to finance
extensive schooling
Psychological rather than
economic and rests on the
valuing of schooling by family
at different socio-economic
levels. High income in later life
was powerfully affected by the
“quality” of the college
attended. “Academic press”
refers to the influence of
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31
development of their students
 4. Family

certain groups of
occupations (physical
sciences, social
sciences, and
medicine) are
“inherited”. It is
more of NURTURE
than NATURE (Anne
Roe)
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5. Personality

Differences in personality structure cause

individuals to develop certain needs which
they seek to satisfy through occupational
choices.
Holland: choice of an occupation is an
expression of personality and that members
of an occupation share similar personality
characteristics
6 types of orientation (RIASEC- Realistic,
Investigative, Artistic, Social, Enterprising,
Conventional)
Modeling is influential in career development
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6. Self-Concept and Self-esteem

It is possible to view
career development Adolescents’ Role performance:
as attempts by vocational decisions the effectiveness with
individuals to become highly ego- which an individual
enhance or defend involved performs a given role
their self-concept

Interpersonal
Korman: only
Adjustment: the Super: persons
persons with high
ability to perform choose an occupation
self-esteem choose
roles recognized to that they perceive as
occupations that are
be appropriate congruent with their
congruent with self-
situationally and self-concept
concept
socially

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7. Values

 What individuals
value in work itself
as well as the
rewards it offers is
presumably
internalized in their
vocational
development and
influences their
choices of
occupations

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8. Interests

Individuals’ responses on a vocational interest

inventory express their acceptance of a particular
view or concept of themselves in relation to
occupational stereotypes
Strong:
b/w 15 & 20 y/o: interests change considerably
20-25 y/o: more stable
25-55 y/o: change very little
Significant relationship between personality to
interests
Ability without interest is more likely to succeed
than interest without ability

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Most persons have insufficient
information about different jobs,
courses of study and other activities

Prevalence of glamorized stereotypes

regarding certain vocations 9.
Aspirations
and Realism
Expressed interests are frequently the
outcome of an awareness of social
desirability

Super: counselors should always

assess the vocational maturity of the
child while appraising his/her
development and vocational
prospects
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9. Stereotypes and Expectations
10. Gender Differences
11. Environmental Influences

The economic and occupational level of the home

influences the vocational goals of youth; their
aspirations tend to be at the same level as those of
their parents
Low economic level: emphasize aspects of work
High economic level: stress satisfaction intrinsic to
work
Social Factors (Lipsett)
Social class membership
Home influences
School
Community
Pressure groups
Role perception
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Theory is a way of organizing
and systematizing what is
known about a
phenomenon

Theory serves as a model

that is used in order to
know what to look for,
what to expect, and where
to go
THEORIES OF CAREER
DEVELOPMENT

39

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 Assessing an individual’s traits
through objective measures and
then matching these traits to
those typically required for
successful performance in a
given career area
3 steps in career decision-
A. TRAIT- making (Parsons)
A clear and objective
FACTOR understanding of one’s self,
THEORY including abilities, interests,
attitudes, etc.
A knowledge of the
requirements and
characteristics of specific
careers
A recognition and application
of the relationships between
1 and 2 for successful career
planning
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07/30/2025 41
 • Career
development is
a process that
takes place over
an individual’s
life span
B.
DEVELOPMENTAL
• Ginzberg,
THEORIES Ginsburg,
Axelrad and
Herma: fantasy
choices,
tentative, and
realistic choices

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GINZBERG

Constraints: family
Vocational choice and income and situation,
development is importance of early
lifelong and open- school years in
ended influencing later
career planning

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 (accident of birth that
establishes family,
race, nationality,
social class) holds
“Accident that individuals make
Theory” decisions about the
(GINZBER future accidentally
and that it is not
G) possible to evaluate
the decisive factors in
their choices

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 explains the
individual’s
behavior and
“Impulsive occupational
Theory”: choice in terms
of unconscious
forces

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1. Period of Fantasy Choice:
coincides with latency period
(b/w 6-11)
2. Period of Tentative Choice:
with early and late adolescence
• 4 stages: 3 Phases of
• Interest Stage: preadolescents make Occupational
choices primarily in relation to their Decision
interests Making
• Capacity Stage: individuals become
more aware of the necessity for
introducing realistic elements into
their considerations
• Value Stage: characterized by
adolescents’ attempts to find a place
for themselves in society
• Transition Stage: approaches the end
of high school and look forward to
work or additional education
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3 Phases of Occupational Decision
Making

3. Period of Realistic Choices: with early adulthood

 3 stages:
• Exploration: individuals try to acquire the
experience they need to resolve their
occupational choice (ojt etc.)
• Crystallization: individuals are able to assess
the multitude of factors influencing the
occupational choice they have had under
consideration and finally able to commit
themselves (alam na at gagawin na)
• Specification: alternatives are reviewed with
respect to a field of specialization and to
particular career objectives (kumuha ng
specialization)

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 Period of Realistic
Choice Cont…
 3 fundamental Considerations:
• Occupational choice is a process that
takes place over a minimum of 6 or 7
years, and typically, over 10 years or
more
• Because each decision making during
adolescence is related to one’s
experience up to that point, and in turn
has an influence on the future, the
process of decision making is basically
irreversible (pinangatawan na)
• The crystallization of occupational choice
inevitably has the quality of a
compromise (nagdedecision na kung
tutuloy or hindi hence compromise)
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 BLAU, GUSTAD, JESSAR,
PARNES AND WILCOCK
(PURO COMPROMISE)
• Occupational choice as a
process of compromise,
continually modified, between
preferences for and
expectations of being able to
get into various occupations
• 4 characteristic demands of
occupation:
• Demand
• Technical (functional)
qualifications
• Personal (nonfunctional)
• Rewards

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 Emphasized the
important role played
by vocational maturity
Major concepts:
Vocational stages
Developmental tasks
to achieve if one is to
successfully pass
SUPER through a particular
stage
Implementation of
the self-concept in
developing a career
identity
Development of
career maturity
Career patterns

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Vocational development is a
continuous process and
occupational choice as a
synthesizing process
SUPER
Individuals’ career patterns
are determined by parental
socioeconomic level, mental
ability, and personality
characteristics, and by the
opportunities to which they
are exposed

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SUPER

• 10 Propositions:
1. People differ in abilities, interests,
personalities
2. Because of the above, they are
qualified for many occupations
3. Each occupation requires a
characteristic pattern with tolerances
wide enough to allow some variety of
individuals in each occupation
4.Vocational preferences change with
time and experience, although self-
concepts are generally fairly stable
from late adolescence until late
maturity

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SUPER

5. The process may be summed up in a series of life

stages characterized as those of growth,
exploration, establishment, maintenance, and
decline, and these stages may in turn be subdivided
into: (a) fantasy, tentative, and realistic phases of
the exploratory stage, and (b) trial and stable
phases of the establishment stages
6. The nature of career pattern is determined by the
individual’s parental socioeconomic level, mental
ability, personality, and opportunities
7. Development is guided by the maturation of ability,
interest, reality testing, and the self-concept

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SUPER

8. The process of vocational development is

essentially that of developing and
implementing a self-concept: it is a
compromise process in which the self-
concept is a product of the interaction of
inherited aptitudes, neural and endocrine
make-up, opportunity to play various roles,
and evaluations of the extent to which
results of role playing meet with the approval
of superiors and fellows

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SUPER

9. The process of compromise between

individual and social factors, between
self-concept and reality, is one of role
playing, whether the role is played in
fantasy, in the counseling interview, or
in real-life activities.
10. Work satisfactions and life
satisfactions depend on the extent to
which the individual finds adequate
outlets for his or her abilities, interests,
personality traits, and values.
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SUPER

Self-concept is developed by
observations and impressions of
oneself, called self-precepts, which are
related, organized, and meaningfully
interpreted
Self-concept system: the
“constellation”, more or less well
organized, of all the self-precepts
Self-report: assessment of self-
concepts

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SUPER

Stages of Adolescence and Adulthood

Exploration: purposeful activity
directed toward gaining information
about oneself or one’s environment in
order to arrive at a decision
Stages: Tentative, Transition, Trial
(little Commitment)
Establishment
Stages: Trial (Commitment),
Stabilization, Advancement

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07/30/2025 59
Gottfredson’s Theory of
Circumscription and Compromise

assumed that career choice is a process requiring

a high level of cognitive proficiency.

A child’s ability to synthesise and organise

complex occupational information is a function
of chronological age progression as well as
general intelligence.

Cognitive growth and development is

instrumental to the development of a cognitive
map of occupation and conceptions of self that
are used to evaluate the appropriateness of
various occupational alternatives.

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Gottfredson’s Theory of
Circumscription and
Compromise

elaborated on the dynamic interplay between

genetic makeup and the environment.

Genetic characteristics play a crucial role in

shaping the basic characteristics of a person,
such as interests, skills, and values, yet their
expression is moderated by the environment
that one is exposed to.
career develop- ment is viewed as a self-
creation process in which individuals looked for
avenues or niches to express their genetic
proclivities within the boundaries of their own
cultural environment.

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 • career choice and
development could instead
be viewed as a process of
elimination or
circumscription in which a
Gottfredson’s person progressively
Theory of eliminates certain
Circumscriptio occupational alternatives
n and from further consideration.
Compromise
• Circumscription is guided
by salient aspects of self-
concept emerging at
different developmental
stages.

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 • Stage 1: “orientation to size
and power” (ages 3–5)
• the child perceives occupations
as roles taken up by big people
(adults).
• Stage 2: “orientation to sex-
roles”(ages 6–8)
• sex-role norms and attitudes
4 stages of emerge as defining aspect of a
Circumscription child’s self-concept.
• The child evaluates occupations
according to whether they are
appropriate to one’s sex, and
eliminates from further
consideration alternatives that
are perceived to be gender
inappropriate (i.e., the wrong
sex-type).

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 • Stage 3: “orientation to
social valuation” (ages 9–
13)
• social class and status
become salient to a child’s
developing self-concept.
• the emerging adolescent
4 stages of eliminates from further
Circumscription consideration occupations
that are too low (i.e.,
occupations with
unacceptable prestige
levels) or too high (i.e.,
high prestige occupations
beyond one’s efficacy
level) in prestige.
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 • Stage 4: “orientation
to the internal, unique
self” (ages 14 and
above)
• internal and private
4 stages of aspects of the
Circumscription adolescent’s self-
concept, such as
personality, interests,
skills, and values,
become prominent.

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HAVIGHURST

 6 stages (from childhood to old age) of

Vocational Development
 Identification with a worker (5-10) (stage 1)
• Father, mother, other significant persons.
The concept of working becomes an
essential part of the ego-ideal
 Acquiring the basic habits of industry (10-15)
• Learning to organize one’s time and
energy to get a piece of work done. School
work, chores. Learning to put work ahead
of play in appropriate situations.

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HAVIGHURST

Acquiring identity as a Becoming a productive

worker in the occupational person (25-40)
structure (15-25) • Mastering the skills of one’s
• Choosing and preparing for an occupation
occupation. Getting work • Moving up the ladder with one’s
experience as a basis for occupation
occupational choice and for
assurance of economic
independence.

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HAVIGHURST

 Maintaining a productive society (40-70)

• Emphasis shifts toward the societal and
away from the individual aspect of the
worker’s role. The individual sees himself
as a responsible citizen in a productive
society. He pays attention to the civic
responsibility attached to his job. The
individual is at the peak of his
occupational career and has time and
energy to adorn it with broader types of
activity. He pays attention to inducing
younger people into stages III & IV.

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 HAVIGHURST

 Contemplating a productive
and responsible life (70+)
• The person is retired from
work or is in the process
of withdrawing from the
worker’s role. He looks
back over his work life
with satisfaction, sees
that a personal social
contribution has been
made, and is pleased with
it. While he may not
have achieved all of his
ambitions, he accepts life
and believes in himself as
a productive person
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07/30/2025 72
ERIKSON

 As people grow,
they face a series
of psychosocial
crises that shape
personality. Each
crisis focuses on
a particular
aspect of
personality and
each involves the
person’s
relationship with
other people

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07/30/2025 74
Approximate Psychosocial Crises Significant Relationships Psychosocial Emphasis
Ages

Birth -18 mos Trust vs mistrust Maternal person To get

To give in return

18 mos- 3 Autonomy vs doubt Parental persons To hold on

To let go

3-6 Initiative vs guilt Basic family To make (going after)

To “make like” (playing)

6-12 Industry vs inferiority Neighborhood, school To make things

To make things together

12-18 Identity vs role confusion Peer groups and models of leadership To be oneself (or not to
be)
To share being oneself

Young Intimacy vs isolation Partners in friendship, sex, To lose and find oneself in
adulthood competition, cooperation another

Middle Generativity vs self- Divided labor and shared household To take care of
adulthood absorption

Late adulthood Integrity vs despair “mankind” To be, through having

“my kind” been
To face not being

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Personality
Theories

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 Choice of vocation is an
expression of personality
Interest inventories are
personality inventories
Vocational stereotypes have
reliable and important
psychological and
sociological meanings
Members of a vocation have
HOLLAND similar personalities, and
similar histories of personal
development
Vocational stability,
satisfaction and
achievement depend on the
congruence between one’s
personality and
environment
Heuristic theory of
personality types and
environmental data
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 RIASEC (Realistic,
Investigative, Artistic,
Social, Enterprising,
Conventional)
Six kinds of occupational
environment exist
People have a
developmental hierarchy
estimated by their coded
interest-inventory scores
HOLLAND People have a level
hierarchy that impels them
to a particular level of
vocational choice
These hierarchies are
mediated by self and
occupational knowledge
Individuals’ interaction with
their environment
determines their behavior

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REALISTIC: likes realistic jobs such as automobile Asocial, conforming, frank, genuine, hardheaded,
mechanic, aircraft controller, surveyor, farmer, inflexible, materialistic, natural, normal, persistent,
electrician. Has mechanical abilities but may lack social practical, self-effacing, thrifty, uninsightful, uninvolved
skills
INVESTIGATIVE: likes investigative jobs such as biologist, Analytical, cautious, complex, critical, curious,
chemist, physicist, anthropologist, geologist, medical independent, intellectual, introspective, pessimistic,
technologist. Has mathematical and scientific ability but precise, rational, reserved, retiring, unassuming,
often lacks leadership ability unpopular

ARTISTIC: likes artistic jobs such as composer, musician, Complicated, disorderly, emotional, expressive,
stage director, writer, interior decorator, actor/actress. idealistic, imaginative, impractical, impulsive,
Artistic abilities: writing, musical, or artistic, but often independent, introspective, intuitive, nonconforming,
lacks clerical skills open, original, sensitive

SOCIAL: likes social jobs such as teacher, religious Ascendant, cooperative, empathic, friendly, generous,
worker, counselor, clinical psychiatric case worker, helpful, idealistic, kind, patient, persuasive,
speech therapist. Has social skills and talents but often responsible, sociable, tactful, understanding, warm
lacks mechanical and scientific ability

ENTERPRISING: likes enterprising jobs such as Acquisitive, adventurous, agreeable, ambitious,

salesperson, manager, business executive, television domineering, energetic, excitement-seeking,
producer, sports promoter, buyer. Has leadership and exhibitionistic, extroverted, flirtatious, optimistic, self-
speaking abilities but often lacks scientific ability confident, sociable, talkative

CONVENTIONAL: likes conventional jobs such as Careful, conforming, conscientious, defensive,

bookkeeper, stenographer, financial analyst, banker, cost efficient, inflexible, inhibited, methodical, obedient,
estimator, tax expert. Has clerical and arithmetic ability orderly, persistent, practical, prudish, thrifty,
but often lacks artistic abilities unimaginative

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07/30/2025 Holland’s Heuristic Model 80
ANNE ROE

Emphasized the
importance of early
satisfactions in the
development of interests
and the primary
unconscious needs that
determine the nature of
these interests

• Child’s pattern of early experiences with

parents
Schema: • Relationship between parental attitudes
and need satisfaction
• The style of parental handling of the child

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ANNE ROE

Employed Maslow’s needs:

Physiological needs
Safety needs
Need for belongingness
and love
Need for importance,
respect, self-esteem,
independence
Need for information
Need for understanding
Need for beauty
Need for self-actualization

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 Maslow’s Heirarchy of Needs
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Anne Roe

3 Basic Divisions of Attitudes

Emotional Concentration on
the Child
Overprotection:
emphasis on gratification;
love is conditional on
dependency; genuine
self-actualization may be
discouraged
Overdemanding:
satisfaction of needs for
love and esteem is made
conditional on conformity
and achievement

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Anne Roe

Avoidance of the Child

Emotional Rejection of
the Child: provide
gratification of
physiological and safety
needs, but refrain from
love and esteem
gratification
Neglect of the Child
Acceptance of the Child
Casual acceptance of the
child
Loving acceptance—
reasonable gratification
of all needs
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07/30/2025 86
SOCIAL LEARNING
THEORY
(KRUMBOLTZ)
87

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 Krumboltz

4 categories of
Factors influential in
Career Development
Genetic
endowment and
special abilities
Environmental
conditions and
events
Learning
experiences
Task approach skills

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HOLISTIC
THEORY FOR
CAREER
COUNSELING
WITH ADULTS

90
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Holistic Theory

Hansen (2005),
“integrative life
planning “: a concept Relates societal
of renewing and contexts to the
making whole by individual, to family,
bringing together the education and work
mind, body and spirit
of the individual
A lifelong process of
identifying primary
needs, roles, and
goals and integrating
them within self, work,
family, and
community

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Holistic Theory

 Interactive and relationship oriented and designed to help

individuals achieve greater satisfaction, meaning,
wholeness, and a sense of community
 A means to help shape the direction of one’s life, empower
others, manage change, and contribute to the larger
society and common good
 6 critical themes/life tasks:
 Finding work that needs doing in a changing, global
context
 Weaving our lives into a meaningful whole
 Connecting family and work
 Valuing pluralism and inclusivity
 Managing personal transitions and organizational change
 Exploring spirituality and life purpose

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SOCIOLOGICAL
THEORIES

93
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Sociological Theories

People arrive at a 4 principles of luck

particular occupation (Wiseman)
more by chance than • Maximize your chance
through deliberate opportunities
planning or steady • Listen to your lucky hunches
progress toward an earlier • Expect good fortune
• Turn your bad luck into good
defined goal

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ECONOMIC
THEORIES

95
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Economic theories

Careers are selected

from alternatives on the
basis of which choice
promises to be the most
rewarding or of value to
the individual (and not
necessarily in a
monetary sense)

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 A synthesis of Bandura’s perspectives of factors influencing
chance encounters

Personal determinants of the effect of Social determinants of the effect of chance encounters
chance encounters
Entry Skills: interest, skills, personal Milieu Rewards: the types of rewards and sanctions an individual
knowledge likely to gain acceptance or sustain or group provides if a chance encounter alters a life path
contact with one another

Emotional Ties: interpersonal attractiveness Symbolic Environment and Information: images of reality
tending to sustain chance encounters so that provided by other than direct experience; different individuals or
certain social determinants might operate groups furnish different symbolic environments

Values and Personal Standards: unintended Milieu Reach and Closedness: chance encounters with a
influences more likely to be important if relatively closed milieu-e.g cults, communal groups-have the
persons involved share similar standards and greatest potential for abruptly reordering life paths
value systems

Psychological Closedness: belief systems provide structure,

directions, and purpose in life. Once persons, through chance
encounter, get caught up in the belief system of a particular
group, it can exert selective influence on the course of
development and erect a psychological closedness to outside
influence. Beliefs channel social interactions in ways that create
their own validating realities.

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OTHER
THEORIES

07/30/2025 98
Hoppock

Occupations are
chosen to meet
emotional needs and The occupation
particular values, individuals choose is
which are often the one they feel will
unconscious best meet their needs
(constellation of
needs)

Needs may be
Occupational choice is
intellectually
always subject to
perceived; needs
change
influence choice

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 Career is an
opportunity for
the expression
of hope and
desire as well
as limitation
upon life

TIEDEMAN
& O’HARA

Careers are an
advantage, an
expectation of
society, and a
necessity of
psychological
freedom

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Mechanisms of Career
Development

Differentiation Integration
• The separation of an aspect • The combination of
from larger considerations differentiated parts into an
(part from whole) appropriate context
• It comes through visual
perceptions, thoughts,
feelings, and experiences

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Process of Differentiation and
Integration

o The aspect of anticipation or preoccupation

o Exploration: different alternatives or
possible goals are considered. Goals are
affected by individuals’ past experiences,
the degree of investment in themselves
in modifying or continuing their present
state, and the help they seek or are given
o Crystallization: or the stabilization of
thought. After considering the
advantages, disadvantages, cost, and
value of each alternative, crystallization
emerges. Definiteness, clarity and
complexity develop and increase

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Process of Differentiation and
Integration

oChoice or Decision: a
relevant goal orients the
individual to problems
oClarification: or the
elaboration and perfection of
the image of the future
ensues. The making of a
decision readies a person for
action

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The aspect of implementation
or adjustment
o Induction: or the initiation of
experience. They gain acceptance of
others in the field
o Reformation: or the
acknowledgment that the person is
accepted and successful, leads to
immersion in the field. He/she
asserts convictions of role in society
o Integration: or the synthesis of the
older group members’ convictions
and the individual’s convictions into
a compromise

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Mechanisms of Career
Development

During each step the individual may

return to a previous step or take
additional steps to alter any prior
decision
Career development is an evolving
conception of self-in-situation that
occurs over time
Related the personality dimensions set
forth by Erikson to career development
through the “crisis” experienced by the
psychologically healthy person

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BORDIN & ASSOC.

Vocational choice based on identifying

the gratifications that varieties of work
offer individuals
Emphasized the importance of early
experiences to occupational pursuits-
psychodynamics
Theory was designed to cover the life
span of an individual but excluded
individuals whose occupational motivation
is constrained severely by external
economic, cultural, and geographic forces

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STEFFLRE

Counselors should
aim at helping
Counselor should
students understand
search for the hidden
themselves rather
meaning that lies
than being concerned
behind choice
with their making
wise choices

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BROWN

Value-based theory of
career development;
individuals act and
make decisions that
are influenced by
their values

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IMPLICATIONS OF CAREER THEORIES:
Counselors MUST

01 02 03 04 05
Understand the Understand the Be able to Assist clients to Recognize the
process and basic human assess and recognize that rapid changes
characteristics needs and interpret unforeseen or in the way
of human special needs individual traits chance factors people live and
development of persons and and may alter work
their characteristics career planning
relationship to and to apply
career these
development assessments to
and decision a variety of
making client career-
related needs

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5 CONCEPTS OF
DEVELOPMENT RELATED TO
CAREER COUNSELING

Environment is a Career development

Development occurs significant factor should recognize the
across the lifespan of the influencing the different age stages
individual development of one’s through which the
potential individual progresses

Aptitudes and interests in

Programs designed to
which individuals excel
optimize the development
should be enhanced by
of the individual must also
experiences and other
work to inhibit factors that
strategies designed to
may prevent such full
assist them in developing
development.
their full potential

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Sidney Marland, Jr.

CAREER
The totality of experiences through which EDUCATION
one learns about and prepare to engage in
work as part of his/her living

The development of the skills and

knowledge through which individual
students may fulfill their own unique
needs with regard to occupational choice,
social responsibility, leisure time activity,
and personal development

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School-Based
• Career Awareness: K to
Grade 6
• Career Exploration: Grade 7-
Grade 9 Career
• Career Preparation: Grade 10
to Grade 12 Education
Employer/Experience-
Based
Home-Based

Rural Residential-Based

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Career Education Goals:

Assist Assist students to explore occupational clusters

Provide them with information about careers and job market

Provide trends

Equip them with specific and general skills needed for job
Equip entry

Provide counseling assistance to students in the process of

Provide career planning

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Functions of Counselors in Career
Education: Provide leadership in:

 Identification and programmatic implementation of

individual career developmental tasks
 Identification, classification, and use of self,
education, and occupational information
 Assimilation and application of career-decision-
making methods and materials
 Eliminating the influence of both racism and sexism
 Expanding the variety and appropriateness of
assessment devices and procedures required for
sound personal, educational, and occupational
decision-making
 Emphasizing the importance of and carrying out
the functions of career counseling
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 1 2 3

Planning and Implementati Evaluation

Design on

3 process Dimensions of Counselor Functions:

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Characteristics of 3 program
Dimensions (within each 3 of
the 3 process dimensions)

Knowledge

Leadership

Management

Direct Service

Indirect Service

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CAREER PLANNING AND
PLACEMENT

The systematic Primary emphasis:

assistance given to • Create understanding of the
students in developing many problems that confront
goals and choices students in their immediate
related to their and long-range planning
• Determining how to do
educational and something about them
vocational futures

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CAREER PLANNING AND
PLACEMENT

◦ Purpose of Planning: to minimize the possibility

of error in choosing among the multitude of career
paths and alternatives
◦ Focus of Planning: the student, his/her career
goals, abilities, interests
◦ Placement
 Must be student oriented rather than institution
oriented
 Involves both in-school and out-of-school activities
 Good placement results in opportunities for the
individual to develop and achieve consonant with
objectives

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CAREER PLANNING AND
PLACEMENT

• Follow-Up
• Conducted to determine whether
individuals are developing in their
placement
• 3 major systems that describe
students:
• A system of drives
• An internalized system of rewards and
punishment
• A system of adaptive mechanisms

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PLANNING, PLACEMENT AND FOLLOW-UP
ACTIVITIES

Career development is
Counselors should Flexible planning
a process, not an
encourage students to should produce a
event- a process that
form flexible plans, network of vocational
unfolds at varying
taking into account goals, including both
rates and different
related occupational vertical and horizontal
times for different
areas occupational mobility
people

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PLANNING, PLACEMENT AND
FOLLOW-UP ACTIVITIES
• Information Needed for Planning
Activities:
• Students’ interests, strength and
stability
• Relationship of individuals’ interest
to his abilities and aptitudes
• Extent to which the individual’s
interests are manifested in the
education program
• Students’ aptitudes and abilities
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Information Needed for
Planning Activities:

Students’ special
subject abilities,
reading abilities, and Students’ physical and
working efficiency as emotional health
realted to level of
achievement

Students’ social and

personal
characteristics and
background of family
traditions, economic
resources, and
personal contacts

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 Parent Conferences

The counselor’s task is

to help parents realize
that educational-
vocational predictions
cannot be made on the
basis of a single event,
but rather must take
form during a long-term
developmental process

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 At least Individualiz Planning with
twice a ed Individuals
year with Education
counselor Plan (IEP)

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 •Orientation
Planning
through
•Homerooms
Groups •Other
activities

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Placement: the
selective
assignment of a
person to a
Placement
position Activities

Can be in-school
and out-of-school

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 • Survey students’
placement needs
• Survey of job
opportunities
Job • Pre referral
Placement assessment and
Process training
(Brown & • Referral to
Feit) employers
• Placement Follow
up

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Follow-up Surveys

To obtain
Help students
information as to
realize the
how well students
problems that lie
do without
ahead
completing school

Gain an appraisal
Obtain ideas for
of school
improving school
programs and
services
services

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  Must be current in outlook
and dynamic in practice
 Provide for equality of
opportunity so that no
individual will be deprived
of educational-vocational
Basic opportunities because of
Requirements race, religion, physical,
of Planning, social, or economic
conditions
Placement and
 All school personnel
Follow-up (PPF) contribute to PPF
 Every student shall have
the benefit of PPF
 The individual’s right and
freedom of choice shall be
respected

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CAREER PLANNING
AND DECISION
MAKING IN
SCHOOLS

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13
3 Common
Experiences

• Development/
growth
• Education
• Work

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All students should be provided with an
opportunity to develop an unbiased base
from which they can make their career
decisions.

The early and continuous development of

positive pupil attitudes toward education is
critical. Developmental
framework
principles
The student must be taught to view a career
as a way of life and an education as a
preparation for life.

Students must be assisted in developing

adequate understanding of themselves and
must be prepared to relate this understanding
to both social-personal development and
career educational planning.

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Developmental framework
principles

 Students at all levels must be provided with an

understanding of the relationship between
education and careers.
 Pupils need an understanding of both where and
why they are at given point on the educational
continuum at a given time.
 Pupils at every stage of their educational
programs should have career oriented experiences
that are appropriate for their levels of readiness
and simultaneously meaningful and realistic.
 Students must have opportunities to test
concepts, skills, and roles to develop values that
may have future application.

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Developmental framework
principles

 The school career counseling and guidance program is

centered in the classroom, with coordination and
consultation by the school counselor, participation by
parents, and resource contributions from the community.
 The school’s program of career counseling and guidance
is integrated into the functioning counseling and
guidance and total educational programs of the
institution.
 Students must be prepared to cope with the dramatic
changes in the world of work that have eliminated many
of the traditional characteristics of careers of the past
 Students must be assisted in developing the maturity
necessary for making effective career decisions and
entering the world of work

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 A holistic model for client centred support in a global society

07/30/2025 135
 SCHOOL COUNSELOR’S ROLE IN
STUDENT CAREER DEVELOPMENT

◦ Career Counseling: parental

counseling, group counseling, and
group guidance activities represent
contributions of the counselor to
the career development of the
individual and the school’s career
education program.
◦ Career Assessment: both
standardized and non-standardized
assessment techniques
◦ Resource Person and Consultant:
serves as a resource person to the
individual teachers involved in the
career education program
◦ Linkage Agent
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TECHNIQUES FOR CAREER PLANNING
AND DECISION MAKING

Educational
Awareness: awareness Career Awareness:
Self-awareness:
of the relationships developing recognition
aptitudes, interest,
between self, of the relationships
values, personality
educational among values,
traits
opportunities, and the lifestyles and careers
world of work

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TECHNIQUES FOR
CAREER PLANNING AND
DECISION MAKING

• Career Exploration:
represents a movement
toward a systematic,
planned inquiry and
analysis of careers that
are of interest
• Career Planning and
Decision Making: need to
narrow career possibilities
and then proceed to
examine and test these
options as critically as
possible
• Placement and Follow-up
• Educational Placement
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Provide support in building
and maintaining positive
attitudes towards one’s
worth and dignity

Explore possible retraining

and other avenues for Career
improving employment Counseling
opportunities
in Non-
School
Provide any and all Settings
geographic information

Assess the actual reasons

for employment difficulties

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Assist individuals in accurately
gauging their present state of
motivation

Help the individual to consider

the relative importance of such Career
factors such as salary, use of
abilities, status, etc.
Counseling
in Non-
School
Assist in developing job-seeking Settings
behaviors

Provide placement and follow-

up services if no other
opportunities exist in the area
served

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