Short Discussion Question for Psychology homework help
Short Discussion Question for Psychology homework help
Choose 3 questions out of 6.
Write about 3 paragraphs each. (Total around 2~3 pages)
I’ve attached few powerpoint files which include career development theories. (please refer to it)
Depth answers. Add your own ideas, interpretations.
1. Give examples of how different cultural work values and worldviews can be sources of conflict and misunderstanding in the workplace.
2. Discuss some of the specific gender-related career issues and career counseling implications.
3. How have your gender and your cultural background influenced your career?
4. Describe some of the ways families are changing and the potential impact on career development.
5. Discuss the special needs of individuals with disabilities.
6. Describe some examples of discrimination gay/lesbian/bisexual persons might experience at work.
1
Career Counseling: A Holistic Approach
Theories of Career Development
Part II
2
Social Learning & Cognitive Theories
These theories focus on wide range of variables that affect career choice and maintenance over the life span.
Key elements are problem-solving and decision-making skills.
Career choice also involves the interaction of cognitive and affective processes.
3
Krumboltz’s Learning Theory of Career Counseling
A social-learning theory approach to career decision making was first proposed by Krumboltz, Mitchell, and Gelatt (1975) and then several years later by Mitchell and Krumboltz (1990).
More recently, Mitchell and Krumboltz (1996) have extended the earlier social-learning theory approach to include Krumboltz’s learning theory of career counseling.
Now called the learning theory of career counseling (LTCC).
4
Krumboltz’s Learning Theory of Career Counseling
In LTCC, the process of career development involves four factors:
Genetic endowments and special abilities
Environmental conditions and events
Learning experiences
Task approach skills
5
Krumboltz’s Learning Theory of Career Counseling
Genetic endowments and special abilities include inherited qualities that may set limits on the individual’s career opportunities.
Environmental conditions and events are factors of influence that are often beyond the individual’s control.
6
Krumboltz’s Learning Theory of Career Counseling
Learning experiences include:
Instrumental learning
Associative learning experiences
Task approach skills include the sets of skills the individual has developed.
These sets of skills largely determine the outcome of problems and tasks the individual faces.
7
Krumboltz’s Learning Theory of Career Counseling
Emphasizes the importance of learning experiences and their effect on occupational selection.
Factors that influence preferences in the social-learning model:
Cognitive processes
Interactions in the environment
Inherited personal characteristics
8
Krumboltz’s Learning Theory of Career Counseling
Genetic and environmental factors are also involved.
Other factors influencing preferences are valued role models.
Finally, positive words and images will lead to positive reactions to that occupation.
9
Krumboltz’s Learning Theory of Career Counseling
Learning takes place through observations as well as through direct experiences.
Counselor’s role is to probe assumptions and to explore alternative beliefs and courses of action.
Assisting individuals to understand fully the validity of their beliefs is a major component.
10
Krumboltz’s Learning Theory of Career Counseling
Counselors should address the following problems.
Failure to recognize that a problem exists.
Failure to exert the effort needed to make a decision or solve a problem.
Eliminating a potentially satisfying alternative for inappropriate reasons.
Choosing poor alternatives.
Suffering anxiety over perceived inability to achieve goals.
11
Happenstance Approach Theory
Mitchell, Levin, and Krumboltz (1999) developed happenstance approach theory for career counseling.
Happenstance approach suggests that counselors are to assist clients respond to conditions and events in a positive manner.
Clients are to learn to deal with unplanned events, especially in the give-and-take of life in the 21st century workforce.
12
Happenstance Approach Theory
Five critical clients skills
Curiosity
Persistence
Flexibility
Optimism
Risk taking
13
Happenstance Approach Theory
Happenstance theory suggests that client learn to approach the future with a positive attitude and the curiosity and optimism that produces positive results.
Foster an attitude that takes advantage of unplanned events.
14
Happenstance Approach Theory
According to Mitchell and Krumboltz (1996), when people in modern society make career choices, they must cope with four fundamental trends.
Career counselors must recognize these trends:
Clients need to expand their capabilities and interests.
Clients need to prepare for changing work tasks.
Clients need to be empowered to take action.
Career counselors need to play a major role in dealing with all career problems.
15
Happenstance Approach Theory
Many have suggested that career and personal counseling should be integrated.
Many issues call for interventions by the career/personal counselor.
Burnout
Career change
Peer affiliate relationships
Obstacles to career development
The work role and its effect on other life roles are examples
And many others.
16
Career Development from a Cognitive Information Processing Perspective
Based on the cognitive information processing (CIP) theory developed by Peterson, Sampson, and Reardon (1991).
17
CIP is based on the following ten assumptions:
Career choice results from an interaction of cognitive and affective processes.
Making career choices is a problem solving activity.
The capabilities of career problem solvers depend on the availability of cognitive operations as well as knowledge.
18
CIP is based on the following ten assumptions:
Career problem solving is a high-memory-load task.
Motivation.
Career development involves continual growth and change in knowledge structures.
Career identity depends on self-knowledge.
19
CIP is based on the following ten assumptions:
Career maturity depends on one’s ability to solve career problems.
The ultimate goal is achieved by facilitating growth of information-processing skills.
Ultimate aim of career counseling is to enhance client’s capabilities as a career problem solver and decision-maker.
20
CIP
The major strategy of career intervention is to provide learning events that will develop the individual’s processing abilities.
21
CIP
The stages of processing information include:
Screening, translating, and encoding input in short-term memory
Then, storing it in long-term memory
Later activating, retrieving, and transforming the input into working memory to arrive at a solution.
22
CIP
Peterson, Sampson, and Reardon stress that career problem solving is primarily a cognitive process that can be improved through a sequential procedure known as CASVE.
CASVE includes the following processing skills:
Communication
Analysis
Synthesis
Valuing
Execution
23
24
Pyramid of information-processing domains
25
CIP
Major difference between CIP and others is the role of cognition as a mediating force that leads individuals to greater power and control in determining their own destinies.
Authors have proposed a seven-step sequence for career delivery. See text for example of “Individual Learning Plan.”
26
A career counseling sequence for individuals
27
Career Development from a Social Cognitive Perspective
According to Lent, Brown, and Hackett (1996), there are three ways to translate and share knowledge with existing theories and emerging ones.
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Career Development from a Social Cognitive Perspective
The first is to agree on a common meaning for conceptually related concepts, such as self-concept and self-efficacy.
Betz (1992) defines career self-efficacy as “the possibility that low expectations of efficacy with respect to some aspect of career behavior may serve as a detriment to optimal career choice and the development of the individual,” (p. 24).
29
Self-Efficacy Theory
One of the most promising theories that may lend itself to addressing gender is Hackett and Betz’s (1981) self-efficacy theory (based primarily on Bandura’s social learning theory).
Hackett and Betz (1981) suggest that women who believe they are incapable of performing certain tasks (low self-efficacy) limit their career mobility and restrict their career options.
30
Career Development from a Social Cognitive Perspective
The second way to translate and share knowledge about existing theories and emerging ones is to fully describe and define common outcomes such as satisfaction and stability, found in a number of theories.
Finally, a third way is to fully explain the relationships among such diverse constructs as interests, self-efficacy, abilities, and needs.
31
Social Cognitive Career Theory (SCCT)
The aim is to explain how variables such as interests, abilities, and values interrelate and how all variables influence individual growth.
Also to delineate the contextual factors (environmental influences) that lead to career outcomes.
Also emphasized is the term personal agency.
32
SCCT
Key Theoretical Constructs
The personal determinants of career development have been conceptualized as self-efficacy, outcome expectations, and personal goals.
The “big three” are considered to be building blocks that determine the course of career development and its outcome.
33
SCCT
Self-efficacy is a set of beliefs about a specific performance domain.
Outcome expectations are regarded as personal beliefs about expectations or consequences of behavioral activities.
Personal goals are considered to be guides that sustain behavior.
34
SCCT
Interest Developmental Model
Individuals develop interests through activities in which they view themselves as competent and generally expect valued outcomes.
Attitudes and Values
Values are preferences for particular reinforcers such as money, status, or autonomy.
Gender and Race/Ethnicity
The individual’s socially constructed world, not the inherited biological traits, is the focus of gender and race in the SCCT.
35
SCCT
Choice Model
The choice process is divided into three components:
Establishing a goal
Taking action to implement a choice
Attaining a level of performance that determines the direction of future career behavior
36
SCCT
Choice Model
The pathways to career choice in SCCT are:
Self-efficacy and outcome expectations promote career-related interests
Interests in turn influence goals
Goal-related actions lead to performance experiences
The outcome determines future paths (determined by whether self-efficacy is strengthened or weakened)
Finally, one establishes a career decision or redirects goals.
37
SCCT
Performance Model
A summary description of SCCT theory.
It points out the interplay of ability, self-efficacy, outcome expectations, and the establishment of goals for judging performance.
38
SCCT – Practical Applications
Suggestions include educational programs in schools that concentrate on developing interests, values, and talents.
Individuals who are experiencing great difficulty with career choice or change should be presented with array of occupations that correspond with their abilities and values, but not necessarily with their interests.
39
SCCT – Practical Applications
Strategy used to combat perceived weaknesses includes using occupational card sorts.
Overcoming barriers to choice and success is a significant goal.
School-to-work initiatives include designing skills programs that provide for self-efficacy enhancement, realistic outcome expectations, and goal-setting skills.
40
Summary of Social Learning and Cognitive Theories
Emphasis on self-knowledge.
Information-processing skills of major importance.
Stress importance of human traits such as ability, personality, and values, and suggest research be directed to how these variables interrelate to influence growth and development.
41
Summary of Social Learning and Cognitive Theories
Other important factors are social, cultural, and economic conditions.
Counselors are urged to unearth contextual interactions and relationship between events and experiences of each client.
42
Summary of Social Learning and Cognitive Theories
Self-efficacy is thought to be the result of several factors.
Career beliefs are a core element.
Faulty beliefs are aggressively addressed.
Learning programs are important for increasing range of career choices.
Learning takes place in many ways.
43
Summary of Social Learning and Cognitive Theories
Have clients observe work activities and attempt to learn certain tasks.
Standardized tests used to determine educational and cognitive deficits.
Individual learning program goals and activities designed to debunk faulty thinking.
44
Summary of Social Learning and Cognitive Theories
Learning to process information effectively is a major goal of these theories.
Skills learned in an initial career choice process can be used in the future.
Clients can prepare for future changes in work.
Learning to adapt and adjust is a lifelong endeavor.
Career Information and the CASVE Cycle
Phase of the CASVE Cycle Example of Career Information and Media
Communication (identifying a
need)
A description of the personal and family issues
that women typically face in returning to work
(information) in a video-taped interview of
currently employed women (medium)
Analysis (interrelating
problem components)
Explanations of the basic education requirements
for degree programs (information) in community
college catalogues (medium)
Synthesis (creating likely
alternatives)
A presentation of emerging nontraditional career
options for women (information) at a seminar on
career development for women (medium)
Valuing (prioritizing
alternatives)
An exploration of how the roles of parent, spouse,
citizen, “leisurite,” and homemaker would be
affected by the assumption of the worker role
(information) in an adult version of a computer –
assisted career guidance system (medium)
Execution (forming means –
ends strategies)
A description of a function resume emphasizing
transferable skills, followed by the creation of a
resume (information) presented on a computer –
assisted employability skills system (medium)
| Career Information and the CASVE Cycle | |
| Phase of the CASVE Cycle | Example of Career Information and Media |
| Communication (identifying a need) | A description of the personal and family issues that women typically face in returning to work (information) in a video-taped interview of currently employed women (medium) |
| Analysis (interrelating problem components) | Explanations of the basic education requirements for degree programs (information) in community college catalogues (medium) |
| Synthesis (creating likely alternatives) | A presentation of emerging nontraditional career options for women (information) at a seminar on career development for women (medium) |
| Valuing (prioritizing alternatives) | An exploration of how the roles of parent, spouse, citizen, “leisurite,” and homemaker would be affected by the assumption of the worker role (information) in an adult version of a computer-assisted career guidance system (medium) |
| Execution (forming means-ends strategies) | A description of a function resume emphasizing transferable skills, followed by the creation of a resume (information) presented on a computer-assisted employability skills system (medium) |
