Career Counseling: A Holistic Approach CHAPTER 2: THEORIES OF CAREER DEVELOPMENT PART 2 ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.

Social Learning & Cognitive Theories 1. Krumboltz’s Learning Theory of Career Counseling (LTCC) ◦ Happenstance Approach Theory 2. Cognitive Information Processing Perspective 3. Social Cognitive Perspective ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.

Focus on a wide range of variables that affect career choice and career maintenance, including social conditioning, social position, and life events Individuals are thought to be influenced by many factors including genetic endowments & special abilities, contextual experiences, learning experiences and skills learned in managing tasks Key elements are problem-solving & decision- making skills – faulty thinking can impair; indecision may be related to limited education Career choice involves the interaction of cognitive & affective processes – e.g. faulty beliefs ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.

Krumboltz’s Learning Theory of Career Counseling - LTCC ◦2 parts: origins of career choice & what counselors can do to help solve career probs ◦Attempts to simplify the process of career selection; based primarily on life events that are influential in determining career selection - unique learning experiences over the life span develop the primary influences that lead to career choice. Also emphasized: career decision making is an important skill that can be used over one’s life span. ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.

LTCC 4 Factors in Career Development 1. genetic endowments & special abilities – e.g. intelligence; includes inherited qualities that may set limits on career opportunities 2. environmental conditions & events – influence skills development, activities & availability of certain natural resources may determine opportunities & experiences available; often beyond the individual’s control (e.g. economic conditions, natural disasters, etc) ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.

3. Learning Experiences ◦instrumental learning: individuals learn through reactions to consequences, results of actions, reactions of others; activities are reinforced or not, which later influences career development; the consequence of each learning experience increases the probability of a similar learning experience in the future ◦associative learning: perceptions are influenced through associations (i.e. positive/negative words/images, observations (e.g. valued model), etc.) 4. Task Approach Skills – sets of skills, such as problem solving, work habits, mental sets (e.g. perfectionism, optimism, etc), emotional & cognitive responses – largely determine outcome of probs & tasks faced; often modified as a result of desirable or undesirable experiences ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.

Counselor’s Role Beliefs ◦Probe assumptions & presuppositions of expressed beliefs - use this info to help clients understand their beliefs & the validity of them & explore alternative beliefs & courses of action (see p. 36) ◦Evaluate decision-making skills ◦Help clients identify & understand the factors involved in their career development process – these may link with beliefs ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.

Empower clients to take actions that help to create a satisfying life Happenstance Approach Theory ◦The primary premise suggests that chance events over one’s life span can have both positive and negative consequences. ◦Listen & identify how clients have dealt with past challenges & assist clients to respond positively to past, current, & future unplanned events Critical skills: curiosity, persistence, flexibility, optimism & risk-taking ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.

◦Encourage & support clients in exploring new activities – new learning experiences that can be used to increase the range of opportunities. Assessment results can be a starting point for such exploration. ◦Clients should prepare for changing work tasks ◦Help clients learn new skills & attitudes so they can meet demands of international competition ◦Help clients cope with stress of having to develop new skills, etc. ◦Empower clients to take action – explore issues that are blocking ◦Integrate career & personal counseling ◦Be creative! Provide support (e.g job clubs), media access, coaching, mentoring, community resources (e.g. local employers offering structured work-based learning experiences) ◦Use cognitive techniques, such as cognitive restructuring & behavioral techniques, such as role-playing, trying new behaviors, desensitization, paradoxical intention, etc. ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.

Cognitive Information Processing Perspective - CIP - table 2.2, p 40 Applied to career development in terms of how individuals make a career decision and use information in career problem solving and decision making The major strategy of career intervention is to identify needs & develop interventions & learning events that will help clients acquire knowledge & skills & develop the individual’s processing abilities – clients develop capabilities as career problem solvers – increased power & control ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.

Career problem solving is primarily a cognitive process that can be improved through a sequential procedure known as CASVE, which includes generic processing skills (p. 41, table 2.3): C – Communication A – Analysis S – Synthesis V – Valuing E - Execution ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.

Bandura’s Triadic Reciprocal Model of causality – bidirectional (all interact & shape each other) 3 variables: 1.Personal & physical attributes 2.External environmental factors 3.Overt behavior ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.

Social Cognitive Career Theory (SCCT) The study of cognitive variables and processes has become a popular topic for researchers, who apply these to the study of career development Key Constructs include the “big three” (personal determinants) – building blocks within the triadic causal system: ◦Self Efficacy – set of beliefs (deficits can lead to procrastination in or avoidance of career decisions) content (e.g. math) process (e.g. behaviors, such as presentations) social beliefs & expectations (e.g. women) ◦Outcome Expectations – personal beliefs about expectations or consequences of activities ◦Personal Goals – guides that sustain behavior ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.

Interests are developed through activities in which one views self as competent & expect valued outcomes Values are preferences for particular reinforcers (money, status, autonomy, etc) – subsumed in outcome expectations Gender & Race/Ethnicity – learning experiences influence & shape self-efficacy & outcome expectations ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.

Choice Model Personal agency – most important variable in progression 1.Establishing a goal 2.Taking action to implement a choice 3.Attaining a level of performance that determines the direction of future career behavior Self efficacy & outcome expectations promote career-related interests, interests influence goals, goal-related actions lead to performance experiences, the outcome determines future paths (self-efficacy is strengthened or weakened), and one establishes a career decision or redirects goals Those who experience support & other beneficial environmental conditions more readily put goals into actions ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.

Practical Applications Focus on abilities and values & how they relate to occupations, but not as much on interests, as false impressions of abilities will influence a client to respond negatively or indifferently to certain occupations on interest inventories Focus on perceived barriers – list positive & negative consequences for each alternative; develop strategies designed to overcome barriers Skill programs – provide for self-efficacy enhancement, realistic outcome expectations & goal-setting skills ©2016. CENGAGE LEARNING. ALL RIGHTS RESERVED.