ABSTRACT This paper explores “work” and lifespan in an attempt to understand the connections between “work,” from first jobs to retirement. This will be accomplished by applying a lifespan developmental framework and exploring how through the socialization process conversations and interactions in our relationships and in our environments affect our decision making in respect to understanding and perceptions about “work.” This paper defines the lifespan approach to communication and “work” based on a variety of perspectives; examines the integration of the career development and career decision process, and the implications and effects of various communication events during childhood, and adolescence. LIFESPAN APPROACH TO COMMUNICATION AND WORK Bronfenbrenner (2005) Bioecology Model of Human Development THEORIES OF WORKING “WORK,” COMMUNICATION AND CHILDHOOD Children are introduced to and socialized to the nature of work, organizational life, responsibilities of work and jobs, as well as the meanings and meaningfulness of work at a very early age (Buzzanell, et al, 2011; Lucas, 2011) Children through early interactions learn how people feel about work, the jobs people hold as well as how these jobs and work might apply to them (Buzzanell, 2011; Jablin 2001), Families have been identified as the first group into which children are socialized as members (Socha, 1999) Even though family structures and roles differ, the influence of family and the communication with and between family members impact career decisions and expectations (Berkelaar et al., 2012; Buzzanell et al., 2011) Regardless of specific family circumstances, family communication is a cornerstone of young children's career socialization processes CHILDREN AND MEDIA The influence of media on children has steadily risen, as new and sophisticated types of media have become more readily available, affordable and accessible When making career decisions young people are often influenced by assumptions they make as a result of their experiences, interests, and perceived support of careers/jobs to life goals (Lewis and Collins, 2001) Lacking specific information, individuals rely on observations from field trips, coursework, positive and negative life experience, and images of ideals established over their lifetime (Lewis and Collins, 2001) Children learn how people feel about various occupations, and begin to associate their fantasy jobs with more realistic options as they gain more exposure and experience In some cases, these young children have already begun to limit their career possibilities based on socialization agents, underlying assumptions, and family expectations (Berkelaar, 2012, Buzzanell, 2011) NEIGHBORHOODS EDUCATION (SCHOOL) AS AN INFLUENCE “WORK”/“FAMILY” BOUNDARIES CONCLUSIONS/DISCUSSION Key Points: Relationships in environment - Affect growth and development - Include immediate relationships/organizations (family, school, caregivers) Identity formation is linked to understanding of life rules “Work”is considered a prominent and highly institutionalized feature of our society, accommodated through our socialization process (Borow, 1984, Ciulla, 2000) Work is accepted as playing a prominent role in contributing to life satisfaction and sense of personal worth Careers progress and evolve throughout life Career development is a continuous process (Super et al., 1996) Society has evolved so that work has become a predominant construct, and takes on special meaning in overall sense of identity and self-worth (Buzzanell and Lucas, 2012, Ciulla, 2000) Place and value of work in one’s life change over the lifespan, and in society 4 Values - Primary Reasons for Work (Buzzanell & Lucas, 2012) 1.Meaning 2.Leisure 3.Money 4.Security Questions: How do our depictions of work and its place in our lives change? How do these changes affect how we learn, speak, and practice work? The educational system plays a role in the anticipatory socialization of young people, and the degree to which individuals are prepared prior to entry into organizational positions (Jablin, 1985, Lucas, & Buzzanell, 2006) School is one of the first socializing organizations in a child's life that introduces status differentiation and a hierarchical division of labor and serves for most individuals as a pivotal transition point between childhood and work (Jablin, 1985) The blurring of boundaries between work and home, and overlapping domains of “work” and “family” (Jorgenson, 1995; Grzywacz & Marks 2000), influence the professional associations attached to work for both the worker and his/her family members (Jorgenson, 1995). For parents working at home the shift in boundaries provides an opportunity to teach their children about career options (Jorgenson, 1995) First jobs or first experiences with “work” and conversations may demonstrate more than just first attempts at developing identity, and experiencing real world reality. What children learn from their parents, communities, and interactions in the world help form their concepts of self and perceptions about what is important and valuable it is the responsibility of parents and educators to have conversations with students, and help ensure they are introduced to a realistic understanding about careers and work Through the developmental process and the development of self-identity, individuals who have experienced positive interactions: - Learn from solid communication in relationships - Develop a strong network of social support - Feel more confident in their ability to navigate the career decision-making process Communication, “Work,” and the Lifespan: Effects on Career Decision Making Lifespan Communication and Digital Media Graduate Research Day, March 2014 Alice Jones