COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 1 Chapter 13 BANDURA’S TRIADIC RECIPROCAL INTERACTION SYSTEM Cognitive structures regulate Personal factors (memories, beliefs, preferences, self-perceptions) EnvironmentBehaviors

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 2 KRUMBOLTZ’S VIEW OF CAREER DECISION MAKING Genetic Influences Environmental Conditions and Events Social conditions Parents and caretakers Peer group Structured educational setting Occupational conditions Learning experiences Instrumental (H) Associative (O) Task approach skills Goal setting Values clarification Generating alternatives Obtaining occupational information

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 3 CLIENT RESOURCES AND SKILLS (KRUMBOLTZ) Self-observation generalizations about Abilities Interests Values The world (occupational information) Task approach skills Goal setting Values clarification Generating alternatives Obtaining occupational information

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 4 COUNSELOR TECHNIQUES – BEHAVIORAL (KRUMBOLTZ) Reinforcement Positive Aspects of information seeking Aspects of career decision making Of reinforcement Role models Associative learning experience Counselors as role models Family and community figures as role models Role playing Client plays self Client plays other Audio or videotape Simulation Job Experience Kits Introductory courses Volunteer work

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 5 COUNSELOR TECHNIQUES – COGNITIVE (KRUMBOLTZ) Goal clarification: Examine goals specifically; break into smaller goals Counter a troublesome belief: Look for inaccurate generalizations about beliefs about self or others Look for inconsistencies between words and actions Cognitive rehearsal: Practice or rehearse positive statements to reduce negative self-thoughts

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 6 HAPPENSTANCE LEARNING THEORY FUNDAMENTAL GOALS FOR CAREER COUNSELING 1. To help clients learn to take actions to achieve more satisfying and career and personal lives – not to make one decision. 2. Career assessments are used to stimulate learning, not to match traits with occupational characteristics. 3. Clients learn to engage in exploratory actions to develop beneficial unplanned events. 4. Counseling goals are measured by the client’s accomplishments outside the counseling session.

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 7 APPLYING HAPPENSTANCE LEARNING THEORY TO CAREER COUNSELING Skills needed to deal with opportunities that arise by chance: Curiosity – Explore opportunities resulting from chance events Persistence – Learn when there are setbacks Flexibility – Change attitude to deal with chance events Optimism – Pursue new events; find that actions can pay off Risk taking – Responding to new events

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 8 APPLYING HAPPENSTANCE LEARNING THEORY TO CAREER COUNSELING Four counseling steps: 1.Normalize planned happenstance in client’s background. 2.Help transform curiosity into learning and exploration opportunities. 3.Teach clients to produce desirable chance events. 4.Teach clients to overcome blocks to action.

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 9 Chapter 14 DIFFERENCE IN EMPHASIS IN SOCIAL LEARNING THEORIES KrumboltzSocial Cognitive Career Learning Theory Emphasis on cognitive-Emphasis on cognitive processes behavioral processes Focus on learningFocus on choice Focus on plannedFocus on self-efficacy happenstance Application focusedResearch focused

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 10 SOCIAL COGNITIVE CAREER THEORY BASIC CONCEPTS Self-efficacy – Judgments of one’s abilities to organize and carry out actions Outcome – Estimates of the probability of expectations an outcome Goals – Set objectives that guide actions

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 11 CONTEXTUAL FACTORS IN SOCIAL COGNITIVE CAREER THEORY Barriers Supports * **** Background contextual factors Contextual influences proximal to choice behaviors

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 12 SOCIAL COGNITIVE MODEL OF CAREER CHOICE Self-efficacy effects Learning experiences and outcome expectations and interests which effect choice goals which effect choice actions Choice actions effect performance domains and attainment which effect Self-Efficacy which effects learning experiences and outcome expectations and interests

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 13 WAYS OF DEALING WITH BARRIERS Identify possible barriers to achieving career goals Examine the likelihood that client will have to deal with barriers Develop strategies for dealing with barriers if they occur * * * * * * * * * * * * * * * Decisional Balance Sheets – List positive and negative consequences Estimate chance barrier may be encountered Write down strategies for preventing or managing barriers

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 14 WAYS OF DEALING WITH SUPPORTS Identify ways families, friends, teachers, and others can help in achieving career goals Provide support in achieving career goals

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 15 OTHER SOCIAL COGNITIVE MODELS OF CAREER DEVELOPMENT Model of Interests Model of Performance Model of Work and Life Satisfaction

COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc. 16 SOCIAL COGNITIVE CAREER THEORY EMPHASIZES ATTENTION TO THESE POPULATIONS Women Culturally diverse peoples