Ginzberg theory of vocational guidance ppt

Career Counseling NCE MODULE

ELIZABETH VENTURA, PH.D.

CMHC CORE FACULTY

Career Counseling Defined

Career Counseling consists of those activities performed or coordinated by individuals who have credentials to work with other individuals or groups of individuals about occupations, life/career, career decision making, career planning, career pathing, or other career development related questions or conflicts.

Major Theorists in

Career Counseling FOUNDING FATHERS

Early Theorists

 Early 1900s

 Theory: Person-environment fit, trait factor

 Names: Parsons, Williamson, Holland

 Vocational guidance is accomplished first by studying the indiv idual, then by surveying

occupations, and finally by matching the indiv idual with the occupation.

Careers are determined by an interaction between our personality and the env ironment in John Holland's Theory of Career Choice. We want jobs with people like us.

 John Holland's Theory of Career Choice maintains that in choosing a career, people prefer jobs where they can be around others who are like them. They search for env ironments that will let

them use their skills and abilities, and express their attitudes and values, while taking on enjoyable problems and roles. Behavior is determined by an interaction between personality and env ironment.

 Holland’s theory is centered on the notion that most people fit into one of six personality types:

 Realistic, Investigative, Artistic, Social, Enterprising, Conventional.

Holland

 Realistic

 Likes to work with animals, tools, or machines; generally avoids social activities like teaching, healing, and informing others;

 Has good skills in working with tools, mechanical or electrical drawings, machines, or plants and animals;

 Values practical things you can see, touch, and use like plants and animals, tools, equipment, or machines; and

 Sees self as practical, mechanical, and realistic.

Holland

 Investigative

 Likes to study and solve math or science problems; generally avoids leading, selling, or persuading people;

 Is good at understanding and solving science and math problems;

 Values science; and

 Sees self as precise, scientific, and intellectual.

Holland

 Artistic

 Likes to do creative activities like art, drama, crafts, dance, music, or creative writing; generally avoids highly ordered or repetitive activities;

 Has good artistic abilities -- in creative writing, drama, crafts, music, or art;

 Values the creative arts -- like drama, music, art, or the works of creative writers; and

 Sees self as expressive, original, and independent.

Holland

 Social

 Likes to do things to help people -- like, teaching, nursing, or giving first aid, providing information; generally avoids using machines, tools, or animals to achieve a goal;

 Is good at teaching, counseling, nursing, or giving information;

 Values helping people and solving social problems; and

 Sees self as helpful, friendly, and trustworthy.

Holland

 Enterprising

 Likes to lead and persuade people, and to sell things and ideas; generally avoids activities that require careful observation and scientific, analytical thinking;

 Is good at leading people and selling things or ideas;

 Values success in politics, leadership, or business; and

 Sees self as energetic, ambitious, and sociable.

 Conventional

 Likes to work with numbers, records, or machines in a set, orderly way; generally avoids ambiguous, unstructured activities

 Is good at working with written records and numbers in a systematic, orderly way;

 Values success in business; and

 Sees self as orderly, and good at following a set plan.

Holland

Notice the personality types closes

are more alike than those farther a

this most clearly when you compar

opposite each other, on the hexa

For example, Realistic and Social a opposite of each other. On the oth

and Artistic are not that far apart.

t to each other

way. You can see

e the personalities

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re virtually the er hand, Social

Holland

 In conclusion, Holland felt that individuals that are “congruent” or true to themselves will be happiest! Consider those with artistic personalities! This person would likely be miserable in a traditional office setting completing routine, mundane tasks.

 For example, Artistic people are more likely to be successful and

satisfied if they choose to be a dance teacher in a dancing school -- an environment "dominated" by Artistic type people where creative

abilities and expression are highly valued.

The Father of Guidance

 Frank Parsons is considered the “Father of Guidance”

 He developed the idea of matching careers to talents, skills and personality.

 People perform best when they are in jobs best suited to their abilities.

 Frank Parsons is regarded as the founder of the vocational guidance movement. He developed the talent-matching approach, which was later developed into the Trait and Factor Theory of Occupational Choice. At the center of Parsons' theory is the concept of matching.

He theorized that choosing a vocation was a matter of relating three factors;

 knowledge of work,

 knowledge of self, and the matching of the two.

Frank Parsons

 Parsons states that occupational decision making occurs when people have achieved:

 an accurate understanding of their individual traits (aptitudes, interests, personal abilities)

 a knowledge of jobs and the labor market

 rational and objective judgement about the relationship between their individual traits, and the labor market.

 This three-part theory still governs most current practice.

 The trait and factor theory operates under the premise that it is possible to measure both individual talents and the attributes required in particular jobs. It also assumes that people may be matched to an occupation that's a good fit.

 Parsons suggests that when individuals are in jobs best suited to their abilities they perform best and their productivity is highest.

Frank Parsons

 In his book, 'Choosing a Vocation', Parsons maintains that personal counseling is fundamental to the career search. In particular, he notes seven stages for a career counselor to work through with clients:

 Personal data: create a statement of key facts about the person, remembering to include every fact that has bearing on the vocational problem.

 Self-analysis: a self-examination is done in private and under the instruction of the counselor. Every tendency and interest that might impact on the choice of a life work should be recorded.

 The client’s own choice and decision: this may show itself in the first two stages. The counselor must bear in mind that the choice of vocation should be made by the client, with the counselor acting as guide.

 Counselor’s analysis: the counselor tests the client’s decision to see if it is in line with the “main quest”.

Frank Parsons

 Outlook on the vocational field: the counselor should be familiar with industrial knowledge such as lists and classifications of industries and vocations, in addition to locations of training and apprenticeships.

 Are you a case manager? Clarification of roles.

 Induction and advice: a broad-minded attitude coupled with logical and clear reasoning are critical at this stage.

 General helpfulness: the counselor helps the client to fit into the chosen work, and to reflect on the decision.

 Much of Parsons’ work still guides career counseling today, though it is not without criticism. Matching assumes a degree of stability within the labor market. However, the reality is that the market’s volatility means individuals must be prepared to change and adapt to their circumstances.

John Krumboltz

 John Krumboltz's believed that unplanned events could lead to good careers!

 John Krumboltz belief on supporting indecision in clients.

 He states that indecision is desirable and sensible, as it allows the opportunity for clients to benefit from unplanned events. This theory is called planned happenstance.

 This emerging theory specifically addresses the need for people to deal with change within the rapidly changing market.

 Managing life transitions is seen as an essential career management skill. Krumboltz’s theory offers insight on how to deal with the limited degree of control we have over some career experiences.

 At the core of this theory is the fact that unpredictable social factors, chance events and environmental factors are important influences on clients’ lives.

John Krumboltz Continued

 As such, the counsellor’s role is to help clients approach chance conditions and events positively.

 In particular, counselors foster in their clients:

 Curiosity to explore learning opportunities

 Persistence to deal with obstacles

 Flexibility to address a variety of circumstances and events

 Optimism to maximize benefits from unplanned events.

 Krumboltz states that people with these qualities are more likely to capitalize on chance events and make opportunities.

 These factors help to turn chance encounters into career opportunities!

 The commitment to skill development and continuing education,

 Ongoing self-assessment,

 Assessment and feedback from others,

 Effective networking (Think Linked In)

 Achieving work-life balance (Self- Care, Wellness Programs, etc.)

 Financial planning to incorporate periods of unemployment,

Donald Super

 Donald Super influenced the idea that developing a sense of self and realizing that one changes over time. This matters in career planning.

 One of Donald Super's greatest contributions to career development has been his emphasis on the importance of the development of self- concept. Therefore, career development is lifelong.

 Super developed the theories and work of colleague Eli Ginzberg – he thought that Ginzberg’s work had weaknesses, which he wanted to address. Super extended Ginzberg’s life and career development stages from three to five, and included different sub-stages.

 Super argues that occupational preferences and competencies, along with an individual’s life situations, all change with time and experience. Super developed the concept of vocational maturity, which may or may not correspond to chronological age: people cycle through each of these stages when they go through career transitions.

5 Life & Career Development Stages

Stage Age Characteristics

Growth birth-14 Development of self-concept, attitudes,

needs and general world of work

Exploration 15-24

"Trying out" through classes, work

hobbies. Tentative choice and skill

development

Establishment 25-44 Entry-level skill building and stabilisation

through work experience

Maintenance 45-64 Continual adjustment process to improve

position

Decline 65+ Reduced output, prepare for retirement

Developmental Tasks at Each Stage

Life stage Adolescence 14-25 Early adulthood 25-45 Middle adulthood 45-65 Late adulthood 65+

Decline Giving less time to

hobbies

Reducing sports

participation Focusing on essentials Reducing working hours

Maintenance Verifying current

occupational choice

Making occupational

position secure

Holding one's own

against competition Keeping what one enjoys

Establishment Getting started in a

chosen field

Settling down in a

suitable position Developing new skills

Doing things one has

wanted to do

Exploration Learning more about

opportunities

Finding desired

opportunity

Identifying new tasks to

work on

Finding a good

retirement place

Growth Developing a realistic

self-concept

Learning to relate to

others

Accepting one's own

limitations

Developing and valuing

non-occupational roles

Donald Super Continued

 Super states that in making a vocational choice individuals are expressing their self-concept, or understanding of self, which evolves over time.

 People seek career satisfaction through work roles in which they can express themselves and further implement and develop their self- concept.

 How might clients present that are experiencing career dissatisfaction?

Super’s Rainbow

Anne Roe

 Roe’s theory can be separated into two key areas: theoretical aspects of personality and classification of occupations.

 Inspired by Maslow’s hierarchy of needs, Roe incorporated the psychological needs that develop out of parent-child interactions and how these may affect personality development.

 Roe classified parent-child interaction patterns into three categories or levels, each with two subcategories:

 (1) emotional concentration on the child, (overprotective or over-demanding)

 (2) avoidance of the child, (emotional rejection or neglect)

 (3) acceptance of the child, (casual or loving)

Roe’s interest in parent-child interactions led to the development of the Parent-Child Relations Questionnaire.

Based on results from the PCRQ, Roe believed children went on to develop an orientation either toward or not toward people.

Limitations for Roe’s Theory

 Very difficult for there to be certainty with subject recall of parent-child

interactions

 Differences in parenting styles between parents and over time exist

making comparative data hard to examine.

 Roe herself openly acknowledged the criticisms of her theory and

expressed concerns that her classification system did not adequately

address the experiences of women and minorities.

 Regardless, it remains the only theory that can help explain the impact

of early attachment and parent – child interactions on future career

choice.

Two Phases of Career Counseling

 Client goal or problem identification

 Establishing a working relationship and defining roles

 Developing an understanding of the client’s characteristics and environment

 Make a diagnosis of the client problem

 Resolution of the problem

 Making an intervention

 Evaluating the impact of the intervention

 Terminating the intervention if it is successful

The Career Counseling Process

Factors inhibiting a clients capability of being successful in the career counseling process

 Disabling emotions

 Dysfunctional career thoughts

 Goal instability

 Tension or urgency to make a decision

 Self concept as a decision maker

 Family

 Relationships

 Quality of Life

The Career Counseling Process

 5 stages

 Establish a counselor-client relationship

 Diagnosing the problem

 Goal setting

 Intervention

 Gathering Information

 Identifying Transferable skills

 Multi-cultural Considerations

 Facilitating Decision Making

 Guided Fantasy

 Improving Time Perspective

 Evaluation

Counseling for Careers

 Helping clients determine which career to pursue is not easy, often these clients are at the beginning of their careers or considering a mid- career change.

 Indecision can be a barrier

 Too many or too few options

 Financial restrictions

 Lack of information about career options

 The counselors role is to provide information and administer inventories

to help the client determine which steps are missing and how to move

forward.

Counseling for Job Finding

 Help those clients implement their career decisions by finding jobs.

 Help clients develop those skills needed to interview effectively and provide assistance in areas of self- efficacy and self- worth.

 Feedback regarding clients personality is critical at this point in the process.

 Encourage intensity AND motivation in the job search process!

 Many “life coaches” take on this motivating role in helping clients to feel more satisfied in their work life balance.

Counseling for Job Satisfaction

 Counselors help clients gain a sense of accomplishment and contentment with their careers.

 Often those seeking counseling are dissatisfied in their careers and therefore, may struggle with performance issues and subsequence mental health issues like depression.

 Clients may lack coping skills for distressful situations at their work environment.

 May lack an overall ability to accept and / or give feedback.

 Encourage ways to build skills needed to take on new responsibilities or improve overall performance.

Assessments

 Interpretation of Career Assessments are essential to the role of the career counselor.

 This process involves reviewing, explaining, discussing results and clarifying any questions the client has.

 Career counselor needs to take into consideration career maturity, congruence, vocational needs, and personality structure when providing interpretation.

 Strong Interest Inventory.

 The SII is one of the most widely used and respected career planning tools. This 291-item assessment compiles interest patterns and compares them to satisfied professionals in various occupations.

 This inventory provides a personalized profile of client interests.

Myers-Briggs Type Indicator

 The Myers-Briggs Type Indicator (MBTI) instrument is the most widely used personality inventory in history.

 By assessing one’s personality, a person can find out more about his or

her career options by matching personality type with career options.

Often this instrument is used to help individuals learn more about their values and interests. It can also be helpful in helping people who are already in the work field understand the various personality types.

The MBTI inventory helps to improve work and personal relationships, increase productivity, and identify leadership and interpersonal communication preferences for clients.

Technology

 Computer-assisted career guidance systems (CACGS) are computer

programs designed to simulate the career counseling process by

providing career assessments, occupational and educational

information, and tools for making decisions, planning, and beginning a

career path.

 Some commonly used CACGS include:

 CHOICES, DISCOVER, and SIGI PLUS

 Each of these systems has specific versions targeted for various age ranges.

 Each version offers interest, ability, and value assessment tools.

 Based on assessment results, these systems generate occupational alternatives.

Technology

 Once system users have explored occupational and educational information, DISCOVER and SIGI PLUS present information on making career decisions.

 All three systems offer information on career planning, including how to write a resume and build a professional network.

 Limitations of CAGS

 While CAGS are user-friendly sources of career and educational information, their use is somewhat limited. Access to CACGS requires both computer access and affiliation with an institution that subscribes to a specific system.

 Not all schools, colleges, vocational bureaus, and universities can afford to subscribe to a CACGS, and not every client has the necessary Internet access.

 Research shows that the most effective career counseling intervention remains the counselor- client relationship.

The Career Counselor in Session

 There is a positive relationship between counselor confidence in establishing a therapeutic relationship and client confidence in coping with career transitions.

 Career counseling clients devote considerable attention to non- career concerns in sessions.

 Redirect clients to focus on those issues related to dissatisfaction and factors impeding a work- life balance.

 Career counselors tend to give information and set limits more frequently during career counseling than during general counseling.

 Career counseling participants identify aspects of self-exploration, support, and career related education as the most important and helpful career counseling interventions.

The Career Counselor in Session

 There seems to be a close relationship between the processes of psychotherapy and career counseling.

 Career Counselors need to work closely with mental health counselors so that there can be a unified approach to helping the client holistically.

Developing an effective working alliance is critical to positive outcomes in career counseling.

This helps to ensure the mental health aspect is being appropriately handled by the mental health counselor and the career counselor addresses the career component. Each counselor is working within his or her area of competence.

Expanding the Limited View of Career Counseling: A Modern Day View Point

 Students often conclude that career counseling is a sequence of interventions that resembles the following: (Niles & Pate)

 Step 1: Client presents for career counseling.

 Step 2: Counselor gathers client information and administers a test

battery.

 Step 3: Counselor interprets tests and identifies a few appropriate

occupational options for the client.

Characteristics of This Approach (Niles & Pate)

 Counselor is in charge of the process.

 Counselor is directive and authoritative.

 Clients are passive recipients of a predetermined test battery.

 Career counseling becomes something that is done to clients rather than something the counselor and client participate in collaboratively.

Crites’ View

 He believed that the need for career counseling is greater than the need for psychotherapy.

 Crites’s conceptualization of career maturity is based on Donald Super’s theory of career development, which emphasizes general factors related to realistic career choice content and process.

 Those individuals with more maturity will make more congruent career choices.

 Career counseling

 can be therapeutic.

 should follow psychotherapy.

 is more effective than psychotherapy.

 is more difficult than psychotherapy.

The Career Counselor Today

 Career counselors must respond to

 global unemployment

 corporate downsizing

 jobless economy

 global competition of small companies

 workerless factories

 Technological advancements

Requirements of Today’s Workplace

 Using computer technology

 Engaging in lifelong learning

 Interacting effectively with diverse co-workers

 Tolerating ambiguity in job security

 Being vigilant about maintaining a high level of self and occupational awareness to maintain marketability

 Abandoning the work – life balance?

Characteristics of Career Development

Interventions That Foster Self-Affirmation

 Provide counseling-based career assistance

 Provide support to their clients

 Attend to their clients’ life structure issues

 Empower clients to clarify their self-concepts and construct their own lives

 Exhibit understanding that every counseling relationship is cross- cultural

Types of Support

 Emotional support

 Informational support

 Assessment support

Working with Resistant Clients

 Using presuppositions

 Using embedded questions and directives

 Labeling and reframing

 Recognizing and dealing with resistance

 Identifying irrational beliefs

 Identifying distorted thinking

 Using reflective judgment stages

 Focusing on excuses

Subjective & Objective Career Assessment

 Subjective assessments are intended to take into account the individuals perception of success.

 Objective assessments, such as pay or hierarchical position, are not related to a persons subjective interpretation.

 Self-referent subjective career success is usually measured as career satisfaction or job satisfaction.

 Other-referent assessment is when an individual compares his/her career relative to an external standard, group or reference person.

 Often, objective success (or lack there of) drives subjective assessment.

Strengths of Subjective Assessments

 Help clients understand themselves at a deep level

 Help clients consider the relevance of their life experiences to their career development

 Help clients attach a sense of purpose to their activities

 Actively engage clients in the counseling process

 Results are clearly connected to client responses

Strengths of Objective Assessments

 Allow client to make comparisons with others

 Are outcome-oriented

 Do not require as much counselor time as subjective assessments

 Provide a useful starting point for subsequent consideration of career options

A Framework for Career Counseling

 Getting started

 Helping clients deal with change

 Helping clients engage in self-assessment activities

 Helping clients learn more about the world of work

 Helping clients expand or narrow choices

 Helping clients make plans

Phases of the Career Counseling Process (Gysbers, Heppner, & Johnston)

 Opening phase

 Phase of information-gathering

 Working phase

 Final phase

Phases of the Career Counseling Process (Niles & Harris-Bowlsbey)

 Beginning or Initial Phase

 establish effective relationship

 begin to gather information about the client

 define preliminary goals for counseling

 Middle or Working Phase

 explore concerns and goals in depth

 develop and implement a specific plan of action

 Ending or Termination Phase

 Connect the work done in the beginning and middle phases by assessing client’s current status

 Relate current status to client’s goals for counseling

Premature Closure in Career Counseling (Brown & Brooks)

 Clients believe they have achieved their goal.

 The career counseling experience does not meet the client’s expectations.

 Clients fear what might be uncovered in career counseling.

 Clients lack commitment to counseling.

Termination

 Counselors need to follow the following guidelines in terminating properly:

DID I:

 review the content of what happened in counseling?

 review the process of what happened in counseling?

 reemphasize the client’s strengths that were evident in counseling?

 evaluate what went well and what went poorly?

 explore things unsaid in counseling?

 discuss feelings related to the ending of the counseling relationship?

 provide clear and direct structure for the client’s next steps?

Career Counseling Groups

 Group counseling offers a mode of service delivery that can be used instead of, or in addition to, individual counseling.

 Hansen and Cramer describe group counseling as an intervention for 5-15 members, with 5-8 members viewed as optimal.

Career Counseling Groups, continued

 Structured career counseling groups address a specific issue that is a common concern.

 Difficulty in leadership roles, boundaries, and feedback

 Structured career counseling groups typically meet for 3-7 sessions.

 Less structured career counseling groups focus on the intrapersonal and interpersonal concerns that clients have about career development.

 Similar structure and rules apply to career groups as with therapy groups.

Career Counseling Groups, continued

 Less structured career counseling groups tend to be more affective- oriented than structured groups.

 This creates boundary issues

 Allows clients to get off track and engage in avoidant behaviors

 Less structured groups meet over a longer period of time than structured groups.

Stages in Group Career Counseling (Pyle)

 Stage 1: Opening stage

 Stage 2: Investigation stage

 Stage 3: Working stage

 Stage 4: Decision/Operational stage

Why Use Career Groups?

 Members learn new information about themselves and others.

 Members receive social and emotional support from other group members.

 Members learn from peers who are in similar situations.

 Members can share resources and ideas.

Criteria for Successful Groups

 Members

 are in open communication with each other.

 share a common goal.

 set norms that direct and guide their activities.

 develop a set of roles to play within the group.

 develop a network of interpersonal attraction.

 work toward satisfaction of individual needs.

Career Counseling Quiz

 1. A counselor has designed his career counseling group in such a way that it presents a "field and level system and focuses on early parent interactions? Which theory may he be following?

1. Super

2. Parsons

3. Roe

4. Krumboltz

Career Counseling Quiz

 2. Holland's trait-factor theory matched which of the following together?

1. Gender traits with personality traits

2. Professional traits with earning power

3. Personality traits with job requirements

4. Personality traits with intelligence level

Career Counseling Quiz

 3. Which career theorist discussed life roles?

1. Ginzberg

2. Holland

3. Parsons

4. Super

Career Counseling Quiz

 4. Jeremy, during intake, told you that he really enjoys his job as a watch repair man. His strong Interest Inventory would probably indicate a high score in which of the following?

1. Investigative

2. Conventional

3. Realistic

4. Social

Career Counseling Quiz

 5. One of Donald Super's greatest contributions to career development has been his emphasis on the importance of the development of:

1. Self- esteem

2. Job satisfaction

3. Self-concept

4. Financial security

Quiz Answers

 1. Roe

 2. Personality traits with job requirements

 3. Super

 4. Realistic

 5. Self- concept