In this era of organizational restructuring and technological change, individuals can no longer plan on spending their entire working lives with one organization. Life no longer follows a linear path: schooling, work, retirement. Career paths, too, are no longer a linear rise up the ladder to the top. Some analysts proclaim the "new rules of work" : everyone is self-employed and the concept of "job " is disappearing (Hall and Mirvis 1995). Such fundamental changes mean that people need more help than ever with career issues. However, a recent survey of 1,046 adults (Hoyt and Lester 1995) showed that 40% would turn to family or friends first; 37% to counselors. Only 30% had discussed career choices with school or college counselors; only 36% had made a conscious career choice or plan; and, for 4...
Lowman, Rodney L. (1991). The Clinical Practice of Career Assessment: Interest, Abilities, and Personalities (1st ed.). Washington: American Psychological Association.
Career Development is a “continuous lifelong process of developmental experiences that focuses on seeking, obtaining and processing information about self, occupational and educational alternatives, life styles and role options” (Hansen, 1976). The above statement I have follow through my career .
Lester, J. S., and Perry, N. S. Assessing Career Development with Portfolios. ERIC Digest. Greensboro, NC: ERIC Clearinghouse on Counseling and Student Services, 1995. (ED 391 110)
According to Maree and Beck, traditional career counseling involves a heavy emphasis on psychometric tests, work sheets and computer programs were utilized to form an objective image of the individual. As a result the assessment drives a “image” that is usually matched with the character and traits suited to a logically matched specific career. If the values, interests and abilities of the individual were considered congruent with the requirements of a specific career, the assumption was made that the individual would find that career stable, productive and satisfying. The 'matching', 'objective' image was accepted as generally seen as concrete, real, and true. However, the traditional method deprives an individual of the opportunity explore their interests because the heavy testing emphasis generally created a label for a cl...
Social cognitive career theory (SCCT) emphasizes cognitive-person variables that enable people to influence their own career development, as well as extra-person, contextual variables, which enhance or constrain personal agency (Lent, Brown, & Hackett, 1994). SCCT attempts to understand the processes through which people form interests, make choices, and achieve varying levels of success in educational and occupational pursuits (Lent, Brown, & Hackett, 2000). Cognitive-person variables include qualities such as self-efficacy and personal goals that enable people to exercise personal control or agency in their own career development; while environmental variables consider a person’s physical attributes, features of their environment, and particular learning experiences which have influence on career-related interests and choice behaviors. Environmental variables can be further divided into two basic categories according to their relative proximity to the career choice-making process. Distal factors are those which have had an impact on the learning experiences through which expectations have developed, for instance the type of career role models to which one is exposed and the support or encouragement one receives for engaging in
They also concern with career adjustments people make over time. The career development theories are of great value for teacher and counsellor because they need to seek constantly for insight into the reasons that stimulate students to make certain career choices. Only by doing so, they will be able to understand and help them. Researches have been conducted in an attempt to develop systematic theory of career development so that the students can get proper guidance. According to Johnson (2000), Career development theories can be grouped into two categories: Structural and Developmental.
In summary, what I have taken away from learning more about the career counseling process, which is validated by this article, is that one-size career paths do not fit all. As well, as counselors, need to address all area that are pertinent to the client or student. We need to help the whole package. As well, a non-traditional career choice is totally ok and that we should encourage our students to peruse what will be in their best interest for career and life success.
You will most likely see career assessment and counseling in a broad range of employment settings. For example, mental health agencies, Veteran Affairs hospitals, rehabilitation centers, and school and college counseling offices. The most crucial types of career counseling measurements are interest, aptitude, and values better known as “the Big Three”. “ Other measures pertinent to career counseling include measure of career choice and development, such as the Career Maturity Inventory and Career Decision Scale. The different career assessment measures have been used to (a) increase client self knowledge, (b) help clients make career choices and (c) encourage client participation in career counseling” (Hays, 2013, p.16).
Seibert, S. E., & Kraimer, M. L. (2001). The five-factor model of personality and career