Career Counseling Flashcards
Study for Final Exam
Social Learning Theory Basics
John Krumboltz; product of an uncountable number of learning experiences made possible by encounters with the people, institutions and events in a person’s particular environment.
Genetics, Environmental Conditions, Learning Experiences
SLT: Environmental Conditions
Social Factors: How people are educated, what type of work we do (industries).
Educational Conditions: Influenced by where you live. 1. Types of educational opportunities are around you, k-12, technical schools, universities. Quality of education available. 2. Family influences; their outlook on value of education
Occupational Conditions: 1. Whats available, what do you see around you. Differs by geographical location 2.
SLT: Learning Experiences 2 primary sources
Instrumental & Associative
SLT: Instrumental Learning
ABC’s of Learning (pigeons playing pingpong) Balances and shapes our behaviors. How people treat us and react to our behaviors, shapes what we’re interested in and our actions. Minimize..less likely to explore. Maximize…more likely to explore.
Antecedents…Behaviors…Consequences
Genes Results
Skills Actions Reactions
Environment Impact on Others
SLT: Associative Learning
Pavlovs Dogs; Bell = Food; Dog hears bell starts salivates.
Paired association between Unconditioned stimulus and Conditioned stimulus.
Want to condition client to respond to occupational titles. Occupational titles matter. People make associations based on titles alone.
Break down job description - occupational titles can be misleading.
SLT: Counselor Behavior Strategies
Reinforcement: Positive Feedback
Role Playing: Behavioral Rehearsal; make as close to the situation as you can. Consider video taping scenario to help them learn from it.
Simulation: “Try before you buy”. Before commit to occupation. Volunteer experiences, Interning, etc.
Role Model: People that one models self after. Job Shadow. More observant that participatory.
SLT: Counselor Cognitive Strategies
Goal Clarification (guiding principles): Specific, Feasible, Desired, in line with skill of the counselor.
Counter a Troublesome Belief: (Becks Cog. Therapy) To counter these, propose challenging thoughts. Study habits, time management, all changeable and workable.
Cognitive Rehearsal: Negative self beliefs; low self esteem. To counteract, give positive self statements and have them rehearse them.
SLT: Planned Happenstance (Bandura)
Its okay to be undecided. By engaging in different areas, fields, you’ll find your career. Have to take action to come across opportunities and take advantage of them.
Example in Class: Tennis matches with long lost friend to Psychology Major in College. (Krumboltz Video)
SLT: Planned Happenstance - Curiosity
If you’re curious about something find a way to learn more about it.
SLT: Planned Happenstance - Persistence
Be your own cheerleader.
SLT: Planned Happenstance - Flexibility
Consider a variety of ideas and options
SLT: Planned Happenstance - Optimism
Think positively
SLT: Planned Happenstance - Risk-taking
Be willing to experiment, make mistakes, and change your mind
Family Systems Theory: Genograms
Identify models that may have influenced attitudes and perceptions about work.
(Family beliefs - context to what client might believe)
How to create and use a Genogram
Squares - Males
Circles - Women
Age, Primary Occupation
Identify who the client is in relation to everyone else, by circling, arrow, etc
Genograms
Step 1: Construct Genogram
Step 2: Identify Occupations
Step 3: Explore with client Family Models
What did they learn from their family members? Customize by clients needs
Genograms: Family Role Models
Successes as a worker, spouse, family member.
How family members integrated life roles. (work, school, leisure, attitudes towards work)
Genograms: What to cover with client
What behaviors and/or attitudes were reinforced for men? Women?
What behaviors and/or attitudes were punished for men? Women?
How does Family address work, leisure, family?
Job attitudes of family members (liked/disliked)
How have these attitudes affected career development in others?
Certain “missions” valued?
Circumscription & Compromise: Circumscription
Process of eliminating occupational alternatives that conflict with self-concept.
Circumscription: Stage 1
Orientation to Size and Power (Ages 3 to 5)
“What do you want to be when you grow up?”
When they’re fantasy, magical thinking. Not same as adult.
As they get a little older, they begin to think in more concrete terms
Recognize Power differentials.
Parents are their main influence. Make the rules, “all powerful”.
Kids have an inclining that parents go to work. that its an adult responsibility.
Kids will begin to mimic their parents.
Circumscription: Stage 2
Orientation to Roles: Orientation to Sex Roles (Ages 6 to 8) - tolerable set-type boundary
Everything is black and white as a child.
They start to look to see what it means to be a girl/boy. In terms of Careers, boys firefighter, truck driver, doctor. Girls, nurse, teacher, etc. ONLY KNOW WHAT THEY SEE
Socialization. Clothes, toys, play, emotional regulation.
Pride in your gender. Reinforce boundaries between sexes - natural. Part of development.
Dichotomization of the world. Whats appropriate vs inappropriate based on gender.
Very conscious of what their gender roles and try to stay within the lines. EX: little kid not wanting to go in doll isle
Circumscription: Stage 3
Orientation to Social Valuation (Ages 9 to 13):
Tolerable-Level Boundary (how much status to I really want)
Tolerable-Effort Boundary (How much effort do I want to put into this? how much school do I want to invest in?)
Want to fit in - to do that they want the latest and greatest. iPods, iPhones, shoes, etc
Tend to be self conscious. If someone says something bad about them - its devastating. Drama.
Think more complexly. See connections and acknowledge that there is a connection between education and status. EX: they know that being a surgeon is higher status, but don’t understand the work that goes into it.
Career options are based on whats cool among their friends. EX: Will people respect and admire me? Accept my
options?
They rank career status but is still dichotomous. EX: Boys - Doctors; Girls - Nurses.
Talk to them: don’t talk about occupational titles. Helpful to discuss what they like and dislike, hobbies they have. What are they good at? Not good at? What are their parents expectations, and what do they think about these expectations? Relate to their world and facilitate self awareness.
Circumscription: Stage 3 - Social Evaluation
Ruling things out - not ruling things in.
Careers that are acceptable based on gender and occupational status.
Circumscription: Stage 3 - Social Space
Part of Social Evaluation.
Careers disregarded because they do not fit into to how they currently view the world.
Circumscription: Stage 4
Orientation to Unqiue Self (Ages 14 and up)
Supers exploration stage.
Know that its not a black and white world. able to understand how occupations different from each other. EX: working with things verses people.
Exploration more focused. They can make connects in the world of work. And can conceptualize their needs and wants compared to their career.
“How I fit in the world”
Compromise
Letting go of highly preferred alternatives.
Adjust aspirations to accommodate external reality.
Things that can rain on your parade: Responsibilities, financial capabilities, skills and abilities, etc.
3 Levels of Compromise:
Social Space from previous stage.
Low Level Compromise: ask among interest - not to chose one means to sacrifice another.
Mid Level Compromise: Cannot pursue they are interested in. But can still have status and prestige in another occupation.
High Level Compromise: If I can’t do what I’m interested in and I can’t do what will give me the status I want. Then I will find something “gender appropriate”. People are less likely compromise on because its important to them.
Women and Work
- Used to be considered unimportant - occupied short period of time
- Changes in the past 40-50 years: Women are the majority in workforce; working outside the home
- Over 75% women 22 to 44 work
Women and Work: Multiple Roles
- Success in one role buffers stress in another. EX: If things aren’t going well at work, but good at home. Stress will be offset
- Added income reduces stress in family
- With job is increased social support. EX: Increase social network; co-workers become friends etc. Extra support decreases stress
- Does not hurt marriage
Career Cycle: Women vs Men
Women - “Camel”
*Family and Work. Woman more likely to leave work to rear children and reenter work force at a later time. Have to start at the bottom again, then work from there.
Men - “Dromedary” one hump camel
*Supers rainbow. On average - men leave school and engage in work through out their lives until retirement
These days, there is a mix among the population. Gender differences aren’t as stark. EX: Some men voluntarily leave the work place to take care of their children.
Women Reentering the Work World
This really applies to everyone…
- Provide Career Information
- Explore lifestyle changes: How they manage/balance the changes. EX: if the have kids, where are the kids going to go?
- Entry Level Jobs
Women’s Occupations
- Traditionally female occupations - less pay (below national medium of income)
- 90% of preschool teachers, dental hygienists, secretaries are female
- Underrepresented in STEM occupations: offer money, job security, status. Other opportunity.
- Fewer than 20% Bachelor’s degree in physics and engineering are awarded to women. - this has been the glass ceiling level for awhile
- Women tend to earn less than men
STEM: Math
- Required for most of the highest paid careers: Women are less inclined to take math electives
- Important for technology
- Entry level jobs
STEM: Math Barriers
Math Anxiety and avoidance
- Low self-efficacy and outcome expectations
- Null Educational Environment - neither encourages nor discourages
Leaky Pipeline
BIG ISSUE! LOOK AT SLIDE
