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Careers - Tarleton State University > Ch. 1 > Flashcards

Ch. 1 Flashcards

1
Q

Career

A

refers to roles individuals play over their lifetime. The roles may include leisure and community service, as well as other activities. *Refers to the lifetime pursuits of the individual

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2
Q

career choice

A

applies to decisions that individuals make at any point in their career about particular work, leisure, or other activities that they choose to pursue at that time.

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3
Q

job

A

refers to positions requiring similar skills within one organization

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4
Q

occupations

A

refer to similar jobs found in many organizations

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5
Q

work

A

refers to purposeful activity to earn money or other reward and possibly to produce a product or service for others

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6
Q

Career development theory attempts to explain what?

A

behavior that occurs over many years and is made up of reactions to thousands of situations (school), experiences (hobbies), and people (parents).

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7
Q

General Principles of theory

A

Theories should be explicit about their rules and theorems. Terms that are used in describing these rules should be clear.
Theories should be precise about the limitations of their predictions. Theories differ in the breadth of behavior that they attempt to predict.
When theories are developed, they need to be tested.
A theory needs to be consistent and clear. A theory should provide constructs that have a logical relationship to each other.

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8
Q

A career development theory must provide what?

A

a useful way of explaining and understanding career development while being neither too simple nor too complex

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9
Q

Counselors’ Use of Career Development Theory

A

Counselors need to consider their own view and style of counseling or psychotherapy
Their theory of counseling is likely to influence their selection of a theory of career development.

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10
Q

Client Population Considerations

A

Elementary & Middle School Counselors: work with students at the beginning of the career information and selection process.

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11
Q

High School & College Counselors:

A

help their clients with vocational choice, development of alternatives, and job placement.

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12
Q

Employment counselors

A

may deal with the same issues as high school and college, they may encounter more issues related to satisfaction with and adjustment to a job

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13
Q

Business & Industry Counselors:

A

likely to be involved in issues of work satisfaction, adjustment, and promotion.

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14
Q

Vocational rehabilitation counselors & counselors who work with physically and mentally challenged clients:

A

deal with the same issues as listed above as well as judge the applicability of the theory to the challenges of their clients

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15
Q

Retirement Counselors:

A

choosing a new part-time, or volunteer work, scaling down the demands of current work

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16
Q

Pastoral counselors, physicians, clinical psychologists, and psychiatrists:

A

work in settings where their clients may have career choice or adjustment issues that are related to other problems.

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17
Q

Considerations of career counselors

A

The gender of the client can be an important variable in theory selection
Determine if a theory is appropriate for younger individuals as older individuals

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18
Q

Theories of Counseling & Theories of Career Development

A

Counseling and psychotherapy theories tend to be a subset of personality theories used to bring about a desired change in feeling, thinking, or behavior.
Some theories of career development tend to be a subset of personality theories, which include how people relate to work and career issues.
Counselors who prefer a certain personality theory or theory of counseling are drawn naturally to a compatible career development theory
Example:
Counselors attracted to Jungian theory may want to use the Myers-Briggs theory of types
Counselors who use rational emotive behavior therapy (REBT), behavioral therapy, or cognitive therapy may find trait and factor theory, Holland’s theory of types, social learning, and cognitive information processing approaches to be particularly helpful.

When selecting a theory, the concept of chunking is important for counselors

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19
Q

Chunking

A

process by grouping concepts or ideas. Suggested that people can process 5 to 9 concepts, ideas, numbers, words, or sentences at a time.
Chunking relates to the use of career development because theories that have 3 or 4 basic constructs are likely to be learned relatively easily.
Theories that have 8-9 concepts may be remembered and used with some difficulty, depending on how often the concepts are reused in counseling

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20
Q

Helping Skills

A

Often based on the early works of Carl Rogers

unconditional positive regard, genuineness, congruence, empathy

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21
Q

unconditional positive regard

A

the acceptance of a person as being worthwhile and valuable, regardless or age, gender, race, or what he or she has done

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22
Q

genuineness

A

sincerity, the need for the counselor to be honest with the client

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23
Q

congruence

A

requires the counselor’s voice tone, body language, and verbal statements to be consistent with one another

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24
Q

empathy

A

refers to the ability to communicate to the client that the counselor understands the client’s concerns and feelings from the point of view of the client.

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25
Q

Attending Skills

A 
Counselor’s nonverbal presence
Face their client’s squarely
Adopting an open posture (legs and arms not crossed)
Leaning slightly toward the other person
Maintaining good eye contact
Maintain a relaxed presence.
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26
Q

Questions

A

used to get specific information or to help clients describe or elaborate on certain subjects, feelings, or events
Close-ended questions request specific information
Open-ended questions encourage a broader response -> asking client to explain more fully the what, how, when, or where of a situation, feeling, or event

27
Q

Statements and Reflections:

A

Rephrasing what the client has said, allows counselors to focus on the cognitive or emotional content of a client’s statement
Restating it directs attention to the situation, the person, or the general idea
Client thus is encouraged to add to or to develop his or her statement

28
Q

Feeling Reflections:

A

contain (or imply) an emotional word or phrase

29
Q

Content Reflections

A

focus on the information that the client provides

30
Q

Continuation Responses:

A

Helpful to request more information. Continuation techniques bring out more information than the client may volunteer at first.

31
Q

Nonverbal gesture:

A

nodding or using a hand movement invites a client to continue

32
Q

Verbal comments:

A

Verbal comments: “Tell me more”, “Can you say more about that?”, “Go on”, “And then?”, “And what happened then?”

33
Q

Giving Information, Not Opinion

A

Counselors give clients information about educational or occupational opportunities
Information needs to be accurate, up to date, and clear
Biased information can be destructive and confusing to the client
Due to client’s viewing the counselor as an expert, the counselor’s opinions may be perceived as being information or the truth.

34
Q

Reinforcement

A

Verbal reinforcement of the client’s behavior is a behavioral technique often used in career counseling
The client’s behavior is reinforced, rather than the client.
A common behavior that counselors reinforce is information seeking

35
Q

Family Background Exploration

A

Focuses on relational approaches to career development
Discusses ways of exploring the role of the family (and others) in career decision making
Genogram: a method of diagramming family relationships. A tool for discussing how clients’ career plans relate to those of their families

36
Q

Assessment Interpretation

A

Test and inventory interpretation provides information about the client to the client
Assessment interpretations are given for interest, ability, value, and personality tests and inventories.
Specific knowledge is needed to make accurate assessment interpretation

37
Q

Test

A

refers generally to ability and achievement test on which there are correct answers and on which individuals attempt to perform as well as possible.

38
Q

Inventory

A

refers to instruments that solicit a preference or viewpoint from the client and have no “right” or “wrong” answers.

39
Q

Common inventories used in counseling measure:

A

Interests
Values
Personality

40
Q

Assessment instruments play two major roles in career development theory:

A

Can be used to develop and verify a theory
Provide the counselor with information that can then be used as a means of understanding the client from the point of view of career development theory

41
Q

For counselors, test and inventories have 3 major features:

A

Selection
Administration
Interpretation

42
Q

Normal scores

A

those that are typical of a population
Sometimes norms are based on a general population, other times they are based on specific groups, such as high school students, accountants, or former drug abusers (also gender or age)

43
Q

Norms (Normative Information)

A

Typically presented in percentile scores -> easier to understand because counselors can see the percentage of individuals with results above or below a particular score

44
Q

Reliability

A

Test or inventory must be dependable and consistent
May be measured by administering the same instrument on two different occasions or administering two different forms of the same test on different occasions

45
Q

Perfect reliability=

A

everyone’s scores were in the same relative position on every additional administration

46
Q

Split-half reliability=

A

obtained by dividing a single test or inventory into two comparable halves and then comparing the results from the two halves

47
Q

Two major sources of unreliability:

A

Variation in human performance

Variation in the technical aspects of measurement

48
Q

Validity:

A

how well a test or inventory measures what is requested of it. For a test or inventory to be valid, it must first be reliable

49
Q

Content validity:

A

refers to the actual content of the items (items should reflect the area that the instrument is attempting to measure)

50
Q

Concurrent validity:

A

a measure against a specific criterion

51
Q

Predictive validity:

A

refers to a criterion, but one that applies to the future

52
Q

Construct validity:

A

more complex, referring to whether the scales make psychological sense and are related to the variables to which they should be related

53
Q

Providing Occupational Information:

A

Counselors need to know certain types of information and specific sources of career information

54
Q

Types of information most important to include:

A

Descriptions of the occupation
Working conditions
Qualifications required by the job duties
Beginning and average salaries
Employment outlook
Education (courses, majors, or degrees) required by the job
Where one can get more information about the occupation

55
Q

Career Development Theory

A

part of the career counseling process that offers a means of conceptualizing career concerns
Career Development Theory can give counselors an idea of how they are going to help their clients and what the eventual outcome of counseling may be.

56
Q

Goals of Career Counseling

A

Two most common goals
Selection of an occupation
The adjustment to an occupation
Goals, whether explicit or implicit, are essential to counseling
Goals serve as a guide for the work that is done in the counseling session
A counselor using theoretical constructs in conceptualizing client goals should have a sense of how well the counseling is progressing, what (in general) should happen next in the counseling, and what needs to take place for the counseling to be completed
Goals and their implementation may not be identical for all people.
Ethical standards help counselors meet their clients’ goals in constructive and appropriate ways.

57
Q

Autonomy:

A

Counselors respect that clients make their own decisions

58
Q

Nonmaleficence:

A

Counselors do no harm

59
Q

Beneficence

A

More that just not causing harm to the client, counselors should seek to help clients by promoting health and well-being

60
Q

Justice:

A

Refers to fairness in dealing with clients and other professionals

61
Q

Fidelity

A

Honoring commitments to clients, colleagues, and students.

62
Q

9 sections of The ethical standards of the NCDA Code of Ethics

A 
The Professional Relationship
Confidentiality, Privileged Communication, and Privacy   
Professional Responsibility
Relationship with Other Professionals
Evaluation, Assessment, and Interpretation
Use of the Internet in Career Services
Supervision, Training and Teaching
Research and Publication
Resolving Ethical Issues
63
Q

Career Development of Women

A

Career development theorists have been criticized for their neglect of women’s career development issues
The role of women in the workplace has changed greatly since the early 1960s
Because women represent more than half the population of the U.S. and of the world, it is particularly important to illustrate the application of career development theories to women.

64
Q

Career Development of Culturally Diverse Populations

A

Culture may refer to a variety of different groupings, including social class, religion, disabilities, age, sexual identification, and ethnicity
Because there are so many ethnic and geographical cultures throughout the world, discussion of the career development of culturally diverse populations is more complex than the discussion of differing career concerns between men and women.
No theories of career development have been formulated to apply specifically to one culture or another
More research has been done on African Americans than on other cultural groups
Culturally diverse populations designates African Americans, Africans, Latinos, Native Americans, Asian/ Pacific Islanders, and others
Minority is reserved for people who represent a minority of a given population

Careers - Tarleton State University (8 decks)

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