ch. 8 Flashcards
What are the four major periods of Piaget’s cognitive development and when do they occur in one’s development?
Sensorimotor stage: birth to 2 years
Preoperational stage: ages 2 to 7
Concrete operational stage: ages 7 to 11
Formal operational stage: ages 12 and up
What is the difference between a vocational track or a college track, and how does this influence certain aspects of counselor considerations for client career choice?
Vocational track pursues a trade while college track pursues more of a profession. Counselors can look to see if clients have interests or capacities for these interests and could develop those into a trade if the client is uninterested in college. Counselors can help clients considering college by looking at values and capacities to pursue certain degrees; this is enhanced during the crystallizing substage where clients consider what to major in
How does Super’s curiosity and fantasies in adolescents influence development of interest?
Starting around age 8, interests replace occupational fantasies. These interests develop into capacities around age 11 where they test their ability to master these interests.
How does abstract conceptualization impact clients and their development in career and life considerations?
This allows clients during adolescent develop to solve problems and plan accordingly; planning becomes more ordered and they become more introspective and can envision themselves in various situations; can imagine themselves in occupations they could not imagine a few years prior; able to think abstractly about certain school subjects and not others; makes them more idealistic than realistic; think they are right and adults are wrong
What is the crystallizing substage?
Reality conditions start to play an important role in career selection; happens at 17 or 18 years old; become more realistic in regards to degree choices, job availability, competition for jobs; they realize they can determine their future but must take action to do so; consider other necessities, like salary, education required for careers, and working conditions
What are Howard and Walsh’s three levels of vocational reasoning, and what are they extensions of?
The three levels are extensions of the substages of the late growth stage of Super’s theory of adolescent development.
Level 4: Internal Processes and Capacities corresponds with Super’s Capacities substage
Level 5: Interaction corresponds with Super’s Values substage
Level 6: Systemic Interaction corresponds with Super’s transition to the crystallizing substage
What are the major components of vocational maturity?
There are five major components of vocational maturity:
Orientation to vocational choice: deals with concern about career choice and using occupational information
Information and planning about a preferred occupation: specific information the individual has about the occupation he or she intends to enter
Consistency of vocational preference: concerned with stability of occupation choice over time and consistency within occupational fields and levels
Crystallization of traits: includes seven indices of attitudes toward work (not really sure what this means, but i think it’s like the solidification of the client knowing what he or she is capable of doing and not doing and where their traits/attributes lie
The wisdom of vocational preference: relationship between choice and abilities, activities, and interests (does occupation match capabilities)
What are the five subscales that make up career development theory?
used to measure client’s vocational maturity
Career Planning: measures how much thought individuals have given to a variety of information-seeking activities and how much they feel they know about aspects of work; activities include talking with adults about occupation, researching it, taking courses about it, etc.; important to consider what the client knows and how much they think they know
Career Exploration: willingness to explore and get more information; how much information already gathered; clients may be reluctant at times to use resources to gain information because they may not think they need that
Decision Making: concerns the ability to use knowledge and thought to make career plans; if students know how others should make career decisions then they should know how to also
World-of-Work Information: one component of this deals with developmental tasks, such as when one should explore interests and abilities and learn about jobs; other component deals with knowledge of actual duties on the job; some information is inaccurate, as students may not know how to go about gathering correct information or have inaccurate depictions based on TV or movies
Knowledge of the Preferred Occupational Group: students asked to choose 20 occupational groups they would consider, judge their abilities in nine areas (verbal, math, motor, reasoning, mechanical, etc), then judge these capacities in those who are in these preferred occupations; lets counselor know extent of client’s knowledge about preferred occupational group
Realism (not tested by CDI )
is the client’s aptitude realistic with the preferred occupation based on the norm aptitude of those within the preferred occupation; has some dangers as clients may interpret this as not being capable of certain things yet going on to achieve them or do not even bother trying
Career Orientation
general term encompassing the previously described concepts (does not include knowledge of preferred occupational group score or the unmeasured realism concept); provides summary of what to expect from the student in terms of orientation toward careers
What are perceived identity statuses of adolescents at any given time?
“Identity crisis” (p. 215); time of identity and role confusion
Diffusion - having few clear ideas of what one wants and not being concerned about the future
Moratorium - one explores options while wanting a direction but not having one
Foreclosure - making a choice, often based on family tradition without exploring other options
Achievement - knowing what one wants and making plans to attain an occupational goal
Why is Erikson’s life-stage approach an important consideration?
His Identity stage is the fifth of eight stages and it serves as a bridge between the four stages occurring during childhood and the three remaining stages in adulthood; Erikson’s identity stage is crucial in adolescents developing how they envision their adulthood as far as career, marriage, etc.
What does the research suggest about the overall influence of individual experiences and other related factors a major component in the development of vocational identity?
Vondracek and colleagues: identity development is best understood when studied within a specific context; concerned with the effect of social, political, and historical factors on vocational identity; importance of timing of career choices within their specific contexts because it can retard or advance vocational identity development
What is developmental-contextual theory?
Developed by Vondracek and colleagues
Effect of social, political, and historical factors on individuals that influence them and their vocational identity
Examples of these factors: changes in economy, changes in educational legislation, advancements in technology, job availability
What other factors should counselors consider when conceptualizing career maturity and development?
Social, political, environmental, familial, historical
