Chapter 14-Teaching Career Development

Question 1

What is the task of the career counselor?

What is the task of the counselor educator?

Answer 1

1. Help client reflect on and make sense of experiences in relation to life role choices.
2. Evoke the counselor’s role in the construction of career.

Question 2

What is a constructivist definition of career?

Answer 2

Telling of a life story, an internal and subjective narrative
Not simply a chronology of job history

Question 3

How did Peavy describe CAREER?

Answer 3

Evolving biographical narrative under continuous revision

Question 4

How did Miller-Tiedeman describe CAREER?

Answer 4

Everyone has a career—it is one’s life.

Question 5

How do constructivist career counselors help clients?

Answer 5

1. Discern patterns, hence meaning, from previous life experiences
2. Giving voice to their emerging life stories
3. Cochran-coauthors of stories in progress
4. Value dialogue

Question 6

According to Peavy, constructivist career counselors possess 3 specific competencies:

Answer 6

1. Mindfulness-observe oneself, understand oneself as a constructed(ing) person, with a personal “life career”
2. Receptive Inquiry-clients feel safe when being respectfully questioned about past experiences
3. Meaning-making facilitation-skills to assist clients in discovering themes, patterns, and meanings

Question 7

What are other ways that counselors can be educated in career counseling?

Answer 7

1. Actual career counseling and reflection
2. How to use career theories
3. Career assessments
4. Career information resources

Question 8

Describe activities for INTRODUCTORY SESSION IN A CONSTRUCTIVIST CAREER COUNSELING COURSE.

Answer 8

1. Case exploration exercise
2. Instructor’s experience as a career counselor
3. Introduces StoryTech-narrative experience

Question 9

What do students do during the case exploration exercise?

Answer 9

1. Individually define what they believe to be the career issue(s)
2. Imagine desirable outcome for the client
3. Plan what they would do as counselors
4. Consider differences and similarities between counselor and client

Question 10

How does the Instructor Anecdote help students see the instructor?

Answer 10

1. Allows students to see instructor as a colearner

2. Instructor is a career counselor-in-process.

Question 11

What guidelines, adapted from Counselor Education for the Twenty-First Century, are important for the career counseling course?

Answer 11

1. Respect others and their positions
2. maintain an open mind
3. Courage to explore one’s own beliefs
4. Be okay with resistance and discomfort
5. Active Participants

Question 12

Describe StoryTech

Answer 12

1. Arthur Harkins—describes a structured visioning process
2. Telling their own life story, enjoying a perfect day, identifying troublesome career beliefs, confronting personal feelings about career future

Question 13

In reflecting on their own stories, what do students reflect on?

Answer 13

1. Look for central themes and contexts which will likely be helpful (or not) to future clients
2. Synthesize their life (career) stories.

Question 14

What do Theories about career patterns attempt to explain?

Answer 14

Patterns in decision making, planning, self-efficacy, and development in career development

Question 15

How can recognition of how careers and career theories are constructed can ultimately affect how students go about actual counseling?

Answer 15

1. Extend realization about construction of career theory into their work with clients
2. Aware of career theory(ies) by which they operate
3. Alert to informal career theories of their clients

Question 16

Describe how students can learn about career theories through interviews.

Answer 16

1. Ask someone how she or he thinks about career.
2. Class discusses similarities/differences in responses.
3. Examine interviews through the lenses of different career theories

Question 17

What are different categories of career theories?

Answer 17

1. typological
2. developmental
3. existential
4. decision making
5. behavioral
6. social cognitive
7. information processing
8. value-based

Question 18

What are characteristics of an objective view of career assessment?

Answer 18

1. Client becomes a set of scores, counselor tells client where she or he “fits” into the world of work
2. Focus quantitatively on traits of a client
3. Counselor explains to a client the results of assessment
4. Translate the scores into immediate occupational choices.

Question 19

How does a constructivist career counselor considers assessment ?

Answer 19

1. Assessment is only one source of information for self-awareness
2. Helps clients make choices based on the implications of their beliefs, values, interests, and abilities
3. Use the results of their to reflect upon and explore future choices
4. Help clients explore the contexts of their lives

Question 20

What article helps students. discover the contrasts between traditional (objectivist) and reformed (constructivist) approaches?

Answer 20

“Reforming Career Appraisals to Meet the Needs of Clients in the 1990s” (Healy, 1990)

Question 21

Describe Peavy’s conceptual mapping

Answer 21

1. Clients indicate “self” in a circle in the center of page.
2. Fill page with persons, events, experiences significant to current career concerns.
3. Draw “maps” indicating relationships between and among these elements and the self.

Question 22

Describe Forster’s (1992) tool he named Goals Review and Organizing Workbook (GROW).

Answer 22

1. Clients identify several meaningful past activities or events.
2. Cluster events into “like” groups.
3. Write goals based on these personal constructs, prioritize goals, and rate the current activities to how well they match the goals

Question 23

Describe Neimeyer’s (1992) version of Kelly’s (1955) Role Construct Repertory Test, which Neimeyer calls career laddering.

Answer 23

1. Clients in structured intervie, reveal importance of work-related constructs.
2. Choose 3 careers, pick 2 alike and 1 that is different from other 2.
3. What traits do they share?

Question 24

What doesNeimeyer (1993), in Constructivist Assessment: A Casebook , offer?

Answer 24

More specific details and examples of constructivist techniques Describes additional constructivist assessments and techniques

Question 25

Constructivist assessment techniques can be characterized in three ways:

Answer 25

(1) clients’ personal constructs related to career (2) relationship of these constructs to one another (3) relative importance of these constructs to a given client

Question 26

How can a constructivist counselor use the more conventional assessments in a constructivist manner?

Answer 26

1. Review results of Self-Directed Search (Holland, 1994) collaboratively with a client. 2. Interviewing client about experiences and influences that may explain this current summary 3. Review specific items to evoke meanings for the client. 4. Make meaning of current scores to make proximate decisions that will influence the next chapter of their life stories.

Question 27

According to Hoskins (1995), counselors disem-power clients when they

Answer 27

simply dispense information out of context or when they do not help clients learn to access information for themselves.

Question 28

For constructivist career counselors, the questions to ask and NOT ask are:

Answer 28

Not to ask: “What information can I give the client?” To ask: “How can I help the client acquire and use this information?”

Question 29

How should constructivist career counselors help clients understand computerized assessments?

Answer 29

1. Giving clients access to career information is not enough. 2. Deconstruct their attributions 3. Clarify why they need occupational information 4. Name purpose they expect it will fulfill 5. Learn how to make their own sense of the information

Question 30

How does Deborah Bloch (1989) distinguishes career information from career knowledge?

Answer 30

1. Career information-facts or data (salary, preparation needed) 2. Career knowledge-connect data to cognitive frameworks (assimilate these new bits of information into life stories)

Question 31

What are three elements central to a client’s constructing a viable career story?

Answer 31

1. To convert objective occupational information into personalized career knowledge, clients must be self-reflective and self-aware. 2. Need to receive sufficient bits of relevant career-related data in usable formats. 3. Actively integrate isolated bits of career-related data into their life stories.

Question 32

Career Counselors help clients with the three tasks of:

Answer 32

(1) clarifying their sense of self (2) obtaining adequate and relevant career information (3) transforming this information into personal career knowledge.

Question 33

What instructional strategies help counseling students learn the process of converting occupational information into career knowledge?

Answer 33

1. “Grab bag” exercise (requests for occupational info. frequently heard by career counselors, students identify information source(s) to help, reflect on what their thoughts about client request 2. Role play career counselors who have varying core values. 3. Career counseling case-proposal for types of information that they would use and how to help client convert information into usable career knowledge.

Question 34

What is a possible final assignment for the career course?

Answer 34

1. Identify examples of both occupational information and career knowledge for the “client” 2. Prepare list of occupational information resources 3. Outline information to help clients convert information into usable career knowledge.

Question 35

Teaching career counseling in a constructivist fashion has what advantages?

Answer 35

1. Personal relevance of the constructivist paradigm to career counseling students, as all have careers 2. Ease of access to clients 3. Synchronicity with the 21st-century ethos, intellectual and cultural diversity are pervasive. 4. Applicability of a constructivist approach for social change

Question 36

What are challenges to teaching career counseling from a constructivist perspective?

Answer 36

1. Young students not always enough experiences themselves or made enough life choices to recognize patterns 2. Difficult to recognize contextual influences on those choices 3. Can be confusing to students who think in more external, dualistic ways 4. May be difficult to translate constructivist perspectives on career into programs or into currently existing systems.