chp 2

Question 1

The leading developmental approach is:

Answer 1

Donald Super’s life-span, life-space theory
or in Super’s words: “differential-developmental-social-phenomenological career theory”

Question 2

Super’s contemporaries Ginzberg, Ginsburg, Axelrad, and Herma (1951) proposed a theory asserting that career choice is a developmental process rather than a single decision in which compromises are made to accommodate a person’s wishes and occupational possibilities

Answer 2

They viewed the developmental process as spanning three stages: (a) fantasy (birth to age 11), (b) tentative (ages 11 to 17), and (c) realistic (ages 17 to early 20s). They theorized that four factors (individual values, emotional factors, amount and kind of education, and effect of reality through environmental pressures) converged to shape a person’s career decisions.

Question 3

Super argued that the theory proposed by Ginzberg et al. (1951) was deficient in that it (a) did not take into account research related to the role of interests in career decision making, (b) failed to operationally describe choice, (c) made a sharp distinction between choice and adjustment, and (d) lacked a clear articulation of the process of compromise as it relates to career choice.

Question 4

Super’s Theory

Answer 4

The result is really a segmental theory describing three key aspects of career development: (a) life span, (b) life space, and (c) self-concept.

Question 5

Life-span, life-space theory builds on key assumptions proposed by Super (1953, 1990; Super & Bachrach, 1957). These assumptions contend that people differ in their important self-characteristics and self-concepts; that their respective self-characteristics make them suitable to a number of occupations;

Question 6

Lifespan theory components

Answer 6

• growth = dreamers anything is possible (up to age 13)
• exploration = crystallizing and specifying occupational preferences (14-24)
• Establishment = evaluating (ages 25-45)
• Maintenance = keep learning and growing or return to exploration and establishment (ages 45-65)
• Disengagement = deceleration, retirement, encore careers (age 65ish)

Question 7

Life -space/life-roles

Answer 7

child
student
leisurite (coined by super)
citizen
worker
parent
spouse
homemaker

Question 8

Anne Roe’s personality theory of career choice ( parent child relationship influences Childs later occupation/job satisfies an unconscious need)

Answer 8

early childhood experiences influence career behavior

• drawing on maslows needs theory, correlation of unsatisfied needs are strong motivators for career choices
• emotional concentration: overly protective (conforming brings about rewards = dependence on others for approval and self-esteem)
  overly demanding (perfectionist tendencies = all or nothing standard)
• avoidance = neglecting physical needs and or rejecting emotional needs
  -acceptance

Question 9

Roe’s 8 occupational classification

Answer 9

• service fields = people oriented
• business contact =. interpersonal and persuasive natures
• organizational occupations = systems and management
• technology
• outdoor
• science
• general culture
• arts and entertainments

Question 10

Gottredsons theory of circumscription compromise and self creation

Answer 10

• stage one = orientation to size and power (3-5) classification simplistically as “big” vs “little” “strong vs “weak”
• stage two = orientation to sex roles (6-8) manifestation of stereotypical beliefs that certain jobs are for boys and certain jobs are for girls
• stage 3 = orientation to social valuation (9-13) awareness of social class and prestige/rejection of occupations outside of their perceived ability or approve occupations by their social reference group/ creation of leveling of what effort is required and risks are involved
• stage four = orientation to the internal unique self (starts at age 14) generating internal goals and self concepts/exploration related to goals and self concepts/elimination of unacceptable options and identifying acceptable and preferred options

Question 11

Gottfredson’s theory pt. 2

Answer 11

• self-observation generalizations = what have i seen and experienced
• world view generalizations = “its not what you know its who you know”
• action = applying, education

Question 12

Hollands Theory of types and person-environment interactions

Answer 12

realistic type = tools, machines, or animals
- typically work with their hands (conforming, humble, persistent, practical, stubborn, shy, honest, thrifty

investigative type = observation systematic seek to understand
- typically enjoy science and math (analytical, intellectual, pessimistic introverted, rational, curious, reserved

artistic type = ambiguous, manipulations of the physical or verbal (viewed as creators = complicated, imaginative, introspective, expressive etc)

Social type = helpers
- enjoy relating to others (convincing, social, cooperative, kind, patient)

enterprising type = viewed money types (domineering, confident, sociable, extroverted)

conventional type = analysts, accountant (enjoy order and data)

Question 13

Krumboltz lesrning theory of career counseling (concerns = actions = purpose)

Answer 13

• genetics and abilities = sex, race, and appearance and intelligence, athletic ability, other talents/gifts
• environmental conditions and events = typically outside of ones control that can include culture social political and economic forces
• instrumental and associative learning experiences = antecedents, genetics, special abilities, behaviors, and consequences (you catch a break)
• task approach skills = interests, values, work habits, mental set, emotional responses, cognitive processes, and problem solving