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Career Counseling > FInal > Flashcards

FInal Flashcards

1
Q

Kiersey’s Model of Temperament

A

Aristan, Idealist, Guardian, Rational

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2
Q

Myers Briggs Type Indicator

A

Extraversion vs Introversion, Sensation vs Intuition, Thinking vs Feeling, Judging vs Perceiving

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3
Q

Attention/focus/source of energy

A

Extraversion vs. Introversion

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4
Q

Preference for dealing with info

A

Sensation vs Intuition

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5
Q

Main criteria for making decisions

A

Thinking vs. feeling

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6
Q

Main criteria for dealing with outside world

A

Judging vs Perceiving

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7
Q

Warning signs of personality disorders

A

-Externalization of blame
-Chronic emotional instability and/or hostility
-Continued engagement in maladaptive behavior despite clear negative consequences
-hx of poor interpersonal relationships (social isolating, interpersonal dependency, etc)
-Failure to meet responsibilities
-Impulsivity and hx of poor decision making\
-Eccentric ideas and behaviors
-chronic paranoid ideation
-irrational, non-psychotic behavior
-little insight or awareness of the impact of behavior on others
-chronic work related probs
-poor coping skills

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8
Q

Personality disorders are

A

enduring pattern of inner experience and behavior that deviates markedly from the expectations of the individuals culture, is pervasive and inflexible, has an onset in adolescence or early adulthood, is table over time, leads to distress/impairment

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9
Q

With P.D, person feels distress/impairement in two of the four areas

A

cognition, affectivity, interpersonal functioning, impulse control

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10
Q

These personality characteristics are…

A

-inflexible and maladaptive
-pervasive across a range of situations
-develop in adolescence of early adulthood and relatively stable across time
-cause significant distress or psychosocial impairment
-pervalence: 10-15%

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11
Q

specific personality disorders relevant to career

A

antisocial, narcissi’s,
obsessive compulsive personality disorder

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12
Q

Basic career counseling model

A
  1. Knowledge of self (interests, etc)
  2. Knowledge of the world of work (career info)
  3. Identify a short list of acceptable occupations
  4. explore list of acceptable occupations, and for each one identify minimum qualifications, work responsibilities, potential income, and future job outlook.
  5. Assess how each occupation would fit with other life (family, leisure, etc)
  6. Make a commitment to a specific occupation
  7. Repeat the cycle as needed
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13
Q

Skill Development

A

decision making skills, resume writing, job search strategies, networking, interviewing skills, communication/interpersonal

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14
Q

occupation info

A

career one stop, o’net, occupational outlook handbook

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15
Q

specific career counseling interventions

A

career fantasies, early recollections, cognitive restructuring of dysfunctional career beliefs

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16
Q

narrative therapy intervention

A

explore one’s occupational daydreams, writing future biography chapter by chapter, write your own obituary

17
Q

Super’s life roles techniques

A

actual division percentages of each (worker/student, family member, leisurite, citizen), then what your ideal would be

18
Q

Techniques from goodman

A

-identify 10 role models
-brainstorm 5 occupations
-identify preferred activities
-favorite school subjects
-favorite tv shows, magazines, and books

19
Q

career counseling in elementary school

A

-school-work connection (school is your job)
-initial awareness of occupations
-self awareness about interests and abilities
-develop good work habits (punctuality, respect)
-discuss career development of family members (be careful tho!)
-field trips to work settings

20
Q

career counseling in middle-high school

A

-acquire occupational info about careers by didactic and observational learning
-develop curiosity about work and career interests
-develop self control
-skill development: academic, interpersonal, and decision making
-help students link abilities, interests, values, personality characteristics to potential career choices
-prep for immediate job placements (resume prep, interviewing)
-prep for high edu (college tours, etc)

21
Q

career counseling in higher edu

A

-academic advising
-career development courses
-field placement experiences
-career info center (self awareness of personal attributes and occupations)
-resume development, job search strategies, and interviewing skills
-job fairs
-workshops/seminars

22
Q

career assessment inventories

A

sokanu, values, career cluster, self directed

23
Q

beginning phase of career counseling

A

-build rapport
-structure the career counseling relationship
-expectations for career counseling
-collab goal setting

24
Q

education assessment

A

-highest level of edu? why did you stop there?
-fav/least fav courses
-disciplinary problems
-special edu services
-family’s reaction to edu
-aspirations?

25
Q

Work history

A

-1st job
-age of 1st job
-for each job in the history: job search strategies and experiences, nature and responsibilities, performance evals, difficulties with supervisors or coworkers, length of employment, why did you leave?

26
Q

Assessment of psychosocial functioning

A

-development stage and life tasks: how successfully has the client met developmental milestones (intimate relationships, etc)
trying to determine if the client is well rounded!

27
Q

Frank Parson’s choosing a vocation

A
  1. Knowledge of onself
  2. Knowledge of occupations and work environments
  3. based on the use of true logic: find a good fit between oneself and the occ
28
Q

Aptitude

A

measure an examinees capacity for learning and/or predict whether they would benefit from an educational or training program

29
Q

applications for aptitude tests

A

-career counseling
-selection and placement decisions

30
Q

General aptitude tests

A

-identify an examinees specific strengths and weaknesses
-match an examinee to specific jobs or training programs

31
Q

general aptitude distinctions

A

-examinees are assessed on several more specific abilities, such as mechanical reasoning, rather than more global attributes
-unlike tests like the ACT that measure scholastic aptitude, these inventories focus on more “real world” abilities

32
Q

armed services vocational aptitude battery (asvab)

A

general science, arithmetic reasoning, world knowledge, paragraph comprehension, numerical operations, coding speed, auto & shop info, math knowledge, mechanical comprehension, electronics info

33
Q

commonly measured values

A

achievement, status/prestige, security, creativity, altruism, variety, aesthetics, challenge/skill utilization, autonomy, leadership, economic rewards, social interaction, advancement, leisure

34
Q

commonly used interest inventories

A

self directed search, strong interest inventory, kuder career interests, career assessment inventory, o*net interest profiler

35
Q
A

Career Counseling (2 decks)

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