CAREER DEVELOPMENT

AND COUNSELING
 • UNIT ONE

Introduction to Career Guidance and Career Counseling

•Brainstorming questions
What is counseling
what is guidance?
Are counseling and guidance has same function?
•Guidance Services: Uniquely individualized, advice
driven services, primarily involving providing
information.
•focus on educational, vocational and occupational
problems.
• Counseling: is learning-oriented process which usually
occurs in an interactive relationship with the aim of helping
the person learn more: about
- the self;
- about others, and
- about situations and events related to given issues and
conditions
- and also to learn to put such understanding to being an
effective member of the society.
Focus on social, personal and emotional problems of the
The goal of guidance and counselling
•is to give an opportunity for an individual
to see a variety of available options and
thereafter, assist the person in making a
wise choice.
Purpose of counselling
1. Owning problems and issues
• means taking responsibility for one’s problems instead of making other external
reason responsible for their problems and feelings.
2. Developing understanding of problems or issue
• Four aspects of the problem need to be understood by the client:
 feelings and somatic reaction (affect),
 thought (cognition)
  behaviour and
 interpersonal or systemic effect.

3. Acquiring new behaviour or action

4. Developing effective relationships

• The supporting environment is possible only when the client is able to develop a net-
work of social support.

• The basic purpose of a guidance and counselling program is to ensure the

physical, emotional, social, and educational (career) development of
individuals.
Phase of guidance and counselling

Phase1: Establishing rapport

• One means of creating a conducive atmosphere is through establishing
a trustful relationship(rapport).
Phase2: Assessment
• refers to gathering of information about the client and the problems of
the client. To do so counsellor used different instruments like tests,
inventories etc.
Phase3: Goal Setting
• The counselor by actively participating the client should set a SMART goal.
Phase4: Treatment
• Here, the counsellor uses his/her theoretical knowledge and skills to select the
theory and techniques used to solve the problem.
Phase5: Termination and follow up
• When the counsellor and the client agree that the problem is solved or the
counsellor no more need the counselling process, the relationship need to be
terminated.
•Career: the interaction of work roles and
other life roles over a person’s life span
including both paid and unpaid work in an
individual’s life.
• Career Guidance
is a goal oriented, activity directed
service in which the counselor is
the orchestrator, which directs
client to information.
may employ the use of technology
such as computer system or paper
pencil tests.
• Career Counseling
the process of a dynamic, collaborative r/ship
between a counselor and clients which focus on
helping clients who are;
- making career decisions and
- choices or coping with life changes (family and
career change),
- which relate to their working life (redundancy)
by employing techniques and processes.
• Career counselor can work on
 helping and enabling people in their
career development,
Helping client bring about self-
understanding,
understanding of behavioral options
available, and

 History of Career Development and Counseling
• First Phase (1850–1920)
The rise of industrialism in the late 1800s
Immigration from rural areas to urban areas.
Change of work and living environment for both men and
women.
 Between 1898 and 1907 educational and vocational
counseling service started.
Frank Parson, (the father of career guidance and
counseling and vocational guidance movement), founded
the Vocations Bureau of Boston in 1908.
• 1930–1950( second phase)
the Great Depression and World War II (1939–1945) and
its aftermath, Unemployment was a major social issue.
the U.S. Employment Service was established in 1933
by the Wagner- Peyser Act.
The Occupational Information and Guidance service
was established in 1938 under the George-Dean Act.
The first edition of the Dictionary of Occupational Titles
was published in 1939 by the U.S. Department of Labor.
the Army General Classification Test (AGCT) was
developed in 1940 to test and classify recruits.
• 1950–1980 ( third phase)
the Korean War (1950–1953) and the expansion of the
“cold war.”
• In the early 1950s, career development and occupational
choice theories published.
• Career development theories became landmarks in the
career counseling movement.
• The American College Testing Program (ACT) was founded
in 1959.
• By 1960, the career counseling movement increasingly was
supported by federal and local governmental bodies,
including schools and universities.
• 1980–Present
• the career counseling movement continued to
flourish and expanded its services with a greater
concentration on the needs of minorities and
women.
• The Joint Training Partnership Act (JTPA) was enacted
in 1982 (It provided career services for retraining
workers and for disadvantaged youth).
• In 1984, the National Certified Career Counselors
organization was founded.
• The Americans with Disabilities Act (ADA) was
passed in 1992.
Goals of Career Counseling
1.the selection of an occupation
and
2. the adjustment of an
occupation. Shari '(2002).
•Benefits of career counseling
 Helps in determining a student’s true
potential
 Clear doubts
 Support and motivation
• Components of a career counseling center
1. Resources

- Books, Videos, Well-classified information on careers/ jobs,

Career tests / assessments

2. Format

3. Facilities

4. Personnel

- career counselors, career advisors, Peer advisors,

Receptionist
 Assumptions Career Guidance & Counseling

• People have the ability and opportunity to make career choice for their lives.
• Opportunities and choice should be available for all people regardless of their
sociodemographic factors
• Individual are naturally presented with career choice throughout their lives.
• People are generally involved in a wide range of work roles across their
lifespan.
• Career counselors assist people to explore, pursue and attain their career
goal.
• Career counseling basically consists of four elements:
i.Helping individual to gain great self-understanding
ii.Connecting students with to resources so that they can
become more knowledgeable about jobs and occupations;
iii.Engaging students in the decision-making process

iv.Assisting individuals to be active managers of their

career paths
• Career decision-making is not something that happens
only once in a person’s life
• All forms of work are valuable and contribute to the
success and wellbeing of a society.
 • UNIT TWO

1. THEORIES OF CAREER DEVELOPMENT AND COUNSELING

Theories helps us to
understand and assist clients with career problems.

Offers a framework to conceptualize client's specific career concerns

( theories, inventories and occupational information).

career development theory guides the practice of the vocational counselor. Like,

counseling theory guides the counseling practice of the mental health

counselor.
•Most career development theories are based on
consideration and integration of factors such as;
 individual traits,
personality characteristics,
developmental history,
individual needs,
typology,
social learning,
self-concept,
cultural influences, etc.
1. Person–Environment Fit Theories

•Is about the degree of ‘congruence’ or ‘correspondence’ between

workers and their environments.
•If there is a match between the person and the job…(frank parson)
•emphasize diagnosis and assessment (by employing
questionnaires, inventories and interviews), and the usual outcome
is a recommendation to the client on an appropriate course of
action.
2. Trait and Factor Theory
• The word trait (a characteristic of an individual that can be
measured through testing) and factor ( a characteristics
required for successful job performance) Used together to
assess of Characteristics of the person and a specific job.
• Four key assumptions of trait and factor theory are
I. Each individual has a unique set of traits that can be
measured reliably and validly.
2. Occupations require that workers who possess certain very
specific traits for success, although a worker with a wide range
of characteristics can still be successful in a given job.
3. If The choice of an occupation is a rather straightforward process
and matching is possible.
4. The closer the match between personal characteristics and job
requirements, the greater the likelihood of success (productivity and
satisfaction).
• the three steps in the career decision making- process
(Parsons,1909)
1) gaining self-understanding,
2) obtaining knowledge about the world of work, and
3) integrating information about oneself and the world of
work.
1. Gaining Self-Understanding refers to the process of
helping the client to learn more about him/herself by
identifying likes, dislikes, interests, personality traits,
aptitudes, and achievements by using techniques like;
interviews and discussions with clients, the use of tests,
inventories, and the use of occupational information.
• The five basic traits and its emphasized in the assessment process are;
1. aptitudes,
2. achievements,
3. interests,
4. values and
5. personality
2. Obtaining Knowledge about the World of Work
(occupational exploration)
There are three aspects of occupational information to
consider:
I) the type of information such as a description of an
occupation, the working conditions, or the salary:
2) The classification of occupations that is, how occupational
information is organized in a meaningful way, and
3) the trait and factor requirements for each occupation
being considered by the client.
3. Integrating Information about Oneself and
the world of work

involves integrating the knowledge gained from

interviews, inventories, tests, and occupational
exploration to create an occupational goal or
focus.
3. Holland Theory of Types
• proposed that people seek occupations that are congruent
with their interests.
The most important tenets;
 People and occupational environments can be categorized
into six interest types: (realistic; investigative; artistic;
social; enterprising; and conventional).
Occupational choice is the result of attempts to achieve
congruence between interests and environments.
Congruence results in job satisfaction and stability.
Holland’s six types are as follows:

1. Realistic – mechanic, surveyor, farmer, electrician.

Has mechanical abilities, but may lack social skills.
Is described as: asocial, conforming, hard-headed,
practical, frank, inflexible and genuine.
2. Investigative – likes investigative jobs such as biologist,
chemist, physicist, anthropologist.
 Has mathematical and scientific ability but often lacks
leadership ability.
Is described as: analytical, cautious, critical, curious,
introspective, independent and rational.
3.Artistic – likes artistic jobs such as composer, musician, stage
director, writer.
 Has writing, musical or artistic abilities but often lacks clerical
skills.
Is described as: emotional, expressive, intuitive, open,
imaginative and disorderly.
4. Social – likes social jobs such as teacher, counselor, clinical
psychologist.
 Has social skills and talents, but often lacks mechanical and scientific
ability.
Is described as: co-operative, empathic, sociable, warm and persuasive.
5. Enterprising – likes enterprising jobs such as salesperson,
manager, television producer, buyer.
 Has leadership and speaking abilities but often lacks scientific
ability.
Is described as: adventurous, ambitious, energetic, sociable, self-
confident and domineering.
6. Conventional – likes conventional jobs such as book–keeper,
financial analyst, banker, tax expert.
Has clerical and arithmetical ability, but often lacks artistic abilities.
Is described as: careful, conscientious, inflexible, unimaginative
and thrifty.
•Most Masculine Types -- R & E Most Prestigious Types -- I & E
•Most Feminine Types -- A & S Least Prestigious Types --R & C

- appear to be stable over time and across gender and racial

lines.
Roe’s Theory of Occupational Choice and Personality
• “there is a relationship between personality
theory and occupational classification”
• developed a theory to predict occupational selection
individual differences, which are biological, sociological,
and psychological (develop through parent-child
interaction).
• Students will likely to choose a work situation
that reflects the psychological climate of home
• Early childhood experiences are related to
career choices.
• Focus on the influence of parental child­rearing
styles on individual occupational choice.
Model of Parent-child relationships
(more interested in the attitude of parents
towards their children than in the Specific
ways in which parents behave towards their

children.) :
1. Emotional concentration
Overprotective
Overdemanding

2. Avoidance
Neglect
Rejection--Emotional or physical
3. Acceptance
Loving
Casual
Eight occupational groups
1. Service: involves one person doing something for another person. E.g.
clinical psychologist, social worker, nurse, waiter, and servant.
2. Business contact: involve people who persuade others, possibly selling
products. E.g. car sales, insurance sales, and door-to-door sales.
3. Organization: Management is the primary activity. (government on a
federal, state, or local level, or management in a privately owned
company). E.g. senator, accountant, and secretary.
4. Technology: includes making, producing, maintaining, and
transporting products. e.g. engineers, production managers,
pilots, electricians.
5. Outdoor: includes Protection of the environment, crops and
forest products, work with natural resources such a soil and coal,
and lakes, rivers, and streams. E.g. corporate farm manager,
Land scape architect, fish and game warden, miner, and
lumberjack.
6. Science: concern the development and application of science in
many areas: natural science, physical science, social science and so on.
e.g. university professor, pharmacist, medical technician, and lab
technician.
7. General culture: includes People interested in human activity and culture.
includes communicating and preserving culture. E.g. law, history, and education.
8. Arts and entertainment: includes those who perform for the public or create.
include music, art, writing, and athletics. E.g. music conductor, museum curator,
music creator, interior designer, football player, and stagehand.
six levels of occupation based on the level of occupation
and ability that is required by the occupation.
I. Professional and managerial I: Independent responsibility.
- includes those who have the highest level of responsibility
within a group.
2.Professional and managerial 2:
- Similar to Level l but differs in that the individual may have
less independence or fewer or important responsibilities.
3.Semiprofessional and small business: Only a moderate
level of responsibility for others,
4. Skilled: Training is required.
5. Semiskilled and small business: on-
the-job training and some special
schooling may be required.
6.Unskilled: Little special training is
required. Individuals need only to follow
basic directions.
- No specific education is required .
Developmental Career Theories
Ginzberg and Associates Theory of Career Development
•Ginzberg, Ginsburg, Axelrad, and Henna (1951)
•career decisions are an optimal adjustment between your ideal preferences and
the available job opportunities.
The three periods of career development are;
1. Fantasy (childhood, up to age 11), Stereotypical roles
characterized by children imagining themselves in work roles that they see
adults performing e.g. an astronaut, a firefighter, a movie star, or a professional
athlete.
2.tentative (adolescence, 11 to 17) :
Interest: the child becomes aware of likes and
dislikes.
Capacity: marked by the discovery that one is
better at some things than others.
value.: what’s important to you
3. Realistic (adulthood, 17 to 20 something): follows

a transition stage.
marked by greater self-­reliance and awareness of occupations.
 The exploration stage: explore college or formal training

A crystallization stage: declare major or commit to certain

type of work
specification stage: specialize in graduate school or specific job
•In Ginzblrg's theory, deviant patterns of career
development were attributed to two primary causes:
1) early, well-developed occupational skills resulting in early
career patterns deviant from the normal cycle of development:
2) delayed development due to variables such as emotional
instability, various personal problems and financial affluence
Super’s Life-Span Theory of Career
Development
• vocational development is one aspect of an
individual's total growth that begins early in life.
• The three stages of lifespan:
1.childhood,
2.adolescent and
3.adult
The five process of career development in a series of life stages
1. growth (birth to14):
- a period of general physical and psychological development, (begin to
develop attitudes and beliefs about the world of work but with limited
information)
- when attitudes and behavior are formed that shape an individual's self-
concept.
sub-stages
 Prevocational sub-stage. No interest in of careers and occupational Choices is
expressed.
 Fantasy sub-stage. Needs and fantasy are the bases of vocational thinking.
Interest sub-stage. Thoughts about occupations are based on individual likes and
dislikes.
Capacity sub-stage. Abilities and career
2. exploration , (15 to 24):
- career will be a major feature of life.
- begins to explore occupations in school, part-time
work, and leisure activities.
Sub-stages are:
Tentative. Needs, interests, abilities, and values become the basis
for occupational choices.
 Transition. seeking further education and training, considering
about employment opportunities which characterize his/her thinking.
Trial . Founding suitable work & making a final point of
commitment.
3. Establishment stage. tries to create a permanent place
in appropriate field of work.
- Compare their self concept to the job they have. (either they
decide it is good fit or looks for alternatives)
Sub-stages
Stabilization (or second trial).
- One or two career changes may mark this period,
- but there is greater commitment to an occupational choice.
Advancement sub- stage.
- make a secure place for himself/herself in the world of work.
- a time of creativity and promotion for many individuals.
4. Maintenance stage.
- The major concern is continuation in one’s chosen occupation.
- holding onto the gains that have already been established.
5. Decline (disengagement) stage.
- Physical and mental activity decreases:
- work slows down and, eventually stops.
Sub-stages:
 Deceleration.
- is a time of declining work activity.
- part-time work to replace their full-time career.
Retirement. Work stops-easily, with difficulty, or only with death.
Gottfredson’s Theory of Circumscription and Compromise theory

Assumption…

•The development of occupational aspirations ( attempts to

implement ones self concept) is the main theme.

•Career development process begins in childhood.

•Career satisfaction is dependent on the degree to which the

career is congruent with self perceptions.
•People develop occupational stereotypes that guide them in the
selection process.

•Self-concept in vocational development is a key factor to career

selection.

•key determinants of self-concept development are one’s social

class, level of intelligence, and experiences with sex-typing.
Major Concepts of Gottfredson’s Theory
• Self-Concept: one’s view of self that has many elements, such as
one’s appearance, abilities, personality, gender, values, and place
in society.
• Images of Occupations: refer to occupational stereotypes that
include personalities of people in different occupations, the work
that is done, and the appropriateness of that work for different
types of people.
• Cognitive Maps of Occupations: how adolescents and adults
distinguish occupations into major dimensions, specifically,
masculinity/femininity, occupational prestige level, and field of
work.
• Social Space: refers to the zone of acceptable alternatives
in each person’s cognitive map of occupations, or each
person’s view of where he or she fits or would want to fit
into society.
• Circumscription: reflects the process by which an
individual narrows his or her territory when making a
decision about social space or acceptable alternatives.
• Compromise: is the process of adjusting aspirations to
accommodate external reality, such as local availability of
educational programs and employment, hiring practices,
and family obligations.
• The two important aspects that influence the final occupational
choice of an individual are
1. Circumscription
- Individual limit or narrow their career choices based on their
estimates of compatibility (sex type, prestige, and interests) and
accessibility.
2. Compromise
- The selection of occupation are viewed as a less than optimal fit
with the view (modifying or giving up preferred career choices) as
a result of various factors.
- are based primarily on generalizations formed about occupations
or “cognitive maps” of occupations.
Individual development progresses through four stages

1. Orientation to size and power (pre-school ages 3–5):

Thought process is concrete;

Develop concept of adult roles.

progress from magical to intuitive thinking and begin to achieve object

constancy.
They begin to classify people in the simplest of ways.

would like to be animals (bunnies), fantasy characters (princesses), or inanimate

objects (rocks) when they grow up.
 Develop concept
of adult roles

Fantasy Reality
2. Orientation to sex roles (elementary school ages 6–8):

Self-concept is influenced by gender development.

begin to recognize occupations that are highly visible.

Become aware of sex roles and distinguish the sexes

primarily by outward appearances.
Being dichotomous thinkers.
 Become aware of sex roles

• Dichotomous
(either-or)
thinkers
• Rule out job of
“wrong” sex
type
Which jobs would primary school students select most
often? Why?

Concretely observable or familiar to them—and “correct” gender

 Become aware of social valuation of
occupations (ages 9–13):

• Able to think in
2 dimensions
• Rule out jobs
that are “too
low”
Become aware of what parents consider
minimally acceptable
Increases with parent social status
4. Orientation to the internal, unique self (beginning at age 14):

- Introspective thinking promotes greater self-awareness and perceptions

of others.

- Individual achieves greater perception of vocational aspirations in the

context of self, sex role, and social class.
 Become aware of occupational
personalities—and their own, too

• Requires much
abstract thinking
• Start to consider fields
(Holland type) of work
• Restrict search to their
“social space”
Krumboltz’s Learning Theory of Career Counseling
•The process of career selection is based primarily on important life
events.
•In LTCC, the process of career development involves four factors:
(1)Genetic endowments and special abilities,
(2)Environmental conditions and events,
(3)Learning experiences, and
(4) Task approach skills.
1. Genetic endowments and special abilities include inherited
qualities that may set limits on the individual’s career
opportunities.
2. Environmental conditions and events are factors of
influence that are often beyond the individual’s control
(certain events and circumstances in the individual’s
environment influence skills development, activities, and
career preferences).
3. learning experiences, includes instrumental learning
experiences (those the individual learns through reactions
to consequences, through direct observable results of
actions, and through the reactions of others) and
associative learning experiences (negative and positive
reactions to pairs of previously neutral situations).
4. task approach skills, includes the sets of skills
the individual has developed, such as problem-
solving skills, work habits, mental sets,
emotional responses, and cognitive
responses.
- Task approach skills are often modified as a result
of desirable or undesirable experiences.
•LTCC
1. Career decision making is a learned skill.
2. Persons who claim to have made a career choice need
help, too (career choice may have been made from
inaccurate information and faulty alternatives).
3. Success is measured by students’ demonstrated skill in
decision making (evaluations of decision-making skills
are needed).
1.Clients come from a wide array of
groups.
2.Clients need not feel guilty if they are
not sure of a career to enter.
3.No one occupation is seen as the best for
any one individual.
 • Assignment
- Assessment techniques for career
counseling
- standardized tests in career
counseling
- Technologies in career assessment
•Write the important life events in the process
of career selection (LTCC)