3165839 multi disciplinary perspectives - developmental models 12

8/13/2019 3165839 Multi Disciplinary Perspectives - Developmental Models 12

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MULTI DISCIPLINARYPERSPECTIVES

Development Models


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Developmental Theories: Key Points

Career choice:

Is a process which spans a number of years

Involves self reflection

Recognise the developmental as well as the differentialexperiences of people

Influence on practice:

Less directive, more client centred interviews Stressed the importance of preparing people to make

choiceseducational emphasis


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Key Theorists: Ginzberg and Super

General points common to both:

In choosing a career, we dont make one choice (as

implied in trait and factor) but a series of choices.

Our choices develop and mature as we get older.

Ginzbergs original work looks at choice over the

adolescent period, Super over life stages.


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Ginzberg, Ginsburg, Axelrad & Herma

Reality factors

Educational factors

Emotional factors

Value factors


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Ginzberg et al Theory 1951

In the main, occupational choice takes place

in adolescence

The process of decision making is irreversible

Occupational choice is a series of

compromises between what we want and

what is available

We move through 3 stages: Fantasy, Tentative

and Realistic


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1972 Ginzbergrevised views

Occupational choice could carry on beyond

adolescence

Occupational choice no longer seen asirreversible

The process of compromise more aptly seen

as one of OPTIMISATION


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Donald Super: Key Ideas

Life Span theory

Early influences were developmental

psychologyGinzberg and Carl Rogers clientcentred counselling

Basically psychological, though socio-

economic factors were considered.


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Supers Early Work (1953)

Self Concept

Vocational Maturity

Life Stages:

Growthdevelopment of self concept

Explorationtentative phase

Establishmenttrial through experience Maintenancecontinual adjustment

Declinepreparing for retirement


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Age

Life Stage

Adolescence14-25

EarlyAdulthood25-45

MiddleAdulthood45-65

LateAdulthood65 & Over

DeclineGiving lesstime tohobbies

Reducingsportsparticipation

Focusing onessentials

Reducingworkinghours

Maintenance

Verifyingcurrentoccupational

choice

Makingoccupationalposition

secure

Holding one'sown against

competition

Keeping whatone enjoys

EstablishmentGettingstarted in achosen field

Settlingdown in asuitableposition

Developingnew skills

Doing thingsone haswanted to do

Exploration

Learning more

aboutopportunities

Finding

desiredopportunity

Identifying

new tasks towork on

Finding a

goodretirementplace

GrowthDeveloping arealistic self-concept

Learning torelate toothers

Acceptingone's ownlimitations

Developingand valuingnon-occupational

roles

Cycling and Recycling of Developmental Tasks Throughout the Life Stages:

Super (1990)


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Supers Life Career Rainbow (1980)

Roles: homemaker (parent), partner, worker,

citizen, leisurite, student, child

Theatres: home, community, work, education

Role salience


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Super: A Summary

Holistic approach to career choice

Counselling skills

Influence of UK programmes of careers

education Later work emphasised the whole range of

factors influencing career decisions

Constant changes, suggests the need to look attransition and implications for those involved inadult guidance and lifelong learning.


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Supers work - critique

Fragmented theorylacks coherence (segmental

theory)

Lacks practical application

Stages reflect experience of white, middle class

males in the US

Does not adequately address gender or cultural

differences

Yet, still influential in careers education & guidance


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References

National Guidance Research Forum Website

http://www.guidance-research.org/EG/impprac/ImpP2/traditional/developmental

Sharf, R. S. (2009)Applying Career Development Theory to Counseling:5thedn Pacific Grove: Brooks / Cole

Watts, A.G. (2001) Donald Supers Influence in the United Kingdom,International Journal for Educational and Vocational Guidance, 1(1)

Zunker, V. G., (2006) Career Counseling: a holistic approach. 7th

edn.Pacific Grove: Brooks / Cole
http://www.guidance-research.org/EG/impprac/ImpP2/traditional/developmentalhttp://www.guidance-research.org/EG/impprac/ImpP2/traditional/developmentalhttp://www.guidance-research.org/EG/impprac/ImpP2/traditional/developmentalhttp://www.guidance-research.org/EG/impprac/ImpP2/traditional/developmental

3165839 multi disciplinary perspectives - developmental models 12

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