Republic of the Philippines

MAILA ROSARIO COLLEGE

San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

COLLEGE OF TECHNICAL TEACHER

EDUCATION
1ST SEMESTER, S.Y. 2020 – 2021
PRELIM COVERAGE

Module in
CAREER GUIDANCE AND COUNSELLING

MODULE NO.: __2________

LESSON 1

NAME OF STUDENT: ___________________________________________________

YEAR / SECTION: ______________________________________________________
DATE RECEIVED: ______________________________________________________

INSTRUCTOR: MARIA LUANNE M. JALI-JALI

 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

I. OVERVIEW

Career Development is a “continuous lifelong process of developmental

experiences that focuses on seeking, obtaining and processing information about
self, occupational and educational alternatives, lifestyles and role options” (Hansen,
1976). Put another way, career development is the process through which
people come to understand them as they relate to the world of work and their
role in it.

This career development process is where an individual fashion a work identity. In

America, we are what we do, thus it becomes a person’s identity. It is imperative
when educating our young people that our school systems assist and consider the
significance of this responsibility for our youth and their future. The influences on
and outcomes of career development are one aspect of socialization as part of a
broader process of human development.

II. LEARNING OBJECTIVES

- The student will be able to:

-
 Understand how in making in decisions based on values can lead to career
satisfaction.

 Describe the major theories of career development and decision making.

 Understand developmental theories of career counselling

 Apply the theories to the world of work and career clients.

.

III. GUIDE QUESTIONS / ACTIVITIES

IV. LESSON PROPER

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 A. DISCUSSION

Why Study Theory?

Career Theories
There are many career counseling theories, each one offering its own unique view on career
, counseling, and decision making. However, it is argued that many, if not all, of these career
counseling theories hold one or more of the three basic career development components
proposed by Frank Parsons in 1909.
Theories and research describing career behavior provide the “conceptual glue” for
as well as describe where, when and for what purpose career counseling, career education,
career guidance and other career interventions should be implemented. The process of
career development theory comes from four disciplines:

 Differential Psychology- interested in work and occupations

 Personality- view individuals as an organizer of their own experiences
 Sociology- focus on occupational mobility
 Developmental Psychology- concerned with the “life course”

“Theory is a picture, an image, a description, a representation of reality. It is not reality

itself. It is a way we can think about some part of reality so that we can comprehend
it” (Krumboltz)
Career Development Theories for the past 75 years fall into four categories:

1. Trait Factor - Matching personal traits to occupations-Frank Parson’s (1920’s)

2. Psychological - Personality types matching work environment- Holland (1980’s)
3. Decision - Situational or Sociological- Bandura ( Self Efficacy-1970’s)
4. Developmental - Self Concept over life span-Super (1950’s)

Holland Theory of Vocational Types

This approach gives explicit attention to behavioral style or personality types as the
major influence in career choice development. This is described as structurally
interactive. Common Themes:

 Occupation choice is an expression of personality and not random

 Members of an occupational group have similar personalities
 People in each group will respond to situations an problems similarly
 Occupational achievement, stability and satisfaction depends on congruence
between one’s personality and job environment

6 Holland Types

Realistic - work with hands, machines, tools, active, practical,

adventurous High traits - practical, masculine, stable

Low traits - sensitive, feminine, stable Occupations - construction, farming,

architecture, truck driving, mail carrier

Investigative – thought, analytical approaches, explore, knowledge, ideas, not social

High traits – scholarly, intellectual, critical

Low traits – powerful, ambitious, adventurous
Occupations – biologist, chemist, dentist, veterinarian, programmer

Artistic – literary, musical, artistic activities, emotional, creative, open

High traits – expressive, creative, spontaneous
 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

Low traits – orderly, efficient, conventional, social, masculine

Occupations – artist, musician, poet, interior designer, writer

Social – train, inform, educate, help, supportive, avoid technical skills,

empathy, relationships

High traits – cooperative, friendly, humanistic

Low traits – ambitious, creative, strong,
Occupations – social work, counseling, police officer, LPN

Enterprising – verbally skilled, persuasive, direct, leader, dominant

High traits – ambitious, adventurous, energetic

Low traits – intellectual, creative, feminine

Occupations – lawyer, business executive, politician, TV producer

Conventional – rules and routines, provide order or direct structure, great

self-control, respect power and status, punctual, orderly High traits – stable,
efficient, dependable, controlled

Low traits – intellectual, adventurous, creative

Occupations – bank teller, clerk typist, cashier, data entry

Terms:
Differentiation -

Incongruence –

Consistency –

Self-Knowledge: Personal insight into one’s interests, values, abilities and

preferences

 Occupational Knowledge: Understanding information related careers and the work force
 True Reasoning: the ability to “bridge the gap” between self-knowledge and occupational
knowledge to create educated career pairings

It is beyond the scope of this project to describe every career counseling theory in existence, so
below only the top three theoretical orientations that would best fit the Youth Counseling Center
are outlined .

The theory of vocational choice based off of the following assumptions.

 Most people can be categorized into one of six personality types: Realistic, Investigative,
Artistic, Social, Enterprising or Conventional (typically referred to as RIASEC)
 There also six different types of work environments: Realistic, Investigative, Artistic, Social,
Enterprising and Conventional
 Occupation choice tends to be an expression of personality
 Members of an occupational group tend to have similar personalities and therefore tend to
respond/behave in similar manners creating characteristic interpersonal environments
 Vocational satisfaction, stability, achievement depends on the congruence between one’s
personality and work environment

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

RIASEC characteristics explained in detail

This theory falls under the Trait-And-Factor theoretical orientation, as it looks to match
personalities (traits) to work environments (factors). In order to use this theory, counselors must
assess a client’s RIASEC code to be able to explore personality and possible work
environments/career paths. Other key concepts of this theory include:

 Consistency: the relatedness of a person’s RIASEC code. Adjacent pairs on the

hexagon are most related, so for example, someone whose two highest scores are
by each other (i.e. enterprising and social) are more consistent. closeness on the
hexagon of one’s first and second choices. The higher one’s consistency, the more
integrated one’s characteristics (values, interests, traits) and the greater one’s
vocational maturity, persistence and achievement.

 Differentiation: the degree of how well-defined a person is in their personality or

environment/ the amount of spread between one’s first and second code letters; denotes
how clear one’s type is. For example high differentiation would mean an individual score
high in one certain characteristic/environment and low on all other domains. Low
differentiation would be if an individual received similar scores for several domains.

 Congruence: the level of agreement between an individual’s personality and

environment. Lack of fit between one’s type and work environment. People leave jobs
because of too much incongruence or because of a chance to increase their
congruence. Best decision makers are I’s; worst are C’s.

Advantages of Holland Types for Career Counseling

Types are intuitively appealing and easily shared with students. Helps students
get oriented to the worlds of work that isn’t overwhelming. Provides helpful way
of understanding varied work environments.
Disadvantages of Holland Types for School Counseling

Theory doesn’t provide insights into how one develops a type or guidance for
working with student.

Parsons’ component(s): Self-Knowledge

How to implement: When career confusion, dissatisfaction, or concern is a major component

of the client’s presenting problem it is the responsibility of the counselor to add a career focused
dynamic to the counseling setting. Here is how to build in Vocational Choice Theory

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

1. Ask the client if they would feel comfortable/willing to use part of a session to take a RIASEC
assessment. Knowing one’s RIASEC code is a crucial element for this theory’s application
2. Be able to give a general description of the RIASEC assessment the client will be taking and
why you think it will be beneficial to the client’s therapeutic treatment
3. Allow the client the proper time, space, and format to take their RIASEC assessment. Be
familiar with the assessment questions so you can help resolve any confusion the client may
have
4. Do not jump to an in-depth full explanation of results with the client. Allow time for the client to
explore their thoughts, feelings, and reactions to their results. It is important to remember your
role as a counselor and not to move into consultant or advisory mode.
5. Further explore results with the client and if applicable use results to guide future sessions
6. Remember the point of CFC is to help the client connect to their greater selves. Be open and
responsive to a client’s experience and reaction to Vocational Choice Theory. There are no
“better” personality/environment clusters and clients may also gravitate towards careers outside
their RIASEC code. Theory should be a guide, not a set of hard and fast rules.

Why it was selected: This theory is a great fit for community mental health settings because it
is an easy way to begin the career counseling process. It allows clients to narrow down their
interests in what can be a large and overwhelming field.
Clients as young as middle school can benefit from this theory but it will typically be used for
those older clients (16-21) looking to enter the work force or focus on finding a college major.
This theory also has strong empirical support in its ability to assess interest and personality. It is
also structured in a way that is user-friendly to newly CFC focused counselors.

B. Savickas’ Career Construction Theory

Brief description: Career Construction Theory, which is sometimes called Life Design, is post-
modern approach. It is based on the following assumptions and concepts.

 Individuals build their career by imposing meaning on vocational behavior

 The self is the core essence of a person and is created through the language they use. Self-
construction, rather than self-actualization, is emphasized here and is achieved by creating the
self -one wants through how they describe themselves
 Identity is the self in context. It is the individual in their social role
 The interplay between self and identity forms the basis for one’s life narrative
 Life Design is how one creates a career identity through their knowledge of self. It is both
narrative and constructivist in nature and uses the following facets:

Career Adaptability is the resources the individual needs to manage current and anticipated
career transitions. These self-regulation skills enable a client to broaden, define, and engage
their self-concepts into their occupational roles. Adaptability can be broken down into four
dimensions:
 Concern: ability to look ahead and prepare for the future. This includes an awareness of
vocational past, future options and preferences. It links present activities to the desired future
 Control: belief that one can have control over one’s career. This enables decisiveness and
competence in decision making.
 Curiosity: exploring one’s opportunities and the fit between self and different vocational
environments. This can also include exploring one’s own knowledge, skills and abilities, and
clarifying one’s values.
 Confidence: perceived ability to solve problems and to overcome obstacles in order to pursue
their career aspirations.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

 The degree of someone’s career adaptability depends on the possession of each of the four
resources and their ability to use each of these resources in an associated activity. Thus, in
order to increase one’s career adaptability resources, one may focus on increasing one’s ability
to plan, to make decisions, to explore and to solve problems.

Parsons’ component(s): Self-Knowledge

How to implement: Counselors can work Career Construction Theory into the session when
the client is presenting with a career- related problems (typically in older clients) or if the
counselor is building on early career development skills (younger clients). It can be used when
is struggling with their identity and self (as identified by the counselor).
There are several assessments and interventions that use Career Construction Theory including
Value Card Sorts and the Career Construction Interview .
Why it was selected: This theory appears to be most up to date with working world of the 21st
century. Furthermore it has developmental versatility, meaning it could be used with the younger
clients at the Youth Counseling Center.
For example, when using CFC with children, the counselor can work on developing adaptability
skills in session. Telling one’s story can be done through play or art, allowing children to begin
the career construction process.
C. Gottfredson’s Theory of Circumscription and Compromise
Brief description: This developmental career theory. and revolves around the idea that career
development is based on early experiences and perception of power and roles. The theory can
be broken down into three core principles:

 Circumscription: the process of defining interests eliminating possibilities

 the individual “cuts out” careers that do not match his or her self-concept
 self-concept is derived and compared to the individual’ s perception of the world and of work
across four stages (see chart below)

Stages of Circumscription: Four Factors

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

Compromise: making a career decision based on the remaining occupations that fit one’s self-
concept
 Not necessarily a negative process but rather a process of resolution
 Individuals may find that they have a limited number of career choices available to them
(expanding this is where career counseling comes to play)

 Self-creation: the self is created through the interaction between genes and the environment
 The choice in work is either finding a career that can fulfill self-concept or selecting the “least
bad” option that may not match one’s self
Parsons’ component(s): Self-Knowledge, Occupational Knowledge, True Reasoning
How to implement: Gottfredson gives these four tips to help counselors assist client in
appropriate and accurate circumscription

D. Bandura’s Social Cognitive Theory

The concept of self-efficacy is the focal point of Albert Bandura’s social cognitive theory.
By means of the self-system, individuals exercise control over their thoughts, feelings,
and actions. Among the beliefs with which an individual evaluates the control over
his/her actions and environment, self-efficacy beliefs are the most influential predictor of
human behavior. The level and strength of self-efficacy will determine:
 whether coping behavior will be initiated.
 how much effort will result.
 how long the effort will be sustained in the face of obstacles.

Self-Efficacy - the belief in one’s capabilities to organize and execute the courses
of action required to produce given attainments- is constructed on the basis of:

Four most influential sources where self-efficacy is derived:

 Personal Performance - Accomplishments-previous successes or failures
(most influential)
 Vicarious Experience - Watching others, modeling, mentoring
 Verbal Persuasion - Verbal encouragement or discouragement
 Physiological and Emotional Factors - Perceptions of stress reactions in the body

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

Self-Efficacy plays the central role in the cognitive regulation of motivation because
people regulate the level and distribution of effort, they will expend in accordance
with the effects they are expecting from their actions.

It is important to understand the distinction between Self Esteem and Self Efficacy.
a. Self-esteem relates to a person’s sense of self-worth.
b. Self-efficacy relates to a person’s perception of their ability to reach a goal.

How Self Efficacy Affects Human Function

Choices regarding behavior-People will be more inclined to take on a task if they

believe they can succeed. People generally avoid tasks where their self-efficacy is low
but engage when it is high. Self-efficacy significantly higher than ability can lead to
psychological damage. Significantly low self-efficacy leads to an inability to grow and
expand skills. Optimum levels of self-efficacy are a little above ability, which encourages
people to tackle challenging tasks and gain valuable experience.

Motivation- People with higher self-efficacy in a task are likely to expend more effort
and persist longer than with low efficacy. On the other hand, low self-efficacy may
provide an incentive to learn more and prepare better than a person with higher self-
efficacy.
Thought Patterns and Responses- Low self-efficacy can lead people to believe tasks
are harder than they actually are. This leads to poor planning and stress. A person with
higher self-efficacy will attribute a failure to external factors, whereas a person with lower
self-efficacy will attribute it to low ability. (Example: Math Test)
The Destiny Idea- Bandura successfully showed that people with differing self-efficacy
perceive the world in fundamentally different ways. People with a high self-efficacy are
generally of the opinion that they are in control of their own lives: that their own actions
and decisions shape their lives. On the other hand, people with low self-efficacy may
see their lives as somewhat out of their hands and with fate.

Efficacy vs. Outcome Expectations

Bandura distinguishes between outcome expectancy and efficacy expectancy.
Outcome expectation refers to the person’s estimate that a given behavior
will lead to particular outcomes.
Efficacy expectation is an estimate that one can successfully execute
the behavior required to produce the outcomes sought.
Self-beliefs about abilities play a central role in the career decision-making process.
People move toward those occupations requiring capabilities they think they either
have or can develop. People move away from those occupations requiring capabilities
they think they do not possess, or they cannot develop.
Personal goals also influence career behaviors in important ways. Personal goals relate
to one’s determination to engage in certain activities to produce a particular outcome.
Goals help to organize and guide behavior over long periods of time.
The relationship among goals, self-efficacy, and outcome expectations is complex
and occurs within the framework of:
Bandura’s Triadic Reciprocal Model of Causality – these factors are all affecting
each other simultaneously

 personal attributes,
 external environmental factors
 overt behavior
In essence, a person inputs (e.g. gender, race) interact with contextual factors (e.g.
culture, family geography) and learning experiences to influence self-efficacy beliefs
and outcome expectations.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

Self-efficacy beliefs and outcome expectations in turn shape people’s interests,

goals, actions, and eventually their attainments.

However, these are also influenced by contextual factors (e.g. job opportunities, access
to training opportunities, financial resources).

In this theory providing opportunities, experiences and significant adults to impact self-
efficacy in all children becomes vital. Strategic career development interventions will
positively impact young people in the context of this theory.

Super’s Developmental Self-Concept Theory

Vocational development is the process of developing and implementing a self-

concept. As the self-concept becomes more realistic and stable, so does vocational
choice and behavior. People choose occupations that permit them to express their
self-concepts. Work satisfaction is related to the degree that they’ve been able to
implement their self-concepts.

Career Maturity - Similarity between one’s actual vocational behavior and what is
expected for that stage of development. Career maturity includes readiness to cope
with developmental tasks at a given stage. It is both affective and cognitive.

Most career education programs have been affected by Super’s ideas. They provide
gradual exposure to self-concepts and work concepts in curriculum that represents
Super’s ideas of career development/vocational maturity. (National Career
Development Guideline Standards)

Stages

Growth (Birth to mid-teens) - Major developmental tasks are to develop a self-

concept and to move from play to work orientation.

Substages

 Fantasy (4-10 years old) - needs dominate career fantasies and little reality
orientation.

 Interest (11-12 years old) - identifies likes/dislikes as basis for career choices

 Capacity (13-14 years old) - more reality incorporated; can relate own skills to
specific requirements of jobs. (Vocational zing the self-concept)

Exploration (Mid-teens through early 20’s) - major tasks are to develop a realistic
self-concept and implement a vocational preference though role tryouts and
exploration; there is a gradual narrowing of choices leading to implementation of a
preference. Preferences become CHOICES when acted upon.

Substages

 Tentative (15-17 years old) - tentative choices incorporating needs, interests,

abilities are tried out in fantasy, coursework, part time work, volunteer,
shadowing.

o May identify field and level of work at this substage.

 Crystallization of Preference (18-21 years old) - General preference is converted
into specific choice. Reality dominates as one enters the job market or training
after high school. Choosing a college major or field of training.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

 Specifying a Vocational Preference (early 20’s) - trial/little commitment; first job is

tried out as life’s work, but the implemented choice is provisional, and person may
cycle back through crystallizing and specifying if not appropriate.

Establishment (mid 20’s through mid-40’s) - major tasks are to find secure niche
in one’s field and advance within it.
Substages
 Trial and Stabilization (25-30 years old) - process of settling down, if
unsatisfactory may make 1-2 more changes before the right job is found.

 Advancement (30-40 years old) - efforts directed at securing one’s position,

acquiring seniority, developing skills, demonstrating superior performance,
resume building actions.
Maintenance (40’s through early 60’s) - Major task is to preserve one’s gains and
develop non-occupational roles for things one always wanted to do; Little new ground
is broken; one continues established work patterns. One faces competition from
younger workers. Could be a plateau.
Disengagement or Decline (Late 60’s through retirement) - Tasks are deceleration
of the career, gradual disengagement from world of work and retirement. One is
challenged to find other sources of satisfaction. May shift to part time to suit declining
capacities.

Development Tasks

Crystallization Forming a general vocational goal

Specification Move from tentative to specific preference

Implementation Complete training, enter employment

Stabilization Confirm choice through work experience

Consolidation Advance in career

Implications of Super’s Theory for Career Counseling

 Identify the career development stage and set goals for mastery of the
tasks unique to each stage.
 Help student clarify self-concept because any task that enhances self-
knowledge will increase vocational maturity. Then help them relate their
self-knowledge to occupational information.

 Expose students to a wider range of careers because occupational options

narrow over time. Consider lifestyle implications and consider the vocational
and avocational relevance of subjects studied in school.

 Direct work experiences are vital. Try on roles in real worlds of work.
Supers developmental view of career development in the context of the self allows
for changes over time. This is very appropriate in the 21st Century workplace.
Once again this can be used with clients both presenting with career problems or if the
counselor wants to build career development/general life skills. Counselors should begin by
assessing where the client fits on the developmental model (the ages are guidelines not hard
and fact rules) and working on from there.
Why it was selected: This counseling theory provides a model that is specifically relevant to
the younger clients the Youth Counseling Center serves. It also takes on an advocacy piece that
speaks to the core of the Relational Cultural Theory (which I personal ascribe to). This theory
addresses cultural stereotypes, limitations, and advantages head on, which once again goes .

V.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

EVALUATION

VI. REFERENCES

Brewer, J. M. (1942). History of vocational guidance. New York: Harper & Brothers.
Johnston, W. B., & Packer, A. E. (1987). Workforce 2000: Work and workers for the twenty-first
century. Indianapolis, IN: Hudson Institute.
National Center on Education and the Economy. (1990). America’s choice: High skills or low
wages. Rochester, NY: Author.
Norris, W. (1954). Highlights in the history of the National Vocational Guidance Association.
Personnel and Guidance Journal, 33(4), 205-208.
Pope, M. (2000). A brief history of career counselling in the United States. Career Development
Quarterly, 48, 194-211.
W. T. Grant Foundation Commission on Work, Family, and Citizenship. (Ed.). (1988). The
forgotten half: Pathways to success for America’s youth and young families (Final Report).
Washington, DC: Author.

https://courses.lumenlearning.com/sac-counseling116/chapter/introduction-to-counseling-116/

PREPARED BY: REVIEWED BY: APPROVED BY:

MARIA LUANNE M. JALI-JALI LESTER C. VIEJO GILBERT CABALZA

Instructor OIC-BTTE Coordinator VP AA

MARIEL AYNA YI-TING CALIMAG

School Director

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