1.

Theory of career development

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Career development theory is the study of career paths, success and behavior. It aims to explain why a
person might be a good fit for a certain career and provide advice on how to attain a promising trajectory.
It also focuses on identifying common career stages when education, guidance and other interventions are
necessary.Career development theories come from four main areas of study:

 Differential psychology
 Personality
 Sociology
 Developmental psychology
The career planning process has four components: (1) Self Assessment, (2) Career
Exploration, (3) Career Identification, and (4) Action Plan

Self Assessment
Trying to find a career without being self aware is like trying to run a race not knowing
where the finish line is. How can you know which career path is going to be most satisfying,
if you don't even know what you're all about? You can't. That's why self assessment
(sometimes referred to as a career assessment) is such an important part of the career
planning process. During the self assessment process you'll use tools designed to help you
learn more about your interests, values, personality, aptitudes, skill sets, developmental
needs, and preferred work environments, so you can make an informed career decision. By
the end of the self assessment process you'll have identified various occupations that are
good fit for you.

Exploration
Based on the results of your self assessment, you should now have a list of occupations that
appear to be a good match with your values, interests and skill set. Next, you'll want to
narrow this list down to about ten occupations. Go through the list and eliminate those
careers that you know you're not interested in. For example, even though you'd make a
great police officer, and the career is a good match with your values, interests, and skill set,
you know you don't want to work in a job that requires you to carry and shoot a gun. In
addition to researching individual occupations, you'll also want to research industries that
you'd like to work in. Other very effective ways to explore careers (and which we highly
recommend) include conducting informational interviews with industry professionals, job
shadowing, job temping, internships, and volunteering.
Taking Action

The final step in the career planning process is to create an action plan. The action plan is
designed to help you reach your goals. It's like a road map that takes you from choosing a
career to finding your first job all the way to achieving your long-term career goals. In your
action plan you should identify your short-term and long- term goals, identify education and
training requirements for your career, develop a job search strategy, identify potential
employers, create a resume, compose cover letters, and prepare for job interviews.

Many people believe the career planning process is only for recent college grads who are
trying to land their first job, but that couldn't be farther from the truth. The career planning
process is a useful tool you can apply throughout your career as you redefine yourself and
your occupational interests, and as your goals evolve.

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Holland Theory of Vocational Types

The Holland Theory of Vocational Types focuses on personality types as the main factor in career choice
and development. John L. Holland developed his theory on the idea that career choice is based on
personality. He believed that a person’s work satisfaction is linked to similarities between their
personality and job environment.

Holland’s theory has six personality types, sometimes call the Holland Codes or Holland Occupational
Themies:

Realistic (R)

Also called “Doers,” people in this type solve problems by taking action rather than discussing it.
Realistic types are interested in work that requires skill and strength. Carpenters, chefs and personal
trainers all fit into the realistic personality type.

Investigative (I)

Also called “Thinkers,” people in this type like to work with information. Investigative types enjoy
working by themselves rather than with a group. Actuaries, lawyers and doctors all fit into the
investigative personality type.

Artistic (A)

Also called “Creators,” people in this type are creative, inventive and typically more emotionally aware
than other Holland Types. Artistic types are independent but enjoy working with other people. Graphic
Designers, writers and musicians all fit in the investigative personality type.

Social (S)

Also called “Helpers,” people in this type enjoy teaching or helping others. Social types value working
with others and creating relationships. Teachers, counselors and human resource professionals all fit in
the social personality type.

Enterprising (E)

Also called “Persuaders,” people in this type enjoy working with people and information. Enterprising
types of value status and security. Entrepreneurs, stockbrokers and salespeople all fit in the enterprising
personality type.
Conventional (C)

Also called “Organizers,” people in this type enjoy rules and regulations. Like enterprising types, they put
a value on status and money. However, they have a dislike for unclear or unstructured work. COOs,
personal financial planners and economists fit in the conventional personality type.

Differentiation- refers to the degree of certainty or definition of an individual's interest - is there a clear
distinction between the individual's likes and dislikes

If all six are quite low or quite high, the profile is called "flat" or "undifferentiated"

If some scores are high and some are low, the profile has 'peaks and valleys" and is called differentiated
profile, it means that the person has some areas of interest that are considerably higher than others

Flat profiles can mean that individuals don't really know their interests

High flat profiles mean they could have many interests and might need to work on narrowing down

A low flat profile could show minimal exposure to occupations and work activities but could also show a
weak self-concept or low self-esteem

Congruence - describes the degree of fit between an individual's personality type and work environment

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Practical Applications of Holland's Theory

 Using numerous instruments to get client's Holland's Code as a starting point to clarify interests

 Discuss about consistency, congruency and differentiation of the scores and work environment

 Locate occupations that relate to their code focusing on occupations resembling all
combinations of the code

 Explore those occupational alternatives through

 Informational interviews

 Researching the occupations

 Volunteering

 Taking course and/ or

 Job shadowing

2. Career development of cultually diverse populations

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Culture is defined as the beliefs and values that shape the customs, norms, and practices of groups of
people that help them solve the problems of everyday living. Thus, culture influences the Culture and
careers refers to the way that culture influences the way people work, the way they make decisions
about work, and how their career paths are shaped, way groups communicate, the way they take care of
and educate their children, how they provide food and shelter, and how they earn a living. . In other
words, culture shapes individuals’ identities and the context in which they work. All individuals have a
cultural, ethnic, and/or racial heritage, and in some cases, individuals have multiple cultural identities
that shape their contexts. For example, the cultural context for an African American woman who lives in
the southern United States will be based on her race, gender, and geographic location. The cultural
context in which she lives helps to determine her own and others’ career expectations, her preparation
for work, and the opportunities open to her.

Culture very clearly shapes the opportunities available to individuals. This suggests that culture may
interact with work and career in two ways. First, culture helps to influence individuals’ views of what
types of work are appropriate and of the role of work in their lives. Second, culture influences the types
of work available to individuals, both for positive reasons (e.g., opportunities available to those in a
family business) as well as negative reasons (e.g., racism preventing someone from being hired into a
work setting).

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Cultural Values and Work

Cultural groups have been found to differ on a number of variables. The first dimension is that of
individualism versus collectivism. Those who value individualism have a preference for working alone,
avoid dependence on others, and prefer accountability as an individual. They tend to place a high value
on competition. Their work goal is to maximize material wealth and well-being. Conversely, those who
value collectivism have a preference for working as part of a group, subordinate their own goals for
achievement to that of the group, and place a high value on group success and cooperation. European
Americans tend to be high on individualism, while most members of racial/ethnic minority groups have
a preference for collectivism.

Another dimension in which cultures differ is in their views of the purpose of work in individuals’ lives.
Some cultural groups have a preference for doing and achieving through work, and others prefer to
work so that they can do other things. For the latter, who work to live, work is something to be tolerated
to get to the “real” or “important” things in life. The former, who live to work, place a high value on
work as a worthy end in and of itself; European Americans tend to value living to work. For many
members of racial/ethnic minority groups, however, the role of work is less central in life.

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A third cultural value is how much people believe they can control or shape their surroundings and how
much they believe that life and consequences are predetermined. This has been referred to as locus of
control: Is the control within the individual (internal locus of control), or is it shaped by forces outside
the individual (external locus of control)? Those with an internal locus of control tend to be more
aggressive in achieving their own plans and also tend to be more optimistic about achieving those plans
than those with an external locus of control, who tend to be more passive and accepting of fate.
Research has found that European Americans tend to be higher in internal locus of control, and
racial/ethnic minority group members tend to be higher in external locus of control. It is important to
point out that often the circumstances of lives affected by racism and discrimination are, indeed, out of
individuals’ control.

Finally, the dimension focuses on differences across cultural groups in the way that time is perceived.
Those who focus on the past place an emphasis on the traditional way of doing things; the future is an
extension of the past. Asian Americans tend to have a strong sense of past traditions. Those with
present-time orientations place an emphasis on spontaneity and living for the moment, and this
orientation is more typical of African Americans, Native Americans, and Latinos. The last orientation,
that of emphasizing the future, has a focus on future goals, and individuals with this emphasis are willing
to make sacrifices for long-term goals. For those with future orientations, such as European Americans,
time is viewed as a commodity to be “earned,” “wasted,” or “used.”

3. Classification system
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1. Theory
- It's easy to get overwhelmed by the sheer volume of information available to problems and
customers, and it's necessary to have a way to organize work. Thus, the classification system was
born.
- There are three different classification systems based on job analysis of occupational and
functional job definitions. In addition, the Dutch occupational classification is based on the study
of six categories in his theory.
- Several systematic classifications are developed through systematic lists of procedures as factor
analysis to identify occupational groups based on data from the hobby test.
- The most comprehensive list of occupations is the Dictionary of Professionalism (DOT). It
classifies approximately 12,000 occupations in the United States through 1991. To classify these
occupations, it uses a number of nine codes. Initially assign a career group. Initial definition one
digit in 9 width categories, the second digit divides the professions into 82 divisions. (Table 2-6
on page 40), and the digit three divides occupations into grouping 559.
- For example, the advisor's occupation has 045 as the first three digits. Updated letters to
professional, technical and managerial occupations. Number 04 applies to occupations in the life
sciences. Within that division, 045 specifies careers in psychology. The next three digits refer to
the three ways of doing the task. The fourth digit description a person uses everything.
- The ONET system is designed to be displayed on the computer and updated regularly. Table 2-
7 lists 9 sections and 103 main groups of ONET. ONET has information on about 1170
occupations. Over the years new occupations will be added to the database.
With ONET, each occupation has 445 descriptive datasets. This contrasts with the eight
descriptors used in the career manual - quality work, employment status, training, prospects,
supplementary information.
* Employee characteristics including abilities, interests and working styles. These abilities are
cognitive (speech, perception), psychomotor (hand and finger motor skills), physical (strength,
endurance, balance, coordination), the ability to feel.
Working styles include interpersonal achievement, social influence, adjustment, independence,
and practical intelligence.
* Employee requirements include basic skills (reading, comprehension, listening, speaking,
writing, math, science, specific knowledge requirements, educational requirements (critical
thinking, learning strategies, monitoring).
* Experience requirements describe specific preparation or work experience. Licenses or
certifications are used to determine the level of skill and performance required.
* Occupational requirements are presented in terms of general job activity categories,
organizational context, and job context. Common types of work activities are those that occur in
many types of jobs. These include gathering the information needed to do the job, processing and
evaluating information, making decisions, solving problems, and communicating.
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* Occupational classification criteria:
1. Based on the object and nature of the labor relationship, E.A. Klimov classified them
into five main groups of occupations:
- People - Nature: the working objects of this group of occupations are organic substances,
biological processes, microorganisms... such as cultivation, animal husbandry, veterinarian,
afforestation...
- People - Technology: the working object is a system of technical equipment, materials,
energy... such as drivers, mechanics, builders...
- People - People: working objects are groups of people and people such as sales, teachers,
managers...
- People - Symbol system: working objects are numbers, symbols, formulas such as accountants,
cashiers, programmers...
- People - Art: working objects are artistic images such as painters, writers, sculptors...
2. Based on the complexity of the profession and the training process, people are divided
into 2 groups of occupations:
- Complicated professions need to be trained in schools. These are professions that require
learners to study according to a methodical and scientific program, to apply their trained wisdom,
knowledge and skills to work and solve the set tasks.
- Simple jobs do not need formal training in schools. The training method of these types of
occupations is usually simple in the style of "hands-on work" from those who know a lot to pass
it on to people who know little, like vocational training in a family...
3. Classification of occupations according to the requirements of the profession for
employees
With this classification, occupations are classified into the following 8 areas:
- Occupations in the administrative field
In this field, we meet officials, office workers,
- Occupations in the field of contact with people
Here, we can mention the sales staff, the doctors, the teachers...
- Occupations (workers)
The nature of the labor content of the craftsman profession is very diverse. There are craftsmen
working in industries
- Careers in the field of engineering
It is the profession of engineers in many fields of production.
- Careers in the field of literature and art
Literature and art are a diverse field of activities in which creativity is a prominent feature. Non-
repetition, originality and individuality become prerequisites in each product of poetry, music,
film, art performance...
- Professions in the field of scientific research
Those are professions of searching and discovering laws in social life, in the natural world as
well as in human thinking.
- Careers in contact with nature
These are livestock, poultry, domestication, farming, logging, afforestation, planting flowers and
ornamental plants...
- Occupations with special working conditions
In this field of labor, we see jobs such as piloting experimental aircraft, space travel, exploiting
resources on the seabed ...
4. Based on learners' interest in career fields A.E. Golomstok has classified occupations as
follows:
- Profession works in the field of physics
- Occupation in the field of chemistry
- Occupation in the field of electronic engineering
- Occupation in the field of engineering
- Occupation in the field of geography - geology
- Profession works in the field of biology and agriculture
- Occupation in the field of linguistics and journalism
- Profession works in the field of history and social activities
- Pedagogical profession and education
- Medical profession and medical activities
- Housewife job
- Occupation in the field of art
- Military profession
5. Classification of occupations with psychological characteristics and learning capacity:
a. Event communication activities
- Sales, marketing, advertising staff
- Commercial, travel, restaurant, hotel stewardess
- Bank, postal, medical & public service staff
b. Intellectual communication activities
- Leadership, state management, economic organizations
- Teachers, educators, journalists, lawyers, doctors...
- Officials and employees of unions, cultural and legal branches...
c. Scientific and technical activities
- Officers and staff doing research and experimentation.
- Managers of technical and social sciences.
- Engineers, technical staff in the fields of construction engineering, traffic, mechanics,
electricity...
- Good study of natural sciences.
d. Technical practice activities
- Practical engineers, staff in charge of manufacturing, production, inspection in the industry -
agriculture, staff monitoring and controlling electrical - electronic systems, workers processing,
repairing, manufacturing produce products…
e. Manual labor activities

- Workers repair and assemble small details.

- Craftsmen produce handicrafts with different materials: gold, silver, rattan, leaves...
f. Abstract thinking activities
- Staff working in the field of scientific research, philosophy, art...
Composers, designers in the field of fine arts, art, architects, writers, painters, musicians...
g. Non-creative activities
- Construction workers of traffic, transportation, processing agricultural and forest products.
- Workers working in production lines, livestock factories,
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Thực hành Teaching career

1. Ability utilization: make use of their personal strengths. For example: if a teacher
good at listening, the teacher should use listening skills to have better
understanding of students then the teacher would know how to counsel them and
help them improve their performance
2. Achievement: achieve their own targets such as creating connections with a
student, student understand the purpose of the lesson or student find what they
learn relatable, they can make use of what they have learned, and achieve the
school’s targets such as 90% of Student’s math score are B+ and above,...
3. Activity: have detailed syllabus for whole course and prepare different activities
for each lessons to make student engage in the lessons
4. Advancement: have opportunities for higher positions or advancements based on
their own goals: head of a department, leading a research team, head master, vice-
chancellor of institute,...
5. Compensation: are paid well in comparison with other teachers and should have a
bonus for their contribution. if a teacher leading a gifted team and their students
win prize in a competition, then that teacher should be given a bonus 
 6. Coworker: have supportive, helpful and respectful coworker, should have
vacation or bonding activities, managers or head of department should pay
attention to their teachers’s relationship with each other
7. Creativity: try out their own ideas, create their own activities in the class,
speaking class instead of reading dialogue in textbooks, teachers should be able to
let students write their own plays.
8. Moral values: not involved in social evils such as drugs, prostitution or any kind
of smuggling. If a teacher becomes aware of an incident or dangerous thing
involving his or her students or colleagues, protective action should be taken or the
teacher should be protected so that he or she can do something for his or her
students.
9. Security: have secure position, long-term employment
10. Working conditions: teaching has a lot of pressures, from primary school to
highschool: pressure from school, students but also from parents. teachers should
have good working facilities, equipment, and documents that they need for the
preparation of the lesson and also during the lesson. The school facility should
also have space only for teachers and lecturers to relax and refresh their energy.

4. Perceiving in Myers - Briggs type theory:

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1. Theory
* Perceiving and judging
People become aware of events, people, objects, and ideas when they perceive information. The
individual must then decide or draw conclusions about which observable facts are people,
objects, or ideas. In doing so, the individual is evaluating perceived facts and ideas. According to
Myers, much of an individual's mental activity is devoted to perception, evaluation, or both. For
example, when a teenager watches a movie, they absorb the information (perception) and then
make a decision about that movie - whether the movie is liked, appreciated, etc. (evaluate).
Throughout school and workplace activities, individuals are constantly perceiving and
evaluating. There are two perception modes and two evaluation modes.
* The two ways of perceiving
The two contrasting ways of perceiving are sensing and intuition. Sensing is taking in
information by using visual and auditory processes, together with smell, taste and touch.
Intuition concerns the use of the unconscious. Intuition is indirect and adds ideas to external
perceptions. In the theory, a preference for perception was innate and not learned through
interaction with the environment.
People who prefer the sense of observation, mainly through sensation, sight and sensation. They
focus on events immediately around them. People with early recognition often have a good
memory for details and have a binding observational ability. A person who meets a dentist with a
sensory perception may be aware of the tools the dentist uses, the way the dentist handles them,
and the placement of the dental tools in them. Try to the end of the normal information is may be
a number of image to the select the career later. At that time, detailed information about the
dental experience is stored in memory.
Through the use of insight, an individual can perceive meanings and relationships in events. This
insight into observations and ideas can be called contemplation. Intuition takes visual and
auditory information as a basis and develops it. Usually, the individual using intuition is not
focused on the present event but on the future event.
* The two ways of judging
Just as there are two types of perception (feeling and intuition), there are two types of thinking
and feeling. After perceiving an event, an individual may primarily act in one way, think or feel.
Thinking refers to analyzing and turning ideas into a common goal about an observed idea or
event. Feelings are a subjective response, related to self-worth.
When using judgment through evaluation, an individual may be interested in logic or factual
tracking. The person strives to be objective in a fair assessment of the event or idea, and in the
process can use objective criticism to analyze his or her perception. The person tries to assess
whether the next time will be similar, whether he or she wants to be a dentist or not.
Sensory evaluation is decided on the basis of values applied to observations or ideas. When
making emotional judgments, an individual is concerned with the impact of the judgment. Such
individuals are more likely to be concerned with people rather than technical matters.
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* The Combinations of Perceiving and Judging
Because perception precedes judgment, these two functions are combined in individuals. Myers
describes four combinations of perception and judgment that can occur. They are:
Sensing and Thinking
Sensing and Feeling
Intuition and Feeling
Intuition and Thinking
* According to Myers-Briggs,
How we direct or energy: Extroversion vs. Introversion
People who lean towards extroversion tend to focus on people and things on the outer world.
People who lean towards introversion focus on the thoughts, feelings, and impressions of the
inner world.
How we gather information: Intuition vs. Sensing
People who lean towards sensing tend to focus on facts and details that can be confirmed by
experience. People who lean towards intuition focus on possibilities and relationships among
ideas.
How we make decisions: Feeling vs. Thinking
People who lean towards thinking use impersonal, objective, logical analysis to reach
conclusions. People who lean towards feeling tend to use person-centered, subjective analysis to
reach conclusions.
How we deal with the other world: Perceiving vs. Judging
People who lean towards judging then to prefer to plan and organize themselves to make
decisions and come to closure on decisions. People who lean towards perceiving on the other
hand tend to be spontaneous and adaptable, collecting information and usually staying open to
new options and ideas. It is important to note, “Judging” has nothing to do with the term
“Judgemental”, rather we are using the term judging more in an evaluative respect.

When a person takes the MBTI they are given a “code” that tells a person what they lean towards
for each of the four dimensions.  For example, an “ENFP” would mean a person tends to identify
with the MBTI descriptions of Extraversion, intuition, Feeling, and Perceiving.  An “ISTJ”
would mean a person tends to identify with the MBTI descriptions of Introversion, Sensing,
Thinking, and Judging.

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So why take this test for a class like ours?  Research shows people with similar MBTI types tend
to find high levels of satisfaction when they work in careers that match their personality
type. We have, for example:

ISTJ: ISTJs are independent, responsible, and focused.

ISFJ: ISFJs' positive qualities are optimism and love of adventure, but they can also be a bit
disorganized and impulsive.

INFJ: Compassion and creativity are hallmarks of the INFJ personality type.

INTJ: A preference for innovation causes INTJs to continually want to improve themselves and
others. They are independent.

ISTP: ISTPs like sitting back and observing from afar. They tend to be quiet and enjoy taking
risks.
ISFP: Preferring to stay on the sidelines, ISFPs are quiet and easygoing. They like taking life
day-by-day.

INFP: INFPs have easygoing demeanors unless they sense someone is violating one of their core
values. They are very private and share their thoughts with few people.

INTP: INTPs are independent but not self-focused. They strive to understand the world around
them.

ESTP: Energetic and eager to be around others, ESTPs are also full of confidence and can be
quite assertive.

ESFP: ESFPs value their relationships. They are generous and love life.

ENFP: ENFPs are outgoing and enthusiastic. They sometimes have trouble staying focused.

ENTP: Innovative and resourceful, ENTPs love solving problems, no matter how challenging
they are.

ESTJ: If you want an opinion on just about anything, ask an ESTJ. They are excellent decision
makers who love having responsibilities.

ESFJ: ESFJs prefer to connect with others. They are rule followers and want everyone to be, as
well.

ENFJ: Their concern for the well-being of others and strong communication skills, make them
excellent leaders.

ENTJ: ENTJs know how to get things done and are great at getting other people to follow along.
They are very energetic.

Although different types function better in certain environments, no personality type is superior
to any other. Many career planning experts believe that when a person know your personality
type, as discovered by using the Myers Briggs or another personality inventory, he can make
better decisions about your career. For instance, this information can help him choose an
occupation or figure out whether a particular work environment will be a good fit for him.

5. Development of interest 
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1. Theory
Ginsberg (1951) believes that, at around age 11, children are not given imaginary choices and
instead tend to choose based on preferences. Special, Ginaberg says that many of the boy's
choices are linked to every development of the father. Based on their current preferences.
11-year-old boys will comment on the job they want to do like their father. The world re-
recognizes that their preferences can change and they can make different choices. However, their
profile and are not confident about the alternatives because they know that there is plenty of time
to make a lot of choices. At the age of 11, their assessment of competence is limited and
interactions are not important to them.
Using a sample of 478 elementary school boys and 471 girls, Trice, Hughes, and Odom support
Ginzberg's idea that institutions are major factors in job choice and career abandonment in
childhood.
When talking to middle school students, counselors may find that students are able to speak more
clearly about what they like than about what they can do. Children may be exposed to a number
of occupations in their community. They may be interested in becoming a detective or a doctor
after seeing these professions portrayed on television. We can observe the role of parents and
parents of our friends. They might ask themselves: “Is this must be something they might want to
do?” Participating in school subjects and childhood jobs such as mowing the lawn and
babysitting also allowed them to try their hand at hobbies. Children who have not yet developed
an assessment of their own abilities may want to become, for example, professional operators,
but they are not capable of considering the quality of their performance.
Trend is the motivating system that regulates the choices of modes and active individual's
activeness. Trends manifest in the main: needs, interests, ideals, worldviews and beliefs.
+ Needs: are those who ask all the factors that people need to be satisfied in order to survive and
develop.
+ Interest is the individual's attitude to those objects that are both meaningful in life and bring a
sense of refreshment to the individual in activities. Activities activate interesting, creative ability
in each person. Thus, it can be seen that the employer's interest in the profession can be
expressed through the regime with some career definitions, the desire to get acquainted, learn a
certain profession, and care about the working environment. , looking for things that are fun in
the profession...
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+ The ideal is a noble goal, a completely opposite model that attracts people to activities for a
long time.
+ The worldview is a system of natural, social and personal points formed in each person,
helping to determine the motto of their activities.
Belief is a quality of worldview, which is a combination of attitudes, perceptions, vibes, wills
that have been experienced by people in their lives.
+ Personality is a unique combination of characteristics of stable psychology, the regulation of a
particular mode of operation, the way they present their regime in certain conditions and
circumstances.
+ Temperament is the complexity of the individual, expression, speed and tempo of mental
activities, showing nuances of behavior, gestures, speech of the individual.
+ Competency is a combination of individual's unique emotional attributes that fulfill the special
features required by the activity and ensure that the activity achieves results.
- Other Elementary helps people choose careers:
+ Appearance: Physical appearance is the external appearance of the body.
+ Health status: physical and mental health
+ Economic conditions: High or low material living standards, with living standards they have
enough money to pay for the process of activities and study.
* Conclusion: - According to Holland's theory, anyone belongs to a group of six professional
interests: Realistic - roughly translated as reality (R), Investigative - search (I), Artistic - art (A),
Social - social (S), Start-up - work (E) and finally Conventional - regulation (C). Applications
with each group will have areas that are suitable for careers.
- Holland's theoretical career self-exploration test is conducted by asking themselves questions
about suitable jobs, possible jobs, occupations of interest, personal skills, computer science,
scientific research, fine arts, teaching, business, administration.
- Identification of interests is particularly important because it determines the generation and
selection of those educational and professional alternatives that will lead to a successful career.
- If people choose the right career, they will feel happier, invest more in the profession, stick
with the profession for a long time and have less pressure in the process of studying and working
later, and the opportunity for success in their career will soon come to them.
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She struggles to find words and examples for her interests, skills, strengths, personality.
Jamie shared that her hobbies are music, trying new things and reading books.
Her skills are to read aloud for everyone to hear, accent, have a random collection.
And, she is knowledgeable and well read. She describes her personality as cheerful, outgoing, is
a good listener and has a good memory. Her strengths are taking risks, multitasking, working
with people, proactive and friendly.
Jamie shares that she values having something to show for her hard work (not just money).
The work environment Jamie wants to work in is one with social interaction, with friendly
people in fast paced and busy working.
She is characterized by being knowledgeable, open, friendly, trustworthy, intelligent, shrewd,
practical, funny. She enjoys teaching others to perform skills and imparting knowledge to others.
Using a checklist of values, Jamie ranked her interests. This will help her in her career decision
making process and will help her find a career that fits her life.
Writing and mass communication can come about because she likes journaling, communicating
with children, so she wants to be a primary school teacher, a foreign language teacher. In
particular, as an elementary school teacher, Jamie shares that she loves being in contact with her
"inner child" and this career will allow her to do so.

Case study:
Career Counseling Case Study: Jamie Watson
Jamie Watson is a 21-year-old girl from Covina, California. Jamie is a high school student, her
first career counseling session was just the context of her interview. She is a non-traditional
college student as she spent a semester attending Citrus University, but has yet to return to take
other courses. During the first meeting, Jamie went through the “Career Counseling Recruitment
Interview” and the “Career Quiz”. Admission Interview and Career quizzes provide many
insights into who Jamie is and where she wants to be throughout her and the consultant's journey.
In the interview, Jamie shared her goals for our sessions, her study plan, her timeline, her major,
and more. Some of Jamie's goals for our sessions are: learn more about yourself, find direction,
and start looking for a career. All goals indicate that Jamie is in the "Discovery" stage of career
theory.
We need to clarify her goals, encourage her to persevere despite obstacles (such as anxiety) and
develop an action plan. At another point in the admissions interview, Jamie shared information
about herself.