FAKULTI PENDIDIKAN DAN PEMBANGUNAN MANUSIA (FPPM)

KKC 60103 KAUNSELING KERJAYA

Tugasan Individu 2

Prepared By :

NAME MATRIC NO.

KOUSALYA A/P SIVAKUMARAN M20222002158

PREPARED FOR:

Prof. Dr. Muhammad Bazlan bin Mustafa

FAKULTI PENDIDIKAN DAN PEMBANGUNAN MANUSIA ( FPPM )

UNIVERSITI PENDIDIKAN SULTAN IDRIS, TANJUNG MALIM, PERAK

YEAR 2023
 Introduction
A client has approached a career counsellor seeking guidance due to unhappiness and
dissatisfaction with her current job. This individual is looking for support in addressing
underlying concerns and making informed decisions regarding her career path, making her
way to a career counselling session. She is Linda (not real name), a 35-year-old Caucasian
woman with a bachelor's degree in secondary education. Linda currently resides in
Cambridge, MA, and works as a maths teacher at a large suburban high school.

Linda’s story unfolds against the backdrop of increasing unhappiness with her
teaching position. She is at a crossroads, dealing with a lack of intellectual stimulation, an
impersonal work atmosphere and rising administrative obligations. Uncertainty looms big as
Linda considers whether to continue her study or pursue a completely different career path.
Linda seeks relief from her situation by consulting with a career counsellor. She is motivated
by the need to address underlying difficulties and get clarity about her professional future.

In the process of understanding and helping in resolving the client’s issues, the career
counsellor used two major theories which are Social Cognitive Career Theory (SCCT) and
Holland’s Theory of Career Choice. Furthermore, the counsellor also used Self Directed
Search (SDS) as a tool to explore and identify suitable career options based on her interests,
skills, preferences and personality.
 Client’s Background

Linda is a 35 years old Caucasian woman from Cambridge, MA and she holds a
bachelor's degree in secondary education. She is currently working as a maths teacher in a
large suburban high school. Despite her academic background, Linda is grappling with
dissatisfaction in her teaching role and is in a dilemma where she is unsure whether to persist
in education or venture into an entirely new career. Linda is also someone who likes to be
involved in challenging work rather than routine work. Linda also values an open and
non-pressurized working space where she could work on her own space. Her outgoing and
friendly nature, coupled with a strong desire to excel, highlights her commitment to doing her
best in any endeavour. Seeking career counselling, Linda aims to align her career choices
with her aspirations and preferences for a fulfilling professional journey.

Client’s Issues

Linda's displeasure with her current teaching position is diverse, ranging from a lack
of academic challenge to an impersonal environment at work. A pivotal aspect of her
dissatisfaction lies in the perceived lack of intellectual challenge inherent in her teaching
position. Linda feels that her role fails to provide the intellectual stimulation she
ardently seeks, resulting in a pervasive sense of stagnation and unfulfillment.
Furthermore, the impersonal aspect of the school setting adds to Linda's professional
dissonance, creating a distinct sense of isolation from her coworkers and pupils, intensifying
her overall dissatisfaction.

Furthermore, Linda is frustrated by the lack of parental involvement in their

children's school activities, in addition to the issues inherent in the school dynamics. Parents
are more demanding where they expect Linda to put extra efforts with their limited
commitment in children’s academic progress. This incongruity adds to her frustration and
reinforces her sense of being underappreciated in her critical duty as an educator.

Besides, Linda's dissatisfaction has been exacerbated by the increased

administrative duties imposed by her new principal. The requirement to produce weekly
logs of activities and lesson plans has increased her workload while decreasing her sense of
autonomy and control in her employment as a mathematics instructor. These changes have
reduced her job satisfaction and contributed to her rising unhappiness and disappointment
with her current situation.

In the midst of these challenges, Linda feels confused about her future career path,
debating whether to stay in teaching or pursue whole new opportunities. This doubt
indicates her desire for change and greater fulfilment. Linda's dissatisfaction has grown as a
result of more duties and prolonged working hours, forcing her to seek advice on how to
navigate this critical professional transitional period.

These intricately connected problems highlight the varied character of Linda's career
concerns, emphasising the need for a nuanced and tailored approach to career counselling.
The application of recognized career counselling theories and tools has the potential to
unravel the complexities of Linda's specific professional situation, revealing insights into her
abilities, interests, and values. This, in turn, enables Linda to make well-informed and
personally gratifying employment decisions that are consistent with her goals and potential.

Counselling Goals

The major purpose of Linda's therapy is to help her make informed career decisions.
The first goal is to assist Linda in deciding whether she should continue teaching or pursue
other career opportunities. This comprises a detailed analysis of the issues that contribute to
her dissatisfaction with teaching, as well as potential chances in other fields. The counselling
sessions will dive into both external and internal issues that have influenced Linda's
consideration of a career shift. Understanding these factors allows the counsellor to provide a
full view of the dynamics at play, which contributes to Linda's changes in professional focus.
A significant component of the counselling goals is to promote a thorough examination of
Linda's interests, abilities, and personality traits. This inquiry is critical for discovering
potential career paths that are compatible with her abilities and values. The counsellor's goal
is to provide a supportive environment that enables Linda to reflect on her distinct
characteristics, encouraging her toward greater understanding of her own potential and
preferences. Moving forward, the counselling process tries to help Linda transition from the
discovery phase to the decision-making phase. This entails assisting her in turning the
knowledge she has received about her personal characteristics and values into specific job
options. The ultimate goal is to enable Linda to make decisions that align with her goals and
lead to a more happy and rewarding career path.

In summary, we can say Linda’s counselling goal is:

1. Help Linda decide whether to continue teaching or explore new career paths.

2. Investigating and comprehending the external and internal factors influencing Linda's

shift in career focus.

3. Facilitate an exploration of Linda's interests, abilities, and traits to identify potential

career options aligned with her strengths.

4. Supporting Linda in progressing from exploring her personal attributes, abilities, and

values to entering the decision-making phase (exploration - decision making).

Theory application

In light of the client's challenges, the counsellor employs the Social Cognitive Career
Theory (SCCT) to identify issues faced by the client. SCCT serves as a counselling
framework that delves into how individuals cultivate career interests, navigate career choices,
and attain success in their professional endeavours. There are 3 main elements of factors
focused in this theory that influence an individual's choice of career selection. By exploring
these elements, we could understand better why Linda is facing problems in her current job
and what is actually lacking for Linda in her job environment now. Those factors are
self-efficacy, outcome expectations and personal goals.

a) Outcome expectations

Linda discussed her initial expectations as a teacher during our therapy sessions,
where she wanted a future full of intellectual challenges, a vibrant and interesting work
environment, and a sense of accomplishment from imparting knowledge. However, the
emerging reality revealed significant deviations from these ideals. Instead of the anticipated
intellectual stimulation, Linda found herself dealing with a perceived lack of it. She had
thought that the school environment would be personable and helpful, but it appeared
impersonal. Furthermore, the added administrative responsibilities hindered her passionate
vision for her teaching position. As we move through counseling, our focus will be on
identifying practical actions to help Linda's job align with her original aspirations.

b) Self efficacy

Furthermore, Linda's self-efficacy beliefs were questioned throughout her career

counselling sessions, which aligned with the principles of SCCT. Essentially, self-efficacy is
defined as confidence in one's abilities, and Linda's definition relies around how confident
she feels in her role as a teacher. Our goal was to discover the depths of Linda's opinions
about her teaching abilities through a series of in-depth discussions and focused questions,
essentially assessing her perceived competence in the field of education. The main issue that
aimed to answer was whether Linda considers herself an effective and capable teacher. Does
she believe she can successfully manage the challenges of teaching? The goal of answering
these questions was to identify any differences between Linda's perceived teaching talents
and the real-world obstacles she faces.

This in-depth look at Linda's self-efficacy is critical to understanding her professional

identity. It goes beyond the ordinary performance of tasks to assess her confidence and
capability in carrying them out. Linda's self-efficacy has decreased and it was revealed during
our therapy sessions, which shows an ongoing problem with confidence and efficacy in
comparison to her expectations before she began her teaching career.

The variety of challenges she experiences, whether it is a lack of intellectual

stimulation, an impersonal work atmosphere, or more administrative obligations, appears to
contribute to her declining self-efficacy (enactive mastery learning). Linda may be doubting
her ability to properly address these problems, resulting in a discrepancy between her
perceived talents and the actual needs of her teaching role. This inconsistency emerges as a
major reason in her growing discontent.

c) Personal Goals Influencing Career Choices:

Linda's personal goals reveal a strong interest toward roles that offer intellectual
challenges. When faced with tasks lacking such stimulation, it leads to stress, prompting her
to reconsider her career choices. The dissatisfaction with her current job has steered Linda's
aspirations towards a more independent and less rigidly structured work environment. She
envisions a phase where she can exercise greater freedom and work on her own terms. In her
present position, she finds limitations in pursuing this goal, constrained by the demands of
students' parents and the stringent rules set by the school, such as the obligatory daily log
book. In light of these considerations, Linda's choice action involves actively seeking
opportunities that align with her preference for intellectual challenges and a more
autonomous work setting.

Through the application of the Social Cognitive Career Theory (SCCT) in Linda's
case, several key insights have emerged. Firstly, there's a notable discrepancy between
Linda's initial career expectations and the harsh realities she encountered as a teacher, which
shows that Linda has different needs and values. Secondly, external factors like students’
parental demands and overwhelming work duties, coupled with internal factors such as a lack
of intellectual challenge, contribute to a decline in Linda's self-efficacy in her teaching role,
which makes her to think whether she is suitable for the role of a teacher. Understanding
these challenges, the next steps involve delving into Linda's personality to identify
environments where she can thrive, fostering higher self-efficacy and positive outcome
expectations in her chosen career path.

The Strategies and Alternatives

The chosen strategy for Linda involves delving into her interests, abilities, and traits
to pinpoint potential career options that align with her strengths and concurrently address her
self-efficacy concerns. To guide Linda in exploring potential career options aligned with her
strengths and interests, the counsellor has implemented a combination of assessments. The
Strong Interest Inventory (SII) stands out as a prominent tool in this issue. Tailored to
assess Linda's career-related preferences, the SII prompts her to respond to a series of
questions revealing her interest toward various activities, working conditions, and types of
people. By analysing her responses, the SII generates a comprehensive profile, offering
insights into Linda's personalities and strengths that might align with certain types of jobs.
This assessment aids in highlighting career paths that resonate with Linda's intellectual
preferences and other crucial factors contributing to her job satisfaction.

In addition to the SII, the counsellor employs Career Insights Assessments, a broad
term encompassing various assessments tailored to unveil Linda's skills, abilities, and
potential career matches. These assessments may include personality evaluations, aptitude
tests, and skills assessments. For instance, Linda might undergo a Myers-Briggs Type
Indicator to delve into her personality or engage in skills assessments to measure her
proficiency in specific areas. The amalgamation of these assessments aims to provide a
holistic understanding of Linda's capabilities, facilitating the alignment of her strengths with
suitable career options. Career Insights Assessments, especially the focus on skills and
abilities, contribute to the evaluation of Linda's self-efficacy. For instance, identifying Linda's
strengths and competencies through skills assessments can boost her confidence in her ability
to perform well in specific roles.

Furthermore, the counsellor incorporates Occupational Card Sorts into the

counselling strategy. This interactive technique involves Linda organising cards representing
different job components into categories like "Might Choose," "Probably Would Not
Choose," or "Undecided" based on her preferences. This visual and tactile approach assists
Linda in clarifying her priorities and identifying critical factors influencing her career
satisfaction. By engaging in card sorting, Linda gains a clearer perspective on elements such
as intellectual challenge, autonomy, and other aspects she deems essential in her professional
life. The card sorting task, which reveals Linda's employment priorities, has a direct impact
on her expected outcomes. Linda can set clearer expectations for the outcomes she wants in
her profession by identifying and prioritising aspects that are important to her satisfaction.

The results obtained from Linda's assessments, particularly the Strong Interest
Inventory (SII) and Career Insights Assessments, reveal crucial insights into her
career-related preferences, strengths, and potential matches. Linda's profile suggests a natural
aptitude and interest in teaching, aligning with her initial career choice. However, the
identified discrepancies in her current job environment, such as a perceived lack of
intellectual challenge, an impersonal atmosphere, and increased administrative obligations,
emerge as key factors contributing to her dissatisfaction.

These results indicate that a career change may not be necessary for Linda. Instead,
the focus could shift towards finding a teaching environment that allows her to showcase her
full potential and skills. This approach acknowledges Linda's inherent suitability for the
teaching profession while addressing the external factors hindering her job satisfaction. By
seeking a school or educational institution that values and fosters a dynamic and engaging
teaching environment, Linda can potentially enhance her overall job satisfaction without
undergoing a drastic career shift.
 Furthermore, this tailored approach is expected to positively impact Linda's
self-efficacy. Placing her in a work setting that aligns with her preferences and strengths can
significantly boost her confidence and belief in her ability to excel as a teacher. The results
thus guide the counselling process towards exploring avenues for improving Linda's current
job situation rather than pushing for a complete career change, emphasising a nuanced and
strategic approach to enhance her professional fulfilment.

Termination

As the counselling journey with Linda concludes, a comprehensive summary of the

insights and decisions becomes essential. Throughout the sessions, Linda's dissatisfaction
with her teaching career was traced back to a misalignment between her initial expectations
and the realities of her job. The counselling process unveiled crucial factors such as a
perceived lack of intellectual challenge, an impersonal school environment, and increased
administrative obligations that contributed to her discontent. In response, the counselling
strategy focused on exploring Linda's strengths and interests in teaching while exploring
opportunities for a more conducive work environment.

To foster Linda's ongoing self-discovery and career development, a tailored plan is

outlined. This plan incorporates continued assessments and exploration of potential teaching
environments that resonate with Linda's preferences. Linda is encouraged to autonomously
utilise specific resources and tools, including the Strong Interest Inventory (SII), Career
Insights Assessments, and Occupational Card Sorts, to further refine her understanding of her
strengths and career preferences. These resources empower Linda to make informed
decisions about her career path and enhance her overall job satisfaction.

Scheduled follow-ups are established to assess Linda's progress and address any new
challenges that may arise. These follow-up sessions serve as checkpoints to ensure that the
strategies implemented during counselling are effectively contributing to Linda's professional
growth and satisfaction. The collaborative effort between Linda and the counsellor aims to
create a continuous support system, allowing for adjustments to the career development plan
based on evolving needs and circumstances. Ultimately, the termination of counselling marks
a transition for Linda towards greater self-awareness, informed decision-making, and a
proactive approach to shaping her fulfilling teaching career.
 Ethical Principle of Career Counselling

The principles of counselling ethics are highly emphasised during counselling sessions.
Therefore, counsellors make every effort to adhere to counselling ethical principles
throughout the counselling process. Referring to the Counselor Code of Ethics, there are
several ethical principles that counsellors need to apply, such as:

B.1. Menghormati hak-hak klien

B.1.b. Menghormati privasi
Kaunselor perlu menghormati hak klien untuk mendapat privasi klien. Kaunselor
mendapatkan maklumat sulit daripada klien hanya apabila ianya berfaedah kepada proses
kaunseling.

B.1.c. Menghormati kerahsiaan

Kaunselor tidak boleh berkongsi maklumat rahsia tanpa persetujuan klien atau tanpa
justifikasi etika atau undang-undang yang mantap.

E.2. Kompetensi mengguna dan mentafsir instrumen penaksiran

E.2.a. Batasan kompetensi
Kaunselor hendaklah menggunakan hanya perkhidmatan ujian dan penaksiran yang mereka
terlatih dan kompeten di dalamnya. Kaunselor yang menggunakan pentafsiran ujian
berbantukan teknologi hendaklah mempunyai latihan dalam gagasan yang diukur dan
instrumen khusus yang digunakan sebelum cara ini digunakan. Kaunselor hendaklah juga
mengambil langkah-langkah sepatutnya bagi memastikan teknik penaksiran psikologi dan
kerjaya digunakan secara betul oleh individu di bawah penyeliaan mereka.

E.2.b. Penggunaan yang sesuai

Kaunselor hendaklah bertanggungjawab untuk memastikan aplikasi, pengskoran, dan
pentafsiran instrumen adalah sesuai. Penggunaan instrumen penaksiran berkenaan hendaklah
relevan dengan keperluan klien, sama ada mereka membuat pengskoran dan tafsiran
penaksiran tersebut sendiri ataupun dengan menggunakan teknologi atau perkhidmatan lain

E.2.c. Keputusan berasaskan hasil penaksiran

Kaunselor yang bertanggungjawab membuat keputusan mengenai individu atau polisi yang
berasaskan hasil penaksiran, hendaklah mempunyai kefahaman yang mendalam tentang
aspek pengukuran pendidikan, psikologi dan kerjaya. Ini termasuklah kriteria kesahan,
penyelidikan tentang penaksiran serta garis panduan bagi membangun dan mengguna
instrumen penaksiran.

Conclusion
Career counselling proves invaluable for individuals facing challenges in their
professional lives, as exemplified in Linda's case. During career counselling, Linda likely
acquired a deep understanding of her personality, interests, abilities, and values, aiding her in
selecting a fitting career path. The utilisation of inventories played a crucial role in
facilitating both the client and the counsellor in exploring alternative job options for the
client.
 References

Ennes, M., Jones, M. G., Cian, H., Dou, R., Abramowitz, B., Bordewieck, K. E., & Ideus, K.

L. (2023). Family influence and STEM career aspirations. In Elsevier eBooks (pp.

370–381). https://doi.org/10.1016/b978-0-12-818630-5.13022-2

Lent, R. W., Brown, S., & Hackett, G. (2002). Social cognitive career theory. ResearchGate.

https://www.researchgate.net/publication/306145850_Social_cognitive_career_theory