Running head: MONICA BRENNAN: A CAREER ASSESSMENT

Monica Brennan: A Career Assessment Monica S. Brennan COUN 522 Liberty University

MONICA BRENNAN: A CAREER ASSESSMENT Abstract This document explores the career development and planning process of graduate student, Monica Brennan. By analyzing her personal career history through a key career development theorist, she is able to gain a deeper understanding of her career development over her life span. Through the results of various assessments, Monica evaluates those findings by comparing and contrasting a recommended career option to her current core values, as well as researched educational needs, personality characteristics, experience, and skills needed for that occupation. Likewise appraised, are the steps that will need to be taken to implement the chosen career option.

MONICA BRENNAN: A CAREER ASSESSMENT Monica Brennan: A Career Assessment My Career and Supers Life-Span, Life Space Theory Donald Supers Life-Span, Life-Space Theory is in fact a synthesis of various existing theories from a range of disciplines. Neville (1997) reports that Super desired to, have a truly comprehensive body of work, [therefore] he explored many disciplines and avenues of approach (p. 288). Super described it as a differential-developmental-socialphenomenological career theory (Niles & Bowlsbey, 2009, p. 41). The culmination of Supers

theory, according to Savickas (1997), spans a period of 40 years. Super embraced the ideas of his contemporaries that career choice is a constantly evolving developmental process for the individual and is composed of many different stages (e.g., similar to the stages of development). Supers theory is based on 14 propositions about the stages of development in career choice (Niles & Bowlsbey, 2009). These 14 assumptions are not simply reviewing the literature and theories of the time; instead, they introduce some rather innovative concepts about career development. Super proposed that career choices change and evolve along with an individuals self-concept and life stages, allowing for a change in thinking among researchers. The thinking began to shift and many began to embrace the concept of career choice as a process occurring over ones lifetime. Super, according to Niles and Bowlsbey (2009), recognized five distinct stages of ones career development. Growth (ages 4-13), is a time in which children begin to develop a selfconcept and an understanding of work. From ages 14-24, individuals transition into the stage of exploration. In this stage, individuals explore different occupational areas through classes, hobbies, and employment experiences. Based on these experiences, individuals enter the stage of establishment (ages 25-45) and enter some kind of occupation. Throughout life, however, there

MONICA BRENNAN: A CAREER ASSESSMENT may be periods of maintenance. In the maintenance stage (ages 45-65), individuals either make adjustments that will improve their skills in their area or choose not to and change their

profession entirely. By age 65+, many enter the stage of disengagement in which they semi-retire or retire completely. It is extremely important in understanding Supers theory that one recognizes the cyclical nature of these stages. Although they may seem very sequential, Super greatly emphasized the idea that the career choice process likely floats back and forth among the stages (Niles & Bowlsbey, 2009). The different roles one might take on throughout his or her lifetime (i.e., parent, caretaker, sole breadwinner, et cetera) can greatly impact the way in which one experiences the stages. Upon reviewing the results of this my own Work/Life Values Checklist, Strongs Interest Inventory (SII) (Strong, 2005), and Myers-Briggs Type Inventory (MBTI) (Myers & Briggs, 1998) assessments, there are some clear connections to Supers theory and my own career development and choices. For example, altruism, intellectual development, personal development, time with family and friends, and economic rewards were determined to be possible core values at this point in my life (CPP Online Assessment System, 2007, para 6). By considering these values in decision-making and ways to meet these needs in my life, I may find greater satisfaction and meaning. Because Supers theory recognizes the likelihood that I will transition back and forth among the stages through my life, an understanding of my current values can help me find ways to meet those needs now. As they change, so will my career development and career choices. For example, once my children grow older and gain more independence, time with family may become less of a priority. Currently, it is my opinion that my present-day career path accurately fits the description

MONICA BRENNAN: A CAREER ASSESSMENT of Supers theory. Early in my life, what Super would refer to as exploration, I tried different occupations, with only one thing in mind: money. Neville (1997) calls this type of job one that

meets survival needs and not necessarily one that might fulfill the need to engage in work that is rewarding. From there, and prior to becoming a counselor, I was a long-time therapeutic foster parent. Although, at the time, I did not initially think of becoming a psychologist or a school counselor, I found myself in what Super described as the stage of establishment (Niles & Bowlsbey, 2009). I liked what I was doing and through it, God revealed to me the gift of counseling. As a result, I felt lead to pursue a college degree in psychology. According to Supers theory, this moved me into the maintenance stage (i.e., adjustments that improved my skills). In addition to being a full-time counselor, I am also a full-time missionary. This enables spirituality, another key value according to my assessments, to be incorporated into my personal career development and choices, to be met. Likewise, spirituality can also be incorporated within the counseling session. For example, at the predominantly Native American school where I am currently employed as a counselor, from a cultural standpoint, I have the liberty to address matters of spirituality with those who recognize it as an important aspect of their lives. Supers theory adequately explains my personal career development choices, while recognizing the variance from person to person. As individuals roles and life spaces change, so will their career development and choices. Super allowed great flexibility in his theory by recognizing that the stages of career development are not sequential and that one might not ever encounter all life roles and life spaces. In addition to the aforementioned strengths of Supers theory, it is considered to have a

MONICA BRENNAN: A CAREER ASSESSMENT great impact in the field and continues to shape research today (Niles & Bowlsbey, 2009). Critics, on the other hand, site a lack of diversity and inclusion of women, people of color, and the poor (Brown, 1990; Savickas, M. & Lent, R., 1994; Sharf, 1997). With modern changes in the workforce, such diversity would absolutely need to be addressed. Although I am a woman, Supers theory still adequately explains my personal development and choices. Supers theory also fails to recognize the lack of applicability for individuals remaining in very few life roles and spaces; this theory may be less applicable. That is, should a person never pursue post-secondary education and instead become a full-time parent/homemaker early in life, he or she may not really encounter the variance in personal and career development choices that Super presents. Since Super, recent researchers have expanded and refined his theory. Brown (1990) suggests that the influence of many fields on his research may have inhibited a sense of unification. Furthermore, Brown (1990) criticizes the theory for its fragmentation. In fact, many future researchers cite this as a weakness and propose changes. For example, Osipow and Fitzgerald (1996) cogitate the overall generalization of the theory, the lack of its economic and social factor integration, as well as the lack of new empirical studies. My Career Option: A School Counselor The one relevant occupation, and its qualities, that appear to reoccur throughout the various assessments, is that of a school counselor. A school counselor, according to the Occupational Outlook Handbook (2010), do not solely counsel students in regards to potential career and educational issues, but also provide personal (i.e., social and behavioral), one-on-one as well as group counseling. In addition, school counselors provide assistance to all students; ranging from elementary to graduate school and beyond (OOH, 2010). Moreover, according to

MONICA BRENNAN: A CAREER ASSESSMENT the OOH (2010), school counselors: advocate for students and work with other individuals and organizations to promote the academic, career, personal, and social development of children and youth. School counselors help students evaluate their abilities, interests, talents, and personalities to develop realistic academic and career goals. Counselors use interviews, counseling

sessions, interest and aptitude assessment tests, and other methods to evaluate and advise students. They also operate career information centers and career education programs. Often, counselors work with students who have academic and social development problems or other special needs. (http://www.bls.gov/oco/ocos067.htm, para. 3). The educational and training requirements for a school counselor can differ depending on which state one proposes on being employed in. Regardless, a masters degree is a key component to becoming a licensed professional counselor or certified school counselor (OOH, 2010). Furthermore, pertinent collegiate educational programs can be located in human service, psychology, or education departments (OOH, 2010). Some core areas of study often required for a school counselor are: human growth and development, social and cultural diversity, relationships, group work, career development, counseling techniques, assessment, research and program evaluation, and professional ethics and identity (OOH, 2010, para. 15). In some states, the required master's degree program could range from a 48 to 60 semester hours (OOH, 2010). In addition to the required semester hours, supervised clinical experience is also required. In the particular state where this writer and graduate student resides, South Dakota, the graduate study requirements include: 48 semester hours which include a practicum, an internship, and passing a state examination, as well as a 2,000-hour post-graduate supervised experience prior to licensing (Department of Human Services, 2011). According to the OOH (2010), some companies

MONICA BRENNAN: A CAREER ASSESSMENT provide training for newly hired counselors while others may offer time off or tuition assistance to complete a graduate degree, [and] often, counselors must participate in graduate studies, workshops, and personal studies to maintain their certificates and licenses (para. 16).

Like the OOH (2010), Niles and Bowlsbey (2009), concur that a school counselor, or any specialty counseling for that matter, should have training that includes a masters degree. In addition to the degree, the program should be approved by the Council for Accreditation of Counseling and Related Educational Programs, or CACREP (Niles & Bowlsbey, 2009). According to Niles and Bowlsbey (2009), CACREP-approved programs now require 48 hours or 60 (mental health and marital counseling) of graduate of graduate work in the field and 100 clock hours of supervised practicum followed by 600 hours of supervised internship (p. 414). The average annual salary reported in May 2008, according to the OOH (2010), for a school counselor was $51,050, with the middle 50 percent earning between $38,740 and $65,360 a year. Since many school counselors have the summer months off, many earn extra income by either choosing to work during summer school, or working elsewhere during the summer break. Based on my own personal experience, I would say that the salary reported in the OOH (2010) is accurate for the state of South Dakota. For example, I currently make $32,000.00 yearly as a non-certified school counselor. Once I obtain my masters degree, I will then make $57,000.00 yearly; a substantial salary increase! The work environment for a school counselor can vary. For example, some school counselors work solely from their office, while others may interact with students in a classroom setting (OOH, 2010). My own work environment as a school counselor includes seeing students in an office setting, as well as going into the classroom for periodic observation and teaching (i.e., a 30 minute lesson nine times a week).

MONICA BRENNAN: A CAREER ASSESSMENT The occupational characteristics and requirements of a school counselor fit with my

current understanding of my-self. For example, when looking at the results of the MBTI (Briggs & Myers, 1998) I found that I am the type of person that is practical; who focuses on the needs of others; is responsible; is likely to see facts clearly; makes decisions based on concern for others, as well as personal values; is sympathetic; tactful; and supportive of others, and is usually seen by others as quiet, serious, conscientious, and traditional. When comparing these traits with the aforementioned characteristics of a school counselor, one can see it is a good match. Likewise, when looking at my results of the SSI (Strong, 2005), my top five interest area results, in descending order, were: religion and spirituality; counseling and helping; teaching and education; human resource and training; and healthcare services. Again, these areas of interest compliment the school-counseling career as well as my current career goals (i.e., to become a licensed professional counselor). As previously mentioned, I was a long time therapeutic foster parent. During a span of nearly 10 years, I was mom to almost 60 children. During this time, I dealt with issues ranging from severe learning disorders, hopelessness, abuse, self-harm, suicidal ideation, depression, and working with school personnel and school psychologists regarding classroom modifications and assessments, just to name a few. Not only did God reveal to me the gift of working with others on this level, but strongly prompted me to complete my degree and pursue graduate studies. I think that these life experiences strongly connect to the occupation of school counselor. Based on the results of my Work/Life Values Checklist, my work and life core values were linked in the very important category in the area of spirituality. Likewise, possible work core values that were deemed very important to me were: altruism and personal development, while possible core values in the life values category were: economic rewards,

MONICA BRENNAN: A CAREER ASSESSMENT time with family and friends, and safety/health. As previously mentioned, at my current job as

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at a school counselor at a predominantly (i.e. 99%) Native American school, I am free to counsel children on a spiritual level. Even though this can sometimes involve some discussion of a traditional ritualistic ceremony, and not Christianity per se, I have seen God work to reveal Himself in this type of situation. In regards to other core values, like, economic rewards and time with family, these can also be met through my current job. For example, and as previously mentioned, a great economic reward will be achieved once my masters has been completed. Additionally, I have the summer months off, which enables me to spend great, quality time with my family and friends. I cant think of a more ideal occupation that meets all my core values, as well as allows the closest expression of self, than that of a school counselor. Monica Brennan: A Choice When contemplating the pros and cons of my chosen occupation, many more pros than cons come to mind. For example, spirituality was not only tapped as a very important work and life core value, but helped me to better understand why I perhaps enjoy my position as a school counselor at a Native American school on the Pine Ridge Indian Reservation. For instance, values contribute significantly to a sense of fulfillment of meaning in life (CPP Online Assessment System, 2007, para. 1), and since spirituality was deemed very important in both my life and work values, and I am able to incorporate spirituality in my job and in my life, this contributes greatly to my job contentment. Another pro, as previously mentioned, is the substantial financial increase once I obtain a masters degree. In addition, I not only have summers off with my family, but other core values are fulfilled, like the need to help others and working with people one-on-one (i.e., individual counseling) or in a group setting (i.e., in the classroom).

MONICA BRENNAN: A CAREER ASSESSMENT Concerning any disadvantages or cons of being a school counselor, what immediately

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comes to mind is the stress that is sometimes associated with counseling others (i.e., academics is only a small part of part of being a school counselor) (Niles & Bowlsbey, 2009). For example, and speaking from personal experience, and more times than I can remember, I counseled individuals on issues such as pre-marital sex, drug and alcohol addiction, sexual abuse, selfharm, and suicidal ideation. Tough topics like these tend to haunt my thoughts long after Ive punched the time clock at the end of my workday. Additionally, there are also disgruntled parents and family members that complain that Ive intruded on their personal life because their child was transported to the emergency room for a full mental evaluation. Lastly, there is the threat, as a missionary in the community, that my reputation in the community may be impugned as a result of an offended parents comments (i.e., rumors) in regards to something stemming from a counseling session that took place in a school setting. In regards to external obstacles that may be inherent in the occupation of a school counselor, time away from my family while I am working on my masters degree is a biggie for me. Tim Clinton (2002), says it well in regards to ones children and ones spouse, love is spelled T-I-M-E. So learning to seize moments, or better yet make my family more important than my schoolwork is an obstacle that I have had to overcome at times. Time management is another obstacle that I have had to work on. Working a full-time job, mission work, a full-load of college credits, Church, and not to mention laundry are things Ive had to prioritize. In regards to internal obstacles, I would say it is the guilt associated with balancing schoolwork, job, chores, and family. I think, too, that personal self-care is also an internal obstacle. According to Richards, Campenni, and Muse-Burke (2010), there are different types of self-care (e.g., psychological, spiritual, and physical). I believe it is paramount to keep all three

MONICA BRENNAN: A CAREER ASSESSMENT of these aspects of self-care balanced and healthy. As a matter of fact, Richards et al (2010) found that there was a link between self-care by mental health professionals and their general well-being (p. 247). I personally believe that all the external and internal obstacles can be overcome by keeping God at the forefront in all that I do. For example, starting my day off with a quiet time

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with Him, listening to Him, and praying and meditating on His word, is a great way to start my day. His word is alive and judges the thoughts and attitudes of my heart (Hebrews 4:12). Some of the sweetest times I have had with my family are when I prayed with them before they went to school, or prayed with my husband before I left for work. Although I am still working on being more disciplined about it, I have started being more conscientious about exercising and eating healthier. In addition to the physical benefits of exercising, it also has psychological benefits like decreasing anxiety and depression symptoms (Richards et al, 2010). Noteworthy, and accurately, yet rather humorous, is that physical activity fell into the somewhat important category on the Work/Life Values Checklist. I have chosen to be a school counselor at this stage of my life because I believe it is my calling. In sum, all that I have been throughout my life God has used to bring me to this point in my career. Although my spiritual discernment has also evolved over the past 40 years akin to Supers theory, it was God that led me to where I am today, sometimes despite myself. I believe it is clear, based on the synthesis and interpretation of the information I have accumulated about myself that it profoundly coincides with the career choices I have made. Without sounding redundant, all the assessment results previously mentioned, point to the career of someone in a helping profession like a school counselor. For example, the SII aided me by helping me recognize personal interests and then coupled that interest with careers that

MONICA BRENNAN: A CAREER ASSESSMENT

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connected those interests (i.e., a school counselor). The MBTI, on the other hand, aided me by connecting my personality characteristics to my job contentment. Similarly, the Work/Life Values Checklist connected the important core values like time with family and spirituality that, in turn, assisted me in determining why my job is so satisfying (CPP Online Assessment System, 2007). As a result, I do not feel that there are any necessary adjustments that I need to make for me to realize my goals or dreams. Because of the assessments, there were particular talents and abilities about myself that I had not previously thought of before. For instance, I would have never considered being a college instructor, but according to the Strong Interest Inventory, this is a position that I am suited for. All sarcasm aside, perhaps it was my above midrange score that depicted my preference for academic environments; that I tend to learn from lectures and books, and my willingness to spend years in school that prompted this possible occupation. Taking Action The necessary steps that need to be implemented to bring my school-counseling job to fruition include: the completion of my graduate studies in professional counseling; keeping abreast of South Dakotas licensing requirements and making sure that the core classes required for such are the same classes Liberty University offers; continue to learn and benefit from the school counseling position I currently have; secure the internship and practicum for my masters degree; utilize my previous work experience; and continually pray for Gods guidance and keep Him in the forefront of all He has and will continue to guide me through.

MONICA BRENNAN: A CAREER ASSESSMENT References Bureau of Labor Statistics, U.S. Department of Labor. (2010). Occupational outlook handbook, 2010-11 edition. Retrieved from http://www.bls.gov/oco Brown, D. (1990). Summary, comparison, and critique of the major theories, in Brown, D., Brooks, L., and Associates (Eds), Career, choice, & development. San Fransisco, CA: Jossey Bass. Clinton, T. & Ohlschlager, G. (2002). Competent Christian counseling: Foundations and practical compassionate soul care. Orange, CA: Water Brook Press. CPP Online Assessment System (2007). Work/Life Values Checklist. Retrieved from https://online.cpp.com/en/CareerHub/CHubReport.aspx

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Myers, L., & Briggs, K. (1998). The Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists Press. Nevill, D. D. (1997). The development of career development theory. Career Development Quarterly, 45(3), 288-292. Retrieved from EBSCOhost. Niles, S., & Harris-Bowlsbey, J. (2009). Career development interventions in the 21st century (3rd ed.). Upper Saddle River, NJ: Pearson. Osipow, S.H., & Fitzgerald, L.F. (1996). Theories of career development (4th ed). Needham Heights, MA: Allyn & Bacon. Richards, K. C., Campenni, C., & Muse-Burke, J. L. (2010). Self-care and Well-being in Mental Health Professionals: The Mediating Effects of Self-awareness and Mindfulness. Journal of Mental Health Counseling, 32(3), 247-264. Retrieved from EBSCOhost.

MONICA BRENNAN: A CAREER ASSESSMENT Savickas, M. L. (1997). Career adaptability: An integrative construct for life-span, life-space theory. Career Development Quarterly, 45(3), 247-259. Retrieved from EBSCOhost.

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Savickas, M., & Lent, R. (1994). Convergence in Career Development Theories, Palo Alto, CA: Consulting Psychologist Press. Sharf, R.S. (1997). Applying career development theory to counseling. Pacific Grove, CA: Brooks/Cole. South Dakota Department of Human Services (2011). Licensing board examiners. Retrieved from http://dss.sd.gov/behavioralhealthservices/licensingboards/docs/ LPC%20app%20Master%2012.2009.pdf Strong, E. K. (2005). The Strong Interest Inventory. Palo Alto, CA: Consulting Psychologists Press. The Myers & Briggs Foundation (n.d.). Realibility and validity of the Myers-Briggs type indicator instrument. Retrieved from http://www.myersbriggs.org/my-mbti-personalitytype/mbti-basics/reliability-and-validity.asp