Tuần 6- 9.

Late Adolescent and adult career development   (page 211)

Exploration
1. The theory of Super

Super's theory of career development states that life stages and exploration are inherent in the process
of acquiring knowledge of a person's interests and ability to suit the requirements of the profession. In
virtually all high schools, students are in the process of exploring their career development.

2. Introduction of exploration:

According to Super (1957), the discovery stage ranged from 15 to 25 years old. This phase includes the
efforts individuals make to get a better idea of mysterious information, career alternatives, career
decisions, and start to work. This phase consists of three substages: crystallizing, specifying and
implementing.

3. The substages of exploration:

3.1. Crystallizing

Crystallizing is the stage where people clarify what they want to do. They learn about entry jobs that
might be right for them and what skills they learn are required for the job they are interested in.

Work experience and working knowledge help the person narrow his or her choices. When a person
changes areas, as an adult can at any time, they will likely return to this stage to review internal factors,
abilities and values.

3.2. Specifying

- For college graduates, the specification occurs in their early 20s.

- For young people to choose their first full-time job, they are required by preference so they can find an
employer.

- For those who go on to graduate or specialized education, such as pediatric nursing or advanced
electrical engineering, the preference must also be specified.

- While some people must specify an occupation, others must designate a job within a career. They may
find a part-time job or summer job in the profession of their choice. For example, a student might work
as a part-time nursing assistant in a hospital so that they can reaffirm that this choice is appropriate.

3.3. Implementing

- Implementing is the last stage before working.

- At this stage, people are planning to fulfill their career goals.

- They can initiate connections by meeting people who can help them find jobs. Talking to an advisor in a
university will be part of this phase.

- In this stage, people may write resumes, have job interviews or decide between potential employers.
Source:

1. Applying Career Development Theory to Counseling – Richard S. Sharf

2. Growth and Exploration: Career Development Theory and Programs of Study

https://scholar.lib.vt.edu/ejournals/CTER/v33n3/pdf/kosine.pdf

Tuần 9- 11. Relational approaches to career development (page 291)

Parent-child career interaction

- Richard Young and colleagues (in 2002) focus on how parents and children perceive career decision
making and their areas of agreement and disagreement.

- In studies of videotaped parent-adolescent career conversations, Young and his colleagues focus on
the feelings and emotions that arose from parent-adolescent conversations.

- In a study, Young et al. (2001) identifies four important goal-directed actions (projects) that families
used. These covered issues such as relationships in the family, identity issues, reporting objectives, and
attention to cultural goals.

- Young and co-workers identified that when families talk, they can establish intimacy or a sense of
seclusion depending on the importance of exploring, fighting, and negotiating when parents and their
children are at home. High schools address the student's career choices.

- In another study on teens and their parents' lies, Young, Antal, Bassett, Post, De Vries, Valach (1999)
looked at how teens talk to their parents about achieving goals such as educational planning, their
career choices and their future. Processes that take place in these conversations include idea discovery,
planning, plan validation, and challenging ideas.

- When asked about the role of parental influence, adolescents found that parental influence was
appropriate in developing short-term goals, especially if the teenager's decisions could have morally
negative consequences. (Bregman & Killen, 1999).

2. Introduction to PICE method

2.1. What is PICE?

- Young and colleagues analyze the actual exchange of parents - children. This work has helped develop
a specific approach to engaging parents in the career counseling process.

- This method consists of five steps that include both parents and children in career counseling: Parent
Involved Career Exploration (PICE) counseling process.

2.2. Parts of the method:

- This process is designed for students between the ages of 14 and 18, and two students and their peers
will participate in counseling sessions with the following steps:

+ Step 1 (Introduction): it allows students and parents to understand how helpful counseling can be.

They were asked to talk about an entertainment activity that went well and discuss a time when it didn't
go well. In this way, students can see patterns of strengths and weaknesses. Students examine the
models suggested by this suggest of information and how these patterns might affect their career
choices.

+ Step 2 (The Pattern Identification Exercise - PIE): Parents are asked to make additional comments.

+ Step 3 (School Preferences and Performance), students will talk about what they like about their
courses and how well they are doing. After students illustrated their point of view with examples,
parents were asked to provide work standards and rules that would be helpful.

+ Step 4 (Perspective on Educational and Labor Market): they discuss labor market trends, the need to
be flexible in choices, how school and work activities relate, the need to talk with others for information,
admission standards, and so forth.

+ Step 5 (Setting the Next Step): time for the counselor to give students and parents information about
resources in the school and the community.

2.3. Conclusion:

PICE is done in one session. It is suggested to be an adjunct counseling approach that will work best
when both student and parent are interested and motivated to explore careers. This innovative
approach highlights the importance of the role of parents in the career exploration of their children.

3. Conclusion

- Parent-Child Interactions Since the mid-fifties, research has suggested that family interaction is linked
to occupational behavior.

- Parental support and encouragement are factors that have been found to influence vocational
outcome. Parents convey their influence to children through interactions such as conversations and
through their reactions (both verbal and nonverbal). This then affects what children think, say, and
perceive about various careers.

- Often there is a contradiction between what parents say to young adults and what they ask of them.
For instance, a parent may comment that it is acceptable to pursue a position with a nonprofit agency,
but then counter such statements with comments about low pay and long hours. These types of
references imply that it’s more important to earn a high salary than to pursue a satisfying position.
Parents may also become overly involved in career decisions because they want their child to be more
content in a career than they are in their own jobs. Children may begin to identify and accept what
parents say in order to please them.
- Although parenting styles may differ, parents tend to want to do what is best for their children, and
children generally pay attention to what is said by their parents. Thus, children are affected.

Case study

Case study is about “I love diplomacy.” This is a program for children of diplomats. In this program,
children will experience the working environment of their parents and get career oriented in the early
ages with the companionship of the parents through simulations.

In the program, children will make friends and perform diplomats' jobs with their parents, professional
diplomats. This is an opportunity for parents and children to get together and discover their children's
diplomatic potentials. The activities in the program such as reception activities, cultural activities,... will
help children explore many of their own abilities and determine whether they have a passion for
diplomacy or not. Hence, parents can provide objective, positive career information and nurture their
child's interest in the field by participating in this program.

Through this, parents can also communicate and understand their children better so that they can give
correct advice to their children.

This program is one of the many reasons why many young State Department officers have a family
tradition of diplomatic careers. And it affirms the importance of parent-child career interaction in career
orientation for children.

Sources:

1. Applying Career Development Theory to Counseling – Richard S. Sharf

2. Parental Influence and Career Choice: How Parents Affect the Career Aspirations of Their Children

https://minds.wisconsin.edu/bitstream/handle/1793/42711/2008jungenk.pdf?sequence=1

3. The Effect of Parenting Attitudes and Major Satisfaction on Career Decision Making Self-Efficacy in
undergraduate Students

file:///C:/Users/My%20Documents/Downloads/ojas admin,+Article+no.265.pdf

Tuần 10- 12. Social learning theory + 13. Behavioral strategies (page 314)

Role models
1. Introduction of role models

1.1. Parents as Role Models

- In fact, almost one half of youth career-task related confidence came from parent support.

- The young youth seem to rely heavily on their perceptions of parent support as they aspire to pursue
specific careers and develop confidence in meeting the challenges associated with these.  Because it is
known that the development of career self-efficacy has implications for youth achieving broader career
goals, the overall finding supports the importance of parents getting involved in career development
during early adolescence
What is a Role Model

Role models show young people how to live with integrity, optimism, hope, determination, and
compassion. They play an essential part in a child’s positive development.

Role models come into young people’s lives in a variety of ways. They are educators, civic leaders,
mothers, fathers, clergy, peers, and ordinary people encountered in everyday life. Some studies showed
that being a role model is not constrained to those with fancy titles or personal wealth.  In fact, students
were quick to state that “a true role model is not the person with the best job title, the most
responsibility, or the greatest fame to his or her name.” Anyone can inspire a child to achieve their
potential in life.

A Role Model Can Have Positive or Negative Impact

While our presentation focused on the positive impact of a role model in young people’s lives, role
models can also have negative impacts. The American Academy of Child & Adolescent Psychiatry
suggests parents speak to their children about role models and the qualities they possess. Discover who
your child’s role models are and why they are admired. Who do your children look up to for inspiration
and guidance? Why?

Don’t let children assume that negative and inappropriate behaviors that involve racism, sexual
harassment, and dishonesty by admired public figures or friends are acceptable. When a role model
displays behavior that is negative, talk with children about family values and why the behavior is
unacceptable.

By the time children become adolescents, they should be able to differentiate the positive and negative
behaviors of the people they admire. Most often, when role models embrace inappropriate behaviors,
they lose their ability to inspire others. However, if a child becomes significantly attached to a role
model’s ideology, power, or popularity, the young person may believe the negative behavior is
acceptable.

When families learn to teach integrity and live their values, children and teens are much more likely to
recognize and be inspired by positive role models.

5 Qualities of Positive Role Models

1. Passion and Ability to Inspire

2. Clear Set of Values

3. Commitment to Community

4. Selflessness and Acceptance of Others

5. Ability to Overcome Obstacles

1.5. Conclusion

Above all, it was shown that role models in the career development process have important implications
for several career-related outcomes of youth.  The presence of reported career role models by youth
were shown to be important predictors of career maturity and youth assets, one being a non-parental
adult role model, were significant predictors of career decision self-efficacy. 

2. How do role models work?

- Through the use of role models, customers can have a valuable collaborative learning experience.
Counselors can assist clients by acting as role models and providing role models for them.

- By describing appropriate ways to solve career problems, counselors become role models for clients. It
is likely that the client will consider the counselor's strategies when approaching future career concerns.

- Furthermore, some counselors may provide a client model. Counselors can provide other role models
to clients by making tapes available, or perhaps video tapes, of people describing their decision-making
process.

-For group career counseling, the mentor can invite working individuals or recent graduates to discuss
their career development with the team.

- In addition to being role models for addressing career concerns, individuals can be role models for
specific occupations. Tapes or tapes of individuals describing their careers can be helpful, as well as may
be referred to job websites. There customers can view and / or talk to employees in a particular field.

Case study:

Natalie, age 18, described her role model as a person with “a clear sense of what is important to her,
putting forth the effort to improve and create things that will make a difference.” When Samira, also 18,
feels “lazy, tired, or just plain annoyed,” she thinks of her role model and “is motivated to start working
again.”