SOLUTIONS
Career Development Interventions, 5th
ST
edition
U
Author (s): Spencer G. Niles, JoAnn E. Harris-Bowlsbey
VI
A
AP
PR
OV
ED
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OV
PR
AP
A
UVI
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PR
AP
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UVI
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, Linking Work with Worth
• Research supports the importance and centrality of work within individuals’ lives
• If a person has a “successful career”, we tend to attribution positive qualities to the
person regardless of whether we know him or her
• Work provides social interactions, fulfillment of social and personal needs and a
ST
sense of personal identity and meaning (Doherty, 2009).
• Self-worth is substantially dependent upon how individuals feel about their work
contributions
• Problems in self-esteem (or self-worth) occur when individuals develop unrealistic
U
expectations for work, have not explored a variety of career options, feel that their
skills are underutilized, or feel unable to manage numerous career transitions and
tasks.
VI
• High levels of career uncertainty and occupational dissatisfaction correlate with high
levels of psychological and physiological distress such as increased rates in chemical
dependency, interpersonal violence, suicide criminal activity, and admission into
psychiatric facilities
A
Providing Systematic Career Development Interventions
• Career development interventions need to be provided in a developmental and
AP
multicultural systematic fashion.
• This process includes helping children, adolescents and adults: (1) learn how to use
both rational and intuitive approaches in career decision making, (2) become clear
about the importance and values they seek to express through participating in various
life roles, (3) cope with ambiguity and change, (4) develop and maintain self-
PR
awareness, (5) develop and maintain occupational and career awareness, (6) maintain
relevant skills and knowledge, (7) engage in lifelong learning, (8) search for jobs
effectively, (9) provide and receive career mentoring, and (10) develop and maintain
skills in multicultural awareness and communication.
• Key terms include career, career development, career development interventions,
OV
career counseling, career education, career development programs, and career
development practitioners.
Important Events in the History of Career Development Interventions
• Frank Parsons is a central figure in the history of career development interventions.
ED
• He delineated a systematic approach to career decision making that became known as
the Parsonian approach which consisted of three steps: 1) gain self-knowledge, 2)
gain occupational knowledge and 3) use “true reasoning” to decide which occupation
to pursue .
• Parsons three requirements formed the basis of what evolved into the matching model
??
and trait and factor approach to career development interventions.
• E. G. Williamson helped the advancement of trait-and-factor interventions by
outlining a six-step process to guide trait-and-factor career counseling: analysis,
synthesis, diagnosis, prognosis, counseling and follow-up.
• In classic trait-and-factor approaches, the counselor is active and directive while the
2
Career Development Interventions, 5th
ST
edition
U
Author (s): Spencer G. Niles, JoAnn E. Harris-Bowlsbey
VI
A
AP
PR
OV
ED
??
, ??
ED
OV
PR
AP
A
UVI
ST
, ??
ED
OV
PR
AP
A
UVI
ST
, Linking Work with Worth
• Research supports the importance and centrality of work within individuals’ lives
• If a person has a “successful career”, we tend to attribution positive qualities to the
person regardless of whether we know him or her
• Work provides social interactions, fulfillment of social and personal needs and a
ST
sense of personal identity and meaning (Doherty, 2009).
• Self-worth is substantially dependent upon how individuals feel about their work
contributions
• Problems in self-esteem (or self-worth) occur when individuals develop unrealistic
U
expectations for work, have not explored a variety of career options, feel that their
skills are underutilized, or feel unable to manage numerous career transitions and
tasks.
VI
• High levels of career uncertainty and occupational dissatisfaction correlate with high
levels of psychological and physiological distress such as increased rates in chemical
dependency, interpersonal violence, suicide criminal activity, and admission into
psychiatric facilities
A
Providing Systematic Career Development Interventions
• Career development interventions need to be provided in a developmental and
AP
multicultural systematic fashion.
• This process includes helping children, adolescents and adults: (1) learn how to use
both rational and intuitive approaches in career decision making, (2) become clear
about the importance and values they seek to express through participating in various
life roles, (3) cope with ambiguity and change, (4) develop and maintain self-
PR
awareness, (5) develop and maintain occupational and career awareness, (6) maintain
relevant skills and knowledge, (7) engage in lifelong learning, (8) search for jobs
effectively, (9) provide and receive career mentoring, and (10) develop and maintain
skills in multicultural awareness and communication.
• Key terms include career, career development, career development interventions,
OV
career counseling, career education, career development programs, and career
development practitioners.
Important Events in the History of Career Development Interventions
• Frank Parsons is a central figure in the history of career development interventions.
ED
• He delineated a systematic approach to career decision making that became known as
the Parsonian approach which consisted of three steps: 1) gain self-knowledge, 2)
gain occupational knowledge and 3) use “true reasoning” to decide which occupation
to pursue .
• Parsons three requirements formed the basis of what evolved into the matching model
??
and trait and factor approach to career development interventions.
• E. G. Williamson helped the advancement of trait-and-factor interventions by
outlining a six-step process to guide trait-and-factor career counseling: analysis,
synthesis, diagnosis, prognosis, counseling and follow-up.
• In classic trait-and-factor approaches, the counselor is active and directive while the
2
