Applying Career Development Theory To Counseling Download Pdf

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Josselson, R. (1994). The theory of identity development and the question of intervention. In S. L. Archer (Ed.), Interventions for adolescent identity development (pp. 12-25). Thousand Oaks, CA: Sage.

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Borrowing from personality psychology, Savickas (2013) describes the career development process as the evolution of three layers of the personal self. These layers are: 1) the self as actor, 2) the self as agent, and 3) the self as author. Savickas sees these layers as emerging progressively over the lifespan. In the self as actor, individuals internalize a sense of identity through interactions with their families of origin. In the self as agent, individuals build upon their identity by striving toward specific goals and activities in the arenas of school and community. And finally, in the self as author, individuals begin to explain the meaning of their lived experiences in the form of suitable career paths.

Savickas, M. L. (2005). The theory and practice of career construction. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 42-70). Hoboken, NJ: John Wiley & Sons, Inc.

Savickas, M. (2005). The theory and practice of career construction. In S.D. brown & R.W. Lent (Eds). Career development and counseling: Putting theory and research to work (pp. 42-70). Hoboken, N.J.: john Wiley & Sons.

Tsitsika, A.K., Tzavela, E.C., Apostolidou, E., Antonogeorgos, G., Sakou, I-I., Bakoula. (2014). The career aspirations of adolescents with eating disorders: an exploratory study and suggested links to adolescent self-concept development. International Journal of Adolescent Medicine and Health, Volume 26, Issue 1.

Recently, many traditional counselor education programs have explored and integrated online learning in their training programs. Teaching an online course can be a daunting and overwhelming task for newcomers. In the summer of 2014, two doctoral students designed and implemented an intensive four-week graduate level career-counseling course. This article provides a brief discussion of instructional and technical issues, an outline of the learning weeks, and strategies and recommendations to cultivate an active learning community and online teaching.

Each learning week, except week four, students engaged in two discussion questions and replied to two peers per discussion engaging in six total discussions. In a four-week course, we had to make discussions engaging and meaningful. One way was for students to engage in personal reflection. We wanted students to consider their career development as a way to increase empathy for future clients. Peer replies were ways for students to give each other feedback about their thoughts and reactions on course materials. Our discussion topics were as follows:

The most important aspect of this credential that differentiates it from other recognized practitioners is that it recognizes the intersection of counseling and career development. As other counseling specializations include substance abuse counseling, mental health counseling, family counseling and others, career counseling involves a core set of competencies that bring together counseling and career expertise. Whether applicants consider themselves counselors with a specialization in career or career service professionals who provide counseling, this credential is designed to recognize this important combination.

There are three core elements to becoming a Certified Career Counselor through NCDA including an advanced degree in counseling, subsequent training in the career specialization, and a demonstration of competencies required of career counselors. We accept U.S. degrees and international degrees as well. International candidates will have to get approval through a transcript evaluation service. The credentialing home page explains the options on getting your international transcript evaluated.

Although all counseling and career specialization competencies are expected and required, successful certification focuses on the competencies as the intersection of career and counseling. These include:

Option One: I completed at least 600 hours of an internship/practicum clinical experience in career counseling, during or post-degree, under the supervision of a licensed counselor, an NCDA Certified Career Counselor or a center/agency director. You must complete the Documentation of Career Counseling Experience form and upload with your CCC documentation. This option will likely be limited to graduates of CACREP Career Counseling programs.

Option Two: I have collected at least 60 continuing education units specifically in career development theory, research, or practice through NCDA, NCDA state associations or NBCC approved. Requires documentation of hours.

The certification will be in effect for a three (3) year period. After holding the credential for one year, the certificant must pay a maintenance fee of $40.00 for one year (or $50 for two years). The certificant must complete thirty (30) continuing education contact hours in career development by the end of this 3-year period (essentially 10 hours per year). At the end of this period, the credential holder will be notified via email that it is time to recertify and may have an opportunity to provide documentation of CEs. Recertification will be automatic if fees are paid annually and sufficient CE hours have been earned.

As this credential recognizes the intersection of counseling and a specialization in career, this requirement is designed to document how counselors have become specialists in career. While a few counseling programs offer numerous courses in career counseling, most do not and a specialization in career is developed through supervised practice (either in an internship or work setting) or through specialized continuing education.

In the last chapter of the book, the relevance of job placement, non-counseling interventions, group counseling, and other concerns, are discussed as they pertain to career counseling. Moreover, each theory of career counseling is assessed according to its strengths and weaknesses, making it useful to quickly assess a variety of career intervention methods. Lastly, all the theories presented in the text are given an adequate discussion about their relevance and implications for a wide variety of diverse populations.

Overall, the text accomplishes a tremendous task of providing the reader with years of theory and research consolidated into a useable format for quick reference. I would highly recommend this text as a source to provide an overview of the career counseling process and as a reference for researching different styles, the curious reader may be intuitively drawn towards.

Super, D.E. (1990). A life-span, life-space approach to career development. In D. Brown, L. Brooks, & Associates (Eds.), Career choice and development: Applying contemporary theories to practice (2nd ed., pp. 196-261). San Francisco, CA: Jossey-Bass.

Working with undecided students can be one of the most daunting tasks an academic advisor faces. However, Gordon and Steele's (2015) updated text, The Undecided College Student: An Academic and Career Advising Challenge (4th ed.), is a useful resource that empowers advisors to dispel any myths and work with undecided students with confidence. The authors discuss knowledge, skills, and resources that advisors will find relevant to their work with undecided students, particularly academic advisors without a broad knowledge of career development. Gordon and Steele shine when sharing essential theories and strategies for connecting the values, skills, interests, and identities of students with potential academic paths. While the theories are not generally discussed in-depth, the overviews provided offer a starting point for advisors to explore their own theoretical orientations and consider the career development paradigms to use with undecided students. For example, Gordon and Steele (2015) cover social cognitive career theory, which links self-efficacy, expectations, and goal setting to help students overcome negative self-concept (pp. 84-87). Throughout the text, the authors emphasize that individualized advising is essential for success and advisors should be trained as generalists, skilled in working with a variety of theories for a variety of students.

Advisors with a modicum of experience will not find the content regarding advising delivery models particularly novel, and therefore, this section could be omitted without affecting the value of the book. In contrast, advisors may have benefited from more coverage on ways to utilize the career counseling and development theories. For this purpose, I recommend a more comprehensive career development text as a worthwhile supplement, such as Sharf's (2013) Applying Career Development Theory to Counseling. Although Sharf's work is oriented toward the counseling profession, the theory-in-practice section easily applies to academic advising .

Not only must counselors understand various theories within the field of career development, they must also learn to apply them within special populations. However, for some this may prove to be an obstacle. There is no specific theory which addresses the vocational needs for individuals with disabilities, (Chubon, 1985, pg. 47). Including the large range and demographics of this population, it limits the opportunities relating to career development and decisions making for these individuals, (Beveridge et al., 2002, pg. 1). Thus, it is important to address the need by fully analyzing, understanding, and applying theories of career development within this framework. Examining the theories presented by Donald Super and Linda Gottfredson proves substantial when applying vocational development to individuals with disabilities. 17dc91bb1f