Chapter 13 BANDURA’S TRIADIC RECIPROCAL INTERACTION SYSTEM Cognitive structures regulate Personal factors (memories, beliefs, preferences, self-perceptions) Environment COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc Behaviors KRUMBOLTZ’S VIEW OF CAREER DECISION MAKING Genetic Influences Environmental Conditions and Events Learning experiences Social conditions Parents and caretakers Instrumental (H) Peer group Structured educational setting Occupational conditions Associative (O) Task approach skills Goal setting Values clarification Generating alternatives Obtaining occupational information COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc CLIENT RESOURCES AND SKILLS (KRUMBOLTZ) Self-observation generalizations about Abilities Interests Values The world (occupational information) Task approach skills Goal setting Values clarification Generating alternatives Obtaining occupational information COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc COUNSELOR TECHNIQUES – BEHAVIORAL (KRUMBOLTZ) Reinforcement Positive Aspects of information Aspects of career Of reinforcement Role playing seeking decision making Client plays self Client plays other Audio or videotape Role models Associative learning experience Counselors as role models Family and community figures as role models Simulation Job Experience Kits Introductory courses Volunteer work COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc COUNSELOR TECHNIQUES – COGNITIVE (KRUMBOLTZ) Goal clarification: Examine goals specifically; break into smaller goals Counter a troublesome belief: Look for inaccurate generalizations about beliefs about self or others Look for inconsistencies between words and actions Cognitive rehearsal: Practice or rehearse positive statements to reduce COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc negative self-thoughts HAPPENSTANCE LEARNING THEORY FUNDAMENTAL GOALS FOR CAREER COUNSELING To help clients learn to take actions to achieve more satisfying and career and personal lives – not to make one decision Career assessments are used to stimulate learning, not to match traits with occupational characteristics Clients learn to engage in exploratory actions to develop beneficial unplanned events Counseling goals are measured by the client’s accomplishments outside the counseling session COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc APPLYING HAPPENSTANCE LEARNING THEORY TO CAREER COUNSELING Skills needed to deal with opportunities that arise by chance: Curiosity – Explore opportunities resulting from chance events Persistence – Learn when there are setbacks Flexibility – Change attitude to deal with chance events Optimism – Pursue new events; find that actions can pay off Risk taking – Responding to new events COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc APPLYING HAPPENSTANCE LEARNING THEORY TO CAREER COUNSELING Four counseling steps: Normalize planned happenstance in client’s background Help transform curiosity into learning and exploration opportunities Teach clients to produce desirable chance events Teach clients to overcome blocks to action COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc Chapter 14 DIFFERENCE IN EMPHASIS IN SOCIAL LEARNING THEORIES Krumboltz Social Cognitive Career Learning Theory Emphasis on cognitive- Emphasis on cognitive processes Focus on learning Focus on choice Focus on planned Application focused Focus on self-efficacy behavioral processes happenstance Research focused COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc SOCIAL COGNITIVE CAREER THEORY BASIC CONCEPTS Self-efficacy – Judgments of one’s abilities to organize and carry out actions Outcome – Estimates of the probability of expectations Goals an outcome – Set objectives that guide actions COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc 10 CONTEXTUAL FACTORS IN SOCIAL COGNITIVE CAREER THEORY Barriers Supports * * * * * Background contextual factors Contextual influences proximal to choice behaviors COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc 11 SOCIAL COGNITIVE MODEL OF CAREER CHOICE Self-efficacy effects Choice actions Learning experiences and outcome expectations and interests effect performance domains and attainment which effect choice goals which effect which effect choice actions Self-Efficacy which effects learning experiences and outcome expectations and interests COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc 12 WAYS OF DEALING WITH BARRIERS Identify possible barriers to achieving career goals Examine the likelihood that client will have to deal with barriers Develop strategies for dealing with barriers if they occur * * * * * * * * * * * * * * * Decisional Balance Sheets – List positive and negative consequences Estimate chance barrier may be encountered Write down strategies for preventing or managing barriers COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc 13 WAYS OF DEALING WITH SUPPORTS Identify ways families, friends, teachers, and others can help in achieving career goals Provide support in achieving career goals COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc 14 OTHER SOCIAL COGNITIVE MODELS OF CAREER DEVELOPMENT Model of Interests Model of Performance Model of Work and Life Satisfaction COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc 15 SOCIAL COGNITIVE CAREER THEORY EMPHASIZES ATTENTION TO THESE POPULATIONS Women Culturally diverse peoples COPYRIGHT © 2014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc 16 [...]... FACTORS IN SOCIAL COGNITIVE CAREER THEORY Barriers Supports * * * * * Background contextual factors Contextual influences proximal to choice behaviors COPYRIGHT © 2 014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc 11 SOCIAL COGNITIVE MODEL OF CAREER CHOICE Self-efficacy effects Choice actions Learning experiences and outcome expectations and interests effect performance domains and. .. Company A division of Cengage Inc 14 OTHER SOCIAL COGNITIVE MODELS OF CAREER DEVELOPMENT Model of Interests Model of Performance Model of Work and Life Satisfaction COPYRIGHT © 2 014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc 15 SOCIAL COGNITIVE CAREER THEORY EMPHASIZES ATTENTION TO THESE POPULATIONS Women Culturally diverse peoples COPYRIGHT © 2 014 Brooks/Cole*Wadsworth Publishing... positive and negative consequences Estimate chance barrier may be encountered Write down strategies for preventing or managing barriers COPYRIGHT © 2 014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc 13 WAYS OF DEALING WITH SUPPORTS Identify ways families, friends, teachers, and others can help in achieving career goals Provide support in achieving career goals COPYRIGHT © 2 014 Brooks/Cole*Wadsworth... which effect choice actions Self-Efficacy which effects learning experiences and outcome expectations and interests COPYRIGHT © 2 014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc 12 WAYS OF DEALING WITH BARRIERS Identify possible barriers to achieving career goals Examine the likelihood that client will have to deal with barriers Develop strategies for dealing with barriers if they ... help clients learn to take actions to achieve more satisfying and career and personal lives – not to make one decision Career assessments are used to stimulate learning, not to match traits with... Cengage Inc APPLYING HAPPENSTANCE LEARNING THEORY TO CAREER COUNSELING Four counseling steps: Normalize planned happenstance in client’s background Help transform curiosity into learning and exploration... Teach clients to produce desirable chance events Teach clients to overcome blocks to action COPYRIGHT © 2 014 Brooks/Cole*Wadsworth Publishing Company A division of Cengage Inc Chapter 14 DIFFERENCE