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Career Information, Career Counseling and Career Development,
Duane Brown, (2016)
Chapter 1
Objectives
Articulate an understanding of the impact of the global economy on work in the U. S.
Explain how people view work as a part of their lives and the lives of others.
Form a personal view of their own career development.
Show familiarity with the basic terminology used in career development.
Demonstrate the role career development programs can play in the drive for social justice in the U. S.
Demonstrate knowledge of the historical roots of career development.
Brown adopts Sears’s (1982) definition of Career development: a lifelong process involving psychological, sociological, educational, economic, and physical factors as well as chance factors that interact to influence the career of an individual. Brown also adds culture to Sears’s list of factor that influence career development
Career Interventions Defined
Career intervention is the broadest term and subsumes individual, small group, large group and organizational career development instruments. It’s a deliberate act aimed at enhancing some aspects of a person’s career development.
Career Guidance –organized, systematic efforts designed to influence various aspects of the career development of a client group such as high school or college students.
Career Education is a systematic attempt to influence the career development of students and adults through various types of educational strategies.
Career counseling occurs both individually and in groups and may deal both with personal issues and specific career problem. Career counseling is more likely to be regulated by codes of ethics and legislation at the state level.
Career information is sometimes referred to as labor market information (ONet – online system developed by the U.S. Department of Labor).
Career coaching is, usually a one on one intervention and is often initiated by managers to improve individual employees functioning and for the business to identify the talent it needs to be successful.
Chapter 2
Ethical and Legal Guidelines and the Competencies Needed for Career Development Practice
Learning Objectives
Identify ethical principles that govern career development practitioners’ work
Outline the requirements for the Master Career Counselor, Master Career Development Professional, and Career Development Facilitator credentials
Identify the major competencies needed by career development professionals.
NACE’s Principles for Ethical Professional Practice
Are designed to provide everyone involved in the career development and employment process with two basic precepts on which to base their efforts: maintain a recruitment process that is fair and equitable; support informed and responsible decision making by candidates.
1. Practice reasonable, responsible, and transparent behavior
2. Act without bias …
3. Ensure equitable access …
4. Comply with laws …
5. Protect confidentiality of …
National Career Development Association (NCDA)
The fundamental principles of professional ethical behavior include:
• Autonomy, or fostering the right to control the direction of one’s life;
• Non-maleficence, or avoiding actions that cause harm;
• Beneficence, or working for the good of the individual and society by promoting mental health and well being;
• Objectivity, or treating individuals equitably;
• Accountability, or honoring commitments and keeping promises, including fulfilling one’s responsibilities of trust in professional relationships; and
• Veracity, or dealing truthfully with individuals with whom career development professionals come into contact.
NCDA Competencies
Career Development Theory
Individual and Group Counseling Skills
Individual/Group Assessment
Information/Resources
Program Management and Implementation
Coaching, Consultation and Performance Improvement
Diverse Populations
Supervision
Ethical/Legal Issues
Technology
Master Career Counselor Criteria
Member of NCDA for 2 years
Master’s Degree in Counseling or related field from accredited institution
3 years of post Master’s experience in career counseling
NCC credential or state-level license as a counselor or psychologist
3 credits in each of 6 NCDA competencies
Supervised practicum or 2 years of post master’s experience under a certified supervisor
Document that at least 50% of current job duties are directly related to career counseling
Master Career Development Professional Criteria
Member of NCDA for 2 years
Master’s Degree in Counseling or related field from accredited institution
Complete 3 years of post-master’s experience in career development experience, training, teaching, program development or materials development
Document that at least 50% of current job duties are directly related to career counseling
Career Development Facilitator
Complete 120 hours of training in a specified course of study
Possess one of the following:
graduate degree plus 1 year of career development work experience
Bachelor’s degree plus 2 years of career development work experience
High school diploma plus approximately 4 years of career development work experience
ACA Code of Ethics
Principle 1: Above All, Do No Harm
Principle 2: Be Competent
Principle 3: Respect Clients’ Rights to Chose Their Own Directions
Principle 4: Honor Your Responsibilities.
Principle 5: Make Accurate Public Statements
Principle 6: Respect Counselors and Practitioners from other professions
Principle 7: Advocate for Clients in Need
Chapter 3
Person-Environment Congruence (PEC) Theories: Frank Parson, Theory of Work Adjustment, John Holland, a Values-Based Approach, and their Applications
The theories in this chapter are traditional theories
Once characterized as trait and factor theories because needs, values and personality types were derived via statistical techniques know as factor analysis.
Theories of career choice and development serve 3 functions:
Facilitate the understanding of the forces that influence career choice and development
Stimulate research that will help to better clarify career choice and the development process
Provide a guide to practice in the absence of empirical guidelines
John Holland created a hexagonal model that shows the relationship between the personality types and environments
Those whose career concerns appear to be limited to identifying a major, an occupation, a job, or leisure activities
Those who do not appear to have barriers to exploration and decision making, such as irrational beliefs, poor self-efficacy, poor self-concept or ineffective decision-making styles
Those who are in need of assistance at specific choice points (such as needing to declare a major, get a new job, or choose an occupation) but not long-term, developmental work
Holland’s approach is most appropriate for:
According to Holland, personality develops as a result of the interaction of
inherited characteristics
the activities to which the individual is exposed
and the interests and competencies that grow out of the activity
Holland posits the following personality types:
Realistic people deal with the environment in an objective, concrete and