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129 Cards in this Set

  • Front
  • Back
Trait and Factor -Frank Parsons
-A matching theory, because results are a match of traits and factors
-Parsons developed it
-"Father of guidance"
-3 part model
Parsons 3 part model
-First a person gets a complete understanding of own personal traits (characteristics, attributes, strengths/weaknesses)
-Second, factors involved in occupations, what attributes are needed to do a job
-Third, "true reasoning" used to examine these and make good choices
Trait and Factor -Williamson
-Book 'How to Counsel Students'
-His work known as Directive Counseling, straightforward
-6 steps: Analysis, synthesis, diagnosis, prognosis, counseling, follow up
Trait and Factor -Herr and Cramer
-16 predictors of success
-8 primary predictors where information must be gathered
-Aptitudes
-Needs
-Interests
-Values
-stereotypes and expectations
-Adjustment
-Risk taking
-aspirations
Trait and Factor -Chartrand
-Indicates that modern approaches evolved into "person times environment" (P x E)
-Individual shaping environment, and visa versa
-People/environments differ reliably, meaningfully and consistently
Personality Career/Vocational - Holland
-structural-interactive: linking personality characteristics and jobs
-Assumes people are a mix of heredity and environment, occupation is an expression or personality, and there is similarity between people in the same occupation.
-Believes congruence between person and job is important
-Used by the Vocational Preference Inventory (VPI), Self Directed Search (SDS), and Vocational Exploration and Insight Kit (VEIK)
Hollands focus
-6 personality types: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional
-6 types of environments parallel types
-People desire corresponding environments to themselves
-personality and environment govern behavior
Hollands 6 types
Realistic: Activities are explicit, ordered, systematic, object manipulation, tools, machines, animals, etc.

Investigative: Observing,creative investigation, systematic, symbolic (chemist, physicist)

Artistic: Ambiguity, freedom, not systematic, manipulation of physical/verbal/human materials

Social: Manipulation of others to inform, train, develop, cure, or enlighten

Enterprising: Manipulation of others to attain goals, get economic gain (political science, executive, sales)

Conventional: Explicit, ordered, systematic manipulation of data
Hollands 4 Secondary Assumptions
Refinement of his theory
-Consistency: some types (people/environments) have more relationship to eachother than others
-Differentiation: personal identity-goals, interests, talents.... environmental identity- goals, tasks, rewards. Stability in both of these is needed
-Congruence: personality types require different environments
-Calculus:Hexagonal model, where the types have stable relationships between themselves
Personality Career/Vocational - Roe
-Based on Maslow's needs, and Murphy's (predictable psychic energy )early childhood experience->vocation
-Needs:
1 psychological needs
2 safety
3 Belonging
4 importance
5 self-esteem
6 respect
7 information
8 understanding
9 beauty
10 Self Actualization
Roe's 3 different child-rearing practices
Emotional Concentration on Child: Overprotecting and overdemanding. Causes dependence and need for approval
Avoidance of Child: emotional rejection and physical neglect. Child looks for gratification elsewhere
Acceptance of Child: incorporation into family as an equal member. Interdependence and balance
Roe's 8 Fields
-Service
-business contact
-organizations
-technology
-outdoor
-science
-general culture
-arts and entertainment
Roe's 6 levels for the fields
-professional and managerial (independent responsibility)
-professional and managerial (less independence or fewer responsibilities
-semiprofessional and small business
-skilled
-semiskilled
-unskilled
Personality Career/Vocational -Bordin/Nachman/Segal
used pschoanalytic concepts for career development
-Built on Brill's work. Guild and exhibitionism, and pleasure/reality principles used to explain choice of career
-Early development of coping mechanisms and complex behaviors
-Careers chosen for instinctual gratification (developed first 6 years of life)
Personality Career/Vocational - Bordin's 7 (reformulated) propositions
-All of life desires wholeness and all people desire it
-Some amount of fusion between work and play is needed
-life can be seen as a string of career decisions, this shoes the desire for a good fit between work and self
-Mapping occupations will require understanding lifestyles/character styles and developmental conceptions
-roots of career development go back to even the earliest years
-People incorporate aspects of father and mother into their identity but are unique
-Doubts about self will cause trouble at career decision points
Social Learning for Career-
From Bandura
Roots in reinforcement theory and behaviorism
Assumptions:
-Individuals cannot control genetic background or environment
-Both of these effect learning
-however, personality and behavior traits come from unique learning experiences
-Humans are intelligent, problem-solving and strive to understand environment and control them to suit own purposes/needs
-Not deterministic, individuals always possess alternatives.
Social Learning for Career-Krumboltz/Mitchell/Gelatt
4 factors influencing career decisions
-Genetic Endowment & special abilities:race, sex, artistic ability, etc.
-Environmental Conditions and events: job training, tech developments, events, etc.
-Learning Experience: Instrumental Learning Experiences & Associative Learning Experiences
-Task Approach skills: problem-solving, habits, emotional responses, etc, cog processes
Instrumental Learning Experiences & Associative Learning Experiences
ILE's: experiences where antecedents covert and overt behavior responses and consequences are present
ALE's: learner pairs a previously neutral situation with some emotional pos/neg reaction
Krumboltz/Mitchell/Gelatt- 3 types of outcomes
-Self-Observation Generalizations:Overt/Covert statements of evaluation for ones own actual or vicarious performance, response to learned standards
-Task Approach Skills: cognitive performance abilities and emotional predispositions for interpretation, coping and predicting the environment
-Actions or Entry Behaviors: Overt steps to career progress, actual movement in a direction
Social Learning for Career-Krumboltz problems
Due to poor self-observation, generalizing, and inability to accurately interpret environment
-failing to see remediable problem
-Not putting effort for problem solving
-elimination of possibly good results for poor reasons
-Choosing poor alternatives for faulty reasons
-Anxiety over perceived inability to achieve goals


Also, he has many methods for helping counselor confront these problems with behavioral and social learning
Social Learning for Career- Dawis and Lofquist
Work Adjustment Theory
Theorized job satisfaction comes from correspondence between a person and their environment
-People try to et and maintain correspondence with environment
-Work is a major environment
-Correspondence can be considered mutual fulfilling of both the persons and the environments requirements
-Stability through tenure
-Statisfactoriness & Satisfaction
Statisfactoriness & Satisfaction
Statisfactoriness: External, indications of appraisal through sources outside of the person
Satisfaction: The persons own appraisal of what degree the environment is fulfilling their requirements
Social Learning for Career- Accident/Chance Theory --- Bandura
Bandura: believed that chance encounters, such as a lecture/person/program/etc., could have a profound effect on the course of someones life.
Two determinants of influence:
-Personal Determinants: skills, emotional ties, values, standards
-Social Determinants: Milieu rewards, symbolic environment, closeness and milieu reach, psychological closeness to outside influence
Social Learning for Career- Accident/Chance Theory --- Cabral and Salamone
2 conclusions:
-Chance operates on a continuum of events/encounters totally unforeseen
-People react differently to these encounters/events

Effects of Chance:
-plays a role in shaping career decisions
-decisions based on planning and happenstance
-chance encounters are all about timing and context
-People are more vulnerable to these during times of transitions
Social Learning for Career- Azin and Besalel's "Job Club"
-Practical concept based on positive reinforcement
-A structural approach for professionals who lost jobs to give encouragement for job seeking
-Proactive, action oriented, emphasis on understanding crisis
Social Learning for Career- Schein's Stages and Transitions
-Preentry Stage- preparation, education, anticipatory socialization
-Entry Stage- recruitment, testing, screening, selection, acceptance, intro/orientation
-First Regular Assignment stage: learning, max performance, obsolete, learning again, promotions
-Second Assignment stage: repeat
-Granting of Tenure:inclusion boundary or termination/exit
-Postexit: granting of peripheral status
Social Learning for Career- Status Attainment Theory
-Hotchkiss and Borow predict prestige level based on social/family background
-Status of family helps determines schooling, which determines

-Criticism: unable to explain status changes once a person is employed. Also, no attention to changing social values. Internal status in a job isn't noted either.
Social Learning for Career- Human Capital
-Economic theory
-Individuals invest in education, training, moving, etc. to achieve higher paying jobs- higher prestige
-Trait and factor endorsement
-Emphasis on long term
-Criticisms: simplistic (goal simply monetary reward), Other goals like helping, leisure time, political, etc. Also, assumes an open labor market- everyone equal opportunity; no cultural look.
Other Career choice factors
-Culture/class boundaries: there are some boundaries based on these factors
-Social factors: Social class membership, home/ school/community influences, pressure groups role perception
-Role Models: cultural values, etc.
Developmental/lifespan Career Theory -Ginzberg/Ginsburg/Axelrad/Herma
research on upper middle-class, white, protestant/catholic populations.
-3 major periods of career choice:
Fantasy- 0-11
Tentative- 11-18
Realistic- 18-20s
-theorized 3 components
Occupational choice evolves a process
Process is unalterable
Every choice employes compromise
Developmental/lifespan Career Theory- Super
This model is a longitudinal, developmental approach; career maturity. Not a one time decision.
-Has life stages and tasks, where one masters tasks to move to next stage
-Life stages: Growth, Exploration, Establishment, Maintenance, Decline
-5 life Roles: Child, student, leisureite, citizen, worker, and homemaker
Super's Lifespan- Growth
Birth-14, understanding self and the meaning of work
Substages:
-4-10: Needs driven, role playing and fantasy
-11-12: Likes driven, activities follow interests
-13-14: Abilities driven, weight put on requirements of job
Super's Lifespan- Exploration
learning about opportunities, development of self-concept, preferences
Substages:
-Tentative 14-15: bringing all aspects of job to try choices out in courses, work, or discussion
TASK: crystallize vocational preference
-Transition 18-21: Reality given more weight, implementation of self-concept
TASK: Specifying vocational preference
-Trial w/ little commitment 22-24: trying out occupation to see its potential, only provisional commitment
Super's Lifespan- Establishment
Finding, settling, advancing, finding permanency
-Trial commitment 25-30: settling down, securing position, one or two changes before life work found
-Advancement 31-44: Stabilizing, creativity, seniority acquired, improved qualifications
Super's Lifespan- Maintenance
44-64
Holding onto place in the world, not many new things done
TASK: accepting limitations, identifying new problems, development of new skills, focus on essential activities, preservation of status and gains
Super's Lifespan- Decline
64+
Non-occupational roles developed
Finding retirement spot, work load reduction
- Deceleration 65-70: work slows, shift in duties, part-time jobs
-Retirement 71+: variation or stopping work, part time, volunteer or leisure activities
Super's Career Maturity
5 stages
-Career planning:How much they THINK they know
-Career exploration: use of resources, looking
-Decision making: knowing how to make a decision
-World of work information: knowing job expectations/duties, and application behaviors
-Knowledge of preferred occupation group: knowing abilities and interests relative to occupational groups
Developmental/lifespan Career Theory- Havinghurst
6-stage life-long process of career development.
First to talk about successful completion of one stage is needed to move to the next
Developmental/lifespan Career Theory- Schlossberg
-5 propositions adult career development
-4 career transitions
-People use coping moderators
-Career transitions are frequent so this framework is helpful to help people make good vocation decisions
Schlossberg's 5 propositions adult career development:
-Behavior mandated through social expectations
-Behavior changing due to age sometimes
-Sex differences more influential then age or stage
-Adulthood is a state of constant adaption and reassessment of self, never-ending transitions necessary
-themes: identity, intimacy, generativity
4 career transitions
-Anticipated Career Transitions: expected life events
-Unanticipated Career Transitions: not expected events (fired, transferred)
-"Chronic Hassles":situations like long commute
-Non-events (events that don't happen): promotions that don't happen
Developmental/lifespan Career Theory- Hoppock
Composite Theory
-'Occupation Information' critical reference
-Research in job satisfaction
-Needs Theory: Physical and psychological needs lead to job choices. The better the needs are known, the better the career decision
Developmental/lifespan Career Theory- Okun
-Wrote 'Working with adults, Individual, and Career Development'
-synthesis of developmental and systems theory. Focus on reciprocal relationships (between family, individual, and career development),
-3 life cycles (above)and three stages: early middle and late
Decision Making Career Theory- Teideman
7 steps

-Anticipation of preocupation:
exploration
crystalization
choice
clairification
-implement/accommodation
induction
reformation
integration

-Conclusion: decision guided life is proactive not reactive
Teideman model
4 levels:
-learning about
-problem solving
-solution using
-solution reviewing

levels based/coupled with hierarchy of decision strategies
-"self-empowerment" and "I" power
Decision Making Career Theory-Katz
Emphasis on identifying and clarifying values
then concidering other options, information, and outcomes
-System of Interactive Guidance and Information (SIGI) (especially good for jr. college people)
Decision Making Career Theory- Gelatt
Positive Uncertainty- life is uncertain so one must be accepting and even positive about the uncertainty
2 fold process:
- 2 attitudes
accept the past, present and future as
uncertain
-4 factors considered
what you want
what you know
what you believe
what you do
Decision Making Career Theory- Expectancy
-Expressed mathematically:
expectancy x valence = motivation
-Valiance: affective to orientations, though not actual satisfaction
-Valence not sufficient to cause action, must be combined with expectancy of a good outcome to cause movement toward it
Decision Making Career Theory-Self- Efficacy
Hackett & Betz:suggest woman who have low self-efficacy limit their on career mobility, restricting options because they believe they can't do certain tasks

Bandura: Self-efficacy involves individuals thoughts and images, which effect psyche
Decision Making Career Theory- Bergland's 8 steps of decision making
-Defining the problem
-Generating alternatives
-Gathering information
-Developing information-seeking skills
-providing useful resources of information
-Processing information
-Making plans and selecting goals
-Implementing and eval of plans
Decision Making Career Theory- Pete and Harren
4 elements of decision making
-The objective, what the decision maker wants
-The set of choices/alternatives
-The set of possible outcomes
-Attributes of each outcome, assessed by how close they get the person to their outcome
Decision Making Career Theory- CASVE
Lenz, Peterson, Reardon, Samson
-Communication: Identify a need
-Analysis: Interrelating problem components
-Synthesis: creating likely
-Valuing: prioritizing alternatives
-Execution:Forming means-end strategies
Decision Making Career Theory- Eight stage approach
-Initial assessment
-self understanding
-making sense of self-understanding
-generating alternatives
-obtaining occupational information
-making the choice
-making plans
-implementing plans

-Typical sequence emphasis on the clients psychological complexity
Decision Making Career Theory- Crites
-Indecision: inability to select/commit to action that will get them to a specific occupation
-3 causes of indecision:
Multipotential individuals unable to designate one goal from options
Undecided individual can't choose
Uninterested individuals cares nothing for choice, lacks appropriate interest pattern

-Indecisiveness: stems from personal problems
Decision Making Career Theory- Conflict Model
Janis/Mann
4 defective patterns:
-Unconflicted adherence: Individual denies serious risks
-Unconflicted change to new course of action:denying any risks in decision or change
-Defense avoidance: avoiding anything simulating choice anxiety
-Hyper vigilance: becoming emotionally excited as the decision becomes more pressing
Decision Making Career Theory- Risk Taking its Influence
There is a relationship between risk acceptance and career choice.
-hard to tell though
-high risk takers are open to new experiences and have self confidence
Cognitive Info Processing to Career Problem Solving
(CIP) Peterson/Sampson/Reardon.
10 assumptions
-Cog and affective processes interact to create career decisions
-Career choice=problem solving activity
-Availability of these and knowledge=capacities
-Its a high memory load task
-Motivation= get better at ^ and make better choices
-Developing career means growing and changing in knowledge
-Career identity needs self-knowledge
-Career maturity needs ability to solve career problems
-Goal of career counseling is facilitating growth of information-processing skills
-Aim is enhancing problem solving and decision making
Social/Cog Career Development- Lent/Brown/Hackett
Social Cognitive Career Theory (SCCT)
Goals:
-Defining career shaping mediators
-Explaining variables (interests, abilities, values) interrelating
-How variables influence growth
-How environment influences career outcomes (MOST IMPORTANT)
Key to Social/Cog Career Development
-Self-Efficacy
-Outcome expectations
-Personal Goals
Social/Cog Career Development- Personal Agency
How/why people work toward a solution or adaption to career changes
Social/Cog Career Development- 4 basic assumptions
-Interests are related to self-efficacy and outcome expectations
-Accomplishments lead to interests in that area to create growth in self efficacy
-Self-efficacy and outcome expectations influence interests which influences career choices
Social/Cog Career Development-Triadic Reciporcal Interaction System
Bandura
all 3 affect one another
-Personal and physical attributes
-External environmental factors
-Overt behavior
Values Based Approach
-Value orientation influences functioning
-Six basic propositions:
-Only a few values are prioritized
-Prioritized values are most important for life-role choice (must meet criteria)
-Values learned from environment, interacting with personality, social, opportunities, gender, etc
-Roles should satisfy essential values to be satisfying
-These are directly related ^
-Many factors weigh into success: cognitive, effective, learned, physical
Prioritized values criteria
-One option that satisfies life-role values has to be available
-Clear delineation of options
-The difficulty level of each option is the same
Contextual Explanation of Career
-Contextualism: Method of creating contextual action as an explanation of career research/counseling
-Focus: Organization of the interpretation of human actions
-Studies Action Systems: composed of joint and individual actions: project (action agreed on by 2+ people), and career (project, but longer length of time, more actions). Physical and verbal behavior
-Functional steps: Higher level process then action
-Goals: Highest level of action, general intention of individual/group
Sources of Information- DOT
Dictionary of Occupational Titles
9 digit number for each job
-1st number: which of 9 categories
-2-3 are one of 82 occupational divisions
-4-6 indicate the subdivide of 549 groups
-7-9 are the alphabetical order
Sources of Information- OOH
Occupational Outlook Handbook
800 of the most popular careers and resources for information
Sources of Information- Guide for Occupational Exploration
3 digit code similar to the DOT
More interested in the requirements of the occupation.
12 basic interest areas
Sources of Information- Enhanced Guide for Occupational Exploration
3 digit code, related more to interests
Sources of Information- SOC
Standard Occupational Classification Manual
-Complex, jobs by work function
-Was supposed to bridge the DOT and a classification system
-4 classifications (division, major group, minor group, unit group)
-22 Broad occupational divisions
split into fields, companies, individuals, and contacts influential
Computer Software
DISCOVER II
CHOICES
SIGI PLUS
CVIS
GIS
ISVD
ECES
Computer assisted career guidance
CACG
-Is becoming a core element of career guidance
-more available, more diverse, integration possibilities, international and other languages.
-Can be used in 4 ways
4 ways to use CACG
-Data processing, storing counselee data and retrieving it
-Substituting a computer for a counselor
-functions involving systematic, consistent, and selective use of simple skills
-phone linked job placement
Internet
-One problem: Synthesizing info in a usable way, organizing it. Another problem is reliability of those creating web sites
-Tools: e-mail, websites, videoconferencing, simulation, databases, groups
Internet- Career Aids
Americans Career InfoNet
Riley Guide
Occupational Outlook Handbook
JobStar's Career Resources
Internet- Vacancies
Professionals Job Finder
Non-Profit and Education Job Finder
The National Job Hotline Dictionary
Internet- Wage information
Career journal
Americans Career InfoNet
Riley guide
JobStar
Woman & Work- Needs-based Socio-Psychological Model
4 constructs
-Motivation: 3 primary needs(survival, pleasure, and contribution)
-Sex-role socialization:Social norms/values included through play, family, school, early work
-The structure of opportunity: economic conditions, family structure, job market, etc.
-Work Expectations: Perceptions of own capacities and strengths , options available, and kinds of work that can satisfy ones needs
Woman & Work- Developmental Model for Occupational Aspirations
-Gottfredson's, talks about increasingly complex self-concept as a child grows
-People create cognitive maps of alternatives- based on their fit in society
-Describes 4 major stages
Gottfredson's 4 Major Stages
1) Orientation to size and power (3-5)
2) Orientation of sex roles (6-8)
3) Orientation to social valuation (9-13)
Awareness of social class, development of preference of work, diff's in preference via social class/preferences, range of preferences
4) Orientation to the internal unique self (14+)
perceptions of self/others, specification of vocal asperations
Factors Affecting Woman
-Tokenism: low proportion of one sex in the workplace, discrimination barriers
-Stereotypes: defined roles
-Lack of Role Models: few successful woman in area
-Discontinuities in Female Career development: children get in the way of work
-Dual Roles: home and work
Factors Affecting Woman- Dual Career Families
-Rapoport talks about identity tension line: line where a person feels uncomfortable for crossing over the sex-role line
-The higher a womans status the more the man is expected to help in the home
-Dual-career marriage benefits:
feelings of self-worth, control, and accomplishment
More roles to define success
Marital solidarity
Higher standard of living
Child care support in some agencies
More egalitarian roles
Factors Affecting Woman- Self-efficacy
-Hackett and Benz: suggest woman with low self-efficacy limit their own career mobility
-Environments less responsive to woman stunt their self-efficacy
-Also hindered by history of restricted options
Factors Affecting Woman- Sexual Harassment
-Males who tend to sexually harass also link sexuality with dominance
-Happened to about half the population
-Rarely reported by males
-Single woman more than married ones

-5 types
-2 responses (internally focused and externally focused)
-4 stages of reacting
5 types of sexual harassment
-Gender Harassment: verbal, non-touching, sexist
-Seductive behavior: inappropriate advances/discussions
-Sexual bribery: sexual favor for something (raise, grade, etc.)
-Sexual coercion: threatened punishment, then coercing sexual activity
-Sexual assault: forceful attempts to touch, grab, kiss, etc.
2 Responses to Sexual Harassment
-Internally focused: Minimizing behavior, denying its offensiveness, excuses, self-blame
-Externally focused: avoiding or placating, confronting, aggressive remarks, getting help/support
4 Stages of reacting to harassment
1) Confusion/self-blame: Upset by inability to stop it, assuming responsibility
2) Fear/anxiety: attendance at work suffers, personal safety issues
3) Depression/anger: despair, worsening of situation after complaint,
4) Disillusionment: Resolution of complaint may take a long time, not always the support that is needed
Careers w/ Disabilities
-Disabilities: physical, psychological, physiological, neurological
-Reasons: disease, accident, birth, developmental problems
-Counselors should do:
-Vocational Testing
- Vocational assessment
-work adjustment
-skills training
-pre-vocational activities
-employment preparation
-job development
-job referral and placement
-post-placement counseling
Suggested Knowledge working with disabilities (Herr and Cramer)
-Federal/state legislation, guidelines/policies
-Classifications, diagnostic tools, processes/limitations
-assessments to determine interests, values, goals
-Types, causes, effects on work
-Opportunities in labor market
-Functional Limitation
-applicability of career development
-Effects of social stigma, labels, stereotyping on self-concept
-Characteristics of handicapped people related to employment
-Working with other specialists
-Development of educational programs
-Working with the family, especially on fears/concerns
-Models of developing daily living, skills, etc.
-Reference materials
Abilities/skills needed to work with people with disabilities (Herr and Cramer)
Ability to:
-interpret and advise on legislation, guidelines, rights, etc. for person and fam
-use assessments
-assess limitations to use in helping
-apply knowledge
-Group and individual counseling
-working with specialists for team approaches
-working with employers to job restructure
-Apply plans and implement skill-building
Counseling older workers
Goals (Herr and Cramer):
-Support in positive attitudes in worth/dignity
-Exploring retraining
-Assess reasons for employment difficulties
-Helping accurately gauge motivation, expectations, and self-perceptions
-Help consider salary, abilities, status, responsibility, security, opportunities, etc.
-Develop job-seeking behaviors
-Placement/follow-up services or refer to agencies
Careers for Culturally Different
-Knowing self
-knowing culture
-their individuality first
-Help them see they have a career choice
-help with discrimination
-understanding difficulties they may have
Planning Career Programs (Herr & Cramer)
-Facilitation of people gaining knowledge, attitudes, and skills needed to get a career
-Goals: getting the above for Education, agency, and workplace
-Each environment is unique- there are many advantages of a program with this outlook
Advantages of a Unique environment outlook
-Developmental emphasis: proactive delivery, anticipate needs and problems, develop strategies to deal with them
-Effective use of resources
-Manageability to change and innovation: clearly stated goals/objectives
-Ease of evaluation
-Avoidance of faddism
-Promotion of community effort
Career Education
-Providing structured knowledge and skills programs for people at different developmental stages
-Doesn't intervene in career choice/fit
Goals of Career education for the stages
-Elementary: providing knowledge and skills, positive attitudes, competence, exploring and preparing for the future
-Jr. High: transitional, looking at the consequences choices on later career
-Sr. High school:Career development, placement, planning, life role clarification, gaining life responsibility
Flexibility (Herr & Cramer)
-Most important factor in this economy.
-Uses both basic academic skills and adaptive skills
-Dealing with change and finding new solutions to problems is vastly important
White collar jobs
-59.9 percent of people fall in this category
-managerial, technical, sales, support
-These people particularly equipped to deal with change and create ideas
Blue Collar Jobs
-40.1 percent
-Production, equipment, farm labor
Differences between generational poverty and middle class
-Financial: money, purchasing power
-Emotional resources: ability to have self control and stamina to weather negative situations/feelings
-Mental: abilities and skills to process info and use it in daily life
-Spiritual: believing in a higher power provides guidance, understandings, purpose, and gives worth to see self as capable, worthy, and valuable
-Physical: able-bodied and mobile-self sufficient
-Support: friends and family with knowledge, that will back their friend/family in need
-Role Model: knowing/having access to adults that are nurturing appropriate behavior in children, not self-destructive behavior
-knowledge of hidden rules: awareness of unspoken understandings and cues allowing a person to fit into a certain group
American Work Ethic
Maccoby & Terzi
4 major work ethics throughout American history:
-Protestant Ethic: driven to work, intolerant of unethical/undisciplined behavior.
-Craft Ethic: Saving and self-sufficiency, independence, self-control
-Entrepreneurial Ethic: risk taking, opportunistic, free enterprise loving
-Career Ethic: other directed, getting ahead, make self valuable to workforce

This fifth one is rapidly emerging
-Self-fulfillment ethic: desire of challenge, growing there but not all consuming, leaving room for other places in life
Hidden Market
These are rules and expectations that are well known by the middle upper class, but not by those in poverty. These things make people desirable, and easier to gain ground in the working world.
Such as:
-Supporting family/friends
-ability to have self-control with money
-Good role models
-Reading cues
Ethics- National Career development association guidelines
-Competencies: min. is masters or higher
-Internet use: specific guidelines for what/how/referral
-Career development policy: NCDA's definition of career development, considerations for grades k-6, 7-9, 10-12, and adult
-Consumer guidelines for selection of a career counselor
-Ethical standards
-Preparation/evaluation of career/occupational information literature
-preparation and eval of video career media
-Software review
Ethics- Competencies in 11 areas
-Career development theory
-Individual and group counseling skills
-Individual/group assessment
-Information/resources
-Program management/implementation
-Consultation
-Diverse Populations
-Supervision
-Ethical/legal issues
-Research/evaluation
-Technology
Ethics- Record Keeping
-Counseling relationship: notes, test data, correspondence, recordings, etc.
-transfer of records only at client request
Ethics- Electronic storage
-Data must be secure
-limited information, only what is necessary
-Data destroyed when it is not longer needed for providing services
Discrimination Laws- The Equal Pay Act
-Amended from Fair Labor Standards Act
-Wage can't be decided by gender
-Where workers render equal skill, effot, and responsibilities, performed under similar working conditions, pay should be equal.
Discrimination Laws- VII of the Civil Rights Act of 1964
-Prohibits discrimination in other employment areas.
-Things like color, race, religion, sex, or nationality shouldn't be discriminated against
-Also includes childbirth and medical conditions.
-Applies to union and memberships
Discrimination Laws- Nineteenth century
-Amended 1993
-All people having an equal opportunity to laws about damages
Discrimination Laws- Age Discrimination in Employment Act (ADEA)
Protection from discrimination for persons over 40
Also, guidelines on benefit, pension, and retirement
Discrimination Laws- The Rehabilitation Act
-Purpose: increase the amount of job opportunities available to the handicapped
Discrimination Laws- American with Disabilities Act (ADA)
Goal: to eliminate discrimination against the handicap (physical and mental).
Discrimination Laws- Equal Opportunity Employment Commission (EOEC)
Enforces:
-Equal Payment act
-Age discrimination in employment act
-Title VII Americans w/ disabilities act
-Sections of rehabilitation act

Established by Title VII
Discrimination Laws- Rehabilitation (physical) requirement Guidelines
-Employers must heed doctors orders on work restrictions
-Restrictions based on frequencies (occasional/1-33%, frequently/34-65, constant/67-100%)
-Categories within these are: sedentary, sedentary light, light, light-medium, medium, medium-heavy, heavy, very-heavy
Resume writing-research
-1 interview per. 200 resume's
-usually scanned quickly (10-20 seconds)
-First few lines
-Essentially an advertisement
Resume writing-purpose
-Organize thoughts/opinions about self
-Organize thoughts on desired job
-Form information basis for applications/interview
-Win an interview
-advertisement: specific direct benefits, convincing employer about future success, pleasing to look at
-allows for making employer inventory of experience/abilities, requirement for interview, tells story, represents applicant, information, detailed calling card
Cover Letters
-Complementary information to resume
-2 types:
Prospective/introductory letter: inquiry about openings
Application letter:response to job listing
-Purpose: capture employers interest, invite to read resume in depth, secure interview
-Initiate contact
Cover letters: general characteristics and recommendations
-No longer than one page, 3-4 paragraphs
-professional format
-Each letter should be unique
-Should communicate:
Why it was written
how he/she learned about organization
What he/she wants them to know about him/her background
Why an interview should happen

-Matching the paper of the resume
-Addressed to specific name/title
-including names of anyone who suggested the position
Stress- Experience
When a person is given a situation or demand that they do not believe they can emotionally or physically deal with, with the resources they have.
Stress- Shore's classifications
Classifications of stress at work
-Biochemical Stress: chemical and biological substances that interfere with normal body functioning
-Physical stress: noise, ventilation, heat, pace, time of shift
-Phychosocial stress: conflicts with workers, job demands that conflict, negative patterns of supervision/communication, lack of respect, racism, sexism
Stress- Type A behavior
5 components:
-Continuous struggle to accomplish/achieve, participate in more events in less time, frequent opposition from others (real or imagined)
-domination by covert insecurity of status, and/or hyper-aggressiveness
-Struggle giving sense of time urgency, distortion of puritan legacy of improving time
-hyperaggressiveness showing easily aroused anger (free floating hostility)
-Struggle becoming severe enough and lasting long enough it may lead to self-destruction
Stress- Type B behavior
refers to absence of the 5 components from A
Stress- Types of problem employees
Neff's types of workers that cause issues
-Type I: people appearing to have deficiency in work motivation, negative conception of role of work
-Type II: predominating response to demand for productivity is fear/anxiety
-Type III:Predominantly hostile and aggressive
-Type IV: characterized by marked dependency
-V: people displaying marked degree of social naivete
Terms- Avocation
Activity pursued systematically for its own sake, with the objective being something besides money (though maybe included)
Terms- Career Lattice
The upward movement of the ladder, but the lateral movement as well
Terms- Economically disadvantaged
chronically poor
unemployed or new disadvantaged
underemployed (over-qualified)
Terms- functional limitation
lack of ability to perform roles and common daily endeavors as a result of impairment
Terms- supply and demand curve
as supply increases demand decreases,
Terms- Underemployment
having a job where skills are a lower level then the individuals capability