Due Dec 18 by 1059pm Points 50 Submitting a text entry b.docx

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(https://waldenu.instructure.com/courses/21975/modules/items/5
89442)
In the world of counseling, many clients come to their first
session either (a) already taking
psychopharmaceutical medications for specific disorders
previously diagnosed by a psychiatrist or other
prescriber, or (b) in need of a psychiatric evaluation (psych
eval) to determine the actual diagnosis and
potential psychopharmaceutical options for stabilization. It is
incumbent upon us to make sure that we
stay within our scope of practice and our standards of practice.
For this Assignment, you will review the
literature and applicable code of ethics to analyze what are the
most appropriate professional attitudes
and behaviors related to working with clients who are on or
need medications for mental health and/or
substance use disorder stability and recovery.
To Prepare
PAPER: THE COUNSELOR’S ROLE WITH
CLIENT, REGARDING PSYCHOTROPIC
MEDICATIONS

RESOURCES
Be sure to review the Learning Resources before completing
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Click the weekly resources link to access the resources.
WEEKLY RESOURCES
89458)
https://waldenu.instructure.com/courses/21975/modules/items/5
89442
89458
COUN_6743_Week3_Assignment_Rubric
For this Assignment, you will review the reading assignments,
resources, code of ethics, and current
literature to analyze the role of counseling interns, certificants,
and licensees when working with
clients who are currently on or need psychotropic medications.
Assignment (3-5 pages)
Should a counselor be able to prescribe psychotropic
medications to a client? Why or why not?
When, if ever, can a counselor share their personal or
professional opinions about prescribed
medications, over-the-counter medications and/or supplements
with a client? Explain your thoughts
about this question.
Who is best qualified to diagnose and prescribe psychotropic
medications? What qualifies them to
be the best resource for diagnosis and prescribing? What are

the relevant codes within the ACA
Code of Ethics that support your answer?
When a client comes to you already on psychotropic
medications, what is within your role and scope
of practice? What is not within your role and scope of practice?
If a client needs further evaluation in order to determine their
diagnosis and potential need for
psychotropic medications, how can we frame the conversation
so it is client-centered, empathic,
ethical, and informative?
Your Assignment will be 3 to 5 pages in length, not including
cover page or references page. Be sure to
support your Assignment with specific references from the text,
resources, and literature. In addition to
the Learning Resources, search the Walden Library and/or the
internet for peer-reviewed academic
literature to support your Assignment. This Assignment must
utilize appropriate APA format and citations.
Before submitting your final assignment, you can check your
draft for authenticity. To check
your draft, access the Turnitin Drafts from the Start Here area.
1. To submit your completed assignment, save your Assignment
as
WK3Assgn_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for
review.
BY DAY 7
SUBMISSION INFORMATION

Criteria Ratings Pts
20 pts
20 pts
10 pts
Responsiveness:The
paper demonstrates
that the student
recognizes and
understands the
complexity and
limitations of the
counselor’s role
regarding the use of
psychotropic
medications by
clients. The paper
clearly
communicates a
thorough response to
each question.
20 to >17.9 pts
A
The content of
the paper
includes
thorough
responses that
substantially

cover the topic
of all the
questions in the
instructions.
17.9 to >15.9 pts
B
The content of the
paper includes
responses to all of
the questions and
the responses
substantially cover
the topic of more
than half of the
questions in the
instructions.
15.9 to >13.9 pts
C
The content of the
paper includes
responses to at
least half of the
questions and the
responses
substantially cover
the topic of at least
half of the
questions in the
instructions.
13.9 to >0 pts
F

The content of
the paper
includes
responses to
fewer than half
the questions
and/or the
responses
substantially
cover the topic
of less than half
of the questions
in the
instructions.
Content Knowledge:
The extent to which
the content
demonstrates an
understanding of our
current knowledge,
providing information
from the research,
literature and Code
of Ethics that validate
their answers.
20 to >17.9 pts
A
The responses to
the questions in the
instructions
demonstrate:... 1.)
In-depth
understanding and

application of
concepts and
issues presented in
the course showing
that the student has
absorbed the
general principles
and ideas
presented;... 2.)
Rich and relevant
presentation; and...
3.) Mastery and
thoughtful/accurate
application of
knowledge and
skills or strategies
presented in the
course.
17.9 to >15.9 pts
B
The responses to
the questions in
the instructions
demonstrate:... 1.)
Understanding
and application of
the concepts and
issues presented
in the course
demonstrating
that the student
has absorbed the
general principles
and ideas
presented;... 2.)

Relevant
presentation;
and... 3.) Mastery
and application of
knowledge and
presented in the
course.
15.9 to >13.9 pts
C
The responses to
the questions in
the instructions
demonstrate:... 1.)
Minimal
understanding of
concepts and
issues presented
in the course,
and, although
generally
accurate, displays
some omissions
and/or errors;
and/or... 2.)
Irrelevant
presentation;
and/or... 3.) Little
mastery of skills
and/or numerous
errors when using
the knowledge,
presented in the
course.

13.9 to >0 pts
F
The responses
to the
questions in the
instructions
demonstrate:...
1.) Lack of
understanding
of the concepts
and issues
presented in
the course
and/or
application is
inaccurate and
contains many
omissions
and/or errors;
and/or... 2.)
Irrelevant
presentation;
and/or... 3.)
Many critical
errors when
applying
knowledge,
skills, or
Quality of Writing:
The extent to which
10 to >8.9 pts
A

8.9 to >7.9 pts
B
7.9 to >6.9 pts
C
6.9 to >0 pts
F
Total Points: 50
strategies
presented in
the course.
the student
communicated in a
way that meets
graduate level writing
or communication
expectations.
Writing or
communication
exceeds
graduate-level
expectations. The
reference guide:...
1.) Includes
language that is
clear, concise,
and

appropriate;... 2.)
Has few, if any,
errors in spelling
(if written),
grammar, and
syntax;... 3.) Is
extremely well
organized, logical,
clear, and never
confuses the
reader or
listener;... 4.)
Uses a
preponderance of
original language
and uses direct
quotes only when
necessary and/or
appropriate;... 5.)
Provides
information about
a source when
citing or
paraphrasing it.
Writing or
communication
meets graduate-
level
expectations.
The reference
guide :... 1.)
Includes
language that is
clear;... 2.) Has a
few errors in

spelling (if
written),
grammar, and
syntax;... 3.) Is
well organized,
logical, and
clear;... 4.) Uses
original language
and uses direct
quotes when
necessary and/or
appropriate;... 5.)
Provides
information about
a source when
citing or
paraphrasing it.
Writing or
communication is
somewhat below
graduate-level
expectations: The
reference guide:...
1.) Includes
language that is
unclear and/or
inappropriate;
and/or... 2.) Has
more than
occasional errors
in spelling (if
written), grammar,
and syntax;
and/or... 3.) Is
poorly organized,

is at times unclear
and confusing,
and has some
problems with
logical flow;
and/or... 4.)
Reflects an
underuse of
original language
and an overuse of
direct quotes and
paraphrases;
and/or... 5.)
Sometimes lacks
information about
a source when
citing or
paraphrasing it.
Writing or
communication is
well below
graduate-level
expectations: The
reference guide:...
1.) Includes
unclear and
inappropriate
language;
and/or... 2.) Has
many errors in
spelling (if
written), grammar,
and syntax;
and/or... 3.) Lacks
organization in a

way that creates
confusion for the
reader; and/or...
4.) Contains many
direct quotes from
original source
materials and/or
consistently and
poorly
paraphrases
rather than using
original language;
and/or... 5.) Lacks
information about
a source when
citing or
paraphrasing it.
Emotional aspects of childhood career development:
importance and future agenda
Íris M. Oliveira1
• Maria do Céu Taveira1
•
Erik J. Porfeli2
Received: 26 June 2014 / Accepted: 27 April 2015 / Published
online: 16 May 2015
� Springer Science+Business Media Dordrecht 2015

Abstract Childhood is a central period for career and social-
emotional develop-
ment. However, the literature covering childhood career
development and the role
of emotions in careers is scarce. In this article, we advocate for
the consideration of
emotions in childhood career development. Emotional aspects of
children’s career
exploration, key-figures and interests, as well as of childhood
antecedents of life-
long career processes are presented. Relations between
childhood emotion, be-
havior, functioning and learning are also presented. Conclusions
center on a call for
focused study of the role of emotion in childhood career
development and how such
an agenda will advance the literature.
Résumé. Aspects émotionnels du développement de carrière
dans l’enfance:
Importance et agenda pour le futur. L’enfance est une période
centrale pour le
développement socio-émotionnel et de carrière. Cependant, la
littérature couvrant le
développement de carrière dans l’enfance et le rôle des

émotions dans les carrières
est rare. Dans cet article, nous défendons la prise en
considération des émotions
dans le développement de carrière dans l’enfance. Les aspects
émotionnels de
l’exploration de carrière des enfants, les figures-clés et les
intérêts, ainsi que les
antécédents des processus de carrière dans l’enfance sont
présentés. Les relations
entre les émotions dans l’enfance, le comportement, le
fonctionnement et
& Íris M. Oliveira
[email protected]
Maria do Céu Taveira
[email protected]
Erik J. Porfeli
[email protected]
1 School of Psychology, University of Minho, Campus de
Gualtar, 4710-057 Braga, Portugal
2 College of Medicine, Northeast Ohio Medical University,
4209 State Route 44,
P.O. Box 95, Rootstown, OH 44272-0095, USA
123

Int J Educ Vocat Guidance (2015) 15:163–174
DOI 10.1007/s10775-015-9303-9
http://crossmark.crossref.org/dialog/?doi=10.1007/s10775-015-
9303-9&domain=pdf
http://crossmark.crossref.org/dialog/?doi=10.1007/s10775-015-
9303-9&domain=pdf
l’apprentissage sont également présentées. La pertinence de
tenir compte des
émotions pour faire progresser la littérature et la pratique du
développement de
carrière dans l’enfance est présentée.
Resumen. Aspectos emocionales del desarrollo profesional en la
niñez: Im-
portancia y futura agenda. La infancia es un periodo
fundamental a considerar en
la carrera y el desarrollo socioemocional. Sin embargo, la
literatura existente basada
en el desarrollo de la carrera en la niñez y el papel de las
emociones en ella es
escasa. En el presente artı́culo, abogamos por considerar el
papel de las emociones
en el desarrollo profesional durante la infancia. Para ello, se
presentan los aspectos
emocionales de la exploración de la carrera de los niños, figuras

clave e intereses,
ası́ como los antecedentes de los procesos de carrera más
tardı́os en la vida. Se
presentan también las relaciones existentes entre emoción,
comportamiento, fun-
cionamiento y el aprendizaje en esta etapa. Se discute la
importancia de considerar
la emoción con el propósito de producir avances en la literatura
y en la práctica del
desarrollo de la carrera infantil.
Zusammenfassung. Emotionale Aspekte der beruflichen
Entwicklung in der
Kindheit: Bedeutung und künftige Agenda. Die Kindheit ist ein
zentraler Zei-
traum für die berufliche sowie sozial-emotionale Entwicklung.
Allerdings ist die
Literatur, die, die berufliche Entwicklung in der Kindheit und
die Rolle der Emo-
tionen in der Karriere abdeckt, knapp. In diesem Artikel setzen
wir uns für die
Berücksichtigung von Emotionen in der beruflichen
Entwicklung in der Kindheit
ein. Es werden emotionale Aspekte der Erforschung der
Karriere von Kindern,

deren Schlüsselzahlen und Interessen vorgestellt, sowie, der
Einfluss, von Karri-
ereprozessen in der Kindheit, im späteren Leben. Die
Beziehungen zwischen den
Emotionen der Kindheit, dem Verhalten, dem Fungieren und
dem Lernen werden
ebenfalls vorgestellt. Es wird desweiteren, die Relevanz der
Emotion um die Lit-
eratur und die Praxis der beruflichen Entwicklung in der
Kindheit voranzutreiben,
diskutiert.
Keywords Childhood career development � Emotion � Social-
emotional
development
Childhood has been recognized as a central period for career
development. During
childhood, individuals are socialized to work, engage in
processes of learning about
the working world, project themselves in the future, and
develop career awareness,
exploration, aspirations, interests, and adaptability (Hartung,
Porfeli, & Vondracek,
2005; Watson & McMahon, 2005). The literature has also
suggested the importance

of children’s experiences in the development of interests,
identity, academic
achievement, educational enrolment, and employability later on
in life (Gutman &
Schoon, 2012; Schmitt-Rodermund & Vondracek, 1999; Tracey,
Lent, Brown,
Soresi, & Nota, 2006).
Childhood is also a critical period for social-emotional
development. Children
are expected to recognize and express emotions, understand
others’ emotional
164 Int J Educ Vocat Guidance (2015) 15:163–174
123
states, use emotions in social interactions, progress from
external to internal
emotional self-regulation, manage situations and relations
according to the direction
and intensity of emotions, and develop social referencing
(Santrok, 2010). Children
demonstrate increasing assertiveness, empathy, emotional
regulation and the need to

assign meaning to personal experiences with age (Fabes,
Eisenberg, Nyman, &
Michealieu, 1991; Santrok, 2010).
Despite childhood being recognized as pivotal for career and
social emotional
development, scarce attention has been paid to children’s career
development when
compared to adolescents and adults (Hartung et al., 2005;
Watson & McMahon,
2005), and even less attention has been paid to its emotional
aspects. The scarce
consideration of emotion in childhood career development
seems consistent with the
same trend in the general career literature. Although the role of
emotion in careers
has been greatly neglected, efforts are emerging to consider
them so that more
comprehensive descriptions of career development can be
provided and inform
practices that facilitate optimal human and career functioning,
resilience, self-
regulation and identity formation (e.g., Hartung, 2011; Kidd,
1998, 2004; Meijers,
2003; Vondracek, Ferreira, & Santos, 2010; Vondracek, Ford, &

Porfeli, 2014).
Emotions are involved in individuals’ experiences lived since
childhood and
energize motivational functions in the regulation of vocational
behavior and
development. For example, Vondracek et al. (2014) model of
vocational behavior
and development suggests that behavior episodes are developed
since childhood and
rely on emotions. One’s cognitive evaluations of goal
attainment or failure may
trigger positive or negative emotions, which are assigned to a
specific behavior
episode and serve to fuel or abate future vocational behavior.
These cognitive and
emotional evaluations enhance individuals’ vocational learning
from behavior
episodes and can be generalized to similar episodes through the
elaboration of a
vocational behavior episode schema. The cognitions and
emotions involved in such
behavior episode schema interplay in individuals’ approach or
avoidance of given
objects/situations and regulation of present and future

vocational behavior. The
motivational functions of emotions are also considered in
Young, Valach, and
Collin’s (2002) contextualist action theory of career. This
theory suggests that
emotions derive from individuals’ situational interactions and
can be dialogically
(re)constructed, thus sustaining the assignment of meaning to
life experiences, co-
construction of experiential narratives, and guidance of career
behaviors, intentions
and projects.
This article advocates for the consideration of emotions in
childhood career
development. To do so, the role of emotion in childhood career
development
dimensions, antecedents of careers later on in life and relations
with behavior,
functioning and learning are considered.
Two aspects must be clarified. First, the chronological
definition of childhood is
controversial, especially when it comes to discerning when it
ends with ages 12–14

being either presented as late-childhood, early-, or pre-
adolescence. Based on the
extant literature of childhood career development (e.g., Hartung
et al., 2005; Super,
1994), this article assumes that childhood spans from three to
14 years old. Second,
varying definitions of emotion exist but consensus is emerging
by differentiating it
from affect. Emotion (e.g., joy, contentment, shame) represents
a set of responses to
Int J Educ Vocat Guidance (2015) 15:163–174 165
123
given situations, from which individuals learn how to regulate
their life-space
experiences (Fredrickson, 2001). Affect (e.g., hostility,
optimism, pessimism)
constitutes stable and longstanding predispositions based on
emotional tendencies
of response (Rosenberg, 1998). Emotion is more labile and
subject to moment-to-
moment fluctuations based largely on immediate and pressing
circumstances, while

affect is more durable to such proximal exigencies. This article
focuses on emotion
as it presents a flexible nature consistent with children’s high
potential for plasticity
in career development (Vondracek, Lerner, & Schulenberg,
1986).
Emotional aspects of childhood career development dimensions
and antecedents of later careers
Regarding the multidimensionality of childhood career
development (e.g., Hartung
et al., 2005; Schultheiss, Palma, & Manzi, 2005; Super, 1994),
dimensions such as
career exploration, key-figures and interests include emotional
aspects.
General perspectives of career exploration suggest the
involvement of attitudes,
cognitions, behaviors, and emotions (Taveira & Moreno, 2003).
As individuals
engage in career exploration, they experience emotional
reactions to it that are
combined with cognition. Emotion and cognition sustain the
assignment of meaning
to exploratory experiences and results as well as the regulation
of future exploratory

behaviors and career goals. While progressing in cognitive and
social-emotional
development, children increasingly articulate emotion with
cognition during their
fantasized, imagined or real tryout of activities and roles (Ford,
1992). The
importance of emotion in career exploration is consistent with a
suggested
complementarity between emotion and cognition in individuals’
behavioral
regulation (Lazarus, 1991). The emotions triggered by career
exploration are also
tied to individuals’ positive or negative performance feedback
and might sustain
motivational orientations and approach or avoidant attitudes
towards this process
and given objects/situations (Flum & Blustein, 2000; Ryan &
Deci, 2000).
Although most of the literature on career exploration has
focused on adolescence
and adulthood, Patton and Porfeli (2007) introduced the
importance of childhood
career exploration and suggested emotional aspects of it. Their
work suggests that

when children are given opportunities to explore
objects/situations, they mobilize
exploratory behaviors, from which emotional responses and
feedback are provided.
The experience of positive emotions, such as excitement or
contentment, may
sustain the children’s approach of given objects/situations and
their in-depth
exploration. Conversely, children’s experiences of negative
emotions such as
disgust or shame may stimulate the avoidance of given
objects/situations and lead to
an in-breadth exploration of others.
Children’s career exploration and development is also
influenced by key-figures,
such as parents. Career exploration seems to be facilitated by a
secure sense of
attachment (referring to the child’s construction of emotional
bonds with his/her
parents) and an authoritative parenting style (characterized by
high emotional
support and demandingness) (Schultheiss, 2007; Tracey et al.,
2006).

123
Authoritative parents seem to support their offspring’s
emotional self-regulation
(i.e., identification, adaptive and autonomous management of
emotions) through
vicarious experiences, support for emotional expression and
management, and co-
construction of meaning about lived positive and negative
emotional experiences
(Grolnick & Farkas, 2002). Children’s efficient emotional self-
regulation is vital for
human and career functioning later on in life, as it seems to
predict life satisfaction,
academic engagement and achievement in adolescence and
psychosocial adjustment
in adulthood (Lewis, Huebner, Malone, & Valois, 2011;
Pulkkinen, Nygren, &
Kokko, 2002).
Parents’ work experiences and emotions also impact children’s
emotional self-
regulation, work orientation and later careers s. Parents’
dissatisfaction with work

can increase the spouse’s nonsupport for the child’s negative
emotional expression,
thus conditioning his/her effective emotional self-regulation
(Nelson, O’Brien,
Blankson, Calkins, & Keane, 2009). Parents’ unemployment can
also increase the
expression of negative emotions towards work at home
(McLoyd, 1989; Nurmi,
Salmela-Aro, & Koivisto, 2002), which might constitute a risk
factor for the child’s
development of negative work-related emotions and poor
emotional self-regulation
(McLoyd, 1989). In turn, poor emotional self-regulation in
childhood has been
related to a propensity for school dropout in adolescence and to
unemployment, low
income, and poor quality of marriage in adulthood (Anyadike-
Danes & McVicar,
2005; Ferreira, Santos, Fonseca, & Haase, 2007; Kinnunen &
Pulkkinen, 2003;
Kokko, Pulkkinen, & Puustinen, 2000). However, the perception
of parents’
positive emotions towards unemployment, perhaps born from
the freedom it brings,

might also play an adverse effect in children’s career
development, sustaining their
lack of personal meaning to work and later unemployment in
adulthood (Ek, Sovio,
Remes, & Järvelin, 2005).
Emotional aspects of parent–child interactions are also
important. Parents’
emotionally enabling conversations appear to promote
children’s academic
aspirations and autonomy in making social- and school-related
choices (Tenen-
baum, Porche, Snow, Tabors, & Ross, 2007) and to impact the
co-construction of
meaning about such discourses, lived experiences and future
career projects (Young
et al., 2001; Young, Paseluikho, & Valach, 1997). Parent–child
interactions also
sustain the elaboration of children’s perceptions about their
parents’ work
experiences and emotions. Such perceptions have been shown to
directly relate to
children’s school motivation and indirectly to work motivation
through the

mediation of anticipated positive work experiences and
emotions (Porfeli, Wang, &
Hartung, 2008). Children’s perceptions of their parents’ work
valences—‘‘degree of
attraction and aversion to work’’ (Porfeli, Lee, & Weigold,
2012, p. 340) based on
one’s general experiences and emotional states about work—
also seem to correlate
with the work valences children maintain for themselves.
Children also progress in the development of preferences and
adherence to the
RIASEC structure of interests (Tracey et al., 2006). Krapp
(2007) suggested that
emotion constitutes an experiential dimension of interests,
which interplays with a
rational one based on cognitions. From childhood forward, both
the experiential and
the rational dimensions of interests sustain the assignment of
meaning to previous
experiences, regulation of behaviors and activity engagement.
Individuals’ positive
123

emotions experienced before, during and/or after interacting
with certain objects/
situations seem to sustain dispositions to continue to be engaged
in them and to
develop related interests (Krapp, 2002). Still, negative emotions
are also important
for the development of interests. For example, although
European and American
literature assert the importance of parents’ emotional support
for the development of
children’s entrepreneurial interests (Schröder & Schmitt-
Rodermund, 2007), Asian
evidence presents family instability and lack of parental
emotional support during
childhood as precedents of such typology interests (Leong, Kao,
& Lee, 2004).
Childhood emotion, behavior, functioning, and learning
The presented literature suggests that emotion plays a vital role
in career
development from childhood through adulthood. This work
signals two distinct
but related channels of influence reflecting positive and
negative emotional

dimensions of career. As early as childhood, seemingly view
their life roles through
both positive and negative lenses. These emotional channels
appear to fuel
motivational and behavioral patterns to approach and avoid
career development
tasks. These positive and negative lenses seemingly combine to
yield a spectrum of
emotions about work, and the emerging literature suggests that
each person’s unique
emotional spectrum may influence their engagement and
progress in career tasks.
Children may exhibit unique configurations of these positive
and negative
emotional, motivational, and behavioral patterns serving to
simultaneously draw
people toward and push them away from academic and career
domains.
This prismatic way of thinking about emotions suggests its
complex role in
career motivation and behavior. Although positive emotions
seem to sustain
individuals’ approach of activities, in-depth exploration and
development of related

interests (e.g., Krapp, 2002, 2007; Patton & Porfeli, 2007),
negative emotions are
equally important in career tasks (e.g., Ek et al., 2005; Leong et
al., 2004). Although
individuals’ general tendency might be to approach activities
yielding positive
emotions and avoiding those producing negative emotions,
alternative paths are
possible (Fivush, Hazzard, Sales, Sarfati, & Brown, 2003).
These possible paths
include positive emotions yielding avoidance motivations and
behaviors or negative
emotions fueling approach motivations and behaviors. To
illustrate, experiencing
positive emotions after a significant accomplishment may be so
gratifying as to
prevent further engagement in the activity having achieved all
one desired. This
may be reflected in cases of children who actively participate in
sports and
experience great joy in doing so. Despite opportunities to
continue the activity,
children may stop playing because they satisfied their personal
goal (e.g., won the

championship, made the varsity team). The opposite pathway is
also possible.
Experiencing negative emotions when faced with a defeat can
serve to embolden
people to engage even more so in an activity. This is commonly
observed when
children feel badly after earning a poor grade in school, but
work closely with their
parents and teachers to understand the situation and develop an
action plan to more
actively approach their school work in an effort to improve their
future grades.
These are but a few illustrations to suggest that the role
emotions play in career
123
motivation and behavior is complex, and yet, underneath the
complexity is also
likely to be general patterns of approaching and avoiding
activities yielding joy and
sorrow respectively. This is also tied with the individuals’
likelihood to engage in

activities that are meaningful for them and aligned with
changing goals and
concerns (Ford, 1992; Lazarus, 1991). Experiencing negative
emotions in an
activity may not lead to an avoidant behavior if it is meaningful
for the person and
tied with his/her personal goals and concerns. By the same
token, experiencing a
positive emotion may not lead to an approach behavior, if it is
not personally
meaningful and related to goals that are subject to change.
Our emerging understanding of children’s career emotion,
behavior and
functioning is still in its infancy, but established models of
counseling practice
for adolescents and adults have been utilizing them for some
time. Emotions can
stimulate clients’ change in career counseling based on
acceptance, reflection, sense
making and integration of emotions triggered by pervious
significant experiences as
early as childhood (Meijers, 2003). The Career Construction
Counseling Model

(Savickas, 2011) illustrates the adaptive potential of childhood
emotions for clients’
positive changes. This model presents the counselor-client
working alliance as a
facilitative and secure process that enables the co-construction
of meaning to the
clients’ life stories and further career steps. The model asserts
the role of
individuals’ experiences during childhood as foundations for the
emergence of
preoccupations that one must then resolve in an occupation.
Negative childhood
emotions seem to be more often presented in the clients’ early
recollections and in
need for dialogical transformation. This seems consistent with
evidence suggesting
that children as young as three years old more often remember
negative emotional
experiences, as they require dialogical transformation and sense
of meaning (Fivush
et al., 2003). The Career Construction Counseling Model
highlights the linkages
among childhood emotion and sense of meaning to previous life
experiences when

the counselor narrates a life portrait to the client and must look
for emotional body
expressions ‘‘such as smile, tear, blush, or laugh’’ (Savickas,
2011, p. 128) to signal
the clients’ recognition of his/her life story and sense of being
understood and
accepted. By supporting the co-construction of a sense of
meaning to the previous
emotional experiences and translating them into career terms,
this model sets an
acceptable, safe and transformative environment that enables
the co-construction of
career intentions and action plans from life tensions of the past.
Within this model,
life narrative extending back to childhood and emotional states
arising from it serve
as powerful forces within the counseling relationship to
promote adaptive career
development.
Children are expected to explore activities and life roles, learn
about the working
world and themselves, develop an emerging sense of self,
increasingly engage in
instrumental behaviors and articulate emotion and cognition

(Ford, 1992; Hartung
et al., 2005; Patton & Porfeli, 2007; Watson & McMahon,
2005). Just as models of
counseling practice have demonstrated the benefits of moving
from emotions to
adaptive career behavior and functioning throughout
adolescence and adulthood,
supporting children to assign meaning to positive and negative
emotional
experiences seems relevant to foster their career development,
adaptive career
and academic functioning, and sense to life roles (Baskin &
Slaten, 2014).
123
The relevance of emotion during childhood is reflected in the
broader literature to
include the learning process (e.g., Kort, Reilly, & Picard, 2001),
learning and
development from the zone of proximal development (Levykh,
2008), the learning
environment (e.g., Lengelle & Meijers, 2014; Meijers, 2003;

Meijers & Lengelle,
2012), and parent–child relations (Grolnick & Farkas, 2002;
Young et al., 2001,
1997). Learning constitutes a unifying theme to address
childhood career
development (Watson & McMahon, 2005) that seems also to
enable the
consideration of its emotional aspects. It may enable a focus on
the role of
emotionally supportive and dialogical learning environments in
children’s effective
emotional self-regulation, sense of meaning, career development
learning and
construction of career projects (Grolnick & Farkas, 2002; Law,
1996; Lengelle &
Meijers, 2014; Meijers, 2003; Meijers & Lengelle, 2012; Young
et al., 2001, 1997).
Appreciating and understanding the role of emotions in lifespan
career development
opens the possibility of early career interventions that could
have a meaningful and
lasting positive impact on individuals’ future work life (Baskin
& Slaten, 2014).
Conclusions

This article advocates for the consideration of emotions in
childhood career
development. The importance of emotions in childhood career
development is
illustrated in career exploration, key-figures and interests
dimensions. The interplay
among emotion and cognition (Lazarus, 1991) was highlighted
across these
dimensions, being involved in children’s in-breadth and in-
depth exploration of
themselves and the working world (e.g., Ford, 1992; Patton &
Porfeli, 2007),
parents’ influential role in children’s emotional self-regulation
and careers (e.g.,
Grolnick & Farkas, 2002; Young et al., 1997, 2001), as well as
an approach/
avoidance of activities and development of related career
interests (e.g., Krapp,
2002, 2007; Leong et al., 2004; Schröder & Schmitt-
Rodermund, 2007).
This article serves as a stimulus for future literature reviews,
research and
practice innovations to more deeply explore the complex role of
emotions in these

and other dimensions of childhood career development (e.g.,
Hartung et al., 2005;
Schultheiss et al., 2005; Super, 1994). Future work could focus
on (a) the role of
emotions in children’s in-breadth and in-depth career
exploration and motivational
orientations toward school and work, (b) the influence of
emotional support offered
by key-figures such as parents and teachers in childhood career
development, and
(c) the interplay among emotion and cognition in children’s
motivational
orientations, approach/avoidant attitudes and behaviors,
dialogical interactions with
key-figures, and development of career and academic interests.
Emotional aspects of childhood career development are
important for academic
engagement and achievement, psychosocial functioning and the
work role
throughout the lifespan (e.g., Ek et al., 2005; Lewis et al., 2011;
Porfeli et al.,
2008; Pulkkinen et al., 2002). Moving from recommendations to
employ

longitudinal designs to studying career development from
childhood through
adolescence and adulthood (Hartung et al., 2005; Vondracek et
al., 1986, 2014), it
would be important to consider the role of emotions in life-span
career trajectories.
123
This would not only sustain a focus on emotions in childhood
career development,
but also enable a deeper understanding of how career behavior
and functioning from
childhood through adulthood can be influenced by childhood
emotional self-
regulation, emotionally enabling conversations and sense of
meaning assigned to
lived experiences. Longitudinal studies would also be important
to clarify possible
paths articulating positive/negative emotions,
approach/avoidance behaviors, and
adaptive/mal-adaptive career functioning. Of particular interest
here would be to

examine the interplay among emotions, sense of meaning, goals
and concerns (Ford,
1992) in paths that deviate from individuals’ intuitive
tendencies to approach
activities tied to positive emotions and to avoid those related to
negative emotions
(Fivush et al., 2003).
This article also suggests that both positive and negative
emotions are important
for children’s career development. Future studies could deepen
the relations
between children’s emotion and career development learning.
For example, future
studies could focus on the flow between positive and negative
emotions (e.g., Kort
et al., 2001) in the dynamics of children’s career development
learning. Further
research could also identify protective/risk factors and specific
moments in the
lifespan in which children move from external to internal
emotional regulation and
from external to internal dialogical experiences (Santrok, 2010).
Such research
would sustain the identification of facilitative factors and

important moments for the
development of emotional self-regulation and needs for
assigning meaning to
emotional experiences. This research would also enable the
evidence-based design
of early emotionally sensitive and supportive career practices
aimed at promoting
children’s career learning and development from positive and
negative emotional
experiences (Baskin & Slaten, 2014; Law, 1996; Levykh, 2008).
In addition, such
career practices should oversee the collaboration of career
practitioners, parents,
school professionals and community policy makers to create
emotionally acceptable
and dialogical learning environments. On the one hand, parents
could be
empowered to use authoritive attitudes and behaviors to more
wholly accept and
discuss the work-oriented emotions of their children (Grolnick
& Farkas, 2002). On
the other hand, career practitioners could discuss with school
professionals and
community policy makers how to implement and evaluate the

efficiency of
dialogical curriculum applications embracing the emotional
lives of students
(Lengelle & Meijers, 2014; Meijers, 2003; Meijers & Lengelle,
2012), gradually
extending these practices if they are empirically demonstrated
to be efficacious.
These collaborative strategies would enable career practitioners
to promote
childhood career development by acknowledging the role of
emotions in educa-
tional environments and by adapting practices to parallel
advances in the childhood
career development literature. These collaborative strategies
could also constitute a
promising avenue for research-practice initiatives needed to
sustain the required
systematic and multidisciplinary construction of knowledge of
childhood career
development (Schultheiss et al., 2005).
This article pinpoints the importance of addressing emotions in
childhood career
development. As childhood is a central period for career and
social-emotional

development (Hartung et al., 2005; Santrok, 2010; Watson &
McMahon, 2005) and
twenty-first century work environments require increasingly
socially and
123
emotionally attuned workers, the time is ripe to recognize the
potential of emotions
in our growing field of childhood career development.
Acknowledgments The Portuguese Foundation for Science and
Technology supported POPH/FSE and
European Union funded this work through a Doctoral Grant
(SFRH/BD/84162/2012).
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c.10775_2015_Article_9303.pdfEmotional aspects of childhood
career development: importance and future

agendaAbstractRésuméResumenZusammenfassungEmotional
aspects of childhood career development dimensions and
antecedents of later careersChildhood emotion, behavior,
functioning, and
learningConclusionsAcknowledgmentsReferences
Although having a sense of purpose and meaning in
life has been found to play an important role in over-
all life and career satisfaction, this is not an area that
is typically cultivated during career exploration activ-
ities. This article provides a model for aiding students
in developing a sense of purpose in their career search
through strengths-based practices. The authors present
five key elements that reinforce the development of pur-
pose, including identity, self-efficacy, metacognition,
culture, and service. Each of these areas is used as a
focal point to help identify ways for students to recog-
nize and rely on their strengths in the development of
meaningful careers. Each element is defined, relevant
research is provided, and strategies for promoting each
element are discussed. Additionally, the relationship
between purpose-centered career development and the
career standards of the ASCA National Model® is
presented.
I
n some ways, “work” was an easier problem to
solve in past centuries than in the present. For
much of our history as a species, the tasks that
once constituted the constant, daily activities of sur-
vival were our work. Assuring safety, food, water, and
shelter for the members of our groups and societies

took dedicated and tangible effort. As people spe-
cialized into niches, their work often became both
further removed from survival and more closely
linked to their identities. However, finding one’s
career identity amid this complexity is difficult.
Nevertheless, an exciting perspective is emerging
that holds substantial promise for helping students
link their academic and personal strengths in identi-
fying satisfying career options. This perspective
focuses on the role of purpose.
Purpose refers to people’s identification of highly
valued, overarching goals, the attainment of which is
anticipated to move people closer to achieving their
true potential and bring them deep fulfillment
(Steger, in press). Extensive research has demon-
strated that people with a strong sense of meaning
and purpose in life experience greater happiness and
fewer psychological problems (Ryff & Singer, 1998;
Steger, Frazier, Oishi, & Kaler, 2006). People who
feel their lives are full of meaning report less worka-
holism and better work adjustment (Bonebright,
Clay, & Ankenmann, 2000), and college students
high in meaning in life express greater certainty
regarding their future occupation (Tryon & Rad-
zin, 1972).
More recently, scholars and practitioners have
endeavored to find a place for purpose in work.
Purpose is thought to be central to people’s satisfac-
tion in their work lives and career, particularly
among those who view their careers as something
more than simply a way to make money. People who
approach their work as a source of meaning are
expected to be more deeply engaged with their jobs,

work more effectively in teams, commit more
strongly to their employment, and derive greater sat-
isfaction from their toil (Steger & Dik, in press).
Aiding students in fostering a sense of purpose in
their career development may lead to deeper levels
of commitment and persistence. However, the role
of purpose among adolescents has been neglected.
This is particularly true with regard to their career
development. We argue that purpose can be a cen-
tral strength in sowing the seeds for the develop-
ment of satisfying, sustaining careers, particularly
among high school students.
Erikson’s (1968) prominent model of develop-
ment proposed that in adolescence, individuals are
trying to establish their identities and self-concepts.
Identity is thought to be a critical component of
personal meaning systems, along with the develop-
ment of significant goals and purposes (Dittman-
Kohli & Westerhof, 2000). It is during this stage
that people begin to dedicate themselves to abstract
beliefs and purposes (Damon, Menon, & Bronk,
2003). Damon et al. concluded from their review of
the literature that meaning and purpose are central
to adolescents’ lives. Thus, there should be a rich,
reciprocal relationship between the development of
identity and the development of purpose through-
out adolescence. Ideally this process is nurtured and
adolescents emerge from this stage with a strong
1 2 : 2 D E C E M B E R 2 0 0 8 | A S C A 133
Natalie R. Kosine,
Ph.D., Michael F.
Steger, Ph.D., and

Sandra Duncan, Ph.D.,
are assistant professors
with the Department of
Educational and
Counseling Psychology,
University of Louisville,
KY. E-mail:
[email protected]
Purpose-Centered Career
Development: A Strengths-Based
Approach to Finding Meaning
and Purpose in Careers
sense of identity and a sense of purpose toward their
future.
Extending the role of purpose to career counsel-
ing and guidance is a logical step for school coun-
selors who adopt a strengths-based approach; help-
ing students find purpose requires examining stu-
dents’ strengths and resources in their cultural con-
texts. According to Galassi and Akos (2007), school
counselors who employ a strengths-based philoso-
phy in their work are proactive, promote student
development, and aid students in enhancing their
personal assets. A purpose-centered approach to car-
eer development overlaps with strengths-based coun-
seling in that both perspectives help students to
explore and understand their strengths; this includes
promoting student identity, an understanding of self,

and the role that culture and service play in K–12
career development. Damon and colleagues (2003)
defined purpose as “a stable and generalized inten-
tion to accomplish something that is at once mean-
ingful to the self and of consequence to the world
beyond the self” (p. 121). By focusing on purpose in
career development, counselors aid students in
defining work that both is personally meaningful
and serves a broader objective or the “world beyond
self,” which includes their local community or the
global community. Our purpose-centered approach
to career development focuses on five key elements
that reinforce the development of purpose: identity,
self-efficacy, metacognition, culture, and service.
ELEMENTS OF THE PURPOSE-CENTERED
APPROACH
The central task of adolescence is identity develop-
ment, and the formation of one’s occupational iden-
tity is a fundamental challenge of Erikson’s (1963)
Identity vs. Role Confusion stage of development.
Furthermore, identity development and career deci-
sion-making have been closely linked, in that indi-
viduals who possess well-developed career interests
and/or determination display a stronger sense of
identity (e.g., Blustein, Devenis, & Kidney, 1989;
Wehying, Bartlett, & Howard, 1984; Valliant &
Valliant, 1981). Conversely, individuals who strug-
gle with their identity development tend to struggle
with career identity and decision-making (e.g.,
Cohen, Chartrand, & Jowdy, 1995). A purpose-cen-
tered approach to career development facilitates stu-
dents’ active engagement in identity formation by
providing them with opportunities for exploration.
This need for exploration was emphasized by

Blustein and Noumair (1996), who explained that
one’s vocational identity is formed through experi-
ences and the social, cultural, political, and historical
forces within one’s environment. It is recommend-
ed, therefore, that students engage in structured
group discussions designed to evaluate career con-
cepts and explore meaningful topics that take into
account personal and social issues. Moreover,
engagement in meaningful dialogue with peers and
adults helps students gain insight about the types of
careers that both support their identity and provide
them with a sense of purpose within the context of
their environment.
Self-efficacy, or the belief in one’s abilities, is an
important construct in career exploration and career
decision-making. Several studies have looked at the
role of self-efficacy on career choice and career
development (Betz & Hackett, 1981; Taylor &
Betz, 1983). Research has demonstrated that indi-
viduals’ sense of self-efficacy influences their career
choice, their performance, and their persistence
(Betz, 2004). Furthermore, research has demon-
strated positive outcomes related to self-efficacy and
vocational behavior (Lucas, 1997). Betz has con-
tended that “the effects of self-efficacy on persist-
ence are essential for long-term pursuit of one’s
goals in the face of obstacles” (p. 342). Self-efficacy
can be developed by providing students with oppor-
tunities to identify their academic and work-related
strengths through engaging in career exploration,
exploring their strengths and limitations in areas that
are necessary for career success (e.g., organization,
time management), identifying opportunities to
match the areas in which they feel efficacious with

the careers that can bring them purpose in their
work, and engaging in career-based experiences.
Metacognition, or self-awareness of one’s own
thinking processes, is an essential skill in the devel-
opment of vocational decision-making. Metacogni-
tion consists of knowledge of cognition and regula-
tion of cognition. Knowledge of cognition consists
of knowledge of one’s abilities, knowledge of strate-
gy implementation, and determination of when/
why strategy use is appropriate, whereas regulation
consists of “taking action, implementing strategies,
and acting on feedback from the knowledge one
has” (Batha & Carroll, 2007, p. 65). These meta-
cognitive concepts relate to career development be-
cause they require self-appraisal of one’s abilities, the
ability to appraise tasks, and the ability to strategize
ways to work through a task (Jacobs & Paris, 1987).
The importance of metacognition to career devel-
opment is emphasized by the research of Symes and
Stewart (1999), who found a significant relationship
between metacognition and vocational decidedness;
those who displayed higher levels of metacognitive
activity also demonstrated higher levels of vocation-
al decidedness in comparison to those with lower
levels of metacognition. In addition, research has
demonstrated a relationship between metacognitive
awareness and decision-making and the role that
metacognitive instruction plays in improving deci-
134 A S C A | P R O F E S S I O N A L S C H O O L CO U N
S E L I N G
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sion-making (Batha & Carroll, 2007). A purpose-
centered approach to career development recognizes
the importance of metacognitions and the role they
play in regulating students’ career decision-making
strategies and pursuit of a purposeful career. We rec-
ommend that counselors and/or teachers imple-
ment strategies that encourage students to think
about their cognitive processes by reflecting on their
strengths and weaknesses and developing effective
strategies for career decision-making and pursuing
specific careers.
Culture plays a multifaceted role in career devel-
opment that is unique to each individual. Culture in
this context refers to gender, ethnicity, sexual orien-
tation, geographic location, socioeconomic status,

disability, belief systems, values, and so forth.
Students need to comprehend the role that their cul-
ture plays on their career choices and how their
career choices, consequently, impact their culture—
whether it be financial, geographic, lifestyle, status,
or other. Young, Marshall, and Valach (2007) have
called for establishing a link between career and cul-
ture. They explained that engagement in culture
happens through actions, projects, and career and
that these areas serve to construct one’s culture. A
purpose-centered approach to career development
recognizes the bidirectional influence of culture and
career and aids students in recognizing the role that
their culture plays in their career choices, and respec-
tively, how their future career will impact their cul-
ture. We believe that culture helps shape which
careers seem likely to provide students with a sense
of purpose. The objective is to provide students with
opportunities to engage in the exploration of cultur-
al constructs in a career framework. In small group
settings, for example, students explore how their
career choices will impact their cultural values and
vice versa.
The final area that this approach promotes is that
of service for the greater good and recognizing how
one’s career contributes to family and society. This
concept is drawn directly from theories of purpose
(e.g., Damon et al., 2003) and theories of calling
(e.g., Dik & Duffy, in press), as well as the recogni-
tion that one’s work plays a role beyond earning a
paycheck by serving the needs of others (Neal,
2000). A purpose-centered approach to career
development emphasizes the importance of helping
students recognize the significance of giving back
and explore the ways that their chosen career fulfills

this role. Conversely, students should recognize
ways in which their career of interest may hinder
their ability to assist the greater good. This can be
accomplished through career exploration, job shad-
owing, and student-conducted interviews. Further-
more, it is imperative that students engage in discus-
sions with peers and adults in helping to reason out
how their chosen career does or does not contribute
to the greater good.
RELATIONSHIP TO ASCA NATIONAL
MODEL
The ASCA National Model® (American School
Counselor Association, 2005) promotes that stu-
dents (a) acquire the skills to investigate career in
relation to knowledge of self, (b) employ strategies
to achieve career goals, and (c) understand the rela-
tionship between personal qualities, education,
training, and work. A purpose-centered career devel-
opment approach addresses each of these areas. The
first standard is addressed by aiding students in the
formation of their identity and helping them to
understand the link between development of self
and career, which requires self-exploration, under-
standing of one’s skills and abilities, and a sense of
self-efficacy of one’s capabilities. The second stan-
dard is addressed in that the strategies utilized in this
approach are inclusive, exploratory, and experiential.
This incorporates reflecting on the role that aca-
demic achievement and postsecondary education or
training plays in reaching one’s career goals. The
third standard is addressed through culture and pur-
pose in which students examine the bidirectional
influence of culture and career and are directed to

investigate the extent to which their career of choice
contributes to family, society, and the greater good.
CONCLUSION
The purpose-centered approach to career develop-
ment promotes identity development, self-efficacy,
and metacognitive awareness as a means for devel-
oping a deeper self-awareness and emphasizing
intrapersonal strengths. This is achieved by identify-
ing and promoting personal strengths within each of
these realms and promoting context-based develop-
ment by recognizing the influences of one’s culture
on career development. Additionally, service is
emphasized as a means for helping students to make
a connection between their personal career goals and
the impact of their goals on others by considering
the ways they are able to serve the local and global
community through their work. Furthermore,
exploration and dialogue are key components in dis-
covering one’s self and we cannot expect students to
engage in such activities without structure and guid-
ance. The relevance of this approach is based on the
idea that career is more than fitting one’s personali-
ty with environment and job tasks—we must explore
who we are and what our purpose is, determine
what we find meaningful, and understand our
strengths and skills in order to truly develop a satis-
fying career. ❚
1 2 : 2 D E C E M B E R 2 0 0 8 | A S C A 135
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iinn iiddeennttiittyy
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References
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Betz, N. E. (2004). Contributions of self-efficacy theory to
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Betz, N. E., & Hackett, G. (1981). The relationship of career-
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Counseling Psychology, 28, 399–410.
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Damon, W., Menon, J., & Bronk, K. C. (2003). The
development of
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Lucas, M. (1997). Identity development, career development,
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136 A S C A | P R O F E S S I O N A L S C H O O L CO U N
S E L I N G
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eexxppeecctt ssttuuddeennttss ttoo
eennggaaggee iinn ssuucchh
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Reproduced with permission of the copyright owner. Further
reproduction prohibited without permission.
Putting It All Together: Summarizing Theories of Career
Development
The purpose of this chart is to synthesize information
concerning the various career theories discussed throughout the
course, as well as to serve as a tool for NCE preparation.

Complete the chart with the appropriate information, using your
textbook as a reference.
Theory
Key Concepts
Goals of Career Counseling
Super’s Life-Space, Life-Span Theory
Holland’s Theory of Types
Gottfredson’s Theory of Circumscription and Compromise
Krumboltz’s Learning Theory of Career Counseling
Lent, Brown, and Hackett’s Social Cognitive Career Theory
Cognitive Information Processing
Brown’s Values-Based, Holistic Model of Career and Life-Role
Choices and Satisfaction
Hansen’s Integrative Life Planning
Post-Modern Approaches

Reflection Questions:
1. In 2–3 paragraphs, compare and contrast one traditional
theory of career counseling and development with one recent
theory of career counseling and development. What are the
major differences in how each theory describes the career
decision-making process and goals for career counseling?
2. In 2–3 paragraphs, discuss any insights you have gained
about the use of traditional and recent career theories with
diverse and/or marginalized populations in your area of
specialization. How do cultural issues affect career counseling?
What have you learned about specific populations (e.g., persons
with disabilities, gender minorities, etc.) that you did not know
previously? How might you use this information in the future?
Due Dec 18 by 10:59pm Points 50 Submitting a text entry
box or a file upload
Attempts 0 Allowed Attempts 2
Start Assignment
10607)
Career development plays a significant role in the counseling
practice, regardless of the setting. Accordingly,
most counselor licensure and school counselor certification
exams include questions concerning career
development theory and practice. In this assignment, you will
summarize the primary aspects of the traditional

and recent career counseling theories discussed over the past
two weeks. Keep these notes to help you
prepare for your credentialing exam(s) post-graduation.
To Prepare for the Activity
Review the Learning Resources concerning traditional and
recent theories of career development
presented over the past two weeks.
Access the “Putting It All Together: Summarizing Theories of
Career Development” template located in the
Week 3 Learning Resources.
PUTTING IT ALL TOGETHER: SUMMARIZING
THEORIES OF CAREER DEVELOPMENT
RESOURCES
Be sure to review the Learning Resources before completing
this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
10611)
BY DAY 7
10607
10611
COUN_6753_Week3_Assignment_Rubric

Complete the “Putting It All Together: Summarizing Theories of
Career Development” chart located in the
Week 3 Learning Resources.
Complete the reflections questions at the bottom of the chart.
Compare and contrast traditional and recent
theories of career development and discuss new insights you
gained regarding the applicability of these
theories to marginalized populations since the Week 1
Discussion.
Before submitting your final assignment, you can check your
draft for authenticity. To check your draft,
access the Turnitin Drafts from the Start Here area.
1. To submit your completed assignment, save your Assignment
as COUN6753+WK3Assgn+last
name+first initial.
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for
review.
SUBMISSION INFORMATION
25 pts
12.5 pts
Adherence to
Assignment
Expectations:•
Complete the

“Putting It All
Together:
Summarizing
Theories of
Career
Development”
chart, located
in the Week 3
Learning
Resources.•
Complete the
reflections
questions at
the bottom of
the chart,
comparing
and
contrasting
traditional and
recent
theories of
career
development
and
discussing
new insights
you have
gained
regarding the
applicability of
these theories
to
marginalized
populations
since the
Week 1

Discussion.
25 to >22.4 pts
A
Thoroughly addresses all
required components of
the assignment with a
well-developed,
cohesive, and insightful
narrative that exceeds
expectations.
22.4 to >19.9 pts
B
Thoroughly addresses
all required
components of the
assignment with a well-
developed narrative.
19.9 to >17.4 pts
C
Addresses some of
the required
components.
17.4 to >0 pts
F
Addresses few
to no required
components.

Assimilation &
Synthesis of
Ideas:Course
content is
synthesized
and
12.5 to >11.24 pts
A
Critically evaluates
course content and
main points.
Supports the
11.24 to >9.99 pts
B
Synthesizes the
course content to
illustrate main points
and supports the
9.99 to >8.74 pts
C
Identifies key points
from the course
content and supports
the key points with
8.74 to >0 pts
F
Key points are
missing and minimal

to no information
from the learning
Total Points: 50
12.5 pts
supported
with
information
from the
learning
resources and
examples.
evaluation with
information from the
learning resources
and
personal/professional
experiences.
synthesis with
information from the
learning resources
and
experiences.
minimal information
from the learning
resources or

experiences.
resources or
experiences is used.
Expression
and
Formatting:
The extent to
which the
submission
demonstrated
writing quality.
12.5 to >11.24 pts
A
Writing is organized,
concise, and scholarly
written with no
grammatical errors.
11.24 to >9.99 pts
B
Writing is organized,
concise, and scholarly
written with minimal to
no grammatical errors.
9.99 to >8.74 pts
C
Writing is unclear or
interrupted by
grammatical errors.

8.74 to >0 pts
F
Writing lacks
clarity,
organization and
has significant
grammatical
errors.

Due Dec 18 by 1059pm Points 50 Submitting a text entry b.docx

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