2 APPLYING THEORY Running head: APPLYING THEORY 1 Applying Theory to Specific Settings and Populations Applying Theory to Specific Settings and Populations Employment is a concern that affects society, communities, families, and individuals. The world of work has changed considerably with each generation: advances in technology, changes in jobs and industries, high unemployment, universal health care, and lower wages, to name a few (Shoffner, 2006). To meet the needs of our clients today, counselors should be knowledgeable in career theories that can be applied to their career choice and development. This paper focuses on two theories: Social Cognitive Career Theory (SCCT), and Theory of Work Adjustment (TWA). This author identifies the strengths and weaknesses to both perspectives, and explains how these theories may be applied to trauma and crisis populations. Work Setting and Client Population For the last ten years I worked in the field of education as an elementary school teacher. I recently made a career change that I felt compelled to follow: to counsel victims of violence and trauma survivors. I am currently not working in the field of mental health; however, I wish to pursue any work setting such as a hospital, shelter, or agency that serves victimized populations. I also aspire to get involved with Red Cross or FEMA relief agencies when services are needed for disaster relief. I want to give back to the community, and make it count. Social Cognitive Career Theory (SCCT) and Theory of Work Adjustment Social Cognitive Career Theory (SCCT) is a learning and cognitive approach to career development and choice (Shoffner, 2006). The key concepts of self-efficacy beliefs, outcome expectations, and career choice barriers and supports, contribute to career interests, goals, and behavior (Morris, Shoffner, & Newsome, 2009). Chronister & McWhirter (2003) assert that SCCT integrates the role of environmental influences on the “development and pursuit of vocational and educational interests, choices, and performance” (p. 419). In short, people’s interests and aspirations are influenced by their belief that they can do things well. The Theory of Work Adjustment (TWA), by Dawis, England, and Lofquist, was developed from the trait and factor approach to career counseling. TWA posits that success on the job results from a good “fit” between individuals and their work environments (Shoffner, 2006). The four main components of TWA are satisfaction, person--environment correspondence, reinforcement value, and ability, addressing both individual characteristics and pertinent environmental factors (Shoffner, 2006). Similarities and Differences Social Cognitive Career Theory and Theory of Work Adjustment both have a solid and extensive research base with continuous empirical findings to support their theoretical approaches to career development. Both theories may be applied to a variety of populations such as “girl.

1. 2
APPLYING THEORY
Running head: APPLYING THEORY
1
Applying Theory to Specific Settings and Populations
Applying Theory to Specific Settings and Populations
Employment is a concern that affects society,
communities, families, and individuals. The world of work has
changed considerably with each generation: advances in
technology, changes in jobs and industries, high unemployment,
universal health care, and lower wages, to name a few
(Shoffner, 2006). To meet the needs of our clients today,
counselors should be knowledgeable in career theories that can
be applied to their career choice and development. This paper
focuses on two theories: Social Cognitive Career Theory
(SCCT), and Theory of Work Adjustment (TWA). This author
identifies the strengths and weaknesses to both perspectives,
and explains how these theories may be applied to trauma and
crisis populations.
Work Setting and Client Population
For the last ten years I worked in the field of education as an
elementary school teacher. I recently made a career change that
I felt compelled to follow: to counsel victims of violence and
trauma survivors. I am currently not working in the field of

2. mental health; however, I wish to pursue any work setting such
as a hospital, shelter, or agency that serves victimized
populations. I also aspire to get involved with Red Cross or
FEMA relief agencies when services are needed for disaster
relief. I want to give back to the community, and make it count.
Social Cognitive Career Theory (SCCT) and Theory of Work
Adjustment
Social Cognitive Career Theory (SCCT) is a learning and
cognitive approach to career development and choice (Shoffner,
2006). The key concepts of self-efficacy beliefs, outcome
expectations, and career choice barriers and supports, contribute
to career interests, goals, and behavior (Morris, Shoffner, &
Newsome, 2009). Chronister & McWhirter (2003) assert that
SCCT integrates the role of environmental influences on the
“development and pursuit of vocational and educational
interests, choices, and performance” (p. 419). In short, people’s
interests and aspirations are influenced by their belief that they
can do things well.
The Theory of Work Adjustment (TWA), by Dawis,
England, and Lofquist, was developed from the trait and factor
approach to career counseling. TWA posits that success on the
job results from a good “fit” between individuals and their work
environments (Shoffner, 2006). The four main components of
TWA are satisfaction, person--environment correspondence,
reinforcement value, and ability, addressing both individual
characteristics and pertinent environmental factors (Shoffner,
2006).
Similarities and Differences
Social Cognitive Career Theory and Theory of Work
Adjustment both have a solid and extensive research base with
continuous empirical findings to support their theoretical
approaches to career development. Both theories may be applied
to a variety of populations such as “girls and women, members
of racial minority groups, and gay and lesbian individuals”
(Shoffner, 2006, p. 58).
Both theories support the influences of person and environment;

3. however SCCT focuses on overcoming perceived barriers and
challenges to career development, that impact one’s negative
view of self; while TWA focuses on a congruent match between
person (trait) and environment (factor) in obtaining job
satisfaction (Shoffner, 2006).
Strengths and Weaknesses
A weakness of TWA is the assumption that career decisions are
based mainly on measured abilities which restricts a range of
factors to be considered in the career development process. In
essence, “TWA is considered too narrow in scope” (Zunker,
2011).
Theories Applied to Trauma and Crisis Populations
Career decision making is a critical element of a successful
return to work for women trauma survivors (Gittens, 2011). To
ease the transition, counselors should assess and explore career
options of interest to their clients. A key factor in a successful
return to work is the fit between women survivors and their
work environments which takes place when “correspondence,
mutual responsiveness and satisfaction exist between the
individual and the work environment” (Gittens, 2011, p. 44).
The closer the match or “fit” between trait and environment, the
better likelihood of job success.
Women, who enter into counseling with negative beliefs and
thoughts about themselves, are underestimating their potential
for happiness, job satisfaction, and financial security. Women
encounter challenges and obstacles throughout their career
development process that influence their self-efficacy beliefs,
and goal setting (Coogan, & Chen, 2007). Barriers such as
discrimination, gender-role socialization, employment
inequities, and family responsibilities will deter women from
pursuing what they aspire to do and be, especially if they have
convinced themselves they are not good at or incapable of doing
something (Coogan, & Chen, 2007).

4. References
Coogan, P. A., & Chen, C. P. (2007). Career development and
counseling for women: Connecting theories to practice.
Counselling Psychology Quarterly, 20(2), 191-204.
Gittens, G. E. (2011). Women trauma survivors' experiences of
returning to work: an exploratory
study. Counseling Psychology Dissertations. Retrieved from
http://iris.lib.neu.edu/cgi/viewcontent.cgi?article=1019&context
...diss
Morris, C., Shoffner, M. F., & Newsome, D. W. (2009). Career
counseling for women preparing
to leave abusive relationships: A social cognitive career theory
approach. The Career
Development Quarterly, 58(1), 44-53.
Shoffner, M. F. (2006). Career counseling: Theoretical
perspectives. In D. Capuzzi & M. D.
Stauffer (Eds.), Career counseling: Foundations, perspectives,
and applications. (pp. 40-
68). Boston: Allyn and Bacon.
Zunker, V. G. (2011). Career counseling: A holistic approach.
Belmont: Thompson Learning,
Inc.
2
ANNOTATED BIBLIOGRAPHY

5. Title of the Paper in Full Goes Here
Student Name Here
Course Name and Number
Instructor’s Name
Date Submitted
Running head: ANNOTATED BIBLIOGRAPHY 1
Introduction: After reviewing the Ashford Writing Center’s
Introduction Guidelines and doing further research on your
topic, develop an introduction paragraph of at least 150 words
that clearly explains the topic, the importance of further
research, and ethical implications.
Thesis Statement: After viewing the Ashford Writing Center’s
Thesis Tutorial, type your thesis statement here. Please note
that the thesis statement will be included as the last sentence in
the introduction paragraph when writing your final paper.
Annotation 1:
Reference: Include a complete reference for the source. Format
your reference according to APA style for a journal article or
other scholarly source as outlined in the Ashford Writing
Center.
Annotation: In your own words, explain how this source
contributes to answering your research question. See Sample
Annotated Bibliography from the Ashford Writing Center for
additional guideance. Your annotation should be one to two
paragraphs long (150 words or more) and fully address purpose,
content, evidence, and relation to other sources you found on
this topic following this order:
1. In the first sentence, explain the purpose (or the main point)

6. of the source. Then, describe the content and elements of the
source.
2. After explaining the overall structure of the source,
summarize the evidence that the author uses to support his or
her claims. Does the author use numbers, statistics, historical
documents, or draw from work created by other intellectuals?
3. Next, explain how the source relates to other sources you
have found on this topic throughout the course. Point out how
it contradicts or supports these sources.
4. Finally, briefly describe how the source answers to your
research question.
Annotation 2:
Reference: Include a complete reference for the source. Format
your reference according to APA style for a journal article or
other scholarly source as outlined in the Ashford Writing
Center.
Annotation: In your own words, explain how this source
contributes to answering your research question. Your
annotation should be one to two paragraphs long (150 words or
more) and fully address purpose, content, evidence, and relation
to other sources you found on this topic following this order:
1. In the first sentence, explain the purpose (or the main point)
of the source. Then, describe the content and elements of the
source.
2. After explaining the overall structure of the source,
summarize the evidence that the author uses to support his or
her claims. Does the author use numbers, statistics, historical
documents, or draw from work created by other intellectuals?
3. Next, explain how the source relates to other sources you
have found on this topic throughout the course. Point out how
it contradicts or supports these sources.
4. Finally, briefly describe how the source answers to your
research question.
Annotation 3:

7. Reference: Include a complete reference for the source. Format
your reference according to APA style for a journal article or
other scholarly source as outlined in the Ashford Writing
Center.
Annotation: In your own words, explain how this source
contributes to answering your research question. Your
annotation should be one to two paragraphs long (150 words or
more) and fully address purpose, content, evidence, and relation
to other sources you found on this topic following this order:
1. In the first sentence, explain the purpose (or the main point)
of the source. Then, describe the content and elements of the
source.
2. After explaining the overall structure of the source,
summarize the evidence that the author uses to support his or
her claims. Does the author use numbers, statistics, historical
documents, or draw from work created by other intellectuals?
3. Next, explain how the source relates to other sources you
have found on this topic throughout the course. Point out how
it contradicts or supports these sources.
4. Finally, briefly describe how the source answers to your
research question.
Annotation 4:
Reference: Include a complete reference for the source. Format
your reference according to APA style for a journal article or
other scholarly source as outlined in the Ashford Writing
Center.
Annotation: In your own words, explain how this source
contributes to answering your research question. Your
annotation should be one to two paragraphs long (150 words or
more) and fully address purpose, content, evidence, and relation
to other sources you found on this topic following this order:
1. In the first sentence, explain the purpose (or the main point)
of the source. Then, describe the content and elements of the
source.
2. After explaining the overall structure of the source,

8. summarize the evidence that the author uses to support his or
her claims. Does the author use numbers, statistics, historical
documents, or draw from work created by other intellectuals?
3. Next, explain how the source relates to other sources you
have found on this topic throughout the course. Point out how
it contradicts or supports these sources.
4. Finally, briefly describe how the source answers to your
research question.
Annotation 5:
Reference: Include a complete reference for the source. Format
your reference according to APA style for a journal article or
other scholarly source as outlined in the Ashford Writing
Center.
Annotation: In your own words, explain how this source
contributes to answering your research question. Your
annotation should be one to two paragraphs long (150 words or
more) and fully address purpose, content, evidence, and relation
to other sources you found on this topic following this order:
1. In the first sentence, explain the purpose (or the main point)
of the source. Then, describe the content and elements of the
source.
2. After explaining the overall structure of the source,
summarize the evidence that the author uses to support his or
her claims. Does the author use numbers, statistics, historical
documents, or draw from work created by other intellectuals?
3. Next, explain how the source relates to other sources you
have found on this topic throughout the course. Point out how
it contradicts or supports these sources.
4. Finally, briefly describe how the source answers to your
research question.
These are the results from the IIP RIASEC Markers. Your
scores for each of the 6 basic interest areas are below.

9. Realistic
13
Investigative
10
Artistic
8
Social
22
Enterprising
16
Conventional
24
Scores range from 0 to 32. This distribution of scores are below.
This graph shows what percent of people received a specific
score, for each of the six scales.
You can see that the people who have taken this test are
somewhat biased towards S, and away from R and C.
Type
Your highest score was for the Conventional occupational
interest.
See the descriptions for all of the types here.
Suitable careers
A persons top three interests areas are sometimes called their
"Holland Code". This would make your code CSE. The United
States Department of Labor Employment and Training
Administration maintains a database of occupations sorted by
Holland Code. The list of occupations for the CSE can be found
at http://www.onetonline.org/explore/interests/Conventional/So
cial/Enterprising/
Conventional
· CONVENTIONAL occupational personality types are oriented
to completing tasks initiated by others. They pay attention to
detail, and prefer to work with data, particularly in the
numerical, statistical, and record-keeping realm. They have a
high sense of responsibility, follow the rules, and want to know

10. precisely what is expected of them.
· Characteristics: Conscientious, efficient, concern for rules and
regulation, orderly
· Problem Solving: Prefers clearly defined, practical problems.
Prefers to solve problems by applying rules.
Social
· The SOCIAL occupational personality type is concerned with
people and their welfare. Social types make friends easily and
tend to have well developed communication skills. They enjoy
working with groups or individuals, using empathy and an
ability to identify and solve problems, and tend to be high
achievers and good leaders.
· Characteristics: Humanistic, verbal, interpersonal, responsible
· Problem Solving: Deals with problems through feelings.
Flexible approach to problems.
Enterprising
· ENTERPRISING occupational personality types are goal-
oriented and want to see results. They work with and through
people, providing leadership and delegating responsibilities for
organizational and/or financial gain. These people tend to
function with a high degree of energy. They prefer business
settings, and often want social events to have a purpose beyond
socializing.
· Characteristics: Persuasive, confident, demonstrate leadership,
interest in power/status
· Problem Solving: Attacks problems with leadership skills.
Decision Maker.
Personal SWOT Analysis Worksheet
© Copyright Mind Tools Ltd, 2006-2017.
Please feel free to copy this sheet for your own use and to share
with friends, co-workers or team members, just as long as you
do not change it in any way.

11. • For instructions on using Personal SWOT Analysis, visit
www.mindtools.com/personalswot.
Strengths
What do you do well?
What unique resources can you draw on?
What do others see as your strengths?
Weaknesses
What could you improve?
Where do you have fewer resources than others?
What are others likely to see as weaknesses?
Opportunities
What opportunities are open to you?
What trends could you take advantage of?
How can you turn your strengths into opportunities?
Threats
What threats could harm you?
What is your competition doing?
What threats do your weaknesses expose you to?
http://www.mindtools.com/
http://www.mindtools.com/personalswot
Happiness Situation 10596: Happiness Situation 10597:
Happiness Situation 10598: Happiness Situation 10599:
Assignment Rubric – Weeks 1, 3–6, and 9–10
Grading Rubric: Application Assignments (Wks 1, 3–6, and 9–
10)
12 possible points per Application Assignment

12. There are four primary quality indicators. All written
assignments will be scored on the first three indicators
(Responsiveness, Content, and Quality). The final indicator
(Research, Scholarship, and Professional Style) applies to the
Final Paper only and is worth double points for each criterion.
Six-Day Clinical Residency Evaluation Scoring Guide Grading
Rubric
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF
INSTRUCTIONS ALLOW)

13. (Did the student respond adequately to the paper or writing
assignment?)
(4 points)
Paper or writing assignment is unresponsiveto the requirements
given in the instructions. The content misses the point of the
assigned or selected topic; and/or relies primarily on anecdotal
evidence (e.g., largely composed of student opinion); and/or
contains little or no evidence that the student has read, viewed,
and considered the Learning Resources in the course and that
the paper topic connects in a meaningful way to the course
content.
Paper or writing assignment is somewhat responsive to the
requirements given in the instructions. Content is somewhat
misses the point of the assigned or selected topic; and/or lacks
in substance, relying more on anecdotal than scholarly evidence
(e.g., largely composed of student opinion); and/or contains
minimal evidence that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meetsthe
requirements given in the instructions. It responds to the
assigned or selected topic; is substantive and evidence based;
demonstrates clearly that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceedsthe
requirements given in the instructions. It responds to assigned
or selected topic; demonstrates insight beyond what is required
in some meaningful way (e.g., ideas contribute a new dimension
to what is known about the topic, unearths something
unanticipated, etc.); is substantive and evidence-based;
demonstrates that the student has read, viewed, and considered
the learning resources in the course and that the paper topic
connects in a meaningful way to the course content.

14. Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
CONTENT KNOWLEDGE
(Does the content in the paper or writing assignment
demonstrate an understanding of the important knowledge the
paper/assignment is intended to demonstrate?)
(4 points)
Paper or writing assignment demonstrates/provides: lack of
understanding and little or no application of the concepts and
issues presented in the course and/or application is inaccurate
and contains many omissions and/or errors; and/or no examples

15. or irrelevant examples; and/or no thought-provoking ideas or
original thinking; and/or no critical thinking; and/or many
critical errors when applying knowledge, skills, or strategies
presented in the course.
Paper or writing assignment demonstrates/provides: minimal
understanding and little application of concepts and issues
presented in the course, and, while generally accurate, displays
some omissions and/or errors; and/or few and/or irrelevant
examples; and/or few if any thought-provoking ideas, little
original thinking; and/or “regurgitated” knowledge rather than
critical thinking; little mastery of skills and/or numerous errors
when using the knowledge, skills or strategies presented in the
course.
Paper or writing assignment demonstrates/provides basic
understanding and application of the concepts and issues
presented in the course demonstrating that the student has
absorbed the general principles and ideas presented; relevant
examples; thought-provoking ideas and interpretations, some
original thinking; and critical thinking; and mastery and
application of knowledge and skills or strategies presented in
the course.
Paper or writing assignment demonstrates/provides: in-depth
understanding and application of concepts and issues presented
in the course (e.g., insightful interpretations or analyses;
accurate and perceptive parallels, ideas, opinions, and
conclusions) showing that the student has absorbed the general
principles and ideas presented and makes inferences about the
concepts/issues or connects to them to other ideas; rich and
relevant examples; thought-provoking ideas and interpretations,
original thinking, new perspectives; original and critical
thinking; and mastery and thoughtful/accurate application of
knowledge and skills or strategies presented in the course.

16. Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
QUALITY OF WRITING
Does the student demonstrate graduate-level writing in papers
and written assignments?

17. (4 points)
Writing is wellbelow graduate-level writing expectations: The
paper: uses unclear and inappropriate language; and/or has
many errors in spelling, grammar, and syntax; and/or lacks
organization in a way that creates confusion for the reader;
and/or contains many direct quotes from original source
materials and/or consistently and poorly paraphrases rather than
using original language; and/or lacks information about a source
when citing or paraphrasing it significant problems adhering to
APA style (application papers).
Writing is somewhat below graduate-level writing expectations:
The paper: uses language that is unclear and/or inappropriate;
and/or has more than occasional errors in spelling, grammar,
and syntax; and/or is poorly organized, is at times unclear and
confusing, and has some problems with logical flow; and/or
reflects an underuse of original language and an overuse of
direct quotes and paraphrases; and/or sometimes lacks
information about a source when citing or paraphrasing it;
problems adhering to APA style (application papers).
Writing is scholarly and meetsgraduate-level writing
expectations. The paper: uses language that is clear; has a few
errors in spelling, grammar, and syntax; is well organized,
logical, and clear; uses original language and uses direct quotes
when necessary and/or appropriate; provides information about
a source when citing or paraphrasing it; adheres to APA style
with few mistakes (application papers).
Writing is scholarly and exceeds graduate-level writing
expectations. The paper: uses language that is clear, concise,
and appropriate; has few if any errors in spelling, grammar, and
syntax; is extremely well organized, logical, clear, and never
confuses the reader; uses a preponderance of original language
and uses direct quotes only when necessary and/or appropriate;
provides information about a source when citing or paraphrasing
it; adheres to APA style with few or no mistakes (application

18. papers).
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