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From Super to Savickas: A Review of Career Theory & its Application (Dr. JoAn...Kuder, Inc.
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This presentation gives you a glimpse of expanding and extending your understanding of individuals career development based on the theory of Frank Parsons.
This is a lecture slide on "Career Development Theories" of Career Management course. This course was taught by Prof. Dr. Nazrul Islam in Bangladesh University of Professionals in Spring 2020.
This is a paper that I wrote recently for the Career Development Facilitator (CDF) Training that I am taking with the Center on Education and Work at UW-Madison
This presentation was given in Fall 2014 by Emily McClaine as a part of our College Student Development course.
Check out Emily's website here: http://empoweredwithemily.weebly.com/
This presentation gives you a glimpse of expanding and extending your understanding of individuals career development based on the theory of Frank Parsons.
This is a lecture slide on "Career Development Theories" of Career Management course. This course was taught by Prof. Dr. Nazrul Islam in Bangladesh University of Professionals in Spring 2020.
This is a paper that I wrote recently for the Career Development Facilitator (CDF) Training that I am taking with the Center on Education and Work at UW-Madison
This presentation was given in Fall 2014 by Emily McClaine as a part of our College Student Development course.
Check out Emily's website here: http://empoweredwithemily.weebly.com/
Disrupted Futures 2023 | Social and emotional competences of practitionersEduSkills OECD
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Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
Human Behavior and the Social Environment I
Human Behavior and the
Social Environment I
SUSAN TYLER
U N I V E R S I T Y O F A R K A N S A S L I B R A R I E S
F AY E T T E V I L L E , A R
Human Behavior and the Social Environment I by Susan Tyler is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License,
except where otherwise noted.
All content CC BY-NC-SA unless otherwise noted.
Contents
Introduction 1
Attributions 6
Part I. The Person in Environment
Chapter 1: How We Use Our Expectations 25
Part II. The Biopsychosocial Dimension
Chapter 2: Lifespan Theories 79
Part III. The Sociocultural Dimension
Chapter 3: Theoretical Perspectives 105
Chapter 4: The Elements of Culture 120
Part IV. The Social Change Dimension
Chapter 5: Social Categorization & Stereotyping 161
Chapter 6: In-group Favoritism & Prejudice 191
Chapter 7: Reducing Discrimination 210
Chapter 8: Racial & Ethnic Inequality 233
Part V. Pre-Pregnancy & Prenatal Development
Chapter 9: Heredity, Prenatal Development, &
Birth
Heredity 280
Prenatal Development 291
Birth 320
279
Part VI. Development in Infancy & Toddlerhood
Chapter 10: Physical Development in Infancy &
Toddlerhood
347
Chapter 11: Cognitive Development in Infancy &
Toddlerhood
387
Chapter 12: Psychosocial Development in Infancy
& Toddlerhood
Infant Emotions 429
Forming Attachments 433
425
Part VII. Development in Early Childhood
Chapter 13: Physical Development in Early
Childhood
465
Chapter 14: Cognitive Development in Early
Childhood
502
Chapter 15: Psychosocial Development in Early
Childhood
551
Part VIII. Development in Middle Childhood
Chapter 16: Physical Development in Middle
Childhood
603
Chapter 17: Cognitive Development in Middle
Childhood
630
Chapter 18: Psychosocial Development in Middle
Childhood
690
Part IX. Development in Adolescence
Chapter 19: Physical Development in Adolescence 733
Chapter 20: Cognitive Development in
Adolescence
763
Chapter 21: Psychosocial Development in
Adolescence
786
Part X. Development in Early Adulthood
Chapter 22: Physical Development in Early
Adulthood
815
Chapter 23: Cognitive Development in Early
Adulthood
861
Chapter 24: Psychosocial Development in Early
Adulthood
897
Part XI. Development in Middle Adulthood
Chapter 25: Physical Development in Middle
Adulthood
959
Chapter 26: Cognitive Development in Middle
Adulthood
1023
Chapter 27: Psychosocial Development in Middle
Adulthood
1064
Part XII. Development in Late Adulthood
Chapter 28: Physical Development in Late
Adulthood
1135
Chapter 29: Cognitive Development in Late
Adulthood
1197
Chapter 30: Psychosocial Development in Late
Adulthood
1245
Additional Resources 1299
Adopt this book! 1302
Why do people do the things they do?
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This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word (or 2 pages double spaced) minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
Executive Program Practical Connection Assignment Rubrics
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
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1. SUPER’S LIFE-SPAN,
LIFE-SPACE CAREER THEORY
DEVELOPMENT
NAME- SHANICE COOMBS-RICHARDS
COURSE- INTRODUCTION TO CAREER DEVELOPMENT
LECTURER- MS. ONICCA MORRIS
DATE- SEPTEMBER 16, 2019
2.
3. HISTORY
• Dr. Donald E. Super was born on July 10, 1910, in Honolulu, Hawaii. His parents were Paul and Margaret Louise (Stump) from Missouri. Super received
his Doctorate of Science degree from Oxford University.
• At the beginning of this career, Super began working at the YMCA as an employment counselor from 1930’s-1940’s (Savickas, 1994). Super was the
founding director of the Cleveland (Ohio) Guidance Services was also later the director of Clark University’s Student Personnel Bureau.
• Later Super released his first book on vocational counseling, Dynamics of Vocational Adjustment which was published in 1942. In his book, he suggested
that occupational decision is a strategic process instead of a spontaneous occurrence that takes place with someone’s life
• Super is well known for career counselling and life planning. (The University of Virginia 2017).
• He developed on Eli Ginzberg’s work which he thought had weaknesses. (Brown D & Books 2002).
• The American psychologist, Donald Edwin Super developed innovative ideas on life planning within career development.
• In 1980, he introduced the Life Career Rainbow; the theory that describes career development in terms of life stages and life roles (Super, 1980).
• Super died on June 21, 1994 at the age of 83.
4. “Until you know who you are, you won’t
know what you can become ” - Donald
Edwin Super
5. ASSUMPTIONS OF THE THEORY
• People differ in their abilities, personalities, needs, values, interests, traits, and self-concepts.
• People are qualified, by virtue of these characteristics, for a number of occupations.
• Each occupation requires a characteristic pattern of abilities and personality traits.
• Vocational preferences and competencies, the situations in which people live and work, and hence, their self-concepts change
with time and experience.
• The process of change is divided into various stages.
• Career patterns are influenced by external factors.
• Readiness to deal with the demands of an occupation influence the types of jobs we will occupy.
• Development is guided by many factors
• Career development is the implementation of self concepts.
• The greater the implement in self concepts the greater the job satisfaction.
• Work satisfaction is dependent on several variables
• We experiment with occupations to find the one that fits.
• Work provides a place for personality expression. Blustein, D. L. (1997).
6. THREE ASPECTS OF SUPER’S THEORY
1. SELF-CONCEPT
• A picture of who we are and what we are like
• A blend of how we see ourselves and how we would like to be
seen
• How we think others view us both
• People use this understanding of self when they identify career
goals and plans Individuals seek to live out their vocational
self-concept through their choice of work. Super, D. E. (1980)
7. 2. LIFE-SPAN THE LENGTH OF ONE’S
CAREER
Stages:
1. Growth (0-15)
2. Exploration (15-25)
3. Establishment (25-45)
4. Maintenance (45-65)
5. Disengagement (65+)
The Five Developmental Tasks:
• 1. Crystallization
• 2. Specification
• 3. Implementation
• 4. Stabilization
• 5. Consolidation Super, D. E. (1980)
8. 3. LIFE-SPACE - THE BREATH OF ONE’S
CAREER
Career is defined as the combination of life roles that one plays at a given life stage, depicted in Rainbow.
• 1. Son or daughter
• 2. Student
• 3. Worker
• 4. Spouse or partner
• 5. Homemaker
• 6. Parent
• 7. Leisure
• 8. Citizen
Theatres:
o Home
o School
o Workplace
o Community Super, D. E. (1980)
9. INSTRUMENTS USED
• Career Development Inventory (CDI)
• Career Development and Assessment and Counseling (C-DAC)
assessment instrument
• Adult Career Concerns Inventory (ACCI)
• The Salience Inventory
• The Strong Interest Inventory (Super, etal 1992).
10. TECHNIQUES
1. Super’s Thematic Extrapolation Method:
Step 1: Analyze past behavior and development for recurring
themes and underlying trends.
Step 2: Summarize each theme and trend, taking into account
the other themes and trends.
Step 3: Project the modified themes and trends into the future by
extrapolation.
(Super, etal 1992).
11. 2. Super’s Cyclical Model of Career Counseling
• Nondirective problem exploration and self-concept portrayal
• Directive topic setting
• Nondirective reflection and clarification of feeling for self-acceptance and
insight
• Directive exploration for factual data
• Nondirective exploration of attitudes and feelings
• Nondirective consideration of possible actions
(Super, etal 1992).
12. CAREER DEVELOPMENT AND ASSESSMENT
(C-DAC MODEL/CSAVE)
Super and his colleagues translated the three segments of the theory into the
C-DAC Model/ CASVE (kuh-sah-veh)
• Assessments used in the model include
• Career Development Inventory
• Adult Career Concerns Inventory
• Salience Inventory
• Values Scale
• Self-Directed Search
(Super, etal 1992).
14. STATUS OF THE THEORY
o One of the most universally influential, accepted and used theories of career decision making, whose theory of career and life development was one of the
first to describe career decision making as a developmental process that spans one’s entire lifetime.
o It is widely used based on its extensive research and its explanations of life roles over a lifetime. It is said to explain most, if not all influences that affect
career choice and development.
o Used widely in schools and is integrated in the National Career Development Guideline Standards.
Niles and Harris-Bowlsbey, 2005, p.62
15. USE OF THE THEORY
Assist individuals to :
oKnow there interests aptitudes and values
oForm a realistic and clear self-concept
oDevelop time perspective and knowledge that today’s choices affect the
future
oView work as one important role that interacts with all other life roles.
oRecognize and adapt to influences in the environment that affect career
choice and change.
oIdentify the career development stage and set goals for mastery of the tasks
unique to each stage.
16. USE OF THE THEORY CONT’D
• Help counsellors to assist clients to understand their unique
situation and how their individual development can influence
their various life roles, including career.
• Expose students to a wider range of careers because
occupational options narrow over time. Consider lifestyle
implications and consider the vocational and avocational
relevance of subjects studied in school. (Super., Bowlsbey, 1979)
17. STRENGTHS
• Super’s theory is well researched and is supported by most other research into the career
development process.
• Super’s theory defines all life stages and sub-stages clearly and how career development
is formed. Fitzgerald (1996).
• Super’s theory defines most if not all, of the influences that can affect career choice and
development.
• Super’s theory of vocational development remains one of the most influential approaches
to understanding vocational development.
• His developmental approach moved the focus from a one-time adolescent or young adult
career choice to an understanding of the multiple influences from birth through death
that shape a lifetime of career behaviors.
• The theory has clear counseling applications. (Super, Savicks, 1996).
18. WEAKNESSES
• The theory may be gender biased as it was developed when most women stayed
home while men worked.
• In addition, the emphasis on individual choice fails to acknowledge the
important role of the family or group for individuals from more collectivist
cultures or with a more interdependent sense of self, such as Asian Americans
(Super, Savicks, 1996).
• Life-role salience and values must be viewed within specific developmental and
cultural contexts.
• In diverse settings, and with different groups, there are sex differences related
to the relative importance of life roles and values.
• In order to facilitate their clients’ career development, counselors must attend to
life-role salience and values issues in career counseling (Niles and Harris-
Bowlsbey, 2005, p.62).
19. APPLICABILITY IN CAREER DEVELOPMENT
PROGRAMMES/INTERVENTION IN JAMAICAN
SCHOOL SYSTEMS
1. Teaching the concept of Life-Career, including the notions of life-stages, life space, and life-style, helping students and adults to see the interactive nature
of the variety of roles constituting a career, and showing how self-actualization can be achieved in varying combinations of life roles;
o A counseling aid with older adolescents and with adults, to help them to: (a) Analyze their own careers to date; and to (b) Project them into the
future, both as they have been developing and as they might, with planning, develop.
2. Most career education programs have been affected by Super’s ideas. They provide gradual exposure to self-concepts and work concepts in curriculum that
represents Super’s ideas of career development/vocational maturity. (National Career Development Guideline Standards). (Super., Bowlsbey, 1979).
20.
21.
22. REFERENCES
• Brown, D, and Brooks, L (Eds), ‘Career Choice and Development: Applying Contemporary Theories to Practice’, San Francisco:
Jossey-Bass, 2002.
• Mulder, P. (2018). Super’s Life Career Rainbow. Retrieved September 9, 2019 from ToolsHero:
https://www.toolshero.com/psychology/personal- happiness/life-career-rainbow/
• Savickas, M.L. (1994). Donald Edwin Super: The Career of a Planful Explorer. Career Development Quarterly, 43 (1).
• Super, D. E. (1980). A life-span, life-space approach to career development. Journal of vocational behavior, 16(3), 282-298.
• Super, D. E., Osborne, W. L., Walsh, D. J., Brown, S. D., & Niles, S. G. (1992). Developmental career assessment and counseling: The C-DAC model.
Journal of Counseling & Development, 71, 74-80.
• Super, D. E., Savickas, M. L., & Super, C. M. (1996). The life-span, life-space approach to careers. In D. Brown, L. Brooks, & Associates (Eds.), Career
choice and development (3rd ed., pp. 121-178). San Francisco: Jossey-Bass.
• Super. D. E., & Bowlsbey, J. Guided Career Explorations New York: The Psychological Corporation 1979.
• The University of Virginia. (2017). Super, Donald E. (Donald Edwin), 1910-1994. Retrieved from
http://socialarchive.iath.virginia.edu/ark:/99166/w6p00s5s
• Niles, S. G., & Harris-Bowlsbey, J. (2005). Career development interventions in the 21st century (2nd ed.). Upper Saddle River,
NJ: Pearson Education, Inc. (Merrill Prentice-Hall)