Tài liệu giúp các học viên hiểu rõ về chiều dài lịch sử của các lý thuyết hướng nghiệp khởi đầu từ những năm 1900 cho đến hiện nay.
|Early 1900s||Person-environment fit, trait factor||Frank Parsons, Williamson, E. G., John Holland||Vocational guidance is accomplished first by studying the individual, then by surveying occupations, and finally by matching the individual with the occupation.
When using this theory, considerable attention is given to how to classify these characteristics, how to measure them in some objective way, and ﬁnally, how to make a direct relationship between the characteristics of the individual and the characteristics of an occupation or job.
|Late 1950s||Developmental||Eli Ginzberg & Associates, Tiedman, Donald Super, Gottfredson, Roe||Career development is a process that takes place over the life span. Career development activities should be designed to meet the needs of individuals at all stages of life.
Super’s latest contribution to the ﬁeld (Brown, 2002) was his Archway of Career Determinants. In this graphic (see Figure 3.5) he attempted to summarize his life’s work.
|1960s||Client-centred||Carl Rogers||Career development is focused on the nature of the relationship between the helper and client. It encompasses the core conditions of unconditional positive regards, genuineness, congruence and empathy.||Client-centered therapy – Harvard Health|
|Late 1970s||Social learning||John D. Krumboltz||The individual’s unique learning experiences over their lifespan develop primary influences that lead to career choice.||Integrating the Social Learning Theory of Career Decision Making|
|1986||Social Cognitive Theory||Albert Bandura||Watching what others do and the human thought process influences the careers we choose||Bandura’s theory|
|1990s||Transition Theory – 4S Model (Schlossber)||Nancy K. Schlossberg||Transition theorists focus on points in time when change is occurring, rather than on the total life span. As a career services provider, one would examine the factors that determine how an individual will cope with a transition rather than on its outcomes.||Schlossberg’s Transition Theory|
|1990s||Happenstance||John D. Krumboltz||Chance events play a role in every career. The goal for clients is to generate beneficial chance events and have the ability to take advantage of them.||Krumboltz’s theory|
|1990s||Narrative therapy||Michael White and David Epston, Gregory Bateson
|Clients are encouraged to separate themselves from their problems (ie, the problem becomes external). The client makes sense of their experiences by using stories.
Truth is discovered subjectively through dialogue rather than through objective testing. This approach emphasises the individual’s experience and decision making through exploring personal constructs and the client’s narrative about their life.
|Review of Career counseling: A narrative approach|
|1990s||Te Whare Tapa Whā||Mason Durie||Māori health is a balance between four interacting dimensions: te taha wairua (the spiritual side); te taha hinengaro (thoughts and feelings); te taha tinana (the physical side) and te taha whānau (family).||Te Whare Tapa Whā|
|1990s||The Integrative Life Planning Theory of Sunny Hansen||Sunny Hansen||Hansen (1997) deﬁnes integrative life planning (ILP) in a way that is similar to Super’s approach, as a way of seeing self and world that takes into account both personal development and the contexts in which we live; local, national, and global change; work, family, education, and leisure changes; cultural changes and the changing roles of women and men; the relative importance of various life roles (that is, learning, loving, working, relaxing); the need for reﬂection on one’s own developmental priorities for mind, body, and spirit; and the importance of change itself, both personal and social (p. 17).||Integrative Life Planning (ILP): A holistic theory for career counseling with adults.|
|1990s||Cognitive Information Processing Theory||Sampson, Lenz, Reardon, & Peterson||Cognitive information processing (CIP) (Sampson, Lenz, Reardon, & Peterson, 1999) is an approach to career development and services that has generated a great deal of attention. It looks at three factors: (1) self- understanding; (2) occupational knowledge; and (3) how we cognitively process this information.||Applying Cognitive Information Processing Theory to Career Development|
|1990s||Social Cognitive Career Theory||Lent, Brown, & Hackett||The social cognitive career theory (Lent, Brown, & Hackett, 1994) attempts to add a larger context to one’s thinking about career development and career planning by looking at many facets of an individual’s life and how they interact. Not only does it consider individual and environmental factors, it is based on the critical relationship among self-efficacy beliefs, outcome expectations, and personal goals in the career decision-making process.||Social Cognitive Career Theory – Career Development – IResearchNet|
|2007||Strengths-based Approach||Schutt||This approach changes the focus from problem solving and deﬁcits to a focus on strengths and successes. It is a theory that emphasizes the power of the individual in terms of self- knowledge and self-determination (Schutt, 2007).||A Strengths-Based Approach to Career Development|
|2002||Value-Based Career Decision Making||Brown||Brown’s (2002) approach emphasizes the role that values play in career selection. Many people don’t think much about their values, especially their importance in career decision-making. According to Brown, learning about one’s values is critically important to one’s feeling of satisfaction on the job. He believes that values guide decision making, provide standards by which we judge our actions and those of others, serve as the basis for setting goals, allow us to place a worth on an object or a situation, and help us to determine how our needs are met.||Brown’s Values-Based Career Theory – IResearchNet|
|2005||Career Construction Theory||Mark L. Savickas||Career Construction Theory explains the interpretive and interpersonal processes by which individuals organize their behavioral dispositions, impose direction on their vocational behavior, and make meaning of their vocational development.||Career Construction Theory|
|2006||Systems Theory Framework||Wendy Patton and Mary McMahon||Central to the STF is the individual system within which is depicted a range of intrapersonal influences on career development, such as personality, ability, gender, and sexual orientation. Some of these influences have received considerable attention by career theorists and others have not. As individuals do not live in isolation, the individual system is connected with influences that comprise the individual’s social system as well as the broader environmental/societal system.||The Systems Theory Framework Of Career Development And Counseling|
|2011||The Chaos Theory of Careers||Jim Bright||The Chaos Theory of Careers (CTC; Pryor & Bright, 2011) construes both individuals and the contexts in which they develop their careers in terms of complex dynamical systems. Such systems perpetually operate under influences of stability and change both internally and in relation to each other.||Spotlight on the chaos theory of careers|
Nguồn tham khảo
- Timeline of career theories and models – Govt New Zealand
- Facilitating Career Development, Student Manual, Revised 4th Edition, An Instructional Program for Career Services Providers and Other Career Development Providers – NCDA
- Bandura, A. (1986). Social foundations of thought and action: A social-cognitive theory. Upper Saddle River, NJ: Prentice Hall.
- Brown, D. (2002). Career choice and development: Applying contemporary theories to practice (4th ed.). San Francisco: Jossey-Bass.
- Hansen, L. S. (1997). Integrative life planning: Critical tasks for career development and changing life patterns. San Francisco: Jossey-Bass.
- Hansen, S., & Suddarth, B. (2008). What is integrative life planning? Career Developments, 24(4), 6–9.
- Harris-Bowlsbey, J., Riley-Dikel, M., & Sampson, J. (2002). The Internet: A tool for career planning (2nd ed.). Tulsa, OK: National Career Development Association.
- Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources.
- Holland, J. L. (2001). The Self-directed Search. Odessa, FL: Psychological Assessment Resources.
- Krumboltz, J. D. (2009). The happenstance learning theory. Journal of Career Assessment, 17, 137– 53.
- Krumboltz, J. D., & Levin, A. S. (2004). Luck is no accident: Making the most of happenstance in your life and career. Manassas Park, VA: Impact Publishers.
- Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122.
- Maslow, A. (1998). Toward a psychology of being (3rd ed.). Hoboken, NJ: John Wiley and Sons.
- National Occupational Information Coordinating Committee (2004, September 30). National Career Development Guidelines (NCDG) Framework. Retrieved from: http://ncda.org/aws/ NCDA/asset_manager/get_ﬁle/3384?ver=46317