Gladfelter~Brown Chapter 3 and Gibson Reflections

Considering Brown Chapter 3

Brown (2016) presents several career development theories in chapter 3 starting with Holland’s Theory of Vocational Choice.  I find it very difficult to subscribe to some of the theory’s assumptions.  For example the assumption that personality is the primary factor in vocational choice and interest inventories are personality inventories.  Further, the theory states that people fall into one of six personality-type categories.   I believe these assumptions and theoretical framework oversimplify complex human experience by confusing one’s interests with one’s personality and reducing people to fit into one of six boxes.  However, the assumption that people tend to develop stereotypical views of occupations that serves a major role in career choice is a much more interesting and plausible premise.  I also found the premise that people should choose an occupation that is congruent with their personality to be plausible as a realistic and conventional would have a very difficult time making a career as an artist.

The Theory of Work Adjustment (TWA) assumes that the person actively interacts with the environment in specifies ways and have both action and reaction to the work the environment (Brown, 2016, p. 55).  The theory also assumes that people function in response to biological needs for survival and psychological needs for social acceptance, self-esteem, etc., when the needs arise, people work, when people work the receive reinforcement and working behavior is strengthened.  Further, workers are selected based on their perceived ability to meet the needs of the workplace (Brown, 2016, p.57).  This theory makes sense because it is operating on establish evolutionary theory and behaviorism.

Finally, Brown’s Values-Based Theory initially tried to account for the complexity of the worker’s every life role; however, it turned out to be too cumbersome.  The revised theory assumes that work values are the most important determinant of career choice for individualists; however people from collectivist backgrounds may differ to family members.  Further, choosing an occupation requires estimates of one’s abilities and values, skills needed for being successful, and job satisfaction and success (Brown, 2016, p. 63-64).  Of the three theories, Brown’s Values-Based Theory is the one that I appreciate the most for its inclusion of multicultural considerations, and therefore, appropriate for individuals with a collectivist perspective.   

     

Considering Gibson

According to Gibson (2005) career family trees and career genograms provide meaningful skills for children to self-assess and examine career themes in their family.  Family career patterns affect children’s career decision making process.  I was not surprised to learn that children tend to identify with the adult workers in their lives, but I was surprised to learn that children particularly identify with their mother’s occupation regardless of the child’s gender.  I was also pleased by the point that career family tree and career genogram are designed to be flexible so they can be used effectively with children non-traditional families so that these children do not feel reluctant to share his or her experiences if they come from a single parent family, a same-sex family or are estranged from their families. 

Gibson (2005) also stresses the importance of parental education on the impact of their career on their child’s career development and how deeply children identify with his or her parent’s career and should be incorporated in career building activities, such as career family trees and career genograms, with their child.  While I agree with this sentiment, I am concerned that many parents might have difficulty fitting the necessary time needed to work on career development with their child.  Another concern that arose as I was reading the Gibson (2005) article involves the time limited nature of working with high schoolers on career development.  This is concerning because many teachers across all grade levels are under time limit pressures in addition to the pressures of preparing students for standardized tests and student performance.  Since school districts cannot abandon standardized tests (unfortunately), I suggest that school districts could incorporate a weekly “flex-period” into the schedule so career counselors can work with students on career development. 

                                                                          References

Brown, D.  (2016).  Career information, career counseling, and career development.  Boston, MA: Pearson

Gibson, D.M.  (2005).  The use of genograms in career counseling with elementary, middle, and high school 

          students.  The Career Development Quarterly, 53, 353-362