Career Counseling and Services: A Cognitive Information Processing Approach : Career Counseling and Services: A Cognitive Information Processing Approach
James P. Sampson, Jr., Robert C. Reardon, Gary W. Peterson, and Janet G. Lenz
Florida State University
Copyright 2003 by James P. Sampson, Jr., Robert C. Reardon, Gary W. Peterson, and Janet G. Lenz All Rights Reserved
Chapter Two: Chapter Two Helping Persons Make Occupational, Educational, and Training Choices
Chapter Organization: Chapter Organization Making Occupational, Educational, and Training Choices
Using Theory to Improve Practice
The Pyramid of Information Processing Domains
The CASVE Cycle
Using the CIP Approach With Other Career Theories
Issues of Diversity and the CIP Approach
Potential Misconceptions About the CIP Approach
Making Occupational, Educational, and Training Choices: Making Occupational, Educational, and Training Choices Occupational decisions
Choosing an occupation or group of related occupations
Provides a focal point for decisions about education, training, and employment
Educational and training decisions
Choosing a college major, program of study, or training
Provides an opportunity to gain competencies, knowledge, and credentials
Employment decisions
Examined in chapter 3
Using Theory to Improve Practice: Using Theory to Improve Practice Potential benefits of theory for practitioners
Potential benefits of theory for persons seeking career assistance
Potential Benefits of Theory for Practitioners: Potential Benefits of Theory for Practitioners Better understand their own vocational behavior in order to help others
Better understand the vocational behavior of their clients – helping client understanding
Better understand the content and process of career choice and when to make recommendations to clients
Be more confident that they can understand their client and that they can be helpful
Potential Benefits of Theory for Persons Seeking Assistance: Potential Benefits of Theory for Persons Seeking Assistance By focusing on a limited number of constructs, clients better understand what they need to know and do
Provides a common language for clients and practitioners
Provides constructs to help clients monitor their progress
Translating Concepts for Client Use: Translating Concepts for Client Use Pyramid
What’s involved in career choice
The content of career choice
What you need to know The CASVE Cycle
A guide to good decision making
The process of career choice
What you need to do
Translating Concepts for Client Use: Translating Concepts for Client Use Self-knowledge domain
Knowing about myself
Occupational knowledge domain
Knowing about my options
Decision-making skills domain
Knowing how I make decisions
Executive processing domain
Thinking about my decision making
Translating Concepts for Client Use: Translating Concepts for Client Use Communication (Knowing I Need to make a choice)
Analysis (Understanding myself and my options)
Synthesis (Expanding and narrowing my list of options)
Valuing (Choosing an occupation, program of study, or job)
Execution (Implementing my choice)
Communication (Knowing I made a good choice)
Slide11: Pyramid of Information Processing Domains Knowledge Domains
Slide12: Pyramid of Information Processing Domains Knowledge Domains Decision-Making Skills Domain
Slide13: Pyramid of Information Processing Domains Executive Processing Domain Knowledge Domains Decision-Making Skills Domain
Slide14: Pyramid of Information Processing Domains Knowledge Domains
Slide15: Pyramid of Information Processing Domains Knowledge Domains Self Knowledge
Self-Knowledge: Self-Knowledge What are my values, interests, skills, and employment preferences?
Values – motivators for work
Interests – activities people enjoy
Skills – activities people can perform well
Employment preferences – what people choose to seek or avoid in work (e.g., inside vs. outside)
Self-Knowledge: Self-Knowledge Values, interests, and skills are influenced by
Personal characteristics
Life experience
Values, interests, and skills may be influenced by
Religious or spiritual beliefs
Self-Knowledge: Self-Knowledge Stored in episodic memory
Perceptions rather than facts
Influenced by interpretation of past events
Influenced by present emotions
Slide19: Pyramid of Information Processing Domains Knowledge Domains Self Knowledge Occupational Knowledge
Occupational Knowledge: Occupational Knowledge Also known as “options knowledge”
Knowledge of specific options
Direct experience or observing others
Expands over time
Schema for organizing the world-of-work
Example - the Holland Hexagon
Occupational Knowledge: Occupational Knowledge Stored in semantic memory
Verifiable facts rather than perceptions
Not influenced by interpretation of past events
Not influenced by present emotions
Slide22: Pyramid of Information Processing Domains Knowledge Domains Decision-Making Skills Domain Self Knowledge Occupational Knowledge CASVE Cycle
Decision-Making Skills Domain: Decision-Making Skills Domain Generic information processing skills that individuals use to solve important problems and make decisions
The CASVE cycle is one model
Other models exist
How do I usually make important decisions?
Slide24: Pyramid of Information Processing Domains Executive Processing Domain Knowledge Domains Decision-Making Skills Domain Self Knowledge Occupational Knowledge CASVE Cycle Meta-cognitions
Executive Processing Domain: Executive Processing Domain Metacognitions
Self-talk – a conversation people have with themselves about their performance; self-talk can be positive or negative
Self-awareness – awareness of themselves as they solve problems and make decisions
Monitoring and control – ability to monitor where they are in the problem solving process and control the amount of attention and information needed for problem solving
Executive Processing Domain: Executive Processing Domain Influence of negative self-talk on:
decision-making skills
occupational knowledge
self-knowledge
Persons can reframe negative self-talk into positive self-talk
Pyramid of Information Processing Domains: Pyramid of Information Processing Domains Executive Processing Domain Knowledge Domains Decision-Making Skills Domain Self Knowledge Occupational Knowledge CASVE Cycle Meta-cognitions
Slide28: Pyramid of Information Processing Domains Knowing about myself Knowing about my options Knowing how I make decisions Thinking about my decision making Client Version
Slide29: The CASVE Cycle Understanding - “How to make a career choice”
CASVE Cycle: CASVE Cycle C A E S V
CASVE Cycle: CASVE Cycle Communication Analysis Execution Synthesis Valuing
CASVE Cycle: CASVE Cycle Communication Identifying the problem - the gap Analysis Thinking about alternatives Execution
Taking action to narrow the gap Synthesis
Generating likely alternatives Valuing
Prioritizing alternatives
CASVE Cycle: CASVE Cycle Communication Analysis Execution Synthesis Valuing
Communication: Communication Becoming aware of the gap – the difference between an existing and a desired state of affairs (or where they are and where they want to be)
Discomfort becomes greater than fear of change
Assistance sought when resources are inadequate
Communication: Communication External cues
Positive or negative events
Input from significant others
Internal cues
Negative emotions
Avoidance behavior
Physiological cues
CASVE Cycle: CASVE Cycle Communication Analysis Execution Synthesis Valuing
Analysis: Analysis Clarify self-knowledge
Enhance options knowledge
Understand how important decisions are typically made
Understand how thinking influences choices
A recurring process of learning, reflection, and developing a more complex view of themselves and their options
All people have some information at the start of this process
Analysis: Analysis Clarify self-knowledge
What are their values, interests, skills, and employment preferences?
What have people learned from their past experience, their family, assessments, or information?
Analysis: Analysis Enhance options knowledge
What do individuals know about the options they are considering?
Do individuals have an effective schema for the world-of-work?
Relate self-knowledge with options knowledge to better understand personal characteristics in relation to options being considered
Analysis: Analysis Understanding how important decisions are typically made
Analysis: Analysis Understanding how positive and negative thinking influences career choices
Self-awareness of how thoughts influence feelings and behavior in career problem solving
CASVE Cycle: CASVE Cycle Communication Analysis Execution Synthesis Valuing
Synthesis: Synthesis
Avoid missing alternatives, while not becoming overwhelmed with options
Synthesis: Synthesis Elaboration
Expand possible options
Provided by career assessments and computer-assisted career guidance systems
Crystallization
Narrow potential options by eliminating inappropriate options
3-5 options are best for proceeding on to Valuing
CASVE Cycle: CASVE Cycle Communication Analysis Execution Synthesis Valuing
Valuing: Valuing
A decision made to narrow the gap identified in the Communication phase
Valuing: Valuing Judge the costs and benefits of each option to
Oneself
Significant others (friends and/or family)
Cultural group
Community and/or society at large
Valuing: Valuing Prioritize alternatives
Make tentative primary and secondary choices
CASVE Cycle: CASVE Cycle Communication Analysis Execution Synthesis Valuing
Execution: Execution Establish and commit to a plan of action for implementing a tentative choice
Execution: Execution Selecting a preparation program
Planning a program of study
Exploring financial aid options
Completing education or training
If training or education is not needed, job search begins
Execution: Execution Create a plan for reality testing
Full-time work
Part-time work
Volunteer work experience
Taking courses or training
Seek employment
Identify, apply for, and get a job
CASVE Cycle: CASVE Cycle Communication Analysis Execution Synthesis Valuing
Communication: Communication Review external and internal cues
Has the gap been closed?
Have the negative emotions and physiological states improved?
Am I taking action to achieve my goal?
CASVE Cycle - Client Version: CASVE Cycle - Client Version Knowing I Need to Make a Choice
Knowing I Made a Good Choice Understanding Myself and My Options Implementing My Choice Expanding and Narrowing My List of Options Choosing An Occupation, Program
of Study, or Job
Cyclical Nature of the CASVE Cycle: Cyclical Nature of the CASVE Cycle A single career choice evolves over time and may involve many iterations
Experiencing difficulty at any one stage causes a person to cycle through to a previous stage to correct the problem
The speed at which people progress depends on external events and personal variables
Serendipity and the CIP Approach: Serendipity and the CIP Approach During valuing or execution, chance factors, or serendipity
May help individuals to identify new options
Requires cycling back through analysis and valuing
Use of Other Career Theories: Use of Other Career Theories Use CIP as an organizing theory
Add other theories to meet specific needs
Use of CIP With Other Theories: Use of CIP With Other Theories John Holland
Interests, occupational schema, decision-making barriers, vocational identity
John Krumboltz
Self-observation and world-view generalizations, task approach skills, and career beliefs
Donald Super
Values, work salience, life roles, developmental stages, and various aspects of career maturity
Issues of Diversity and CIP: Issues of Diversity and CIP Self-knowledge
Potential bias in personality and ability measures
Occupational knowledge
Restricted life experiences may limit knowledge
Stereotyping may encourage negative thinking about potential options or success
Issues of Diversity and CIP: Issues of Diversity and CIP Career decision-making skills
Communication – emotions related to bias, racism, and oppression may limit career exploration
Analysis – externalizing a career problem may cause persons to give up career exploration
Synthesis – may be limited to familiar or glamorous occupations
Valuing – need to consider input from significant others and their cultural group
Execution – bias and prejudice may limit reality testing
Issues of Diversity and CIP: Issues of Diversity and CIP Executive processing
Negative self-talk resulting from stereotyping, prejudice, and racism can negatively impact problem solving
Persons need to be aware of the impact of negative thinking and how others have successfully coped with barriers that exist
Cognitive restructuring, advocacy, networking, and support groups may be helpful
Potential Misconceptions About CIP: Potential Misconceptions About CIP CIP is mostly concerned with cognition
Emotions may be just as important as cognitions in decision making
Negative self-talk can lead to depression and anxiety
Emotions are an important source of information about problem solving
Positive emotions should be reinforced
Potential Misconceptions About CIP: Potential Misconceptions About CIP In CIP rationality and logic are valued over intuition
Intuition is a different way of knowing
Intuition includes cognitions outside of our immediate consciousness
Intuitive insights are as important as rational insights
Almost everyone uses both rationality and intuition
Rationality and intuition are complementary
Perceived discrepancies between rationality and intuition signals that more problem solving is needed
Summary: Summary Making Occupational, Educational, and Training Choices
Using Theory to Improve Practice
The Pyramid of Information Processing Domains
The CASVE Cycle
Using the CIP Approach With Other Career Theories
Issues of Diversity and the CIP Approach
Potential Misconceptions About the CIP Approach
Getting the Most Benefit from Reading: Getting the Most Benefit from Reading Describe the benefits of using theory
Write out the terms used in the tables
Draw and label figures
Identify how diversity issues may have influenced you career choice
Consider if you have had any misconceptions about the CIP approach
For Additional Information: For Additional Information
www.career.fsu.edu/techcenter/
Thank You