CIP Book Chapter 2

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