connecting a career theory to practice: implications for social justice janet g. lenz, ph.d. debra...
TRANSCRIPT
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Connecting A Career Theory to Practice: Implications for Social Justice
Janet G. Lenz, Ph.D.Debra Osborn, Ph.D.
Robert C. Reardon, Ph.D.
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Evolution of Cognitive Information Processing (CIP) Theory
• Innovation in brief and self-help services in a university setting, also serving community adults
• Establishment of the Center for the Study of Technology in Counseling and Career Development (aka The Tech Center)
• Establishment of a CIP research team
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Evolution of CIP
• Application of CIP theory to career choice• Use of a career course as a laboratory for
research and development• Development of the Career Thoughts
Inventory and Workbook• Integration of CIP and Holland’s RIASEC
theory• Implementation of CIP in large service-delivery
systems
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Pyramid of Information Processing Domains
Knowing about myself
Knowing about my options
Knowing how I make decisions
Thinking about my decision
making
Client Version
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CASVE Cycle - Client Version
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Knowing I Need to Make a ChoiceKnowing I Made a
Good Choice
Understanding Myself and My Options
ImplementingMy Choice
Expanding andNarrowing My List
of Options
Choosing AnOccupation, Program
of Study, or Job
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Readiness for Career Choice Model
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Complexity (high)
Low readiness Moderate readiness High degree of Moderate to low degree support needed of support needed (Individual Case- (Brief Staff-Assisted Managed Services) Services) Capability (low) (high) Moderate readiness High readiness Moderate to low degree No support needed of support needed (Self-Help mode) (Brief Staff-Assisted Services) (low)
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Differentiated Service Delivery Model
Comprehensive Screening
Individual Enters
Self-HelpServices
BriefStaff-Assisted
Services
IndividualCase-Managed
Services
Self or StaffReferral
Brief Screening
Complete differentiated model of delivering career resources and services
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CIP in Practice
• Readiness assessment: Targeted services
• Clients learn how to solve career problems and make decisions
• CIP approach/concepts can be easily explained to clients
• Allows for a holistic approach to the career decision-making process
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CIP in Instruction• Theory-based undergraduate 3-
credit career development class
• CIP integrated into text, class lectures, small group activities
• CTI used as pre-posttest
• Study by Reed, Reardon, Lenz, & Leierer (2001) showed a significant decrease in students’ negative career thoughts
• Study by Osborn, Howard, & Leierer (2007); results demonstrated the impact of a one-credit 6 week career course on the dysfunctional career thoughts of diverse college freshmen
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CIP in Program Development
• International applications• CIP as a “social justice”
approach to career services• Policy development & CIP• Diverse populations,
translation of materials globally• Visitors from 42 nations to FSU
Career Center/Tech Center
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CIP Applications in National, State, & Regional Systems for Career Services
• Examples– Connexions Services in England
– Careers Scotland Centres
– Careers Service in Northern Ireland
– JobLink Centers in North Carolina
– Workforce Centers in Oklahoma
– Private Secondary School, Tasmania
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CIP/CTI Research: Analyzing the Bibliography
– About 95 refereed journal articles, chapters, and Web publications
– About 37 dissertations worldwide
– About 19 dissertations from FSU
– CIP applications: About 57 references
– CTI research: About 84 references
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CIP Future Directions
• Online delivery of CTI, CTI workbook, and CIP-based interventions
• Further convergence of career & mental health counseling (e.g., Decision Space Worksheet, Beck Depression Inventory)
• Spirituality & vocational choice (Valuing)
• Career thoughts in relation to other constructs in vocational behavior, e.g., mindfulness, self-efficacy, career stress
• Further integration of multicultural factors in vocational choice, e.g., nature of positive family influence on decision making in the Valuing phase of the CASVE Cycle
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For More Information
www.career.fsu.edu/techcenter