COUN5279 CU Career Development & Counseling Models Discussion CAREER COUNSELING MODELS
For this discussion:
1-explain how career development is an integral part of human development;
2-describe how your knowledge in this area will influence your work with clients or students in your specialization (Marriage & Family Therapy);
3-use your unit readings, and the Career Diamond media piece (transcript attached), and at least one article to support your perspective.
There are 5 Career Counseling Models:
1. Model I : Trait-and-Factor and Person-Environment-Fit (PEF) Converge
2. Model II : Development Model
3.Model III: A Learning Theory of Career Counseling (LTCC)
4.Model IV: Cognitive Information-Processing (CIP) Model
5.Model V: A Multicultural Career Counseling Model for Ethnic Women
DISCUSSION GUIDELINES
Scoring Guide – Attached
Career Diamond Media Piece Transcript- Attached
Minimum of 250 words
Must have at least 1 reference from supporting article (see above – line 3)
My specialization – Marriage and Family Therapy CAREER DIAMOND MEDIA SOURCE (TRANSCRIPT)
The Career Diamond
My name is Patricia Andersen; I have been involved in career counseling for some 35 years. the
career diamond started getting developed in a career seminar I taught, where I was trying to get
interns to come to terms with what is different about career theory and what they really think they
need to be doing with the clients. It is a life-long dream of mine, a mission of mine to try to help
people really understand how career is similar to counseling in general. I was taught that but I
was not really taught how and I am hoping that that is what this is going to be as a contribution.
I am going to talk about the Diamond model, and why it was developed, and how we use it, and
what I think it represents. The overall concept is that career counseling and career development
overtime is a process it starts with exploring where an individual in trying to deal with career
decisions expands the sense of self. And we started this because we saw so many clients who
saw career choices as linear as a very step-by-step decision, and often did not understand when
the counselor would ask a question about tell me about yourself or what things you like or
something that those answers would be very curt and not fully really understanding that we
needed to spend time in self exploration and so forth.
So we wanted a model that would demonstrate the process in an easily understandable way. And
so we thought a model would help grad students, who are in training to be career counselors,
could understand the process and then understand how they use their counseling skills to make
career counseling similar to other forms of counseling.
The diamond starts with A where the client is aware that they need to be beginning some
considerations about career. And after awareness, it is important for us to be able to get across
the clients that the clients will begin to expand a sense of self and a sense of the demand
characteristics or the externals. This is a time when we want to be open to all kinds of possibilities
about ourselves and about potential occupations or potential externals that we are going to be
working with.
At this point in time the matches that we are making between the self and careers are very broad.
We do not need to have very detailed information or a sense that somehow all of every
requirement. It has to be met or something, but it would be a broad kind of match.
We began expanding and seeing many possibilities, as we reach the peak of the diamond, the
clients often feel like they are getting confused like those enough possibilities out there and that
continuing to expand is overwhelming. And so, what I do with clients then is try to show the
similarities between the matches that they have made suggesting their pattern, their career
patterns, and help clients create a vision. What do I need in my occupation? What are some of
the occupations that look like they might fulfill that need?
The vision here is kind of vague, and again, it does not have to be real detailed. But it does need
to contain core themes that the client truly validates. And it does have to have some critical
values and interest in the vague vision. At that point, we are ready to go into the deciding phase.
And here is where we are hitting the nitty-gritty, the compromises that the clients are going to
need to make. It is time for the client to begin to set some priorities, what is most important to
me? What am I like, and what are things that I could let go off, and what are things about myself
that I do not necessarily need to express in a career but I need something else that is really
important.
And here we need to come to terms with more detailed kinds of information about occupations or
about the realities we are going to have to do. This is a narrowing process. This is more typical
decision-making process. And that basic model, this is not a new theory in any sense. It could be
called maybe a meta-theory and that it tries to take into account many of the different career
theories. But the real point is that you will not be able to as a client or as in your counseling
sessions be able to go from awareness to decide without this expanding and narrowing process
that process is what helps people come to full terms with things.
Career Development and Multiple Diamonds
The other advantage of this picture that we have created with the diamond is that it is particularly
helpful in today’s kind of economy where a lot of changes are expected to be made, because as
soon as one diamond closes, the diagram also shows another diamond begins to open up, so
that across the career lifespan, there is going to be multiple diamonds that as a person, say, a
person makes a decision to take a particular type of job that is the new occupation that they have
decided to show. As soon as they start that, the person is going to start expanding again. They
are going to start being aware of themselves in this world, and they are going to start to be aware
of general things and they are going to make some kind of an adjustment. And they are going to
have a new vision or a new picture of themselves within this career. And as they established
themselves and so forth, this is going to get more and more detailed and more and more truly an
integration between themselves and the occupation at that point. But they may decide, well, there
is some of this that I have to be in this occupation and I really do not want and there is more of it
than I am willing to tolerate.
So I may decide to open up another diamond yet to start exploring other possibilities; how can I
take the strengths that I have been able to show on this occupation and apply it to maybe do a
different setting for that occupation or in a different way, or the person maybe downsized, when
this becomes an absolute necessity. The point being is that at each transition, the person will go
through the same process and that will be a multiple diamonds across the lifespan.
Using the Career Diamond with Clients
In terms of even using the diamond with clients, I use it to explain this process sort of in the way I
am doing it with you, and I would like to try to get the client to own the picture, and to get a sense
of the process by saying, here is where I think I am. I think I have a pretty clear idea of some of
these things about myself, but I do not have a clue as to what that means in terms of what kind of
jobs I might want or something, or yeah, I have done all these research, but it all is kind of dull,
and I am not quite sure how to make a decision, which indicates maybe they have not really
looked at themselves very clearly. But to literally making acts on the top of the diamond with the
self and on the bottom of the diamond with the external kind of demands and then only idea that
they still need to participate in a process of expanding and narrowing kind of thing.
Downsizing and the Inverted Diamond
Because career counseling so much integrates the person on what they are going through in
emotionally like in a downsizing or something that with the client, who has been downsized like
that, I would deal with the self and not even attempt a full diamond process until the person kind
of settles into recognizing what has happened to them and dealing with those emotions and stuff.
But I would clearly offer the hope that look, we are going to go on a process here where you are
going to be able to adjust to these kinds of major changes in your life consistently. You will be
able to get control of this because you will understand the process.
And it may be that we need to make some practical kinds of decisions without assuming that we
are going to be able to have time to fully examine where we are and what we want. And that is
where I have the inverted diamond, where the self ends up on the bottom and the demand
characteristics are on the top and the self is kind of getting squished down. They are not able to
participate in a process like what we are talking about. So, I literally show that to a client and say,
we are going to deal with this in practical terms right now; your feeling that you are getting pushed
into something that where you really do not have full control. But in making these practical
decisions, we will be able to flip it back around and the self will be in control again.
So the inverted diamond works well with people who were feeling that kind of crunch that I am
just under the gun, I will not be able to survive unless I get the next job. Okay, we can do that, but
we also want to see it as an opportunity for you coming to terms with how you are going to
manage this over time.
Career Counseling with Adolescents
It is also important to recognize that not all clients are ready to make a full decision, particularly
like adolescents who are doing this for the first time, they may not be ready to really do the work
where they are integrating occupational demands and setting personal priorities. The career self
concept is not fully set and their awareness that the external world is not fully there.
However, they can do the kind of general matching that the self-directive search would suggest
and have a kind of vision and they can be made aware that this is sort of a vague vision that may
not be what you really want, permanently or overtime. So it is okay for you to spend some time
now that you have started the process out there, continuing to explore and continuing to come to
terms with some of this and basically to let the client have time to kind of ripen their concepts and
so forth. And for counselors, not to be pressed that kind of make a decision that is supposed to
be life-long when they are not really ready to do that. So that is what we needed to repeat.
CREDITS
Subject Matter Expert:
Kathryn Watkins van Asselt, PhD, LPC, NCC
Interactive Design:
Zahra Rahman
Instructional Designer:
Sarah Hoegger
Project Management:
Erin Coffey
Interviewee:
Patricia Andersen, Ed.D., Midwestern State University
Li c e ns e d un d er a C r e ati v e C om m on s A tt ri bu t i o n 3. 0 Li c e ns e .
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GRADUATE DISCUSSION PARTICIPATION SCORING GUIDE
Due Date: weekly
Percentage of Course Grade: 20%.
GRADU ATE D IS CU SS ION P ARTIC IP AT ION G RAD IN G RUB RIC
Criteria
Apply relevant course concepts, theories, or materials correctly.
25%
Collaborate with fellow learners, relating the discussion to relevant course concepts.
25%
Apply relevant professional, personal, or other real-world experiences.
25%
Nonperformance
Basic
Proficient
Distinguished
Does not
explain
relevant
course
concepts,
theories, or
materials.
Explains
relevant
course
concepts,
theories, or
materials.
Applies
relevant
course
concepts,
theories, or
materials
correctly.
Analyzes
course
concepts,
theories, or
materials
correctly,
using
examples or
supporting
evidence.
Does not
collaborate
with fellow
learners.
Collaborates
with fellow
learners
without
relating the
discussion to
the relevant
course
concepts.
Collaborates
with fellow
learners,
relating the
discussion
to relevant
course
concepts.
Collaborates
with fellow
learners,
relating the
discussion to
relevant course
concepts and
extending the
dialogue.
Does not
contribute
professional,
personal, or
other realworld
experiences.
Contributes
professional,
personal, or
other realworld
experiences,
but
contributions
lack
relevance.
Applies
relevant
professional,
personal, or
other realworld
experiences.
Applies
relevant
professional,
personal, or
other realworld
experiences to
extend the
dialogue.
GRADU ATE D IS CU SS ION P ARTIC IP AT ION G RAD IN G RUB RIC
Criteria
Support position with applicable knowledge.
25%
Nonperformance
Does not
establish
relevant
position.
Basic
Proficient
Distinguished
Establishes
relevant
position.
Supports
position
with
applicable
knowledge.
Validates
position with
applicable
knowledge.
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