(Happenstance) Learning Theory Model

• Krumboltz 2009
• Factors that influence an individual's behavior
1. Genetics
2. Learning experiences
3. Instrumental learning
4. Associate learning experiences (observed behavior of others)
5. Environmental conditions and events
6. Parents and caretakers
7. Peer groups
8. Structured educational settings
9. Imperfect world (provides opportunities for some and not for others)
• Fundamental Propositions 
1. Goal of career counseling is to help clients learn to take actions to achieve more satisfying career and personal lives - not to make a single career decision
2. Career assessments are used to stimulate learning, not to match personal characteristics with occupational characteristics
3. Clients learn to engage in exploratory actions as a way of generating beneficial unplanned events
4. The success of counseling is assessed by what the client accomplishes in the real world outside the counseling session
• Applying HLT
1. Orient clients expectations, help them understand that anxiety is normal, that the goal of career counseling is to have a satisfying life - but that that is influenced by unplanned events, and also that identifying an occupation becomes a starting point for exploration
2. Identify client's concerns as starting point - meet the client where they are
3. Use client's past experiences with unplanned events
4. Sensitize client to recognize potential opportunities and help them reframe unplanned events as possible opportunities
5. Help client overcome blocks to action
• "What is stopping you from taking action?"
• "What can you do now to take action to reach your goal?"
• Our job is not to resolve anything for the client, but rather to make them feel comfortable with uncertainties
• Being uncertain will lead to new ideas and opportunities

http://wiley-vch.e-bookshelf.de/products/reading-epub/product-id/668821/title/career+planning+for+research+bioscientists.html

Social Cognitive Career Model

• Lent 2013; Lent, Brown, & Hackett 1994
• Pro: Helps to explain vocational behaviors of racial and ethnic groups
• Greater emphasis on contextual factors
• Three intricately linked aspects of career development
• a. Development of interests
• b. Choice of educational and career options
• c. Performance and persistence in educational and vocational realms
• Expanded on Bandura's social cognitive theory and Hackett&Bent's career self-efficacy theory
• "Influence of individual and contextual factors on the socio-cognitive mechanisms of self-efficacy, outcome expectations, and goals and their influence on interests, actions, and performance"
• Self-efficacy beliefs and outcome expectations predict academic and career interests
• Focuses on learning process in realizing career goals
• People may experience more success in certain realms and therefore be more confident in their abilities in that realm, possibly influenced by demographics (sex, race, sexual orientation, etc)
• Counselor's goal is to examine client's past experiences and set realistic goals

http://career.iresearchnet.com/career-development/social-cognitive-career-theory/

Holland's Theory

https://www.careerkey.org/choose-a-career/hollands-theory-of-career-choice.html#.V9nwavorLIU

• Most practical of the theories
• People can be categorized into 6 personality types (RIASEC model)
• Realistic
• Investigative
• Artistic
• Social
• Enterprising
• Conventional
• Environments are said to fit each type 
• Closer one type is to another on the hexagon diagram, the more these types are alike
• When people identify with types that are close together, they are defined as being consistent

https://www.careerkey.org/choose-a-career/hollands-theory-of-career-choice.html#.V9nwavorLIU

• Congruence - how well one's environment fits with their personality type
• Even though an environment may be predominately one type, many different types can be found within every work environment
• Differentiation 
• Highly differentiated - closely resembles one type while being much different from others
• Low - may identify with many different types or no types
• Identity
• Holland developed measure for one's identity
• May be easier to help those with strong identity
• Can be used to answer questions related to the effectiveness of career counseling and job satisfaction
• Personal career theories (PCTs)
• People go to see career counselors when their PCT does not seem to work out
• Given levels based on how realistic/clear PCT is
• Validity, complexity, and comprehensiveness

Super's Life-Span, Life-Space Theory

• Defined in 1990
• Developmental view of career choice
• "Career choice is a process, not an event."
• Elements of a good vocational theory
• Individual differences
• Multipotentiality 
• Occupational ability patterns
• Identification and the roles of models
• Continuity of adjustment
• Life stages
• Career patterns
• Guided development
• Idea that development is the result of interaction
• Dynamics of career life
• Differential psych, developmental psych, occupational sociology, and personality theory
• People cannot make career choices until they define their self-concept. This can change over time (http://www.careers.govt.nz/practitioners/career-practice/career-theory-models/supers-theory/).

14 propositions

• (3) People have different abilities, interests, and values
• (6) Roll of self-concept in making career choices, career patterns and career maturity
• (4) Synthesis and compromise between individual and social factors and work and life satisfactions
• (1) Work and life interactions

Life Career Rainbow Model

• Life stages labeled as growth, exploration, establishment, maintenance, and decline
• Maxi-cycles - cycling through stages
• Mini-cycles - Go through all stages before progressing forward
• Stages are linear, but are not all experienced at the same time for everyone
• Life space - homemaker, worker, citizen, leisurite, student, and child

• Career maturity 
• Readiness to engage in developmental tasks appropriate to age and level person is at
• Not able to be reached, rather it is a goal
• Super suggests term for adults should be "career adaptability"

• Career Development Assessment and Counseling (C-DAC) model
• First phase: assessment of importance of the work role in the relaitonship to other life roles
• Second: identifying career stage and career concerns of client, then finding resources for implementing plan 
• Third: Interests, abilities, and values are assessed by following trait and factor methodology
• Fourth: Assessment of client's self-concept and life themes by using qualitative assessment procedures

(http://www.careers.govt.nz/practitioners/career-practice/career-theory-models/supers-theory/)

Empirical Era

• Second era, mid-1920s through 1940s
• Era where career counseling became recognized as actual science, rather than just "vocational activities and intelligence testing"
• Union of Parson's vocational guidance and intelligence testing created by Binet
• During this time, a large number of personality and aptitude tests were created
• E.K. Strong (1927) - Strong Interest Inventory
• 1930s - Minnesota Ability Tests
• Minnesota Employment Stabilization Research Institute
• Formed in response to great financial depression during the time
• 1933 - Wagner Peyser Act creates United States Employment Service
• Studied careers and people that excelled in certain areas
• Army General Classification Test
• Used for personnel classification
• ~9 million men tested
• Problems created when testing such a large sample allowed for huge growth in the field of career testing
• Gave way to Trait and Factor Theory of the 1940s

• Trait and Factor Theory (https://youtu.be/Hxk6GCKUiZI)
• Describes traits rather than explaining them
• All individuals possess the same traits
• Divides traits into three categories (cardinal, central, & secondary)
• Modern career counselors use this to advise in future directions