The relationship between one career/college-readiness theory and an evidence-based counseling theory applicable to your intended population school counseling

address the relationship between one career/college-readiness theory and an evidence-based counseling theory applicable to your intended population school counseling

Choose one theory from class we went over- THEORY – Social Cognitive Career Theory

choose one “evidence based counceling theory” – Cognitive behavioral therapy

We are discussing how they work together, compare and contrast, and how we plan to impliment them in our field as a future school counselor

see rubric below

Also below is linked to use SCCT section ONLY !!!

also some text to use

Grafton T. Eliason. (2019). Career Development Across the Lifespan: Counseling for Community, Schools, Higher Education, and Beyond (2nd Edition). Information Age Publishing. OCLC# 1124761542 This is a FREE e-resource accessible through library.

American Psychiatric Association. (2020). Publication manual of the American Psychological Association 2020: the official guide to APA style (7th ed.). American Psychological Association.

Requirements: 10

Career Counseling Paper (GCO 586)

Final paper that covers: (1) the relationship between one career/college-readiness theory and an evidence-based counseling theory, and (2) the role career counseling plays in the mental health/addiction or K-12 populations

Bandura’s Social Cognitive Theory•Developed in 1986•Learning happens in a social context with dynamic and reciprocal interactions of person, environment, and behavior•Goal: to explain how people regulate their behavior through control and reinforcement to achieve goal-directed behavior that can be maintained over time•Emphasis on external and internal social reinforcement

Key Concepts•Self-efficacy: individual’s belief in their own ability to succeed in specific situations•Observational learning: learning through observation and modeling•Reciprocal determinism: reciprocal relationship between personal factors, behavior, and environment•Personal factors: knowledge, expectations, attitudes, etc.•Environmental factors: social norms, influences on others (ability to change own environment), etc.•Behavioral factors: skills, practice, self-efficacy, etc.

Quadrants of Agency•Types of human agency based on interaction of personal and environmental factors•Help understand how individuals exercise their agency in different contexts•Interplay between personal choices and environmental influences

Quadrant 1: IntentionalityIndividuals act purposefully based on personal beliefs, values, and goalsSetting intentions and directing behavior toward specific outcomesProactiveInfluences future actions based on outcomes

Quadrant 2: ForethoughtPlanning/strategizing actionsGoal setting, anticipate potential obstacles, develop strategies to overcome obstaclesConsider consequences of actions before engaging in behaviorLeads to motivation and direction (to act or not to act)

Quadrant 3: Self-ReactivenessIndividuals actively monitor and adjust behavior based on feedback and self-evaluationSelf-regulation and self-controlResponsive to own actions and adjust improve performance

Quadrant 4: Self-ReflectivenessIntrospection – evaluating thoughts, emotions, and behaviors for alignment with purpose/meaning, moral beliefs, and personal identitySelf-assessment, self-awarenessControl vs learned helplessness

SCT in PracticeUse role models, work with the social situation and the individual’s internal self-regulating mechanismsBring unconscious motivations conscious, build ego-strength, resolve emotional conflicts

Social Cognitive Career Theory (SCCT)•Adapted Bandura’s Triadic Reciprocal Model of Causality and considered socioeconomic and sociocultural factors•Integrates cognitive psychology, social psychology, and career development to explain career choice and development•Incorporates Holland’s theory of vocational choice (person-environment) •3 Primary factors of SCCT•Self-efficacy•Outcome expectations•Personal goals

4 Sources of Self-efficacy Performance accomplishmentsVicarious learningVerbal persuasionEmotional and physiological states

Performance and Outcome Expectations•Performance expectations – beliefs about personal ability to perform specific tasks/skills in a particular career•Outcome expectations – Individuals consider anticipated consequences of career choices and actions

Personal Goals•Mastery goals – desire for skill development and personal growth•Performance goals – competence and achievement•Social goals – positive social interactions and contributions

Contextual Influences•Social support•Role Models•Cultural Factors

Self-assessmentExplorationGoal setting and planningCareer choice and adjustment

Influence of Childhood/AdolescenceExposure to varying interests can shape career choiceProtective factors impact motivationAt risk populations may have more limited access to learning opportunities, role models, etc. Consider impact of racism, sexism, lack of support, etc. on career interests/choices

Applying SCCT to 1st Generation StudentsSelf-Efficacy:Lack of exposure to college environments/experiencesOpportunities though mentorship programs, internships, experiential learning opportunitiesEncourage reflection on past achievements and successesOutcome Expectations:Develop realistic, positive outcome expectations by providing information about potential career paths, job prospects, etc.Connect with role modelsHighlight potential benefits e.g., financial stability, personal fulfillment, impactPersonal Goals:Assist with goal clarification by exploring interests, values, strengths, etc.Set short-and long-term career goals with actionable stepsContextual Influences:Recognize unique challengesProvide tailored support and resourcesDevelop supportive community by connecting FG’swith peers and faculty/staff

Applying SCCT to Job Loss, Unemployment, & ReemploymentSelf-Efficacy:Job loss and unemployment can lead to feelings of doubt and lower confidenceIdentify and reflect on past work-related accomplishments and successesDevelop and practice new skills, engage in professional development activities, and look for opportunities for retraining/upskillingOutcome Expectations:Address negative outcome expectations by providing realistic & positive information about reemployment possibilitiesIdentify potential career paths, explore job market trends, etc.Personal Goals:Reassess and refine career goalsSet short-term goals for job search, skill development, and networkingIdentify personal values and interestsContextual Influences:Recognize impact of external factors on job loss, unemployment, and reemployment experiencesProvide support and resources and encourage social support

Integrating WDEP and SMART PlanningWDEP Reality/Choice Theory•Encourages evaluation of personal strengths, capabilities, and resources•Two assumptions: (1) present behavior is not working; (2) individuals will be motivated to change when they believe other behaviors will get them closer to their goals•What do you want? What are you doing to get what you want? Is it working (evaluation)? Reinforce/change the planSMART planning or SMART goals•Specific, measurable, achievable, relevant, and timely goals•Focus on realistic, short-term goals and adjust if needed•Identify whether the goal is academic or career, specify support needed, quantify the performance, specify duration

Integrating WDEP and SMART PlanningSelf-Efficacy:•Combining WDEP &SCCT results in development of self-efficacy through self-awareness and taking ownership of career choices•Encourage evaluation of strengths, capabilities, and resources that align with building self-efficacyOutcome Expectations:•WDEP & SCCT assist with clarifying desired outcomes based on alignment of values with career choices•SMART planning can be used to set specific outcome expectationsPersonal Goals:•SCCT & WDEP encourages alignment of personal goals with values and intrinsic motivations•SMART planning can be used to set specific and achievable personal goals in line with career aspirations

Breakout Group Case Study: Emma

Case Study: Allen•Background/Presenting Problem:•Allen is a 16-year-old high school junior. Both of his parents have college degrees and successful careers. However, Allen feels overwhelmed and uncertain about his career path. He is unsure of his skills and lacks clarity about future goals. •Allen has an average GPA with some interest in math/science but often self-sabotages and underperforms as a result.•Allen was previously bullied in middle school and though this is no longer taking place his self-confidence has suffered. Allen is quiet, and tries to make himself small in order to not be noticed

Considerations and InterventionsOutcome ExpectationsPersonal GoalsContextual Influences

Collepals.com Plagiarism Free Papers

Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.

Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS

Why Hire Collepals.com writers to do your paper?

Quality- We are experienced and have access to ample research materials.

We write plagiarism Free Content

Confidential- We never share or sell your personal information to third parties.

Support-Chat with us today! We are always waiting to answer all your questions.