Discussion 3

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Now that you have read about career development theories, select a theory and consider how it may need to be expanded or revised to provide more inclusive descriptions of the career development experiences of a diverse spectrum of people. Donald Super’s self-concept, life-span theory has laid the framework for many modern career theories (Arthur et al., 2019). It transformed vocational psychology by highlighting the significance of integrating work into one's life, as opposed to the then-common practice of structuring life around work. It suggests that life development occurs in stages and that career development can also be a lifelong process, paralleling overall development, as detailed by Niles and Harris-Bowlsbey (2022). Interests and preferences for careers are not only likely to change throughout different life stages, influenced by various factors such as situations, experiences, and environmental impacts, but also through the various threads that weave the fabric of culture. Niles and Harris-Bowlsbey (2022) also highlight that vocational maturity is not tied to chronological age, meaning individuals can cycle through these stages during career transitions. As the Bible notes in Philippians 4:11-13, contentment can be found in any state, reflecting Super's idea of adaptability and acceptance of change. His theory provides comfort in understanding that it is normal and acceptable for life experiences to shape who we are and for us to navigate these changes. Super's theory suggests that career choices can be influenced by factors beyond self-concept, including cultural experiences and preferences. Super's theory emphasizes understanding oneself, but cultural influences such as acculturation level, worldview, familial expectations, and life-role participation also play a role in career development. For instance, even if someone sees themselves as a football phenomenon, their physical attributes, such as height and weight, may not align with that self-concept, necessitating a realistic assessment of their abilities. To achieve diversity, Super's theory must consider gender-specific needs, physical characteristics, cultural differences, norms, family expectations, and life-role participation. For the theory to be effective, individuals must engage in thorough and accurate self-evaluation and remain flexible to potential changes during the career planning process. Pasha and Abedi (2020) found that teaching career path skills positively and significantly impacts students' academic self-concept. They note a strong direct correlation between self-awareness and self-efficacy, supporting the self-concept-based theory of career development as one that yields positive outcomes. Additionally, addressing systemic barriers such as discrimination, bias, and unequal opportunities that impact career development for marginalized groups can make Super’s theory more inclusive and relevant. All in all, Super’s self-concept theory of career development allows for adjustments based on an individual’s evolving life circumstances. It provides excellent opportunities for inclusivity by accommodating change over time through development and experiences. This flexibility makes the theory applicable to various situations and diverse populations.

Word Count: 415 References Arthur, N., Neault, R., & McMahon, M. (2019). Career Theories and Models at Work: Ideas for Practice. Toronto, ON: CERIC. King James Bible. (n.d.). Retrieved from kingjamesbiblineonline.org Niles, S., & Harris-Bowlsby, J. (2022). Career Development Interventions (6 ed.). Pearson. Pasha, S., & Abedi, M. (2020). Investigating the Effect of Training Career Path Skills based on Super's Career Development Theory on Academic Self-Concept of Students of Isfahan University Response: One of the career development theories that stood out to me, was the Hope-Action Theory. This theory is all about how people can create and keep their hope, plan goals, strategize hope to achieve those goals, while also believing people have the capability to achieve those goals (Niles & Harris-Bowlsbey, 2022, p. 100). Some of the key factors of this theory includes hope, self-reflection, self-clarify, setting goals, envisioning those goals, adaptation, and implementing a strategy (Niles & Harris- Bowlsbey, 2022, pp. 101-103). The inventory for this theory includes a range of topics that include the key factors mentioned above. This inventory helps clients in career counseling to see their strengths and weaknesses, be used at a baseline before counseling, used to see growth tool after counseling, and even includes practical steps for strengthening hope (Niles & Harris-Bowlsbey, 2022, p. 104). This theory has even been translated into multiple languages and was used during COVID-19 due to a high rise in unemployment (Niles & Harris-Bowlsbey, 2022, p. 105). Even though this theory emphasizes a client’s level of hope and building it, as well as being used in many other languages, there is always room for improvement. For example, one must consider what hope looks like to people of other cultures (Niles & Harris-Bowlsbey, 2022, p. 137). Clients may also hold different views of what goals, goal setting, and motivation looks like depending on their cultural lens (Niles & Harris-Bowlsbey, 2022, p. 137). The text says that this theory requires adaptability and a good amount of self-clarity to adjust to new situations and be more efficient in their decision-making (Niles & Harris-Bowlsbey, 2022, p. 100). There can be a multitude of factors that can be difficult cross-culturally like family impact, the environment the client lives in, the depth of the self-reflection to get to self-clarity, and other socioeconomic factors (Niles & Harris-Bowlsbey, 2022, pp. 101-103; 138-139). The last thing about this theory that may need revising, is more clarity about the client’s view of what a career should look like. In this class we have

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