CNL 525 Week 3 DQ’s
DQ 1 275 words 1 reference
Super’s theory is very complex. Explain the basics of the theory as if you were educating a 15-year-old seeking career advice. After you have provided a response, reply to another classmate’s response by asking them a challenging question about his or her explanation.
DQ 2 275 words 1 reference
It is not unusual to hear an adult tell a child, “You can grow up to be anything you want to be.” Is it ethical to tell children that they can be anything they want to be? After reading, “Special Issue: Illuminating Occupations at the Heart of Social Problems” and considering the influence of socioeconomic status on career development, is it ethical to tell clients they can be anything they want to be? What are some Ethical and culturally relevant strategies for addressing career development with clients who live in poverty? How could you help advocate for change regarding equal opportunity for those who live in poverty?
CNL 525 Week 3 DQ’s
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DQ 1
Super’s theory is very complex. Explain the basics of the theory as if you were educating a 15-year-old seeking career advice. After you have provided a response, reply to another classmate’s response by asking them a challenging question about his or her explanation.
Super’s theory explains that as people get older, they encounter many situations that change their beliefs about themselves and those of others. The beliefs that people have about themselves are referred to as their self-concept. When selecting a specific career path, it is important to know that experiences result in career development and the career development process continues throughout an individual’s life. Career preferences change with experience and time (Alfred et al., 2021).
Super’s theory explains the career development process in five stages. The first stage is the growth stage which occurs between birth to age fifteen. Small children between ages 4 and 10 have career fantasies and most of them may be unrealistic. After age ten, children are able to identify what they like and use this as basis for selecting their career. At age 13, children are more realistic in their career selection since they have developed self-concept. The second stage is the exploration stage which occurs from ages 15 to early 20’s. At this stage, people explore their career options and choose what they prefer. The third stage is the maintenance stage which occurs between ages 25 to 45 and the main focus of this stage is to develop more skills, perform well, and acquire a senior position in the workplace. The fourth stage is the maintenance stage which occurs between ages 45 and 65. People at this stage focus on preserving what they have gained over the years. The final stage is the disengagement stage which occurs from age 65 to retirement. At this stage, people stop working and focus on finding other things to do with their time (Alfred et al., 2021).
References
Alfred, A., John, N., & Joseph, A. (2021). Career decision making among young adults in Ghanaian secondary schools using supers career choice theory as a lens. International Journal of Psychology and Counselling, 13(3), 41-51. https://doi.org/10.5897/ijpc2021.0651
DQ 2
It is not unusual to hear an adult tell a child, “You can grow up to be anything you want to be.” Is it ethical to tell children that they can be anything they want to be? After reading, “Special Issue: Illuminating Occupations at the Heart of Social Problems” and considering the influence of socioeconomic status on career development, is it ethical to tell clients they can be anything they want to be? What are some Ethical and culturally relevant strategies for addressing career development with clients who live in poverty? How could you help advocate for change regarding equal opportunity for those who live in poverty?
In my opinion, it is unethical to tell children that they can be whatever they want especially if they grow up facing social problems such as poverty that limit access to quality education and career opportunities. Even those who receive social assistance have limited options in comparison to their peers who grew up in rich homes. I feel that it is also important to consider the impact of poverty on how children perceive their own abilities. Children raised in poor homes may have little hope for themselves because they grew up in environments with little hope.
When addressing career development among clients living in poverty, it is important to consider the impact of an individual’s culture and socioeconomic background. Some career choices are more acceptable in some cultures and communities than others. It is also important to be honest about career options based on access to educational resources and the job market. Additionally, it is important to assess how the clients’ personal beliefs impact career choice and work with them to identify a suitable career choice (Keshf & Khanum, 2021).
When advocating for change regarding access to equal opportunity for people living in poverty, it is important to work directly with clients and strive to influence the development of policies that promote equal opportunity. Individual advocacy may entail helping clients access and utilize community resources such as vocational resources, loans, and grants that improve access to higher education. Policy advocacy may entail lobbying for implementation of policies that facilitate equal distribution of educational resources for all students. It is also important to advocate for policies that reduce the cost of higher education to improve their affordability to low-income students (Nakkula et al., 2008).
References
Keshf, Z., & Khanum, S. (2021). Career Guidance and Counseling Needs in a Developing Country’s Context: A Qualitative Study. SAGE Open, 11(3), 215824402110401. https://doi.org/10.1177/21582440211040119
Nakkula, M., Danylchuk, L., Miller, K., & Tamerler, K. (2008). Promoting Career Development with Low-Income Students of Color. https://www.counseling.org/resources/library/vistas/2008-V-Print-complete-PDFs-for-ACA/Nakkula_Article_12.pdf.