2APPLYING THEORYRunning head APPLYING THEORY .docx
- 1. 2 APPLYING THEORY Running head: APPLYING THEORY 1 Applying Theory to Specific Settings and Populations Applying Theory to Specific Settings and Populations Employment is a concern that affects society, communities, families, and individuals. The world of work has changed considerably with each generation: advances in technology, changes in jobs and industries, high unemployment, universal health care, and lower wages, to name a few (Shoffner, 2006). To meet the needs of our clients today, counselors should be knowledgeable in career theories that can be applied to their career choice and development. This paper focuses on two theories: Social Cognitive Career Theory (SCCT), and Theory of Work Adjustment (TWA). This author identifies the strengths and weaknesses to both perspectives, and explains how these theories may be applied to trauma and crisis populations. Work Setting and Client Population For the last ten years I worked in the field of education as an elementary school teacher. I recently made a career change that I felt compelled to follow: to counsel victims of violence and trauma survivors. I am currently not working in the field of
- 2. mental health; however, I wish to pursue any work setting such as a hospital, shelter, or agency that serves victimized populations. I also aspire to get involved with Red Cross or FEMA relief agencies when services are needed for disaster relief. I want to give back to the community, and make it count. Social Cognitive Career Theory (SCCT) and Theory of Work Adjustment Social Cognitive Career Theory (SCCT) is a learning and cognitive approach to career development and choice (Shoffner, 2006). The key concepts of self-efficacy beliefs, outcome expectations, and career choice barriers and supports, contribute to career interests, goals, and behavior (Morris, Shoffner, & Newsome, 2009). Chronister & McWhirter (2003) assert that SCCT integrates the role of environmental influences on the “development and pursuit of vocational and educational interests, choices, and performance” (p. 419). In short, people’s interests and aspirations are influenced by their belief that they can do things well. The Theory of Work Adjustment (TWA), by Dawis, England, and Lofquist, was developed from the trait and factor approach to career counseling. TWA posits that success on the job results from a good “fit” between individuals and their work environments (Shoffner, 2006). The four main components of TWA are satisfaction, person--environment correspondence, reinforcement value, and ability, addressing both individual characteristics and pertinent environmental factors (Shoffner, 2006). Similarities and Differences Social Cognitive Career Theory and Theory of Work Adjustment both have a solid and extensive research base with continuous empirical findings to support their theoretical approaches to career development. Both theories may be applied to a variety of populations such as “girls and women, members of racial minority groups, and gay and lesbian individuals” (Shoffner, 2006, p. 58). Both theories support the influences of person and environment;
- 3. however SCCT focuses on overcoming perceived barriers and challenges to career development, that impact one’s negative view of self; while TWA focuses on a congruent match between person (trait) and environment (factor) in obtaining job satisfaction (Shoffner, 2006). Strengths and Weaknesses A weakness of TWA is the assumption that career decisions are based mainly on measured abilities which restricts a range of factors to be considered in the career development process. In essence, “TWA is considered too narrow in scope” (Zunker, 2011). Theories Applied to Trauma and Crisis Populations Career decision making is a critical element of a successful return to work for women trauma survivors (Gittens, 2011). To ease the transition, counselors should assess and explore career options of interest to their clients. A key factor in a successful return to work is the fit between women survivors and their work environments which takes place when “correspondence, mutual responsiveness and satisfaction exist between the individual and the work environment” (Gittens, 2011, p. 44). The closer the match or “fit” between trait and environment, the better likelihood of job success. Women, who enter into counseling with negative beliefs and thoughts about themselves, are underestimating their potential for happiness, job satisfaction, and financial security. Women encounter challenges and obstacles throughout their career development process that influence their self-efficacy beliefs, and goal setting (Coogan, & Chen, 2007). Barriers such as discrimination, gender-role socialization, employment inequities, and family responsibilities will deter women from pursuing what they aspire to do and be, especially if they have convinced themselves they are not good at or incapable of doing something (Coogan, & Chen, 2007).
- 4. References Coogan, P. A., & Chen, C. P. (2007). Career development and counseling for women: Connecting theories to practice. Counselling Psychology Quarterly, 20(2), 191-204. Gittens, G. E. (2011). Women trauma survivors' experiences of returning to work: an exploratory study. Counseling Psychology Dissertations. Retrieved from http://iris.lib.neu.edu/cgi/viewcontent.cgi?article=1019&context ...diss Morris, C., Shoffner, M. F., & Newsome, D. W. (2009). Career counseling for women preparing to leave abusive relationships: A social cognitive career theory approach. The Career Development Quarterly, 58(1), 44-53. Shoffner, M. F. (2006). Career counseling: Theoretical perspectives. In D. Capuzzi & M. D. Stauffer (Eds.), Career counseling: Foundations, perspectives, and applications. (pp. 40- 68). Boston: Allyn and Bacon. Zunker, V. G. (2011). Career counseling: A holistic approach. Belmont: Thompson Learning, Inc. 2 ANNOTATED BIBLIOGRAPHY
- 5. Title of the Paper in Full Goes Here Student Name Here Course Name and Number Instructor’s Name Date Submitted Running head: ANNOTATED BIBLIOGRAPHY 1 Introduction: After reviewing the Ashford Writing Center’s Introduction Guidelines and doing further research on your topic, develop an introduction paragraph of at least 150 words that clearly explains the topic, the importance of further research, and ethical implications. Thesis Statement: After viewing the Ashford Writing Center’s Thesis Tutorial, type your thesis statement here. Please note that the thesis statement will be included as the last sentence in the introduction paragraph when writing your final paper. Annotation 1: Reference: Include a complete reference for the source. Format your reference according to APA style for a journal article or other scholarly source as outlined in the Ashford Writing Center. Annotation: In your own words, explain how this source contributes to answering your research question. See Sample Annotated Bibliography from the Ashford Writing Center for additional guideance. Your annotation should be one to two paragraphs long (150 words or more) and fully address purpose, content, evidence, and relation to other sources you found on this topic following this order: 1. In the first sentence, explain the purpose (or the main point)
- 6. of the source. Then, describe the content and elements of the source. 2. After explaining the overall structure of the source, summarize the evidence that the author uses to support his or her claims. Does the author use numbers, statistics, historical documents, or draw from work created by other intellectuals? 3. Next, explain how the source relates to other sources you have found on this topic throughout the course. Point out how it contradicts or supports these sources. 4. Finally, briefly describe how the source answers to your research question. Annotation 2: Reference: Include a complete reference for the source. Format your reference according to APA style for a journal article or other scholarly source as outlined in the Ashford Writing Center. Annotation: In your own words, explain how this source contributes to answering your research question. Your annotation should be one to two paragraphs long (150 words or more) and fully address purpose, content, evidence, and relation to other sources you found on this topic following this order: 1. In the first sentence, explain the purpose (or the main point) of the source. Then, describe the content and elements of the source. 2. After explaining the overall structure of the source, summarize the evidence that the author uses to support his or her claims. Does the author use numbers, statistics, historical documents, or draw from work created by other intellectuals? 3. Next, explain how the source relates to other sources you have found on this topic throughout the course. Point out how it contradicts or supports these sources. 4. Finally, briefly describe how the source answers to your research question. Annotation 3:
- 7. Reference: Include a complete reference for the source. Format your reference according to APA style for a journal article or other scholarly source as outlined in the Ashford Writing Center. Annotation: In your own words, explain how this source contributes to answering your research question. Your annotation should be one to two paragraphs long (150 words or more) and fully address purpose, content, evidence, and relation to other sources you found on this topic following this order: 1. In the first sentence, explain the purpose (or the main point) of the source. Then, describe the content and elements of the source. 2. After explaining the overall structure of the source, summarize the evidence that the author uses to support his or her claims. Does the author use numbers, statistics, historical documents, or draw from work created by other intellectuals? 3. Next, explain how the source relates to other sources you have found on this topic throughout the course. Point out how it contradicts or supports these sources. 4. Finally, briefly describe how the source answers to your research question. Annotation 4: Reference: Include a complete reference for the source. Format your reference according to APA style for a journal article or other scholarly source as outlined in the Ashford Writing Center. Annotation: In your own words, explain how this source contributes to answering your research question. Your annotation should be one to two paragraphs long (150 words or more) and fully address purpose, content, evidence, and relation to other sources you found on this topic following this order: 1. In the first sentence, explain the purpose (or the main point) of the source. Then, describe the content and elements of the source. 2. After explaining the overall structure of the source,
- 8. summarize the evidence that the author uses to support his or her claims. Does the author use numbers, statistics, historical documents, or draw from work created by other intellectuals? 3. Next, explain how the source relates to other sources you have found on this topic throughout the course. Point out how it contradicts or supports these sources. 4. Finally, briefly describe how the source answers to your research question. Annotation 5: Reference: Include a complete reference for the source. Format your reference according to APA style for a journal article or other scholarly source as outlined in the Ashford Writing Center. Annotation: In your own words, explain how this source contributes to answering your research question. Your annotation should be one to two paragraphs long (150 words or more) and fully address purpose, content, evidence, and relation to other sources you found on this topic following this order: 1. In the first sentence, explain the purpose (or the main point) of the source. Then, describe the content and elements of the source. 2. After explaining the overall structure of the source, summarize the evidence that the author uses to support his or her claims. Does the author use numbers, statistics, historical documents, or draw from work created by other intellectuals? 3. Next, explain how the source relates to other sources you have found on this topic throughout the course. Point out how it contradicts or supports these sources. 4. Finally, briefly describe how the source answers to your research question. These are the results from the IIP RIASEC Markers. Your scores for each of the 6 basic interest areas are below.
- 9. Realistic 13 Investigative 10 Artistic 8 Social 22 Enterprising 16 Conventional 24 Scores range from 0 to 32. This distribution of scores are below. This graph shows what percent of people received a specific score, for each of the six scales. You can see that the people who have taken this test are somewhat biased towards S, and away from R and C. Type Your highest score was for the Conventional occupational interest. See the descriptions for all of the types here. Suitable careers A persons top three interests areas are sometimes called their "Holland Code". This would make your code CSE. The United States Department of Labor Employment and Training Administration maintains a database of occupations sorted by Holland Code. The list of occupations for the CSE can be found at http://www.onetonline.org/explore/interests/Conventional/So cial/Enterprising/ Conventional · CONVENTIONAL occupational personality types are oriented to completing tasks initiated by others. They pay attention to detail, and prefer to work with data, particularly in the numerical, statistical, and record-keeping realm. They have a high sense of responsibility, follow the rules, and want to know
- 10. precisely what is expected of them. · Characteristics: Conscientious, efficient, concern for rules and regulation, orderly · Problem Solving: Prefers clearly defined, practical problems. Prefers to solve problems by applying rules. Social · The SOCIAL occupational personality type is concerned with people and their welfare. Social types make friends easily and tend to have well developed communication skills. They enjoy working with groups or individuals, using empathy and an ability to identify and solve problems, and tend to be high achievers and good leaders. · Characteristics: Humanistic, verbal, interpersonal, responsible · Problem Solving: Deals with problems through feelings. Flexible approach to problems. Enterprising · ENTERPRISING occupational personality types are goal- oriented and want to see results. They work with and through people, providing leadership and delegating responsibilities for organizational and/or financial gain. These people tend to function with a high degree of energy. They prefer business settings, and often want social events to have a purpose beyond socializing. · Characteristics: Persuasive, confident, demonstrate leadership, interest in power/status · Problem Solving: Attacks problems with leadership skills. Decision Maker. Personal SWOT Analysis Worksheet © Copyright Mind Tools Ltd, 2006-2017. Please feel free to copy this sheet for your own use and to share with friends, co-workers or team members, just as long as you do not change it in any way.
- 11. • For instructions on using Personal SWOT Analysis, visit www.mindtools.com/personalswot. Strengths What do you do well? What unique resources can you draw on? What do others see as your strengths? Weaknesses What could you improve? Where do you have fewer resources than others? What are others likely to see as weaknesses? Opportunities What opportunities are open to you? What trends could you take advantage of? How can you turn your strengths into opportunities? Threats What threats could harm you? What is your competition doing? What threats do your weaknesses expose you to? http://www.mindtools.com/ http://www.mindtools.com/personalswot Happiness Situation 10596: Happiness Situation 10597: Happiness Situation 10598: Happiness Situation 10599: Assignment Rubric – Weeks 1, 3–6, and 9–10 Grading Rubric: Application Assignments (Wks 1, 3–6, and 9– 10) 12 possible points per Application Assignment
- 12. There are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content, and Quality). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Paper only and is worth double points for each criterion. Six-Day Clinical Residency Evaluation Scoring Guide Grading Rubric Criteria 1 Emerging 2 Progressing 3 Meets Standard 4 Exemplary RESPONSIVENESS (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
- 13. (Did the student respond adequately to the paper or writing assignment?) (4 points) Paper or writing assignment is unresponsiveto the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely composed of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely composed of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Paper or writing assignment is responsive to and meetsthe requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Paper or writing assignment is responsive to and exceedsthe requirements given in the instructions. It responds to assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence-based; demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content.
- 14. Criteria 1 Emerging 2 Progressing 3 Meets Standard 4 Exemplary CONTENT KNOWLEDGE (Does the content in the paper or writing assignment demonstrate an understanding of the important knowledge the paper/assignment is intended to demonstrate?) (4 points) Paper or writing assignment demonstrates/provides: lack of understanding and little or no application of the concepts and issues presented in the course and/or application is inaccurate and contains many omissions and/or errors; and/or no examples
- 15. or irrelevant examples; and/or no thought-provoking ideas or original thinking; and/or no critical thinking; and/or many critical errors when applying knowledge, skills, or strategies presented in the course. Paper or writing assignment demonstrates/provides: minimal understanding and little application of concepts and issues presented in the course, and, while generally accurate, displays some omissions and/or errors; and/or few and/or irrelevant examples; and/or few if any thought-provoking ideas, little original thinking; and/or “regurgitated” knowledge rather than critical thinking; little mastery of skills and/or numerous errors when using the knowledge, skills or strategies presented in the course. Paper or writing assignment demonstrates/provides basic understanding and application of the concepts and issues presented in the course demonstrating that the student has absorbed the general principles and ideas presented; relevant examples; thought-provoking ideas and interpretations, some original thinking; and critical thinking; and mastery and application of knowledge and skills or strategies presented in the course. Paper or writing assignment demonstrates/provides: in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and conclusions) showing that the student has absorbed the general principles and ideas presented and makes inferences about the concepts/issues or connects to them to other ideas; rich and relevant examples; thought-provoking ideas and interpretations, original thinking, new perspectives; original and critical thinking; and mastery and thoughtful/accurate application of knowledge and skills or strategies presented in the course.
- 16. Criteria 1 Emerging 2 Progressing 3 Meets Standard 4 Exemplary QUALITY OF WRITING Does the student demonstrate graduate-level writing in papers and written assignments?
- 17. (4 points) Writing is wellbelow graduate-level writing expectations: The paper: uses unclear and inappropriate language; and/or has many errors in spelling, grammar, and syntax; and/or lacks organization in a way that creates confusion for the reader; and/or contains many direct quotes from original source materials and/or consistently and poorly paraphrases rather than using original language; and/or lacks information about a source when citing or paraphrasing it significant problems adhering to APA style (application papers). Writing is somewhat below graduate-level writing expectations: The paper: uses language that is unclear and/or inappropriate; and/or has more than occasional errors in spelling, grammar, and syntax; and/or is poorly organized, is at times unclear and confusing, and has some problems with logical flow; and/or reflects an underuse of original language and an overuse of direct quotes and paraphrases; and/or sometimes lacks information about a source when citing or paraphrasing it; problems adhering to APA style (application papers). Writing is scholarly and meetsgraduate-level writing expectations. The paper: uses language that is clear; has a few errors in spelling, grammar, and syntax; is well organized, logical, and clear; uses original language and uses direct quotes when necessary and/or appropriate; provides information about a source when citing or paraphrasing it; adheres to APA style with few mistakes (application papers). Writing is scholarly and exceeds graduate-level writing expectations. The paper: uses language that is clear, concise, and appropriate; has few if any errors in spelling, grammar, and syntax; is extremely well organized, logical, clear, and never confuses the reader; uses a preponderance of original language and uses direct quotes only when necessary and/or appropriate; provides information about a source when citing or paraphrasing it; adheres to APA style with few or no mistakes (application
- 18. papers). © 2015 Laureate Education, Inc. Page 2 of 2