Class 2/ Chapter 2 & Genogram Article

Throughout our class session on September 4^th, we discussed the definitions of theory, briefly noting a few influential theories which have impacted career development throughout history. The definitions discussed in class, as well as the definitions noted in Brown’s (2012) text, appeared to unite through their common glorification of structure. In class, we discussed theory as “conceptual glue,” used for connecting various factors (the what, where, when, why, how, etc.) that ultimately become the culmination of our career exploration and development experiences. In class, we referred to a quote from John Krumboltz describing theory as “a picture, an image, a description, a representation of reality” (Krumboltz, 1994 as cited in Brown, 2012). Krumboltz explained that the theory was not, in fact, the finished product, but rather a way in which to illuminate our own reality and growth (Krumboltz, 1994 as cited in Brown, 2012). Krumboltz also compared theory to a road map, highlighting the helpful and guiding qualities of theory during one’s career development process (Krumboltz, 1994 as cited in Brown, 2012). Positivist Theorists explained one’s exploratory behaviors as measurable events that are able to be studied objectively when valid provisions (theories!) were provided to understand the results and relationships present (Brown, 2012). Super explains in his Life Span, Life Space Theory how the career development process can be tracked throughout the various stages of the “Maxicycle,” beginning with growth, exploration, establishment, maintenance, and ending with decline (Super, 1990 as cited in Brown, 2012). Super’s model also mentions the possibility of “recycling” if one’s goals did not pan out as planned the first time around (Super, 1990 as cited in Brown, 2012). Each of these views portray career development theories as tools to be used to explore one’s career goals in a structured, methodical way.

Similar to theories, genograms also provide a unique structural plan for exploring past, present and future career development growth (Gibson, 2005). Upon exploration of past career choices within families, students are often influenced in some way by their parents’ experiences, exposures to certain career fields, and gender roles (or the disappearance of these roles) in the past and present family line (Brown, 2012). In Gisbson’s (2005) article, Gibson highlights the benefits of the creation of career genograms in elementary, middle, and high school settings. The structure of this activity includes goals of “gaining career awareness” in elementary school, comprehending the purpose of “formal and informal career assessments” in middle school, and synthesizing knowledge from past career exploration and “developing an educational plan to support career goals” in high school (Gibson, 2005).

Both theories and graphic constructs, such as genograms, lay solid framework for students to facilitate growth and exploration throughout career development. These models provide concrete classifications that can be used as comprehensive guides to light the way down one’s career path (Brown, 2012). The use of these “templates” at any stage in development will help support consistent and continual career growth (Gibson, 2005).

Brown, D. (2012).  Career information, career counseling, and career development (10^th ed.). New York: Pearson Education, Inc.

Gibson, D. M. (2005), The use of genograms in career counseling with elementary, middle, and high school students. The Career Development Quarterly, 53: 353–362.