Week 2 chapter 2

            The article by Gibson is an innovative approach in my opinion as thus far, I never even completed a Genogram for myself.  Personally, I believe that my occupational outcome has had little influence from my parent’s occupational history and other relatives but perhaps this will change throughout the course. 

            While reading the Gibson article, I was torn because it felt as though children were being steered toward a similar career goal as their parents.  Once I approached the section about middle school students and their development, it was noted that counselors are not to make assumptions about the students based off their genogram (Gibson, 2005).  I felt as though just this simple statement helped me better appreciate the genogram career development education.  I feel if counselors were following the genogram strictly and using it as a primary predictor, many children would be left disappointed.  Not every child wants to have a career like their parents.  Many parents may not even have a career or a job but be disabled, suffer from a mental health illness or physical illness, be impaired or are incapable of working for another reason.  Some families may have a profession that many family generations have followed by.  For example, a family may be made up of medical doctors but it would be a difficult situation for a child to step out and say, “I want to be a beautician,” or some other career far from being a doctor, especially if that child’s counselor is also making the same assumption that the family may hold as an expectation. 

            After reading from the text, I was drawn to Gottfredson’s Theory of Circumscription of Compromise.  I found this theory the most compelling because of the great influence placed on the principle that self-concept is comprised of a social self and a psychological self.  Gottfredson developed stages that indicate the age ranges individual proceed through as they form a structure for their occupational development.  It is interesting because I found most of the stages to be accurate in the way that I have developed as well as how many of my peers appear to have developed.  Most children are exposed to gender stereotypes at an early age and learn about common careers.  Soon, these children learn what jobs are good for men and what jobs are good for women.  Then, the children may set their goals based on their social status or develop biases about the lower-status careers.  As we grow, we continue to develop what we want to do around the status we are in, what goals we can obtain, what is gender acceptable, and what is available (Brown, 2007). 

            During class, we discussed the possibility of social justice within career development.  Although social justice would be a wonderful thing, giving a more equal playing ground in many aspects, I do not feel this is something that would be easily implemented.  We have many deep-seated issues and prejudices within our society that would take more than a small army to change.  As a whole, I also believe our country overlooks most of the major issues as the leader of our country are often not the victims of social injustice. 

References

Brown, D. (2007).  Career information, career counseling, and career development

            (8^h 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.