Week 6/ Bloch's Article

After reading Bloch’s (2005) article, I was able to make connections between the article, class on October 2^nd, and previous articles. Bloch (2005) stated that people often search for patterns throughout their lives to reduce confusion and implement order. However, the theory of complexity, chaos, and nonlinear dynamics suggests that individuals should redirect their focus to understanding complex adaptive entities (Bloch, 2005). Bloch (2005) went on to explain that these entities provide a guide for individuals through their career development to examine interdependent relationships and nonlinear dynamics. This theory attempts to explain the “randomness” and “messiness” in life through the examination of eleven characteristics, relating to career development (Bloch, 2005). These elements include 1. autopiesis; 2. open exchange; 3. contribution to networks; 4. fractals; 5. transitions between order and chaos; 6. fitness peaks; 7. nonlinear dynamics; 8. sensitive dependence; 9. attractors (limits); 10. strange attractors (emergence); and 11. spirituality (Bloch, 2005).

These eleven characteristics sound very similar to Super’s fourteen propositions of his Life Span, Life Space Theory discussed in class. Super explained through his postulates that people differed in many ways (1) and had many career options (2), each requiring certain characteristics and abilities (3) (Brown, 2012). These competencies vary with time and experience (4), becoming more stable throughout the life stages (minicycles and maxicycles) (5), influenced by the environment and experiences (6) (Brown, 2012). Career maturity (7), a hypothetical construct (8), is facilitated by solidifying competencies and self-concept (9) (Brown, 2012). Developing and implementing occupational self-concepts is an interactive learning process (10), which is influenced by many internal and environmental forces, creating role concepts (11) (Brown, 2012). Work and life satisfaction is connected to how well one can grow and explore experiences in his/her work role (12) and implement self-concept (13), leading to personality organization (14) (Brown, 2012). Both Bloch and Super emphasize stages of exploration, growth, connection to work environment, and satisfaction-seeking needs.

Bloch’s (2005) theory relate to the perspectives of Savickas (1995) and Guindon and Hanna (2002). Savickas’ (1995) constructivist approach explained the need for a meaning-making intervention to contextualize the self, past experiences, and future career decisions, which sounds very similar to Bloch’s (2005) ideas of connectedness and relationalism. Both Bloch and Savickas emphasize the importance of the P-E construct. Guindon and Hanna’s (2002) postmodernist approach proposed that holistic, contextual, and nonlinear approaches were more realistic than a set reality, collective truths, and linear cause and effects (modernist approach). Specifically, Guindon and Hanna (2002) explored synchronicity, a significant coincidence at a certain time, linking two or more experiences (thought/ feeling and event). Both Bloch and Guindon and Hanna emphasize the importance of holistic, contextual, interdependent, and nonlinear dynamics. Bloch’s (2005) theory offers a fresh perspective on the broader picture, interconnected relationships, and nonlinear paths encountered throughout career development. "The world is totally connected: that is to say that there are no events anywhere in the universe which are not tied to every other event in the universe" (Bronowski, 1978 as cited in Bloch, 2005).

Bloch, D. P. (2005). Complexity, chaos, and nonlinear dynamics: A new perspective on career development theory. Career Development Quarterly, 53(3), 194-207.

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

Guindon, M. H., & Hanna, F. J. (2002). Coincidence, happenstance, serendipity, fate, or the hand of God: Case studies in synchronicity. Career Development Quarterly, 50(3), 195-208.

Savickas, M. L. (1995). Constructivist counseling for career indecision. The Career Development Quarterly,43(4), 363-373.