Chapter 2

I approached this week's reading with two major goals: to develop a basic understanding of the major theories presented in the chapter (this took a few re-reads), and to find the theory that most resonated with my own view and approach to career development.  The mental sorting process that I did to determine the latter also helped to deepen my understanding of the content.

The intial discussion of the categories of theories intriuged me.  Out of the two lists of theoretical assumptions outlined in the introduction, I tend to relate more to certain postmodern ones, such as "individuals cannot be studied outside of the environment in which they function, the stories (narratives) that students tell are legitimate sources of data, and career counselors focus on the stories (narratives) of their clients and use qualitative assessement procedures" (Brown, 2012, p. 30-31).  Perhaps I relate more to these statements because I have a background in qualitative, not quantitative research, and so have experience in using and applying personal narratives in my work.

When choosing the theory I most identifed with, though, my choice was a developmental one, which falls under the umbrella of modernist or positivist thinking.  Modernist theories have strikingly different philosophical udnerpinnings than postmodern ones.  In fact, when reading on to specific postmodern theories in Chapter 3, I found that I did not agree with or relate to any of them (and in fact had a difficult time just understanding the content).  I'd like to review some of these distinctions in class to see if they are applicable in the real world.  Are modernist theorists generally more widely accepted? Are postmodernists viewed as outsiders because career theory has long been grounded in an empirical research base?

Super's life-span, life-space theory is the developmental theory that really spoke to me as I thought the other theories described in chapter two were too limiting and prescriptive. Super's theory allows room for individual interpretation and flexibility while also providing a realistic and structured framework.  Specifically, he proposes that people "differ in their abilitities and personalities, needs, values, interests, traits, and self concepts" and thus, are qualified for a number of occupations (Brown, 2012, p. 42). He also describes a series of life stages, during which an individual makes specific career decisions depending on the stage of life they are currently experiencing.  This view reaffirms my discussion in my post for Chapter One-that one's career decisions are interwoven into the decisions they make about their personal life.  Finally, Super proposes that most adults "are what they do-the individual is a reflection of that person's job or major role" (Brown, 2012, p.46).  This is something I can certainly attest to as my job or career field is usually the second or third piece of information I share when introducing myself to others.   

Brown, D. (2012). Career Information, Career Counseling, and Career Development. New York: Pearson Education, Inc.