Assignment: Vocational Guidelines for Clients Across The Lifespan Assignment: Vocational Guidelines for Clients Across The Lifespan Preference: Someone with clinical counseling experience but not limited to. word count referenced for each section. This is not a essay? I need this to study for quiz and up coming exam? word count is estimated not required. Specific Theorists include: Anne Roe, Edward Bordin, Eli Ginzberg, Donald Super, Mark Savicka, Linda Gottfredson Describe how vocational guidance and career counseling practices change between different developmental stages across the lifespan. ? 150-200 words* Describe how the career counseling needs of different developmental populations change. ? 150 words* ?> The following is more in notes formation and I would like the notes primarily focused on the ones with astricks as Iv already done the others and feel confident in my work/study on those but to get to the astricks I feel the whole pic/reasoning would help with that piece. The ethics comes from the ACA code of ethics to help. This info is used for reference/study guide ? so resources/references requested with info ? hopefully better explained. Imagine you have been asked to provide a training to new career counselors at your agency about the benefits of using technology in career counseling. Describe different technologies that can be beneficial in career counseling. Demonstrate approaches to integrating technology resources in career counseling with clients of different ages. Explain strategies for overcoming possible obstacles with clients when using technology in career counseling. Focus on the following please as it applies to the prev ref: **Apply career counseling theory where applicable. **Identify any ethical considerations. ? BrainMass Inc. brainmass.com October 10, 2019, 8:26 am ad1c9bdddf https://brainmass.com/psychology/developmental-psychology/vocational-guidelines-clients-across-lifespan-625351 ORDER INSTRUCTIONS-COMPLIANT NURSING PAPERS Solution Preview ? Describe how vocational guidance and career counseling practices change between different developmental stages across the lifespan. The research, based on the developmental perspective indicates that the primary regarding career counseling has to do with factor of uncertainty. For example, individuals are unable to making career decisions because he or she is uncertain about making a choice, or change regarding a career, or job change. (1) Developmental changes based on Savickas (2005) Career counseling theory Career counseling practice is noted in the theoretical framework of the ?Career Construction theory? (CCT, Savickas, 2005 as cited in Galvin & Berger, 2012). The CCT enhances Hollandss I1959) theory (1959 as cited in Nauta, 2010) development change necessary to on career choice. Holland also stressed the significance of a personality type (a persons character makeup) in career choice. According to Galvin and Berger (2012), the CCT focuses on important aspects of making a career choice such as persons with special needs, and those experiencing mental difficulties. From this CCT perspective, the difficulty with making a career choice is eased with the individual being able to make sense of his or her decision. . Savickas (2005 as cited in Galvin & Berger. 2012) proposed three distinct viewpoints of vocational behavior: (a) psychology of individual differences, (b) psychology of development, and (c) the psychology of motivation. Based on these three factors related to vocational behavior an individual can be helped to reach a decision; For instance, these viewpoints can be applied to arrive at a decision for a career choice based no: (1) personality for the vocation, (2) how one adapts to the career and (3) life themes (stories or narratives in his or her life). As explained further, a vocational personality reflects personal interests, defined by Savickas (cited in Galvin & Berger, 2012) as ?an individuals career- related abilities, needs, values, and interests?. Life themes explain why individuals make occupational choices). For instance, based on the CCT approach career exploration suggests than individuals choice must have significance. For instance, the choice of ones career must hold personal meaning for the individual. As Savickas (2005) notes, narratives based on a CCT orientation utilizes narratives that can be used to help individuals to construct their ?future possible selves: (cited in Galvin & Berger, 2012, p. 187). Savickas (2005) views on Career adaptability was borrowed from Supers (1957) vocational theory focused on client maturity, how individuals interact with the environment and others (cited in Galvin & Berger, 2012). Utilizing the facets of this theory, an individual ? Assignment: Vocational Guidelines for Clients Across The Lifespan Order Now

 

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Vocational Guidelines for Clients Across The Lifespan

Introduction

Parents, educators and other professionals who work with young children have a fantastic opportunity to set the foundation for their clients’ future success. While they may not be able to predict what their child will do as an adult, they can provide important guidance and encouragement right now. Here are some guidelines for working with young children:

Early childhood (0-5 years)

The early childhood years are critical for the development of a child’s social, emotional, and cognitive skills. The following guidelines are designed to help you create an effective program for children in these early years.

• Make sure your program meets the needs of all children who participate in it. For example, if you want to provide educational services at home instead of school, make sure that all parents can participate in those services without having their child leave home for hours at a time during the day or week-long summer camps with no breaks from parent supervision during any part of their day or week-long camp experience (i.e., not just before and after school).

• Designing activities that allow children to develop their motor skills will help them feel more confident about themselves when interacting with others later on in life – this includes walking independently across wide spaces as well as running around freely on grassy fields outside or indoors inside buildings such as libraries etc..

Middle childhood (6-12 years)

In the early childhood age group, children between the ages of 0-5 years are considered to be in a sensitive stage. They are still developing physically and mentally, so it’s important that we provide them with appropriate stimulation during this time period.

We can help you create a plan for your child’s development by providing guidance on how you want her or him to learn and grow up – whether it’s through playtime or reading books together at home! You also have access to resources like our free online training program which provides information about topics such as communication skills, social skills and more!

In middle childhood (6-12 years) we see several key developmental milestones occur including:

• Forming new friendships with peers;

• Developing self-awareness;

• Becoming more independent from parents;

You can help prepare your child for these changes by encouraging healthy relationships with others throughout their school years as well as introducing new activities such as volunteering at school events or attending birthday parties with friends who live nearby instead of traveling far away just because you don’t have time anymore…

Adolescence (13-17 years)

In this section, we will discuss the stages of adolescence and how to help your clients achieve their goals.

• Early childhood (0-5 years)

The first stage of adulthood is from birth to age 5. The child’s development during this period is rapid, but many children do not reach full physical and mental maturity until around age 6 or 7. During this time, a child learns about themselves through play activities such as sports or games with adults or siblings. They also develop social skills by playing together with other children in groups where they can work toward common goals or solve problems collaboratively instead of working individually against each other like adults do when they compete against each other in sports competitions such as soccer matches between teams made up entirely by girls aged 11–18 years old who are competing against boys aged 18–22 years old who represent rival schools located near one another across town!

Young adulthood (18-25 years)

During the early childhood years, clients are learning how to interact with others and how to be themselves. They are also developing their sense of self, which includes identity development and socialization. They may begin to express themselves more openly in their interactions with others.

Adolescents may be struggling with schoolwork or other activities as they work on mastering new skills that will help them succeed later in life. It is important for teachers and parents to understand what adolescents need at this stage so they can plan ahead for success as well as working together toward common goals

Early adulthood (26-45 years)

• Early childhood (0-5 years)

• Middle childhood (6-12 years)

• Adolescence (13-17 years)

• Young adulthood (18-25 years)

Middle age (46-64 years)

• The middle-aged adult is an individual in the 46-64 year (or even older) range who has achieved some level of independence and self-sufficiency, but remains subject to the same pressures as other adults. They may have children or other dependent family members, but they are not necessarily parents themselves.

• This group can be divided into two subgroups: those who are still working full time and those who are retired from work. In addition to these two main categories, there is also a third category for those who are unemployed due to having lost their jobs due to factors beyond their control (e.g., recession).

Older adulthood (65+)

• The 65+ demographic is a large and growing segment of the population.

• This age group has higher education levels than any other age group, and many have been retired for years or decades.

• Older adults are more likely to be financially dependent on their children or other family members; however, they may also be able to take care of themselves independently if necessary.

Takeaway:

• Introduction

• Background: Background:

• Takeaway: Takeaway:

Conclusion

As you can see, there are a lot of things to consider when it comes to your clients’ careers. And that’s not even considering the different stages of life! So how do you know what to emphasize? Well, fortunately for us all (but especially for counselors), there are many resources that can help guide us on this journey. One such resource is The Career Development Center at UofL. From their website here we can learn about how resumes should be formatted (and why!), as well as what type of cover letters go best with each stage in life. Their team of specialists also provide workshops on topics such as resume writing and networking etiquette (plus more!). So if all these things sound daunting, don’t worry! You’ve got some great resources out there right now – use them wisely!