David A. Jepsen

Vocational Decision-Making Models: A Review and Comparative Analysis

Vocational development has been described as the processes of preparation for and entry into a series of education and work roles over a lifetime. During the 1960s, a number of vocational theorists speculated that these processes could be understood better by employing concepts suggested by psychological decision theory. Indeed the promise that fundamental decision concepts have for enriching our understanding of vocational development received early acclaim (Blau, Gustad, Jesser, Parnes, & Wilcock, 1956; Brayfield, 1963, 1964; Super, 1961; Tyler, 1961). Recent reviews of vocational development theories have concluded that this promise remains largely unfulfilled (Crites, 1969; Kroll, Dinklage, Lee, Morley, & Wilson, 1970; Osipow, 1968.) One major problem in integrating this literature is that various theorists have not employed either the framework or the language of their predecessors. Several questions can be raised: Among the various theories, are there similarities in the basic concepts that are observed by the differences in language? Do the theories fit the same population of decision situations? Do certain theories better describe certain types of decisions? How do the theories vary in terms of assumptions about characteristics of decision-makers and their resources? The authors believe that psychological decision theory provides a useful framework for clarifying the relationships among various vocational decision-making theories and between these theories and the population of decision situations with which people are faced. This paper outlines psychological decision theory; summarizes eight prominent vocational decision-making (VDM) models; compares and contrasts VDM models on basic assumptions and fundamental concepts; and suggests applications of theory to theoretical decision types. Implications for research, theory, and practice are discussed.

Dimensions of adolescent career development: A multi-instrument analysis☆

Abstract Dimensions of adolescent career development were assessed by several well-established, objectively scored instruments. Attention was given to the correlations between measures of academic achievement and career development. Correlations among 19 scales administered to 237 eleventh graders revealed three clusters of converging scale pairs, labeled “Certainty,” “Decision-Making,” and “Activity.” Four orthogonal factors were identified and given the following heuristic labels: “Cognitive Resources for Decision-Making,” “Decision-Making Style,” “Systematic Involvement in Career Decision-Making,” and “Decision-Making Stage/Certainty.” Results are discussed in relation to practical problems of instrument selection and score interpretation and in the context of theories of adolescent career development.

Occupational Decision Development over the High School Years.

Abstract This study described the development of occupational decision processes over the high school years. Five developmental trends derived from theory were examined separately for males and females in three rural schools. Growth was defined as increased frequency in classes of behavior from early 9th grade to late 12th grade. The key processes in occupational decision development for both sexes appeared to be an information search strategy and an elaborate rationale. Both processes increased in complexity and contributed to confident feelings about occupational choices in 12th grade. Implications for measurement of occupational decision processes and for developmental research are discussed.

Vocational decision-making patterns among noncollege-aspiring adolescents☆

Abstract Vocational decision-making (VDM) behavior reported by noncollege-aspiring adolescents was measured by 32 indices derived from decision theory. Patterned differences were especially evident on indices assessing range of planning activities. Infrequent correlations were noted among indices representing each of five theoretical VDM dimensions. Cluster analysis grouped indices into four VDM clusters describing separate decision situations. A speculative model was developed to describe the relationship between VDM Clusters and performances variables. Hypotheses for later study were developed.

Appraisal in Developmental Career Counseling

This paper contains guidelines for a client-counselor collaborative appraisal integral to developmental career counseling. A thorough appraisal encompasses the clients present problem, past career development, and prognoses about career futures. The resulting dynamic description serves as the source for client understanding and action.

Longitudinal Career Patterns of the Gifted: A Summary of Research Findings

as other segments of the general school population. Such knowledge, when supported by broad experience and reliable evidence, enables educators to make the judgments necessary for day-to-day-program implementation. Program planners are often handicapped by limited and selective experiences with intellectually gifted students. This is understandable since, by nearly any definition, the gifted constitute a small proportion of a given school population. Thus planners must turn to descriptions of the gifted as reported by others in order to acquire the necessary knowledge.

Symposium: Testing for Career Counseling, Guidance, and Education—Trends and Applications

This symposium was an attempt to outline trends in test development and interpretation over the past 10 years and to explore their applications in career counseling, career guidance, and career edu...