职业生涯计划理论使用手册 中英文对译版本.docx

Using the CTI to Assess Client Readiness for Career and Employment Decision Making James P. Sampson, Jr., Gary W. Peterson, Robert C. Reardon, Janet G. Lenz, & Denise E. Saunders Florida State University Copyright 2000 by James P. Sampson, Jr., Gary W. Peterson, Robert C. Reardon, Janet G. Lenz, and Denise E. SaundersAll Rights Reserved使用CTI去评估来访者对生涯和就业决策的准备性Challenges We FaceMore clients to serve Provide existing or expanded services with the same or fewer resources Changing technology我们面临的挑战服务更多的来访者在同样或更少的资源下，提供已存在的或延伸的服务改变技巧Cost-Effective Career ServicesAvoid overserving or underserving individuals by using readiness assessment (screening) to match needs with services职业服务的成本效果通过服务，个体通过使用准备性测量去匹配需要（避免过度服务或服务不足通过初审阶段去匹配服务而避免过度服务或服务不足） Pyramid of Information Processing DomainsKnowing about myselfKnowing about my optionsKnowing about myselfKnowing about my options客户版ReadinessThe capability of an individual to make appropriate career choices taking into account the complexity of family, organizational, social, and economic factors that influence career development职业准备性在考虑到家庭、组织、社会和经济这些影响职业生涯发展因素的复杂性的情况下，个体作出合理职业选择的能力。（准备状态（readiness），即在生涯发展过程中复杂因素的影响下，个体进行合理决策的能力。）准备性模型CapabilityCognitive and affective capacity to engage in effective career choice behaviors能力：参与有效职业选择行为的认知和情感能力。CapabilityHonest exploration of values, interests, and skills Motivated to learn about options Able to think clearly about career problems Confident of their decision-making ability Willing to assume responsibility for problem solving Aware of how thoughts and feelings influence behavior Able to monitor and regulate problem solving 包括：对价值观、兴趣和技能的诚实探索有目的地了解职业选择可以清楚地思考职业问题对他们的决策能力有自信愿意为问题解决承担责任能意识到想法和情感如何影响行为可以监督和调整问题解决ComplexityContextual factors, originating in the family, society, employing organizations, or the economy, that make it more difficult to solve career problems and make career decisions复杂性使解决职业问题和作出职业决策更难的环境因素，这些环境因素起源于家庭、社会、受雇佣的组织或者经济。ComplexityFamily factors Social factors Economic factors Organizational factors包括：家庭、社会、经济和组织因素Family FactorsFamily responsibilities and influence - may support or detractDeferral, e.g. compromise career development to meet needs of spouse or children or parents Role overload, e.g. roles of worker, parent, son/daughter, homemaker, student Dysfunctional family input, e.g., over-functioning parents家庭因素家庭责任和影响可能增加或减损延期，例如，妥协职业生涯发展去满足伴侣、孩子或父母的需要超负荷的角色，例如，工人、父母、儿子、女儿、家庭主妇、学生的角色功能失调的家庭输入，例如，过度负责的父母Social FactorsSocial support, e.g. modeling, networking, and caring - good Discrimination, e.g. gender, race, ethnicity, age, religion, sexual orientation, disability status, obesity, poverty, and immigration status - bad Stereotyping, lack of role models, bias in education, and harassment in education and employment - bad社会因素社会支持，例如，榜样、互联网和关怀好歧视，例如，性别、人种、民族、年龄、宗教、性向、残疾、肥胖、贫穷和移民状态坏刻板印象，缺少行为榜样，教育歧视，和教育和工作中的骚扰坏Economic FactorsGeneral, e.g. rate of change in the labor market - influences stability of occupational knowledge Personal, e.g. influence of poverty on housing, health care, and childcare difficulty in funding education and training经济因素普遍的，例如，劳动市场的变化率影响职业知识的稳定性个人的，例如，贫穷对住房、卫生保健和育儿的影响；教育和培训的资金困难Organizational Factors Size, e.g. large organizations with an internal employment market - more options, more complexity Organizational culture, e.g. amount of support provided for career development - less support, more complexity Stability, e.g., less predictable opportunity structure, more complexity组织因素规模，例如拥有国内就业市场的大组织更多选择、更多复杂性组织文化，例如，对职业生涯发展提供大量的支持更少的支持性，更多的复杂性稳定性，例如，更少可预测的机会结构，更多的复杂性A Generic Sequence for Services一个普遍的服务流程1. Initial interview初次见面2. Preliminary assessment (Readiness)初步的测评（准备性）3. Define problem and analyze causes定义问题和分析原因4. Formulate goals制定目标5. Develop individual learning plan (ILP) 发展个人学习计划6. Execute individual learning plan执行个人学习计划7. Summative review and generalization 总结性地回顾和归纳Initial Interview初次见面Gain qualitative information about the clients career problem获得咨询者职业问题的定性信息Screening also occurs at this step在该步骤筛查 The process of screening can be simple or involved筛查过程可简可繁 “What brings you here today?” “I would like to find information comparing the starting salaries of accountants and auditors.” Concrete request with no problems apparent No further screening needed（略）Preliminary Assessment Screening instrument used to provide information about the clients career problem and readiness for career choiceCharacteristics of effective screening instruments being relatively quickly administered being hand scorable having appropriate normsSelected Hand-Scoring Screening MeasuresCareer Decision ScaleMy Vocational SituationCareer Decision ProfileCareer Factors Inventory Career Beliefs InventoryCareer Attitudes and Strategies Inventory Career Maturity Inventory-Revised Career Thoughts InventoryThe CTI in Preliminary AssessmentA resource for Screening Needs Assessment Learning在初步测量中的CTI，是筛查、评估需要、了解的资源What is the CTI?什么是CTI? Self-administered自填的 Objectively scored客观分数的 48-Item measure of dysfunctional thoughts in career choice有48个问卷项目用以测量职业选择中功能失调想法Terminology术语All client materials use ”negative” career thoughts instead of“dysfunctional” career thoughts所有的客户材料使用“消极的”职业想法而不是“功能失调”的职业想法 Theoretical Basis of the CTI CTI的理论基础 Cognitive Information Processing Theory认知信息加工理论 Becks Cognitive Theory贝克的认知理论8 CIP Content Dimensions 8个CIP的内容维度 Self-knowledge自我知识 Occupational Knowledge职业知识 Communication沟通 Analysis分析 Synthesis综合 Valuing评价 Execution执行 Executive Processing执行的加工Becks Cognitive Theory贝克的认知理论Dysfunctional cognitions have a detrimental impact on behavior and emotions 功能失调的认知对行为和情感有有害的影响Dysfunctional cognitions can be replaced with functional cognitions by Cognitive restructuring Collaborative empiricism Attention to emotions, and Development of an effective helping relationship功能良好的认知可以通过以下方式取代功能失调的认知1、 认知调整2、 合作性的实证主义3、 关注情感4、 关注有效协助关系的发展Use of the CTI & CTI Workbook Screening Needs Assessment LearningCareer Thoughts Defined Outcomes of ones thinking about assumptions, attitudes, behaviors, beliefs, feelings, plans, or strategiesrelated to career choice职业想法的定义：个体对职业选择的假设、态度、行为、信念、感受、计划或者策略思考的结果。Screening CTI Total Score - A single global indicator of dysfunctional thinking Help practitioners decide how much help an individual needs The practitioner makes a decision - Tests do not make decisions筛查CTI总分功能失调思维的一个整体性的单独的指标帮助从业人员判断客户需要多少帮助是由从业人员作出决定；测验并不作出决定ScreeningFor all normative groups, higher CTI Total scores are associated with lower scores on vocational identity, certainty, and knowledge about occupations and training对所有的正态群体，更高的CTI总分伴随着职业同一性、确信性以及职业和训练知识更低的分数ScreeningFor all normative groups, higher CTI Total scores are associated with higher scores on indecision, neuroticism, and vulnerability对所有正态群体，更高的CTI总分伴随着更高的迟疑不决、神经过敏和脆弱性分数Adults with Higher CTI Total scores also tend to have a greater need for information, be less decided, perceive more barriers to choice, &be more anxious.CTI总分得分更高的成人，倾向于对信息有更大的需要，他们不容易坚定，更多的注意到选择的障碍，并更加的焦虑。College students with Higher CTI Total scores also tend to be less decisive and more depressedCTI总分更高的大学生通常也是不够果断，并比较抑郁High School Students with Higher CTI Total scores also tend to lack self-clarityCTI总分更高的高中生易于缺乏自我清晰度Needs AssessmentIdentifying the specific nature of dysfunctional thinkingCTI Construct scores Decision-making confusion Commitment anxiety External conflict需求评估识别功能失调想法的具体特质CTI构成分数决策困惑承诺焦虑外部冲突Decision-Making ConfusionInability to initiate or sustain the decision making due to disabling emotions a lack of understanding about decision making决策困惑由于情感失能或对职业决策缺乏了解，而无法开始或维持职业决策Commitment AnxietyInability to commit to a specific career choice, accompanied by decision making anxiety承诺焦虑无法对特定的生涯选择作出承诺，并伴随着决策焦虑。External ConflictInability to balance self-perceptions with input from significant othersDifficulty in assuming responsibility for decision making外部冲突无法平衡自我认知和重要他人的看法难以承担决策的责任Needs AssessmentCTI Construct scores related to capability Decision-making confusion Commitment anxietyCTI Construct scores related to complexity External conflict需求测量有关能力的CTI构成分数是：决策困惑、承诺焦虑有关复杂性的CTI构成分数是：外部冲突LearningUse the CTI and CTI Workbook to help clients: Identify Challenge Alter ActCTI Workbook Sections1. Identifying Your Total Amount of Negative Career Thoughts2. Identifying the Nature of Your Negative Career Thoughts3. Challenging and Altering Your Negative Career Thoughts and Taking Action4. Improving Your Ability to Make Good Decisions5. Making Good Use of Support from Other PeopleUse of MetaphorsCommon, simple representations of concepts - linked to more abstract constructsStone wall - impact of negative thoughts on decision makingUneven stone wall - priorities for cognitive restructuringCooking with a recipe - the content and process of decision making使用比喻普遍简单的概念表述与更多的抽象结构相联系石墙对决策消极观念的影响凹凸不平的石墙认知调整的优先顺序拿着食谱烹饪决策的内容和过程Identifying the Nature of Negative Career Thoughts识别出消极生涯观念的类型：决策困惑、承诺焦虑和外部冲突Improving Your Ability to Make Good Decisions提高你的能力以作出好的决定Ingredients（knowing）1. Knowledge about myself2. Knowing my options3. Know how I make decisions4. Thinking about my decision makingSteps（doing）1. Realize I need to make a choice2. Make sure I understand myself and my options3. Expand & narrow my options (as needed)4. Choose an occupation or field of study5. Implement my choiceAppropriate Users of the CTI11th and 12th grade high school studentsCollege studentsAdultsCTI适合的使用者：高二、高三学生，大学生，成人Administration and Scoring执行和计分 Review directions with the user与使用者重温指导语 User completes the CTI in approximately 7-15 minutes使用者用5-7分钟完成CTI Practitioner completes hand scoring in 3 - 5 minutes (or the user in some group settings)从业人员用3-5分钟计算分数Diversity IssuesAll items associated with gender and ethnicity were dropped from the CTI多