Which theorist proposes that identity is a primary force in an adolescence choice of a career?

Frank Parsons developed the idea of matching careers to talents, skills and personality.

People perform best when they are in jobs best suited to their abilities

Frank Parsons is regarded as the founder of the vocational guidance movement. He developed the talent-matching approach, which was later developed into the Trait and Factor Theory of Occupational Choice. At the centre of Parsons' theory is the concept of matching. 

Parsons states that occupational decision making occurs when people have achieved:

• an accurate understanding of their individual traits (aptitudes, interests, personal abilities)
• a knowledge of jobs and the labour market
• rational and objective judgement about the relationship between their individual traits, and the labour market.

This three-part theory still governs most current practice.

The trait and factor theory operates under the premise that it is possible to measure both individual talents and the attributes required in particular jobs. It also assumes that people may be matched to an occupation that's a good fit. Parsons suggests that when individuals are in jobs best suited to their abilities they perform best and their productivity is highest.

In his book, 'Choosing a Vocation', Parsons maintains that personal counsel is fundamental to the career search. In particular, he notes seven stages for a career counsellor to work through with clients:

1. Personal data: create a statement of key facts about the person, remembering to include every fact that has bearing on the vocational problem.
2. Self-analysis: a self-examination is done in private and under the instruction of the counsellor. Every tendency and interest that might impact on the choice of a life work should be recorded.
3. The client’s own choice and decision: this may show itself in the first two stages. The counsellor must bear in mind that the choice of vocation should be made by the client, with the counsellor acting as guide.
4. Counsellor’s analysis: the counsellor tests the client’s decision to see if it is in line with the “main quest”.
5. Outlook on the vocational field: the counsellor should be familiar with industrial knowledge such as lists and classifications of industries and vocations, in addition to locations of training and apprenticeships.
6. Induction and advice: a broad-minded attitude coupled with logical and clear reasoning are critical at this stage.
7. General helpfulness: the counsellor helps the client to fit into the chosen work, and to reflect on the decision.

Much of Parsons’ work still guides career counselling today, though it is not without criticism. Matching assumes a degree of stability within the labour market. However, the reality is that the market’s volatility means individuals must be prepared to change and adapt to their circumstances.

Sources

• National Guidance Research Forum, ‘Guidance Practice – Matching Theories (Trait/Factor)’, accessed December 2008, (www.guidance-research.org).
• Parsons, F, ‘Choosing a Vocation’, accessed December 2008, (www.leonardoevangelista.it).

Updated 22 Oct 2019

Adolescence

ACT for Youth Resources: Identity

Toolkit: Identity Development links to additional resources on identity.

"Who Am I?" -- Identity Formation in Adolescence, a handout by Rachel Sumner of Cornell University, provides a brief overview of adolescent identity development.

Our Multiple Identities

Many dimensions of identity intersect to form our sense of self:

• Gender
• Religious
• Racial
• Ethnic
• National
• Generational
• Sexual
• Political
• Regional
• Professional
• Cultural
• Class

ACT for Youth Highlight

Purpose in Adolescence

In this article, the authors present evidence that having a sense of purpose can help adolescents successfully navigate challenges.

Visit Toolkit: Identity Development for resources. Learn more about Adolescent Development.

What is Identity?

Identity refers to our sense of who we are as individuals and as members of social groups. Our identities are not simply our own creation: identities grow in response to both internal and external factors. To some extent, each of us chooses an identity, but identities are also formed by environmental forces out of our control [4].

Identity is dynamic and complex, and changes over time.

Self-Identity and Social Identity

• Self-identity refers to how we define ourselves. Self-identity forms the basis of our self-esteem. In adolescence, the way we see ourselves changes in response to peers, family, and school, among other social environments. Our self-identities shape our perceptions of belonging.
   
• Social identity is constructed by others, and may differ from self-identity. Typically, people categorize individuals according to broad, socially-defined labels [4]. For example, if you have dark skin, you may be labelled "black" by others even though you may not have adopted that identity for yourself.

A positive self-identity is correlated with positive self-esteem [5, 6]. All identities are not equally valued by society, so some adolescents may especially need reinforcement to help them construct a positive sense of self.

Dimensions of Identity

Many dimensions of our identity intersect to form our sense of self and cannot be separated from one another. Visible dimensions of identity, such as race and gender, tend to be more important for individuals since they are significant to the individual in every social context and carry more serious consequences in society [4]. For example, race may be important in all social interactions, but political identity, which is not ordinarily visible, may be relevant for some individuals only during election time.

Let's look at an example of how social context may influence one's internal sense of identity.

Jasneet's parents were born in India but she is an American citizen and generally self-identifies as an American. She chooses to celebrate the Indian festival of Diwali with her parents and extended family but celebrates American holidays with her peers from high school.

In this case, Jasneet has an American national identity, but in her home environment finds that her ethnic identity may be important. In her school environment, she may celebrate American holidays and traditions. This illustrates how national and ethnic self identities may vary depending on the social context.

Stages and Statuses of Identity Development

In the 1960s, psychologist Erik Erikson argued that adolescents face a major identity crisis, "Identity vs. Identity Diffusion," which he considered one of the stages of psycho-social development [3]. Successful resolution leads to a secure identity; failure leads to role confusion and a weak sense of self. The key to resolving this crisis lies within the adolescent's interaction with others. James Marcia, also a developmental psychologist, described similar tasks for adolescents, but rather than characterizing them as "stages" he believed the process was non-linear [7]. Marcia proposed that "statuses" of identity development occur in response to crises in domains such as school, relationships, and values, rather than progressing in a linear fashion. According to Marcia:

• Identity Diffusion is the status of adolescents who have not made a commitment to a particular identity. A youth who has not yet considered college or job prospects, for example, could be said to be in the "identity diffusion" status with respect to his professional identity (although in other dimensions his self-identity may be strong). This status may not be resolved unless some experience forces a crisis.
   
• Identity Foreclosure involves committing to an identity prematurely without exploration or choice. This might occur, for example, when traditions are compulsory or parents are insistent on a particular identity, "foreclosing" conscious choice by the adolescent.
   
• Identity Moratorium is a stage of active exploration coupled with low commitment to a particular identity [1].This is an interesting, exciting, and potentially dangerous time for an adolescent that often leads to conflict with parents or other authority figures. Adolescents need to be free to explore their identities, but also need guidance and support to proceed safely through this status.
   
• Identity Achievement is said to occur when the adolescent, having had the opportunity to closely explore an identity, chooses that identity with a high degree of commitment.

References

Which theorist proposes that identity is a primary force in an adolescents choice of career?

Which theorist proposes that identity is a primary force in an adolescent's choice of a career quizlet?

What is Erikson's primary developmental conflict of middle adulthood?

Which theory of media's impact emphasizes the idea that media shape adolescents interests motives and beliefs about the world?