Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
CHAPTER 9
LATE ADOLESCENT AND ADULT CAREER DEVELOPMENT
With the entire class or in small groups, have students describe roles which were important to them in
high school. How has the salience of these roles changed? Have students examine their participation in,
commitment to, and knowledge of, study, work, home, leisure, and community service roles.
Using values described on pages 236-237, which values seem most important to you now? How have
these values changed from a previous point in time?
In pairs, have students list three to five of their most important activities, and two or three of their least
Using Figure 9-2 on page 238, have students describe their current stages and substages. Are the students
in one stage with regard to one career and another stage with regard to another career? Have they
recycled to another stage?
Model and then have students role-play counseling in which the counselor conceptualizes the
How does Arnett’s stage of emerging adulthood add to or detract from Super’s theory of adult career
development?
Discuss the career development of students' parents. Have the students identify Super's adult
Ask the class for observations of people in career or job situations who may fit parts of the Atkinson,
Morten, and Sue model of minority identity as outlined in page Table 9-3 on page 257.
What might it be like for you to receive counseling from someone much younger or older than you? Is
there an age bias, or is there a perception of differences in developmental stages of younger and older
counselors?
