Career Counselling and Development

In the radical Careering Model, Miller-Tiedeman uses case studies and dissertateion points throughout the text journey to support both professionals and students learn practical application. In the book by Miller Tiedeman, historical events, models, and comparison charts are punctuated all throughout lending a global perspective to the New Careering model. The visual Pythagorean wheel blueprinting the spectrum of living harmonies activates different dimensions of awareness and possibilities for carriage.This model is ideal for use in the classrooms (Mah acey, 2007). The book includes end-of-chapter questions, in-class exercises, and potential homework projects. The book appropriate for beginning direction education courses, entrepreneurial classes in business administration, course classes in other disciplines, church groups, pastoral notifyling classes, and support/study groups.While many career counselling models urinate focused almost entirely on practical methods aimed a t occupation with little attention to the process nature of life, Miller Tiedeman outlines a creative approach that advocates a theory of life, not job, as career. Focus is centred on a three-fold approach of thinking, feeling, and forgeting of the career theory of the individual, by addressing logical, emotional, and apparitional aspects as cited in the book.In a global and human perspective, Miller Tiedeman illustrates, through detail of theory, a broader view of career places in which individuals whoremonger get in touch with their deeper spiritual selves. This book by Miller Tiedeman unfolds into three major comp mavinnts such as Learning the New Careering The What Question Practicing the New Careering The How Question and the Living the New Careering The Why Question.Through this journey of introspection and a myriad of careering article of beliefs, the reader is able to ask about his/her own life direction. Miller Tiedeman helps guide the question, Does ones life com pass mostly toward job and things, or is it toward the journey as a whole? Every chapter ends with discussion questions that evoke powerful inquiries into ones complete approach to life and career.The book by Miller Tiedeman is highly detailed and theory focused. One theory, in particular, The Pythagorean model a spectrum of living harmonies illustrates different dimensions of awareness and possibilities for life, and demonstrates how the lodge power streams of focused energy through different parts of ourselves i.e., the body, emotions, mind, will, intuitive thoughts and feelings, make up our complete life and career backdrop. Nine primary energies suggest nine basic power streams that are universal and available in every persons life.The nine power streams outlined include the power stream of tightly fitting relationship, initiative, artistic creativity, freedom, achievement, sociability, life experience, inner wisdom, humanitarian service will to power.Miller Tiedeman met e very object in outlining in detail many of the aspects of New Careering and how it relates to the human elements of life. I highly recommend this book for anyone and everyone connecting with people for career, life, and inner growth as salutary as for career direction from a holistic or whole-life approach.Bearing of the Quantum Theory on Career CounsellingThe New Careering method, based on the principle of flow, much like nature, uses as its foundation ideas from a broad range of theories including Quantum physics. It is said that change need not occur linearly, but rather can be discontinuous a quantum leap. In counselling, clients should be prepared for quantum shifts at times from the impact of even minor make forslike those at time produced from set clarification exercises.The quantum theory was asserting that the character of nature was essentially mental. The quantum theory was merely a tool for do predictions about experiences. The same line of thinking has led a serio us attempt by to bring human conscious experience into the quantum mechanical description of nature (Bozarth, 1985).Decision-making ProcessDecision-making process is ordinarily approach as an outcome of a long, continuous cognitive processes that may result to the distinguishion of a course(s) of action among several alternatives. This process leads to a utmost choice, action or an opinion, among the alternatives (Reason, 1990).The decision-making process is integrated in the interaction with the environment (Kahneman, 2000). It is a problem solving process that is halted upon arrival to a sound issue to the problem. It can be rational or irrational. It can be based on explicit or tacit assumptions.My own style of decision-making could greatly influence the way I counsel. This is because my style of arriving at a decision and my way of resolving issues will be carried on how a client and I will arrive at a course of action(s) for the clients case at hand. I might help a client who comes to me for help with making career-related decisions by drawing out various alternatives then at the end of it, allowing the client to choose the best option that the client thinks best fit.Issues Explored on the lymph gland in the Vignette and the Envisioned Counselling Process1. Identify the need for counsellingIn this vignette, it is evident that there is a need for focused, two-way intercourse with the client. There are several issues explored from the vignette on the client named Bridget, a thirty (30) years old senior college student who is raised from dairy raise in a small town in the New York State. According to Bridget, none of her siblings attended college.That is, after high school Bridget was eager to become financially independent and worked for a few years as a cashier at K-Mart near her hometown. Bridget eventually decided to major in biology in a college in Kansas. In that school, she got a 3.0 average. It was at this period when Bridget felt anxious abo ut graduating and leaving her comfortable niche in school. That time, Bridget was not sure about what to do with her life. She also thought that the job market in both Kansas and nearby towns is rather limited. That time, Bridgets former supervisor at K-Mart would be willing to give her a job as manager. However, Bridget felt that despite the pay check, getting that managerial job would be like she had never foregone to college at all.2.Prepare for counsellingTo prepare for counselling, select a suitable place. Schedule counselling in an environment that minimizes interruptions. This environment has to be free from distracting sights and sounds.Schedule the time. When possible, counsel a confederate during the duty day. Counselling after duty hours may be rushed or perceived as unfavourable. The length of time take for counselling depends on the complexity of the issue. Generally a counselling session should last less than an hour. If you need more time, schedule a second sessi on. Additionally, select a time free from competition with other activities and consider what has been planned after the counselling session. Important events can distract a subordinate from concentrating on the counselling.Notify the client well about the scheduled counselling in advance. For a counselling session to be a subordinate-centred, two-person effort, the subordinate must have time to prepare for it. The subordinate should know why, where, and when the counselling will take place. Counselling following a specific event should happen as close to the event as possible. However, for performance or professional development counselling, subordinates may need a week or more to prepare or round off specific products, such as support forms or counselling recordsOrganize information. Solid preparation is essential to effective counselling. Review all pertinent information. This includes the declare oneself of the counselling, facts and observations about the subordinate, identif ication of possible problems, main points of discussion, and the development of a plan of action. Focus on specific and objective behaviors that the subordinate must maintain or improve as well as a plan of action with clear, obtainable goals.Outline the counselling session components. Using the information obtained, determine what to discuss during the counselling session. Note what prompted the counselling, what you aim to achieve, and what your role as a counsellor is. Identify possible comments or questions to help you keep the counselling session subordinate-centred and help the subordinate progress through its stages. Although you never know what a subordinate will say or do during counselling, a written outline helps get up the session and enhances the chance of positive results.Plan the counselling strategy. The right atmosphere promotes two-way communication between a leader and subordinate. To establish a relaxed atmosphere, you may cracking the subordinate a seat or a c up of coffee. You may want to sit in a chair facing the subordinate since a desk can act as a barrier.Some situations make an informal atmosphere inappropriate. For example, during counselling to correct substandard performance, you may direct the subordinate to sojourn standing while you remain seated behind a desk. This formal atmosphere, normally used to give specific guidance, reinforces the leaders rank, locate in the chain of command, and authority.Establish the right atmosphere. The right atmosphere promotes two-way communication between a leader and subordinate. To establish a relaxed atmosphere, you may offer the subordinate a seat or a cup of coffee. You may want to sit in a chair facing the subordinate since a desk can act as a barrier.Some situations make an informal atmosphere inappropriate. For example, during counselling to correct substandard performance, you may direct the subordinate to remain standing while you remain seated behind a desk. This formal atmosphere , normally used to give specific guidance, reinforces the leaders rank, position in the chain of command, and authority.3. Conduct counsellingDuring the conduct of counselling, opening the session should be in a manner that would make the client at ease with the activity. Her stories should be carefully listened to, giving particular attention to the details of her case. There is a need to observe Bridgets behaviour and performance. The issues will be discussed one by one. Then Bridgets case will be compared to the standard. Then develop the plan of action. After careful analysis, feedback(s) will be provided to Bridget in the form of counselling. save and closing the session should be done in order to deliver an efficient counselling work that entails exploration of Bridgets case, understanding and resolving the issues.4. wed upAfter the implementation of the plan of action, the results have to be evaluated. During the evaluation, the plan of action has to be reviewed with the cl ient to determine if the desired results were achieved. This evaluation session gives applicable data and information for future follow-up counselling activities.ReferencesBozarth, J. D. (1985). Quantum theory and the person-centered approach. Journal of Counseling and Development. Special issue, 64(3),179-182.Kahneman, Daniel and Tversky, Amos. 2000. Choice, Values, Frames. The Cambridge University Press.Mahoney, Moira. 2007. Review Learning, Practicing, and Living in the New Careering. Career homework and Adult Development Network. Unite Media Group, Inc. http//www.careertrainer.com/Request.jsp?nView=PrintArticle&Article=OID%3A52982.Miller Tiedeman, Anna. Learning, Practicing, and Living the New Careering.Reason, James. 1990. Human Error. Ashgate..