Person in Environment Perspective

7/31/2019 Person in Environment Perspective

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PERSON-IN-ENVIRONMENT

PERSPECTIVE


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Focuses attention on contextual interactionover the lifespan.

Views individuals as products of an

environment that is very inclusive but alsounique.

Ones career development is thought to beinfluenced and constructed within severalenvironmental systems.


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Focuses on individual behavior rather than onthe behavior of groups of individuals that mayprovide a norm from which one judges their

own career development.Based on the framework of bioecological systemand constructivism.


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It is a study of the relationship between personand environment. It provides detailed analysis of

ongoing environmental influences over thelifespan.

The developing person is viewed as being thecenter of an embedded in several environmental

systems that interact with one another.

Bioecological System (Urie Bronfenbrenner)


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Five Environmental Systems:

Microsystem

MesosytemExosystem

Macrosystem

Chronosystem



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Microsystem-- the setting where an individuallives. It is the persons immediate relationships andactivities.

Mesosytem-- the set of interactions andrelationships among all the elements of

microsystem which affects the person.Exosystem-- Includes all the social settings thataffect the individual, even though he/she is not adirect member of this system.



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Macrosystem-- the larger society, which includes theattitudes/ideologies of the culture in which the

individual lives.Chronosystem-- the patterning of environmentalevents and transitions over the life course. Itincludes effects created by time or critical periods in

development and sociohistorical events.



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Suggests that there is no fixed truth.

Individuals construct their own way of

organizing information and that truth of realityis a matter of perception.

Supports the belief that individuals definethemselves as they participate in events andrelationships in their environment.

Each individual develops personal constructswhich defines his/her meaning of the world.

Constructivism


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CONTEXTUALIST THEORY OF CAREER

DEVELOPMENT (Young, Valach, & Collin)

CAREER CONSTRUCTION THEORY

(Savickas)


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Posits that the only way to understandindividuals is in the context of their

environment as they experience it and makesense or meaning of the experience.

Career-related behaviors are goal directedresults of the individuals construction of the

context in which they function.Study of action is its major focus.


DEVELOPMENT


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Action taken with regard to career is a goal-oriented series of behaviors that occur in a

stream of behavior that is guided simultaneouslyby individuals and the social context of whichthey are a part.

Action cognitively and socially directedeveryday experiences which reflects eachindividuals social and cultural world.

Three Perspectives: manifest behavior, internal

processes, and social meaning


DEVELOPMENTAction Theory


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Action Systems: Joint and Individual

Joint Actions

career-related actions occur amongpeople. Each person influences the other and theirconclusions may direct some changes in eachparticipants behavior or cause them to modify their

thinking about the subject discussed.


DEVELOPMENT

Action Theory


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Two terms of actions: Project and Career

Project

agreement of actions between two or morepeople.

Career used to construct connections amongactions and to evaluate plans, goals, emotions, and

internal conditions. It extends over a longer periodof time and subsequently involved more actions.


DEVELOPMENT

Action Theory


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Levels of action organization: Elements, Functional

Steps, and GoalsElementsphysical and verbal behavior

Functional Stepshigher level actions

Goals

highest level of actions which usuallyrepresent the general intention of the individualsgroup.


DEVELOPMENT

Action Theory


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Suggests that individuals construct their ownreality or truth.

Careers are to be viewed from a developmentalcontextual viewpoint that focuses on onesadaptation to an environment through thedevelopment of inner structures.



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Propositions:Developmental Contextualism

Development of Vocational Self-ConceptVocational Developmental Tasks



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DEVELOPMENTAL CONTEXTUALISMIncludes core roles developed through anindividuals life structure, preferences of liferoles, and an individuals career patterns.

Built from Bronfenbrenners bioecological model.To understand an individuals career choice andcommitment is to understand and appreciate theinner constructs that give meaning to thatindividuals life roles.



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DEVELOPMENT OF VOCATIONAL SELF-CONCEPTDevelopment of self-concept in childhood: collectionof percepts that is neither integrated nor particularlycoherent.

Development of self-concept in adolescence: moreunified and more coherent which permits theindividuals to form some abstract self-descriptions.

Development of self-concept in adulthood: moreorganized which forms self-perceptions that guideand control behavior.



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DEVELOPMENT OF VOCATIONAL SELF-CONCEPTDimensions of self-concept:

Vocational self-concept individuals perception ofher or his personal attributes that are considered

relevant to certain work roles.Self-concept dimensions assertiveness andgregariousness. It directs the content of alternativechoices.

Self-concept metadimensions consistency andstability. It directs the process of making a choice.


Person in Environment Perspective

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