Career Counseling-Utilyzing Cognitive Information Processing (CIP)

When career counseling, my preferred model is the Cognitive Information Processing (CIP) Model (Peterson, Sampson, and Reardon, 1991) due to its Individualized Learning Plan (ILP), and attention to client metacognition. Its 7-step process includes the following activities: (1) Interview (2) Assessment (3) Defining Problems/Analyzing Causes (4) Formulate goals-Individualized Learning Plan (5) Develop ILP-Steps to accomplish ILP (6) Execution of ILP (7) Summative Review-Determine Effectiveness (Zunker, 2012, p. 103). I will apply the 7-step career counseling model to the Case of Naomi, a 26 year old biracial single mother with three young children. Naomi earned her GED, has borderline intelligence, feels she isn't making enough money, and is looking for career direction.

    

    In the case of Naomi, I would intervene in the following ways: (1) Interview-Establish rapport and clarify Naomi’s career problems. (2) Assessment-Because Naomi has borderline intelligence, administer the Career Thoughts Inventory (Sampson et al., 1996a) to measure her ability to problem-solve and make decisions (3) Define Problems/Analyze Causes-Counselor/Client agreement on existential career problem (4) Individualized Learning Plan (ILP)-Naomi’s goals are developed and put in writing (5) Develop ILP-Prioritize goals and activities to achieve goals (6) Execute ILP-Counselor assists Naomi in identifying and overcoming sources of anxiety and challenges in implementing ILP, including analyzing metacognition and defeating self-talk (7) Summative Review-Review all steps of the CIP Model with Naomi, so she can apply them in the future.

   

    The importance of client metacogntion in restructuring self-efficacy beliefs was referred to by Lewis & Gilhousen (1981) as “myths” of career development which should be investigated by the counselor. Cognitive career counseling approaches the client holistically: “It seems although the more traditional counseling interventions (e.g., matching interests with careers) are useful, they do not begin to touch the source of vocational maladies. An important intial step in the vocational counseling process, then, would be for the counselor to identify and challenge the myths to which the client is subscribing.” Additionally, “Clients may be trained to identify their unique dysfunctional beliefs and the dysfunction schema that serve to engender them” (Dryden, 1979). To summarize, cognitive career models enable the client to address both the behaviors of work, and the thoughts that drive those behaviors: “Many of the methods of trait-and-factor theories do not deal with cognitive aspects of decision making and career implementation (Williamson & Biggs, 1979), and cognitive career counseling may be useful in improving these techniques” (Keller, Biggs, Gysbers, 1982). While the chosen counseling model is key to client career success, the professional relationship which the counselor and client build together is also an important factor of goal attainment.

    

    There are many reasons why counselors should strive to understand the client’s goals and difficulties, the least of these which is the detection of mental illness and detection of substance abuse problems: “Counselors who are alert to symptoms of psychological disorders will be in a much better position to identify potential barriers that can constrain one’s career choice and interfere with one’s career development” (Zunker, 2012, p. 138). Also, identifying negative cognition is essential, and, “Thus interviewers should be alert to any indications of dysfunctional thinking when involved in dialogue with their clients” (Peterson, et al., 1991). Obviously, the more rapport and trust the counselor has earned, the greater the chances are that the client will be open to discussion correcting negative or unrealistic thinking, or mental illness symptoms. When utilyzing the CIP Model, during step (1) Interview, the counselor could use a Narrative Therapy approach, and ask the client to “tell her story” about two aspects of her career: (1) the client’s presenting career problems, and (2) what the client thinks (cognitions) and how she feels (affective) about her situation. This allows the counselor to information-gather, and also to build a clinical profile of the client. These two questions will serve as a solid foundation for the counselor-client relationship to be built upon. What specific communications do the counselor and client need to have to work successfully together?

  

   It is important to communicate your role and functions as the career counselor: that above all, you view your relationship with the client as collaborative; that you are partners, working as a team towards successful fulfillment of their goals. Secondly, that you are their career coach and counselor, and while at times as their coach you will challenge them to stretch and grow, you are also available as a counselor to listen and empathize. Stress that you expect lots of questions, that they are a normal part of the growth process, and assure them they are not “bothering you” when they have questions. Then communicate their part in the career counseling process: that they are expected to keep their appointments, and if they cannot, to notify you ahead of time. They are expected to speak their minds, to be honest, and to ask for support when they need it, because no counselor is a mind-reader. Ask them to make these agreements with you before you begin a working relationship, as making these agreements at the start will short-circuit misunderstandings in the future. Additionally, throughout the counseling process, continue to ask for and encourage their questions and feedback. “Active listening and perception checking techniques allow you to revise and amend any incorrect perceptions” (DeVito, 2009). Remember, it is easier to correct a mistep before it has been taken. 

    

    In summary, The Cognitive Processing Model asks the counselor to check the client’s metacognitions for any limiting, negative self-assessments or beliefs, and it allows the counselor to unearth any mental health or substance abuse issues. In fulfilling this dual-role of vocational coach and counselor, a true collaboration takes place, and a stronger relationship is formed. When we see the client multi-contextually, as the Cognitive Model suggests, we view the whole person, and not just a part. We come to understand a multi-faceted person, one whose life involves her career aspirations, but which is also influenced by her finances, family, education and culture. When we see “the whole picture,” the client may too.

   

References:

Lewis, R.A., Gilhousen, M.R. (1981). Personnel & Guidance Journal, Vol. 59 (5), pp. 296-299.

Peterson, G. W., Sampson, J. P., Jr., & Reardon, R. C. (1991). Career development and services:

A cognitive approach. Pacific Grove, CA: Brooks/Cole.

Zunker, V.G. (2012). Career Counseling: A Holistic Approach. Eighth Edition. BROOKS/COLE CENGAGE Learning.

Sampson, J.P., Jr., Peterson, G.W., Lenz, J.G., Reardon, R.C., Saunders, D.E. (1996a). Career thoughts inventory: Professional manual. Odessa, FL. Psychological Assessment.

Dryden, W. (1979). Rational-emotive behavioral therapy and its contributions to careers. British Journal of Guidance & Counseling, 7, p. 181-187.

Williamson, E.G., Biggs, D.A. (1979). Trait and factor theory and individual differences. In H.M. Burks, Jr., & B. Stefflre (Eds.), Theories of counseling. New York: McGraw-Hill, 1979.

Keller, K.E., Biggs, D.A., Gysbers, N.C. (1982). Career Counseling from a Cognitive Perspective. Personnel & Guidance Journal, Vol 60(6), pp. 367-371.

Peterson, G.W., Sampson, J.P., Reardon, R.C. (1991). Career development and services: A cognitive approach. Pacific Grove, CA: BROOKS/COLE.

DeVito, J.A. (2009). The Interpersonal Communication Book. Twelfth Edition. Pearson.