Title: Part%202%20The%20PIC%20Model:%20The%20Role%20of%20Counselors
1Part 2The PIC ModelThe Role of Counselors
2 - PIC provides a framework for a dynamic and
interactive process which emphasizes career
counselors role as decision counselors, whose
aim is to facilitate an active decision-making
process.
3The 3 Roles of Career Counselors
- Discover what stage of the career-decision making
process the individual is in currently. - Review the individuals previous career
decision-making stage(s), and, if needed, repeat
one or more of them. - Guide the clients through the remaining stages.
- -- Thus, the models components can be adapted
according to the counselees style and needs, and
the counselors judgment.
4All three stages of the PIC have the similar
underlying structure of a dynamic
counselor-client dialogue
- First, the counselor presents the goal of the
stage and the clients expected role in it. - Second, the client actively participates by
providing answers to questions presented by the
counselor. The counselor uses his or her
expertise and impression of the clients unique
personality and abilities to monitor the adequacy
of the clients responses. - Third, the counselor discusses with the client
what occurred in the second phase and the
outcomes.
5Before Beginning the Decision-Making Process
Assessing the Clients Readiness
- Evaluating the clients general level of career
indecision (e.g., Career Decision Scale), - Examining his or her specific difficulties in
reaching a decision (e.g., the Career
Decision-making Difficulties Questionnaire) - Assessing career choice anxiety (e.g., Career
Factors Inventory) - Discovering dysfunctional thinking patterns in
career problem-solving and decision-making (e.g.,
the Career Thoughts Inventory) - Identifying dysfunctional beliefs (e.g., the
Career Beliefs Inventory).
6Career Decision-Making Difficulties
- The first step in helping individuals is to
locate the focuses of the difficulties they face
in making career decisions - Gati, Krausz, and Osipow (1996) proposed a
taxonomy for describing the difficulties (see
Figure 1)
7Figure 1 Locating Career Decision-making
Difficulties based on the taxonomy of Gati,
Krausz, Osipow (1996)
8The Career Decision-making Difficulties
Questionnaire (CDDQ)
- The Career Decision-making Difficulties
Questionnaire (CDDQ) was developed to test this
taxonomy and serve as a means for assessing
individuals career decision-making difficulties - Cronbach Alpha internal consistency estimates
.70-.90 for the 3 major categories, .95 for the
total CDDQ score
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10Empirical Structure of the Difficulties (N
10,000 2004)
Lack of motivations
Indecisiveness
Dysfunctional beliefs
Lack of info about self
Lack of info about process
LoI about occupations
LoI about addition sources of help
Unreliable Information
Internal conflicts
External conflicts
11Computerized Assessment of Career
Decision-Making Difficulties
- The CDDQ was incorporated into a career-related
self-help-oriented free of charge Internet site
(www.cddq.org). - Research has shown that the Internet and the
paper-and-pencil versions of the CDDQ are
equivalent (Gati Saka, 2001 Kleiman Gati,
2004). - The CDDQ was found suitable for different
countries and cultures and has been translated
into 18 languages.
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14Increasing the Clients Readiness
- Dealing with general indecisiveness.
Indecisiveness is a generalized inability to make
decisions. If the clients degree of
indecisiveness appears to require a more intense
and longer intervention, the client should be
referred to relevant clinical counseling. - Dismantling dysfunctional beliefs and thoughts.
Beliefs such as There is a perfect occupation
for me or The counselor will find me the right
occupation may impede the decision-making
process and lead to less than optimal
career-counseling outcomes. It is therefore
important to elicit and locate the clients
dysfunctional beliefs and dismantle them as part
of the preparation phase. - Explaining the steps of the decision-making
process to the client. This includes explaining
the basic rationale behind the systematic
procedure and its advantages over a haphazard
choice, describing the three stages of the PIC
model, and discussing each stages goal, process,
and expected outcome.
15(1)Prescreening the Potential Alternatives
- (a) locating the career-related aspects that are
most important to the client - Clients can construct a list of relevant aspects
by themselves, based on their life experience and
aspirations. - The clients more important aspects can be
elicited using Kellys repertory grid or using
Tylers Vocational Card Sort - Counselors can facilitate this step also by
presenting the client with a list of the
potentially relevant aspects
16(1)Prescreening the Potential Alternatives
- (b) ranking the selected aspects by importance
- To help the client create a rank-order of
aspects, the counselor might ask guiding
questions, such as You said that independence
is the most important aspect for you. What
aspect would you regard as second in importance?
17(1)Prescreening the Potential Alternatives
- (c) defining the compromise range for each of the
selected aspects - The counselor is expected to encourage the client
to locate and report his or her optimal
preferences, yet also to consider compromising on
within-aspect levels. - For example You said that for the aspect
length of training your optimal level would be
a 2-year college program. Would you be willing
to compromise and regard a 4-year college program
as acceptable as well?
18(1)Prescreening the Potential Alternatives
- (d) Sequential Elimination comparing the
individuals preferences with the alternatives
characteristics - Provide the client with feedback, including
examples of the eliminated options in each
aspect. - For example With respect to the aspect length
of training, the following occupations are
incompatible with your preference for a 2-year or
4-year college program medicine, psychology, law
.... - Using computerized systems such as CHOICES,
DISCOVER, and MBCD (Making Better Career
Decisions (http//mbcd.intocareers.org) can help
provide such feedback.
19(1)Prescreening the Potential Alternatives
- (e) Testing the sensitivity of the results to
possible changes in preferences - Checking whether the reported preferences still
seem acceptable Are you certain that you are
not willing to consider graduate studies? - Understanding why certain alternatives, which
were considered intuitively appealing by the
client before the systematic search, were
eliminated High-school teaching was eliminated
from your list because it is incompatible with
your preferences for a very high income, high
flexibility in working hours, and short
training. - Locating alternatives that are almost promising
examining the validity of the information about
the critical aspect and considering the
possibility of compromising in that aspect Your
wish to use only high artistic ability at work
led to the elimination of several occupations
which are compatible with your preferences in all
the other important aspects. Would you like to
also consider occupations requiring moderate
artistic ability, while expressing your artistic
skills in avocational activities?
20(1)Prescreening the Potential Alternatives
- Helping explicating preferences
- If at any point during the prescreening the
client has difficulties in explicating his or her
preferences, the counselor can help by directing
the client to relevant past experiences and the
clients emotional reactions to those experiences
- For example, if the client is unsure whether
teamwork is an important aspect for her, or how
willing she is to compromise on this aspect, the
counselor may help elicit memories of
participation on school committees or in youth
organizations, and the emotions associated with
them.
21(2) In-depth Exploration of the Promising
Alternatives
- Verify compatibility of the alternative with the
clients preferences in the most important
aspects (e.g., a person who works in one of the
considered occupations may mention that she is
given much independence in choosing both what to
do and how to do it) - Consider the compatibility of the alternative
with the clients preferences in the less
important aspects as well. The client may
consider going through the prescreening process
again, based on revised preferences - See whether he or she is willing to meet the
requirements specified by the core aspects - Examine the probability of actualizing the
alternative, explore possible ways of increasing
the probability of actualizing certain promising
alternatives with the counselor
22(3) Choosing the Most Suitable Alternative
- (a) Comparing and evaluating the suitable
alternatives - clients can make approximate, local comparisons
of the various alternatives advantages by
combining some characteristics of one alternative
that are equivalent to some combination of
characteristics of the other. - For example, the advantage of alternative x over
y in terms of expected higher income may be
roughly equivalent to the advantage of
alternative y in terms of better work environment
and higher variety. -
- (b) Selecting additional suitable alternatives
23(3) Choosing the Most Suitable Alternative
- (c) Reflecting on the decision-making process.
- The implementation of the decision is liable to
be delayed or avoided if the client does not
truly feel certain in the decision. - Counselors can help clients locate the source of
their lack of confidence and discrepancies
between intuition and systematic processing, and
then either confirm their decision or reach a
different one. - If the counselor feels that the systematic
process has led to an optimal decision, but
various emotional factors (e.g., fear of
commitment, anxiety, low self-esteem, lack of
motivation etc.) deter the client from following
through with implementation, the client and
counselor should engage collaboratively in
cognitive restructuring, affective regulation and
stress management. - (4) Completing the Decision-Making Process
Implementing the steps that need to be carried
out in order to actualize the clients chosen
alternative
24Identifying the Clients Stage in the Process
- It is possible to start the PIC process from the
middle according to the clients needs - However, it is recommended to start the process
from the beginning, in order to - Strengthen confidence in the occupational
alternatives considered by the client - Eliminate inadequate alternatives considered by
the client - Offer additional alternatives that were not
considered by the client so far - Teach decisions skills aspect-based instead of
occupation-based approach
25Concluding Remarks
- The PIC model is flexible and dynamic it allows
clients to move back and forth in the
decision-making process - The PIC model constitutes a framework for a
decision-making process that allows clients to
play not only an active role but a leading one - Informal reports of career counselors suggest
that they often, implicitly and intuitively, use
a PIC-like, three-stage approach in relevant
career counseling cases
26Still
- Career decision-making requires collecting a vast
amount of information - Complex information-processing is needed
- But luckily, information and communication
technologies are available - More and more career counselors incorporate the
use of one or more Computer-Assisted Career
Guidance Systems, or an Internet version of such
systems, into the face-to-face career counseling
process - The use of an Internet-based career-guidance
system for the clinical implementation of the PIC
model will be demonstrated in the next part of
the workshop