Career Autobiography

When I begin to think back and recollect all my past memories about my career that have

gotten me to the point that I am currently at in my life and work, the theory that I can most easily

identify with is the Trait and Factor Theory. The Trait and Factor Theory is the foundation for

several vocational counseling programs and a theory that has been in practice for a long time,

proving its value in counseling. For me, what the Trait and Factor Theory stands for and suggests

is something I can relate to and understand. The Trait and Factor Theory studies the individual,

surveys occupations, and matches individuals with occupations. Speaking from my own account

and experiences, having a career match to your personality is crucial. It allows for understanding,

enjoyment, and success within your career. We are all individuals, having traits that can be to our

benefit or even our detriment; that is okay. However, the Trait and Factor Theory allows us to

take these unique characteristics and match them to the requirements of careers. I find that to be

extremely beneficial.

There is criticism regarding the Trait and Factor Theory, I am fully aware of that and

understand those concerns. It has been thought that the Trait and Factor Theory does not allow

for growth, it restrains individuals to one career path, and does not take into account change and

development throughout life. That is where it is important for us, as counselors to have

understanding and knowledge to best assist our clients. The Trait and Factor Theory can provide

meaningful information, but we do not need to take only that information into account. Every

client we will serve is an individual and what works for one may not work for another, it is

important to understand ourselves and our practice. This is a theory I can relate to and use to best

support my clients, that does not mean that I will take this and only this view to serve my clients.
In my personal experience and the growth of my career, the Trait and Factor Theory fits well into

my story.

In contrary to the Trait and Factor Theory, the career decision-making model that I best

identify with is the Development Model. Much as I previously stated, the Trait and Factor

Theory has been recognized as not supporting growth and change. The Development Model is

the opposite of that. I find the Trait and Factor Theory to be valuable and the Development

Model to compensate for certain areas that may need addressed for clients. The Development

Model emphasizes five life stages; growth, exploration, establishment, maintenance, and

disengagement. There is a focus on development and how changes can take place throughout our

life span. The Development Model emphasizes that what happens in one life role has an effect on

another life role, it is important that the individual has a realistic self-concept. The Development

Model involves an intake interview, career development assessment and counseling, data

integration and narrative interpretation, establishing counseling goals, and counseling procedures

and process. This model encourages and supports the importance of the counselor-client

relationship, that is something that I find to be beyond essential. Each step of the Development

Model does a good job of incorporating several valuable aspects that can come into play for

individuals involving careers. It looks at not only the client’s past experiences and future goals,

but also social development, perceptions, important life roles, concerns, career exploration,

abilities, interests, values, self-concept, life themes, and development and maintenance of a

career. As an individual and a counselor, I find the aspects that the Development Model takes

into consideration and assesses to be important and to have a heavy outcome on an individual’s

life and career. By looking these areas in stages, it allows to ensure that the best services are

provided for our clients as possible.

recollection I have when I think of my dreams, hopes, and goals comes in two complete separate

areas. First, my dream and then, my goal. I remember being a little girl growing up in the

country, riding my horses and helping my family on the ranch with an ultimate dream of

qualifying for the National Finals Rodeo. I classify this as my dream, much as little boys say

they will play football in the NFL. It is something that we dream of, but few will accomplish. By

the time I was in junior high, my understanding of this was much more realistic. However, none

the less, it was my first memory of how my adulthood would look like. I’d write stories and

illustrate them about myself and my horse, what it would be like to qualify for the NFR. Even

though this was a fascination for me, from a very early age I had a career goal. I wanted to be a

nurse and work at St. Jude’s Medial Clinic, helping youth struggling with cancer. It was

something I was passionate about felt I had a calling for. I can remember as early as fourth grade

telling people that I would work at St. Jude’s when I grew up.

My first reality check came from my parents, pointing out to me that I would not be able

to live around my family if that was the career path I would take. I would have to move to a

much more populated area and live a far distance away from everyone I knew in order to make

this goal come true. My teachers also discussed the mental aspect of a job such as this, how

would you feel and/or handle the environment of seeing sick youth daily? Would you be able to

understand why some would lose their life? For me, the answer was always yes. I felt confident

in myself that I had the mental capability of being supportive and a valuable asset to an

environment such as St. Jude’s.

By the time high school had approached, I had opened up to the thought of not

necessarily working at St. Jude’s but still becoming a nurse. Another career I had in my focus
was teaching. I wasn’t sure which would be for me, but knew that one or the other would be

fitting. I knew that I was a people person and had a passion for serving and helping others grow,

whether that was through care while they may be sick or the fostering of education, I was certain

one of those two careers would be fitting for me. If I were to attend college and graduate, I

would be the first in my family. My parents had instilled the importance of education and

benefits that a degree would hold. Providing myself with not only financial support, but things I

had not wrapped my mind around at such a young age, such as insurance. They also stressed the

importance of choosing a career that would fit my preferred location. Not receiving a degree that

I would graduate with and then feel there were no jobs available in the location I planned to

reside at.

Once at college, my freshman year, I was taking general classes. At that time, I had

thought that nursing would be the path I would take. However, that all changed with my first

dose of chemistry and the lab. While completing that course, I began visiting with the education

department. By the end of the semester, I had made the official decision that I would be majoring

in early childhood education. Once I made that decision and began classes, I never looked back. I

loved the courses and felt I was on a career path that was perfect for me. Throughout my college

career, I tried to place myself in every opportunity possible to further my understanding within

education. I was a part of education groups, I even tried to focus my work to support myself

through college within the field. I worked at an after-school program for elementary students and

a daycare. It allowed for great connections to be made, ones that would later provide references

for me.

I graduated college from Southwestern Oklahoma State University, it had been a

childhood dream to attend college in Oklahoma. While in there, I majored in Early Childhood
Education and Special Education. On April 1st, 2012 I was offered my first teaching position. I

would be moving back to my home state of Nebraska to work as the K-6 Special Education

teacher in Stapleton, NE. I was extremely excited to have been given this opportunity, it came

with some unpredicted challenges though. Due to certification differences among states, I would

have to take classes to be fully endorsed in the state of Nebraska. I was given a provisional

teaching certificate in Special Education. That fall, I started taking courses from the University

of Nebraska Kearney, majoring in Special Education Advanced Practitioner. I was very happy

with my position at Stapleton. I learned more than I could have hoped in my two years I spent

there. I had strong relationships with not only the students, but the parents and my colleagues as

well. My first year provided me with the understanding of what it can feel like to become

frustrated with administration. There were decisions being made that I did not feel were best for

the students and that I was directly a part of, at the time, I wouldn’t have wished that on anyone.

In hindsight, it allowed me to grow as a professional in ways I was not aware of while living the

frustration. Changes were made and my second year was a great year. I resigned from Stapleton

due to a 75 mile one way commute, knowing my husband and I were getting ready to start a

family it was not going to be realistic for me to be away from home that much and on the road all

the time. Living in a very rural area, there were only two available options for me to work at and

be employed by a school. One option, I knew wasn’t for me. So, I decided to take a year off and

patiently wait for an opportunity to work in my hometown. I didn’t know when a position would

be opening, but I knew I was willing to wait for the right job and apply when one was available.

Not having a formal preschool within the district of Arthur County, I was approached to start a

preschool. I would be provided a classroom and access to materials, but would not be formally

employed by the school. I took that opportunity and three days a week I taught preschool. It was
a great way to get my foot in the door and become familiar with students, parents, and staff. The

following year, the K-12 Special Education position opened. I applied for the job and received it.

At that time, the K-12 School Counselor position was available as well. I discussed my interest

for becoming a school counselor with the superintendent, I had not started classes but it was a

direction I had been thoughtfully considering moving towards. He supported my interest, but

also encouraged me to start by applying for the special education position. That year, I began

contacting Chadron State College to learn more about their program. Through my time working

with children, I had never felt so sure that counseling was a direction I wanted to start a journey

in. The teacher that was hired as the counselor resigned at the end of their first year at ACHS and

I applied for the position. I was given the position of School Counselor and Special Education

Teacher, after meeting with the school board and several thought out meetings of discussion with

the superintendent I decided I was willing to give the challenge my best effort. Arthur has a four-

day school week; however, I was contracted for five days. That allowed time to work on paper

work and stay caught up in both positions, it was stressful at times, but a very valuable and eye-

opening school year. Currently, I am the School Counselor and Librarian. It is a much more

realistic, long term fit and I love my position. My career journey has allowed me to find my

passion and enter into a career that I can positively say I love. Always knowing my passion to

work with people, led me to education, and education led me to counseling. It is a great feeling

to work within a field you love, I’m thankful for that opportunity daily. My hope is to help

students in a way that will allow them to reach their desires and dreams as well, with each

student need being different, how that looks will vary. None the less, I will do my best to serve

all students.