CAREER

DEVELOPMENT
PHÁT TRIỂN NGHỀ NGHIỆP
How to contact me?
Email: [email protected]
Office: D314 (Undergraduate studies)
Office hours: by appointment (in-person or by Teams)
Applying CD Theory to
Counseling!
Why theories?
And I have no plan to become a counselor!
Apart from theories…
• A 45-year-old farmer who is faced with the difficulty of changing jobs after
experiencing chronic back pain
• A highschool dropout whose boredom and frustration with his life and
work are affecting his personal life
• A student who is starting to fall behind at school is withdrawing from his
peers and is frustrated in reading.
Lucy:
❑ 5th-grader: upset about her mother forcing her father out of the house
❑ 15 years old: pressure from her father and boyfriend forces her to go to
nursing school rather than to medical school
❑ 28 years old: hurting from the break-up of a 3-year relationship and is
deciding whether to return to school to become a physician.
Theory…
• Theory: explain behavior that occurs over many years and is made up
of reactions to thousands of situations.
• Criteria of a theory:
❑ Theories should be explicit about their rules and theorems.
❑ Theories should be precise about the limitations of their predictions.
❑ When theories are developed, they need to be tested.
❑ A theory needs to be consistent and clear.
Counselor skills
❑ Helping skills: Unconditional positive regard, genuineness,
congruence, and empathy
❑ Attending skills: non-verbal presence in the counseling situation
❑ Questions: closed-ended questions vs open-ended questions
❑ Giving information, not opinion….
❑ Assessment instruments
❑ Ethics
❑…
How to make it relevant?
Course Overview:
15 weeks, 2 main parts
THEORIES ON CAREER CHOICE AND APPLICATION OF THEORIES IN
CAREER CAREER PLANNING AND
DEVELOPMENT/ADJUSTMENT COUNSELLING
Students will work in 12 groups to Students will work in pairs to apply
study and present different theoretical knowledge by
theoretical models. developing their own career
development (CD) plans and
providing guidance to their peers.
 Week 1: Introduction to Career Development,
organisation of 12 groups, and assignment of
tasks for Weeks 2-9.
Week 2: Trait-Factor Theory (2 groups)
Course Week 3: Work Adjustment Theory (2 groups)
Schedule:
Week 1: Introduction to Career Development, organisation
of 12 groups, and assignment of tasks for Weeks 2-9.

Week 2: Trait-Factor Theory (2 groups)

Week 3: Work Adjustment Theory (2 groups)

Week 4: Holland’s Theory of Vocational Choice (2 groups)

Week 5: Myers-Briggs Type Indicator (MBTI) and Career

Choice (2 groups)

Week 6: Life-Span Theory – Childhood and Adolescent

Career Development (2 groups)

Week 7: Life-Span Theory – Late Adolescent and Adult

Career Development; Adult Career Transitions (2 groups)

Week 8: Presentations by 6 groups

Week 9: Presentations by the remaining 6 groups

Weeks 10-15: Theoretical integration and application of

selected approaches, focusing on decision-making theories,
life-span theories, and trait-factor theories. During this
phase, students will develop individual CD plans and provide
career development advice to their peers.
 Week 4: Holland’s Theory of Vocational Choice
(2 groups)
Week 5: Myers-Briggs Type Indicator (MBTI)
and Career Choice (2 groups)
Course Week 6: Life-Span Theory – Childhood and
Schedule: Adolescent Career Development (2 groups)
Week 1: Introduction to Career Development, organisation
of 12 groups, and assignment of tasks for Weeks 2-9.
Week 7: Life-Span Theory – Late Adolescent
Week 2: Trait-Factor Theory (2 groups)
and Adult Career Development; Adult Career
Week 3: Work Adjustment Theory (2 groups)
Transitions (2 groups)
Week 4: Holland’s Theory of Vocational Choice (2 groups)

Week 5: Myers-Briggs Type Indicator (MBTI) and Career

Choice (2 groups)

Week 6: Life-Span Theory – Childhood and Adolescent

Career Development (2 groups)

Week 7: Life-Span Theory – Late Adolescent and Adult

Career Development; Adult Career Transitions (2 groups)

Week 8: Presentations by 6 groups

Week 9: Presentations by the remaining 6 groups

Weeks 10-15: Theoretical integration and application of

selected approaches, focusing on decision-making theories,
life-span theories, and trait-factor theories. During this
phase, students will develop individual CD plans and provide
career development advice to their peers.
 Week 8: Presentations by 6 groups
Week 9: Presentations by the remaining 6
groups

Course Weeks 10-15: Theoretical integration and

application of selected approaches, focusing on
Schedule: decision-making theories, life-span theories,
Week 1: Introduction to Career Development, organisation
of 12 groups, and assignment of tasks for Weeks 2-9.
and trait-factor theories. During this phase,
Week 2: Trait-Factor Theory (2 groups)
students will develop individual CD plans and
Week 3: Work Adjustment Theory (2 groups)
provide career development advice to their
Week 4: Holland’s Theory of Vocational Choice (2 groups)
peers.
Week 5: Myers-Briggs Type Indicator (MBTI) and Career
Choice (2 groups)

Week 6: Life-Span Theory – Childhood and Adolescent

Career Development (2 groups)

Week 7: Life-Span Theory – Late Adolescent and Adult

Career Development; Adult Career Transitions (2 groups)

Week 8: Presentations by 6 groups

Week 9: Presentations by the remaining 6 groups

Weeks 10-15: Theoretical integration and application of

selected approaches, focusing on decision-making theories,
life-span theories, and trait-factor theories. During this
phase, students will develop individual CD plans and provide
career development advice to their peers.
Learning Outcomes:
By the end of the course, students will:
❑ Demonstrate an understanding of major career development theories.
❑ Apply theoretical frameworks to real-world career planning and
counselling.
❑ Develop and articulate their own career development plans.
❑ Provide informed career guidance to their peers.
❑ Integrate multiple theories to form a comprehensive approach to
career planning.
TOWARDS CD MID-TERM EXAM:
Group discussion, presentation and report

Group Assignment: Students will work in groups to select and present

on a career development theory. Groups must choose between two
approaches:
◦ Cultural Adaptation: Adapt and explain the theory to make it
culturally relevant and accessible to Vietnamese learners.
◦ Empirical Testing: Test the theory by conducting a survey and
analysing data to explore its applicability in a practical context.
Preparation: Groups are required to submit a written report and create
presentation slides that clearly outline the theoretical framework and
either its cultural adaptation or the findings from the data analysis.
TOWARDS CD MID-TERM EXAM:
Group discussion, presentation and report

Presentation Day: Each group will present their work to the class. Every
student must deliver their section within a 5-minute time limit, with up
to 30 seconds available for transitions between sections if needed.
Q&A: After the group presentation, each student will individually
answer questions posed by the examiner(s).
Report Submission: The final written report, summarising the group’s
work, including the theory, its adaptation, or empirical findings, must
be submitted by this deadline.
Examples from the course last year…
Examples from the course last year…
Preparation: Week 2-7
Week 2: Trait-Factor Theory (2 groups)
Week 3: Work Adjustment Theory (2 groups)
Week 4: Holland’s Theory of Vocational Choice (2 groups)
Week 5: Myers-Briggs Type Indicator (MBTI) and Career Choice (2
groups)
Week 6: Life-Span Theory – Childhood and Adolescent Career
Development (2 groups)
Week 7: Life-Span Theory – Late Adolescent and Adult Career
Development; Adult Career Transitions (2 groups)
Week 2 - Trait-Factor Theory
Group 1: Theoretical framework adaptation
Group 2: Empirical testing
Week 3 - Work Adjustment
Theory
Group 1: Theoretical framework adaptation
Group 2: Empirical testing
Week 4 - Holland’s Theory
Group 1: Theoretical framework adaptation
Group 2: Empirical testing
Week 5 - Myers-Briggs
Group 1: Theoretical framework adaptation
Group 2: Empirical testing
Week 6 - Childhood and Adolescent
Career Development

Group 1: Theoretical framework adaptation

Group 2: Empirical testing
 Week 7 - Late Adolescent and
Adult Career Development; Adult
Career Transitions

Group 1: Theoretical framework adaptation

Group 2: Empirical testing
Week 1
❑ Become a member of a group for teamwork in the first half of the
course
❑ Think about the criteria of choosing a teammate for pair work in the
second half
❑ Share your opinion in written form as part of the compilation in the
appendix of the final
Appendix 1
Some people believe that final-year
undergraduates majoring in social sciences have
acquired the minimum qualifications to work as
research assistants in the field. They also argue
that at this stage, students should study career
development as an essential subject.
What is your opinion on starting a career as a
social science research assistant and the
importance of studying career development?
Appendix 1
Write an essay discussing your personal views on:
◦ Your readiness to work as a research assistant in
social sciences
◦ Your understanding of career and its significance
◦ Your thoughts on the importance of career
development as a subject
Give reasons for your answer and include relevant
examples. You should write at least 250 words.