Developmental Career Assessment and Counseling: The C‐DAC Model

Abstract

The C-DAC model seeks to implement current development theory and to use innovative assessment measures together with improved counseling methods to improve vocational and life career counseling. At this stage, the project pays more attention to assessment, partly because if one is to counsel with career maturity in mind, one must understand the developmental status of the counselee. In career counseling, facts as well as feelings are important. Therefore, in this article the authors deal with the assessment of career development in detail, treating interests (measured by the Strong) and expressed preferences as basic status data to be viewed in the light of career maturity, the salience of life roles, and the values sought in life as moderator variables. The instruments are described and their use shown in a sample profile for assessment and checking by the reader in another readily available published source.

Validation of the short form of the career development inventory with an Iranian high school sample

“…Super 's (1957, 1990) career development theory and its central construct of career maturity have received considerable attention across many countries, including the United States (e.g., Levinson, Ohler, Caswel, & Kiewra, 1998;Savickas & Hartung, 1996;Super, Osborne, Walsh, Brown, & Niles, 1992), Australia (e.g., Clayton & Fletcher, 1994;Creed & Patton, 2003;Patton & Creed, 2001), Canada (Perron, Vondaracek, & Skorikov, 1998), Korea (Lee, 2001) and Thailand (Hughes & Thomas, 2006). According to Crites (1976) the central concept for understanding career behaviour is career maturity.…”

Self-efficacy beliefs of youth entering the labour market

“…The life-career rainbow model by Super (1992) presents the structure of roles of a human being in individual phases and cycles of their personal and professional life. The concept assumes that throughout the lifespan an individual takes up six main social roles (Super, Savickas, Super, 1996).…”

“…The concept assumes that throughout the lifespan an individual takes up six main social roles (Super, Savickas, Super, 1996). According to Super (Super, Larry, 1992), the basic social roles and corresponding main personal and professional activities are: a child (playing professional roles), a student (acquiring knowledge), a worker (earning, professional development), a homemaker (creating a home, organisation of family life), a leisurite (active and passive recreation), a citizen (public, civic and political duties).…”

L’Inventaire des préoccupations de carrière : une mesure de l’adaptabilité à la carrière

“…L'IPC comme outil d'évaluation initiale 22 Il n'est pas rare qu'une personne décide de consulter un conseiller d'orientation quand elle éprouve des difficultés ou des insatisfactions sur le plan professionnel et qu'elle n'est pas en mesure d'en identifier les causes ou les facteurs sous-jacents (Whiston, 1990). À cet égard, l'IPC peut s'avérer un excellent outil d'évaluation initiale afin de cibler les préoccupations de carrière de la personne (Super, Osborne, Walsh, Brown & Niles, 1992). Une telle évaluation peut permettre d'une part de guider la suite de l'évaluation (Super et al, 1992;Whiston, 1990) et d'autre part, d'adapter l'intervention de counseling aux préoccupations de la personne (Niles, Anderson, Hartung & Staton, 1999).…”