Career counseling : joint contributions of contextual action theory and the systems theory framework

Patton, Wendy A. (2015) Career counseling : joint contributions of contextual action theory and the systems theory framework. In Young, Richard A, Domene, Jose F, & Ladislav, Valach (Eds.) Counseling and Action : Toward Life-Enhancing Work, Relationships, and Identity. Springer, pp. 33-49.

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The influence of constructivism and the ongoing drive for convergence, both of career theories and between theory and practice, have been key drivers in the career development literature for two decades (Patton, International Handbook of Career Guidance, 2008). Both contextual action theory and systems theory are derived from the root metaphor of contextualism, which has been proffered as a worldview to assist scientists and practitioners in organizing day-to-day experiential data. This chapter identifies the theoretical contributions of the Systems Theory Framework (STF) (Patton and McMahon, Career development and systems theory: A new development, 1999, Career psychology in South Africa, 2006) and Contextual Action Theory (Young and Valach, The future of career, 2000, Journal of Vocational Behavior 64:499–514, 2004; Young et al., Career choice and development, 1996, Career choice and development, 2002), each of which has advanced thinking in theory integration and in the integration between theory and practice in the career development and counseling field. Young et al. (Career development in childhood and adolescence, 2007) noted the connections between the Patton and McMahon systems theory approach and the contextual action theory approach and these connections will be highlighted in terms of the application of these theoretical developments to practice in career counseling, with a particular focus on the commonalities between the two approaches and what counselors can learn from each of them. In particular, this chapter will discuss common conceptual understandings and practice dimensions.

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ID Code: 82692
Item Type: Book Chapter
DOI: 10.1007/978-1-4939-0773-1_3
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2015 Springer
Deposited On: 23 Mar 2015 05:02
Last Modified: 27 Mar 2016 14:45

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