This vocational theory holds itself together through the interplay of life roles and work roles; Super's Life-Span, Life-Space Theory aims to focus on one's entire life experiences to provide vocational clarity.
In 1942, Donald E. Super wrote his book The Dynamics of Vocational Adjustment, in which he presented his view of career choice through the lens of the entire life developmental process. Rather than an event, he viewed it as a process.
A Developing Theory
After Ginzberg stated that vocational counselors lacked a structured theory to guide them, Super decided it was time to present his first outline. In an address to the Division of Counseling and Guidance, he stated that these elements were key to a proper vocational theory:
The Test
The hypothesis was tested soon after, and 300 8th—and 9th-grade boys were followed until they were about 36 years old. After studying the results, Super developed his life-span, life-space approach to career development.
It organized the concepts of life roles and life stages into a system that is represented by the Life-Career Rainbow model. The model considers different life stages and the roles they play over a lifetime. These stages are growth, exploration, establishment, maintenance, and decline, which are known as maxicycles. Within these maxicycles are minicycles, which take a person from one to the other. This, however, is not a linear cycle. People go through these stages in different ways.
Alongside these life changes are life roles he labeled as homemaker, worker, citizen, leisure, student, and child. He believed that the roles often overlapped but waxed and waned over time. An important concept to consider within this theory is one's career maturity. Which is the readiness to engage with the task found in each developmental level. Super thought people should use the term "career adaptability," which included playfulness, exploration, information, decision-making, reality orientation, and maturity. He saw that his theory needed practice, so he and some colleagues developed the C-DAC.
C-DAC's first phase assessed the importance of the work role in relation to other life roles. Then, attention should be given to determining the career stage and concerns of the client. Then, assess the interests, abilities, and values of the client by following the trait-factory method. Lastly, it assessed the self-concept of the client. This helped the client understand where they stood in the life cycle and how they could integrate these practices to develop a full, healthy understanding of themselves in relation to their career choice and outcomes.
In 1942, Donald E. Super wrote his book The Dynamics of Vocational Adjustment, in which he presented his view of career choice through the lens of the entire life developmental process. Rather than an event, he viewed it as a process.
A Developing Theory
After Ginzberg stated that vocational counselors lacked a structured theory to guide them, Super decided it was time to present his first outline. In an address to the Division of Counseling and Guidance, he stated that these elements were key to a proper vocational theory:
- Individual difference
- Multipotentiality
- Occupational ability patterns
- Identification and the role of models
- Continuity of adjustment
- Life stages
- Career patterns
- The idea that development can be guided
- Development is a result of interaction
- Dynamics of career patterns
- Job satisfaction
- Individual differences
- Status
- Roles
- Work as a way of life
The Test
The hypothesis was tested soon after, and 300 8th—and 9th-grade boys were followed until they were about 36 years old. After studying the results, Super developed his life-span, life-space approach to career development.
It organized the concepts of life roles and life stages into a system that is represented by the Life-Career Rainbow model. The model considers different life stages and the roles they play over a lifetime. These stages are growth, exploration, establishment, maintenance, and decline, which are known as maxicycles. Within these maxicycles are minicycles, which take a person from one to the other. This, however, is not a linear cycle. People go through these stages in different ways.
C-DAC's first phase assessed the importance of the work role in relation to other life roles. Then, attention should be given to determining the career stage and concerns of the client. Then, assess the interests, abilities, and values of the client by following the trait-factory method. Lastly, it assessed the self-concept of the client. This helped the client understand where they stood in the life cycle and how they could integrate these practices to develop a full, healthy understanding of themselves in relation to their career choice and outcomes.
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