<p>Application of theory to practice – case study one: transcript</p><p>Slide 1</p><p>Application of theory to practice – Case Study One: Using theory to understand Rosie’s ‘career’</p><p>Slide 2</p><p>The slides that follow will pose a series of theoretical questions………..</p><p>Slide 3</p><p>Question 1 - Holland’s RIASEC typology:</p><p>First, how do Rosie’s job ideas ‘fit’ with Holland’s personality types? Realistic; Investigative; Artistic; Social; Enterprising; Conventional</p><p>Second, suggest a threefold combination, e.g. RES, SEC, etc. that is evident in how Rosie talks about her career.</p><p>Slide 4</p><p>Question 2 - Super’s ‘Life-Span Stages’:</p><p>First, what stage of development does Rosie appear to be in? Growth (curiosity, fantasy, interests, capacities); Exploration (crystallizing, specifying, implementing); Establishment (stabilizing, consolidating, advancing); Maintenance; Disengagement</p><p>Second, how might Rosie be helped to engage with the next stage of development?</p><p>Slide 5</p><p>Question 3 - Super’s ‘Life-Space Roles’:</p><p>First, what roles appear to be evident in Rosie’s life? Student; Leisurite; Citizen; Worker; Homemaker; Child</p><p>Second, how do Rosie’s life-space roles relate to her career ideas?</p><p>Slide 6</p><p>Question 4 - Super’s self-concept theory:</p><p>First, how does Rosie visualise herself in the context of work?</p><p>Second, give some specific examples of what she sees herself doing in a particular work situation.</p><p>1 Slide 7</p><p>Question 5 - Law’s ‘Community Interaction Theory’:</p><p>First, who are the members of Rosie’s ‘community’?</p><p>Second, how is Rosie’s community influencing her in terms of: i) Expectations (e.g. via the values of peer groups/ family) ii) Feedback (e.g. received via participation in groups) iii) Support (e.g. encouragement from group members) iv) Modelling (e.g. identifying with a particular person within/outwith the group) v) Information (e.g. via day-to-day conversations & observations)</p><p>Slide 8</p><p>Question 6 - Cochran’s & Savickas’ ‘Narrative’ approach: a) What themes are evident in Rosie’s ‘Life-History’? b) What stories does Rosie tell of her life? c) Are there any incomplete stories? d) Are there any untold stories? e) Are there any role-models evident in Rosie’s life history? f) What is pre-occupying Rosie’s thoughts and feelings? How does this occupy her time?</p><p>Slide 9</p><p>Question 7 - Krumboltz’s ‘Social Learning Theory’:</p><p>How has Rosie ‘learnt’ her career?</p><p>Consider this question in relation to: i) Instrumental learning experiences ii) Associative learning experiences (direct/ indirect) iii) Self-observed generalisations iv) World view generalisations note, iii & iv relate to what Rosie believes to be true about herself and the working world.</p><p>Slide 10</p><p>Once you have applied these theoretical questions to gain an understanding of Rosie’s career, consider how you might use such an understanding to help Rosie develop her career.</p><p>2</p>