Matching+Quiz+Brown+Chapter+2

A. Realistic B. Endurance C. Social D. Congruence E. Consistency F. Values Based Theory of Occupational Choice G. Satisfaction H. Correspondence I. Minnesota Theory of Work Adjustment J. Skills K. Artistic L. Aptitudes M. Personality Structure N. Celerity O. Conventional P. Pace Q. Self-Creation R. Rhythm S. Stabilization T. Identity U. Enculturation V. Collateral W. Compromise X. Monoculturalism Y. Bi-enculturation/mulitenculturation Z. Developmental Theories AA. Growth BB. Exploratory CC. Establishment DD. Maintenance EE. Tolerable-Effort Boundary FF. World-of-Work Information (WWI) GG. Career Planning (CP) HH. Decline II. Career Exploration (CE) JJ. Decision Making (DM) KK. Investigative LL. Knowledge of Preferred Occupations (PO) MM. Career Orientation (COT) NN. Social Self OO. Circumscription PP. Tolerable-Level Boundary QQ. Allocentrism RR. Differentiation SS. Cognitive Growth TT. Zone of Acceptable Alternatives UU. Psychological Self VV. Sex-Type WW. Enterprising XX. Prestige


 * 1) A Gottfredson term meaning a process by which children narrow their occupational alternatives by eliminating those that are not acceptable in prestige or sex type.
 * 2) A Gottfredson term meaning a process by which preferred alternatives are sacrificed because they are inaccessible.
 * 3)  A Gottfredson term meaning a development of increasingly complex cognitive ability during childhood, which influences the cognitive occupational map and self-concept.
 * 4)  A Gottfredson term- how the experiences that one chooses build upon biologically based characteristics of an individual.
 * 5) A Gottfredson term- the occupations remaining after an individual eliminates occupations due to sex type, intolerably low prestige, or intolerably high effort.
 * 6)  A Gottfredson term- the highest level of effort considered acceptable among occupational alternatives.
 * 7)  A Gottfredson term- the lowest level of prestige considered acceptable among occupational alternatives
 * 8)  A Gottfredson term- a limiting boundary within one's zone of acceptable alternatives; it emerges as an influence in **Stage 2**, where children become aware of the sex-appropriateness of different occupations
 * 9) A Gottfredson term- a limiting floor and ceiling boundary within one's zone of acceptable alternatives; it emerges as a factor in **Stage 3**, where children become aware of the differential prestige of occupations within society.
 * 10) A Holland personality type- cooperative, patient, sociable, empathic, understanding * __prefers educational, therapeutic, and religious vocations__
 * 11) A Holland personality type- precise, organized, practical, careful, efficient * __ prefers clerical and computational task such as accounting, or statistics. __
 * 12) A Holland personality type- independent, creative, nonconformist, abstract, idealist * __prefers vocations in music art and drama__
 * 13) A Holland personality type- assertive, aggressive, ambitious, confident, controlling * __prefers sales, politics, law and other vocations that feature leadership roles, and supervisory activities__
 * 14) A Holland personality type- intelligent, analytical, independent, rational, curious * __prefers vocations in scientific and educational fields__
 * 15) A Holland personality type- mechanical, aggressive, strong, opinionated, stubborn * __prefer vocations in agriculture, engineering, skill-trade, and technical areas.__
 * 16) The match between a person and a person's environment. A high _ is thought to be associated with long-term job satisfaction and tenure.
 * 17) The degree of definition of an individual's interests. Interests are well-_ when there is a clear distinction between an individual's likes and dislikes.
 * 18) The reflection of the internal coherence of an individual's interest in terms of the hexagonal arrangement, example RIA is consistent, RIC is not consistent. if the personality types are adjacent on the hexagon.
 * 19) The clarity of an individual's perceptions of his or her goals and personal characteristics (i.e. interests, talents, etc.)
 * 20) Super's Life stages- Stage 1: physical and psychological growth; experiences provide a background of knowledge; individual forms attitudes and behavior mechanisms that become important components of the self-concept for much of life.
 * 21)  Super's Life Stages- Stage 2: realizing occupation is part of life; initial fantasy phase is unrealistic and often related to the play life of the individual. (ex: cowboy, movie star, pilot)- These choices are temporary and usually have little, if any, long-term significance for the individual\
 * 22) Super's Life Stages- Stage 3: encounters with actual work; try out decisions and choices made in the exploratory stage. As he or she gains experience and proficiency, the individual becomes stabilized; that is, aspects of this occupation are brought into the self-concept, and the occupation is accepted as one that offers the best chance to obtain those satisfactions that are important
 * 23) Super's Life Stages- Stage 4: seek to continue or improve the current occupational situation; Essentially the person is concerned with continuing the satisfying parts of the work situation and revising or changing those unpleasant aspects that are annoying but not so disagreeable that they drive the individual from the field
 * 24) Super's Life Stages- Stage 5: pre-retirement; emphasis on keeping job with minimal standards of output; This period terminates with the individual's withdrawal from the world of work.
 * 25) A component of the Career Development Inventory (CDI)- The most obvious component of this scale involves having accurate information about work. Super believed that decision makers should have some knowledge of time.
 * 26) A component of the CDI- Total score on the CDI, with the exception of the PO. This can be considered a global measure of career maturity.
 * 27) A component of the CDI- Clients engage in exploring careers. This scale is combined with the CP scale to produce a career development attitude (CDA) scale.
 * 28) A component of the CDI- Following the career development inventory (CDI) people choose 20 occupations and answer questions about the jobs and qualifications needed to enter a particular occupation.
 * 29) A component of the CDI- The career-mature individual is engaged in the planning process.The career planning scale is an effective tool that reveals how persons perceive themselves in relation to the planning process.
 * 30) A component of the CDI- Mature individuals know how to make decisions and have the confidence to do so.
 * 31) Made up of aspect of self-perception associated with intelligence, social status and gender.
 * 32) Important to put the concerns of the group ahead of the concerns of the individual.
 * 33) Beliefs of two or more cultures are internalized. May happen as a result of being part of a bi-cultural or multicultural family or acculturation resulting from sustained contact with other cultural group.
 * 34) Made up of variables such as values and personality variables
 * 35) The vigor with which individual and work environment try to satisfy their needs.
 * 36) The result of enculturation. This is when people incorporate the values and beliefs of one culture.
 * 37) Based to some degree on the assumption that the factors that influence career choice and development are related to stages of personal and psychological development.
 * 38) Also known as filial piety, this lifestyle is highly or moderately valued.
 * 39) Process by which individuals incorporate the beliefs and values of their cultural group and form value systems, likely to occur as a result of modeling, reinforcement, and experience
 * 40) The individual's combination of aptitudes and values.
 * 41) The tolerance of the individual or the work environment for dealing with unsatisfactory work conditions or workers * focuses on adjustment process of an individual or adaptation
 * 42) Brown built on the work of Rokeach, Super, Beck and others to formulate a a holistic model of career and life-role choice making
 * 43) A theory of vocational adjustment, __ explaining why people stay employed in a particular job. __ Considers both the __ internal needs __ of a worker and the __ external demands __ on the worker.
 * 44) What an individual can offer to the work environment.
 * 45) When an individual selects an occupation that matches his or her personality type (Holland’s concept of congruence)
 * 46) ___ of the worker's expectations and need +__ satisfactoriness__ of the worker to the demands of the work environment = __tenure__, or the state in which a worker remains employed in a job.
 * 47) The potential to develop needed skills
 * 48) The pattern of attempts (e.g. steady, erratic, etc.) by individual and work environment to satisfy their needs
 * 49) The quickness with which workers engage their environment to satisfy their needs
 * 50) A stage that occurs between the age of 25 and 35, during which workers attempt to demonstrate mastery of their trades.

KEY 1. OO 2. W 3. SS 4. Q 5. TT 6. EE 7. PP 8.VV 9. XX 10. C 11. O 12. K 13. WW 14. KK 16. D 17. RR 18. E 19. T 20. AA 21. BB 22. CC 23. DD 24. HH 25.FF 26. MM 27.II 28. LL 29. GG 30. JJ 31. NN 32 QQ 33. Y 34. UU 35. P 36. X 37. Z 38. V 39. U 40. M 41. B 42. F 43. I 44. J 45. H 46. G 47. L 48. R 49. N 50. S

Reference:

Brown, D. (2012). Career information, career counseling, and career development (10th ed.). New York: Pearson Education, Inc