Social+Cognitive+Career+Theory+(SCCT)

To begin, I want to clarify that the textbook author – Duane Brown, came up with a “Values” theory for career development. There is another professor, Stephen Brown – who is part of the Social Cognitive Career Theory (SCCT) model. Research was conducted in 1994 and 2000 by the main authors of this model: Robert W. Lent, Steve D. Brown, and Gail Hackett.
 * BASIC TENETS OF SOCIAL COGNITIVE CAREER THEORY (SCCT)**

The basis of SCCT is rooted in Albert Bandura’s (1986) “Social Cognitive” model (as cited in Brown, 2016, p. 91). There are “core variables” to the Social Cognitive Career Theory (SCCT) model (Lent et al., 2016, p. 48):
 * **self-efficacy** (the belief in one’s ability);
 * **outcome expectations** (“anticipated consequences” whether positive or negative);
 * **goal-relevant behavior** (willingness to “adapt”);
 * **personality traits**;
 * “**contextual** supports and barriers”

SCCT uses a battery of measurements or surveys to assess predictor and criterion variables: Some examples include surveys on career and academic self-efficacy; career decision self-efficacy; and even the Big Five inventory to assess personality dispositions (Lent et al., 2016, pp. 49, 51). Ultimately, even personality/affective variables can predict self-efficacy (Foley and Lylte, 2016, p. 2).

Six Assumptions in SCCT
 * 1) individuals have an impact on their environment and their environment has an impact on them
 * 2) many characteristics of an individual affect their career related interests and behaviors
 * 3) individuals become interested in careers that they can perform well at
 * issue with this assumption is that just because an individual has an interest in a career it does not mean that career is viable (socioeconomic and other contextual influences)
 * 1) people's career choices can be widened or narrowed based on their contexts
 * include gender, environmental variables, physical health, disabilities, and race
 * 1) there are numerous direct and indirect variables that affect people's career pursuits

Compare/contrast with other models > > || Self-Confidence || Fear of Risks || > || Accurate Self-evaluation || Fear of Uncertainty || > || Willingness to take risks || Feelings of Failure || > || Sense of accomplishment || Impression Management || Frank, 2011 > > By building stronger self-efficacy through modeling, clients can develop a broad array of interests. The SCCT model assumes “people become interested in things they believe they can perform” (Brown, 2016, p. 92). The counselor can reinforce the client’s abilities, especially when he/she may have low self-efficacy with that particular skill-set (Brown, 2016, p. 94).
 * SCCT goes beyond Parsons (1909) model because Lent, Brown, and Hackett see the **__people-environment__** interaction as “dynamic” (as cited in Brown, 2016, p. 91). This means a static person cannot exclusively find their fit in a static environment because both are constantly transforming. This type of adaptability is inherent to **__Krumboltz’ Happenstance Learning Theory (HLT)__**. Krumboltz (1991) stated clients should “be open to change to “expand…opportunities” (as cited in Brown, 2016, p. 90). An ever-changing world is is also an essential concept to **__chaos__** theory (Brown, 2016, p. 114). In the **__constructivist__** model, change or transformation is also essential to achieving a “more satisfying life” (Savickas, 2013, p. 168, as cited in Brown, 2016, p. 10).
 * SCCT is also similar to **__Krumboltz’ Learning Theory__** because both are rooted in Albert Bandura’s idea that pleasant learning experiences help us “anticipate positive outcomes” (Mihyeon, 2014, p. 398). Krumboltz’ “task approach skills” include the cognitions or perceptions of self that individuals construe after interactions with the environment (Brown, 2016, p. 89).
 * SCCT is similar to Duane Brown’s “values” theory because **__context__** can “expand” or “restrict” an individual’s opportunities (Brown, 2016, p. 92). Many background variables can impact an individual’s cognitions or self-efficacy beliefs (e.g. discrimination… economic[s]…culture and chance happenings) (Brown, 2016, p. 92). However, SCCT expands Duane Brown’s theory by considering both the environment and the cognitions that impact our career decisions and career development.
 * While the goal of **__constructivism__** is self-knowledge, **__SCCT__** focuses on **__“self-efficacy”__** (the belief in one’s abilities) **__and environmental interaction: These two variables influence the individual’s “crystallization of interests”__** (Brown, 2016, p. 100).
 * The SCCT model also considers students’ environmental contexts as it relates to self-efficacy and outcome expectations. If students have had obstacles in their family background or many negative experiences, the counselor can explore the extent to which this limits students’ self-efficacy beliefs and anticipation of future events. This is somewhat related to Savickas’ **__deconstruction__** of the client’s negative thought patterns (Brown, 2016, p. 107). Yet, the goal of SCCT is not to __**coconstruct**__ the view of self, but to help the client see himself or herself as a subject who can “set goals…[and] make…decisions” (Brown, 2016, p. 105).
 * ** High Self-Efficacy ** ||  ** Low Self-Efficacy **  ||

References

Brown, D. (2016). //Career information, career counseling, and career development// (11th ed.). Boston: Pearson.

Foley, P.F. & Lytle, M.C. (2015). Social cognitive career theory, the theory of work adjustment, and work satisfaction of retirement-age adults. //Journal of Career Development//, //42//(3) 199-214.

Frank, PH.D, M. (2011). //The pillars of the self concept: Self-esteem and self-efficacy////.// Retrieved from []

Lent, R.W., Ezeofor, I., Morrison, A., Penn, L.T., Ireland, G.W. (2016). Applying the social cognitive model of career self-management to career exploration and decision-making. //Journal of Vocational Behavior//, //93//, 47-57.