![]() ![]() This growth stage contains the three sub-stages: fantasy, interest, and capacity. Thus, children may become innovative or conventional, goal-oriented or purposeless as a result of the learning they encounter in this stage. A lack of rewarding experiences hinders such development. If children encounter a sufficient variety of rewarding experiences during this stage, they will develop not only interests, but autonomy, self-esteem, and a sense of the future as well. During this stage, children develop their self-concept as they explore their environment and meet important adult role models. Developmental Stagesĭuring the growth stage, ages 4 to 13, the person achieves the initial steps toward career development, which range from simply caring about a vocational future to achieving appropriate attitudes and behaviors toward work. Vocational or career maturity refers to how well an individual is able to handle these tasks. Each stage comprises several key career tasks that the individual is challenged to master before progressing to the next stage. This layer shows a progression of life stages, from childhood to old age, that correspond to Super’s five career development life stages: growth, exploration, establishment, maintenance and disengagement. The life span, symbolized by the top layer of the life-career rainbow, signifies the developmental structure in which the individual adapts to work. Life SpanĪs noted above, the roles played by a person develop and change throughout the course of a lifetime. Depending on these interactions and the amount of energy and time taken from other roles, the presence of multiple roles may be positive or negative. Roles can also interact, with outcomes in one role affecting outcomes of other roles. Similarly, increasing the number of roles in one’s life may mean less commitment to other roles. For example, the child and student roles become more peripheral as one becomes established with career and family. As life transitions occur, central and peripheral roles are changed, added, or dropped. People are defined by the central roles they play. Roles that take more time commitment become more central, whereas other roles involving less commitment become more peripheral. Roles can be enacted simultaneously, as when, for example, an individual has an active career, is a parent, and is active in community organizations. Life space is captured in the horizontal arches of Super’s rainbow and contains the roles of child, student, leisurite, citizen, worker, and homemaker. ![]() These roles are included in the life-career rainbow in what is called the life space. Super believed that people play several roles during a lifetime, with the work role as one of many. The life-career rainbow (or career rainbow model) brings together both the roles played in life (the life space) with the five developmental stages or structures of life (the life span). The Life-Career RainbowĪccording to Super, a career consists of the varying roles people take on during their lives. His final formulation of the theory, referred to as the life-span, life-space approach, is captured by two models: the life-career rainbow and the archway of career determinants. Super developed and refined the theory over the decades since it was first proposed. Although the culturally homogenous nature of this sample has led to concerns about the cultural validity of Super’s theory, the Career Pattern Study remains one of the most ambitious studies of vocational development. This large-scale longitudinal study followed the career development of a large group of boys from Middletown, New York, who were in the eighth and ninth grades in 1951. The theory was tested and refined based on results from the Career Pattern Study. Therefore, at the core of Super’s theory has always existed the idea of five predictable stages of vocational development that occur as part of a continuous process throughout the life span. In developing his theory, Super drew on the earlier work of Eli Ginzberg, Sol Ginsburg, Sidney Axelrad, and John Herma, who presented a model of vocational choice as part of a developmental process and incorporated Charlotte Beuheler’s concept of life stages. Donald Super’s theory of vocational development was therefore unique in being one of the first attempts to explain the process underlying vocational choice and to take a developmental perspective by looking at vocational development across the life span. Beginning with the first documented vocational counseling attempts of Frank Parsons in 1909, vocational counseling and research focused for nearly half a century on vocational choice-not on how or why one made a particular vocational decision, but rather on what that decision was. ![]()
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