09/01/2024
From Being to Doing
By Stephanie Bluth, Ryia Steps, and Shaunda Durham
Career services professionals need interventions grounded in theoretical frameworks to assist students through life transitions effectively. By combining Social Cognitive Career Theory and the Theory of Being, practitioners balance introspective being and action-oriented doing (Lent et al., 2002). The integration of these two approaches fosters self-awareness and authentic career development by incorporating reflective practices and establishing supportive, non-judgmental environments. Practical techniques include consistent introspection periods, role-playing scenarios, and informational interviews, which facilitate hands-on exploration and self-discovery. By using this integrated model, career services professionals achieve cultural sensitivity and supportive, effective career guidance.
Social Cognitive Career Theory: Enhancing Self-Efficacy and Goal Attainment
Using Social Cognitive Career Theory (SCCT) allows for innovative interventions that promote self-efficacy and equip career professionals with the tools necessary to assist students through life transitions. SCCT provides a framework to explore and examine individualized barriers to career goals by identifying connections between an individual’s personal, behavioral, and environmental determinants in the context of career-related decisions. According to SCCT scholars, individuals are products of their environment, and their environment is a product of their interactions with it (Lent et al., 2002; Watt et al., 2022). These interactions result in goal attainment, self-efficacy beliefs, and outcome expectations, which are influenced bi-directionally (Lent et al., 2002). Self-efficacy is confidence in one's ability to fulfill the necessary actions to accomplish specific goals. Outcome expectations are the consequences of one’s engaged behavior and are vital to deciding on changed behavior (Lent et al., 2002). Self-efficacy and outcome expectations determine how well one can execute what is required for career goals. For instance, positive expectations indicate high confidence and increase the likelihood that individuals will attempt a specific behavior to produce a desired outcome.
Understanding Being vs. Doing
The Being vs. Doing framework distinguishes between two approaches to personal growth and fulfillment. Doing emphasizes active, goal-oriented pursuits that achieve external success, targets, and tangible outcomes. On the other hand, being focuses on introspection, self-awareness, inner peace, and presence (Watt et al., 2022). Balancing these two approaches is vital. While action-oriented pursuits (doing) drive productivity and achievement, incorporating introspection (being) ensures students’ values align with these goals, leading to deeper satisfaction (Watt et al., 2022). In career development, this framework provides a nuanced understanding of how to guide students through career decision-making. Incorporating doing and being helps students specifically set meaningful goals while remaining attuned to their core values and well-being (Watt et al., 2022). This balance enables individuals to avoid burnout, maintain their sense of purpose, foster holistic growth, and achieve long-term satisfaction or personal fulfillment.
Integrating Theory of Being into Practice
Integrating theoretical frameworks like the Theory of Being into practice is crucial for fostering self-awareness. Theory of Being scholars emphasize the significance of understanding oneself through introspection and value congruence. According to Brown and Lent (2019), promoting self-awareness helps individuals develop authentic career paths that resonate with their values and goals. Practical techniques for balancing action-oriented tasks with reflective practices involve consistent periods for introspection, such as journaling or career visioning activities (Smith, 2020). These reflective practices reconnect individuals with their internal motivations and purpose while maintaining productivity.
Creating supportive environments where students feel safe to explore their careers is essential for meaningful career exploration. Career services professionals should encourage a non-judgmental space where students can openly express doubts, ambitions, and questions (Savickas, 2013). Recognizing individuals as active participants in their career journeys empowers them to identify and leverage their strengths and interests. In practice, career services professionals might provide opportunities for role-playing scenarios or informational interviews with industry mentors to facilitate hands-on exploration.
Providing diverse support programs is equally important. Tailored workshops, mentorship programs, and skill development initiatives can accommodate the varied needs of individuals. By offering diverse pathways, individuals can better access resources aligned with their unique career goals (Patton & McMahon, 2014). Such comprehensive approaches ensure that theoretical frameworks like the Theory of Being are effectively integrated into practice, promoting authentic career development.
Challenges and Considerations
When career services professionals integrate this framework into practice, they deliver culturally attuned interventions. By acknowledging students' diverse cultural backgrounds and bolstering self-efficacy, career services professionals facilitate goal setting, tackle environmental influences, and offer vital social support. This approach fosters adaptability and resilience. Through collaborative goal setting and action planning, individuals develop the skills and confidence needed to navigate career transitions effectively (Savickas, 2013). To achieve these outcomes, career services need to use the following techniques:
- Acknowledge Cultural Influences: Recognize and respect the diverse cultural backgrounds of students, understanding how cultural factors shape their career aspirations, values, and expectations.
- Promote Self-Efficacy and Encourage Continuous Learning and Adaptation: Help students develop confidence in their abilities to pursue and succeed in their chosen career paths. This involves providing support, encouragement, and opportunities for skill development and mastery. Emphasize the importance of lifelong learning, adaptability, and resilience
- Address Social Justice Factors: Consider the external influences (e.g., microaggressions, racism, hostile work environments, economic conditions) that impact career opportunities and challenges. Racial battle fatigue is a stress response resulting from repeated exposure to racial discrimination and microaggressions. It can be an unintended by-product of efforts to achieve social justice (Smith, 2010). Assist students in navigating and overcoming these obstacles.
- Foster Goal Setting and Planning: Guide students in setting realistic and meaningful career goals, breaking them down into manageable steps, and developing action plans to achieve them.
- Provide Social Support: Facilitate networking opportunities, mentorship, and peer support to help students build social connections and access resources that can aid in their career development.
Thriving Through Support and Empowerment
Integrating the Theory of Being with Social Cognitive Career Theory enables career services professionals to offer culturally sensitive interventions that highlight the critical role of work environments and identity. This integration requires professionals to address external influences, including contextual factors such as racial battle fatigue and social justice issues. By acknowledging these factors, career services professionals can better support students in navigating their career paths within complex social contexts (Jones & McEwen, 2000; Smith, 2010). Understanding students' cultural backgrounds enriches the efficacy of this support. By fostering self-efficacy and addressing these external influences, career service professionals guide students in setting and achieving career goals amidst obstacles. Overall, this integrated model equips career services professionals with a comprehensive framework to assist students in transitioning through various stages of their careers, recognizing the significance of self-awareness and reflective practices. When integrating these theories, students are empowered to explore, learn, adapt, and ultimately thrive.
References
Brown, S. D., & Lent, R. W. (2019). Career development and counseling: Putting theory and research to work (3rd ed.). Wiley.
Jones, S. R., & McEwen, M. K. (2000). A conceptual model of multiple dimensions of identity. Journal of College Student Development, 41(4), 405-414.
Lent, R. W., Brown, S. D., & Hackett, G. (2002). Social cognitive career theory. In D. Brown & Associates (Eds.), Career choice and development (4th ed., pp. 255-311). Jossey-Bass.
Patton, W., & McMahon, M. (2014). Career development and systems theory: Connecting theory and practice (3rd ed.). Sense Publishers.
Savickas, M. L. (2013). Career construction theory and practice. In R. W. Lent & S. D. Brown (Eds.), Career development and counseling: Putting theory and research to work (2nd ed., pp. 147-183). Wiley.
Smith, J. A. (2020). Reflective practices for career development. Career Press.
Smith, W. A. (2010). Toward an understanding of Racial Battle Fatigue and its implications for college students and faculty. In S. R. Harper & S. J. Quaye (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (pp. 299-330). Routledge.
Watt, S. K., Mahatmya, D., Mohebali, M., & Martin-Stanley II, C. R. (2021). The theory of being: Practices for transforming self and communities across difference. Stylus Publishing.
Stephanie Bluth, PhD, NCC, is the Associate Director of Graduate Career and Professional Development at George Mason University in Virginia, where she provides direction for the expansion and development of graduate student training. Stephanie has over 15 years of experience in advocacy, student services, curriculum development, mentoring, career programming and teaching in the clinical mental health counseling program at GMU. She may be reached at sbluth@gmu.edu.
Shaunda Durham, MA, is a dedicated Career Advisor at George Mason University, where she guides students and alumni from the College of Engineering and Computing in their career journeys. An Army veteran, she brings a steadfast commitment to excellence and continuous growth to her role. Passionate about career wellness and the effects of trauma on professional development, she focuses on strengths and value-based career decision-making. Shaunda is a Certified Executive Life Coach and holds both a B.A. and M.A. in Communication from the University of Illinois at Springfield. She is currently advancing her expertise with a Master of Education in Counseling, specializing in Clinical Mental Health. Reach out to her at sdurham2@gmu.edu
Ryia Steps, MA, NCC, is a caring and passionate alumna of Alcorn State University and Sam Houston State University. She excels in interpersonal relations and has extensive experience assisting college students and their families across personal, professional, and academic realms. Her work focuses on using therapeutic approaches to foster professional development and guide students through higher education. Throughout her career, Ryia has conducted research and delivered presentations at numerous professional conferences on topics such as mentorship, student retention, post-graduate success, and career counseling. Contact Ryia at rss036@shsu.edu