TPC-Journal-V2-Issue1

The Professional Counselor \Volume 2, Issue 1 13 unpleasant affective state resulting from a perception that the interpersonal environment is failing to satisfy important interpersonal needs” (Brown et al., 1987, p. 338). Using person-environment fit as a theoretical basis, Brown, Alpert, Lent, Hunt, and Brady (1988) defined five broad factors of social support: (a) acceptance and belonging, (b) appraisal and coping assistance, (c) behavioral and cognitive guidance, (d) tangible assistance and material aid, and (e) modeling. The first factor, acceptance and belonging , measures the degree to which the individual’s needs for affiliation and esteem are met through the provision of love, acceptance, respect, belonging, and shared communication. The second factor, appraisal and coping assistance , relates to the degree to which the social environment provides the individual with emotional support, hope, and coping assistance through assurances that feelings are normal, positive reinterpretations of the situation and future, and information on coping skills during times of stress. The third factor, behavioral and cognitive guidance , relates to the degree to which the social environment meets the individual’s needs for direct and modeled feedback about appropriate behaviors and thoughts. The fourth factor, tangible assistance and material aid , pertains to the degree to which instrumental needs for money, goods, and services are met by the social environment. The fifth and final factor, modeling , refers to the information on how others feel, handle situations and think (Brown et al., 1988). It also measures the satisfaction with a model or example to follow. In conclusion, the person-environment fit theory provides a basis for the description of five types of social support. In order to fully understand the role of social support on the career planning process, it also is essential to understand the role of career thoughts in the process. Career Thoughts Career thoughts are defined as “outcomes of one’s thinking about assumptions, attitudes, behaviors, beliefs, feelings, plans, and/or strategies related to career problem-solving and decision-making” (Sampson et al., 2009, p. 91). Cognitive therapy theoretical concepts specify that dysfunctional cognitions have a detrimental impact on behavior and emotions (Beck, 1976; Beck, Emery, & Greenberg, 1985; Beck, Rush, Shaw, & Emery, 1979). Cognitive information process (CIP) theory explains the role of cognitions in career decision-making. This theory is meant to enhance the link between theory and practice in the delivery of cost-effective career services for adolescents, college students and adults (Peterson et al., 1991; 1996; Sampson et al., 2009). Its goal is to help individuals make appropriate career choices and learn improved problem-solving and decision-making skills needed for future choices (Sampson et al., 2009). There are a few definitions that need to be understood in order to fully comprehend and utilize CIP. Problem is synonymous with career problem and is defined as a “gap between an existing and a desired state of affairs” (Sampson et al., 2009, p. 4). The gap may be between an existing state (e.g., knowing I need to make a choice ) and an ideal state (e.g., knowing I made a good choice ). Problem-solving is a “series of thought processes in which information about a problem is used to arrive at a plan of action necessary to remove the gap between an existing and a desired state of affairs” (Sampson et al., 2009, p. 5). Decision-making includes “problem-solving, along with the cognitive and affective processes needed to develop a plan for implementing the solution and taking risks involved in following through to complete the plan” (Sampson et al., 2009, p. 6). CIP theory assumes that effective career problem-solving and decision-making requires the effective processing of information in four domains: (1) self-knowledge, (2) occupational knowledge, (3) decision-making skills, and (4) executive processing (Sampson et al., 2009). Self-knowledge includes individuals’ perceptions of their values, interests, skills, and employment preferences. Occupational knowledge includes knowledge of individual occupations and having a schema for how the world of work is organized. Decision-making skills are the generic information processing skills that individuals use to solve problems and make decisions. Executive processing includes meta-cognitions, which control the selection and sequencing of cognitive strategies used to solve a career problem through self-talk, self-awareness, and control and monitoring. Social Support and Career Planning There is limited research examining social support and career planning. Career planning is related to career thoughts by the appraisal or cognitive processing that occurs during career decision-making. Based on limited scientific findings,