TPC-Journal-V4-Issue2

The Professional Counselor \Volume 4, Issue 2 130 workforce (Bullock, Braud, Andrews, & Phillips, 2009; Buzzetta & Rowe, 2012; Clemens & Milsom, 2008; Hayden, Green, & Dorsett, in press; Phillips, Braud, Andrews, & Bullock, 2007; Stein-McCormick, Osborn, Hayden, & Van Hoose, 2013). The CIP approach is designed to assist individuals in making both current and future career choices (Sampson et al., 2004; Buzzetta & Rowe, 2012). This theoretical approach states that career problem solving and decision making are skills that can be learned and practiced (Sampson et al., 2004). Once clients have improved their problem-solving and decision-making skills, then they can apply these same skills to choices they make in the future. According to the CIP approach, the key aspects of career problem solving and decision making are self-knowledge, occupational knowledge, decision-making skills, and metacognitions (Sampson et al., 2004). Engels and Harris (2002) suggest that military individuals would benefit from understanding their self-knowledge, occupational information and decision-making skills. Pyramid of Information Processing The CIP approach consists of two key components: the pyramid of information processing, or the knowing , and the CASVE cycle, or the doing . The interactive elements are analogous to a recipe used in cooking. The pyramid is like the ingredients for the dish, while the CASVE cycle reflects the necessary steps to make the dish. Both are critical for effective career decision making and problem solving (Sampson et al., 2004). The pyramid of information processing includes three domains involved in career decision making: knowledge, decision-making skills, and executive processing (Sampson et al., 2004). Sampson et al. (2004) theorized that all components of the pyramid are affected by dysfunctional thinking and negative self-talk. The knowledge domain consists of two main areas: self-knowledge and occupational knowledge. Self-knowledge is the cornerstone of a client’s career-planning process, and is comprised of an individual’s knowledge of his or her values, interests, skills, and employment preferences (Reardon, Lenz, Peterson, & Sampson, 2012; Sampson et al., 2004). Occupational knowledge is the second cornerstone of a client’s career-planning process; it encompasses knowledge of options, including educational, leisure, and occupational alternatives, as well as how occupations can be organized. The decision-making skills domain consists of a systematic process to help clients improve their problem- solving and decision-making skills, and includes the CASVE cycle, which is a multi-phase decision-making process, intended to increase client awareness and improve a client’s decision-making skills. The executive processing domain includes metacognitions, which include an individual’s thoughts about the decision- making process. There are three cognitive strategies included in the executive processing domain: self-talk, self-awareness, and monitoring and controlling an individual’s progress in the problem-solving process. Metacognitions can include dysfunctional career thinking, which can present problems in career decision making, influence other domains in the pyramid, and impact individuals’ perceptions of their capabilities to perform well (Sampson et al., 2004). CASVE Cycle The CASVE cycle is used as a means of approaching a career problem or decision, and consists of five sequential stages (communication, analysis, synthesis, valuing, and execution), with repeated circuits when the problem still exists or new problems arise (Sampson et al., 2004). An individual enters the CASVE cycle after receiving either internal or external cues that he or she must make a career decision. In the communication stage, individuals are required to examine these prompts, and identify a gap that exists between where they are currently and where they would like to be. In the analysis phase, individuals clarify their existing self- knowledge by determining their occupational preferences, abilities, interests and values. The process of clarifying existing knowledge and gaining new information about potential options also is included. In the synthesis phase, individuals narrow down and further develop the options they are considering.