The second category – descriptive models – includes representative theories for our field
of interest:
The classic client-oriented counselling model (Rogers, 1951) places at the centre of the
discussion the reaction , rather than the intervention of the practitioner in the processes
initiated by clients to becoming aware of themselves (including the professional self) and
making decisions. To cultivate and maintain the non-directive perspective, the counsellor
must develop an ability to interpret and incorporate the non-verbal behaviour of a client
into the effort of building a relationship based on unconditional respect, empathy, and
sincerity.
The conflict-based decision making model (Janis; Mann, 1977) is descriptive / heuristic
and seizes the process in its complexity. Each relevant personal decision is made in a
context that is not lacking in unfavourable factors or risks to trigger internal conflict. The
stress level generated by this conflict is dependant on the aims, needs and expectations
associated. Possible behaviours in life situations requiring important decision making are:
defensive avoidance (recourse to the simplest alternative) and over-vigilance / panic
(exaggerated or selective attention paid to certain aspects); an optimal behaviour implies
vigilance. The authors say that a “good” decision (in which not all stages are exhaustively
compulsory and the approach to decision takes after the problem solving personal style),
follows the algorithm below:
- complete evaluation of alternatives;
- clarification of aims and values related to these alternatives;
- weighing positive and negative consequences of each alternative;
- seeking new, relevant information for subsequent and deeper evaluation
of alternatives; - collecting and taking into consideration without any bias of the new
information and/or expert opinions; - re-assessing the consequences of all alternatives, even the ones initially
considered unacceptable; - planning the implementation of preferred alternatives, paying particular
attention to possible risks.
The social learning model (Krumboltz, 1983) postulates the idea by which career-related
decisions are the product of an unlimited number of learning experiences that are the
result of meeting people, institutions and events in one’s specific environment. The
author describes the occupational option as a process of social learning where genetic
endowment, particular context, personal learning experiences and problem solving
abilities work together to define the self-image and the world of work.
The model of circumscription and compromise (Gottfredson, 1996) is also a
descriptive model. It focuses on the process of compromise in professional decision-
making and describes how to come down from a large number of existing options. The