why disgusted at 40?

hope you enjoyed and got enriched with yesterday's mail on career....

scientists say that we generally go by INTEREST way which is fantasy driven during the early stages of life....i.e till approx 20 yrs of age....those career choices we make till 20 are called FANTASY CHOICES without any base.....subsequently make tentative choices which are neither fantasy nor reality based.....only after 40 we make reality choices based on the skills.......now read following lines....

      One of the more fascinating aspects of the study of careers, is the never
ending attempt to identify why people end up in certain careers. In history we
may read about the factors that resulted in a lifetime of politics for Franklin
D.Roosevelt; the multicareer talents of Benjamin Franklin,      the actor who
became president of the United States, Ronald Reagan. At one time or another
we have probably been curious about the career decisions of friends and
acquaintances. But to become more personal, why are you in your present
career? What influenced your career planning and decision making?

       To help youth and adults in their career development, planning, and
adjustment, counselors and other who work as helping professionals must have
some understanding of the better recognized and researched theories of career
development. An understanding of such theories gives the practicing counselor
a knowledge of the studies of others, usually specialists in the field. They
provide a rationale for counselor action that goes beyond personal experience
and intuition.
       Because many disciplines like education, economics, psychology, and
sociology are actively engaged in investigating various career questions a
multitude of theories have emerged. Let us explore several of the more popular
categories without any intent to suggest or recommend a particular theoretical
approach.
       The development theories relevant to career planning view career
development as one aspect of a person’s total development. Further,
developmental theorists assume that career development is a process that takes
place over an individual’s life span. As a result most theories have tended to
focus on developmental stages that are related to age.

 Ginzberg, (1951) was the early pioneer in creating a theory of occupational
choice from a development perspective. This team analyzed the process of
occupational decision making in terms of three period; fantasy choices,
tentative choices, and realistic choices. This theory suggest a process that
moves increasingly toward realism in career decision making as one becomes
older.
       In 1972, Ginzberg modified the original theory to suggest that the
process of vocational choice and development is lifelong and open-ended. In this
process, achieving the optimum is more appropriate to describe the ongoing
efforts of persons as they seek to find the most suitable job. Ginzberg’s revised
theory also places considerable weight on constraints such as family income
and situation, parental attitudes and values, opportunities in the world of work
and value orientation.
      Blau, (1956)     conceived   of occupational choice   as  a process    of
compromise, continually modified, between preferences for and expectations of
being able to get into various occupations. He identifies eight factors
determining entry into an occupation. Four of these characterize the
occupation:    demand,      technical  (functional) qualifications,  personal
(nonfunctional) qualifications, and rewards. Those characterizing the person
were information about an occupation, technical skills, social characteristics,
and value orientation.

       Perhaps the most influential of the development career researchers and
writers was Donald E. Super. Recently, Super (1990) has presented a life span
development theory based on 14 propositions, as follows.
  1.   People differ in their abilities, and personalities, needs, values, interests,
       traits and self-concepts.
  2.   People are qualified, for a number of occupations.
       Each occupation requires a characteristic pattern of abilities and
  3.
       personality traits
  4.   Vocational preferences and competencies, the situations in which people
       live and work, and, hence, their self-concepts, change with time and
       experience.
  5.   This process of change may be summed up in a series of life stages
       characterized as a sequence of growth, exploration, establishment,
       maintenance and decline, and these stages may in turn be subdivided
       into (a)the fantasy, tentative, and realistic phases of the exploratory stage
       and (b) the trial and stable phases of the establishment stage.

6.  The nature of the career pattern-that is the occupational level attained
    and the sequence, frequency, and duration of trial and stable jobs-is
    determined by the individual’s parental socioeconomic level, mental
    ability, education, skills, personality characteristics and career maturity
    and by the opportunities to which he or she is exposed.
7.  Success in coping with the demands of the environment and of the
    organism in that context at any given life-career stage depends on the
    readiness of the individual to cope with these demands (that is, on his or
    her career maturity)
8.  Career maturity is a hypothetical construct. Its operational definition is
    perhaps as difficult to formulate as is that of intelligence.
9.  Development through the life stages can be guided partly by facilitating
    the maturing of abilities and interests and partly by aiding in reality
    testing and in the development of self-concepts.
10. The process of career development is essentially that of developing and
    implementing occupational self-concepts.
11. The process of synthesis of or compromise between individual and social

    factors, between self-concepts and reality, is one of role playing and of
    learning from feedback.
12. Work satisfactions and life satisfactions depend on the extent to which
    the individual finds adequate outlets for abilities, needs, values,
    interests, personality traits, and self-concepts.
13. The degree of satisfaction people attain from work is proportional to the
    degree to which they have been able to implement self-concepts.
14. Work and occupation provide a focus for personality organization       for
    most men and women.

ok friends....it has become too long.....

remaining theories ....we will see tomorrow....

rams