ANN ROES THEORY OF CAREER CHOICE

AND DEVELOPMENT
1. Limits of potential development are set by
genetic inheritance including intellectual
abilities, temperament, interest and abilities.
2. General cultural background and socioeconomic status of the family affect a unique
individual experience.
3. Individual experiences are governed by
involuntary attention which determines the
pattern of developments of interests, attitudes,
and other personality variables that have not
been genetically controlled:
a. Early satisfactions and frustrations
resulting from the family situation,
particularly relations
with parents,
that is over protectiveness, avoidance or
acceptance of the child.
b. Degrees of needs satisfaction (based on
Maslows Hierarchy of Needs) determines
the personality and such needs will
become the strongest motivators
4. The eventual pattern of psychic energies that
is attention directed is the major determinant of
interests.

Roe gave basic orientation that is toward or

away from other person which are related to
early childhood experiences which in turn related
to occupational choice.
She theorized that warm and accepting
parents, makes the person to want an occupation
which is oriented toward people and will fill the
need for belongingness and affection and a
person who had cold and rejecting parents will
prefer to work alone.
PSYCHODYNAMIC MODEL OF CAREER
DEVELOPMENT (EDWARD BORDIN)

5. The intensity with which an individual feels

and need for satisfaction determine the degree
of motivation to accomplish.
Another thing Roe proposed that the
emotional climate at home and the
relationship between parent and child can
be a determining factor in the career choice
and development.
Three types:

Emotional concentration on the child: Over

protective (Warm: Indulgent) and over
demanding (cold: push to achieve high
standards ); and,
Avoidance of the child: Rejection(cold:
hostile, critical) or neglect(minimum of
care, lack of affection)
Acceptance of the child : Express casually
(indulgent, few rules mildly affectionate)or
lovingly(warm, helpful, loving attention)

Bordin turned to development in early

childhood to account for work motivation,
in particular the
development of personality. (Patton, 2006)
His emphasis is on the development of
personality in relation to the role of work
and play in an
individual's life. (Patton, a2006)
Bordin proposed that play is intrinsically
satisfying, and it is the satisfaction of
simply engaging in an activity which
distinguishes play from work. (Patton
2006)
Individuals look at work as something will
enjoy doing.
As children grow older, they realize that
certain activities they considered as play
become more complex, thus, difficult to
master.
The process of socialization puts external
pressures (from caregivers and teachers)
on the child and it starts to affect the way
the child starts to distinguish play from
work.
Bordin claimed that "overemphasis on
analysis, activation of self-consciousness,
and over ambition" converts spontaneity
into compulsion - People react to
compulsion rather than the intrinsic desire
to do things because they are enjoyable.
That is the difference between people
choosing a job or choosing a career as a
creative expression of the self. (Patton,
2006)

Bordin acknowledged the influence of

nature vs. nurture, and the influence of sex

roles and culture as a role in identity

development. He also claimed that
development is largely an unconscious
process.

Bordin described the evolution of

personality as the mechanism which
guides cognitive processes at times of

career choice - whether were internal or

external influences (Patton, 2006).
In making choices, the individual conducts
a self-assessment and gauges the
probabilities of success based on intrinsic
satisfaction, which may include curiosity,
precision, power, expressiveness and
concerns with right and wrong. (Patton,
2006).