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Edward Bordin

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Christina Hall

on 7 December 2012

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Transcript of Edward Bordin

by Christina Hall Edward Bordin's Psychodynamic Model of Career Choice About Edward Bordin was born on November 7, 1913 in Pennsylvania to Russian Jewish immigrants
received his undergraduate and Masters degree from Temple University
received his doctorate degree from Ohio State University in 1942
was described by his daughter as being a wonderful teacher who encouraged her to figure things out for herself
was one of the first career counselors to emphasize play in his theory of career selection Career Timeline 1938-1939: Research Assistant, Ohio State University
1939-1941: Assistant Coordinator, Student Personnel Services, University of Minnesota
1941-1942: Assistant to the Director and Counselor, University Testing Bureau, University of Minnesota
1942-1945: Personnel Technician, War Department
1945-1946: Assistant Professor and Acting Director, University Counseling Bureau, University of Minnesota
1946-1948: Associate Professor and Director, Student Counseling Center, Washington State University
1948-1955: Associate Professor and Director, Counseling Division, University of Michigan
1955-1983: Professor, University of Michigan
1983-1992: Professor Emeritus, University of Michigan Pysychodynamic Model of Career Choice Edward Bordin's Psychodynamic Model of Career Choice was based upon how individuals want to choose a career which brings them the same joy that they get whenever they play
He applied the psychodynamic theory to career choice What is psychodynamic theory? Psychodynamic theory explains personality in terms of conscious and unconscious desires and beliefs. Psychodynamic theories believe that childhood experiences shape one's personality. Edward Bordin believes that no matter our age, we all have the urge to play because it is an intrinsically satisfying activity and gives us pleasure and joy.
This carries over to when people are choosing careers. We want to have a job that gives us satisfaction and is something that we enjoy doing. Play The urge to play is unconscious and influences how our personality develops and its relation to all aspects of our jobs (training, job entry, and job change)
How we play changes as we develop. When we are young, play is spontaneous and does not require much effort. As we get older, we have to make more of an effort to play; it is more complex and directed Compulsion Compulsion and effort are closely related
Our experiences with compulsion and effort determine how closely our work becomes our play
Can be determined by our parents (ex. if our parents place too much emphasis on playing the piano, we will no longer enjoy it and it will become a duty and will not provide intrinsic satisfaction)
We can still experience compulsion when the emphasis is stopped. This is when work and play become distant.
Compulsion may stop when external pressure stops Career Choice and Satisfaction Our career choice can be determined by external or internal reasons
External reasons can include whether or not it requires a degree, the salary, job training, etc.
Internal reasons include the desire for work satisfaction
When making a decision, we conduct a self-assessment to see if we would happy with our choice Tree Bordin used a model of a tree as a metaphor for career choices. He saw the spontaneity of play, effort, and compulsion as roots from which branches grow in different directions. The branches represent an individual’s career choices throughout their lives, which reflect reaching out to an ideal fit between the self and work. How this applies to clients... Clients who may benefit from this theory include those who had many opportunities to play when they were younger and have the means to obtain the career choice that would allow work and play to be interrelated
Clients who would not benefit from this theory are those who did not play much as a child or who do not have the means to obtain their career choice. In our early years... We develop an identity, which is influenced by our parents, when we are young
Bordin recognized that sex roles are determined biologically and culturally when we develop our identity, as well as the level of parental support and nurturance, and the need to be unique but accepted by others
He believed that development is an unconscious process where we draw from both our parents and extended family
Other influences on our personality include economic, cultural, geographical, and accidental factors Issues of culture and diversity How we play differs from culture to culture and socioeconomic classes
Children from European and North American families tend to value play as enhancing cognitive development. The children usually play individually.
Children from African-American, Hispanic-American and Asian-American children play in groups. Children are the center of the family. making them more people-oriented.
Asian children play to enhance academics
These differences play a role in which types of jobs we choose. Someone from a European culture may choose a job in which he or she does not have to work with a group because he or she is used to playing independently and that's what brings them joy. Someone from a Hispanic culture may choose a job in which he or she is involved with a group. References Goodyear, R. K., Roffey, A., & Jack, L. E. (1994). Edward bordin: Fusing work and play. Journal of counseling and development, 72(6), 563-572.
Patton, W., & McMahon, M. (2006). Career development and systems theory:connecting theory and practice . (2nd ed.). Rotterdam, The Netherlands: Sense Publishers. Retrieved from http://books.google.com/books?id=kmNsp7joDBYC&pg=PA37&lpg=PA37&dq=work and play model bordin&source=bl&ots=WmQzscYeKA&sig=2p-GXXXiW1y18Y3nHhM-wDObTds&hl=en&sa=X&ei=WuqrUM6AIoi0qQHF9YDABQ&ved=0CC4Q6AEwAA
Schrueder, A., & Coetzee, M. (2006). Careers: An organisational perspective. (3rd ed.). Landsdowne: Juta & Co., Ltd. Retrieved from http://books.google.com/books?id=Xsob2R75mIQC&pg=PA109&lpg=PA109&dq=edward bordin psychodynamic theory&source=bl&ots=BnCcA4nj1H&sig=igke31DnN6FvlxUQ3n5o0SvytgA&hl=en&sa=X&ei=PN-rUNvSJ4Wk8QTngoHoDg&sqi=2&ved=0CDMQ6AEwAA
Smith, R. (n.d.). Cultural influences on young children. Retrieved from http://www.ehow.com/info_8436109_cultural-influences-young-children.html
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