Informality has marked my progress towards the career. Theories which state that the value of work should be taught in the pre-school years (Career Development, 2003,) and that a relationship has to be made so early in life between education and a career, seem to escape my memory if at all my parents subscribed to such concepts. This pattern continues as I reflect on my years in school, all the way from kindergarten to when I was ready for college. The post-secondary education phase (Career Development, 2003) was an point for my career.
Many of my peers sought vocational training at this time, and only a minority sought a college education. We all tried our hands at odd jobs and assignments during this time, but I cannot recall even considering regular employment. This could have been because my family had more than adequate means to provide for my higher education. I do not recall much formal counseling even at this time, though teachers did speak well of my intellectual abilities and potential, and my parents let me know they would support anything that I wished to do.
My choice of college and course was determined largely by peer pressure, though it was all friendly and non-invasive. Adulthood, as defined in career development theory (Career Development, 2003), was a defining phase for my career choice. My abilities and weaknesses came into sharp focus at this time, and I developed a sense of urgency to earn enough to start a family of my own. An older sibling advised me strongly against directions suggested by counselors at college, and I being uncertain of which direction to take.
I am not yet sure whether I made the right choice for my graduate education, though I am now happily reconciled to my professional situation as a Guidance Counselor. I understand career development theory to advocate a much earlier initiation into formal planning, and a structured approach to counseling, almost from the inception of cognition (Career Development, 2003).
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