THE TRAIT AND FACTOR THEORY, AND SELF THEORY, AND THE DIFFERENCES BETWEEN THEM

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THE TRAIT AND FACTOR THEORY, AND SELF THEORY, AND THE DIFFERENCES BETWEEN THEM

INTRODUCTION

Tract 2^nd factor of counseling was developed in the beginning of the present century with the progress in the development.

Maturing roles for intelligence personality interest and aptitudes theirs is based on the assumptions those human beings have specific tracts of personally.

A tract may be arranged quantitatively in terms of the amount of characterizes the individuals has develop gradually in the process of interaction in environment  trusts development as specific properties by which they are distinguished from other personality charities  the impotent properties by which the important properties  are fallibility inferred from the behavior university inferred from the behaviors flexibility.

Traits are learned behavior they are higher order habits and they have functional utility G.W. all port, cat tell, and eysneck have developed theories of personality based on transits.

More recently psychologists have stated on isolating various factors which constitute intelligence. Therefore geuforel spearman Vernon and Thorndike have devoted their research studies to isolate the factors.

Tract and factor theory

To date the tripartite model advanced by parson (1909) and the first well articulated theory of occupational choice and per harts the most durable one, consist of machine the characteristics of the individual to the requirement of the occupation. The rationale behind the trait and factor theory is that if individuals were employed in the line of work to which they could best adapt because of compatibility between characteristics of the person and the job, both the individual and society would benefit. Trait and factor theory holds that three major factors were operative in selecting a vacation and that these factors suggest methods by which counselors could help the counselee.

These factors are:

a   .     People have different traits

b   .     Each occupation requires a unique set of characteristics of it’s members.

c   .      Vocational guidance should match people and jobs.

First, studying the individual: the counselor studies the individual being counseled. The counselor should help the counselor to know his traits or characteristics thorough the use of psychometric devices (tests, inventories, rating forms case jester/study etc.) these traits, are in turn correlated with this requirements of different jobs. Both the counselor and counselor should analyze the consoler capabilities, interests and temperament prior to choice second, study occupations: the counselor should study and annals occupational opportunities, requirements and employment prospects in various lines of work. By this objectives and verified information about the world of work are made available to the counselor third, matching the right person with the right job: by joining and co-operative comparison the relationship between these two sets of date above and the right person is matched with the right job.

However, matching of individual person with job should be on the free and voluntary choice of the individual being counseled. The primary objective of careers guidance is to give the individual full opportunity for personal development and satisfaction from work with due regard for the most effective use of national manpower resources.

Besides, young people likely to change their ideas about possible jobs as they develop new interest and abilities. This development does not come to an end on the day they leave the senior secondary school or the university. Jobs themselves will change and those which are commonly available now may become redundant in the future, in which case a change to another job will become necessary: thus, matching should encourage adaptability and on attitude of openness to change of career plans or change of jobs rather than a passing when. It should also widen students rang of choice and scope for change.

Self theory

Self theory also know by other nominators such as client centered, non directive a phenomenological theory is essentially non directive as must have been observed. It is after called the regain theory, also after Carl Rogers, whose works and contributions bran gut about the theory.

The self is developed possessively as the child grows by the age of few years, the child has become aware of himself as a distinct entity quite unique different from other individuals parents, siblings etc.

As the child grows he imbibes new values and ideals which he used to define his goals and concepts about life and the world.

At first he learns these values from his parents and older siblings but later when he moves to the outer society, he imbibes more form the society, UN consciously; these learned values as ideals lead him to develop a picture of himself. He can now conceptualize, this is what I am” this is to say that he has developed an image of himself image. This is an awareness of self. This self is defined in terms of “I am” (nature) “I can” (his capacities) “I should not” (his values) and “I want to be” his (aspirations).

DEFERENCE BETWEEN SELF THEORY AND TRACT AND FACTOR

S/N	SELF THEORY	TRACT AND FACTOR
1.	Man is naturally good, rational and worthy of respect and dignity.	From the synthesis, we can via gone that the client suffers from low self- esteem has self concept conflicts
2.	Every individual has tendency and capacity for self – actualization.	Tend to be directive during counseling.
3.	Man is capable of initiating self directed behaviors that could culminate in the satisfaction of his needs and the achievement of his goals.	To achieve success in counseling, he proposes that fact about the client and the jobs he is interested in must be procured.
4.	Given some psychological conditions, individuals could be left alone to determine how to live their lives.	Analysis has to do with gathering all available information about the client or any subject of study.

Reference

Adaralegba, Adeniji (ed), A philosophy for Nigeria education Report of the National curriculum conference 8-12 sept, 1969.