The Psychology of Working by David Blustein

1. The Psychology of Workingby David Blustein 2006 Lawrence Erlbaum Associates, Inc. ISBN 0-8058-4376 -0 (hardcover), -2 (paperback)

2. Contents (Chapters only) • Psychology and the Experiences of Working: A Blurred Focus That is Sharpening • The Changing Nature of Work in the 21st Century • Working as a Means of Survival and Power • Working as a Means of Social Connection • Working as a Means of Self-Determination • Social Barriers and Working: Exploring Race, Gender, Sexual Orientation, Disability Status, and Social Class at Work • Implications of an Inclusive Psychology of Working for Research and Theory • Implications of an Inclusive Psychology of Working for Practice: Counseling and Psychotherapy • Toward an Inclusive Psychological Practice • Conclusion – The Future of Psychology of Working

3. In this book, Blustein challenges us to broaden our view of the role work plays in the lives of individuals in terms of mental and emotional health as well as our assumptions as to inclusiveness of occupational counseling practices. As you can see by the Table of Contents listing, this a book largely directed at the counseling profession in general and therapists in particular. While most of us might occupy roles other than that of therapist, I found some very useful information that I’d like to share with you today. I will do so in the form of a brief summary based on reoccurring themes in the book as opposed to a chapter-by-chapter narrative.

4. First of all, you need to know that this book is not “easy reading” or at least it was not to me. Quite frankly, I have read better-written books. Nonetheless, Blustein offers some very expansive views of just how we’re doing as a society recognizing first how work affects people and also the degree to which “the masses” have opportunities to explore the world of work as career development professionals advocate. Please allow me to clarify both of these topics as well as offer my thoughts on what his ideas mean to those of us responsible for working with young people during adolescence and early adulthood.

5. The Effects of Work on an Individual On page 107 Blustein states: “Despite Freud’s dictum that one needs to be able to love and work in order to live an effective life, relatively little clinical literature has focused on the role of working in psychotherapy.” After giving appropriate “nods” to such theoreticians as Freud, Erikson, Axelrod, Super, Marx, Neff, and Herr, Blustein offers his own “integrative taxonomy” of the “three core functions that working has the potential to fulfill.” (p. 21) They are: Work as a Means for Survival and Power Work as a Means of Social Connection Work as a Means of Self-Determination More on these functions later – now is a good time to interject several familiar motivation theories in order to best frame Blustein’s model.

6. Motivation Theories Maslow Self-actualization needs Self-esteem needs Belonging needs Safety needs Physiological needs Alderfer Growth desires Growth desires Relatedness desires Existence desires Existence desires McClelland Achievement needs Power needs Affiliation needs

7. The Three Core Functions Survival and Power – Blustein contends that, even though the focus of theories like Maslow’s tends to be on the “higher order” needs, the focus for the vast majority of workers is on “the fundamental need that work serves in providing people with a means of feeding and housing themselves and their loved ones.” (p. 71) Concerning power, he contends that: “By developing systematic access to the resources necessary for survival, one can ideally consolidate greater power…” (p. 73) His list of resources includes: education, knowledge, money, social status, and prestige. (p. 73)

8. Social Connection – Blustein emphasizes the “Relational Approach” to working, stating that, “The perspective that is emerging from diverse lines of inquiry is based on the notion that human beings have a natural, inherent striving for connection, attachment, and intimate relationships.” (p.95) This notion is of importance to the author because he supports the view that, “… relational perspectives suggest that feelings of anger or rage, which some theoreticians view as inherent to human condition, are actually secondary or derivative experiences, emerging from relational lapses and disappointments.” (p. 95)

9. Self-Determination – This view of work is, for me, the most difficult to grasp but my view of what Blustein is espousing falls along these lines: While the ideal strategy to create and maintain motivation in the workplace is through methodical, proactive career planning in which, “… people at work have … have an opportunity to manifest or express their interests in the world of work,” (p. 115), Blustein contends that most do not have this option. In the absence of proactive planning, which results in having a career that is intrinsically motivating, he believes that we must help most workers find ways to view their existing extrinsically motivating jobs from a more internalized perspective. The author suggests an examination of the following needs workers have would be useful: need for autonomy, need for relatedness, need for competence, need for value congruence (with the organization, and access to opportunity. (pp. 132-144)

10. The Wellness Wheel Analogy In an attempt to get Blustein’s “core functions” discussion to “hang together” for me, I was drawn to one of the main “tools” I use in my freshman orientation class. It’s called the Wellness Wheel (Transitions, 2006-2006) and it is based on the idea of having balance in one’s life in and among the following areas: Intellectual Social Physical Spiritual Emotional Occupational The inclusion of the term “wheel” is intentional – if there is not balance, you are attempting to roll through life on an out-of-round tire! I believe this concept fits nicely with Blustein’s core functions’ offering in its implication that life is made up of many different facets, all of which need one’s attention and consideration.

11. Opportunities to Explore the World of Work Blustein position on the applicability of the traditional career planning model to the masses is clear. On page 3 he states: “My thinking is that the notion of career (reflecting a hierarchical and planned series of jobs that are thoughtfully selected) is deeply embedded in a sociocultural framework that is relevant to only a minority of individuals around the globe.” He labels this “thoughtfully selected” path the “grand career narrative” (p. 111) and argues that changes in the workplace brought on to a large degree by globalization make this concept unattainable for most workers.

12. His goal is to correct this situation and one obvious path he would like to see involves education. He advocates a “domain-sensitive” approach in which “the full array of human experiences is encompassed.” (pp. 254-255) He also advocates the fostering of “critical consciousness” which he defines as an individual’s ability “…to reflect upon the broad structural aspects of the world and to take action on these observations.” (p. 280) Understanding the ramifications of outsourcing brought on by globalization is an example of this concept. Finally, Blustein recommends an “experience-near” approach to working with individuals in order to help them connect with the work environment.(p.25)

13. Where do we fit in? Blustein states, on page 26, that “working is the battleground for social justice as working offers us the most direct access to the power structure and to greater equality in opportunities.” Education obviously plays a large role in preparing citizens for workplace participation and Blustein addresses this fact as follows: “Students who are able to internalize the connection between school and work are in a much better position to become engaged in school and develop their basic skills.” (p. 304) “One of the most important points described in numerous studies and reviews is that school and work ought to be connected explicitly to academic curriculum, support services, and extracurricular activities.” (p. 309)

14. Finally, Blustein offers a “check list” of factors that play “… a role in helping youth to move adaptively into a sustainable and growth-oriented work role.” (p. 263) As a way of concluding, I list these factors (pp. 263-264) in the hope that they will be useful to you in evaluating your efforts, whether individually initiated, school-based or as part of the EEDA, in advancing the charge the author puts forth – to elevate the view of the role work plays in the life of an individual. • Clear competencies in basic academic skills and in more vocationally focused skills. • Self-initiated motivation, flexibility, and planfulness. • Engaged and accessible relational support system, including family members, peers, teachers, and related educators, counselors, job supervisors, and co-workers. • An educational environment that offers rigorous connection to work-based learning and that emphasizes school and work linkages.

15. For a copy of this PowerPoint or other information, please contact David Hunter at davidh@gwm.sc.edu or (803) 777-9450