According to Anne Roe's personality theory of career choice, people choose occupational fields based on their, which were influenced by the childhood environments that they experienced. Need structures.

Anne Roe (1904—1991) was born and raised in Denver, Colorado. Upon graduating from the University of Denver, she attended Columbia University, following the recommendation of Thomas Garth. At Columbia, Roe worked in the office of Edward Lee Thorndike, graduating with her Ph.D. in experimental psychology under the supervision of Robert S. Woodworth. The publication of The Psychology of Occupations would introduce Roe’s theory of personality development and career choice, her most enduring scientific contribution.

Anne roe's theory of needs and career choice. OF ANNE ROE (1904-1991) Anne Roe (1904–1991) was born and raised in Denver, Colorado. Upon graduating from the University of Denver, she attended Columbia University, following the recommendation of Thomas Garth. At Columbia, Roe worked in the office of Edward Lee Thorndike, graduating with her Ph.D. In experimental psychology under the. DISADVANTAGES OF ANNE ROE’S THEORY Many felt that roe’s theory was premature, lacking adequate research over a long enough period of time to show whether career choices could be clearly linked to parenting styles. In 1990, roe herself determined that there is no direct link between parent child relations and occupational choice.

Roe’s theory can be separated into two key areas: theoretical aspects of personality and classification of occupations. Inspired by Maslow’s hierarchy of needs, Roe incorporated the psychological needs that develop out of parent-child interactions in her conceptualization of personality. Roe classified parent-child interaction patterns into three categories, each with two subcategories: (1) emotional concentration on the child, further classified as being overprotective or overdemanding, (2) avoidance of the child, further classified as emotional rejection or neglect, and (3) acceptance of the child, further classified as casual or loving. Roe’s interest in parent-child interactions led to the development of the Parent-Child Relations Questionnaire and its revision as a means of accurately assessing such interactions. Out of parent-child interactions, Roe thought that children went on to develop an orientation either toward or not toward people.

Roe was dissatisfied with existing classification systems for occupations, including the benchmark Dictionary of Occupational Titles. In order to compare the individual to a full spectrum of occupations, Roe set out to develop a comprehensive classification system that would allow her to engage her inquiry. The result was a two-dimensional, eight by six classification system with eight categories of occupations (service, business contact, organization, technology, outdoor, science, general culture, and arts and entertainment) and six levels (professional and managerial, levels 1 and 2; semiprofessional and small business, level 3; skilled, level 4; semiskilled, level 5; and unskilled, level 6) within each category.

Research into the impact of parent-child interactions on career choice has not resulted in significant support for Roe’s theory. Concerns with subject recall of parent-child interactions, differences in parenting styles between parents and over time, and sample sizes, among other issues, have been cited. Roe openly acknowledged the criticisms of her theory and expressed concerns that her classification system did not adequately address the experiences of women and minorities. In addition, Roe stated that her theory was developed with little forethought in regard to its application. Still, research support can be found for Roe’s classification system, and a minimal amount of support has been found related to the impact of early interactions upon the work-related behaviors and activities within certain areas of occupational specialization. The impact of Roe’s theory has been realized across the various facets of activities of career development professionals such as teaching, counseling, placement, and research. Roe’s classification system has proven particularly useful to career counselors in the influence it has had in the development of career assessment instruments and in its overall contribution to the mapping of the world of work.

References:

Osipow, S. H., & Fitzgerald, L. F. (1996). Theories of career development (4th ed.). Boston: Allyn & Bacon.
Roe, A. (1956). The psychology of occupations. New York: Wiley.
Roe, A. (1957). Early determinants of vocational choice. Journal of Counseling Psychology, 4, 212-217.
Roe, A., & Lunneborg, P. W. (1990). Personality development and career choice. In D. Brown & L. Brooks (Eds.), Career choice and development: Applying contemporary theories to practice (2nd ed., pp. 68-101). San Francisco: Jossey-Bass.
Tinsley, H. E. A. (Ed.). (1997). [Special section on Anne Roe]. Journal of Vocational Behavior, 51, 280-318.

This is the sixth article in a series of articles that will discuss the literature on the predominant career theories; history of and theory behind interest inventories; a discussion of the prominent interest inventories; the best use of interest inventories in the career development process; conceptual additions applicable to the study of interest inventories; literature that has focused on career indecision in adolescents; and educational interventions with additional focus placed on middle schools. All of these articles come from dissertations by Virginia Robinson Richards, EdD, and Stephen Randall Richards, EdD, both copyrighted 1998. These articles are presented as a quick refresher for professionl guidance counselors, an introduction to these theories for the non-professional, and as a starting point for students of the many disciplines related to career development theory. The bibliographies are purposely missing. If you choose to copy our work (shame on you), you will at least have to go to the library to find the work and maybe touch the covers of these works. We appologize for the non-academic format, but in a blogging forum it is not possible to keep the work as originally presented.
In this section, I will examine theories of vocational interest that are clearly an important part of the history of career development theory. Then, I will examine two career development theories that strongly influenced this study. The first is Holland’s theory (1966, 1973, 1985) pertaining to the use of interest inventories as tools of exploratory interventions. The second theory, the work of Super (1990), will be described as it provides a master plan of how the RIPA is used as an exploratory intervention and how it fits in a complete career development scheme.
Roe’s Personality Development Theory
Roe’s (1956) theory was examined earlier as it influenced theories of vocational interests, but also of considerable importance is Roe’s personality development theory. Trained as a clinical psychologist, Roe began her theory development through observations of artists and research scientists focusing on “possible relationships between occupational behavior (not just choice) and personality” (Roe & Lunneborg, 1990, p. 68). In looking at other studies, Roe identified and categorized a list of needs involving persons’ feelings concerning work. Common threads in these studies were bodily well-being, a need for food, a need for activity, and a need for self-realization through work. Roe argued that people do not work just to earn a living but that “much more is involved in and expected of a job than a pay check” (p. 23). Roe determined that occupations form a major focus of individuals’ lives through thoughts and activities, e.g., “in our culture, social and economic status depend more on the occupation (of the individual, the father, or even less frequently now, the husband) than on any other one thing‑even wealth” (p. 69). Roe turned to Maslow’s (1948) hierarchy of needs including physiological needs, safety needs, need for belonging and love, need for importance, respect, self-esteem, independence, need for information, need for understanding, need for beauty, and a need for self-actualization. Maslow’s theory suggested that people place greater urgency on basic needs such as food, shelter, and safety before being capable of expressing needs on the higher levels, and, consequently, these other needs remain unachievable to the average individual until those basic needs are satisfied. Roe believed that occupations in modern society can provide satisfaction at all levels of need.
Roe (1957) saw the interaction of heredity and environment as important in causing a child to develop a person or nonperson orientation, and to lead an individual to select an occupation that requires either high or low levels of inter

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See also:

Anne Roe Career Theory