Write a conclusion to this article:                                                                                                           
Introduction
In the first part, the author presents a life-long developmental career planning from childhood to adulthood. This includes the author’s ideal job, the work she has aspired to, pursued, held, and endeavour in the future. Subsequently, an analyse of the authors’ self-exploration will be given based on three career development theories by Gottfredson, Super and the Chaos theory of careers as a framework. By comparing and contrasting the related theoretical knowledge with authors’ practical experiences, a deeper understanding and insight of occupational development will be exposed (mainly in childhood and adolescent stage). Finally, the author will stand as a school counselor to combine these career planning theories and implicate it into a high school in China. 
As Thurgate & Jackson (2011) argued, career planning runs through people’s life. Also, career choice and development encompass a lifelong, developmental process that begins in childhood and showed great influence to future career planning (Hartung et al., 2005). Meanwhile, a review of career development (timeline) can be helpful to reflect and understand of the former decision people made,and contribute to the future decision and adjustment. A brief introduction related with authors’ career development has given from kindergarten to the period of postgraduate. 
Career planning and developing stages
Based on Gottfredson’s theory of Circumscription and Compromise (1981), this theory clarify the process how individual make and develop their certain career choices following by socialization and personal experiences. As Gottfredson (1981) pointed, individuals will go through 4 stages in their career exploration journey from childhood to adolescent. 
The stages are as follow:
1.Orientation to size and power (age 3-5) 
2.Orientation to gender roles (6-8) 
3.Orientation to social valuation (9-13) 
4.Orientation to internal, unique self (14 to older) 
In the first orientation stage (in kindergarten), when author be questioned of her ideal career - “What do you want to do when you grow up?” Although she have had no idea of what she truly want to do, she often answer “To be a businessman and earn a huge amount of money like adults.” In Gottfredson’s theory, individual begin to be aware of size and power in this stage. For instance, in theirs’ eyes, adults who are taller, stronger, own higher identification and have powerful in society both have one or more occupations. Meanwhile, children begin to recognize careers as adult’s symbol (Cochran, Wang, Stevenson, Johnson & Crews, 2011). As a result, filled with the expectation of becoming an adult and by the observation of the “powerful” employed adults around. Children begin to emerge job preference and develop their ideal career based on factors like pursuing power and wealth. That’s the reason why businessman (an influential position) has be chosen as author’s first ideal job.
Sexuality and overall social desirability as two main dimensions work for career distinguish in the second and third developmental career stage. Gottfredson (1981) points that, as with adults, children be aware of the distinguish between careers primarily in gender (masculinity vs femininity). Usually, individuals start to show a significant gender stereotype from age 6-8. Gottfredson refers, girls will aspire to women’s work and boys to men’s work. Likewise, author’s career planning in this stage begin to showed completely feminist from her childhood to adolescent even lasting to emerging adulthood. For example, other than dream to become a businessman (be defined as male-dominated field) in the early childhood, working in “women industry” has been recognized as an accountable ideal path in authors’ career blueprint. Such as teacher, flight attendance, secretary, Piano tutor and educational worker.   
Subsequently, children aged from 9-13 which is along to the third career processing stage under Gottfredson’s theory. Among this stage, individuals are characterized by high attention to hierarchical status and sensible to social evaluation (Gottfredson, 1981). While they perceived the socioeconomic differences between people and recognized that occupations with higher salaries require higher levels of academic accomplishment (Super, 1990). Career elimination and compromise happened due to family condition, background, self-capability, societal expectation etc. Otherwise, children will become more realistic and may reject to certain jobs with label like “too hard” or “ too low”. For example, in the context of China, author who come from a middle class be looking forward by families to work in a respectful position, such as doctor, teacher, engineer or lawyer. Also, as a female, without economic pressure (to earn such money to support the family). Working as a teacher is the most desirable choice which has advantages like pure working environment, long holidays and good society reputation. By contrast with the other “too masculine” options, author was pursuing to become a teacher firmly. At the same time, working as a flight attendance (customer-service industry) gradually relegate to compromise choice. On the other hand, there are such factors contribute to influence the choice of career by parents, social and environmental context, gender, age, interest, ability etc (Patton & McMahon, 1999). As Super (1980) proposed, there are nine main roles constitute a typical life structure, and it following by chronological order are: children, students, leisure people, citizens, workers, spouses, housewives, parents, and retirees. Among this, nearly half parts of the identities are relate with family. Likewise, Schulenberg et al. (1984) highlights the most considerable impact to children’s occupational development is from family, including aspirations and expectations. This explains the frequent occurrence of family factors in the author's career planning timeline. 
Career planning under self-awareness
In Gottfredson’s theory, individuals begin to develop their essential views of occupation by adolescence stage (which can be defined starting at 14 years old). In the final developmental part, individuals have a clearer understanding with themselves and theirs’ self-concept are becoming more and more stable, leading to a coherence and continuity career pursue (Super et al. 1996, p. 139). For that matter, the career planning has been shaped from vague concepts become more clear, specific and concrete gradually. For example, other than have a wild-range image of ideal career, author begin to create more specific career roles from teacher (macro）to Chinese teacher or Music teacher (meso) to Music teacher in certain educational level (micro). Additionally, with the awakening of adolescent self-awareness, teenagers are becoming more aware of their career aspirations and they consciously seek out careers that allow them to realize themselves (Gottfredson, 1981). For instance, goals, attribute, interest, skills, abilities, and temperament are working together to contribute for their career planning journey.
Super (1990) describes occupational behavior as fluid, dynamic, continuous, and situational. University provides an environment for author to explore and practice her career. And the career planning had changed during this development stage. Like other college students, author believed that get a part-time job or internship is an honour to realize self-achievement. At the first two years of undergraduate, author who majored in Musicology successfully found a well-paid part-time job as a Piano tutor. Then, in the senior year, she got an internship and worked as a music teacher in a local primary school with 3 month duration. Nevertheless, music as an art subject, is excluded in important examinations in China. As a result, most of the kids in class would not willing to pay attention to what knowledge teachers taught and what information music teachers are initiating. While people crave recognition and self-value at work ( Maslow s Hierarchy of Needs Theory, 1943). In this situation, it is hard for author to receive feedback both positively or negatively, and she could not achieve self-value by teaching music in primary school. Career development can be shaped under a certain environment and be structured in every individual’s life (Super,1990). For instance, the internship experience changed author’s mind to become a music teacher in compulsory stage of education.  
Career change and development
On the other hand, when it comes to career development, happenstance can and often does have a significant impact on an individual's career choices (Bright & Pryor, 2005). When COVID-19 happened at the beginning of 2020, the significant trauma not only made irreversible influence in economic, education, health sector and mental issues etc but also raised a revolution in the way individuals live. Since then, significant unemployment is evident in certain industries include tourism and hospitality, and a number of new professions like online education, technology sectors and sanitizing service have emerged (Pryor & Bright, 2022). Therefore, as a graduate, rather than work as a music teacher, author developed a great interest in helping people “rebuild” their career recognition in post-epidemic era and choose to study in career counselling.
In summary, author analyse the career planning from childhood to adolescent aligned with 4 stages under Gottfredson’s theory of Circumscription and Compromise. The theory suggests that occupational exploration start from a focus on size and power to exploring unique-self. And it highlight the gender stereotype has build the foundation of career image for author.Then, through Super’s theory, author underlined the career development in undergraduate stage and highlight that people have different roles in each stages and individuals may change theirs’ career preference based on personal differences (including experience, personal circumstance). Furthermore, by using the Chaos theory, author explained the significant career change has be taken under the influence of certain event (COVID-19). In addition, by contrast with the study by Schulenberg et al, author found that the impact by family hugely determine her career orientation and planning.
Implication of personal framework with clients
High school is an important transition for students to develop their career not only in China but worldwide (Qi, 2016). In Super’s argument, individuals in all ages have their corresponding role. Also, according to the Chaos theory of career, the approach to career development typically aim to understand an individual's key attributes and then match those qualities to compatible or aligned environments (Bright & Pryor, 2005). On one hand, for students who will not continue to studying in university or college (to be a leisure people or worker), they have to make career plans before graduation. And for students who will pursue a higher education, they need to choose certain major before university entrance. Hence, it is necessary for them to have a clear recognition of theirs’ aptitude and advantages and relate it into future career paths.        
A study in 2013 by Gibson & Cartwright aims to explore the initiative and autonomy of young clients (age from 16-18) in counseling, as well as their interactions and relationships with counselors. It emphasizes that high school students prefer to experience a consulting which according to their individual needs, aptitudes and preferences. As Savickas (1997) said, “ the career counselor’s job is to see life prospectively, to extend a life theme into the future”. 
Based on author’s career development and the understanding of several career development theories, such suggestions has be given. Firstly, is to help students challenge their preconceived notions ( gender stereotype) about careers. By providing learning resources like video (with theme career should not limited by gender); setting shadowing of career opportunities and create a life-long career development timeline. This can be helpful to build a clear version of self-ability and develop potential career paths. Secondly, create a reliable and student-friendly environment for counselling. Without judgement and stereotype, students can share their career planning freely and boldly. Thirdly, let students know that career is a life-long journey more than a static position. While the career development is always unpredictable, it is necessary to help students build confidence to accept the diversity change and challenge. Lastly, consider family have long-lasting influence for students’ career development, it is possible to engage parents or the other family member into career development stage to enhance the support network for students.