Transcript Let’s Think Assessment

Holistic Career Development-
An Aboriginal Approach
Holistic Approach
Spiritual
Physical
Emotional
Mental
Our Journey to Holistic Career
Development – The Numbers
• In 2007, we looked at the statistics for the five preceding years. The
statistics indicated that there were only 45 graduates from our local
Nursery to Grade 12 school. Out of the 45 graduates:
• 1 - Graduated from a post secondary program and was no longer
attending;
• 3 - Were continuing in the same program;
• 5 - Were continuing in a new program without completing the first
program;
• 23 - Had started but were no longer continuing;
• 11 - Never attempted post secondary education; and
• 2 - Graduated and were continuing in another program.
• $13,220: What our First Nation spends to fund a student in their first year
of post-secondary studies (i.e. tuition, books, allowances, rental subsidies,
relocation costs etc.).
Our Journey to Holistic Career
Development – The Program
The Enhancement Year Program (EYP) was established in our
community in 2007 in order to ensure that our graduates
had better chance of attaining post secondary success.
Students were not completing programs, were not entering
meaningful employment and not making positive life
choices. They did not have the skills:
−To function in an urban setting
−To choose an appropriate program (i.e. career
choice)
−To be successful in academics (studying, numeracy,
literacy)
−To be independent, responsible and self-confident
−To cope with overall “life” issues.
Background – The Process
• Role of post secondary institutions
• Researched other programs and did a
literature review
• Contacted post-secondary institutions
• Consulted with the community
• Recruited partnerships – Jobmatics TM
• Developed a team
• Developed the program
EYP Model
WINTER
Peace
Experience
Wisdom
Healing
SPIRITUAL
North – Spirituality/Wisdom.
Students explore spirituality
Elders, presentations,
activities, course work.
Change
Beginnings
Renewal
FALL
SOCIAL/EMOTIONAL
East - New beginnings/
PHYSICAL
West - Responsibility
to the environment,
self and others
Life Skills, Activities,
Urban Component,
Course Work
Birth/ Renewal.
Exploring understanding
self,
Life Skills Component.
SPRING
Confidence
INTELLECTUAL/MENTAL
South - Growth
Gaining knowledge
and skills in
academics, intellectual
development
Academic Courses
Discipline
Independence
Skills
Time
to accept and
Knowledge
Maturity
SUMMER
Inner
Strength
Starting with Life Skills
• Designed to give the student an introduction to
interpersonal communications.
• Course content includes:
–overview of communications
–self-concept
–Perceptions
–Listening
–non-verbal communication
–understanding of how interpersonal relationships work.
• Presents an overview of the nature of groups, group
problem-solving and communication climates in a group
setting.
What We Do – Career Focusing is…
TM
... a straightforward process that will teach you:
• how to decide what types of work would truly suit you
• how to pick the types of education or training that would suit you best
• how to build a plan that makes sense for you
• how to adapt or change the plan when you need or want to
Students say that Career Focusing™ helps them feel focused and clear
about what choices make sense for them, and motivated to develop
and follow their plans.
©Jobmatics 2008
What We Do - Career Focusing
The Big 3... Keys to Work that Fits
You are doing work that fits when you...
1) Work with what you love:
artifact bag → Focus
2) Work in a way that suits you:
innate preferences → Preference Identification Tools (PITs)
3) Work in a way that reflects your realities:
• academic
• financial
• personal
• work (learned) skills
TM
What We Do - Career Focusing
What we added…
• Wellness Plan
• Focus on budget (including “Free Money”)
• Portfolio (including formal presentation)
• Field trips
• Aboriginal Learning Styles
• Functioning in a digital & form-filled world
(i.e. Essential Skills)
• Career Development Inventory
TM
The Inventory
In 2011-2012 we did a Career Development
Inventory (before and after) and compiled the
results.
Results showed us:
• Knowledge increased (e.g. occupation vs. career)
• Value of career planning increased
• Decision-making and planning refined
• Awareness of importance of “fit”, barriers and
realities increased
The Study
• The program included a research component (with both
qualitative and quantitative methodologies) so that the team
could keep track of lessons learned and if the program was
having an impact and what kind of impact it was having on
the students over the course of five years.
• The Final report was completed after five years and presented
to the team and the Board of Education.
Challenges Encountered
• Emotional - self-esteem issues, passivity, apathy,
dependence
• Intellectual – more preparation is required – prior Learning,
assisting them with becoming self-reliant, independent
learners (i.e. homework & time management)
• Physical - drug & alcohol abuse, addictions are an issue,
addictions/unhealthy lifestyle (lack of balance) interferes
with goals (i.e. attendance)
• Spiritual – values/spiritual disconnection, they don’t have
that sense of identity due to loss of culture/colonization
What’s next?
•
•
•
•
Enhanced Grade 12
Further “backtracking”
Collecting more data
Partnerships & Mentorships
Questions???
Thank You
• For further information contact:
• [email protected]
• [email protected]