Transcript Career Counseling - Higher Education | Pearson

Career Counseling
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Career Guidance in the School
Elementary and Middle Schools
Conceptualizing Career Development Programs
Conceptual Approach: Using a theory to set up a career development
approach
Example: Using Donald Super’s theory to conceptualize a
program.
– Students should develop a vocational self-concept.
– Students should learn about the major groups of occupations.
– Students should develop an awareness of what career planning
entails.
– Students should learn decision-making skills.
“Copyright © Allyn & Bacon 2004”
Career Guidance in the School
Elementary and Middle Schools
Conceptualizing Career Development Programs
Rational/Empirical Approach: Uses empirical methods to determine what
skills and attitudes will be needed by students and then uses this
information to set up a K-12 program to help students develop these
competencies.
Example: Research shows that women are entering the
workforce in increasing numbers.
– what skills and attitudes would most likely help women
succeed in a career?
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Career Guidance in the School
Elementary and Middle Schools
Program Development
–
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Develop a program philosophy.
Establish needs.
Appoint a coordinator.
Write program goals, objectives and criteria for success.
Determine what instruments will be used to evaluate the program.
Implement the program.
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Career Guidance in the School
Elementary and Middle Schools
Program Development Delivery
– By classroom infusion (e.g. the science teacher talking about
careers in science).
– Taught as a unit within a class subject (e.g. as a unit within social
studies).
– By special teachers who only teach careers.
– By school counselors who incorporate it into their counseling
duties.
– By schools having career day in which they invite working people in
from the community.
– By parent directed activities at home, guided by counselors.
– By inviting other personnel in from external sources.
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Career Guidance in the School
Elementary and Middle Schools
Elementary programs should:
– Give children a sense of self-efficacy and that their future can be
shaped by themselves and their own choices.
– Children should understand that abilities and interests also help
shape opportunity.
– Children should be helped to develop an awareness of the world of
work and what all of that entails.
– Students should be helped to explore possibilities but not foreclose
prematurely on a career option.
– Children should have opportunities to explore non-gender-role
stereotyping activities in relationship to the world of work.
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Career Guidance in the School
Elementary and Middle Schools
Middle school programs should:
– Be flexible enough that it allows middle-schoolers to try out new
self-concepts and images of self.
– Clubs and activities can provide a individual opportunity to explore
options.
– Be organized around a theme and eliminate redundancy.
– Help students take a comprehensive, realistic look at the
occupations available to them.
– Introduce kids to interest inventories and personality assessments
(e.g. Holland’s interest inventory).
– Any program should be integrated with elementary and high school
programs.
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Career Guidance in the School
Elementary and Middle Schools
Examples of Middle School Activities Designed to Achieve
Career Development Competencies
Student Competency
Demonstrate understanding of
self.
Describe at least five things
found in society that affect
the world of work.
Identify places in the
community that provide
opportunities for work.
Teacher Activity
Give students an interest inventory
or have them describe their
interests.
Bring in old newspapers for
students to look at and clip out
articles.
Bring in a career counselor or a
manager of a company to talk
to the students.
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Career Guidance in the School
High School
High School Programs Should:
– Help students look at their choices in elective curriculum, extracurricular activities, and after school jobs, and how those might
relate to later career choices.
– Help students learn good decision-making skills.
– Help students learn where to access occupational information.
– Help students explore career choices, narrow and clarify goals.
– Help students look at college requirements and what this means to
them and their career choices.
– Help students determine what, if any, pre-requisites might be
required for an entry level position into the career of choice.
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Career Guidance in the School
High School
Examples of High School Activities Designed to Achieve
Career Development Competencies
Competencies
The Student Will
Positive attitudes toward work
and learning.
Demonstrate a positive work
ethic.
Learn skills in making
decisions and choosing
educational goals.
Project and describe factors
that may influence educational
and career decisions.
Skills in career exploration
and planning.
Develop career plans that
include the concept that the
world is ever changing and
demands life-long learning.
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Career Guidance in the School
High School
High School Program Delivery Methods
– Field trips and visits to training programs.
– Use of portions of regular class time to explore educational and
vocational planning.
– Career development units incorporated into regularly scheduled
classes.
– Career related information infused into all classes whereby the
teacher continuously relates subject matter to the world of work.
– Special classes just on career education.
– Life planning classes and groups
– Career Counseling
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Career Guidance in the School
High School
Special Consideration
Not all students will benefit from traditional methods of career education.
Some will need special consideration. These include students who are:
Learning
Disabled
Physically
Challenged
Gifted
Emotionally
Or Mentally
Disabled
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Career Guidance in the School
Colleges and Vocational-Technical Schools
Career Development Services Need to include:
– A component on self and career awareness.
– Exploration of interests, values, goals and decisions.
– A realistic view of the job market and what one needs to do to
prepare for it.
– Information on careers.
– Workshops that cover the practicalities: resume development,
interviewing skills etc.
– Good academic advisors that can direct and assist students .
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Career Guidance in the School
Colleges and Vocational-Technical Schools
Career Development Programs
There are many issues to consider at this level:
– Should the program emphasize counseling or placement?
– Should students be sent out to collect information or should the
program provide it?
– Should the program focus students on the vocational aspects of
their training?
– Should the program involve parents in the process?
– Should the program emphasize risk taking or job security?
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Career Guidance in the School
Colleges and Vocational-Technical Schools
Examples of College Level Activities Designed to Achieve
Career Development Competencies
Competency
The Student Will
Ability to assess selfdefeating behaviors and
reduce their impact on work..
Understand physical changes
that occur with age and adapt
work performance accordingly.
Skills in making career
transitions.
Accept that career transitions are
a normal part of career
development.
Skills in retirement planning.
Commit to early involvement in
retirement planning.
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Career Guidance in the School
Colleges and Vocational-Technical Schools
Student Decision Making
Level Four Decision:
Clinical or Counseling
Level Three Decision:
History
Level Two Decision:
University
or
Level One Decision:
Drop Out
or
or
or Anthropology
School Psyche
or
Psychology
Community College
Finish High school
“Copyright © Allyn & Bacon 2004”
Career Guidance in the School
Colleges and Vocational-Technical Schools
Program Delivery Methods
– Advising at the counseling or career center.
– Insertion of career related materials into regular classes.
– Career classes given for credit or noncredit.
– Workshops or seminars.
– Self-directed activities.
– A section of the school newspaper devoted to career information.
– Career counseling and career resource centers.
– Job fairs
– Peer Counseling
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Career Counseling Presentation
Resources
Gysbers, N. C., Heppner, M. J. & Johnston, J. A. (2003). Career
counseling: Process, issues, and techniques, 2nd ed. Boston, MA.:
Allyn & Bacon.
Brown, D. (2003). Career information, career counseling, and career
development, 8th ed. Boston, MA.: Allyn & Bacon.
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