Career Counseling Power Point produced by Melinda Haley

Career Counseling Power. Point produced by Melinda Haley, M. S. , New Mexico State University. “This multimedia product and its contents are protected under copyright law. The following are prohibited by law: n any public performance or display, including transmission of an image over a network; n preparation of any derivative work, including the extraction, in whole or part, of any images; n any rental, lease, or lending of the program. ” “Copyright © Allyn & Bacon 2004”

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? “Copyright © Allyn & Bacon 2004”

Career Guidance in the School Elementary and Middle Schools Program Development – – – 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. “Copyright © Allyn & Bacon 2004”

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. “Copyright © Allyn & Bacon 2004”

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. “Copyright © Allyn & Bacon 2004”

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. “Copyright © Allyn & Bacon 2004”

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. “Copyright © Allyn & Bacon 2004”

Career Guidance in the 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. “Copyright © Allyn & Bacon 2004”

Career Guidance in the School High School Examples of High School Activities Designed to Achieve Career Development 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. “Copyright © Allyn & Bacon 2004”

Career Guidance in the 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 “Copyright © Allyn & Bacon 2004”

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 “Copyright © Allyn & Bacon 2004”

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. “Copyright © Allyn & Bacon 2004”

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? “Copyright © Allyn & Bacon 2004”

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. “Copyright © Allyn & Bacon 2004”

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 “Copyright © Allyn & Bacon 2004”

Career Counseling Presentation Resources Gysbers, N. C. , Heppner, M. J. & Johnston, J. A. (2003). Career counseling: Process, issues, and techniques, 2 nd ed. Boston, MA. : Allyn & Bacon. Brown, D. (2003). Career information, career counseling, and career development, 8 th ed. Boston, MA. : Allyn & Bacon. “Copyright © Allyn & Bacon 2004”