Term
|
Definition
| This chapter introduces students to core concepts in career development interventions. It also (1) traces the meaning of work across time and highlights the problems that can arise when work is linked with self-worth, (2) reviews events in the history of career development interventions, and (3) discusses future trends and recommended changes |
|
|
Term
| Savickas notes that vocational and career ethics have dominated in U.S. history. |
|
Definition
| We are now in the midst of an emerging ethic that seems to be more focused on achieving life balance and satisfaction. |
|
|
Term
| Career development interventions help people derive meaning from their life experiences and translate that meaning into life decisions. |
|
Definition
| Thus, career development interventions require a full range of counselor competencies. |
|
|
Term
| The meaning of work has evolved across time. |
|
Definition
| New work ethics seem to emerge with the turn of each century. |
|
|
Term
| Career development interventions need to be provided in a systematic fashion. This process requires (among other things) |
|
Definition
| • helping people learn how to use both rational and intuitive approaches in career decision making, cope with ambiguity and change, develop and maintain self-awareness, engage in lifelong learning, search for jobs effectively, and develop and maintain skills in multicultural awareness and communication. |
|
|
Term
|
Definition
| a lifestyle concept , roles ppl play across a lifetime |
|
|
Term
|
Definition
• The lifelong psychological and behavioral processes and contextual influences shaping one’s career over the life span
• A person’s creation of a career pattern, decision-making style, integration of life roles, expression of values, and life-role self-concepts |
|
|
Term
| CAREER DEVELOPMENT INTERVENTIONS |
|
Definition
• Activities that empower people to cope effectively with career development tasks--
– development of self-awareness
– development of occupational awareness
– learning decision-making skills
– acquiring job search skills
– adjusting to choices after their implementation
– coping with job stress |
|
|
Term
|
Definition
• A formal relationship in which a professional counselor assists a client or group of clients to cope more effectively with career concerns through
– establishing rapport.
– assessing client concerns.
– establishing goals.
– intervening in effective ways.
– evaluating client progress. |
|
|
Term
|
Definition
| systematic attempt to influence he career development |
|
|
Term
| CAREER DEVELOPMENT PROGRAMS |
|
Definition
| counselor coordinated program designed to facilitate career development |
|
|
Term
|
Definition
He delineated a systematic approach to decision making that is labeled true reasoning.
• It is better to choose a vocation than merely to hunt a job.
• No one should choose a vocation without careful self-analysis.
• Youth should survey many vocations, not just drop into a convenient or accidental position.
• Considering expert advice provided by those who have made a careful study of people, vocations, and the conditions of success improves decision making.
• Putting thoughts down on paper seems simple, but is of supreme importance. |
|
|
Term
|
Definition
systematic process of occupational decision making for choosing a vocation
with the considerations of the social, economic, and scientific changes that were occurring |
|
|
Term
| Future trends in career development interventions will include |
|
Definition
| • viewing career decisions as values-based, using objective and subjective assessments, providing counseling-based career assistance, providing culturally sensitive interventions, and focusing on multiple life roles. |
|
|
Term
| MISCONCEPTIONS ABOUT CAREER COUNSELING - 4 |
|
Definition
• Focuses on occupational information and test administration
• Requires different and less sophisticated skills
• Requires the counselor to be directive
• Is irrelevant to future work as a counselor |
|
|
Term
| CAREER DEVELOPMENT INTERVENTIONS -3 |
|
Definition
• The skills and techniques required encompass and extend those required in more general counseling.
• The focus of counseling is to increase life satisfaction.
• Clients need a high level of self-awareness to translate their experiences into career choices. |
|
|
Term
| Definition of Work (Super) |
|
Definition
| • The systematic pursuit of an objective valued by oneself and desired by others; directed and consecutive, it requires effort. It may be compensated or uncompensated. The objective may be intrinsic enjoyment of work itself, the structure given to life by the work role, the economic support which work makes possible, or the type of leisure which it facilitates. |
|
|
Term
| Results of a Poll by the National Career Development Association |
|
Definition
• 39% of Americans do not have a career plan.
• 69% do not know how to make informed career choices.
• Almost half of all workers experience job-related stress and think that their skills are being underutilized in their jobs. |
|
|
Term
|
Definition
• High levels of career uncertainty and occupational dissatisfaction are positively correlated with high levels of psychological and physical distress (Herr, 1989).
• High levels of unemployment are associated with increased rates of chemical dependency, interpersonal violence, suicide, criminal activity, and admissions to psychiatric facilities (Herr, Cramer, & Niles, 2004). |
|
|
Term
|
Definition
• Step 1: Develop a clear understanding of yourself -- aptitudes, abilities, interests, resources, limitations, and other qualities.
• Step 2: Develop knowledge of the requirements and conditions of success, advantages and disadvantages, pay, opportunities, and prospects of jobs.
• Step 3: Use true reasoning to relate these two groups of facts. |
|
|
Term
| Basic Assumptions of Trait-and-Factor Theory |
|
Definition
• Because of one’s psychological characteristics, each worker is best fitted for a specific type of work.
• Workers in different occupations have different psychological characteristics.
• Occupational choice is a single, point-in-time event.
• Career development is mostly a cognitive process relying on rational decision making.
• Occupational adjustment depends on the degree of agreement between worker characteristics and work demands. |
|
|
Term
|
Definition
| This chapter introduces the theories that have longstanding prominence in career development interventions, specifically, those proposed by Super, Holland, and Krumboltz. |
|
|
Term
| Super’s life span, life-space theory includes three elements |
|
Definition
| life span, life space, and self-concept. |
|
|
Term
|
Definition
• addresses the longitudinal expression of career behavior and includes the stages of growth,
exploration, establishment, maintenance, and disengagement. Each stage contains developmental tasks. |
|
|
Term
|
Definition
| fantasy, interests, capacities |
|
|
Term
|
Definition
| crystallizing, specifying, implementing |
|
|
Term
|
Definition
| stabilizing, consolidating, advancing |
|
|
Term
|
Definition
| holding, updating, innovating |
|
|
Term
|
Definition
| decelerating, retirement planning, retirement living |
|
|
Term
|
Definition
• highlights the fact that while people are busy making a living, they are also busy living their lives (Super, Savickas, & Super, 1996).
Work may be central for some, but on the periphery for others. Important values can be expressed multiple ways in multiple roles. Understanding the life role salience of each client is an important beginning step in the career counseling process.
• People tend to play some or all of nine major roles --
– Son or daughter
– Student
– Leisurite
– Worker
– Spouse (Partner)
– Homemaker
– Parent
– Pensioner
• The theaters for these life roles are the
– home,
– school,
– workplace, and
– community. |
|
|
Term
|
Definition
• One’s occupational choice reflects the implementation of one’s self-concept in an occupational role.
• Helping people clarify and articulate their self-concepts usually requires providing objective and subjective career development interventions.
• Career decisions reflect our attempts at translating our self-understanding into career terms (Super, 1984)
• Self-concepts contain both objective and subjective elements.
• Self-concepts continue to develop over time, making career choices and adjusting to them lifelong tasks. |
|
|
Term
| HOLLAND - six personality types |
|
Definition
• realistic, investigative, artistic, social, enterprising, and conventional. The more a person resembles any particular personality type, the more likely it is that the person will manifest the behaviors and traits associated with that type.
Environments can be described using the same six types. |
|
|
Term
|
Definition
a key term for Holland's theory used to describe the fit between and individuals personality type and current or prospective work environments.
The better the fit, or the higher the congruence, the more likely it is that the person will find the occupation to be satisfying and rewarding. The opposite is also true (i.e., lower congruence results in less satisfaction).
the degree of fit between an individual’s personality type and current or prospective work environment |
|
|
Term
|
Definition
describes the degree to which persons -- and environments --resemble the six types. For example, some people are highly differentiated (i.e., they primarily resemble one or a few of the types, and they clearly do not resemble the remaining types).
the degree of difference between a person’s resemblance to one type and to other types; the shape of a profile of interests |
|
|
Term
|
Definition
| resemble multiple types equally and, thus, may have greater difficulty making occupational decisions. Lack of differentiation can result from multipotentiality, poor decision-making skills, or lack of exposure to multiple environments. |
|
|
Term
|
Definition
| • describes the degree of relatedness among the types. Holland used a hexagon to portray the degree to which the types are related to each other. |
|
|
Term
|
Definition
| • identity is defined as the possession of a clear and stable picture of one’s goals, interests, and talent (Holland, 1985, p. 5). |
|
|
Term
|
Definition
learning theory of career counseling based largely on Bandura’s (1977, 1986) social learning theory.
• four factors influence career decisions: genetic endowment and special abilities, environmental conditions and events, learning experiences, and task approach skills. |
|
|
Term
| LEARNING THEORY OF CAREER COUNSELING |
|
Definition
| These four factors lead to four outcomes: self-observation generalizations, worldview generalizations, task approach skills, and actions. |
|
|
Term
| Super’s Life-Span, Life-Space Theory |
|
Definition
• A differential-developmental-social-phenomenological career theory (Super, 1969)
• People differ in their abilities, personalities, needs, values, interests, traits, and self-concepts.
• People are qualified, by virtue of these characteristics, for a number of occupations.
• Each occupation requires a characteristic pattern of abilities and personality traits.
• Vocational preferences and competencies, the situations in which people live and work, and hence, their self-concepts change with time and experience.
• The nature of the career pattern…is determined by the individual’s parental socioeconomic level, mental ability, education, skills, personality characteristics, career maturity, and by the opportunities to which he or she is exposed.
• Success in coping at any given life-career stage depends on the readiness of the individual to cope with these demands.
• Career maturity is a constellation of physical, psychological, and social characteristics.
• Development through the life stages can be guided, partly by facilitating the maturing of abilities and interests and partly by aiding in reality testing and the development of self-concepts.
• The process of career development is essentially that of development and implementing occupational self-concepts. |
|
|
Term
| Holland’s Theory of Person-Environment Interactions |
|
Definition
• Most persons can be categorized as one of six types:
– Realistic
– Investigative
– Artistic
– Social
– Enterprising
– Conventional
• There are six environments:
– Realistic
– Investigative
– Artistic
– Social
– Enterprising
– Conventional |
|
|
Term
|
Definition
• People search for environments that will let them use their skills and abilities, express their attitudes and values, and take on agreeable problems and roles.
• A person’s behavior is determined by an interaction between his or her personality and the characteristics of his or her environment. |
|
|
Term
|
Definition
| • Conforming, Humble, Frank, Materialistic. Persistent, Genuine, Practical, Hardheaded, Shy, Honest, Thrifty |
|
|
Term
|
Definition
| • Analytical, Independent, Cautious, Intellectual, Pessimistic, Introverted, Precise, Critical, Rational, Curious, Reserved |
|
|
Term
|
Definition
| • Imaginative, Original, Disorderly, Impractical, Intuitive, Emotional, Impulsive, Nonconforming, Expressive, Open |
|
|
Term
|
Definition
| • Idealistic, Helpful, Cooperative, Kind, Sympathetic, Friendly, Patient, Tactful, Generous, Responsible, Understanding |
|
|
Term
|
Definition
| • Domineering, Optimistic, Adventurous, Energetic, Pleasure-seeking, Extroverted, Ambitious, Impulsive, Self-confident, Sociable, Popular |
|
|
Term
|
Definition
| • Conforming, Inhibited, Persistent, Conscientious, Obedient, Practical, Careful, Orderly, Thrifty, Efficient, Unimaginative |
|
|
Term
| THE REALISTIC ENVIRONMENT |
|
Definition
• Requires explicit, ordered, or systematic manipulation of objects, tools, machines, or animals
• Encourages people to view themselves as having mechanical ability
• Rewards people for displaying conventional values and encourages them to see the world in simple, tangible, and traditional terms |
|
|
Term
| THE INVESTIGATIVE ENVIRONMENT |
|
Definition
• Requires the symbolic, systematic, and creative investigation of physical, biological or cultural phenomena
• Encourages scientific competencies and achievements and seeing the world in complex and unconventional ways
• Rewards people for displaying scientific values |
|
|
Term
|
Definition
• Requires participation in ambiguous, free, and unsystematized activities to create art forms or products
• Encourages people to view themselves as having artistic abilities and to see themselves as expressive, nonconforming, independent, and intuitive
• Rewards people for the display of artistic values |
|
|
Term
|
Definition
• Requires participation in activities that inform, train, develop, cure, or enlighten
• Requires people to see themselves as liking to help others, as being understanding of others, and of seeing the world in flexible ways
• Rewards people for the display of social values |
|
|
Term
| THE ENTERPRISING ENVIRONMENT |
|
Definition
• Requires participation in activities that involve the manipulation of others to attain organizational and self-interest goals
• Requires people to view themselves as aggressive, popular, self-confident, and sociable
• Encourages people to view the world in terms of power and status
• Rewards people for displaying enterprising goals and values |
|
|
Term
| THE CONVENTIONAL ENVIRONMENT |
|
Definition
• Requires participation in activities that involve the explicit, ordered, or systematic manipulation of data
• Requires people to view themselves as conforming, orderly, nonartistic, and as having clerical competencies
• Rewards people for viewing the world in stereotyped and conventional ways |
|
|
Term
|
Definition
| ASSESSMENT AND CAREER PLANNING |
|
|
Term
|
Definition
• the use of any formal or informal technique or instrument to collect data about a client.
• Assessment was used extensively in the 20th century as a method to assist individuals to learn more about themselves and then to translate that self-knowledge into occupational alternatives. |
|
|
Term
| TRAIT-AND-FACTOR APPROACH |
|
Definition
• it had its beginnings with the three-step process of career choice proposed by Frank Parsons.
• fueled by World Wars I and II, during which much funding was provided for the development of assessment instruments to identify men who had ability for specific specialties needed in war time.
• In the 21st century this approach is still a useful one, though its use should have additional dimensions, including that
• test data are only one piece of a much larger puzzle.
• it should be used less for prediction and more for identifying new options.
The client should be more involved in making the decision about whether to use assessment and for what purposes. |
|
|
Term
|
Definition
• Counselors can learn more about the needs of students or clients.
• Counselors can learn more about the characteristics of clients (interests, abilities, skills, values), and clients can learn more about themselves.
• Counselors can measure the progress of an individual or a group in matters related to career planning. |
|
|
Term
|
Definition
• These instruments have not been subjected to scientific study; thus, properties such as reliability and validity are unknown.
• Those who take informal assessment cannot compare their results with those of others who took the same assessment.
• There is no standard linkage between the results of an informal assessment and occupational options.
• There is no standard way to interpret the results.
• Common types of informal assessments include the following:
• checklists
• games
• career fantasies
• forced-choice activities
• card sorts
• structured interviews |
|
|
Term
| FORMAL ASSESSMENT (CONT.) |
|
Definition
• Formal assessments may be timed, standardized tests or non-timed, standardized inventories.
• On tests, there are right or wrong answers; they are usually timed, though not necessarily.
• On inventories, there are no right or wrong answers; they are not timed.
• The word standardized means that there is a prescribed way to administer and interpret the instrument.
• Formal assessments have the following characteristics:
• Known validity (evidence that the instrument measures what it claims to measure).
• Known reliability (evidence that a given person will respond to items in a very similar fashion if the inventory is taken again)
• Fairness related to diversity (evidence that the instrument has been studied with a population as diverse as the one to which it will be administered; or a statement that its application may be limited because it was not studied with a diverse population).
• One or more measures of comparison, either rank-ordering the attributes it measures for the examinee or comparing these attributes with those of others judged to be similar to the examinee. |
|
|
Term
|
Definition
| CAREER INFORMATION AND RESOURCES |
|
|
Term
| The role of counselors is |
|
Definition
• to assist clients to turn data into information (that is, cause it to inform one’s decision making) and includes the responsibility to
• select sources of high quality.
• make sources of data known to clients in a user-friendly way.
• assist the client make meaningful use of the data.
• Clients may have barriers to receiving data related to physical, mental, or intellectual deficits.
• Clients may bring a myriad of diversity related issues to career counseling requiring flexibility on the part of the counselor to provide appropriate resources or accommodation. |
|
|
Term
| The Clients’ Roles in Receiving Data |
|
Definition
• Complete the data-gathering “homework” given by counselors.
• Engage in activities with the counselor that will help make personal application of the data collected.
• Assume responsibility for their own decision making. |
|
|
Term
| Types of Data Needed by Clients |
|
Definition
• Descriptions of programs of study (post-secondary majors)
• Military programs
• Apprenticeships and internships
• Occupations
• Schools
• Proprietary vocational-technical schools
• Community colleges
• Four-year colleges and universities
• Graduate schools
• Job-related training
• Financial aid
• Job openings |
|
|
Term
|
Definition
• Holland’s system
• ACT’s World-of-Work Map
• Guide to Occupational Exploration clusters
• O*Net system
• U.S. Department of Education clusters |
|
|
Term
|
Definition
• The career center is the physical place where databases and resources are stored. It
• is centrally located.
• is user-friendly.
• must contain computers for use of software and websites.
• has equipment for viewing videos.
• is staffed with trained persons.
• organizes materials by type, content, career planning step, or life role.
• The Internet offers the possibility for online, virtual career centers. It
• Includes linkages to websites that provide data resources.
• may be supported by cybercounseling or assistance. |
|
|
Term
|
Definition
| TECHNOLOGY TO SUPPORT CAREER COUNSELING & PLANNING |
|
|
Term
| Computer-Assisted Career Guidance Systems |
|
Definition
• A computer-assisted career guidance system (CACGS) is a group of activities, delivered by computer, designed to help with one or more steps of the career planning process.
• These systems had their genesis in the late 1960s.
• The early systems were quite comprehensive in career planning content and had the following characteristics: They
• offered a prescribed sequence of activities, though the user could abort the sequence.
• were based on the career development theory of their time.
• stored a user record so that data could be kept at each session and reviewed at later sessions.
• taught a career decision-making process overtly or covertly.
• were supported by external sources of funding.
• operated on large mainframe computers and pressed the limits of the available technology. |
|
|
Term
| 1970s CAREER INFORMATION SYSTEM (COMPUTER) |
|
Definition
• Bruce McKinlay of the University of Oregon was a leading developer.
• These systems focused on databases (occupations, schools, etc.) and search strategies through them and did not include a user record, online assessment, or instruction on the decision-making process.
• Databases were customized for specific states, including employment outlook and salary data by state and region within state.
• These systems typically did not store a user record.
• A federal organization called the National Occupational Information Coordinating Committee (NOICC) took an active part in encouraging and funding the development of customized state systems. |
|
|
Term
|
Definition
• Representing a synthesis of these earlier efforts, systems of the 21st century include the following:
• Almost all are Web-based rather than stand-alone on individual computers.
• Dynamic graphics, audio, and streaming video are used to enhance the message.
• Multiple linkages to outside websites are embedded in the system allowing the user to be shepherded in and out of the primary system they are using.
• The option of maintaining an e-portfolio, or on-line electronic portfolio, over the course of their career lifespan. These tools often include the option of storing documents such as resume, cover letters, and essays for dissemination to employers.
• Individual systems are increasingly being designed for multiple audiences (K-12, postsecondary, adult, etc.).
• Two trends, 1) for individual states to provide no-fee websites for their citizens, and 2) for sites and assessments to be offered in both English and Spanish, continue. |
|
|
Term
| Computer Capabilities - BENEFITS |
|
Definition
• Computers have unique capabilities that can be used effectively to assist individuals with career planning, including
• administering and interpreting tests and inventories.
• searching large databases by multiple characteristics.
• linking (crosswalking) files.
• providing a standard set of services with customization.
• monitoring the progress of the user.
• delivering instruction.
• making linkages between resources within the program and those on the Internet. |
|
|
Term
| COMPUTER CAPABILITIES - LIMITATIONS |
|
Definition
• Computer programs alone cannot effectively serve the career planning needs of students/clients because
• they may have needs that are masked under the rubric of career concerns.
• some individuals do not profit from services provided by computer because of their learning or personality style.
• research indicates that the most effective career intervention is a combination of computer and counselor. |
|
|
Term
| COMPUTER CAPABILITIES AND COUNSELOR RESPONSIBILITIES |
|
Definition
• Counselor responsibilities and capabilities, used in conjunction with computer interventions, include
• determining the readiness of the client to receive information from a computer and use it effectively.
• expanding on the interpretation of tests and inventories administered and interpreted by the computer.
• assisting the client to identify personal values that will assist in reducing the long list of options provided by the computer.
• providing motivation and emotional support for continued work and exploration.
• suggesting creative alternatives beyond the computer’s “knowledge.” |
|
|
Term
|
Definition
The Internet as the Deliverer of Computer-Assisted Systems
• Most computer-assisted career guidance systems now have an Internet-delivered version. Internet delivery provides the following advantages:
• Users can access the system from home, library, and many other places, 24/7.
• The system serves an incredibly large audience.
• E-portfolios can be developed and maintained on a website.
• Databases can be updated more frequently.
• Linkages to other websites can be included seamlessly.
• Counselor support can be provided online during or following use. |
|
|
Term
|
Definition
• Internet delivery has the following disadvantages:
• Access and operation can be slow.
• Bandwidth and other technical concerns make use of audio, video, and complex graphics unfeasible.
• The Internet is not a secure environment. |
|
|
Term
| Types of Computer-Assisted Systems |
|
Definition
• Assessment systems – have the sole purpose of administering and interpreting one or more tests or inventories.
• Career information systems – specialize in databases and searches.
• Career planning systems – may serve both of the above functions, also offer a complete career planning process, and typically store a user record. |
|
|
Term
| The Counselor and the Computer |
|
Definition
• Counselor competencies include
• detailed knowledge of the content of the computer-assisted system or websites.
• capability to diagnose a client’s needs to determine if technology-based intervention is appropriate.
• capability to motivate the client to invest the time.
• capability to assist the client to process the data into meaningful information.
• capability to move the client beyond information to an action plan. |
|
|
Term
| Counselor-computer models include |
|
Definition
• one-to-one counseling plus use of technology.
• group guidance or classroom plus technology.
• group counseling plus technology.
• Cybercounseling. |
|
|
Term
| Issues Related to Cybercounseling |
|
Definition
• Environment – lack of face-to-face contact and warm counseling environment
• Presenting problems – need to discern which problems can be dealt with in this mode
• Clients – need to discern which clients can profit from service in this mode
• Security – concerns related to the fact that the Internet is an insecure environment
• Training – need to identify competencies crucial to cybercounselors and develop appropriate pre- and inservice training
• Supportive services – need to discern when clients need additional supportive services and know how to provide them |
|
|
Term
|
Definition
| CAREER DEVELOPMENT INTERVENTIONS IN THE ELEM SCHOOLS |
|
|
Term
| The National Standards for School Counseling Programs identify career development |
|
Definition
• as an essential element in effective school counseling programs. (Campbell & Dahir, 1997).
• Career education programs are the primary method used for providing career development assistance to students.
• Many who question the relevance of career development interventions in the schools do not understand how careers evolve developmentally and/or have a political agenda that leads them to argue for resources being expended in different ways (because of their misconception that career interventions are not related to academic success). |
|
|
Term
| Walz and Benjamin (1984) also provide recommendations for developing systematic career development intervention programs. |
|
Definition
| • Among other things, they recommend involving a team of professionals, parents, and community members in planning, using developmentally appropriate interventions, basing programs on student needs, and having an evaluation component to assess whether goals have been achieved. |
|
|
Term
| Erickson’s stages of development provide indicators concerning important career development behaviors. |
|
Definition
| • For example, during elementary school, children encounter developmental stages related to developing initiative and industry. The successful achievement of these tasks provides a solid foundation for, and is closely linked with, career development. |
|
|
Term
| Career development guidelines for elementary school students have been articulated by the National Occupational Information Coordinating Committee. |
|
Definition
| • The guidelines address competencies in the areas of self-knowledge, educational and occupational exploration, and career planning. |
|
|
Term
| Herr and Cramer (1996) identify eight ways parents can help their children advance in their career development |
|
Definition
| • . These include the following: encouraging children to analyze important self-characteristics, communicating accurate information about various work environments, exposing children to work environments, providing children with the opportunity to make decisions, and discussing the importance of values in work behavior. |
|
|
Term
| Career Development in the Elementary School |
|
Definition
• Careers unfold and develop throughout the life span.
• For children and adolescents, school and leisure activities are their work. |
|
|
Term
| Career Development Before Elementary School - Erikson |
|
Definition
• Children move through the first two of Erikson’s eight stages prior to entering elementary school.
• Those who coped successfully with these stages have developed trust and autonomy.
• When students do not develop trust and autonomy, they experience consequences of mistrust, doubt, and shame. |
|
|
Term
| Career Development During Elementary School (Erikson) |
|
Definition
• During elementary school years, students need to develop initiative (ages 4-6) and industry (ages 6-12).
• When these tasks are accomplished, they use curiosity to gather information about themselves and the world.
• These behaviors result in personal effectiveness that is rewarded by positive outcomes. |
|
|
Term
| Goals of Career Interventions at Elementary School Level (Super & Savickas) |
|
Definition
• Encourage students to participate in activities related to their interests
• Help children
– become concerned about the future
– increase personal control over their lives
– convince themselves to achieve in school and at work
– develop competent work habits and attitudes |
|
|
Term
| Career Development Guidelines for Elementary School Students |
|
Definition
• Self-Knowledge
– knowledge of the importance of self-concept
– skills to interact with others
– awareness of the importance of growth and change |
|
|
Term
| Career Development Guidelines for Elementary School Students |
|
Definition
• Educational and Occupational Exploration
– awareness of the benefits of educational achievement
– awareness of the relationship between work and learning
– skills to understand and use career information
– awareness of the importance of personal responsibility and good work habits
– awareness of how work relates to the needs and functions of society |
|
|
Term
|
Definition
| CAREER DEVELOPMENT INTERVENTIONS MIDDLE AND HIGH SCHOOL |
|
|
Term
|
Definition
• Data from the National Assessment of Education Progress indicate that adolescents experience mixed success in coping with the career development tasks they confront in middle and high schools.
• This variability points to the importance of being clear about the societal expectations placed upon students in the middle and high school years.
• Adolescents must be able to achieve new and more sophisticated peer
relationships, achieve emotional independence from parents, set vocational goals, prepare for life after high school, develop skills in civic competence, and set realistic goals and make plans for achieving these goals. |
|
|
Term
| MIDDLE SCHOOL TO HIGH SCHOOL |
|
Definition
• The U. S. Office of Education clusters occupations according to whether they involve producing goods or providing services. These two broad categories are then divided into 15 occupational clusters. Within each cluster there is a hierarchy of occupations ranging from professional to unskilled.
• Middle school students need assistance in career and educational planning. An educational and career planning portfolio is one technique that school counselors can use to help middle school students plan effectively.
• As students transition from middle school to high school, they focus more directly on the task of identifying occupational preferences and clarifying career/lifestyle choices. |
|
|
Term
|
Definition
• According to Super (1957), the essential tasks are crystallizing, specifying educational preferences, and implementing tentative career choices.
• The vast majority of secondary school students in the United States enter work immediately upon leaving high school or do not finish college (Marshall & Tucker, 1992).
• A majority of adolescents must acquire workforce readiness to cope successfully with their school-to-work transition.
• Secondary school students need emotional support to lessen the anticipatory anxiety they may experience as they consider the transitions they will encounter.
• Transition skills build upon the self-awareness, occupational awareness, and decision-making skills students have developed throughout their educational experience.
• Herr and Cramer (1966) noted that high school students need assistance in developing and implementing a career plan, engaging in full career exploration of post-secondary employment and educational experiences, and coping with the internal and external pressures they experience in making career decisions. |
|
|
Term
| Developmental Tasks of Middle/Junior High School |
|
Definition
• Achieve new and more sophisticated relations with peers
• Achieve emotional independence from parents and other adults
• Set vocational goals
• Prepare for romantic relationships/family life
• Develop skills for civic competence
• Acquire a set of values and an ethical system as a guide to behavior
• Set realistic goals and make plans for achieving these goals |
|
|
Term
| Career Planning Considerations (Herr & Cramer, 1996) |
|
Definition
• Since junior high is a transition from the structured elementary to the less structured high school environment, students need an opportunity to explore their personal characteristics and educational options.
• Because students have a wide range of career maturity, interests, values, and abilities, a great variety of intervention methods is needed.
• Although junior high students are capable of verbal and abstract behavior, exploration is enhanced with concrete, hands-on direct experiences.
• Search for identity is a fundamental part of the junior high experience. Therefore, career guidance must encourage students to explore feelings, needs, and uncertainties. |
|
|
Term
| Career Development Guidelines for High School Students |
|
Definition
• Self-Knowledge
– Understanding the influences of a positive self-concept
– Skills to interact positively with others
– Understanding the impact of growth and development
• Educational and Occupational Exploration
– Understanding the relationship between educational achievement and career planning
– Understanding the need for positive attitudes toward work and learning
– Skills to locate, evaluate, and interpret career information
– Skills to prepare to seek, obtain, maintain, and change jobs.
– Understanding how societal needs and functions influence the nature and structure of work |
|
|
Term
| Potential Issues Confronting High School Students (Herr & Cramer, 1996) |
|
Definition
• Need to develop and implement a career plan
• Need to catch up on career development tasks because past interventions have not been systematic
• Need to combat internal and environmental pressure that surrounds career decisions
• Need to examine advantages and disadvantages of various post-secondary school options |
|
|
Term
|
Definition
| CAREER DEVELOPMENT INTERVENTIONS IN HIGH EDUCATION |
|
|
Term
| Why College Students Seek Career Assistance |
|
Definition
• Learn more about themselves
• Identify career goals
• Become more certain of their career plans
• Explore career options
• Do educational planning
• Learn job search skills |
|
|
Term
| Goals of Career Interventions in Higher Education |
|
Definition
• Help students learn to identify and transfer career interests to a plan of action
• Help students relate interests and goals to opportunities
• Help students relate their career plans to life goals and opportunities
• Help students learn how to evaluate their progress toward career goals through academic preparation. |
|
|
Term
|
Definition
• Courses, workshops, and seminars -- structured group experiences on topics such as career decision making, career planning, and job search skills
• Group counseling activities for students dealing with career indecision, career indecisiveness, and job search anxiety
• Individual career counseling
• Placement programs |
|
|
Term
| Goals of Career Interventions in Higher Education (Herr & Kramer) |
|
Definition
• Provide assistance in the selection of a major
• Provide self-assessment and self-analysis
• Assist students to understand the world of work
• Assist students to learn decision-making skills
• Provide assistance with unique needs of sub-populations
• Provide assistance with access to jobs |
|
|
Term
| Career Development Goals in Higher Education (Griff) |
|
Definition
• Increase career and self-awareness
• Develop decision-making skills
• Acquire knowledge of current and emerging occupational options
• Develop job search skills
• Crystallize career goals
• Participate in academic planning |
|
|
Term
|
Definition
• In 2007, slightly more than 18 million students were enrolled in postsecondary education in the United States.
• Fewer than one in six students in higher education fits the description of a traditional student (between the ages of 18-22, living on campus, enrolled full-time).
• There are approximately six million adults attending college each year.
• Adult students must often balance their pursuit of higher education with child rearing and other life-role responsibilities.
• Women make up 56 percent of the undergraduate and 59 percent of the graduate student population. |
|
|
Term
| The Career Needs of Higher Education Students |
|
Definition
• International students are another group that represents a substantial percentage of those enrolled in higher education. There were approximately 500,000 international students enrolled in higher education in the United States in 2001.
• More than 130,000 students with disabilities currently attend college in the United States.
• The percentage of students enrolled in higher education who are members of ethnic minority groups has also increased in recent years. The total enrollment for ethnic minorities represented 22.5% of all students in higher education in 1992-1993.
• Lesbian, gay, bisexual, and transgendered students encounter numerous contextual barriers in their career development. Unfortunately, their career development needs have long been ignored by career service providers in higher education.
• Each of the student groups comprising the population in higher education has similar, but also distinct, career development needs. Career service providers in higher education have done a better job addressing the former needs than they have the needs in the latter category. Comprehensive career services must address the needs of the entire student body. |
|
|
