Career Counseling

1
Career Counseling

• Chapters 11 6
• Elementary and Middle School
• Children with Disabilities

2
Career DevelopmentMiddle and High School years

• Critical time of career path.
• Broaden career horizons
• Learn decision making skills
• Acquire vocational skills
• Appreciation of themselves

3
Eight Elements of Career Education by OSU

• Career Awareness
• Self-Awareness
• Appreciation and Attitudes
• Decision-Making Skills
• Economic Awareness
• Skill Awareness and Beginning Competence
• Employability Skills
• Educational Awareness

4
Programming for Career Development

• Planning by a team of professionals, parents and
  representatives of community.
• Materials and learning experiences of
  developmental level of students.
• Based on needs of students.
• Based on measurable objectives
• Evaluation plan
• Delivered by highly skills

5
Program Development and Change

• If changing a program, rationale for change must
  be communicated
• Develop support for Change
• Teachers and Principals
• The Weve always done it this way people
• Must be endorsed by education leaders.

6
The Concept of Career Development

• Theoretical Change-
• E.g. All elementary schools develop a vocational
  self-concept, be aware of major groups of
  occupations, develop an awareness of plan for
  future, develop decision making skills.
• Rational/Empirical base-Positivist Change-
• Changing stereotypes
• Developing a career district philosophy

7
Establishing Needs

• Rural vs. Urban Needs
• What are the needs and possible implications?
• Needs assessment of the area?
• How do we start?
• Who are our students?
• What are their needs?
• What is the best approach to meeting their needs?
• Steering Committee
• Needs Assessment Survey (p.312)

8
Writing Goals and Objectives Regarding Career
Education

• Long Range Goals
• Broad
• Short Range Goals
• Focused
• Observable and measurable.
• State and district PPOs.

9
Career Development Competencies

• Career Development Competencies by Area and Level
• ELEMENTARY MIDDLE/JUNIOR HIGH SCHOOL HIGH SCHOOL
  ADULT
• Self-Knowledge Knowledge of the importance of
  self-concept. Knowledge of the influence of a
  positive self-concept. Understanding the
  influence of a positive self-concept. Skills to
  maintain a positive self-concept. Skills to
  interact with others. Skills to interact with
  others. Skills to interact positively with
  others. Skills to maintain effective behaviors.
  Awareness of the importance of growth and change.
  Knowledge of the importance of growth and change.
  Understanding the impact of growth and
  development. Understanding developmental changes
  and transitions.
• Educational and Occupational ExplorationAwareness
  of the benefits of educational achievement.
  Knowledge of the benefits of educational
  achievement to career opportunities.
  Understanding the relationship between
  educational achievement and career planning.
  Skills to enter and participate in education and
  training. Awareness of the relationship between
  work and learning. Understanding the relationship
  between work and learning. Understanding the need
  for positive attitudes toward work and learning.
  Skills to participate in work and lifelong
  learning. Skills to understand and use career
  information. Skills to locate, understand, and
  use career information. Skills to locate,
  evaluate, and interpret career information.
  Skills to locate, evaluate, and interpret career
  information. Awareness of the importance of
  personal responsibility and good work habits.
  Knowledge of skills necessary to seek and obtain
  jobs. Skills to prepare to seek, obtain,
  maintain, and change jobs. Skills to prepare to
  seek, obtain, maintain, and change jobs.
  Awareness of how work relates to the needs and
  functions of society. Understanding how work
  relates to the needs and functions of the economy
  and society. Understanding how societal needs and
  functions influence the nature and structure of
  work. Understanding how the needs and functions
  of society influence the nature and structure of
  work.
• Career PlanningUnderstanding how to make
  decisions. Skills to make decisions. Skills to
  make decisions. Skills to make decisions.
  Awareness of the interrelationship of life roles.
  Knowledge of the interrelationship of life roles.
  Understanding the interrelationship of life
  roles. Understanding the impact of work on
  individual and family life. Awareness of
  different occupations and changing male/female
  roles. Knowledge of different occupations and
  changing male/female roles. Understanding the
  continuous changes in male/female roles.
  Understanding the continuing changes in
  male/female roles. Awareness of the career
  planning process. Understanding the process of
  career planning. Skills in career planning.
  Skills to make career transitions.

10
Career Development Competencies

• http//www.rop.santacruz.k12.ca.us/teachers/STC/co
  mpetencies.doc

11
Program Implementation (page 319 for example)

1. Consultation
2. Classroom Instruction
3. Assessment
4. Career Information
5. Counseling
6. Placement
7. Referral
8. Outreach
9. Follow-up
10. Work Experience

12
Career Development in Elementary Schools

• Building Connections for Students Between
  Academic Skills and the Future
• Introducing Students to "Real Life" Jobs.
• Helping Students See Themselves As Part of Future
  Job Force.
• http//icdl.uncg.edu/ft/081199-07.html

13
Career Development in Middle Schools

• Grade 6
• Personality assessment Self-esteem and social
  awareness and The workplace.
• Grade 7
• Career development activities related to
  learning styles and the exploration of
  interests, abilities, and work preferences and
  Exploration of career clusters.
• Grade 8
• Career development activities related to job
  exploration and career clusters and How to
  choose and find a job.

14
Clients with Special Needs

• People with Disabilities
• Cultural minorities
• Delayed entrants to workforce
• Traditional homemakers
• Military personnel
• Ex-offenders

15
People with Disabilities

• People First Language-Important
• Disability-judged to be deviant from an
  acceptable norm
• Handicap-barriers, demands and environmental
  stress placed on person by aspect of society.

16
Rehabilitation

• Overcoming many kinds of issues, including
  physical disabilities, mental retardation,
  alcoholism, drug addiction, delinquency, and
  crime
• Vocational Rehab-returning a disabled worker to a
  state of re-employablity.
• Rehab act of 1973
• Public Law 94-142
• IDEA
• ADA of 1990
• State Program are matched 20 to 80
• IWRP
• Job Coaching
• Work Experiences
• Enclave

17
Economically Disadvantaged

• Broad definition, used by federal and states
  differently.
• Two subgroups
• Limited education (quality or quantity)
• Geographic locale
• Miles (1984)
• The Chronically Poor
• Unemployed or Newly Disadvantaged
• The Underemployed

18
Economically Disadvantaged (how to assist)

• 4- part program
• Access to Adult Education
• Personal and/or Career Counseling
• Information about the World of Work
• Access to appropriate vocational Training and
  placement

19
Cultural Minorities

• Must deal with unique paradigms of people.
• Language barriers
• Histories of hardship and discrimination
• Understand the culture of the client

20
African Americans

• Until recently, largest minority group.
• Discrimination and limited educational
  opportunities
• Historically
• Lower earnings,
• Higher Unemployment rates
• Growing family instability
• Occupational segragation

21
Hispanic Americans

• Largest Group
• Issues
• Recency of immigration
• Limited English
• Substandard Educational Backgrounds
• Culture Shock
• Alienation
• Adapting to a new culture

22
Asian Americans

• Fastest Growing Minority Group
• Marked cultural values different from white
  European Americans
• Lineal social values
• Allow parents to make career decisions for them.

23
Native Americans

• Most diverse
• 450 tribes in US
• What the tribe does, I do. Lack of tribal
  support.
• Poverty
• Historic discrimination
• Relocation
• Tribal customs
• Unpredictable religious holidays and ceremonies.

24
Gay, Lesbian and Bisexual Individuals

• Discrimination
• Lack of legal leverage
• Double edge sword
• Woman and homosexual
• Triple Whammy
• Woman, homosexual and one of color.
• May have non-traditional interest patterns

25
Older Workers Myths

• Myth Older workers can't or won't learn new
  skills. Reality Those over 50 are proving their
  ability to learn new skills by becoming the
  fastest growing group of Internet users. And
  career-changers in their 40s and 50s are taking
  courses to enhance their skills.
• Myth Older workers don't stay on the job long.
  Reality Workers between 45 and 54 stayed on the
  job twice as long as those 25 to 34, according to
  the Bureau of labor Statistics in 1998.
• Myth Older workers take more sick days than
  younger workers. Reality Attendance records are
  actually better for older workers than for
  younger ones.
• Myth Older workers aren't flexible or adaptable.
  Reality Because they've seen many approaches
  fail in the workplace, they are more likely to
  question change. But they can accept new
  approaches as well as younger workers can as long
  as the rationale is explained.
• Myth Older workers are more expensive. Reality
  The costs of more vacation time and pensions are
  often outweighed by low turnover among older
  workers and the fact that higher turnover among
  other groups translates into recruiting, hiring,
  and training expenses.

26
Older Workers Characteristics

• As we age our personality Traits do become more
  fixed however if we were flexible as a young
  person we can be flexible as an older person.
• Older workers are as productive as younger
  workers and in some cases, more.
• Being overqualified for a job may be source of
  unhappiness for older worker
• May be taking job to supplement pensions or SSI.

27
Older Workers Characteristics

• Characteristics of supervisor is important.
• Evidence that brain cells are destroyed with age.
  Learn just as well as younger workers, primarily
  because we develop successful learning
  strategies.
• Strength decline is more a function of lack of
  exercise than age up to a point.
• Hearing and sight decline with age. Assistive
  technologies play a vital role.