Adolescent career counseling

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  • ½ as likely to be employed part-time or full-time2X more likely to drop out of high schoolJust shy of 3X more likely to have a household income less than $15,000½ as likely to report being very satisfied with life in general
  • Youth with a disability that occur early in life may receive limited opportunities for career exploration and development of decision-making capabilities throughout the growth and exploration stages. Additionally, increased medical dependence and decreased autonomy, societal misconceptions and stereotypes, and environmental constraints on mobility or independence for people with disabilities may also affect the exploration stage.
  • Vocational Personality:Career construction theory prefers to view interests and other career-related “traits” as strategies for adapting rather than as realist categories. Career Adaptability:career construction theory highlights a set of specific attitudes, beliefs, and competencies – the ABCs of career construction-- which shape the actual problem-solving strategies and coping behaviors that individuals use to synthesize their vocational self-concepts with work roles.(a) becoming concerned about the vocational future, (b) increasing personal control over one's vocational future, (c) displaying curiosity by exploring possible selves and future scenarios, and (d) strengthening the confidence to pursue one’s aspirations. Increasing a client’s career adaptablity is a central goal in the goal of career construction counseling.
  • Have them offer some suggestions given the information provided. Be sure to ask about how disability might apply.
  • Break into group; Write down values; Share with group; Eliminate 2 (imagine in the future kids can only keep 3 things in their heads); Go to questions on next slide
  • Give them a few minutes to process the questions; Have them circle the work values that seem to align with their life values; If there’s still time to kill, give them time to talk about 3 work values that seem to align the most with their life values.
  • Adolescent career counseling

    1. 1. Adolescent Career Counseling HEATHER GROSHANS NAI-FEN SU JONATHAN STUBE CHARITY ANNE KURZCnEd 555-Career CounselingFall 2011
    2. 2. Video Clip: Thoughts? The Cosby Show Clip What does this teach us about adolescent career development?
    3. 3. Introduction Career Counseling Needs of Adolescents Review of Articles Context of Career Planning for Students ASCA Model Barriers in Schools Theories Implication for Career Counseling Interventions Case Study Activity
    4. 4. Why Students with Disabilities?National Organization on Disability & Harris Survey Employment Graduation Income Life SatisfactionNOD/Harris. (2004). Detailed results from the 2004 N.O.D./Harris survey of Americans with disabilities New York, NY: National Organization on Disability & Harris Interactive, Inc
    5. 5. Career Counseling Needs of Adolescents Middle/ Junior High school Enhance self-understanding Learn how to engage effectively in educational and occupational exploration Career Planning High School Develop more advanced self-knowledge Develop skills for engaging in educational and occupational exploration Strengthen the skills to make decision
    6. 6. Career Counseling Needs of Adolescents Adolescent with Disability Career maturity and awareness of won abilities Developed planning and monitoring skills Problem solving skill Established mature social skills and social awareness Academic achievement
    7. 7. Discussion of Articles/Questions Career and College Planning Needs of Ninth Graders- as Reported by Ninth Graders Purpose of Study  survey a group of high school students and their parents to determine educational/career plans and available resources Results and Implications  lack of active investigation related to college/career planning  students need additional information about college/career options  parents indicated uncertainty in how to help in the process
    8. 8. Discussion of Articles/Questions Discussion Questions: What career development tasks do you think are most important for high school students? What special considerations would need to be addressed for underrepresented groups? How could you help students make plans that are both realistic and related to their career goals?
    9. 9. Discussion of Articles/Questions Individualized Transition Planning for Students With Learning Disabilities Overview  poor transition planning may result in postsecondary adjustment problems  career development needs are often misunderstood and unmet  most programs focus on academics within the gen. ed classroom Implications  provide accurate information about work, help build realistic job expectations  instruct in appropriate workplace behaviors  if attending college, provide information on campus student support services
    10. 10. Discussion of Articles/Questions Career Assessment Practices for High School Students with Disabilities Purpose of Study  survey school personnel and vocational rehab. counselors to examine career service practices with HS youth with disabilities Results and Implications  career assessments focused on career interests and aptitudes as opposed to work values and knowledge of work  career services occur later in HS; students receiving career services earlier (first two years) have a better chance of success  foster collaboration between transition professionals, students, and family members  training for professionals on relevant disability legislation
    11. 11. Discussion of Articles/Questions Discussion Questions: What difficulties/barriers to career development would you foresee when working with students with learning disabilities? How could a counselor help counter the “dismal post- school outcomes” for students with learning disabilities? What would be most important for a counselor to address when working with a student with learning disabilities?
    12. 12. Students and Services General Education Students  School Counseling Office and English Classes Students with Disabilities  Transition Plans  Special Education Teacher, School Counselor, and Vocational Rehabilitation Counselor  Collaboration  Suggested Resource: Marshak, L. E., Dandeneau, C. J., Prezant, F. P., & L’Amoreaux, N. A. (2010). The School Counselor’s Guide to Helping Students with Disabilities. San Fransisco, CA: John Wiley & Sons, Inc.
    13. 13. ASCA National Model and Service Delivery School counseling programs should facilitate student development in three domains: academic, career, personal-social Examples of career standards:  develop career awareness & employment readiness  acquire career information & knowledge to achieve career goals State standards should align with ASCA standards Services to be delivered primarily through school guidance curriculum and individual student planning  classroom instruction  interdisciplinary curriculum development  parent workshops and instruction  individual and small group sessions
    14. 14. Barriers Within School Counseling School counselors may experience several difficulties in trying to implement a career development program  intense focus on testing  teacher/administrator cooperation  school resources  lack of time  view of career development as unnecessary or secondary to academics in high school
    15. 15. Career Counseling Theories and Adolescents Super Life Span Career Developmentalhttp://princediandra.files.wordpress.com/2010/07/super.jpg
    16. 16. Career Counseling Theories and AdolescentsCareer Construction Theory(Savickas, 2006) Life Themes Vocational Personality Career Adaptability• To help clients understand how • An individual’s career-related • 4Cs adaptabilities: their life project matters to abilities, needs, values, and concern, control, curiosity, and themselves and to other people interests. confidence.
    17. 17. Career Counseling Theories and Adolescents Krumboltz’s Model for Social Learning Negative social learning experiences early in life can leave a young adult with a disability feeling devalued or degraded. Community and family perception of disability may also affect career growth opportunities and cultural expectations for a youth with a disability (Hutchinson, 1995; Lorenz, 2011)
    18. 18. Counseling Implications What does this all mean? We must reflect on our work with adolescents. Are we really meeting their needs? Are we preparing them for “real world?”
    19. 19. Interventions Career Fair Career Counseling Assessment Learning how the world of work is organized Occupational research Consideration of the importance of work in life Values clarification Parent involvement (Niles, & Harris-Bowlsbey, 2009)
    20. 20. Interventions and This Adolescent Career Counseling Groups  8-10 students  Holland’s Party Game (Opener)  Online version of the SDS  Process results and Career Search Career Assessments  Career Style Interview; SDS; Salience Inventory; Myers- Briggs, Strong Interest Inventory; Career-Development Inventory
    21. 21. Class Participation: Values Card Sort Get into groups of 3 Imagine... (5 minutes) VALUES
    22. 22. Values Card Sort: Discussion Which value was hardest for you to eliminate? Why? Which value would someone who knows you well be most surprised that you included? Why? Value Matching Activity
    23. 23. Questions
    24. 24. References American School Counselor Association. (2005). The ASCA National Model: A framework for school counseling programs (2nd ed.). Alexandria, VA: American School Counselor Association. Cummings, R., Maddux, C. D., & Casey, J. (2000). Individualized transition planning for students with learning disabilities. The Career Development Quarterly, 49, 60-72. Gibbons, M. M., Borders, L. D., Wiles, M. E., Stephan, J. B., & Davis, P. E., (2006). Career and college planning needs of ninth graders: As reported by ninth graders. Professional School Counseling, 10, 168-178. Herbert, J. T., Lorenz, D. C., & Trusty, J. (2010). Career assessment practices for high school students with disabilities and perceived value reported by transition personnel. Journal of Rehabilitation, 76, 18-26. Hutchinson, N. L. (1995). Career counsel ing of youth with learn-ing disabilities. ERIC Digest. U.S. Department of Education, Office of Educational Research and Improvement. ERIC Identifier, ED400470. Retrieved from http://www.kidsource.com/kidsource/content2/career.counsel.ld.k12.3 .html.
    25. 25. References Lorenz, D. C. (2011). A proposed integrative model for enhanced career development for young adults with disabilities. Adultspan Journal, 10(1), 24-33. Niles, S.G., & Harris-Bowlsbey, J. (2009). Career development interventions in the 21st century. New Jersey: Pearson Education, Inc. NOD/Harris. (2004). Detailed results from the 2004 N.O.D./Harris survey of Americans with disabilities. New York, NY: National Organization on Disability & Harris Interactive, Inc Savickas, M.L. (2006). Career construction theory. Proceedings of the 15 th Annual Careers Conference. Sydney, AU: Australian Association of Career Counselors. Retrieved from http://www.gtc.edu/High_School_Corner/forms/Career %20Construction%20Theory.pdf
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