The ecological perspective is an approach to social work practice that addresses the complex transactions between people and their environment. A broad frame work that synthesizes ideas from a number of human behavior and social work practice theories, the ecological perspective offers a rich, eclectic social work knowledge and practice base.
The ecological perspective is an approach to social work practice that addresses the complex transactions between people and their environment. A broad frame work that synthesizes ideas from a number of human behavior and social work practice theories, the ecological perspective offers a rich, eclectic social work knowledge and practice base.
The counselling process; Stages of the counselling processSunil Krishnan
The counselling process:
Stages of the counselling process
Stage 1: Initial Disclosure
Stage 2: In-depth Exploration
Stage 3: Commitment to action
Three stages of Counselling in Perspective
Counselling …………………………………………………………………
Counselling and Psychotherapy………………………………………
The Role of the Counsellor……………………………………………
Counselling Skills ……………………………………………………
Stages of the counselling process: …………………………………………
Some Misconceptions About Counselling ……………………………
The Counselling Process ………………………………………………
Stage 1: Relationship Building - Initial Disclosure ………………………
Stage 2: In-Depth Exploration - Problem Assessment ………………….
Stage 3: Goal Setting - Commitment to Action ………………………….…
Guidelines for Selecting and Defining Goals ………………………..
Summary ………………………………………………………………
Three stages of Counselling in Perspective …………………………………
Psychoanalytic theory ……………………………………………..…
Benefits and limitations of Psychoanalytic theory ……………
Psychodynamic Approach to Counselling …………………………
Id, Ego and Superego …………………………………………
Humanistic Theory …………………………………………………
Client Centred/Non Directive Counselling……………………
Benefits and limitations in relation …………………………
Humanistic Approach to Counselling …………………………………
Behaviour Theory …………………………………………………
Behavioural Approach to Counselling …………………………
Cognitive Theory …………………………………………………
This is a lecture slide on "Career Development Theories" of Career Management course. This course was taught by Prof. Dr. Nazrul Islam in Bangladesh University of Professionals in Spring 2020.
This is the updated Social Work Research slideshow (Feb 19, 2014) which includes databases and how to search them; how to use the online catalog effectively for research; how to find online books on social work through the online catalog. Questions? llord@ku.edu
This presentation gives you a glimpse of expanding and extending your understanding of individuals career development based on the theory of Frank Parsons.
The concept of knowledge-based urban development has first come to the urban planning and development agenda during the very last years of the 20th century as a promising paradigm to support the transformation process of cities into knowledge cities and their societies into knowledge societies
The counselling process; Stages of the counselling processSunil Krishnan
The counselling process:
Stages of the counselling process
Stage 1: Initial Disclosure
Stage 2: In-depth Exploration
Stage 3: Commitment to action
Three stages of Counselling in Perspective
Counselling …………………………………………………………………
Counselling and Psychotherapy………………………………………
The Role of the Counsellor……………………………………………
Counselling Skills ……………………………………………………
Stages of the counselling process: …………………………………………
Some Misconceptions About Counselling ……………………………
The Counselling Process ………………………………………………
Stage 1: Relationship Building - Initial Disclosure ………………………
Stage 2: In-Depth Exploration - Problem Assessment ………………….
Stage 3: Goal Setting - Commitment to Action ………………………….…
Guidelines for Selecting and Defining Goals ………………………..
Summary ………………………………………………………………
Three stages of Counselling in Perspective …………………………………
Psychoanalytic theory ……………………………………………..…
Benefits and limitations of Psychoanalytic theory ……………
Psychodynamic Approach to Counselling …………………………
Id, Ego and Superego …………………………………………
Humanistic Theory …………………………………………………
Client Centred/Non Directive Counselling……………………
Benefits and limitations in relation …………………………
Humanistic Approach to Counselling …………………………………
Behaviour Theory …………………………………………………
Behavioural Approach to Counselling …………………………
Cognitive Theory …………………………………………………
This is a lecture slide on "Career Development Theories" of Career Management course. This course was taught by Prof. Dr. Nazrul Islam in Bangladesh University of Professionals in Spring 2020.
This is the updated Social Work Research slideshow (Feb 19, 2014) which includes databases and how to search them; how to use the online catalog effectively for research; how to find online books on social work through the online catalog. Questions? llord@ku.edu
This presentation gives you a glimpse of expanding and extending your understanding of individuals career development based on the theory of Frank Parsons.
The concept of knowledge-based urban development has first come to the urban planning and development agenda during the very last years of the 20th century as a promising paradigm to support the transformation process of cities into knowledge cities and their societies into knowledge societies
Ppt report on current issues (reforms on tech-voc education and training)Lyn Agustin
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1. Quality Assured Philippine TESD System
2 .TESDA Occupational Qualification and Certification System
3. Unified Program Registration and Accreditation System
4. TVET Quality Awards
Chapter 1 Introduction to Career Development in the Global EconoMaximaSheffield592
Chapter 1: Introduction to Career Development in the Global Economy and Its Role in Social Justice
Things to Remember
· The reality of the global economy and its implications for employment in the United States
· Why the need for career development services may be at its highest level in half a century
· The language of career development The reasons that careers and career development are important in the fight for social justice
· The major events in the history of career development
History of Vocational Guidance and Career Development
As will be discussed later in this chapter, there are currently calls for the adoption of a new paradigm for the theory and practice of career counseling and career development services that focuses on both individuals and the social contexts in which they function. These ideas are not new, but throughout much of the twentieth century they were neglected. The call for understanding the individual and how he or she is influenced by his or her context is a century-old echo of the voices of the social reformers who founded the vocational guidance movement in education, business, industry, and elsewhere. Reformers in Boston, Massachusetts; San Francisco, California; and Grand Rapids, Michigan, focused on immigrants from Europe who came to the United States by the tens of thousands; high school dropouts who were unprepared for the changing workplace; oppression in the workplace; substandard public schools; and the need to apply scientific principles to career planning and vocational education. It is the latter idea, the focus on scientific principles that has received the most criticism, along with the failure to adequately address multicultural issues. Currently, some career development specialists are urging practitioners to abandon theories and strategies rooted in modern philosophies in favor of those rooted in postmodernism.
Looking backward to 1913 and earlier, it is worth noting that social reformers formed the National Society for the Promotion of Industrial Education (NSPIE) in 1906, which became the parent organization of the National Vocational Guidance Association (NVGA) in 1913. These reformers were advocates for vocational education, and they carried their fight to state legislators, to the National Education Association, and beyond. One of NSPIE’s achievements was drafting and successfully lobbying for the passage of the Smith–Hughes act in 1917, legislation that laid the foundation for land grant universities and vocational education in public schools (Stephens, 1970).
These earlier reformers were advocates. One mechanism they used to initiate local reforms was the settlement house, which was a place in a working-class neighborhood that housed researchers who studied people’s lives and problems in that neighborhood. In 1901, Frank Parsons founded the Civic Service House in Boston’s North End, and in 1908, the Vocation Bureau, an adjunct of the Boston Civic Service House, was opened. Leader ...
Presentation On Historical Development Of Social Work In USAMohd Zaid
The earliest forms of social work activities were started in the USA from time immemorial. The history of social work in the USA can be divided into the following stages.
i.The Colonial Period (1620-1776)
ii.The civil war and Industrial Revolutions (1776-1860)
iii. The Industrialization -The human side (1860-1900)
iv. Social work,seeking professional characteristics (1900-1930)
v. Highly professionalized discipline(1930-onwards)
Edu 324 Effective Communication - snaptutorial.comHarrisGeorg15
EDU 324 Week 1 Assignment Colonial Classroom Then and Now
Instruction in colonial schools was primarily religious and authoritarian. Its goal was preparation for eternity. The curriculum stressed the four Rs: readin’, ’ritin’, ’rithmetic, and religion. Memorization and recitation were the dominant instructional processes.
The schoolmaster relied on fear to motivate children and to keep them in order. It was not uncommon for a gag to be put in the mouth of a child who talked too much or for a
Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docxwildmandelorse
Ashford 6: - Week 5 - Final Project
Final Project
The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using
Tiki-Toki
.
Focus of the Final Project
For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event.
Guidelines for the Timeline
To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using
Tiki-Toki
. You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document.
Additional notes regarding the timeline:
Review the following example of the
Final Timeline Assignment for EDU 324
.
The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline.
When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate.
Please be sure that all images have captions.
Written document must include:
Cover page
Reflection of the timeline
Tiki-toki link
A reference page
Reflection Items:
Determine which event listed in your timeline you feel is the most significant and explain why.
State which event you found the most interesting and explain why.
If you had access to a time travel machine, explain which event you would like to have been a part of and why.
Predict an event that you think will be listed on future timelines and provide a rationale.
Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items.
T.
Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docxwildmandelorse
Ashford 6: - Week 5 - Final Project
Final Project
The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using
Tiki-Toki
.
Focus of the Final Project
For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event.
Guidelines for the Timeline
To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using
Tiki-Toki
. You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document.
Additional notes regarding the timeline:
Review the following example of the
Final Timeline Assignment for EDU 324
.
The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline.
When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate.
Please be sure that all images have captions.
Written document must include:
Cover page
Reflection of the timeline
Tiki-toki link
A reference page
Reflection Items:
Determine which event listed in your timeline you feel is the most significant and explain why.
State which event you found the most interesting and explain why.
If you had access to a time travel machine, explain which event you would like to have been a part of and why.
Predict an event that you think will be listed on future timelines and provide a rationale.
Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items.
The summari.
General Guidelines For Taking Notes from Assigned Readings .docxMARRY7
General Guidelines For Taking Notes from Assigned Readings
If you have highlighted the majority of your textbook or reading assignment, then
you are not well prepared to take notes from it. That is typically too much
information to digest or remember. Moreover, all of it will not be asked of you.
Some general guidelines to help you take productive notes from your readings are
(also check the other note-taking information in this site):
Finish reading before you take notes : first read a full paragraph or headed
section.
Be selective : pick the essentials and write them concisely. To be selective, you
must first read the materials critically. Then you can summarize each paragraph in
one sentence. Don't try to memorize the entire paragraph or every fact, definition,
or idea. Don't try to rewrite the textbook longhand. Read the paragraphs until you
understand it and write your summary sentence.
Use your own words : in addition to being selective, after you read a section, ask
"What is the author's main point?" Recite it, and quickly write it in your own
words. Don't simply quote the textbook in your notes or you'll miss the
opportunity to seek comprehension and personal understanding.
Write in full sentences : do not write outline notes when summarizing
information, write in full sentences. It will help you recognize the information
instantly as you review. Moreover, this is what you will do when you take your
exams.
Be efficient : keep alert and be efficient. Read, re-read (if necessary), do a mini-
review, recite the author's ideas, and write it. Then, move on to the next
paragraph.
Add visual aids : make sure you add the important diagrams and charts in your
notebook. Also create diagrams for important facts and ideas. Read, recite, and
review.
Create summary sections : like the end of your textbook chapters, create your own
summary page with important definitions, facts, and questions derived from key
areas. Each section with headings or subheadings should be summarized as well.
The San Francisco State College Strike Collection; Introductory Essay by Helene Whitson
1
The San Francisco State College Strike Collection
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"On strike! Shut it down!" From November 1968 to March 1969, those words rang out
daily on the campus of San Francisco State College. Like clockwork, between noon and 3
P.M. striking students would gather at the Speaker's Platform on campus for a rally, then
turn in a mass and march on the Administration Building, intent upon confrontation with
President Smith or Hayakawa. The strike at San Francisco State College lasted five
months, longer than any other academic student strike in American higher education
history, and, miraculously, was less violent than any that were to come. Why did this
strike happen in San Francisco, a sophisticated, cosmopolitan city, known for its
tolerance? Why did it hap ...
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2. Career Guidance
• Developed in parallel to Counseling.
• Vocational Guidance came first
• Counseling grew out of Vocational
Guidance
• Counseling is bigger than vocational
Guidance
3. Before 1900s
• Not much help for someone wanting to look at
various careers.
• Knowledge of what opportunities existed
resulted from contact with family, friends,
church, community, and education.
• Very little literature on the subject.
• No organized effort to help people except thru
some schools after education was completed.
4. Turn of the Century
late 1800s and early 1900s
• Population moving from rural to urban (agrarian to industrial
society), resulting in more diverse work opportunities.
• Immigration from Europe and other Countries
• Vocational Guidance Movement
• Elimination of poverty
• Improving living conditions
– Living conditions and depersonalization during industrial revolution
– Concentration on children
5. Labor day becomes a Holiday
First Monday of September
• Research seems to support the contention that Matthew
Maguire, later the secretary of Local 344 of the
International Association of Machinists in Paterson, N.J.,
proposed the holiday in 1882 while serving as secretary of
the Central Labor Union in New York
• Samuel Gompers, -- founder and longtime president of the
American Federation of Labor said. "All other holidays
are in a more or less degree connected with conflicts and
battles of man's prowess over man, of strife and discord for
greed and power, of glories achieved by one nation over
another. Labor Day...is devoted to no man, living or dead,
to no sect, race, or nation."
6. More on Labor Day
• The first Labor Day holiday was celebrated on Tuesday,
September 5, 1882, in New York City.
• In l884 the first Monday in September was selected as the
holiday, as originally proposed, and the Central Labor
Union urged similar organizations in other cities to follow
the example of New York and celebrate a "workingmen's
holiday" on that date.
• In 1894, the federal government made Labor Day (the first
Monday in September) a federal public holiday.
• http://www.infinet.com/~dzimmerm/Ld/links.html
• http://sea-man.com/laborday.html
• http://www.ptialaska.net/~nstanley/LaborDay.htm
7. Movement toward education
for purpose and assessment
• 1890 James Cattell publishes article in
which he referred to mental tests as
measures of individual differences
• John Dewey calls for social reform in
education - lead to more focus on individual
motivations, interests, and development
8. VOCATIONAL GUIDANCE
MOVEMENT
• 1907 Jesse Davis -- Started first Voc. Guid. Program
in schools (Grand Rapids Michigan) - not very
systematic.
• 1907 Frank Parsons -- Credited with first system or
theory of career guidance, consistent with social
reform at time. Known as the “founding father”
to Vocational Guidance.
9. Parson’s Background
• Born in 1854, died in 1908.
• Trained in Civil Engineering at Cornell.
• Later taught Mathmatics, history, and
French in public schools.
• Was on Faculty at Kansas State University
in 1897-1899.
• Later on faculty at Boston University.
10. Frank Parsons-- founding father
of Vocational Guidance
• In 1908 Parsons opened the Vocational
Bureau of Boston with the purpose of
helping people learn of careers.
• Wrote book called Choosing a
Vocation. First published in 1909. New
York: Agatha Press (reprinted 1967).
11. Parson’s Motivation
• Parsons believed that immigration constituted a drag on the
advancement of society industrially. Parsons and others observed that
too many individuals, especially European immigrants, were being
economically and socially wasted “due to the failure of the overly
academic school system to come to terms with the new industrial
society, which caused students to drop out into the world of work. This
not only hurt the individual, but also made the factory inefficient.
• From 1894 to 1904 parsons devoted much of his effort to reforming
industries, in terms of occupational conditions. During this time period
he did not focus on the individual’s vocational needs.
• He gained a positive view of vocational education when he was
professor at Kansas State University (1897 and 99).
• In 1905 Parsons turned from the reform of the industry to the reform of
the individuals who would work in it.
12. Parsons Motivation continued….
• Parsons developed a scientific procedure for helping people choose a
vocation by helping them become more aware of their needs,
aptitudes, and the demands of certain occupations.
• Following self study, with the help of a vocational counselor, people
could make rational and free decisions about the work for which they
were best suited and the education then needed.
• Parsons argued that this approach would ensure efficiency for both
factory and the individual and thus improve society.
13. Vocational Bureau of Boston
• Formed in 1908, the Bureau was organized to deal
with occupational adjustment problems of youth
and adults.
• Parsons found that people were greatly interested in
seeking advice on occupations. In time individual
counseling gave way to group instruction about
career options.
• Parsons was the first to use the term "Vocational
Guidance" in his first report on the work of the
Bureau.
14. National Conference on Guidance
• 1910 first National Conference on Guidance
sponsored by the Vocational Bureau of Boston, an
outgrowth of Parsons work.
• At the 3rd National Conference (1913) the
National Association of Guidance was formed.
16. Careful Inspection of Parsons’
Writing Reveals 10 Principles:
• It is better to choose a vocation than merely to hunt a job
• No one should choose a vocational without careful self-
analysis, thorough, honest, and under guidance
• The youth should have a large survey of the field of
vocations and not simply drop into the convenient or
accidental position
• Expert advice (from persons having studied vocations)
must be better and safer for a young person than the
absence of it
• Process the information on paper
17. Parson’s Principles
continued…….
• No person should decide for another what occupation he
should choose
In the choice of vocations, consider (1) understanding of
self, (2) knowledge of the requirements of the work, and
(3) true reasoning on the relations among these two
• Counselor should be frank and honest
• Special effort is made to develop analytic power
• One who would be a vocational counselor should
familiarize himself with a high degree of industrial
knowledge
18. Three main points that have
not changed much since then.
• Awareness of self and personal strengths
and weaknesses
• Awareness of the requirements of different
kinds of jobs/occupations
• Making informed choices / matches of self
with a job.
19. Current Goals of Career
Education in Arkansas
• Provide students with an opportunity for self-
analysis.
• Provide students with experiences which allow
tentative selection of a career.
• Provide students with a general knowledge of
careers.
• Develop understanding of what is required to enter
a career.
• Develop a plan of how to achieve that goal.
20. Parson’s Work is Sited
• At the beginning of the century, Parsons
emphasized the importance of helping young
people transition from school to work. After more
than eight decades, half of the nation's student
population is still beset with circumstances that
limit their prospects for a good life.
• Original Source: The William T. Grant Foundation Commission on
Work, Family, and Citizenship, 1988.
• Secondary Source: Career Guidance and Counseling: Recent
Legislation Office of Special Populations' Brief Volume 6, Number 3
(January, 1995)
21. Choosing a Vocation
Parsons, 1909, p. 4.
• There is no part of life where the need for guidance is
more empathic than in transition from school to work--the
choice of a vocation, adequate preparation for it, and the
attainment of efficiency and success. The building of a
career is quite as difficult a problem as the building of a
house, yet few ever sit down with pencil and paper, with
expert information and counsel, to plan a working career
and deal with the life problem scientifically, as they would
deal with the problem of building a house, taking the
advice of an architect to help them.
• Secondary Source: Career Guidance and Counseling: Recent
Legislation Office of Special Populations' Brief Volume 6, Number 3
(January, 1995)
22. ARIZONA STATE
UNIVERSITY
• CPY 644 Psychology of Careers
– Required and Supplemental Readings, Fall 1996
– Class 1, Historical Perspectives (8/26)
– Parsons, F. (1909). Excerpts from Choosing a vocation. New
York: Agatha Press (reprinted 1967).
24. Relative Events of the Times
• Smith Lever Act, 1914
• WW I - military in need of placement
specialists. Focus shifts toward assessment
• Smith Hughes Act, Vocational Education
Act of 1917
• Vocational Rehabilitation Act of 1918
25. Time Marched On!
• EK Strong - tried to upgrade interest assessment to
level of Binet’s IQ assessment
• 1920’s - Minn. Mech. Abilities Project (later to
become Minn. Employment Stabilization
Research Institute)
• 1927 - Strong Vocational Interest Blank for Boys
• First Dictionary of Occupational Titles published
in 1939
26. CHANGES IN THE EMPHASIS IN
COUNSELING AFTER THE 1950'S
• It shifted away from an occupational choice
to…..
• An analysis of why and how a person
chooses a particular occupation.
27. Time Marched On!
• More women in the work force
• Veterans training programs
• Fewer farmers needed
• Level of skill needed to work in industry was
increasing
• More people were going to college
• Some states began building technical schools
28. Time Marched On!
• 1954-- Brown v. Board of Education of Topeka. The Supreme Court
unanimously agrees that segregated schools are "inherently unequal" and
must be abolished.
• 1955 The Vietnam War begins
• 1957 Soviet Union launches Sputnik, a satellite
• 1958 -- National Defense Education Act - provided assistance to state and
local school systems for strengthening instruction in science,
mathematics, foreign languages, and other critical subjects; improvement
of state statistical services; guidance, counseling, and testing services and
training institutes higher education student loans and fellowships
experimentation and dissemination of information on more effective use
of television motion picture, and related media for education purposes;
and vocational education for technical occupations, such as data
processing, necessary to the national defense.
30. "WHAT SHALL I BE" GAME
EXCITING GAME OF CAREERS FOR GIRLS
1966 Selchow & Righter co.
31. Time Marched On! continued….
• 1963 -- Manpower Development and Training Act - provided training
in new and improved skills for the unemployed and underemployed.
• 1963 -- Vocational Education Acts of 1963 - increased federal support
of vocational education, including support of residential vocational
schools, vocational work study programs, and research, training, and
demonstrations in vocational education.
32. Time Marched On! continued…
• 1963 -- Higher Education Facilities Act - authorized grants and loans
for classrooms and laboratories in public community colleges and
technical institutes as well as for undergraduate and graduate facilities
in other institutions of higher education.
• 1964 -- Economic Opportunity Act - authorized grants for college
work-study programs for students of low income families; established
a Job Corps program and authorized support for work training
programs to provide education and vocational training and work
experience for unemployed youth; provided training and work
experience opportunities in welfare programs; authorized support of
education and training activities and community action programs
including Head Start, Follow Through, Upward Bound; authorized the
establishment of the Volunteers in Service to America (VISTA).
33. Sidney J. Marland
(Commissioner of Education-1971)
• He proposed an emphasis on career
education
– In a 1971 address to the convention of the
National Association of Secondary School
Principals, he proposed that persons
completing school programs at grade 12 would
be ready to enter higher education or to enter
useful and rewarding employment.
34. MARLIN’S Four-Fold Plan
for Career Development,
Components 1 and 2
• Major improvements and updating of
occupational education emphasizing newer
vocational fields and sound educational
base underlying all specific skills training
• More flexible options for high school
graduates to continue on to higher
education or to enter the world of work
35. MARLIN’S Plan, Continued…
Components 3 and 4
• A closer liaison of vocational education and
people from business, industry, and
organized labor with more work experience
opportunities for students
• A new commitment at all levels -- federal,
state, and local -- toward developing
leadership and commitment to the concept
of career education
36. Experimental models for career
education developed by the U.S.
Office of Education
• Four models
– School Based Model
– Employee-Experience-Based Model
– Rural-Residential-Based Model
– Home-Community-Based Model
• 1971
• 15 million
37. School Based Model
• The object of Model 1 was to develop and test a career education
system (K-12) in six school systems (representing varying sizes,
geographic locations, and cultural ethnic populations) that would help
students to develop (a) a comprehensive awareness of career options;
(b) a concept of self that is in keeping with a work-oriented society,
including positive attitudes about work, school, and society, and a
sense of satisfaction resulting from successful experience in these
areas; (c) personal characteristics, such as self-respect, initiative, and
resourcefulness; (d) a realistic understanding of the relationships
between the work of work and education to assist individuals in
becoming contributing members of society; and (e) the ability to enter
employment in a selected occupational area and/or to go on for further
education.
38. Employee-Experience-Based Model
• The objectives of Model 2, the employer-based model (also called
experience-based) (17), were (a) to provide an alternative educational
program for students, aged 13-18, in an employer-based setting; (b) to
unify the positive elements of academic, general, and vocational
curricula into a comprehensive career education program; (c) to
increase the relevance of education to the world of work; and (d) to
broaden the base of community participation, particularly by involving
public and private employers more directly in education.
39. Rural-Residential-Based Model
• This experimental demonstration activity involved various individuals,
agencies, and other resources in preparing adults and children of rural
unemployed and underemployed families in Wyoming, Montana,
Idaho, North Dakota, South Dakota, and Nebraska for rewarding
employment.
• Goals: (a) contribute to their own growth and to the growth of their
society; and (b) make prudent use of their personal as well as their
society's resources and energies. The ultimate goal of the residential-
based model was to determine whether low-income rural residents
could develop career roles through specially adapted in-house
experiences.
40. Home-Community-Based Model
• The fourth model, a home-community effort, used television and radio
programming to encourage unemployed or underemployed adults to
take advantage of local retraining programs. Through the use of the
home-based model, the U.S. Office of Education hoped to (a) enhance
the quality of the home as a learning center, (b) develop educational
delivery systems into the home and community, (c) provide new career
education programs for adults, (d) establish a guidance and career
placement system to assist individuals in occupational and related
roles, and (e) develop more competent workers
41. Time Marched On! continued…
• 1973 Comprehensive Employment and Training Act -
consolidated previous labor and public service programs;
authorized funds for employment counseling,
supportive services, classroom training, training on the job,
work experience, and public service employment;
incorporated essential principles of revenue sharing, giving
state and local governments more control over use of funds
and determination of programs.
42. Terrel Bell was First Commissioner of
Education After Marland
Note: President Carter make this a Cabinet level position
• He continued the push for career education.
• Section 406, Title IV, Public Law 93-380
(Educational Amendments of 1974), made
career education a law of the land,
establishing a National Advisory Council
on Career Education.
43. Three Main Provisions
of Title IV, Section 406 of P.L. 93-380; (1974)
• Every child should, by the time he has
completed secondary school, be prepared
for gainful or maximum employment and
for full participation in our society
according to his or her ability.
44. Provision 2
• It is the obligation of each local educational
agency to provide that preparation for all
children (including handicapped children
and all other children who are educationally
disadvantaged) within the school district of
such agency; and
45. Provision 3
• Each State and local educational agency
should carry out a program of career
education options which are designed to
prepare each child for maximum
employment and participation in our society
according to his or her ability.
46. THE CAREER EDUCATION
INCENTIVE ACT 95-207 (1977)
• Purpose of the Act:
– to assist states and local educational agencies and institutions of
postsecondary education, including collaborative arrangements with the
appropriate agencies and organizations, in making education as preparation
for work, and as a means of relating work values to other life roles and
choices (such as family life), a major goal of all who teach and all who learn
by increasing the emphasis they place on career awareness, exploration,
decision making, and planning, and to do so in a manner which will promote
equal opportunity in making career choices through the elimination of bias
and stereotyping in such activities, including bias and stereotyping on
account of race, sex, age, economic status, or handicap.
47. Career Education in Arkansas
• Since the mid 1970s (ASU involved from the start)
• Workshops and projects to develop Objectives and
Curriculum
• Workshops and projects to develop Materials to
support the efforts of the teacher (posters, materials
for hands-on activities).
• 1991 -- AR adopted a statewide text for the course
(Your Career Adventure)
• Threat to CO as a course 1996
• 1998 -- AR dropped the text for the course
48. CHANGES IN THEORIES UNDERLYING
VOCATIONAL GUIDANCE SINCE THE
TURN OF THE CENTURY
as noted by Calhoun and Finch
• Once is not enough
• The single occupational-choice-at-a-point-
in time focus of the early practitioners of
career guidance has given way to a broader,
more comprehensive view of the individual
and his or her development over the life
span.
49. Age focus is out the window
• The specific age focus of traditional career
guidance is not valid. Instead of the notion
that a permanent occupational choice is
made at some point, usually during late
adolescence, we now understand that
occupational choice is a process which
takes place over a period of time and is a
result of a combination of
interacting determinants.
50. Work to understand who you are
• People at work are no longer seen only as
objects through which occupations are
analyzed and classified. Rather we now
understand that a work setting can be used
as a medium to help people better
understand themselves.
51. Continuous Process,
Cradle to Grave
• Career guidance activities are important
over the life span of the individual;
therefore, educational personnel at all
level, kindergarten through adult, have a
part to play. When viewed as a continuous
process, career guidance is a program in the
mainstream of education rather than an
ancillary service.
52. Human Development
• Career guidance is more than a simple
process of matching people to jobs; it is a
complex process of human development
and should be treated as a major educational
goal.