School Career Intervention

During the interview, Stashia presented issues of career changed frequently as she diverted from majoring in one career path to another. She divulged in the interview that she had once listened to others and not decided on her own path. She reported changing her major, considered doing things differently if she could, and not having taken any vocational assessments that would have helped her. The writer will conceptualize interviewees barriers with theories of career counseling.

According to my site supervisor, there is only one career lesson delivered to each grade level at the middle school. She said that it is not until students get to high school that the counselors really begin to focus on careers and future plans. Upon further research, I discovered that this was consistent across all middle schools in the district. I feel as though it is of utmost importance for students to be prepared and have a plan once they graduate high school. They need to be aware of their options and their career goals. In order to have a career goal and understand their post-secondary options, students must understand and gain exposure the various career paths and opportunities. It is never too early to begin planning for the future, developing career goals, and creating a post-secondary plan. For these reasons, I chose to focus, advocate for, and plan for individual planning activities that career paths to aid students in career planning.

Certain skills are necessary for obtaining a job as a middle school guidance counselor, such as personality attributes, communication skills, and management abilities. These are attributes which I must possess in order to receive the position of the middle school guidance counselor for the Edison Public Township School. Much of my experiences throughout life have provided some of these various skills, however there are many aspects of this career which I still need to develop and obtain experience. Therefore, in order to obtain a career working at a middle school as a guidance counselor, and become of professional in the field, I must enhance the skills I already obtain through experience within the field of school counseling and experience

As soon as students begin their high school careers, colleges are looking for who will meet the requirements set to be accepted into college. Tulsa Community College specifically requires current high school students to make a certain score on each section of the ACT so they may take college courses while still in high school. For that reason, I took the ACT for the first time just after my sophomore year, hoping to score high enough for concurrent enrollment. Being a concurrent student allows me to receive college credit so that I may have more time for sports or extracurricular activities when I am an actual college student. My main goal is to major in music then have a career in the music industry. The music industry is a difficult career

difference in the amount of individual who may apply to college. Another big impact that can help foster youth is The College Cost Reduction Act of 2009. This act makes it possible for foster youth who were in care at 13 years old or older to claim their independent status while applying for financial aid (Cohn &Kelly, 2015).

In our generation today High School students are at the age of having to know what they want to do for a career and what are the components the students need to have to achieve this. When choosing a career or career choices this is a main focal point in a young person’s life. There are many practical approaches and beliefs when approaching career selecting and it can be an intensive process. A first step in a career planning process would be assessing an individual/client with evaluating their willing/eagerness in the process (Gerstan, 2013). When looking into a specific career, planning with a high school

Choosing the right career in life can open a life of happiness and joy. In life, “if you don’t know where you’re going, you’ll be lost when you get there.” A good college career can make the difference between living to work and going to work for a living (Binder). In order to obtain the tools needed to work at your dream job, someone must teach them at a higher educational level. Education emphasizes freedom and experimentation as tools for students to develop meaningful ways of working after graduation (Roth). It is only through an education that you can find the tools to express and master the craft of your career and

A brief background overview on a few career development theories will help direct this literature review and give a foundation to current theories in career development. Career development is a complex, lifelong process that is influenced by a variety of factors. Niles and Harris-Bowlsbey (2005) defined career development as “the lifelong psychological and behavioral processes as well as contextual influences shaping one’s career over the life span” (p. 12). Although there are many career development theories, this literature review will focus on just a few. Donald Super’s Life-Span, Life-Space Career Theory highlights the “complex and multifaceted nature of career development” (Niles & Hutchinson, 2009, p. 69). Super’s theory builds upon 14 assumptions and supports three key aspects of career development: life-span, life-space, and self-concept (Niles & Hutchinson, 2009). Life-span focuses on the development over one’s life through growth, exploration, establishment, maintenance, and

In the beginning, career counseling was strictly developed to help with job placement, but it became so much more than that after the career development was further researched by a group of theorist that focused on career process. What is it that drives us to choose a specific career path? According to Zunker (2012), different theorists such as Parsons, Holland, Krumboltz, Bandura, Super, and Gottfredson all developed theories on career development and their perspective on the importance of occupational process. Throughout this paper one will discuss the John Holland’s Typology and the significance of this particular career theory. Some of the points that will be covered in this paper include: history of theory, strengths and weaknesses, assessments used, population best fit for this theory, and diversity and

I am responding to the article found in the Career Development Quarterly, “Using Narrative Career Counseling with the Underprepared College Student”. It was authored by Amber N. Hughes, Melinda M. Gibbons, and Blair Mynatt and published in 2013.

Upon completion of this career intervention program, students should come away with a clear picture of how completing their high school education will set them up for future success in adulthood, as well as their career path to succeed in the workforce. They will gain an understanding of career choices that will be of interest to them and the steps necessary to achieve these careers. By having this knowledge, students will be better able to plan and prepare for their pathways to make the transition from high school to the workforce or higher education.

Students entering college for the first time often do not know what they want to do as a career. They begin their

For many people, finding a career that is both fulfilling and practical is a strenuous task. Fortunately, there is a plethora of different interventions, techniques, assessments, and inventories designed to aid those individuals in making the wisest career choices possible. But are any of those routes inherently better than the others? Or are all the differing options separate but equally effective? Donald Super’s Life Span Theory and John Holland’s Theory of Vocational Choice are just two of the many theories used for career counseling. Both methods are distinct in the way they approach career issues, yet despite their differences, there are some resemblances between the two theories as well. Comparing and contrasting these two theories will make it easier to see if one theory is better than the other for career counseling or if they are both equally effective.

This lesson mainly addressed aspects related to career development. This lesson encourages students to discover their academic and personal strengths, their skillsets, and their interests. Students then take those concepts and apply them to career exploration. They are able to link their strengths, preferences, and abilities to potential future career paths. Some of the specific aspects of career development that I addressed include applying planning and career exploration in setting and obtaining lifelong career goals, applying necessary skills for career readiness and success, and teaching students where and how to obtain information about post-secondary options. In this lesson students are encouraged to apply decision making skills to place different careers into the appropriate career fields. In doing so, they are also encouraged to begin thinking about careers that are of interest to them and what career goals they have for themselves. They will be given resources in order to continue career exploration outside of the classroom. While I do not expect sixth graders to fully decide their career path, it is my firm belief that it is never too early to get students thinking about careers and having them set goals in order to obtain the career and future that they desire. I also believe that this unit touches on social and emotional development as well as academic development. This lesson allows the student to collaborate with one another and work in groups as well as in pairs. This promotes relationship building and teamwork. It also allows students to take an inventory of their personal strengths and skillsets. This could boost self-esteem and promotes a sense of self-awareness. Lastly, this unit also encompasses academic development. Students will understand that good grades and academic success are key elements to obtaining the career that they wish to have. By being academically successful, this will allow them greater options and opportunity post high school graduation.

Career Counseling, or Career Services depending on the institution, is frequently offered on a one-on-one basis, but at times this service is provided through group workshops, classes, or computerized guidance systems. Traditionally a standard function of the career services role is to help students develop job search skills however the scope of the