The Great Depression Career Counseling

Moving forward, Smith-Hughes Act of 1917 commissioned federal revenue to create and support of secondary and postsecondary vocational training. Emphasis were placed on instruction in agriculture, home economics, and trades and industry. This act along with the demand for change and other outlets for education, open the doors for trades that prepared people for jobs. Legislation during this time contended that this was the best step moving forward to focus on skills to ensure people were workplace ready.

Nemko’s article is established on a personal and relatable exemplum, “a device for clarifying or simply, example”, that immediately connects to his audience – who have seemingly had this exact conversation he’s had as a career counselor (Johnson 105). He briefs us on the “saddest moments as a career counselor [] when [he] hear[s] a story like this: ‘I wasn’t a good student in high school, but I wanted to prove to myself that I can get a college diploma--I’d be the first one in my family to do it. But it’s been six years and I still have 45 units to go’” (Nemko 32). Right off the bat, Nemko gains trust through his appeal to ethos. His “saddest moments as a career counselor” tell us of his knowledge of the

The Great Depression had a huge impact on society and many economic causes to go along with it. But, what mattered the most was how they got through it. Upton Sinclair once stated, “The remedy [the Great Depression] is to give the workers access to the means of production, and let them produce for themselves, not for others… the American Way.”

The most searing legacy of the depression was unemployment, which mounted steadily from the relatively low levels experienced between 1922 and 1929. The percentage of the civilian labor force without work rose from 3.2 in 1929 to 8.7 in 1930, and reached a peak of 24.9 in 1933. The estimates of unemployment amongst non-farm employees, which include the self-employed and unpaid family workers are even higher. These are horrifying figures: millions of American families were left without a bread-winner and faced the very real possibility of destitution.11

During the 1930’s, the United States of America was captivated by a economical, financial, and social depression as a result of the Stock Market crash in October of 1929. Many people were left with almost no money, no job, and great deal of debt. When elected in 1932, Franklin Delano Roosevelt took over the White House and implemented his “New Deal” policy that established many different legislations, administrations, and agencies in efforts to bring back American jobs, money, and prosperity.

Throughout the years following World War I, the United States suffered from an economic panic that would have lasting effects around the globe. The Great Depression was a result poor economic strategies and ultimately, the stock market crash. President Franklin D. Roosevelt created a New Deal plan in order to guide his natin out of this panic. FDR was able to combat the issues at hand with an arsenal of new programs that would effectively aid the nation and change the role of the government for the better.

The Great Depression brought hardship to every aspect of life in the 1930’s and took almost 15 million jobs. Franklin D. Roosevelt passed a plan to fund experimental projects to provide jobs through government needs, collectively known as The New Deal. The programs created a way for unemployed, or homeless Americans rebuild their lives and country. Today we have financial aid either through the same systems or improved ideas that came from the Great Depression.

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.

The purpose of the NCDA is to “promote the career development of all people over the life span” (NCDA, 2015).

During her 20 years with Job Link, Mrs. Bowman realized that change is difficult for most, if not all, individuals. Before change and development can occur, addressing personal issues/conflicts is required. Not only did Mrs. Bowman aid individuals in exploring jobs, obtaining job skills, and finding employment, Mrs. Bowman received an abundance of opportunities to aid individuals conquer their personal issues/conflicts that hindered their growth.

Most individuals struggle at the stage of making career choices and hence they decide to go for career counselling to guide them to the right path by weighing various factors that influence a career like personality. This is where career development theories come into place, these are frameworks that guide the career counsellors in examining and explaining individuals’ career related behaviour. Each career development theory gives a certain unique way to career development and choice. As quoted in Schreuder & Coetzee (2011),” Career counsellors must understand well established and emerging career theories, their strengths and weaknesses and how to apply them to client career development and choice to be able to effectively and

Patton and McMahon (2006) developed a systems theory framework for development of careers called the Therapeutic Framework. The system categorizes the various factors that influence the choice of career into individual factors (for both the learner who is to choose their career and their counselor), organizational factors, or environmental factors (Patton & McMahon, 2006). The system also recognizes the effect of timing on these factors; thus incorporating the aspects of past, present and future (McMahon, Forde, & Dickson, 2015).

Initially, the guidance and client context is identified, with reference to their age group, diversity and need for careers guidance. This is followed by theories of

Career counselling refers to mentoring or coaching on issues, which relate to a person’s career. It generally helps individuals make the right choices in terms of career paths, career development and career change. The overall aim of career counselling is to help the individual maximise the successes they’ll have on their chosen career path.

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