Title: Chapter 12 High School Counseling: Preparing Youth for College, Careers, and Other Alternatives
1Chapter 12 High School CounselingPreparing
Youth for College, Careers, and Other
Alternatives
Career Counseling Foundations,
Perspectives, and Applications edited by
David Capuzzi and Mark Stauffer
- Cheryl Holcomb-McCoy
- Anita Young
2 High School Students
- Hurley and Thorp (2002) found
- Students unaware of career development
- Lack of guidance by adults
- Decisions based on emotion rather than opportunity
3 High School Statistics
- High school completion and college enrollment
rates vary substantially by both race/ethnicity
and income. - Over 80 of all jobs require at least some
education after high school, but only about 70
of students graduate from high school. - 30 need reading and math remediation.
4 Students Unprepared?
- Only 28 of students at 2-year colleges earn a
degree within three years. - 56 of students at 4-year institutions earn a
bachelors degree within six years (Hurley
Thorp, 2002). - Students, both graduates and dropouts, are
deficient in career-planning skills as they enter
the labor market or transition to post-secondary
education.
5 Economic Context
-
- Little job stability
- Average of 10.5 jobs between ages 18 to 40
- Work is independently contracted, temporary,
on-call, and part-time. - Jobs not requiring higher education are fewer and
less likely to offer economic security.
6 Economic Context (cont.)
-
- Job transitions may be an intentional choice by
college graduates to explore career options,
whereas for young people without college degrees,
job transitions may be necessary for maintaining
employment and may indicate economic
vulnerability.
7 Career Development of High School Students
- Super's vocational development theory
- Holland's vocational theory
- Lent, Brown, and Hacketts social cognitive
career theory - Astins sociopsychological causal model of career
choice
8 Super
- Exploration period (ages 14-24), individuals
explore different possible career choices and
become aware of their interests and abilities.
Individuals develop their vocational goals based
on interests and abilities, and prepare to
acquire necessary skills as well as experiences
for employment.
9Social Cognitive Career Theory (SCCT) (Lent,
Brown, Hackett, 1994)
- Self-efficacy
- Outcome expectations
- Goals
- Contextual supports and barriers.
- Environmental factors
10Career Development Factors
- Perceived social support
- Racism and barriers for minority students
- Awareness of sex types and prestige levels
- Career self-efficacy and self-confidence related
to gender
11Career Development Factors (cont.)
- Work values
- Exploration of work values
- Perceived rewards of work
- Transition period to adulthood
- Intrinsic vs. extrinsic work values
12Career Development Factors (cont.)
- Work Role Salience
- Work-role salience represents the relative
importance of work and career in an individuals
life. - Work role facilitates career exploration.
13Career Development Factors (cont.)
- School to Work Transition
- The School-to-Work Opportunities Act of 1994
funds activities in three arenas school-based
learning, work-based learning, and connecting
activities. - Integrate academic and vocational learning
- Integrate school-based and work-based learning
- Integrate secondary and postsecondary education
14Career Development Factors (cont.)
- Career Maturity
- An individuals readiness to make well-informed,
age-appropriate career decisions, and to shape
ones career carefully in the face of existing
societal opportunities and constraints. - (Salami, 2008)
15Career Development Factors (cont.)
- Career Maturity (Salami, 2008)
- Obtain and convert information to self-knowledge
- Decision-making skills
- Convert career information to world-of-work
knowledge - Integrate knowledge of self and world-of-work
- Implementing obtained knowledge
16Access to Career Services
- Race to the Top and Blueprint for Reform
- Enhance and reward principal and teacher
effectiveness - Build data systems that inform parents and
educators about student achievement and guide
instruction - Develop college- and career-ready standards and
assessments aligned to those standards - Implement effective interventions and support
17Access to Career Services (cont.)
- Gates Foundation Public Agenda report
- Can I Get a Little Advice Here
- Poor ratings for college prep
- Lack of connection reported just another face
in the crowd - ASCAwhat can go wrong with bad student to
counselor ratios
18 Career and College Counseling in High School
- American School Model Counselor Association
(ASCA) Model (2005) - Three domains
- Academic
- Personal/social
- Career counseling
19 Career and College Counseling in High School
(cont.)
- ASCA modelAcademic domain
- Learning across the life span
- College and other postsecondary preparedness
- Relating academics to life at home and in the
community
20 Career and College Counseling in High School
(cont.)
- ASCA modelCareer domain
- Self-awareness
- Making informed decisions
- Achieving career goals
21 Career and College Counseling in High School
(cont.)
- Herr and Cramer (1996) five-stage model
- Stage 1 Develop a program rationale and
philosophy. - Stage 2 State program goals and behavioral
objectives. - Stage 3 Select program processes.
- Stage 4 Develop an evaluation design.
- Stage 5 Identify program milestones. (p.310)
22 Career and College Counseling in High School
(cont.)
- Ninth GradeFreshman Transition School
Counseling Program
- orient and prevent isolation
- goal-setting strategies
- transcript interpretation
- time management skills
- graduation requirements
- individual learning styles
23 Career and College Counseling in High School
(cont.)
- Tenth Grade
- Steps to prepare for college
- Decision-making and goal-setting should be clear
- Eleventh and Twelfth Grade
- Empowerment
- Informed decision-making
24Counseling for College
- Getting started
- Naviance
- Prioritizing college choice/interest
- Safety, comfort, and reach schools
- Gather information
- College admissions testing
- Financial aid and scholarship
25School to Work
- Apprenticeship
- Job Shadow
- School to Work Transition Programs
26References
- American School Counselor Association. (2005).
ASCA National Standards for Students. Alexandria,
VA Author. - Herr, E.L. Cramer, S. H. (1996) Career guidance
and counseling through the lifespan (5thEd.). New
York Harper Collins. - Hurley, D., Thorp, J. (2002). Decisions
without direction Career guidance and decision
making among American youth. Washington DC
National Association of Manufacturers. - Lent, R.W., Brown, S.D., and Hackett, G. (1994),
Toward a unifying social cognitive theory
of career and academic interest, choice and
performance. Journal of Vocational Behavior,
45, 79-122. - Salami, S. O. (2008). Gender, identity status,
and career maturity of adolescents. Journal of
Social Sciences, 16, 35-49.