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Career development interventions 5th by spence niles and bowlsbey chapter 12

Career Development Interventions
5th Edition
Spence G. Niles and JoAnn E. Harris-Bowlsbey

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Chapter 12
Career Development
Interventions in High Schools

Developed by:
Jennifer Del Corso

Copyright © 2017, 2013, 2009 by Pearson Education, Inc. All Rights Reserved


Developmental Considerations for
High School Students
• As students transition from middle school to high
school, they focus more directly on the task of

identifying occupational preferences and clarifying
career/lifestyle choices.
• According to Super (1957), the essential tasks are
crystallizing, specifying educational preferences,
and implementing tentative career choices.

Career Development Interventions, 5th Edition
Spencer G. Niles and JoAnn E. Harris-Bowlsbey

Copyright © 2017, 2013, 2009 by Pearson Education,
Inc.
All Rights Reserved


Preparation for Career Transition:
After High School
• Over 70% of high school seniors expect to hold
professional jobs- “the silent dream”
• This trend toward “college for all” aspirations
emerged from a labor market that needed increased
skills, more accessible enrollment to college, and
community colleges instituted an open admissions
policy.
• Important to teach students about a variety of
rewarding careers that exist in a variety of fields
including those occupations that do not require a
college degree.
Career Development Interventions, 5th Edition
Spencer G. Niles and JoAnn E. Harris-Bowlsbey

Copyright © 2017, 2013, 2009 by Pearson Education,
Inc.
All Rights Reserved


Coping with Transition
• Adolescents must acquire workforce readiness to
cope successfully with their school-to-work
transition.
• Important to provide “transition enhancement”

assistance to secondary school students as they
progress toward further education, training, or
employment.

Career Development Interventions, 5th Edition
Spencer G. Niles and JoAnn E. Harris-Bowlsbey

Copyright © 2017, 2013, 2009 by Pearson Education,
Inc.
All Rights Reserved


Coping with Transition
(Continued)

• Secondary school students need emotional
support to lessen the anticipatory anxiety they
may experience as they consider the transitions
they will encounter.
• Transition skills build upon the self-awareness,
occupational awareness, and decision-making
skills students have developed throughout their
educational experience

Career Development Interventions, 5th Edition
Spencer G. Niles and JoAnn E. Harris-Bowlsbey

Copyright © 2017, 2013, 2009 by Pearson Education,
Inc.
All Rights Reserved


Helping Students Prepare for
Workforce Readiness
 All students can attend college, but low-achieving
students should be cautioned about the need to
take remedial courses once they enter college
 Even if high school students have college plans,
they must prepare for work
 College plans require substantial efforts and good
academic planning in high school

Career Development Interventions, 5th Edition
Spencer G. Niles and JoAnn E. Harris-Bowlsbey

Copyright © 2017, 2013, 2009 by Pearson Education,
Inc.
All Rights Reserved


Helping Students Prepare for
Workforce Readiness
(cont.)

 Many good jobs do not require a college degree
 High school students improve their chances for
obtaining good jobs by:





having better academic achievement,
taking vocational courses,
getting job-placement assistance from teachers and
developing “soft skills” such as interpersonal
competence and good work habits

Career Development Interventions, 5th Edition
Spencer G. Niles and JoAnn E. Harris-Bowlsbey

Copyright © 2017, 2013, 2009 by Pearson Education,
Inc.
All Rights Reserved


Marcia’s Taxonomy of
Adolescent Identity
• Identity-diffused: person has not yet experienced an
identity crisis or exploration and has not made a
personal commitment to an occupation -- or a set of
goals, values, and beliefs.
• Foreclosed: person has not yet experienced an
identity crisis or exploration but has committed
prematurely to an occupation and a set of goals,
values, and beliefs.

Career Development Interventions, 5th Edition
Spencer G. Niles and JoAnn E. Harris-Bowlsbey

Copyright © 2017, 2013, 2009 by Pearson Education,
Inc.
All Rights Reserved


Marcia’s Taxonomy of
Adolescent Identity
• Moratorium: person is engaged in an active
struggle to clarify personally meaningful values,
goals, and beliefs.
• Identity-achieved: person has sorted through
the process of identity clarification and resolved
these issues in a personally meaningful way.

Career Development Interventions, 5th Edition
Spencer G. Niles and JoAnn E. Harris-Bowlsbey

Copyright © 2017, 2013, 2009 by Pearson Education,
Inc.
All Rights Reserved


Career Developmental Goals for
High School Students
• Develop more advanced self-knowledge
• Develop skills for engaging in educational and
occupational exploration
• Strengthen decision making skills
• Construct and implement a career plan
• Develop an awareness for postsecondary options
after graduation

Career Development Interventions, 5th Edition
Spencer G. Niles and JoAnn E. Harris-Bowlsbey

Copyright © 2017, 2013, 2009 by Pearson Education,
Inc.
All Rights Reserved


Career Development Interventions
in High School
• a) orient students’ comprehension of careers,
• b) develop students’ planning and exploration competencies,
• c) coach students to develop effective career management
techniques, and
• d) guide students in behavioral rehearsals to become prepared
for coping with job problems
• Savickas (1999) proposed career development interventions for
high school students that foster self-knowledge, educational
and occupational exploration, and career planning.

Career Development Interventions, 5th Edition
Spencer G. Niles and JoAnn E. Harris-Bowlsbey

Copyright © 2017, 2013, 2009 by Pearson Education,
Inc.
All Rights Reserved


Career Assessments in High School
• Career maturity/readiness: Career Maturity
Inventory (CMI); Career Adaptability Inventory
(CAI)
• Interest inventories: Self-Directed Search (SDS)
and Strong Interest Inventory

Career Development Interventions, 5th Edition
Spencer G. Niles and JoAnn E. Harris-Bowlsbey

Copyright © 2017, 2013, 2009 by Pearson Education,
Inc.
All Rights Reserved


Career Choice Readiness (Super,
1990)
Having a planful attitude,
Gather information,
Exploring the world of work,
Knowing how to make good career decisions,
and
 Being able to make realistic judgments about
potential occupations.





Career Development Interventions, 5th Edition
Spencer G. Niles and JoAnn E. Harris-Bowlsbey

Copyright © 2017, 2013, 2009 by Pearson Education,
Inc.
All Rights Reserved


Career Development Interventions
for At-Risk Students
• Educational systems in the U.S. poorly prepare minority students and
student with disabilities to enter and succeed in higher education
• Such disparities reflect serious deficiencies in the educational
systems in the U.S.
• McLaughlin, Sum, and Fogg (2006) report that exposure to work
experiences in high school is lined to both greater success in the
workforce and in postsecondary education
• More white teens-sometimes twice as many- held summer jobs in
2006 compared to nonwhite teens

Career Development Interventions, 5th Edition
Spencer G. Niles and JoAnn E. Harris-Bowlsbey

Copyright © 2017, 2013, 2009 by Pearson Education,
Inc.
All Rights Reserved


Career Development Intervention
for At-Risk Students
(Froeschle)






Mentorship
Small Group Solution-Focused Counseling
Psychoeducational Career Lessons
Implementation of solution-focused skills within
the classroom

Career Development Interventions, 5th Edition
Spencer G. Niles and JoAnn E. Harris-Bowlsbey

Copyright © 2017, 2013, 2009 by Pearson Education,
Inc.
All Rights Reserved



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