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Chapter 12 High School Counseling: Preparing Youth for College, Careers, and Other Alternatives

Career Counseling: Foundations, Perspectives, and Applications edited by David Capuzzi and Mark Stauffer. Chapter 12 High School Counseling: Preparing Youth for College, Careers, and Other Alternatives. Cheryl Holcomb-McCoy Anita Young. High School Students.

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Chapter 12 High School Counseling: Preparing Youth for College, Careers, and Other Alternatives

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  1. Career Counseling: Foundations, Perspectives, and Applications edited by David Capuzzi and Mark Stauffer Chapter 12High School Counseling:Preparing Youth for College, Careers, and Other Alternatives 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 bachelor’s 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 Hackett’s social cognitive career theory Astin’s 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.

  9. Social Cognitive Career Theory (SCCT) (Lent, Brown, & Hackett, 1994) Self-efficacy Outcome expectations Goals Contextual supports and barriers. Environmental factors

  10. Career 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

  11. Career Development Factors (cont.) Work values • Exploration of work values • Perceived rewards of work • Transition period to adulthood • Intrinsic vs. extrinsic work values

  12. Career Development Factors (cont.) Work Role Salience • Work-role salience represents the relative importance of work and career in an individual’s life. • Work role facilitates career exploration.

  13. Career 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

  14. Career Development Factors (cont.) Career Maturity • An individual’s readiness to make well-informed, age-appropriate career decisions, and to shape one’s career carefully in the face of existing societal opportunities and constraints. (Salami, 2008)

  15. Career 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

  16. Access 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

  17. Access 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” • ASCA—what 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 model—“Academic” 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 model—“Career” 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 Grade—Freshman 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

  24. Counseling for College • Getting started • Naviance • Prioritizing college choice/interest • Safety, comfort, and reach schools • Gather information • College admissions testing • Financial aid and scholarship

  25. School to Work Apprenticeship Job Shadow School to Work Transition Programs

  26. References 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 decisionmaking 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.

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