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Career Development Interventions in Middle and High Schools

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1 Career Development Interventions in Middle and High Schools
Chapter 11

2 Developmental Tasks of Middle/Junior High School
Achieve new and more sophisticated relations with peers Achieve emotional independence from parents and other adults Set vocational goals Prepare for marriage and family life Develop skills for civic competence

3 Developmental Tasks, continued
Acquire a set of values and an ethical system as a guide to behavior Set realistic goals and make plans for achieving these goals

4 Goal of Middle/High School Career Guidance (Super & Savickas, 1996)
To help students cope successfully with the tasks of crystallizing and specifying occupational preferences

5 ASCA National Standards
Acquire skills to investigate the world of work in relation to knowledge of self and to make informed career decisions Employ strategies to achieve future success and satisfaction Understand the relationship between personal qualities, education and training, and the world of work

6 Career Development Guidelines for Middle/High School Students
Self-Knowledge Knowledge of the influence of a positive self-concept Skills to interact with others Knowledge of the importance of growth and change

7 Career Development Guidelines for Middle/High School Students
Educational and Occupational Exploration Knowledge of the benefits of educational achievement to career opportunities Understanding of the relationship between work and learning Skills to locate, understand, and use career information Knowledge of skills necessary to seek and obtain jobs Understanding of how work relates to needs and functions of the economy and society

8 Career Development Guidelines for Middle/High School Students
Career Planning Skills to make decisions Knowledge of the interrelationships of life roles Knowledge of different occupations and changing male-female roles Understanding of the process of career planning

9 Career Planning Considerations (Herr & Cramer, 1996)
Since junior high is a transition from the structured elementary to the less structured high school environment, students need an opportunity to explore their personal characteristics and educational options. Because students have a wide range of career maturity, interests, values, and abilities, a great variety of intervention methods is needed.

10 Career Planning Considerations, continued (Herr & Cramer, 1996)
Although junior high students are capable of verbal and abstract behavior, exploration is enhanced with concrete, hands-on direct experiences. Search for identity is a fundamental part of the junior high experience. Therefore, career guidance must encourage students to explore feelings, needs, and uncertainties.

11 Career Planning Interventions
Assessment Learning an organizational system Exploring and learning about different clusters of occupations Job shadowing Portfolio development

12 United States Office of Education (USOE) Occupational Clusters
Business & Office Marketing & Distribution Communications & Media Construction Manufacturing Transportation Agribusiness & Natural Resources Marine Science Environment Public Services Health Recreation & Hospitality Personal Services Fine Arts & Humanities Consumer & Homemaking Education

13 Marcia’s Taxonomy of Adolescent Identity
The 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. The foreclosed person has not yet experienced an identity crisis or exploration but has committed to an occupation and a set of goals, values, and beliefs.

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

15 Career Development Guidelines for High School Students
Self-Knowledge Understanding the influences of a positive self-concept Skills to interact positively with others Understanding the impact of growth and development

16 Career Development Guidelines for High School Students
Educational and Occupational Exploration Understanding the relationship between educational achievement and career planning Understanding the need for positive attitudes toward work and learning Skills to locate, evaluate, and interpret career information Skills to prepare to seek, obtain, maintain, and change jobs Understanding how societal needs and functions influence the nature and structure of work

17 Career Development Guidelines for High School Students
Career Planning Skills to make decisions Understanding the interrelationship of life roles Understanding the continuous changes in male-female roles Skills in career planning

18 Potential Issues Confronting High School Students (Herr & Cramer, 1996)
Need to develop and implement a career plan Need to catch up on career development tasks because past interventions have not been systematic Need to combat internal and environmental pressure that surrounds career decisions Need to examine advantages and disadvantages of various post-secondary school options

19 Career Interventions in High School
Instruction on tasks related to career maturity (career choice readiness) Assessment Learning how the world of work is organized Occupational research Consideration of the importance of work in life Values clarification Parent involvement


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