1. Seth Hayden Ph.D., NCC Kathy Dorsett Ed.S., NCC Leigh Eskin B.A. ACA Conference 2013 Shengli Dong Ph.D.

2.  Introduction  Challenges of Student Veterans  Cognitive Information Processing (CIP)  Connecting Career with CIP  Research on the Issue  Application/Implications  Questions/Comments

3.  Seth Hayden Ph.D., NCC Program Director of CACP – FSU Career Center  Kathy Dorsett Ed.S., NCC Assistant Director of CACP – FSU Career Center  Leigh Eskin B.A. 2 nd year – graduate counseling student – FSU  Shengli Dong Ph.D. Assistant Professor of Counseling - FSU

4.  The Post 9/11 GI Bill, authorized by Congress in 2008, has contributed to a large number of veterans seeking post-secondary degrees(Sander, 2012).  About 800,000 military veterans now attending U.S. colleges: An estimated 88% drop out of school during their first year 3% graduate (% varies depending on study) Study by the Colorado Workforce Development Council (Briggs, 2012).

5.  Unemployment rate for veterans of Operation Enduring Freedom (Afghanistan) and Operation Iraqi Freedom (Iraq) is roughly 20% (Lang & Powers, 2011).

6.  Theoretical approach to career counseling focuses largely on knowledge of self and options, knowledge of decision making, and thinking associated with making decisions (Sampson, Reardon, Peterson, & Lenz, 2004).

7. Knowing About Myself Knowing About My Options Knowing How I Make Decisions Thinking About My Decision Making

8.  The use of CIP can be helpful to address negative career thoughts as well as assist in clarifying self and options knowledge (Bollock, Braud, Andrews, & Phillips, 2009; Clemens & Milsom, 2008)

9.  350-400 student veterans  FSU Veterans Center  Collegiate Veterans Association (CVA) “[The] FSU Veteran Center will lead the effort to make Florida State University the most veteran-friendly public university in the United States.” -FSU Veteran Center Mission

10.  Career Center Liaisons  Library Links  Print Materials  Tabling Events  Veterans Networking Night  Veterans Guide  SDS 3340

11.  The purpose of this study will be to investigate the application of the Cognitive Information Processing (CIP; Sampson, Reardon, Peterson, & Lenz, 2004) approach to career counseling in assisting student veterans in their career decision making

12.  Expand veteran student self knowledge and career options through the CIP approach  Explore transferable skills gained in the military  Gain knowledge on resources that can assist student veterans in the job search  Decrease negative metacognitions, as measured by the Career Thoughts Inventory and the My Vocational Situation

13.  Needs Assessment  Group Counseling or Workshop Series

14.  Focused on career needs  Surveyed desired intervention Group Counseling, workshop, or other  Solicited input from Director of FSU Veterans Center  Emailed via Veterans Center

15.  40 students responded  53% graduate students  88% heard of Career Center; 31% had visited  59% group career counseling vs. 28% workshop series  Top 3 expressed needs:  Transferring skills gained in military to the workplace  Preparing a resume/CV  Negotiating job offers

16.  Psycho-educational group  6 sessions  1 month  Closed group  Voluntary membership  Student veteran members  Group leaders: Must be currently working on obtaining a Master’s degree or have a Master’s degree in a counseling field Must be under supervision if currently working on obtaining a Master’s degree

17.  ILP: Individual Learning Plan  SDS: Self-Directed Search and Opportunities Finder  The Guide to Good decision Making  CTI: Career Thoughts Inventory  CTI Workbook Exercises  Resume development  Informational interviewing  Transferring skills from the military to the workplace  Resource discussion

18. C ommunication A nalysis E xecution S ynthesis V aluing

19.  Co-leaders begin with introductions and goals for the group  Career Thoughts Inventory and My Vocational Situation  CIP Pyramid, CASVE Cycle Diagram, and CTI workbook  Member backgrounds /goals; Guide to Good Decisions Making (GTGDM)  Group rejoins and members share information  Co-Leaders distribute and explain SDS- Self-Directed Search  Self-Directed Search is written on Individual Learning Plan (ILP)  Goal: one new item is added to ILP each week

20.  Self-Directed Search turned in; summary print-outs prepared  Interests, values, and skills-Guide in GTGDM discussed  Group rejoins and transferable skills are given extra concentration  Students receive SDS results; group results are tallied on a white board  SDS interpretation discussion and how to use the SDS Opportunities Finder  Co-leaders discuss career thoughts and reframing items in workbook  Students write down any options on the GTGDM  HW: reframe at least 2 thoughts, and to bring in a copy of current resume

21.  Students share and process cognitive reframes  Resources such as the Military Crosswalk Search discussed  Students computers to start 2 nd page of the GTGDM  Co-leaders discuss resume-writing  Students critique each other’s resumes, highlighting transferrable skills  HW: Conduct an information interview through ProfessioNole network, Student Veterans Association, or LinkedIn  HW: Set up a LinkedIn account and make revisions to resumes

22.  Student presents on their informational interview  Students work together complete page 4 of the GTGDM  Discussion of Organizational Culture and “fit”  Job-hunting resources such as VetJobs explored  HW: Sign up on LinkedIn and “connect” with each other if they haven’t already  HW: Bring in an updated resume and cover letter geared towards a specific job posting

23.  Evaluate each other’s resumes and cover letter  Co-leaders discuss Elevator Speech and career expos  Practice elevator speeches in pairs  Evaluating and negotiating job offers is discussed  Co-leaders review information on evaluating and negotiating job offers, interviewing, applying for graduate school, and networking.  Veteran students receive a new ILP and write down steps they want to take in completing their career goals

24.  Co-leaders lead a discussion on the ILPs, and students share what they have written  The Career Thoughts Inventory is re- administered, and students compare results to their first CTI.  Co-leaders answer any lingering concerns or questions  Co-leaders conclude the group and wrap up

25.  Linked to benefit of providing evidenced based practices to those receiving services. Lots of $ allocated for veterans services What works well?  Examination of process of career decision-making and problem solving Can be beneficial now and into the future Providing fish vs. teaching how to fish

27. Briggs, B. (2012). Thousands of veterans failing in the latest battlefield: College. Retrieved from http://usnews.nbcnews.com/_news/2012/07/02/12509343-thousands-of-veterans-failing-in-latest- battlefield-college?lite Bullock, E. E., Braud, J., Andrews, L., & Phillips, J. (2009). Career concerns of unemployed U.S. war veterans: Suggestions from a Cognitive Information Processing approach. Journal of Employment Counseling, 46, 171-181. Clemens, E. V., & Milsom, A. S. (2008). Enlisted service members’ transition into the civilian world of work: A Cognitive Information Processing approach. The Career Development Quarterly, 56, 246-256. Lang, W. A., & Powers, J. T. (2011). Completing the mission: A pilot study of veteran students’ progresstoward degree attainment in the post-9/11 era. Operation College Promise and The Pat Tillman Founda-tion. http://www.pattillmanfoundation.org/wp- content/uploads/2011/11/Completing-the-Mission.pdf Sampson, J. P., Jr., Reardon, R. C., Peterson, G. W., & Lenz, J. G. (2004). Career counseling and services: A cognitive information processing approach. Pacific Grove, CA: Brooks/Cole. Sander, L. (2012). With GI Bill’s billions at stake, colleges compete to lure veterans. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/With-GI-Bills-Billions-at/131723/http://chronicle.com/article/With-GI-Bills-Billions-at/131723/