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

Cheryl Holcomb-McCoyAnita YoungCareer Counseling: Foundations, Perspectives, and Applications edited by David Capuzzi and Mark Stauffer

High School Students

Hurley and Thorp (2002) found:Students unaware of career developmentLack of guidance by adultsDecisions based on emotion rather than opportunity

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.

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.

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.

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.

Career Development of High School Students

Super's vocational development theoryHolland's vocational theoryLent, Brown, and Hacketts social cognitive career theoryAstins sociopsychological causal model of career choice

SuperExploration 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.

Social Cognitive Career Theory (SCCT) (Lent, Brown, & Hackett, 1994) Self-efficacyOutcome expectationsGoalsContextual supports and barriers.Environmental factors

Career Development Factors Perceived social support Racism and barriers for minority studentsAwareness of sex types and prestige levelsCareer self-efficacy and self-confidence related to gender

Career Development Factors (cont.) Work valuesExploration of work valuesPerceived rewards of workTransition period to adulthood Intrinsic vs. extrinsic work values

Career Development Factors (cont.) Work Role SalienceWork-role salience represents the relative importance of work and career in an individuals life.Work role facilitates career exploration.

Career Development Factors (cont.) School to Work TransitionThe 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 learningIntegrate school-based and work-based learningIntegrate secondary and postsecondary education

Career 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)

Career Development Factors (cont.) Career Maturity (Salami, 2008)Obtain and convert information to self-knowledgeDecision-making skillsConvert career information to world-of-work knowledgeIntegrate knowledge of self and world-of-workImplementing obtained knowledge

Access to Career ServicesRace to the Top and Blueprint for ReformEnhance and reward principal and teacher effectivenessBuild data systems that inform parents and educators about student achievement and guide instructionDevelop college- and career-ready standards and assessments aligned to those standardsImplement effective interventions and support

Access to Career Services (cont.)Gates Foundation Public Agenda reportCan I Get a Little Advice HerePoor ratings for college prepLack of connection reported just another face in the crowdASCAwhat can go wrong with bad student to counselor ratios

Career and College Counseling in High SchoolAmerican School Model Counselor Association (ASCA) Model (2005)Three domains:AcademicPersonal/socialCareer counseling

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

Career and College Counseling in High School (cont.)ASCA modelCareer domain: Self-awareness Making informed decisions Achieving career goals

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)

Career and College Counseling in High School (cont.)Ninth GradeFreshman Transition School Counseling Program

orient and prevent isolationgoal-setting strategiestranscript interpretationtime management skillsgraduation requirementsindividual learning styles

Career and College Counseling in High School (cont.)Tenth GradeSteps to prepare for collegeDecision-making and goal-setting should be clearEleventh and Twelfth GradeEmpowermentInformed decision-making

Counseling for CollegeGetting startedNaviancePrioritizing college choice/interestSafety, comfort, and reach schoolsGather information College admissions testingFinancial aid and scholarship

School to WorkApprenticeshipJob ShadowSchool to Work Transition Programs

ReferencesAmerican 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 ofcareer 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.