Resources and Tools that School Counselors use for Career Counseling

1. Kristen Davidson Jennifer Edwards Alyssa Heggen Danhua Kong Lauren LaFayette Brian Maloney Jennifer Richards Resources and Tools that School Counselors use for Career Counseling

2. Self-Directed Search

3. A self-administered, self-scored, and self-interpreted career counseling tool (Krieshok 1987) Developed as a research instrument to validate Holland’s theory; yields Holland types (Sharf, 2006) Use subsets such as aspirations and competencies to measure one’s similarity to the six Holland types (Miller, 1997) Self-directed Search

4. The Self-Directed Search can be a helpful tool for guidance counselors Most appropriate for use with high schoolers, versions adapted for middle schoolers 25% of students taking the Self-Directed Search make errors in scoring the instrument, 10% of those are serious=trained proctor should be available to assist students (Miller, 1997) Strategies for implementation

5. Incoming freshmen, freshmen orientation Offer it during the first few weeks of school to willing students during study hall, break, or lunch Psychology, Home economics, or technology class In conjunction with FAFSA meetings, parent meetings Join forces with athletic teams and organizations Strategies for implementation

6. The degree to which a person’s expressed interests relate to their inventory results • High rates of validity are between 48-64% (depending on sex and age) • 1977, a group of high school freshmen took the inventory • 40%/men, 66% women • Eventual occupation or field of entry was the predicted variable • Validity is comparable to other inventories in it’s class • (Krieshok, 1987) Validity of the Self-Directed Search

7. O’Connell at the University of Maryland facilitated a study to determine test-retest reliability 65 subjects were administered the SDS during freshman orientation and 7-10 months later Results showed little change in code Unreliability= individuals scoring their own booklets is a source of unrealiability Reliability of the Self-Directed Search

8. 27 million people world wide Other versions formed: Canadian, Spanish, Chinese Edition for those with limited reading skills Sharf, 2006 Cultural Implications

9. Kuder and COPS

10. COPS, CAPS, COPES • Career Clusters • Science Technology • Outdoor Business • Clerical Communication • Arts Service • Results from inventories matched with career clusters California Occupational Preference System

11. Dr. Frederic Kuder • 6 career clusters • Outdoor/Mechanical Science/Technical • Arts/Communication Social/Personal Services • Sales/Management Business Operations • Student interests = interest profiles of people in different occupations Kuder Career Search with Person Match

12. Purpose and Use • Designed to assist in career decision-making process • 1st step - provides information for future career exploration • Match inventory results with career clusters • Explore occupations within career clusters • Should not be sole source of information • Best Practices • Once in middle school • Twice in high school Strategies for Implementation

13. COPS • Broad range • COPS, COPS P, COPS II, COPS R, COPS PIC • Frequency • 19,000 per year norm base • 7th -12th English • KCS with Person Match • Range • Middle school to adult • More effective with age • Frequency • KCS with Person Match • Total ~2 million • Secondary 1.3 million Frequency and Range

14. COPS • Knapp, Knapp, & Knapp-Lee, 1985 • 60 to 74% accurate for prediction of career choice or college major • Knapp, Knapp, & Buttafuoco , 1978 • 45% same highest for 2 successive years • ~80% same two highest • 93% same for top three • KCS with Person Match • Zytowski & Laing, 1978 • 51% employed in predicted occuptation • Compared • 89% match top three in COPS and KCS(EDITS) Validity & Reliability

15. Narrative Career Counseling With Students

16. Based on the principle that life events and experiences can be organized into stories that can lead to effective change. Narrative career counseling links the past, present, and future through a narrative form (Thomas & Gibbons, 2009). The student is the expert in the session and is the author and the main character of her career story (Eppler, Olsen, & Hidano, 2009). Narrative career counseling aligns with the American School Counselor Association’s (ASCA) standards in the promotion of career competencies (American School Counselor Association, 2003). Narrative Career Counseling

17. Narrative career counseling has been found to work well with students, as it allows them to be the experts in their own lives (Thomas & Gibbons, 2009) • Research has also shown that narrative career counseling works well with students dealing with parental divorce. • Adolescents from divorced families have poorer academic, behavioral, and social-emotional outcomes that their peers from intact families (Thomas & Gibbons, 2009) Research

18. Brott's"storied approach“ (Thomas & Gibbons, 2009): • Co-Construction Process, Construction Process, Deconstruction Process • Biblionarrative technique (Eppler et al., 2009): • a combination of oral and written story that can be revised together throughout academic year • Displaced communication (Eppler at al., 2009): • focus on activities and materials with which students are comfortable and engage the student in indirect communication to discover their story • The use of stories (Eppler et al., 2009): • promotes reading skills while creating discussion on career exploration Strategies for Implementation

19. Children: • Using stories encourages rapport building because the children’s own choices of words are used and the counselor collaborates with the child (Eppler et al., 2009) • Adolescents: • First, adolescents have a strong desire for autonomy. Narrative career counseling requires the adolescent to be the primary author and actor. • Second, adolescents believe that their thoughts, beliefs, and attitudes are more accurate than others' interpretations. • Finally, adolescents are resistant to interventions that may be interpreted as personal criticism (Thomas & Gibbons, 2009). Age group/grades

20. Narrative career counseling is fairly new to the career counseling field, so there is a limited amount of empirical support for this approach. This approach may be difficult for beginning counselors because of the lack of structured techniques and the lack of specific inventories. (McIlveen & Patton, 2007) Validity and reliability

21. Benefits of Narrative career counseling: • Clients tell their life and career stories from the context of their experiences, allowing the client context and worldview to be integrated (Toporek& Flamer, 2009). • Effective with marginalized groups where storytelling and narration are historically valued (Toporek & Flamer, 2009). • School counselors using narrative counseling must be sensitive to the differences in counseling adolescents versus adults. • Some adolescent students may not have moved into Piaget's formal-operational stage, which typically begins around sixth grade at age 11 or 12 (Thomas & Gibbons, 2009). Cultural Implications

22. Discover

23. Research-based assessments: • career-relevant interests, abilities, and job values • World-of-Work Map organizes occupations into six clusters, parallel to Holland's Hexagon • Comprehensive, developmental guidance process: • identify strengths and needs, make good career decisions, and build a plan based on their personal profiles • Complete, current databases: • occupations, college majors, schools and training institutions, financial aid/scholarships, and military options • Develop good job-seeking skills: • effective resumes, cover letters, job applications, and interviewing skills • Serves persons from middle school through adulthood (http://www.act.org/discover/) DISCOVER

24. The DISCOVER World-of-Work Map: • An extension of John Holland's hexagon (26 career areas) • How interests, abilities, and job values relate to each other and to career options • Provides a simple yet comprehensive overview of the work world • Encourage users to explore families of related occupations before moving on to specific occupations • Interest inventory: • Not occupational titles or specific job duties • Assess basic interests while minimizing the effects of sex-role connotations • Results are visually linked to career options via the World-of-Work Map • Ability inventory: • 15 abilities (6-10) , important work-relevant abilities-----sales, leadership, organization, and manual dexterity • Job values inventory: • Uses the World-of-Work Map to link work values (e.g., authority, public contact, physical activity) to career options and to interests and abilities. • Research Support for DISCOVER Assessment Componentssummarizes a small part of the research supporting DISCOVER assessments Research

25. Psycho-education Group career counseling Individual career counseling Strategies for implementation

26. People in Grade 6 or higher: • Grade6 click on Occupational tab, then “By the World-of-Work Map” • Grade 6-7: take the Interest Inventory • Grade 8: take the Interest and Abilities Inventories • Grade 9 or above: take Interest, Abilities, and Values Inventories (Super’s career developmental theory) • Used for • High school • Four-year college • Two year college • Professional/graduate school • Career/technical training • Military service • Immediate employment ( Osborne, W., 1997) age groups/grades

27. Based on more than 20 empirical investigations conducted by counselors and researchers over the past two decades, DISCOVER is effective: • Help individuals make career decisions • Clients who have specific career development needs • Other kinds of career counseling • Increase an individual’s: • Career decidedness and occupational certainty • Career maturity • Level of career development: Super’s career developmental theory • Career decision-making self-efficacy • Vocational identity • Career exploration behavior (http://www.act.org/discover/) Validity and reliability

28. Ability self-estimates • self-confident vs. modest • Interests • value of education (study vs. work, sports) • certain school subjects (math, science) • Job values • Individualism VS Collectivism • Social attitudes toward jobs Cultural implications and limitations

29. Myers-briggs type indicator

30. -Based off the work of Carl Jung -Created by Katherine and Isabel Briggs -Reports a person’s preferred ways of attending to the world -4 Letters representing your preferences (16 combinations): Where you focus your attention — Extraversion (E) or Introversion (I) The way you take in information — Sensing (S) or Intuition (N) The way you make decisions — Thinking (T) or Feeling (F) How you deal with the outer world — Judging (J) or Perceiving (P) MBTI – Myers-Briggs Type Indicator

31. -Used in middle schools to help teachers know what learning styles work best for their students -Adaptations can then be made in teaching styles -Type can help students understand, while different from peers, still normal Research

32. Research cont. Project implemented in Language Arts Department

33. -Often used in psychology or interpersonal related classes or for team building -Helps to improve communication and decision making (Watkins & Campbell, 2000) Strategies for implication

34. -Used most often for older students and adults – often at the college level -Isabel Myers designed to use this for a wide age range and for multiple presenting issues (Watkins & Campbell, 2000) Age groups/grades

35. -Younger students yield scores with lower reliability than did adults 20 years and older (Capraro & Capraro) -Higher achieving students yield higher reliability than do lower achieving students (Capraro& Capraro) -Validity may be questionable because no evidence to show positive relation between MBTI and success within an occupation (Pittenger, 1993) Validity and Reliability

36. Drive of Your Life:learnmoreindiana.org

37. Learn More Indiana helps students and parents: • Check out colleges and career training programs • Explore different careers including the fastest growing Indiana occupations • Keep academics on track through grad-specific checklists and tips for supporting life-long learning • Find ways to save and pay for college Learn more indiana

38. Career Clickers eXpanded- A more detailed bank of questions to help connect individuals to possible careers that may interest them. Career Clickers eXpress- Use these tools to find out what jobs might be best for you and how to get into the career you’ve always wanted. Career One Stop- It is designed to provide information on high growth, in-demand occupations along with the skills and education needed to attain those jobs. Career Party- Career Party is a very short career interest inventory for students. It quickly helps students get a code that can then be entered into the “Career Profiles” section of the learn more website. Drive of Your Life- Drive of Your Life is a Web-based video game designed to help middle-school students learn more about themselves and their options for the future. Interest Inventories

39. Career exploration game based on Holland’s Codes Specifically for middle-school and high school students Allows students to answer questions about themselves to learn what themselves and careers that interest them on a “virtual drive” Created specifically for Indiana students by IYI, funded by a grant from the Lilly Endowment, Inc http://www.driveofyourlife.org/ “Drive of your Life”

40. Last school year: • 1,530 schools used “Drive of Your Life” • 103,000 students in the state of Indiana. • 223 Youth Serving Organizations (not for profits, after school programs, churches) • 923 youth • Used state wide so it should cross all SES, race, and genders, but these statistics are not tracked by IYI • DOE tracks the free and reduced lunch profile of each school though Research

41. Lesson 1:Introduction of Drive of Your Life (15 minutes) Lesson 2:Log on to Drive of Your Life (20 minutes) Lesson 3:Customize your ride (45 minutes) Lesson 4:Personal Style Assessment (20 minutes) Lesson 5: Plan your trip (40 minutes) Lesson 6: Jump in and drive (40 minutes) Lesson 7: Conclusion and print out (20 minutes) Strategies for Implementation

42. Learn more Indiana recommends 6th grade Created for Middle School students, but students from 5th grade through high school teachers have found it helpful (Learn More Indiana, 2007) Primarily used by middle schools with the bulk of the students in 6th grade (K. Coffman, personal communication, April 4, 2011) When to use “Drive of Your Life”

43. Learn More Indiana collects data through student surveys to inform schools, communities and policy-makers about student postsecondary aspirations, perceived barriers and access needs.  These surveys also provide a way to link students directly with Indiana’s colleges and universities and provide valuable information to improve school counseling and communication efforts. (Learn More Indiana, 2007) “Drive of your Life” was created in 2005. At this point, students who have used this program are not yet going on to college. Indiana Youth Institute is in the process of doing an evaluation to see its effectiveness on college going rates and college success. (K. Coffman, personal communication, April 4, 2011) Validity and reliability

44. Junior Achievement

45. JA Worldwide is the world’s largest organization dedicated to educating students about workforce readiness, entrepreneurship and financial literacy through experiential, hands-on programs. (Junior Achievement, 2011) • Multiple lessons depending on the age group • JA is a program used in the school to help students gain a better knowledge of real world jobs. • Focus is entrepreneurship, global business, and finances (Junior Achievement, 2011) Junior Achievement

46. Junior Achievement Programs help prepare young people for the real world by showing them how to: • Generate wealth and effectively manage it • Create jobs which help the community • Apply entrepreneurial thinking to the workplace (Junior Achievement, 2011) • Student put these lessons into action and learn the value of contributing to their communities. (Junior Achievement, 2011) Junior achievement

47. JA Worldwide reaches 9.7 million students per year (Junior Achievement, 2011) 379,968 classrooms and afterschool locations. (Junior Achievement, 2011) JA programs are taught by volunteers in inner cities, suburbs, and rural areas throughout the United States of America (Junior Achievement, 2011) 122 countries around the world (Junior Achievement, 2011). Research

48. In-class and after-school programs Teachers or school counselors Volunteers Psycho-educational presentations and group work Grants Implementation in Schools

49. Elementary • BizTown (Junior Achievement, 2011) • Middle School • Financial Literacy • High School • Careers with a Purpose (Junior Achievement, 2011) • Job Shadowing Age Groups

50. Hired Worldwide Institute for Research and Evaluation (WIRE) to complete longitudinal studies of program (Junior Achievement, 2004). • assessment and evaluation showed • students had a better understanding of free enterprise • Students were more likely to be employed • Students were more likely to enroll in postsecondary education than were other same-age students • (Junior Achievement, 2004) Validity and Reliability