Chapter 10 Career Development Interventions in the Elementary Schools

1. Publisher to insert cover image here Chapter 10 Career Development Interventions in the Elementary Schools Developed by: Jennifer Del Corso

2. Overview of Career Development Interventions in Schools The National Standards for School Counseling Programs and the American School Counselor Association (ASCA) National Model for School Counseling (ASCA, 2014) identify career development as an essential element in effective school counseling programs Most recent standards are ASCA Mindsets and Behaviors for Student Success (ASCA, 2014)- organized into three domains: -academic, -career, and -social/emotional development

3. National Standards for School Counseling Programs (ASCA, 2012) The National Standards (ASCA, 2012), which were developed to address the growing need for standardization and accountability in school counseling programs, consist of four components: foundation delivery system management system accountability system

4. National Career Development Guidelines The U.S. Department of Education’s Office of Vocational and Adult Education (OVAE) revised the National Career Development Guidelines (NCDG) so that they would align with the goals of No Child Left Behind. The NCDG framework addresses three domains: Personal Social Development (PS), Educational Achievement and Lifelong Learning (ED), and Career Management (CM).

5. Criticisms of Career Education Takes time away from core academic subjects Pressures students to pursue work immediately after high school rather than postsecondary education Topic not appropriate at elementary and secondary levels Programs not systematic and coordinated

6. Important Considerations in Developing Career Development Interventions in the Schools Advocate for making career development programs an integral part of the school curriculum rather than an ancillary service Help teachers become aware of the research data that indicate positive correlation between career planning and school success Be aware of how environmental constraints (e.g., sexism, discrimination) negatively affect students’ career development

7. Five-Stage Planning 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.

8. How to Develop a Systematic Career Intervention Involve knowledgeable professionals, parents, and representatives from the community in all phases of planning. Use developmentally appropriate interventions. Communicate program goals and objectives clearly to all stakeholders.

9. How to Develop a Systematic Career Intervention (cont.) Assure that the program is based on student needs. Evaluate outcomes to determine the degree to which program goals and objectives were achieved. Assure the competence of those involved in program delivery.

10. Career Development in the Elementary School Careers unfold and develop throughout the life span. For children and adolescents, school and leisure activities are their work.

11. Children’s Conceptions of Career Choice and Attainment Model (CCCA) Developed by Howard and Walsh (2010, 2011). CCCA model organizes children’s concepts of career choice and attainment around three approaches: Association, Sequence and Interaction CCCA Model: Level 1 Association- career exists for the child Level 2 Sequence- - child can describe career but not method on how to attain Level 3 Interaction - child can describe the skills they need to get a job

12. Career Development Before Elementary School - Erikson Children move through the first two of Erikson’s eight stages prior to entering elementary school. Those who coped successfully with these stages have developed trust and autonomy. When students do not develop trust and autonomy, they experience consequences of mistrust, doubt, and shame.

13. Developmental Tasks of Infancy and Early Childhood - Havighurst From ages 0-5 children learn to walk eat solid food talk control elimination of body wastes identify sex differences and behave with modesty relate emotionally to family members prepare to read identify the difference between right and wrong

14. Career Development During Elementary School (Erikson) During elementary school years, students need to develop initiative (ages 4-6) and industry (ages 6-12). When these tasks are accomplished, they use curiosity to gather information about themselves and the world. These behaviors result in personal effectiveness that is rewarded by positive outcomes.

15. Middle Childhood Developmental Tasks (Havighurst) Develop physical skills for participation in games Build positive attitudes toward oneself Develop interpersonal skills Become more tolerant Learn appropriate gender social roles

16. Middle Childhood Developmental Tasks (Havighurst)- cont. Develop academic skills in reading, writing, and mathematics Achieve a greater sense of independence Develop attitudes toward groups and institutions

17. Career Development in Childhood (Porfeli, Hartung, and Vondracek, 2008) Children know much more about world-of-work than many people believe Career aspirations of children are influenced by gender-based stereotypes Aspirations tend to be stable across elementary years (i.e. girls move away from math, science, technology, engineering and boys move away from female dominated fields (i.e. counseling, teaching, nursing)

18. Career Development in Childhood (Porfeli, Hartung, and Vondracek, 2008) Children from economically challenged situations as well as Hispanic and African American children tend to identify less prestigious career aspirations than do their more affluent and Caucasian peers Children tend to seek more glamorous aspirations instead of realistic ones

19. Goals of Career Interventions at Elementary School Level (Super & Savickas) Encourage students to participate in activities related to their interests Help children become concerned about the future increase personal control over their lives convince themselves to achieve in school and at work develop competent work habits and attitudes

20. Career Interventions in Elementary School to Minimize Gender Bias Help students from prematurely committing to educational and occupation options (Marcia, 1996) Counselors can use the Inventory of Children’s Activities developed by Tracey and Caulum (2015) to help minimize gender bias when assesses Holland types in children Programs should highlight nontraditional role models Expose students to a broad range of occupational environments Encourage students to read stories about people working in non-traditional occupations

21. Career Development Goals for Elementary School Students Career development goals for elementary school children should help children develop basic skills and awareness in the following areas: self-knowledge, skills to interact with others basic skills in educational and occupational exploration awareness of the benefits of educational achievement awareness of the relationship between work and learning basic skills to understand and use career information awareness of the importance of personal responsibility and good study habits

22. Career Development Goals for Elementary School Students (cont.) awareness of how work relates to the needs and functions of society an understanding of how to make decisions awareness of the interrelationship of life roles awareness of different occupations and changing male/female roles awareness of the career planning process

23. Considerations in Planning Career Development Interventions Become a constant observer of children. Notice how they approach tasks. Notice the activities they choose. Encourage initiative. Notice the thematic patterns that emerge.

24. Considerations in Planning Career Development Interventions (cont.) Consider the processing of an activity as important as the activity itself. Focus feedback on the specifics of a child’s efforts to develop a sense of industry rather than inferiority. Provide opportunities for children to express their beliefs about themselves in relation to various occupations.

25. Examples of Activities School Wide Career Day Field Trips Reading Biographies of various workers

26. Parental Involvement Parents have substantial influence over the career development of their children. They provide greatest amount of direct and indirect exposure to work. Their influence is most effective when it is planned, intentional, and goal-oriented. They, however, possess minimal knowledge of career development theory and how environmental factors affect development.

27. Ways in Which Parents Can Assist Children (Herr, Cramer, & Niles) Encourage children to analyze self-characteristics (interests, capacities, values) Communicate work requirements to children. Discuss the importance of work values in work behavior. Explain the relationship among work, pay, and the economic condition of the family.

28. Ways in Which Parents Can Assist Children (Herr, Cramer, & Niles) Connect children with informational resources (workers, books, films). Be careful to avoid stereotyping occupational alternatives and workers. Provide children with opportunities for work in the home and community. Provide children with opportunities to learn and practice decision-making skills.