Chapter Eleven Chapter Eleven Career Counseling: Career Counseling: Kindergarten Through Eighth Kindergarten Through Eighth Grade Grade Rebecca M. Dedmond Pat Schwallie-Giddis Shelby E. Strong Career Counseling: Foundations, Perspectives, and Applications edited by David Capuzzi and Mark Stauffe
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Chapter Eleven Career Counseling: Kindergarten Through Eighth Grade
Career Counseling: Foundations, Perspectives, and Applications edited by David Capuzzi and Mark Stauffer. Chapter Eleven Career Counseling: Kindergarten Through Eighth Grade. Rebecca M. Dedmond Pat Schwallie-Giddis Shelby E. Strong. Career Planning K-8. - PowerPoint PPT Presentation
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Chapter ElevenChapter Eleven Career Counseling: Career Counseling:
Kindergarten Through Eighth Kindergarten Through Eighth GradeGrade
Rebecca M. Dedmond
Pat Schwallie-Giddis
Shelby E. Strong
Career Counseling: Foundations, Perspectives, and Applications edited by David Capuzzi and Mark Stauffer
Career Planning K-8Career Planning K-8
Career planning has progressed through the years and is widely accepted as a developmental, sequential process that involves all students-all genders, all ethnicities, all ages.
Career Planning K-8 (cont.)Career Planning K-8 (cont.)
Learning to identify the relationship between academic content learned in school and how it applies to life and career choices is the cornerstone of the career planning system for K-8.
Career Planning SystemCareer Planning System
Framework of Competencies NOICC National Career Development
Guidelines Project (2004)
ASCA National Model for School Counseling
National Standards for Students (2004)
Developmental TheoristsDevelopmental Theorists
EriksonFirst three stages prior to Kindergarten
1. Trust vs. mistrust
2. Autonomy vs. shame self-doubt
3. Initiative vs. guilt
Fourth stage around six
Industry vs. inferiority
VygotskyVygotskyChildren’s development and learning is the product of
living in a social context.
Adults are mentors
Zone of Proximal Development
“gap between what a learner can achieve on his or her own and what he or she can accomplish with the help of the mentor.”
Fantasy (4-10 Years): “Needs remain dominant aspects of the person’s life, and role playing in fantasy takes place” (Liptak, 2001, p. 73)
Interest (11-12 Years): “Likes are the major determinant of the person’s aspirations and activities. The person avoids activities that are not interesting” (Liptak, 2001, p. 73).
Capacity (13-14 Years): “Abilities take precedence in life, and the person begins to consider a variety of career requirements including training and salary” (Liptak, 2001, p. 73).
curiosity exploration information time perspective self-concept
key figures interests locus of control planfulness
SuperSuper9 Dimensions that lead to effective problem-solving and
decision-making:
Career Theorists (cont.)Career Theorists (cont.)
“occupational choice is a developmental process; it is not a single decision, but a series of decisions made over a period of years. Each step in the process has a meaningful relation to those which precede and follow it.”(1951, as cited in Liptak, 2001, p. 70)
Ginzberg, Ginsburg, Axelrad, and Herma
Career Theorists (cont.)Career Theorists (cont.)
First Stage (up to 11): Fantasy
• Engagement in play
The second stage (through middle school): Tentative stage
1st substage: interests
2nd substage: capacity
Career Theorists (cont.)Career Theorists (cont.)
Ginzberg, Ginsburg, Axelrad, and Herma
Circumscription and compromise
• Children make compromises in their career aspirations in relation to gender stereotyping and sex-typed learning experiences.
• Children eliminate, moderate, and restrict choices.
Career Theorists (cont.)Career Theorists (cont.)Gottfredson
NCDA InterventionsNCDA Interventions
1. Making the classroom a workplace.
2. Teaching/Reinforcing Productive Work Habits.
3. Helping students understand the career applications of school subject matter.
4. Using community resource persons to emphasize both work and occupations.
5. Emphasizing career awareness but not specific occupational choice.
6. Reducing bias and stereotyping in career awareness.
Career Planning SystemCareer Planning System (cont.) (cont.)
Evaluation
• Career planning program evaluation
• Student follow-up
School PartnershipsSchool Partnerships
• Parent Involvement
• Business and community partners working with students
• Business and community partners working with educators
ReferencesReferences
Liptak, J. (2001). Treatment planning in career counseling. Pacific Grove, CA: Brooks Cole.
National Occupational Information Coordinating Committee (NOICC), U. S. Department of Labor. (2004). The national career development guidelines project. Washington, DC: U.S. Department of Labor.
National Career Development Guidelines Framework. (2004). Available at http://associationdatabase.com/aws/NCDA/pt/sp/Home_Page.
American School Counselor Association. (2004). ASCA National Standards for Students. Alexandria, VA: Author.