Chapter Three

Context of Career Counseling/Guidance

1
3.1. Career Counseling in
Elementary School
 Effective career-related programs in schools require a cooperative
effort that usually includes :
 planning,
 Oversight
 Operational procedures
 This is often needs joint effort of:
 Administrators
 Teachers
 Counselors
 Parents, and
 Community volunteers
• Career-related programs in elementary schools require the development of model
programs, resources, and strategies, and most important, carefully planned
methods of curriculum integration

 Counselors are often involved in promoting, developing, and evaluating career

development of children

 Counselors serve in coaching, leadership, consultancy, coordination, teaching, team

facilitation, and promotion of community involvement

 Elementary school career program establishment requires convincing teachers,

convincing administrators, and persuading parents
Establishing elementary school career
programs
 Techniques
 Workshop
Teachers  Research seminar
 Training
 Meetings

Persua Relevant
Parents stakehold
de ers

Administr
ators
Involving Families

 Recognize and show the role of parents in child’s development

 Present a realistic picture of what the program is designed to accomplish

 Maintain ongoing communication with parents (e.g. written or oral, WhatsApp

group, group email, etc)

 Show parents that you care about their child (e.g. call, write notes, know their
concerns)

 Keep parents informed as to how they can help their child at home
 Use parents’ ideas, give materials and activities to work with their
child

 Ask others’ help: ask support from colleagues, parents, friends, etc

 Recognize diverse family structures and parenting styles

 Help parents grow in confidence and in self-esteem

Development of National Career Guidelines: Things
to Consider

1. Self-knowledge: assessment of self-concept, social skills, aspiration for growth and change

2. Educational and occupational exploration: exploring education opportunities, the needs

of the society the world of work, the link between work and learning

3. Career planning: thinking ahead before make decisions by considering:

• Life roles

• Variety of occupations and changing roles (in terms of age, sex, etc)

• Written SMART career objectives

8
 Know the
kids

Know the
implement educating
the plan and work
world

Plan based
on
research
Strategies to follow (KG to Grade 6)

• Establish classroom guidance to foster peer relationships, understanding

of self, communication skills, decision-making skills, study skills

• Individual and small group counseling to address interpersonal concerns,

family issues, personal emotional and behavior problems

• Develop/Adapt assessment instruments to measure ability, interests,

personality, etc
 Work on lifelong growth of values, interests, and career related skills

 Coordinate the program: school and community resources, all school

career-related activities
Sample K–6 Career Goals and Competencies
Overall Goals
 Become aware of personal characteristics, interests, aptitudes, and
skills
 Develop an awareness of and respect for the diversity of the world of
work
 Understand the relationship between school performance and future
choices
 Develop a positive attitude toward work

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Competencies

 Kindergarten students will be able to:

 Identify workers in the school setting

 Describe the work of family members

 Describe what they like to do

 First-grade students will be able to:

 Describe their likes and dislikes

 Identify workers in various settings

 Identify responsibilities they have at home and at school

 Identify skills they have now that they did not have previously
 Second-grade students will be able to:
 Describe skills needed to complete a task at home or at school
 Distinguish which work activities in their school environment are done by
specific people
 Recognize the diversity of jobs in various settings
 Third-grade students will be able to:
Define what the term future means
Recognize and describe the many life roles that people have
 Demonstrate the ability to brainstorm a range of job titles
 Fourth-grade students will be able to:
 Imagine what their lives might be like in the future
 Evaluate the importance of various familiar jobs in the community
 Describe workers in terms of work performed
 Identify personal hobbies and leisure activities

 Five-grade students will be able to:

 Identify ways that familiar jobs contribute to the needs of society
 Compare their interests and skills to familiar jobs
Compare their personal hobbies and leisure activities to jobs
Discuss stereotypes associated with certain jobs
 Discuss what is important to them
 Sixth-grade students will be able to:
Identify tentative work interests and skills
 List elements of decision making
 Discuss how their parents’ work influences life at home
Consider the relationship between interests and abilities
 Identify their own personal strengths and weaknesses

SOURCE: From Developmental School Counseling Programs: From Theory to Practice, by P.O.
Paisley and G. T.Hubbard (American Counseling Association, 1994)
Possible Activities in Career Planning

 Ask students to make a list of jobs/occupations to share with others

 Have students identify the kinds of people who work in a selected list of
occupations. Emphasize likenesses and differences

 In a self-discovery group, discuss how people have different interests and enjoy
different or similar activities
 Have students to describe how workers in different activities are affected
by weather

 Ask students to collect newspaper and magazine photos of different

people and describe likenesses and differences

 Have students identify workers who visit their homes

 Assign students to write a short paragraph answering the question, “If you
could be anyone in the world, who would it be?” Follow with a discussion
 Divide the class into groups of boys and girls and ask each group to make
a list of jobs girls can and cannot do. Compare lists and discuss how
women are capable of performing most jobs.

 Have students describe in writing, orally, or both “someone I would like to

work with”

 Discuss how people work together and demonstrate using the example of
three people building a doghouse together. What would each person do?
Facts to Consider in elementary schools

 Self-concepts begin to form in early childhood

 Understanding strengths and limitations a foundation for self-

understanding and future career

 Elementary school children imitate role models in the home and school

 Children learn to associate work roles by sexual stereotyping at an early

age (challenge this)
 Self-awareness counseling is a major goal of the growth stage in elementary
schools

 Taking responsibility starts at early age and has implications for future career
decisions

 Understanding the relationship between education and work is a key concept

 Learning about occupations and about people who are actually involved in
occupations builds an awareness of differences among people and occupations

 The idea that all work is important should be taught at early age
3.1. Career Counseling in
Secondary School
 The Planning for Life Program complements comprehensive guidance
programs/secondary school

 First, this program places career planning within the framework of the
total school guidance program; career planning for all students is
emphasized as in comprehensive guidance plans
Elements of the Planning for Life Program (“7
C”s)
1. Clarity of purpose: share the program’s purposes with school, family, business, and
community

2. Commitment: an investment of resources from all parts of the community is

essential

3. Comprehensiveness: the program addresses all participants in the community with

all career and educational opportunities

4. Collaboration: schools, family, business, and community share program ownership

5. Coherence: availability of documented plan for all students

6. Coordination is the degree to which the program is interdisciplinary

and career planning is developmental

7. Competency is proof of student attainment

Goals of Counseling (Sec.School)

a) Enhancing Decision-making skills, self-awareness by recognizing

strengths and weaknesses

b) Exploring educational and work opportunities

c) Developing economic awareness: supply and demand in relation to

job availability

d) Enhancing occupational awareness: know content of jobs

Strategies of Self Knowledge Counseling
(Sec.School)
1.Introduce the concepts of self-image, self-worth, and self-esteem

2.Ask students to complete a standardized or original personality

inventory; e.g. Holland’s (1992) classification system
3. Have students list subjects (courses) in which they have excelled and those in
which they have not
1. Ask them to relate skills learned to their personality characteristics
4. Assign students to construct a life line in which they designate places
lived in and visited, experiences in school and with peer groups, and major
events. Have them project the life line into the future by identifying goals

5. Have students discuss how different traits are more important for some
goals than for others
• Compile a list of jobs and corresponding traits.
Educational and Occupational Exploration
Strategies
 Ask students to write a description of the type of persons they think they are, their
preferences for activities (work and leisure), their strengths and weaknesses, and
their desires for a career someday
 Have students list several occupations that are related to their own interests and
abilities: Discussion??
 Lead a class discussion by identifying relationships of interest and abilities to
various occupations. Each student should explore one occupation in depth,
including reading a biography, writing a letter to someone, or conducting
interviews.???? The student should research training requirements, working
conditions, and personal attributes necessary for the job.
Activity
• Who are you? What is your work preference?
 Ask each student to visit and report a place where he or she can observe
someone involved in a career of interest

 Have the students make a list of the school subjects that are necessary to
their career success

 Have students classify ten occupations (by abilities needed including

physical, mental, mechanical, etc) and select three occupations that match
their abilities and interests
Developmental issues in SS

• Career choice is dependent on age and development

• There are developmental issues that affect career including:

• Role confusion: adolescents delayed commitment until further options are explored

• Career maturity: stabilized identity that serves as framework for career choice
and decision
• Sexual maturity: dramatic physical change (e.g. muscle growth) that helps in
careers that require physical
Sample of Grades 10–12 Career Goals and Competencies

Overall Goals

• Become aware of personal characteristics, interests, aptitudes, and skills

• Develop an awareness of and respect for the diversity of the world of work

• Understand the relationship between school performance and future choices

• Develop a positive attitude toward work

Competencies

Tenth-grade students will be able to:

 Clarify the role of personal values in career choice

 Distinguish educational and skill requirements for areas or careers of interest

 Recognize the effects of job or career choice on other areas of life

 Begin realistic assessment of their potential in various fields

 Develop skills in prioritizing needs related to career planning

11th Grade Students’ Goals

 Refine future career goals through synthesis of information concerning self,

use of resources, and consultation with others
 Coordinate class selection with career goals

 Identify specific educational requirements necessary to achieve their goals

 Clarify their own values as they relate to work and leisure

12th Grade Students’ Goals

• Complete requirements for transition from high school

• Make final commitments to a career plan

• Understand the potential for change in their own interests or value related to work

• Understand the potential for change within the job market

• Understand career development as a life-long process

• Accept responsibility for their own career directions

Discussion point

• What is the values Career Counseling in higher institutions?

• Do you think there is career counseling at higher institutions?

• Who is more beneficial from the Career Counseling services ?

37
3.1. Career Counseling in
Higher Education
 University graduates was that they were now fully prepared for a lifetime of work

 The training period was finally over

 The goal here is to help students find a specific career path and prepare them for placement.

 Students are to sustain their careers through a lifelong learning plan

 Employers see graduates as possessing requisite skills and values that make them more desirable

 College tends to develop a capacity for critical judgment and evaluation that in turn provides

sensitivity to shortcomings of jobs.

 Maturity of career thinking and planning can be modestly improved through various career

development courses
 Career Competence skill
 Self-esteem
 Positive behavior
Self-  Understanding and
knowledge managing developmental
changes

 Education & training


 Education & training
Career
 work & life learning
Competence  Identify and use career
related data
 Seeking, maintaining, and
Career Career changing jobs
planning Exploration
Self-knowledge
COMPETENCY I: Skills to maintain a positive self-concept.

 Realistic self-understanding, identifying skills, abilities, interests, experiences,

values, and personality traits that influence career decisions

COMPETENCY II: Skills to maintain effective behaviors

 Demonstrate interpersonal skills, overcome self-defeating behaviors, networking

(including role models), and managing financial resources
COMPETENCY III: Understanding developmental changes and transitions
• Understand values and motives that may change over time, known age related
changes and adapt
 Educational and Occupational Exploration

COMPETENCY IV: Skills to enter and participate in education and training

 Describe short- and long-range plans to achieve career goals through appropriate educational paths

(e.g. in-service programs, scholarship, short-term training , etc)

• Identify community resources to support education and training (e.g., child
care, public transportation, public health services, mental health services, welfare
benefits)
COMPETENCY V: participate in work and lifelong learning.

• Demonstrate confidence to achieve learning activities (e.g., studying,

taking tests, relating education to occupational opportunities

• Describe organizational resources to support education and training

(e.g., remedial classes, counseling, tuition support)
COMPETENCY VI: Skills to locate, evaluate, and interpret information
• Identify and use career information resources (e.g., computerized
career information systems, print and media materials, mentors).
• Use data about self-assessment, career planning, prospective
employers, organizational structures,
• Identify the self-employment and job opportunities available
COMPETENCY VII: prepare to seek, obtain, maintain, and change jobs

• Identify specific employment situations that match desired career objectives

• Demonstrate skills to identify job openings, establish job search network, preparing a

resume, completing job applications, preparation for job interview, and having skills

and attributes for effective work

• Demonstrate strategies to support occupational change (e.g., on-the-job training, career

ladders, mentors, performance ratings, networking, continuing education)

• Identify skills that are transferable from one job to another

COMPETENCY VIII: Understanding how the needs and functions of
society influence the nature and structure of work
• Demonstrate an understanding of the societal values, local, and global
economy and how it affects the individual
Career planning
COMPETENCY IX: Skills to make decisions
• Identify personal criteria for making decisions about education and
career goals, assess occupational opportunities and make effective
career decision
COMPETENCY X: Understanding the impact of work on individual and
family life.
• Describe how family and leisure functions affect occupational roles and
decisions.
• Determine effects of individual and family developmental stages on one’s
career.
• Describe how work, family, and leisure activities interrelate.
• Describe strategies for negotiating work, family, and leisure demands
with family members (e.g., assertiveness and time management skills).
COMPETENCY XI: Understanding
COMPETENCY XII: Skills to make career transitions.
• Identify transition activities (e.g., reassessment of current position,
occupational changes) as a normal aspect of career development
• self-employment (e.g., developing a business plan)
• preretirement planning
What do career counselors do at work
setting?
• What problems (issues) are there at work setting?
• What are the remedies?
• Group discussion (you can google)
21st Workplace core competencies
1. Learning skills: learning from employess, educ., peers, etc
2. Basic writing, reading, reasoning and computation skill
3. Interpersonal skills: teamwork, leadership, persuasion, etc
4. Creative thinking and problem solving
5. Leadership
6. Self-development/management