Chapter Eleven Career Counseling: Kindergarten Through Eighth Grade 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 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.) 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 System Framework of Competencies NOICC National Career Development Guidelines Project (2004) ASCA National Model for School Counseling National Standards for Students (2004)

Developmental Theorists Erikson First three stages prior to Kindergarten Trust vs. mistrust Autonomy vs. shame self-doubt Initiative vs. guilt Fourth stage around six Industry vs. inferiority

Developmental Theorists (cont.) Vygotsky Children’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.”

Career Theorists Super 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 Career Theorists (cont.) Super 9 Dimensions that lead to effective problem-solving and decision-making: curiosity exploration information time perspective self-concept key figures interests locus of control planfulness

Ginzberg, Ginsburg, Axelrad, and Herma Career Theorists (cont.) Ginzberg, Ginsburg, Axelrad, and Herma “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.) Ginzberg, Ginsburg, Axelrad, and Herma 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.) Gottfredson 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.

NCDA Interventions Making the classroom a workplace. Teaching/Reinforcing Productive Work Habits. Helping students understand the career applications of school subject matter.

NCDA Interventions (cont.) Using community resource persons to emphasize both work and occupations. Emphasizing career awareness but not specific occupational choice. Reducing bias and stereotyping in career awareness.

Classroom Instructional Strategies Real Game series Kuder Career Planning System Career Genogram Career Clusters

Alternative Curriculum Design Volunteering Service learning

Other Learning Strategies and Interventions Individual planning Career portfolios Career information Computerized career information Referral

Other Learning Strategies and Interventions (cont.) Work-based activities Student appraisal inventories Entrepreneurial opportunities Student reflection and analysis

Systemic Approaches Assessing Needs To meet competencies with limited resources, needs assessment helps determine where resources should be used. Process of Needs Assessment Workplace Needs

Systemic Approaches (cont.) Advisory Councils Articulating the vision Roles and Responsibilities of the School Team

Career Planning System Role of counselors Career counselor competencies Role of educators Student Benefits

Career Planning System (cont.) Evaluation Career planning program evaluation Student follow-up

School Partnerships Parent Involvement Business and community partners working with students Business and community partners working with educators

References 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.