Seth Hayden Ph.D., NCC Kathy Dorsett Ed.S., NCC Leigh Eskin B.A. ACA Conference 2013 Shengli Dong Ph.D.

 Introduction  Challenges of Student Veterans  Cognitive Information Processing (CIP)  Connecting Career with CIP  Research on the Issue  Application/Implications  Questions/Comments

 Seth Hayden Ph.D., NCC Program Director of CACP – FSU Career Center  Kathy Dorsett Ed.S., NCC Assistant Director of CACP – FSU Career Center  Leigh Eskin B.A. 2 nd year – graduate counseling student – FSU  Shengli Dong Ph.D. Assistant Professor of Counseling - FSU

 The Post 9/11 GI Bill, authorized by Congress in 2008, has contributed to a large number of veterans seeking post-secondary degrees(Sander, 2012).  About 800,000 military veterans now attending U.S. colleges: An estimated 88% drop out of school during their first year 3% graduate (% varies depending on study) Study by the Colorado Workforce Development Council (Briggs, 2012).

 Unemployment rate for veterans of Operation Enduring Freedom (Afghanistan) and Operation Iraqi Freedom (Iraq) is roughly 20% (Lang & Powers, 2011).

 Theoretical approach to career counseling focuses largely on knowledge of self and options, knowledge of decision making, and thinking associated with making decisions (Sampson, Reardon, Peterson, & Lenz, 2004).

Knowing About Myself Knowing About My Options Knowing How I Make Decisions Thinking About My Decision Making

 The use of CIP can be helpful to address negative career thoughts as well as assist in clarifying self and options knowledge (Bollock, Braud, Andrews, & Phillips, 2009; Clemens & Milsom, 2008)

 student veterans  FSU Veterans Center  Collegiate Veterans Association (CVA) “[The] FSU Veteran Center will lead the effort to make Florida State University the most veteran-friendly public university in the United States.” -FSU Veteran Center Mission

 Career Center Liaisons  Library Links  Print Materials  Tabling Events  Veterans Networking Night  Veterans Guide  SDS 3340

 The purpose of this study will be to investigate the application of the Cognitive Information Processing (CIP; Sampson, Reardon, Peterson, & Lenz, 2004) approach to career counseling in assisting student veterans in their career decision making

 Expand veteran student self knowledge and career options through the CIP approach  Explore transferable skills gained in the military  Gain knowledge on resources that can assist student veterans in the job search  Decrease negative metacognitions, as measured by the Career Thoughts Inventory and the My Vocational Situation

 Needs Assessment  Group Counseling or Workshop Series

 Focused on career needs  Surveyed desired intervention Group Counseling, workshop, or other  Solicited input from Director of FSU Veterans Center  ed via Veterans Center

 40 students responded  53% graduate students  88% heard of Career Center; 31% had visited  59% group career counseling vs. 28% workshop series  Top 3 expressed needs:  Transferring skills gained in military to the workplace  Preparing a resume/CV  Negotiating job offers

 Psycho-educational group  6 sessions  1 month  Closed group  Voluntary membership  Student veteran members  Group leaders: Must be currently working on obtaining a Master’s degree or have a Master’s degree in a counseling field Must be under supervision if currently working on obtaining a Master’s degree

 ILP: Individual Learning Plan  SDS: Self-Directed Search and Opportunities Finder  The Guide to Good decision Making  CTI: Career Thoughts Inventory  CTI Workbook Exercises  Resume development  Informational interviewing  Transferring skills from the military to the workplace  Resource discussion

C ommunication A nalysis E xecution S ynthesis V aluing

 Co-leaders begin with introductions and goals for the group  Career Thoughts Inventory and My Vocational Situation  CIP Pyramid, CASVE Cycle Diagram, and CTI workbook  Member backgrounds /goals; Guide to Good Decisions Making (GTGDM)  Group rejoins and members share information  Co-Leaders distribute and explain SDS- Self-Directed Search  Self-Directed Search is written on Individual Learning Plan (ILP)  Goal: one new item is added to ILP each week

 Self-Directed Search turned in; summary print-outs prepared  Interests, values, and skills-Guide in GTGDM discussed  Group rejoins and transferable skills are given extra concentration  Students receive SDS results; group results are tallied on a white board  SDS interpretation discussion and how to use the SDS Opportunities Finder  Co-leaders discuss career thoughts and reframing items in workbook  Students write down any options on the GTGDM  HW: reframe at least 2 thoughts, and to bring in a copy of current resume

 Students share and process cognitive reframes  Resources such as the Military Crosswalk Search discussed  Students computers to start 2 nd page of the GTGDM  Co-leaders discuss resume-writing  Students critique each other’s resumes, highlighting transferrable skills  HW: Conduct an information interview through ProfessioNole network, Student Veterans Association, or LinkedIn  HW: Set up a LinkedIn account and make revisions to resumes

 Student presents on their informational interview  Students work together complete page 4 of the GTGDM  Discussion of Organizational Culture and “fit”  Job-hunting resources such as VetJobs explored  HW: Sign up on LinkedIn and “connect” with each other if they haven’t already  HW: Bring in an updated resume and cover letter geared towards a specific job posting

 Evaluate each other’s resumes and cover letter  Co-leaders discuss Elevator Speech and career expos  Practice elevator speeches in pairs  Evaluating and negotiating job offers is discussed  Co-leaders review information on evaluating and negotiating job offers, interviewing, applying for graduate school, and networking.  Veteran students receive a new ILP and write down steps they want to take in completing their career goals

 Co-leaders lead a discussion on the ILPs, and students share what they have written  The Career Thoughts Inventory is re- administered, and students compare results to their first CTI.  Co-leaders answer any lingering concerns or questions  Co-leaders conclude the group and wrap up

 Linked to benefit of providing evidenced based practices to those receiving services. Lots of $ allocated for veterans services What works well?  Examination of process of career decision-making and problem solving Can be beneficial now and into the future Providing fish vs. teaching how to fish

Briggs, B. (2012). Thousands of veterans failing in the latest battlefield: College. Retrieved from battlefield-college?lite Bullock, E. E., Braud, J., Andrews, L., & Phillips, J. (2009). Career concerns of unemployed U.S. war veterans: Suggestions from a Cognitive Information Processing approach. Journal of Employment Counseling, 46, Clemens, E. V., & Milsom, A. S. (2008). Enlisted service members’ transition into the civilian world of work: A Cognitive Information Processing approach. The Career Development Quarterly, 56, Lang, W. A., & Powers, J. T. (2011). Completing the mission: A pilot study of veteran students’ progresstoward degree attainment in the post-9/11 era. Operation College Promise and The Pat Tillman Founda-tion. content/uploads/2011/11/Completing-the-Mission.pdf Sampson, J. P., Jr., Reardon, R. C., Peterson, G. W., & Lenz, J. G. (2004). Career counseling and services: A cognitive information processing approach. Pacific Grove, CA: Brooks/Cole. Sander, L. (2012). With GI Bill’s billions at stake, colleges compete to lure veterans. Chronicle of Higher Education. Retrieved from