1. 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

2. 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.

3. 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.

4. Career Planning System
Framework of Competencies
NOICC National Career Development Guidelines Project (2004)
ASCA National Model for School Counseling
National Standards for Students (2004)

5. 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

6. 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.”

7. 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).

8. 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

9. 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)

10. 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

11. 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.

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

13. 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.

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

15. Alternative Curriculum Design
Volunteering
Service learning

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

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

18. 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

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

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

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

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

23. 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
American School Counselor Association. (2004). ASCA National Standards for Students. Alexandria, VA: Author.