1. Chapter 13 College Career Counseling: Traditional, Hybrid, and 100% Online Campuses Jeffrey C. Cook Leanne Schamp Career Counseling: Foundations, Perspectives, and Applications edited by David Capuzzi and Mark Stauffer

2. Undergraduate College Students Undergraduate College Students Generations Placement in history Common political and social events Experiences create shared values Millennial generation How would you contrast notions of the “traditional” college student today’s undergraduate students?

3. Student Perspectives Regarding Career and Career Counseling Successful overall but small numbers of students per capita Stigmatization Internal and external

4. Self-awareness Reductionist view of self-awareness and career awareness Career counselors continue to focus on career awareness and job placement rather than on pursuing avenues into a deeper exploration of self-concept.

5. Self-awareness Assessments Assessments Strong Interest Inventory Myers-Brigs Type Indicator Discover Strength Indicator Experiential opportunities Experiential opportunities Internships Part-time Jobs Volunteerism

6. Career Awareness Construct Over-focus on career awareness and “landing a job” Movement toward quest for self and place How does career counseling help with self- concept?

7. Job Success Construct Traditional College Career Counseling   Translating Career Awareness into job success   Preparing for job market   Drop-in for help with job success materials   Mock interviews—interview protocol and process   Career fairs—practice approaching employers   Testing and test prep   Additional services

8. Career Decision-Making   Plethora of decisions   Anxiety, confusion, feelings of inadequacy   What to do with one’s life?   Toward a life-design perspective

9. Therapeutic Alliance   Success in the counseling process rests in the therapeutic alliance between counselor and client.   On what grounds would you agree or disagree with this assertion?

10. Therapeutic Alliance  A therapeutic alliance definition: “the client and counsellor’s subjective experience of working together towards psychotherapeutic goals in the counselling context, including the experience of and interpersonal bond that develops while engaged in this endeavour” (Duff & Bedi, 2010, p.91).

11. Needs, Concerns, and Development of College Students Issues related to Life-span development and “Emerging adulthood”   Rituals of “becoming” an adult - Marriage, formal education, children, career   Other rituals of role transitions -Drinking, clubs, organizations, independence from parents

12. Needs, Concerns, and Development of College Students   Increasing maturity and experience in interpersonal relationships   Exploring and establishing identity   Adjustment to academic life   Separation from family

13. Interventions   Lapour’s three questions   Write and/or verbalize a Mission Statement   Systems Theory Framework and multicultural considerations

14. Three Questions for Students 1. 1.Who am I? 2. 2.What is my purpose? 3. 3.How do the answers relate to my career?

15. Gay and Lesbian Students Identity development around sexual orientation “Coming out” or self-disclosure Experience of depression, shame, and possible suicidality Possible suspended career maturity Biased career information

16. Collectivist Versus Individualist Cultures  Include family in the decision-making process  Honor various decision-making styles  Address the need for communal support  Work to understand culture and subjective experience

17. Constructivist Approach  Cartesian Mission  Empirical or objective paradigm  Modern life and constructivism

18. Constructivist Approach  Allows students to construct their identities and careers by making sense of their lives holistically, within a uniquely subjective context, and in a manner that emphasizes their unique multicultural self –all in the context of a relationship with a career counselor.

19. 20 th century career development21 st century life design From a traits and states approach that was developed by the natural sciences To context which seeks to understand life patterns and the lived experience of students From prescription, or prescribing a career (when the average person has 9.6 jobs by the age of 36) To process that helps to develop ways of coping and surviving for employability From linear causality that is common in traditional scientific reasoning To non-linear dynamics that accompany a more holistic life design From scientific facts where individual careers were shaped by society norms To narrative realities that support student’s own significant references for career From career models that describe a single variable outcome To modeling a way of approaching career that leads to the discovery of personal patterns

20. Constructivist Interventions  Life-Design Model  The Life Line  Career-Style Interview  Mixed Methods Approach

21. References Duff, C.T., & Bedi, R.P.(2010). Counsellor behaviours that predict therapeutic alliance: From the clients’ perspective. Counseling Psychology Quarterly, 23(1), 91-110. DOI: 10.1080/09515071003688165 Savickas et al., (2009). Life designing: A paradigm for career construction in the 21 st century. Journal of Vocational Behavior. 75, 239-250.