1. Career Development Interventions in Middle and High Schools
Chapter 11

2. Developmental Tasks of Middle/Junior High School
Achieve new and more sophisticated relations with peers
Achieve emotional independence from parents and other adults
Set vocational goals
Prepare for marriage and family life
Develop skills for civic competence

3. Developmental Tasks, continued
Acquire a set of values and an ethical system as a guide to behavior
Set realistic goals and make plans for achieving these goals

4. Goal of Middle/High School Career Guidance (Super & Savickas, 1996)
To help students cope successfully with the tasks of crystallizing and specifying occupational preferences

5. ASCA National Standards
Acquire skills to investigate the world of work in relation to knowledge of self and to make informed career decisions
Employ strategies to achieve future success and satisfaction
Understand the relationship between personal qualities, education and training, and the world of work

6. Career Development Guidelines for Middle/High School Students
Self-Knowledge
Knowledge of the influence of a positive self-concept
Skills to interact with others
Knowledge of the importance of growth and change

7. Career Development Guidelines for Middle/High School Students
Educational and Occupational Exploration
Knowledge of the benefits of educational achievement to career opportunities
Understanding of the relationship between work and learning
Skills to locate, understand, and use career information
Knowledge of skills necessary to seek and obtain jobs
Understanding of how work relates to needs and functions of the economy and society

8. Career Development Guidelines for Middle/High School Students
Career Planning
Skills to make decisions
Knowledge of the interrelationships of life roles
Knowledge of different occupations and changing male-female roles
Understanding of the process of career planning

9. Career Planning Considerations (Herr & Cramer, 1996)
Since junior high is a transition from the structured elementary to the less structured high school environment, students need an opportunity to explore their personal characteristics and educational options.
Because students have a wide range of career maturity, interests, values, and abilities, a great variety of intervention methods is needed.

10. Career Planning Considerations, continued (Herr & Cramer, 1996)
Although junior high students are capable of verbal and abstract behavior, exploration is enhanced with concrete, hands-on direct experiences.
Search for identity is a fundamental part of the junior high experience. Therefore, career guidance must encourage students to explore feelings, needs, and uncertainties.

11. Career Planning Interventions
Assessment
Learning an organizational system
Exploring and learning about different clusters of occupations
Job shadowing
Portfolio development

12. United States Office of Education (USOE) Occupational Clusters
Business & Office
Marketing & Distribution
Communications & Media
Construction
Manufacturing
Transportation
Agribusiness & Natural Resources
Marine Science
Environment
Public Services
Health
Recreation & Hospitality
Personal Services
Fine Arts & Humanities
Consumer & Homemaking Education

13. Marcia’s Taxonomy of Adolescent Identity
The identity-diffused person has not yet experienced an identity crisis or exploration and has not made a personal commitment to an occupation -- or a set of goals, values, and beliefs.
The foreclosed person has not yet experienced an identity crisis or exploration but has committed to an occupation and a set of goals, values, and beliefs.

14. Marcia’s Taxonomy of Adolescent Identity, continued
The moratorium person is engaged in an active struggle to clarify personally meaningful values, goals, and beliefs.
The identity-achieved person has sorted through the process of identity clarification and resolved these issues in a personally meaningful way.

15. Career Development Guidelines for High School Students
Self-Knowledge
Understanding the influences of a positive self-concept
Skills to interact positively with others
Understanding the impact of growth and development

16. Career Development Guidelines for High School Students
Educational and Occupational Exploration
Understanding the relationship between educational achievement and career planning
Understanding the need for positive attitudes toward work and learning
Skills to locate, evaluate, and interpret career information
Skills to prepare to seek, obtain, maintain, and change jobs
Understanding how societal needs and functions influence the nature and structure of work

17. Career Development Guidelines for High School Students
Career Planning
Skills to make decisions
Understanding the interrelationship of life roles
Understanding the continuous changes in male-female roles
Skills in career planning

18. Potential Issues Confronting High School Students (Herr & Cramer, 1996)
Need to develop and implement a career plan
Need to catch up on career development tasks because past interventions have not been systematic
Need to combat internal and environmental pressure that surrounds career decisions
Need to examine advantages and disadvantages of various post-secondary school options

19. Career Interventions in High School
Instruction on tasks related to career maturity (career choice readiness)
Assessment
Learning how the world of work is organized
Occupational research
Consideration of the importance of work in life
Values clarification
Parent involvement