Article+Summaries

=__**Summaries**__=


 * Nita**


 * Article 1 - Differences in Career Attitude and Career Knowledge for High School Students**
 * with and without Paid Work Experience**


 * //__INTRODUCTION:__//**

This article is about career maturity. According to this article career maturity is central to a developmental approach to understanding career behavior, and involves the assessment of an individual's level of career progress relative to his/her career relevant development tasks. Definitions of career maturity include the individual's ability and readiness to make appropriate career choices, including awareness of what is required to make a career decision and the degree to which one's choices are both realistic and consistent over time. The main idea about career maturity was developed during the 1950s however it has experienced a revival in the 1990s as a useful tool for understanding adolescent career development. Super (1990) indicated that key influences of career maturity, in addition to age and grade, were psychosocial forces. Determining what to do upon completing high school education continues to be a significant task for students. For some, choosing an occupation and finding their first full-time job will be major challenges. For others, choosing and selecting a particular course of study will constitute the major decision-making goals at this stage.

The article further goes on to describe the results of a study. This study aims to test for differences between students with paid work experience and those without, on two aspects of career maturity: career attitudes and career knowledge. The study also tests for age and gender differences in career maturity, using a large sample (1,279) of Australian students aged 14-17 years.

The results were that students with paid work experience reported higher levels of Career Development Attitude than those with no paid work experience. Career Development Knowledge was not associated with paid work experience. Gender differences also occurred, with females with paid work experience generally reporting higher levels of career maturity than males with paid work experience.


 * __DEVELOPMENTAL FOR NITA'S ARTICLE 1__**

This study supported a developmental explanation for career maturity, and therefore developmental theories of career. Paid work experience, is associated with the development of career maturity. The differences between young people with and without paid work experience suggest the importance of this context in the development of attitudes associated with career maturity.


 * __NEEDS__ __OF THE GROUP FOR NITA'S ARTICLE 1__**


 * __INTERVENTIONS FOR NITA'S ARTICLE 1__**


 * ARTICLE 2 - Adolescents' Perceptions of Career Concern: Student Discouragement in Career**
 * Development**


 * __ARTICLE 2 - INTRODUCTION__**

This article describes a study which was done using the Comprehensive Career Needs Survey to assess how junior high and high school students perceive career concerns and how these concerns may change from grades 7 to 12. The sources of their discouragement in career planning consist of seven themes: (1). training and education concerns, (2). security, (3). satisfaction, (4). failing, (5). commitment, (6). wrong occupational choice, and (7). having to decide.

Concern is defined as an uneasy state of blended interest, uncertainty and apprehension Although Super (1990)had proposed that a n adolescent's ability to select and commit to a career choice was associated with vocational development concerns, he did not clearly define the word "concern" in his written work. There is an increasing recognition in developmental career counseling and interventions that many of the concerns arising within the exploration stage of the life-span "cannot be precisely categorized as reflecting either "personal" or "career" concerns" Super and Savickas postulated four substages of career concerns: confidence, control, conviction, and competence.

This article explores the responses of 6,481 students in grades 7 through 12. This study focused on on question, "What discourages you when you think about your career?" The purpose of this research was to examine the sources of junior high and senior high students' discouragement and to assess their career and educational concerns. Adolescents in this study were able to express their perceptions and thus provide findings that could be useful in enhancing career program planning at both the junior high and senior high level. The results of this research suggest that junior high ad senior high students perceived a variety of concerns regarding their career. Students indicated that they were discouraged by factors related to seven themes These seven themes were training and education concerns, security, satisfaction, failing, commitment, wrong occupational choice, and having to decide.

Although Super's (1990) stage of exploration refers to common vocational tasks (i. e. crystallizing, specifying, and implementing a vocational preference), the career concerns in this study referred to what adolescents perceived to be personally important and essential to the development of their career.


 * //__NITA - ARTICLE 2 - DEVELOPMENT__//**

This study supports the **developmental** perspective by indicating that adolescents appear to experience high levels of stress and discuss concerns that are related to personal needs and non-work roles. Furthermore, the stress on these personal issues suggest a substantial overlap between career and non-career issues and between work and non-work roles; students' concerns about their careers are not limited to vocational development tasks. If neglected personal and career concerns are left unaddressed, it could create diffivulty in the transition to work or to further education.


 * //__NITA - ARTICLE 2 - NEEDS OF THE GROUP__//**

The introduction of an integrated career planning curriculum beginning at the junior high level may help to address students' unanswered questions and unaddressed career concerns. By involving adolescents' own perceptions of their career concerns, the career-planning process may become more relevant and students may receive better preparation for the post-high-school transition.


 * //__NITA - ARTICLE 2 - INTERVENTIONS__//**

//The primary emphasis of developmental career counseling and intervention is on helping adolescents cope with vocational concerns arising withing the exploration stage of the life-span, life-space approach. An integrated career planning curriculum beginning at the junior high level may address some of the career concerns indicated by students in this study. First, a proactive and integrated career counseling approach would include adolescents' own perceptions of their career concerns in order to improve the communication and understanding between career facilitators and adolescents. Second, earlier interventions are required at the junior high school level to address these career concerns and to help senior high students feel better prepared for their impending post-high-school transition. Third, the development of community-based partnerships among schools, community agencies, and businesses would enhance the options available for adolescents and provide a number of opportunities for them to address their concerns. Fourth, students should have increased access to individuals well-versed in carer planning who would be knowledgeable in helping students cope with their vocational and career development concerns. If student concerns are included in the career planning process, students may also become more actively involved in preparing for their post-high-school transition.//

//**ARTICLE 3 - EMPLOYMENT DAY: FORTY YEARS OF TRANSITIONING HIGH SCHOOL**// //**SENIORS INTO THE WORKFORCE**//

__**INTRODUCTION**__

This article discusses Employment Day, which is an annual career development event organized by a committee of the Western Suffolk Counselors' Association, located in Suffolk County, Long Island, New York. This is a unique career development activity whose sole purpose has been to help graduating work-bound seniors to enter the workforce. During Employment Day, there is a pre-identification of the student attendees; next attention is given to their preparation for resume writing to interview techniques, then in detailed coaching about their dress, appearance, and attitude, and finally, in their familiarization with the employers whom they are to meet. Employment Day is a collaboration of players. Participants include school counselors; work experience coordinators; representatives of a host site; prospective employers; and, of course, students.

Employment Day is a truly innovative career development event. It goes well beyond a job fair or a career fair. Thousands of young people have found their first jobs while attending Employment Day. The participants have experienced the process of the job search in real time, in an environment that is safe, supportive, rich in learning and irreplaceable. School counselors and work experience coordinators, joined by volunteers from the business community and higher education, all focus on organizing a job search event for a somewhat overlooked population. Employment Day is also a multicultural experience. In includes seniors of every ability level and ethnicity; it is adapted to the changing ethnic and racial demographic of the Greater Long Island community, with respect to both students and employers. Employment Day is a unique career development event that is well worth replicating by all professional counseling associations.

Jessica


 * Article 1: Factors influencing high school students’ career aspirations **

In this article, Tang, Pan, and Newmeyer (2008) studied the factors that influence career aspiration for high school students. The study assessed 141 high school students from a mainly Caucasian, middle-class high school and used the Social Cognitive Career Development Model as a means of evaluating these factors. Results showed that students’ self-efficacy, or “task- or domain-specific confidence,” was related to the career decision-making process (p. 3). Female students had higher self-efficacy for working with people and ideas, while male students demonstrated higher self-efficacy for data and things. The main finding was that learning experiences significantly impact students’ self-efficacy, which in turn influences career interests and decisions. The implication for school counselors involves creating career development programs that focus on providing learning experiences that will enhance self-efficacy for high school students. Examples of such programs include school-wide career fairs and working with teachers to develop in-class career projects.


 * Article 2: Factors influencing the educational and vocational transitions of Black and Latino high school students **

Constantine, Kindaichi, and Miville (2007) discuss individual, structural, and cultural factors that affect the educational and occupational transition of graduating Black and Latino high school students. Many Black and Latino students experience limited exposure to role models who have obtained academic and career success and thus often hold low expectations for their own success. Formal and informal mentorship opportunities with individuals of similar race, ethnicity, and gender can aid in many students’ career decision-making process. Additionally, school counselors hold the responsibility of understanding how these cultures’ familial values influence career aspirations and opportunities and should help students cope with potential conflicts. Suggested interventions include developing curricula that better integrate various cultural values and providing financial aid and scholarship information to Black and Latino youth.


 * Article 3: Career education in the high school: An integration of counselor and teacher functions **

Jennings et al. (1976) discuss the development, application, and evaluation of a career education curriculum in the high schools of Rome, Georgia. The need for such a program was evidenced in the high population of high school drop outs and reported low levels of interest in courses and preparedness for college. A career education program was implemented for sophomore students which included new courses in the sociology of work and career internships. Both teachers and counselors participated in a two-week summer workshop in preparation for this new program, and a Sophomore Career Week was organized. The findings of this study indicated that the career education program had a positive effect on tenth grade students’ career maturity. The implementation of a Career Record File, including individual career goals and plans, was also initiated for students in grades seven through twelve.


 * Article 4: Career information resources for parents of public school seniors: Findings from a national study **

There is research that supports the notion that parents are the most influential factor in high school students’ career choices. In their article, Trusty, Watts, and Crawford (1996) study what and whom parents of high school seniors perceive as their best sources of career development information. A survey was distributed to 9,659 parents of 1992 public high school seniors, and the results showed that schools, school counselors, and people working in a particular field were viewed by most parents as the best sources of career information. Results also showed that parents who had been contacted by the school at least once viewed schools and their counselors more positively. Due to these findings, it is imperative that school counselors are knowledgeable about current career information resources and can assist families in utilizing these resources.

__**Interventions**__ > parents, rather than counsellors, as an influence on their vocational aspirations. Article 3 for Adam
 * Article 1 for Nicole**
 * Green and Keys (2001) promote the idea of indirect service delivery (e.g., advocacy, and consultation and collaboration with other school personnel and parents
 * Gyspers (2001) has suggested implementing guidance activities in tbe classroom rather than the counsellingoffice.
 * Research has also established that parents and adolescents form mutual career development goals, and act and communicate to achieve those goals over time (Young, Marshall, etal., 2006; Young, Valach, etal., 2001).
 * Finally, numerous career development specialists have promoted the idea of involving parents to a greater degree in the career counselling process. Proponents of this approach have included Hall (2003); Sinacore, Healy, and Hassan (1999), who have developed specific strategies that families can use to support and foster various aspects of adolescent career development; and Middleton and Loughead (1993), who have described ways that career counsellors can incorporate parents into their ongoing work with adolescents. Other authors have developed and tested programs for training parents to be the primary source of support for adolescents, in rural settings (Jeffery, Lehr, Hache, & Campbell, 1992) and in cities (Palmer & Cochran, 1988)
 * No matter how powerful an intervention is, it is of little benefit to students who fail to avail themselves of it by not seeking help from guidance professionals for tbeir educational or career planning problems. Identification of such individuals in early high school may allow schools to engage in preventative service delivery so that, by the time these students approach the end of high school, they will be more comfortable seeking professional guidance for their career development. Therefore, exploring the issue of help-seeking (who do adolescents seek assistance from; what kinds of students are least likely to seek help from guidance counsellors and other career development specialists in the future) is an integral part of understanding career counselling within a school context.
 * students are Far more likely to seek assistance from non-proFessional sources, especially Family, than From school counsellors or other guidance personnel. High school students have ranked counsellors as having less infiuence on their vocational aspirations than either parents or same-sex Friends (Paa // &C // 2000).
 * In a large sample of Albertan Grades 7-9 students, 80% reported that they felt comfortable approaching their parents for career planning assistance, while only 12% reported approaching their school
 * counsellor (Bardick, Bernes, Magnusson, &Witko, 2004). Similarly, Dick and Rallis (1991) Found that two to three times as many Grade 12 students identified their
 * Gender has consistently been shown to be an important infiuence on adolescents' help-seeking, with boys being less likely to seek help from counsellors for physical health needs (e.g.. Booth et al., 2004; Zimmer-Gembeck, Alexander, & Nystrom, 1997), mental and socio-emotional problems (Ballon et. al, 2004; Gasquet et al., 1997; Schonert-ReichI & Muller,
 * Parents with higher levels of education may be better able to provide sufficient assistance for their children's educational and career planning. Therefore, it was expected that higher parental education will decrease the likelihood of seeking assistance from counsellors. Finally, students with lower academic achievement are likely to require the most assistance with educational planning, although these students may also be the most reluctant to seek help From proFessional sources.
 * This could be accomplished through formal programming (e.g., an information campaign, targeted at these particular students and their families, to highlight the usefulness of the counselling services available) and informal efforts (e.g., having school counsellors pay particular attention to these individuals in their daily interactions with students). It is worthwhile to educate all students about the assistance that is available to them through school counselling services, and how to access this assistance, but educating those individuals who are least likely to seek such services for themselves may be particularly important.
 * Research has revealed that perceptions of practitioner trustworthiness, honesty and respectfulness are important factors in determining adolescents' help-seeking behaviours (Ginsburg, Menapace, & Slap, 1997; Tatar, 2001). Exploring the role of the counsellor and students' perceptions of the quality of services that they will receive from us, in determining students' help-seeking choices, are important ways to extend this study. One way to accomplish this would be to include these counsellor characteristics and behaviours in the prediction models, to identify what counsellors should be doing more or less of, to encourage student help-seeking.
 * schools must establish career development curriculum which focuses on development and contain a coordinated and systematic approach in order to help each student make career plans and prepare them to make the transition into post-secondary education or enter the workforce.
 * Programs should give students the knowledge of their personal skills, interests, talents, and motivations as well as information pertaining to colleges and the current labor market. This is important because future workers must attain specific skills training beyond high school to fully participate in the ever changing knowledge-based economy.
 * Career services can motivate students to complete high school and give them the resources needed to make sound decisions regarding their future, whether entering work or higher education.

Article 1 for Adam (maybe fits with intervention)
 * recent studies have shown significant family influence on a child's perception and ideas on career development
 * this study showed results of children coming from parents of more authoritative and authoritarian parents were more decisive in career planning than children from parents who were more neglectful
 * children who exhibit a medium degree of attachment to their parents were more decisive than kids from high or low attachment
 * because there is a strong significance with family influence, parenting styles, and attachment, these topics should be explore in more depth in order to best reach certain student

__Article 1 for Jessica__

Tang, Pan, and Newmeyer (2008) : All from Page 293
 * SCHOOL-WIDE
 * Organize a school-wide career fair
 * Coordinate field practice projects
 * Work with community agencies to find speakers or field-trip sites for student activities
 * CLASSROOM
 * Collaborate with teachers in creating a curriculum that addresses career options
 * Work with teachers to create class projects that require research on a particular occupation
 * Develop and present classroom career guidance activities
 * INDIVIDUAL
 * Meet with students to assess perception of barriers and resources
 * Help students identify individual assets, such as family, community, school, or church resources
 * Help students overcome perceived barriers

__Article 2 for Jessica__

Constantine, Kindaichi, and Miville (2007) : Page 264
 * Develop curricula and vocational programs that incorporate multiple cultural values
 * Provide financial aid and scholarship information
 * Organize trips to college and university campuses that would also include meetings with university officials
 * Liaise with local businesses to provide apprenticeships and mentorship programs
 * Help students find meaningful part-time jobs that will aid in career development

__Article 3 for Jessica__

Jennings et al. (1976)
 * Implementation of a career education curriculum for all sophomore students: Sociology of work and career internship which included practical field experiences and career exploration : Page 4
 * Organization of Sophomore Career Week : Page 6
 * Career Record File (grades 7 – 12): personal career goals, career plans, skills needed to learn, and jobs held : Page 11
 * Individual and group career counseling by school counselor ; Page 11

__Article 4 for Jessica__

Trusty, Watts, and Crawford (1996) : Page 236
 * Counselors must be knowledgeable and current in regards to career information
 * Counselors should be able to assist students and families in accessing this information
 * High school counselors and school personnel should contact the family of students regarding career development efforts with their children (this initial contact helps with positive communication and career development).

Article 2 for Nicole
 * __Developmental__**
 * Emotional and instrumental support for one's career development helped these high school students to better organize their course of studies around meaningful career goals.
 * Three years after graduating from high school, those seniors who had made greater progress developing the critical career awareness, exploration, and planning skills outlined in the integrative/contextual model of career development (Lapan, 2004) reported greater success in transitioning into fundamental life roles in young adulthood. These young people were more likely to have found a direction to the work aspects of their lives that they were optimistic about, were acting in proactive ways to become more successful, and felt that this was a more stable path that they wanted to pursue in the future and not change into something else. These adults also were more likely to have achieved higher levels of education and training after leaving high school. Finally, these citizens were very satisfied with their lives and where they were taking themselves in the future.


 * Tang, Pan, and Newmeyer (2008) found that students’ self-efficacy, or “task- or domain-specific confidence,” was related to the career decision-making process (p. 3). Female students had higher self-efficacy for working with people and ideas, while male students demonstrated higher self-efficacy for data and things. __The main finding was that learning experiences significantly impact students’ self-efficacy, which in turn influences career interests and decisions.__ The implication for school counselors involves creating career development programs that focus on providing learning experiences that will enhance self-efficacy for high school students.


 * Constantine, Kindaichi, and Miville (2007) discuss individual, structural, and cultural factors that affect the educational and occupational transition of graduating Black and Latino high school students. Many Black and Latino students hold low expectations for their own success. School counselors hold the responsibility of understanding how these cultures’ familial values influence career aspirations and opportunities and should help students cope with potential conflicts, low self-esteem, and guiding the student in their transition into the word of work.

__**Needs of the Group**__ Article 2 for Nicole Article 2 for Adam
 * Enhanced career development in high school was significantly connected to more successful transitions into the adult roles of worker and learner and to greater satisfaction with one's life. Providing consistent and competent career development services to all students in high school is an essential task for professional school counselors.
 * Recognition of the importance of this challenge starts from the beginning of our profession, runs through federal legislation such as the School-to-Work Opportunities Act of 1994 (STWOA), and is clearly articulated in the ASCA National Model® (American School Counselor Association, 2005). Early pioneers fighting to establish the legitimacy and value of our profession argued that the work school counselors did with adolescents while they were in high school made a significant difference in helping them attain better outcomes in young adulthood.
 * For example, Caravello's (1958) longitudinal study found that 1 year after graduating from high school, young adults who had received assistance from a full-time school counselor were more likely to have developed career goals earlier in high school and were continuing with their post-high school education and formal vocational training. Rothney's (1958) classic longitudinal study of high school seniors 5 years after leaving high school found that those students who received school counseling services while in high school (a) did slightly better academically; (b) were more consistent in expressing a vocational choice, were more likely to enter a career related to that choice, and remained longer in that career area after leaving high school; (c) were more likely to both enter and graduate from a postsecondary educational training program; and (d) were more satisfied with their lives 5 years after graduating from high school. These outcomes are at the heart of the goals expressed in important legislative efforts and represent a professional commitment now firmly embedded in our professional standards.
 * Drawing on existing theory and research, ICM outlines how adolescents can become planful, adaptive (Savickas, 1999), proactive (Claes & Ruiz-Quintanilla, 1998), and more resilient in their postsecondary transition process if they develop and express these six skills. The skills are (a) develop positive self-efficacy expectations, outcome expectations, and career-enhancing attributions (Lent, Brown, & Hackett, 1994; Luzzo & Jenkins-Smith, 1998); (b) explore their options and develop personally meaningful goals (Flum & Blustein, 2000; Robbins & Kliewer, 2000); (c) enhance the perceived fit between themselves and the world of work (Swanson & Fouad, 1999); (d) integrate work readiness behaviors and prosocial skills into their everyday actions (Bloch, 1996); (e) identify career paths of interest to them (Strong, 1943); and (f) become successful students and self-regulated, lifelong learners (Lapan, Kardash, & Turner, 2002)
 * Article 4 for Adam
 * gender typing was found in occupations such as engineering(male dominant) and nursing(female dominant)
 * Females perform better than males in school and thus have higher aspirations pertaining to future career paths and plans.
 * Need to introduce ideas of occupational plans during early childhood to increase the chance of occupational attainment later in life
 * A survey taken of individuals between 18 and 25 said 58 percent did not believe High School students recieve enough information from their schools to help them plan for future careers
 * reports have shown that students are unable or unaware of how to seek and find help from counselors pertaining to career choices


 * There is research that supports the notion that parents are the most influential factor in high school students’ career choices. In their article, Trusty, Watts, and Crawford (1996) study what and whom parents of high school seniors perceive as their best sources of career development information. A survey was distributed to 9,659 parents of 1992 public high school seniors, and the results showed that schools, school counselors, and people working in a particular field were viewed by most parents as the best sources of career information. Results also showed that parents who had been contacted by the school at least once viewed schools and their counselors more positively. Due to these findings, it is imperative that school counselors are knowledgeable about current career information resources and can assist families in utilizing these resources.


 * Constantine, Kindaichi, and Miville (2007) discuss individual, structural, and cultural factors that affect the educational and occupational transition of graduating Black and Latino high school students. Many Black and Latino students experience limited exposure to role models who have obtained academic and career success and thus often hold low expectations for their own success. Formal and informal mentorship opportunities with individuals of similar race, ethnicity, and gender can aid in many students’ career decision-making process. Additionally, school counselors hold the responsibility of understanding how these cultures’ familial values influence career aspirations and opportunities and should help students cope with potential conflicts. Thus, influential role models, as well as the involvement of family and cultural values in the decision-making process, are crucial a need of Black and Latino high school students.


 * Jennings et al. (1976) discovered a need for a career development curriculum in the high schools of Rome, Georgia. The need for such a program was evidenced in the high population of high school drop outs and reported low levels of interest in courses and preparedness for college. The implementation of this curriculum was a phenomenal success and demonstrated not only the need for students to be interested in subject matter taught in schools, but also the need students have for a career development curriculum.

__**Ideas for Workshop**__ __**Article #5 for Nicole (Career Development in Senior High School - reserve chapter)**__ personality types represented taken that were not resources for current students
 * Curriculum Infusion**
 * have students complete a sample job or college application, write a job resume, and successfully role play a job or college interview
 * Group Guidance Processes**
 * have students participate in career bingo and sign the card when descriptions occur of their personality traits or career goals. Have students discuss the meanings of the different careers and
 * have students consider the concept of future uncertainty and how to develop alternative career plans in case their preferred plan is not possible
 * have students construct an occupational family tree, or career genogram, in which they research the occupations held by each of their grandparemnts, parents, and siblings
 * from a series of case studies illustrating examples of people making career decisions, have the students identify those examples that represent poor planning, and indicate what steps could have been
 * have students write a long range career plan identifying the specific steps each must tak to reach preferred future goals
 * have students use one of the current computer assisted career guidance systems and have them describe what they learned from the modules about making decisions
 * have students list at least six factors they are seeking in a career. Discuss in group sessions
 * present students with a series of hypothetical situations describing an indiviudal with a decision making dilemma. have students discuss and consider what compromises exist
 * create a job finding club for seniors to facilitate the learning of job search and related procedures
 * have students list advantages and disadvantages of each of the career alternatives they are considering in terms of their relationship to their expressed lifestyle goals
 * have students take specific steps to implement a career based decision before leaving high school
 * using appropriate resources, have each student develop a list of entry level skills needed for an occupational area of his or her choosing
 * have students read the classified ads in a major Sunday newspaper and list the names of jobs about which they know nothing about required preparation or job performance
 * have students engage in mock job interviews
 * have students read books or other materials that depict work as a means of self-expression and discuss what this means for choice
 * have students list ten means of furthering their education beyond high school and discuss advantages/disadvantages of each
 * for an occupational area of his or her choice, have the student list in order the educational experiences needed to enter and advance in that occupation
 * have students do a genogram of the occupations of members in their family of origin as a way of defining parental and family influences across generations and potential role models in the family previously unknown
 * Community Involvement**
 * invite outside resource persons to discuss their own career patterns and emphasize the planning in which they engaged, the information they used, and information they would like to have had but did not.
 * cooperate with the local job service to establish a program designed to inform students of local job opportunities
 * have students do a job analysis of an occupation of their choosing
 * using a list of community agencies, businesses add a description of their functions, have students select one and work there for a week, demonstrating punctuality, regular attendance, and the ability to perform tasks under the direction of a supervisor. success judged by job supervisor
 * send follow up questionnaires to working graduates, requesting their assistance as contact persons for students wanting occupational information about the kind of work in whcih they are not employed or as job lead

__Article 2 for Jessica__
 * We need to make sure to incorporate collectivist cultures into our workshop***

__Article 3 for Jessica__
 * We need to help interpret assessment scores in our workshop***

__Article 4 for Jessica__
 * Parents need to be included and considered in some way in our workshop***