Interventions

Domene, J.F., Keating, D.P., & Shapka, J.D. (2006). Educational and Career Related Help Seeking in High School: An Exploration of Students’ Choices. //Canadian Journal of Counseling, 40//(3), 145-159.

Lapan, R.T., Aoyagi, M., Kayson, M. (2007). Helping Rural Adolescents Make Successful Postsecondary Transitions: A longitudinal study. //Professional School Counseling,// 10(3), 266-272.

Interventions  Although developmentally high school students are searching for their identities and attempting to gain independence, their parents still influence their career decisions. Recent studies have shown significant family influence on a child’s perception and ideas on career development (Cenkseven-Onder, Kirdok, & Isik, 2009, p. 81.) Green and Keys (2001) promote the idea of collaboration between school personnel and parents and Jeffery, Lehr, Hache, & Campbell, (1992) have also developed and tested programs for training parents to be the primary source of support for adolescents in rural settings (Domene, Keating, & Shapka, 2006, p.147.) The search for careers can begin at home, but it is imperative that programming occur in the classroom and through interactions with school counselors as well.  It is very important that school counselors create career development programs that will enhance self-efficacy for high school students Examples include school-wide career fairs and working with teachers to develop in-class career projects. Counselors can also collaborate with community agencies to find speakers or field-trip sites for student activities (Tang, Pan, and Newmeyer, 2008, p 293.) It would also be crucial to develop curricula and programs that integrate various cultural values and that financial aid and scholarship information would be provided to certain students who do not have easy access to this information. Counselors should also help students find part time jobs that would assist in career development (Constantine, Kindaichi, and Miville, 2007, p.264.)  Earlier interventions are required to address career concerns and to help senior high students feel better prepared for their impending post-high-school transition. 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 (Code, Bernes, Gunn, & Bardick, 2006, p 172.) 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. Trips to college and university campuses should be organized and should also include meetings with university personnel. Bloxom et al., 2008, p. 80.)  Regardless of the intervention and who is providing the student with assistance, it is of little benefit to students who do not seek help from school counselors. Identifying those students less likely to seek help as early as possible, may allow schools to incorporate programming that will make these students more comfortable seeking guidance from school counselors and parents. “It is worthwhile to educate all students about the assistance that is available to them through school counseling 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” (Domene, Keating, & Shapka, 2006, p.155.)