overview - danhua kong's school counseling portfoliodkongportfolio.yolasite.com/resources/brief...
TRANSCRIPT
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Arond Schonberg, M.S.
Brief Career Counseling
Keith Fulthorp, Ed.D.
Overview
Present the Brief Career Counseling Framework
Review use of Solution Focused Techniques Review use of the BCC for increasing
student attendance.
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Brief Career Counseling Framework
Student’s Preferred
Subject Area
Underlying principles and skills learned-
aside from curriculum
Principles connected to occupational segments that utilize skills: www.onetcenter.org
Student explores
occupational connections
Student Makes Choice of
career path
Unknown or Undecided
Known
Use of Scaling and Seeking Exceptions- Develop Rank of subjects
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Solution-Focused Theory Students who do not
know, or have undecided preferences can benefit from use of Solution-Focused Techniques to identify preferred subjects Exceptions Scaling
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Solution Focused Theory
Use of Solution Focused Theory requires a paradigm shift from traditional counseling frameworks
Changing how individuals view their situations can create changes in behavior “Change the viewing,
change the doing”
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Solution-Focused Techniques
Exception Seeking No problem can be a
problem 100% of the time Students have had
subjects in the past that they liked, even a little
These are Exceptions to not liking classes
Sources of Data to help seek exceptions: Transcripts Progress Reports Attendance Reports Teacher Generated
reports
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Exceptions
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Solution Focused Techniques
Scaling Have students rank their current classes in
order of preference- from 1 to 6 1 = most preferred class 6 = least preferred class
Based on seeking exceptions, you can assist students with ranking class preferences
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Identify Preferred Subjects
Dislikes Likes
Science
History
English
Electives
Math
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Scaling Class Preferences
Scaling identifies class preferences
Either most preferred or class that students dislike the least
The top ranked class can be a starting point for career/occupational exploration
Class Preference
Subjects
Friends Teachers
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Skills Under the Curriculum
Learning occurs regardless of subject matter
Some subjects lead to skills that are learned aside from specific curriculum
These skills are “under the curriculum,” meaning students develop skills from exposure to specific subjects
Course Content
Underlying Skills
Developed
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Core Subjects and O*Net
We surveyed teachers to identify which skills they believed students gained from their classes
We matched these skills with O*Net skills used in the online skills search
Matching preferred subjects with O*Net skills produces occupational outcomes that students may not have considered
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English and O*Net Skills
Reading Comprehension Speaking
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Writing Persuasion Social Perceptiveness
Math and O*Net Skills
Critical Thinking Mathematics Complex Problem
Solving Management of
Financial Resources Systems Analysis
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Science and O*Net
Monitoring Management of
Material Resources Systems Evaluation Equipment Selection Operations Control Monitoring Analysis
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History and O*Net
Active Listening Reading
Comprehension Writing Negotiation Judgment and
Decision Making
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Electives and O*Net Skills learned in elective classes vary by class You can identify O*Net skills for your electives Example: “Media Arts”- students learn digital video
editing and graphic design Students learn mostly System and Technical
Skills Judgment and Decision Making Systems Analysis Programming Technology Design
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Framework in Action
Utilizing the Brief Career Counseling Framework allows you to quickly identify skills students can utilize to explore career options through O*Net
Here’s an example of a tool you can use to quickly and effectively assist students
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Scale Preferred Subjects
Input Skills in O*Net
Follow up with Action Plan
Framework in Action
Examples of O*net Skills Search www.onetcenter.org
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Brief Career Counseling as an Intervention
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Attendance Attendance my increase as students identify career
options as a result of class preferences an O*Net Skills search
Achievement Achievement Motivation may increase for at-risk
students if they can “relate school to work” through identifying skills learned in class, and connections to careers
Intentional Guidance Action Plan (Hatch, 2005)
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Framework in Action
We used Infinite Campus to identify senior students who have been cutting classes
Utilizing the Brief Career Counseling Framework we met with students in groups to introduce them to the BCC form and use of O*Net On-Line
Students completed BCC form and a counseling intern followed up with two additional meetings
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Results of Intervention and Follow up
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26 Senior students were identified by Infinite Campus as having significant period cuts from February 20-March 20, 2008
23 Students attended an initial small group guidance meeting facilitated by RUHS School Counselors
10 Students attended 2 additional individual follow up meetings with Liz Andrew, School Counseling Intern
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Results of Intervention and Follow up
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From February 20, 2008 to March 20, 2008 the 26 students had a total of 382 period cuts
After participating in an initial small group meeting, period cuts decreased by 26.4% 0 200 400
Overall Sample
Initial Only
Follow up Group
Period Cuts After Period Cuts Before
Results of Intervention and Follow Up
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Students who completed intervention decreased period cuts by 55.9%
Period Cuts Before
Period Cuts Afer 3 Meetings
Contact Information
Arond Schonberg [email protected]
Keith Fulthorp [email protected]
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