Career Plan

Please see template and instruction. Use template. Template must be used. 

Career Plan

Student Name Here

Walden University

Career Plan

Provide a brief introduction to your paper here. The title serves as your introductory heading, so there is no need for a heading titled “Introduction.” Here you will briefly discuss the purpose of the paper. Start first by writing a sentence or two on the topic in general; that is, the career planning in your desired population or setting. Then, follow up with a statement of the specific purpose or argument of this particular assignment (i.e., to illustrate a career plan designed to assist clients or students with identifying options for meaningful and desirable work). Remember, you need a minimum of three sentences to make a paragraph. At the end of your introduction, include a sentence outlining which topics will be discussed and in which order.

The Case of Jermel: The Reluctant Post-Secondary Planner

In this section of your final project, you will briefly summarize the key points from the case of Jermel. In your summary, you should briefly describe Jermel’s career concerns, as well as relevant sociocultural factors that influence the case. You will then discuss your role in addressing these concerns, choosing to explore this case from either the licensed professional counselor OR school counselor perspective. This section of your paper should be one to two paragraphs.

Career Plan

Stage 1: Exploration

In this section of your final project, begin the explanation of your career plan for the case of Jermel, following the Hill and O’Brien (1999) Helping Skills Model located in this week’s learning resources. For this stage, you should describe the activities you would engage in to facilitate career exploration with Jermel (Exploration, pp. 2

3

1–232). Be sure to provide a rationale for the activities you identify, using specific career theories as a framework. For example, if using a Holland-type career assessment, be sure to explain Holland’s ideas on the connection between personality characteristics and job titles, and how the assessment would promote career exploration in this case. Additionally, be sure to also consider other questions such as: “What techniques would you use to develop rapport, express empathy, and encourage Jermel to tell his story?” and “How would you broach the role of sociocultural factors in Jermel’s career story?”

Stage 2: Insight

For the second stage, Insight (p. 232), identify the areas would you focus on to gain deeper meaning and understanding of Jermel’s situation. How would you identify his interests, abilities, and strengths? What career assessments and/or computer-assisted programs might be of use? What changes in the world-of-work might be relevant? In this section, be sure to consider any theories that might explain limitations to your Jermel’s career aspirations. For example, using Gottfredson’s theory of circumscription and compromise, you might discuss if it is relevant to explore the extent to which Jermel may be eliminating certain options based on his various sociocultural factors. If you are using social cognitive career theory, you might consider if it is relevant to explore how Jermel’s career decision-making has been influenced by low self-efficacy beliefs.

Stage 3: Action

For the third stage, Action (p. 232), identify what plans you would develop, how you would evaluate them, and what follow-up activity you would do with Jermel. The plans identified in this section should be based on the insights you discussed at Stage 2. For example, if you identified low self-efficacy beliefs and foreclosed occupational options as a barrier to career decision-making for Jermel, describe how you might facilitate discussion of additional options through activities such as card sorts, job shadows, or additional career assessments. As another example, if you identified poor job search skills as a barrier, you might provide psychoeducation of job search skills, and use role-play as a way to evaluate increased knowledge in this area. When developing your action items, be sure to consider how you might advocate with or on behalf of Jermel.

Collaboration

In this final section of the project, describe how you might collaborate with Jermel’s other counselor to meet his needs. Identify at least one mindset and three behaviors (one from each category-
Learning Strategies, Self-Management Skills, and
Social Skills) put forth by the American School Counselor Association (2021) you and the other counselor should focus on to ensure Jermel’s career needs are addressed and explain how this collaboration would benefit Jermel. This section of your paper should be one to two paragraphs.

Conclusion

Your conclusion section should recap the major points you have made in your paper. However, perhaps more importantly, you should interpret what you have written and what the bigger picture is. Remember, your paper should be five to eight pages, not counting your title page and reference page. Be sure to include at least three references throughout your paper.

Always include references on a separate page. APA is very specific about punctuation and how elements of the reference are presented. Every citation should have a reference and vice versa. Use the APA manual to verify your format. Below you will find many examples for you to follow. A formal paper for Walden will require you to use all relevant resources provided in the classroom, and also expect one or more scholarly resources from peer reviewed journals from the Walden Library.

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References

(Please note that the following references are intended as examples only.)

John, G., & Locke, D. (1973).
Career development at any age. Fairy Tale Publishing.

Laureate Education, Inc. (Producer). (2007).
How to cite a video: The city is always Baltimore [DVD]. Author.

Laureate Education, Inc. (Producer). (2010).
Name of program [Video webcast]. http://www.courseurl.com

Smith, G., & Johnson, N. (2008). Career counseling: Why we need it and can’t live without it.
Career Counseling for Everyone,
25(7), 14-31. http://dx.doi.org/10.8220/CTCE.52.1.23-91

The Case of Jermel: The Reluctant Postsecondary Planner

Jermel is a 17-year-old high school senior who is unsure about what to do with his life after

graduation. He is the youngest of three children and his brother and sister are both college

graduates. Jermel was adopted when he was 2 years old and grew up in a multi-racial home; he

is Black, his adoptive mother is Puerto Rican, and his adoptive father is German. His mother is a

speech pathologist at the elementary school he attended, and his father owns a struggling

garage door company. Jermel has always been interested in playing video games and reading

fantasy novels but doesn’t have a lot of friends or anyone he shares his interests with. His

parents have encouraged him to go to college, but he doesn’t want to burden his parents or

take out student loans to pay for something he is unsure about completing.

In 4th grade, Jermal was diagnosed with ADHD (combined type) and struggled in elementary and

middle school. He has done well in high school with support from his teachers and school

counselor. He doesn’t enjoy most social situations and would rather be alone than interact with

his peers. Recently, Jermel was diagnosed with Generalized Anxiety Disorder after experiencing

frequent worry and panic attacks that seem to come out of nowhere. He takes medication for

his ADHD and anxiety, which seems to help him focus on completing tasks and effectively

manage his anxiety symptoms. He attends weekly counseling sessions with a licensed

professional counselor and finds his time with her somewhat of an escape from his day-to-day

stressors. He trusts his counselor who also seems to be willing to help him explore

postsecondary options, but he doesn’t know where to begin.

His parents are encouraging him to explore college options, despite his desire to “take a gap

year,” and just relax after graduation. He feels overwhelmed with the college application

process and believes his parents just want him to pick a major and move out. He completed one

college application for admission to the state college his siblings attended but did not declare a

major. Jermel’s school counselor has reached out to him a couple of times to meet about his

future plans, but he hasn’t met with him yet.

Due Feb 1 by 10:59pm Points 100 Submitting a text entry box or a file upload Attempts 0
Allowed Attempts 2

Start Assignment

Back to Week at a Glance
(https://waldenu.instructure.com/courses/24309/modules/items/610679)

Throughout this course, you have been introduced to tools to assist clients and students with identifying options for
meaningful and desirable work. These tools include theories, assessments, and job-seeking strategies to facilitate
self-exploration, increase career knowledge, and enhance career decision-making. In this final project, you will
synthesize what you have learned by developing a career plan to support a client or student’s career development.
To complete the project, you will read the case study illustrating a fictional client/student with career development
needs. Using the template provided in the Week 10 Learning Resources, you will then apply the Hill and O’Brien
(1999) Helping Skills Model to address the needs of this fictional case from the perspective of either the school
counselor OR the licensed professional counselor. To conclude the assignment, you will identify how you might
collaborate with the other counselor in the case (i.e., if you are the school counselor how you might collaborate with
the licensed professional counselor OR if you are the licensed professional counselor how you might collaborate with
the school counselor) in order to ensure Jermel’s career needs are addressed. The Helping Skill Model is outlined in
the case study, Darren: The Case of the Unemployed Runaway, located in the Week 10 Learning Resources.

To Prepare:

Consider the learning resources presented throughout the course. If necessary, for your action plan, review the
resume and interviewing resources presented in the Week 11 resources as well. Additional career resources can
be found on the Walden University Career Planning and Development website
(https://academicguides.waldenu.edu/careerservices/home).
Access the Hill and O’Brien (1999) Helping Skills Model located in the Week 10 Learning Resources.

ASSIGNMENT: CAREER PLAN

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES (https://waldenu.instructure.com/courses/24309/modules/items/610689)

https://waldenu.instructure.com/courses/24309/modules/items/610679

https://waldenu.instructure.com/courses/24309/modules/items/610689

Access the ASCA Mindsets and Behaviors located in the Week 10 Learning Resources.
Access the Career Plan template located in the Week 10 Learning Resources.

In 5–8 pages, use the Hill and O’Brien (1999) Helping Skills Model to describe the strategies/interventions that
you would use to support the case study’s career plan. The Helping Skills Model is outlined in the case study,
Darren: The Case of the Unemployed Runaway. It is located in the Week 10 Learning Resources.

First, summarize the case of Jermel. Do not use “Darren” from the resources. In your summary, you should:
Briefly describe Jermel’s career concerns, and
Highlight relevant sociocultural factors that influence the case.
Describe your role in addressing Jermel’s career concerns as either a licensed professional counselor or a
school counselor.

Next, following the Hill and O’Brien (1999) model,
Describe the activities that you would engage in at Stage One of your career plan (Exploration, pp. 231–232).
What techniques would you use to develop rapport, express empathy, and encourage Jermel to “tell his
story?”
How would you broach the role of sociocultural factors in Jermel’s career story?

For the second stage, Insight (p. 232), identify the areas that you would focus on to gain a deeper meaning and
understanding of Jermel’s situation.

How would you identify his interests, abilities, and strengths?
What career assessments and/or computer-assisted programs might be of use?
What changes in the world-of-work might be relevant?

For the Action stage (p. 232), identify
The plans you would develop
How you would evaluate them, and
What follow up activity you would do with your client.

Include anything else that you would like to add to further develop the plan.

Before submitting your final assignment, you can check your draft for authenticity. To check your draft,
access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as COUN6753+WK10Assgn+last
name+first initial.

2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

BY DAY 3

SUBMISSION INFORMATION

Total Points: 100

COUN_6753_Week10_FinalProject_Rubric

Criteria Ratings Pts

50 pts

25 pts

25 pts

Adherence to
Assignment
Expectations: In 5–8
pages, use the Hill and
O’Brien (1999) Helping
Skills Model to
describe the
strategies/interventions
that you would use to
support the case
study’s career plan.

50 to >44.0 pts
A

Thoroughly addresses all
required components of the
assignment with a well-
developed, cohesive, and
insightful narrative that
exceeds expectations.

44 to >39.0 pts
B

Thoroughly addresses
all required
components of the
assignment with a
well-developed
narrative.

39 to >34.0 pts
C

Addresses some
of the required
components.

34 to >0 pts
F

Addresses few
to no required
components.

Assimilation &
Synthesis of
Ideas:Course content
is synthesized and
supported with
information from the
learning resources and
examples.

25 to >22.4 pts
A
Critically evaluates
course content and
main points.
Supports the
evaluation with
information from the
learning resources
and
personal/professional
experiences.

22.4 to >19.9 pts
B
Synthesizes the
course content to
illustrate main points
and supports the
synthesis with
information from the
learning resources
and
personal/professional
experiences.

19.9 to >17.4 pts
C
Identifies key points
from the course
content and supports
the key points with
minimal information
from the learning
resources or
personal/professional
experiences.

17.4 to >0 pts
F
Key points are
missing and minimal
to no information
from the learning
resources or
personal/professional
experiences is used.

Expression and
Formatting: The extent
to which the
submission
demonstrated writing
quality.

25 to >22.4 pts
A
Writing is organized,
concise, and
scholarly written with
no grammatical
errors.

22.4 to >19.9 pts
B
Writing is organized,
concise, and scholarly
written with minimal to
no grammatical errors.

19.9 to >17.4 pts
C
Writing is unclear or
interrupted by
grammatical errors.

17.4 to >0 pts
F
Writing lacks
clarity, organization
and has significant
grammatical errors.