In 5 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.
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.
3
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.
ASCA Student Standards:
Mindsets & Behaviors for
Student Success
K-12 College-, Career- and Life-Readiness Standards for Every Student
The ASCA Student Standards: Mindsets & Behaviors for Student Success describe the knowl-
edge, attitudes and skills students need to achieve academic success, college and career readi-
ness and social/emotional development. The standards are based on a survey of research and
best practices in student achievement from a wide array of educational standards and efforts.
ASCA Student Standards: Mindsets & Behaviors for Student Success
K-12 College-, Career- and Life-Readiness Standards for Every Student
Each of the following standards can be applied to the academic, career and social/emotional domains.
Category 1: Mindset Standards
School counselors encourage the following mindsets for all students.
M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being
M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment
M 3. Positive attitude toward work and learning
M 4. Self-confidence in ability to succeed
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
M 6. Understanding that postsecondary education and lifelong learning are necessary for long-term success
Category 2: Behavior Standards
School counselors provide culturally sustaining instruction, appraisal and
advisement, and counseling to help all students demonstrate:
Learning Strategies Self-Management Skills Social Skills
B-LS 1. Critical thinking skills to make
informed decisions
B-SMS 1. Responsibility for self and
actions
B-SS 1. Effective oral and written
communication skills and
listening skills
B-LS 2. Creative approach to learning,
tasks and problem solving
B-SMS 2. Self-discipline and self-control B-SS 2. Positive, respectful and supportive
relationships with students who are
similar to and different from them
B-LS 3. Time-management, organizational
and study skills
B-SMS 3. Independent work B-SS 3. Positive relationships with adults to
support success
B-LS 4. Self-motivation and self- direction
for learning
B-SMS 4. Delayed gratification for
long-term rewards
B-SS 4. Empathy
B-LS 5. Media and technology skills to
enhance learning
B-SMS 5. Perseverance to achieve long-
and short-term goals
B-SS 5. Ethical decision-making and social
responsibility
B-LS 6. High-quality standards for tasks
and activities
B-SMS 6. Ability to identify and overcome
barriers
B-SS 6. Effective collaboration and
cooperation skills
B-LS 7. Long- and short-term academic,
career and social/emotional goals
B-SMS 7. Effective coping skills B-SS 7. Leadership and teamwork skills to
work effectively in diverse groups
B-LS 8. Engagement in challenging
coursework
B-SMS 8. Balance of school, home and
community activities
B-SS 8. Advocacy skills for self and others and
ability to assert self, when necessary
B-LS 9. Decision-making informed by
gathering evidence, getting
others’ perspectives and
recognizing personal bias
B-SMS 9. Personal safety skills B-SS 9. Social maturity and behaviors
appropriate to the situation and
environment
B-LS 10. Participation in enrichment and
extracurricular activities
B-SMS 10. Ability to manage transitions
and adapt to change
B-SS 10. Cultural awareness, sensitivity and
responsiveness
Overview
The 36 ASCA Student Standards are broad standards that identify
and describe the knowledge, attitudes and skills students should
be able to demonstrate as a result of a school counseling program.
School counselors use the standards to assess student growth and
development, create culturally sustaining strategies and activities
and build a program that helps students achieve their highest
potential. The ASCA Student Standards can be aligned with
initiatives at the district, state and national levels to reflect local
priorities.
To operationalize the standards, school counselors write or select
measurable learning objectives that align with specific mindsets or
behaviors, which become the foundation for classroom instruction,
appraisal and advisement, and counseling activities addressing
student developmental needs. The learning objectives directly
reflect the school counseling program’s vision, mission and goals,
as well as the school’s academic mission.
Research-Based Standards
The ASCA Student Standards are based on a review of research
and college-, career- and life-readiness documents that identify
strategies influencing student achievement and academic
performance. The ASCA Student Standards are organized on
the framework of noncognitive factors presented in the critical
literature review “Teaching Adolescents to Become Learners,”
conducted by the University of Chicago Consortium on Chicago
School Research (2012).
This literature review recognizes that content knowledge and
academic skills are only part of the equation for student success.
“School performance is a complex phenomenon, shaped by
a wide variety of factors intrinsic to students and the external
environment” (University of Chicago, 2012, p. 2). The ASCA
Student Standards are based on the evidence of the importance of
these factors.
All 36 standards can be applied to any of the three school
counseling domains of academic, career and social/emotional
development. The school counselor selects a domain and standard
based on the needs of the school, classroom, small group or
individual.
The standards are arranged within general categories of
noncognitive factors related to academic performance as identified
in the University of Chicago 2012 literature review. These
categories synthesize the “vast array of research literature” (p. 8)
on noncognitive factors including mindsets, learning strategies, self-
management skills and social skills for success.
Category 1: Mindset Standards – Includes standards related to
students’ psycho-social attitudes or beliefs about themselves in
relation to academic work. These make up the student’s belief
system as exhibited in behaviors.
Category 2: Behavior Standards – These standards include
behaviors commonly associated with being a successful student.
The behaviors are visible, outward signs that a student is engaged
as well as putting forth effort to learn. The behaviors are grouped
into three subcategories.
a. Learning Strategies: Processes and tactics students employ
to aid in the cognitive work of thinking, remembering or
learning.
b. Self-management Skills: Continued focus on a goal despite
obstacles and avoidance of distractions or temptations to
prioritize higher pursuits over lower pleasures.
c. Social Skills: Acceptable behaviors that improve social
interactions, such as those among peers or between students
and adults.
Grade-Level Learning Objectives
Grade-level learning objectives are specific, measurable expectations
that students attain as they make progress toward the standards.
As the school counseling program’s vision, mission and annual
student outcome goals are aligned with the school’s academic
mission, school counseling standards and learning objectives are
also aligned with academic content standards at the state and
district level.
Grade-level learning objectives are housed in the ASCA Student
Standards database at www.schoolcounselor.org/learningobjectives.
School counselors can search the database by keyword to
quickly and easily identify learning objectives that will meet
student developmental needs and align with specific ASCA
Student Standards. The database also allows school counselors
to contribute to the learning objectives by sharing other ways to
meet or align with a specific standard.
Domains
The ASCA Student Standards can be applied to three broad
domains: academic, career and social/emotional development.
These domains promote mindsets and behaviors that enhance the
learning process and create a culture of college-, career- and life-
readiness for every student. The domain definitions are as follows:
Academic Development – Standards guiding school counseling
programs to implement strategies and activities to support and
maximize each student’s ability to learn.
Career Development – Standards guiding school counseling
programs to help students 1) understand the connection between
school and the world of work and 2) plan for and make a
successful transition from school to postsecondary education and/
or the world of work and from job to job across the lifespan.
Social/Emotional Development – Standards guiding school
counseling programs to help students manage emotions and learn
and apply interpersonal skills.
http://www.schoolcounselor.org/learningobjectives
Implementing the ASCA Student Standards
School counselors use the ASCA Student Standards to guide the
development, delivery and assessment of the three direct student
services as defined by the ASCA National Model: instruction,
appraisal and advisement, and counseling. The standards help
school counselors determine what student knowledge, attitudes
and skills will be measured as they work to help all students
become college-, career- and life-ready.
School counselors deliver the ASCA Student Standards to all
pre-K–12 students in classrooms, groups or individual settings
in a manner that is appropriate for the students’ development
level/age. School counselors review achievement, attendance
and discipline data to guide the selection of specific mindsets
and behaviors appropriate for the individual, group or grade
level, as well learning objectives to operationalize the standards.
School counselors implement the ASCA Student Standards
through the following steps.
1. Identify need.
School counselors identify a specific student challenge
found in the school’s student outcomes (achievement,
attendance, discipline). Challenges could include:
underperformance in achievement (standardized test
scores, grades, credits earned)
overrepresentation in discipline (offense categories, con-
sequences)
higher absenteeism (absences, late arrivals, early depar-
tures, chronically absent)
Specific developmental stages or differences may also serve
as the basis for school counselor interventions. If the issue is
related to underlying systemic issues, the school counselor
advocates to change policies, guidelines and practices to
address the systemic issues.
2. Collect supplemental data.
School counselors collect supplemental data, soliciting
opinions, beliefs and insights from stakeholders who are
directly involved with students experiencing the identified
challenge. These stakeholders include but are not limited to
parents, teachers, administrators and students.
3. Select student standard.
School counselors select a specific mindset or behavior that
best aligns with the data and the factors suggested in the
supplemental data.
4. Write learning objectives aligned with the student standard.
School counselors operationalize the selected mindset or
behavior by selecting or writing a measurable student learn-
ing objective(s) that will help students attain the standard.
The learning objective(s) identify the specific knowledge
and/or skills students need to attain that stated standard.
5. Create pre-/post-assessment.
School counselors create a pre-/post-assessment based on
the student learning objectives and selected student stan-
dard.
6. Select or develop strategies.
School counselors select or develop strategies, activities
and/or interventions that facilitate attainment of the learn-
ing objectives.
7. Administer pre-test.
School counselors administer the pre-test to determine the
baseline knowledge and skills of targeted students.
8. Deliver selected or designed strategies.
School counselors deliver the strategies, activities and/or
interventions to targeted students.
9. Administer post-test.
School counselors administer the post-test, assessing the
students’ acquisition of the knowledge and skills.
10. Reflect for improvement of practice.
School counselors reflect on the process, identifying what
might be improved when next delivered.
School counselors use the ASCA Student Standards to ensure
equity and improve access for all students. While the standards
are based on a review of research and other college-, career- and
life-readiness documents that identify strategies influencing stu-
dent achievement and academic performance, learning happens
within the context of the school environment. Students learn
best in environments that are accepting, respectful, supportive
and inclusive, and students cannot attain these standards in an
inequitable environment.
As part of the implementation of a school counseling program
based on the ASCA National Model, school counselors shape
ethical, equitable and inclusive school environments that help all
students achieve and succeed. School counselors have an ethical
responsibility to provide curriculum and activities that ensure
equitable academic, career and social/emotional development
opportunities for all students.
Implementing the ASCA Student Standards through the lens
of equity and access is essential to improving outcomes for all
students. Without careful and thoughtful implementation, stan-
dards such as these can reinforce the status quo, including gaps
in achievement, opportunity and attainment, and dispropor-
tionate rates of discipline and suspension for students of color.
School counselors are aware that factors such as educators’
beliefs, mindsets and behaviors can also perpetuate inequitable
learning environments. The ASCA Student Standards should be
used to promote equity and access for all students and create a
school culture free of bias and oppression.
When faced with data exposing inequitable student outcomes,
school counselors address the issue in two ways:
work to help students attain the ASCA Student Standards
use their leadership, advocacy and collaboration skills to
address underlying systemic issues and create systemic change
in the school
This combination of direct and indirect student services facili-
tates systemic change and affects students’ ability to attain the
ASCA Student Standards. To deliver indirect student services,
school counselors:
Advocate for policies, practices and guidelines that dismantle
bias and promote equity for all
Lead efforts to challenge policies, procedures, practices, tradi-
tions, customs or other behaviors perpetuating intentional or
unintentional biased behaviors and outcomes
Serve on school/district committees focused on ending bias,
including committees addressing academic content
Advocate for learning materials and resources in all content
areas that promote diversity and inclusion and address
systemic barriers
Recognize and respond to incidents of bias among staff and
students
Collaborate with families, educators, businesses and commu-
nity organizations focused on promoting opportunity and
ending disparity, bias and oppression
Present workshops for parents/families on how to foster and
support respectful student behaviors
Collecting Mindsets & Behaviors Data
Collecting meaningful Mindsets & Behaviors data relies on
the development of effective measures. School counselors go
beyond asking if participants enjoyed the activity or if they
believed it was beneficial. Rather, school counselors ask ques-
tions around the key Mindsets & Behaviors data concepts:
knowledge, attitudes and skills. Answering these questions helps
school counselors communicate how students are different as a
result of the school counseling program.
Asking questions that are developmentally appropriate and will
lead to meaningful results requires thoughtful consideration.
The mindsets and behaviors selected for the intervention or ac-
tivity not only provide the basis for content but also form a basis
on which questions are developed. Brainstorming statements
that begin with stems such as I believe…, I know… and I can…
guide question development. Once several of those statements
have been written, they can be reworded into prompts that be-
come data measures for multiple mindsets and behaviors.
Simple, meaningful questions can be most helpful in creating a
data story. Measurement is less time-consuming when the mind-
sets and behaviors measures are easy-to-administer, easy-to-score
and easy-to-analyze. No more than three to five questions or
prompts are needed for any one measure. Forcing that limita-
tion maintains the concentrated focus of both the intervention
and the measure. It ensures the least amount of time is spent
completing and scoring the assessment.
The ASCA Student Standards: Helping Students
Become College-, Career- and Life- Ready
All students have the right to access a school counseling pro-
gram that prepares them for the future and promotes equity
and access for all. The ASCA Student Standards serve as the
foundation for school counselors’ work in direct student services
for all students and describe the knowledge, attitudes and skills
students should be able to demonstrate as a result of a school
counseling program. School counselors use the ASCA Student
Standards to assess student growth and development, create cul-
turally sustaining strategies and activities, and build a program
that helps students achieve their highest potential.
Citation Guide
When citing from this publication, use the following reference:
American School Counselor Association (2021). ASCA
Student Standards; Mindsets and Behaviors for Student Success.
Alexandria, VA: Author.
1101 King Street • Suite 310 • Alexandria, VA 22314
(703) 683-ASCA • asca@schoolcounselor.org
Resources Used in Development of ASCA Student Standards (2021)
The following documents were the primary resources that informed ASCA Student Standards.
Document Organization Description
ACT National Career Readiness
Certificate
ACT Offers a portable credential that demonstrates achievement and a certain level
of workplace employability skills in applied mathematics, locating information
and reading for information.
Building Blocks For Change:
What it Means to be Career
Ready
Career Readiness Partner
Council
Defines what it means to be career-ready and highlights the outcome of
collaborative efforts of the Career Readiness Partner Council to help inform
policy and practice in states and communities.
Career and Technical Education
Standards
National Board of
Professional Teaching
Standards
Defines the standards that lay the foundation for the Career and Technical
Education Certificate.
Cross Disciplinary Proficiencies
in the American Diploma Project
Achieve Describes four cross disciplinary proficiencies that will enable high school
graduates to meet new and unfamiliar tasks and challenges in college, the
workplace and life.
Framework for 21st Century
Learning
Partnership for 21st Century
Skills
Describes the skills, knowledge and expertise students must master to succeed
in work and life; it is a blend of content knowledge, specific skills, expertise
and literacies.
ISTE Standards for Students International Society for
Technology in Education
Describes the standards students need to be prepared to thrive in a constantly
evolving technological landscape.
Social Justice Standards:
A Framework for Anti-bias
Education
Learning for Justice Presents anchor standards and age-appropriate learning outcomes that allow
educators to engage a range of anti-bias, multicultural and social justice
issues.
Social and Emotional Learning
Core Competencies
CASEL Identifies five interrelated sets of cognitive, affective and behavioral
competencies through which children and adults acquire and effectively apply
the knowledge, attitudes and skills necessary to understand and manage
emotions, set and achieve positive goals, feel and show empathy for others,
establish and maintain positive relationships and make responsible decisions.
Teaching Adolescents to Become
Learners: The Role of Non-
Cognitive Factors in Shaping
School Performance
The University of Chicago
Consortium on Chicago
School Research
Presents a critical literature review of the role of noncognitive factors in
shaping school performance.
What is “Career Ready”? ACTE Defines what it means to be career-ready, involving three major skill areas:
core academic skills, employability skills, and technical and job-specific skills.
Received 08/27/12
Revised 11/01/12
Accepted 11/02/12
DOl: 10.1002/J.2161 -0045.2013.00047.x
Computer-Assisted Career
Guidance Systems:
A Part of NCDA History
JoAnn Harris-Bowlsbey
The first computer-assisted career planning systems were developed in the late 1960s
and were based soundly on the best of career development and decision-making
theory. Over the years, this tradition has continued as the technology that delivers
these systems’ content has improved dramatically and as they have been universally
accepted as effective tools for career guidance practice. Although their widespread
use in the United States is currently affected by financial conditions, the potential
for using these systems in developing countries as a part of their implementation
of career guidance services is promising.
Keywords: computer-assisted career guidance systems, computer-assisted systems,
web-delivered systems
In this árdele, I review the progress of the development and use of com-
puter-assisted systems in the field of career guidance from the beginning
ofthat development through the present and into the foreseeable future.
As the Nadonal Career Development Associadon (NCDA) celebrates
its 100th anniversary, the advent of computer-assisted career guidance
systems approaches its 50th anniversary. So, the development and use of
these tools in our profession is a significant part of the history of NCDA.
It is also a large piece of my personal history because I was there at the
genesis, and I am sdll here as a developer of such systems. I am fortunate
to have been able to play a role in the wridng of this history.
I have also been fortunate in my personal and professional life to have
had Donald Super as a mentor. One of the things that he frequendy said
was “There is nothing as pracdcal as a good theory.” If we accept Super’s
premise that there is nothing so pracdcal as a good theory, then it follows
that there have to be tools in our profession that implement theory. Both
now and in the early years of development of computer-assisted career
guidance systems, they have been and are powerful tools for that purpose.
My own first system was the Computerized Vocadonal Informadon
System (CVIS), whose development began in 1966. That system sought to
implement theory by using Anne Roe’s (1956) occupadonal classificadon
system, which consisted of a 6 x 8 matrix. In the verdcal direcdon, there
were six levels of educadon: Professional and Managerial I, Professional
and Managerial II, Semiprofessional, Skilled, Semiskilled, and Unskilled.
In the horizontal direcdon, there were eight fields of work endeavor:
Service, Business Contact, Organizadon, Technology, Outdoor, Science,
JoAnn Harris-Bowlsbey, Kuder, Inc., Adel, Iowa. Correspondence concerning this
article should be addressed to JoAnn Harris-Bowlsbey, Kuder, Inc., 1610 Green
Mill Road, Einksburg, MD 21048 (e-mail: bowlsbeyj@kuder.com).
© 2013 by the National Career Development Association. All rights reserved.
The Career Development Quarterly June 2013 • Volume 61 181
General Cultural, and Arts and Entertainment. Therefore, in the CVIS
system, hundreds of occupadons were placed in these cells based on
the amount of education required for entry and the Roe field to which
each had been assigned. Students at Willowbrook High School in Villa
Park, Illinois, where the system was first operadonal, took the Kuder
Preference Record as a means of idendfying the Roe field(s) of their
interest and self-selected a level of educadonal attainment. With these
two pieces of data, students were provided with a list of occupadons
for their exploradon.
Simultaneously, other eminent theorists were building systems around
their theories. At Harvard, David Tiedeman was building an elegant
system that was based on his decision-making paradigm (Tiedeman &
O’Hara, 1963). That paradigm described decision making as a sequence
of steps organized under the phases of andcipadon (exploradon, crys-
tallizadon, choice, and clarificadon) and accommodadon (induction,
reformadon, and integradon). The Informadon System for Vocadonal
Decision Making was designed to shepherd users through those steps
and, in the process, to make them aware of their own epigénesis. Ti-
edeman defined epigénesis as the “making of successive differendadons
within a previously undifferendated psychological structure” (see Super,
1970, p. 28). Besides tackling the monumental task of making a com-
puter develop insight in its users, Tiedeman’s team also attempted the
addidon of natural language capability and use of visual assets 30 years
before these features became technically feasible.
At Educational Testing Service, Martin Katz (1963) developed a
system sdll in existence today, called the System for Interacdve Guid-
ance Informadon (SIGI), which was built around his theory that the
leading influence on career choice should be an individual’s values.
Through significant research, Katz and his team defined the existence
of 10 primary values, such as high income, creativity, early entry, variety,
and helping others. Another part of the theory was that the udlity of
an occupadon could be quandfied by muldplying the importance of a
value (as expressed by a system user) by the probability of compledng
the educadon needed to enter it. That probability was esdmated from
a user’s scores on achievement tests. Implementadon of this formula
required that the occupadons in the system be rated on each of the 10
values with regard to their potendal to assist users to attain each value.
So, SIGI is a third example of the implementadon of career theory via
a computer-assisted system.
Another example is the Education and Career Exploradon System
(ECES), developed by the IBM Corporadon under the consultancy
of Donald Super. The ECES, following Super’s (1963) emphasis on
the importance of self-concept, asked students in the exploradon stage
to describe their self-concepts, and then the system led them through
broad exploradon of occupadonal and educadonal alternadves. Pictures
showing work tasks of occupadons were displayed on microfiche for
the purpose of providing students with a more realisdc view of each
occupadon’s daily tasks and setdng.
Finally, in the sequence of theory-based systems, came the muldple
versions of DISCOVER. In all versions of DISCOVER, the theory of
John Holland (1973) has been predominant, though expressed in two
182 The Career Development Quarterly June 2013 • Volume 61
different ways. In the original versions, Holland’s Self-Directed Search
(SDS; Holland, 1994) was provided online, and its results were used
to identify occupations and postsecondary majors for exploration. After
merger with ACT, Inc., in later versions of DISCOVER, the UNIACT
Interest Inventory (ACT, Inc., 2013) replaced the SDS, and ACT, Inc.’s
(2001) World-of-Work Map replaced the Holland hexagon. Nonethe-
less, over the 38 years of DISCOVER’s existence, Holland’s theory
has been the solid foundation on which assessments and occupational
exploration have been built. Although DISCOVER in its present form
has been discontinued, the Kuder Career Planning System (Kuder, Inc.,
2012) has adopted the Holland theory as the basis for its assessment,
career exploration, and suggested occupations and postsecondary majors.
Thus, especially the theories that ahgn themselves with the trait-and-
factor approach have been used as a basis for practice over the almost
half a century that computer-assisted career guidance has been a reality.
The next phase of computer-assisted systems was the era of the Career
Information Delivery Systems (CIDS). Led by the development of Bruce
McKinlay’s (1974) Oregon Career Information System, many states
adopted CIDS as the basis for their own or created similar systems.
These systems and their operation were governed by the State Occupa-
tional Information Coordinating Committees and were partially fiinded
by the National Occupational Information Coordinating Committee.
These systems were not theory based, nor did they provide assessment
or a sequential career guidance treatment. Rather, they focused on the
provision of high-quality occupational and educational databases and
effective search strategies.
Since those early systems, there have many new developments. Eirst,
the dehvery platform itself has evolved dramatically as it moved from
giant, slow, expensive mainframes to minicomputers to smaller and
smaller desktop and laptop computers and, most recently, to smart
phones. The channel for delivery has moved from local, expensive,
slow phone lines to relatively inexpensive, worldwide, broadband and
wireless Internet connections. The audience has moved from selected
young people in schools at set hours to anyone 24/7 worldwide who
has or can find access to the World Wide W êb. The capability to add
graphics, color, video, and images so coveted by Tiedeman and Super
in their early systems is now abundant. The capability to link out to a
world of resources outside the system itself is fially reahzed. Based on
databases developed and maintained by government agencies such as
the O*NET Resource Center (www.onetcenter.org) and the National
Center for Educational Statistics (www.nces.ed.gov), the quahty of infor-
mation provided through current systems is very high. Current systems
offer lifelong electronic portfolios in which users can place assessment
results, career plans and goals, résumés, cover letters, and many other
items related to educational and career accomplishment.
In this almost half a century of use of computer-assisted career guidance
systems, there has been considerable research about their effectiveness.
Sampson, Rudd, and Reardon (1998) provided evidence that use of
such systems yields results, directiy related to the amount of use time,
in areas such as increased knowledge about the world of work, increased
knowledge about self, and increased certainty about educational and
The Career Development Quarterly June 2013 • Volume 61 183
career choices. In some quasi-longitudinal studies, there is evidence that
students who create career goals through the use of computer-assisted
systems are more hkely to remain in high school, more likely to proceed
to some form of postsecondary educadon, and while there, more likely
to remain in a major that direcdy relates to their idendfied interests as
measured by a formal assessment. There is also evidence that these gains
can be enhanced by more dme on the system and by the support of
career development facilitators or counselors in any form (i.e., one on
one, through group support, or via e-mail or telephone).
So, what might be the fiiture of web-delivered career guidance systems?
First, it appears that the delivery of career guidance service through the
web is here to stay, commonly accepted by the profession as a primary
tool for the delivery of assessment, informadon, and career planning
support. The quesdon arises, however, as to whether systems developed
by private sources can survive as government agencies increasingly
acid services through their websites that are free of charge. With the
challenges in the U.S. economy, states, school districts, and workforce
development networks continue to be forced to reduce their budgets;
unfortunately, expenditures for career guidance are among the first to
be removed. With this situadon, the market in the United States is likely
to turn to highly customized systems—those built to meet very specific
needs for specific organizadons.
There may be an increasing international market, however, for web-
delivered career planning systems in cotintries that are just now awakening
to the need for career guidance. These developing countries do not have
a cadre of trained professional counselors, and they have leapfrogged
to the Informadon Age with the capabiUty to receive services either
through computers or through smart phones. Systems developed for
these countries are likely to be highly customized, including assessments
that have been modified for their cultures and databases that have been
developed specifically for this purpose. The excitement about this trend
is that, via the World Wide Web, it is now possible to deliver high-quality
career guidance services to many countries whose cidzens have never
had such assistance. Such systems could be delivered on a platform that
can provide basic training for paraprofessionals as well as services to
students/adults in muldple languages, customized core databases, and
culture-specific assessments. Because ofthe large amount of money that
is being invested in developing nadons by the World Bank, the U.S.
Agency for Internadonal Development, and other organizadons, the
development of such a universal system might really be possible. The
power of such an integrated system to assist young people and adults
to learn about themselves and the world of work, choose occupadons,
plan for educadon, and enter the workforce might move nadons forward
in their economic development at a faster pace than would otherwise
be possible.
Current technology also makes it feasible to supplement computer-
assisted systems with support by trained career development paraprofes-
sionals through use of software such as Skype or GoToMeedng. Such
support could be provided by a reladvely small cadre of individuals,
alleviadng the problem that, on the whole, developing countries do
not have professional counselors or graduate programs to train them.
184 The Career Development Quarterly June 2013 » Volume 61
The rapid growth of web connectivity via smart phones is a technological
development that makes the delivery of career guidance systems feasible
in developing countries where people do not have access to computers.
Developers of computer-assisted systems are being challenged to deliver
their usual content in “byte-size” pieces that are feasible to receive on
the screen of a smart phone. Doubtiess, the next generation of systems
will have Uved up to this challenge.
In summary, computer-assisted career guidance systems have been
developed over a 45-year period and are now accepted as an important
tool for the delivery of career planning services. Initially developed to
operationalize career choice theories, they later became atheoretical as
CIDS were estabUshed and supported by state and federal funding. In
the past 15 years, agency-sponsored websites, such as those developed
by the U.S. Department of Labor, have progressively added guidance
functions (such as the administration of an interest inventory) to their
sites. These, when combined with the several significant data sources,
are creating free services that make them rivals to for-profit sites. This
fact combined with the financial problems being experienced by states
and school districts means that it may become increasingly difficult for
for-profit organizations to maintain their customer base. However, there
is an increasing international market in developing countries because they
have recentiy entered the Information Age and are receiving significant
funding as they do so. This situation offers an amazing opportunity
for the distribution of worldwide career guidance systems that may be
delivered by computer, smart phone, and/or other technologies that
are in the pipeline.
References
ACT, Inc. (2001). The world-of-work map. Iowa Cit)’, IA: Author.
ACT, Inc. (2013). ACT Interest Inventory (UNIACT). Iowa City, IA: Author.
Holland, J. L. (1973). Making vocational choices: A theory of careers. Upper Saddle River,
NJ: Prentice Hall.
Holland, J. L. (1994). The Self-Directed Search. Lutz, FL: Psychological Assessment
Resources.
Katz, M. (1963). Decisions and values: A rationale for secondary school guidance. New
York, NY: College Entrance Examination Board.
Kuder, Inc. (2012). The Kuder Career Planning System. Adel, IA: Author.
McKinlay, B. (1974). Developing a career information system: Part II. The Manpower
Information Clearinghouse final report. Springfield, VA; National Technical Informa-
tion Service.
Roe, A. (1956). The psychology of occupations. New York, NY: Wiley.
Sampson, J. P., Jr., Rudd, E., & Reardon, R. (1998). Computer-assisted career guidance:
Research and evaluation bibliography. Tallahassee: Florida State University, Center for
Study of Technology in Counseling and Career Development.
Super, D. E. (1963). Self-concept theory.
New York, NY: College Entrance Examination Board.
Super, D. E. (Ed.). (1970). Computer-assisted counseling.Tsic\vYork,VÍY: Teachers’ College.
Tiedeman, D. V., & O’Hara, R. P. (1963). Career development: Choice and adjtistment.
New York, NY: College Entrance Examination Board.
The Career Development Quarterly June 2013» Volume 61 185
Copyright of Career Development Quarterly is the property of Wiley-Blackwell and its
content may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holder’s express written permission. However, users may print, download, or email
articles for individual use.
<<
/ASCII85EncodePages false
/AllowTransparency false
/AutoPositionEPSFiles true
/AutoRotatePages /None
/Binding /Left
/CalGrayProfile (Dot Gain 20%)
/CalRGBProfile (sRGB IEC61966-2.1)
/CalCMYKProfile (U.S. Web Coated \050SWOP\051 v2)
/sRGBProfile (sRGB IEC61966-2.1)
/CannotEmbedFontPolicy /Error
/CompatibilityLevel 1.4
/CompressObjects /Tags
/CompressPages true
/ConvertImagesToIndexed true
/PassThroughJPEGImages true
/CreateJDFFile false
/CreateJobTicket false
/DefaultRenderingIntent /Default
/DetectBlends true
/DetectCurves 0.0000
/ColorConversionStrategy /CMYK
/DoThumbnails false
/EmbedAllFonts true
/EmbedOpenType false
/ParseICCProfilesInComments true
/EmbedJobOptions true
/DSCReportingLevel 0
/EmitDSCWarnings false
/EndPage -1
/ImageMemory 1048576
/LockDistillerParams false
/MaxSubsetPct 100
/Optimize true
/OPM 1
/ParseDSCComments true
/ParseDSCCommentsForDocInfo true
/PreserveCopyPage true
/PreserveDICMYKValues true
/PreserveEPSInfo true
/PreserveFlatness true
/PreserveHalftoneInfo false
/PreserveOPIComments true
/PreserveOverprintSettings true
/StartPage 1
/SubsetFonts true
/TransferFunctionInfo /Apply
/UCRandBGInfo /Preserve
/UsePrologue false
/ColorSettingsFile ()
/AlwaysEmbed [ true
]
/NeverEmbed [ true
]
/AntiAliasColorImages false
/CropColorImages true
/ColorImageMinResolution 300
/ColorImageMinResolutionPolicy /OK
/DownsampleColorImages true
/ColorImageDownsampleType /Bicubic
/ColorImageResolution 300
/ColorImageDepth -1
/ColorImageMinDownsampleDepth 1
/ColorImageDownsampleThreshold 1.50000
/EncodeColorImages true
/ColorImageFilter /DCTEncode
/AutoFilterColorImages true
/ColorImageAutoFilterStrategy /JPEG
/ColorACSImageDict <<
/QFactor 0.15
/HSamples [1 1 1 1] /VSamples [1 1 1 1]
>>
/ColorImageDict <<
/QFactor 0.15
/HSamples [1 1 1 1] /VSamples [1 1 1 1]
>>
/JPEG2000ColorACSImageDict <<
/TileWidth 256
/TileHeight 256
/Quality 30
>>
/JPEG2000ColorImageDict <<
/TileWidth 256
/TileHeight 256
/Quality 30
>>
/AntiAliasGrayImages false
/CropGrayImages true
/GrayImageMinResolution 300
/GrayImageMinResolutionPolicy /OK
/DownsampleGrayImages true
/GrayImageDownsampleType /Bicubic
/GrayImageResolution 300
/GrayImageDepth -1
/GrayImageMinDownsampleDepth 2
/GrayImageDownsampleThreshold 1.50000
/EncodeGrayImages true
/GrayImageFilter /DCTEncode
/AutoFilterGrayImages true
/GrayImageAutoFilterStrategy /JPEG
/GrayACSImageDict <<
/QFactor 0.15
/HSamples [1 1 1 1] /VSamples [1 1 1 1]
>>
/GrayImageDict <<
/QFactor 0.15
/HSamples [1 1 1 1] /VSamples [1 1 1 1]
>>
/JPEG2000GrayACSImageDict <<
/TileWidth 256
/TileHeight 256
/Quality 30
>>
/JPEG2000GrayImageDict <<
/TileWidth 256
/TileHeight 256
/Quality 30
>>
/AntiAliasMonoImages false
/CropMonoImages true
/MonoImageMinResolution 1200
/MonoImageMinResolutionPolicy /OK
/DownsampleMonoImages true
/MonoImageDownsampleType /Bicubic
/MonoImageResolution 1200
/MonoImageDepth -1
/MonoImageDownsampleThreshold 1.50000
/EncodeMonoImages true
/MonoImageFilter /CCITTFaxEncode
/MonoImageDict <<
/K -1
>>
/AllowPSXObjects false
/CheckCompliance [
/None
]
/PDFX1aCheck false
/PDFX3Check false
/PDFXCompliantPDFOnly false
/PDFXNoTrimBoxError true
/PDFXTrimBoxToMediaBoxOffset [
0.00000
0.00000
0.00000
0.00000
]
/PDFXSetBleedBoxToMediaBox true
/PDFXBleedBoxToTrimBoxOffset [
0.00000
0.00000
0.00000
0.00000
]
/PDFXOutputIntentProfile ()
/PDFXOutputConditionIdentifier ()
/PDFXOutputCondition ()
/PDFXRegistryName ()
/PDFXTrapped /False
/Description <<
/CHS
/CHT
/DAN
/DEU
/ESP
/FRA
/ITA
/JPN
/KOR
/NLD (Gebruik deze instellingen om Adobe PDF-documenten te maken die zijn geoptimaliseerd voor prepress-afdrukken van hoge kwaliteit. De gemaakte PDF-documenten kunnen worden geopend met Acrobat en Adobe Reader 5.0 en hoger.)
/NOR
/PTB
/SUO
/SVE
/ENU (Use these settings to create Adobe PDF documents best suited for high-quality prepress printing. Created PDF documents can be opened with Acrobat and Adobe Reader 5.0 and later.)
>>
/Namespace [
(Adobe)
(Common)
(1.0)
]
/OtherNamespaces [
<<
/AsReaderSpreads false
/CropImagesToFrames true
/ErrorControl /WarnAndContinue
/FlattenerIgnoreSpreadOverrides false
/IncludeGuidesGrids false
/IncludeNonPrinting false
/IncludeSlug false
/Namespace [
(Adobe)
(InDesign)
(4.0)
]
/OmitPlacedBitmaps false
/OmitPlacedEPS false
/OmitPlacedPDF false
/SimulateOverprint /Legacy
>>
<<
/AddBleedMarks false
/AddColorBars false
/AddCropMarks false
/AddPageInfo false
/AddRegMarks false
/ConvertColors /ConvertToCMYK
/DestinationProfileName ()
/DestinationProfileSelector /DocumentCMYK
/Downsample16BitImages true
/FlattenerPreset <<
/PresetSelector /MediumResolution
>>
/FormElements false
/GenerateStructure false
/IncludeBookmarks false
/IncludeHyperlinks false
/IncludeInteractive false
/IncludeLayers false
/IncludeProfiles false
/MultimediaHandling /UseObjectSettings
/Namespace [
(Adobe)
(CreativeSuite)
(2.0)
]
/PDFXOutputIntentProfileSelector /DocumentCMYK
/PreserveEditing true
/UntaggedCMYKHandling /LeaveUntagged
/UntaggedRGBHandling /UseDocumentProfile
/UseDocumentBleed false
>>
]
>> setdistillerparams
<<
/HWResolution [2400 2400]
/PageSize [612.000 792.000]
>> setpagedevice
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
