GregorySeaton&CarolineWattsJobsfortheFuture|PathwaystoProsperityNetworkOctober24,2017

WHAT’SNEXT?YOUTH,COUNSELORS,ANDCAREERDEVELOPMENT

GOALS

> Toframetheroleofcounselorsincollege/careerreadiness

> Todiscussnormativevocationalidentitydevelopment

> Tohighlighttheroleofcontextinshapingidentity

> Tohighlightthechangingroleofcounselors

> Topresentpossiblestrategiestolimitimpactofcounselorshortage

AGENDA

>Definingtheproblem>Understandingtheproblem>Problemsolving

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> Schoolcounselorsplayacriticalroleinhelpingyouthunderstand,explore,andprepareforvocationaloptions.

> Manyschoolshaveunmanageablestudentcounselorratios.

> Studentsaredealingwithgreaterlevelsofstressandtrauma.

> Districtsintensifyfocusoncollegeandcareerreadiness

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DEFININGTHEPROBLEM

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CHANGESINJOBMARKET

https://cew.georgetown.edu/wp-content/uploads/2014/11/CTE.FiveWays.FullReport.pdf

> YouthDevelopment

– IdentityDevelopment

– CareerDevelopment

– StressEngagement:ACE’s

> Counseling

– ChangingRole

– ImpossibleRatios

– VoicesfromDELandscapeAnalysis

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UNDERSTANDINGTHEPROBLEM:THERESEARCH

TheoreticalAssumptions

> Developmentisnormative

> Differentisnotdeficit

> Contextmatters(micro-macro)

– Adultsandyoutharebidirectionalcontextsfordevelopment.

> Webecomehowwecope

> Support”aint”supportifitisnotexperiencedassupportive.

PVEST(Spencer,1995)

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IDENTITYDEVELOPMENTLITERATURE

> CareerExploration- exploringtheselfandtheworldofwork.

> CareerCommitment- makingachoiceregardingacareerandattachingone’sselftothatchoicethroughcorrespondingbehavior.

> CareerReconsideration- re-examiningcurrentcareercommitmentsinlightoffuturecareerresponsibilities.

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CAREERDEVELOPMENTLITERATURE

> Howdoesyourcurrentcurriculumaddresscareerexplorationandcommitment?

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DISCUSSION

AdverseChildhoodExperiences> ACEsinclude:

> Physicalabuse

> Sexualabuse

> Emotionalabuse

> Physicalneglect

> Emotionalneglect

> Intimatepartnerviolence

> Mothertreatedviolently

> Substancemisusewithinhousehold

> Householdmentalillness

> Parentalseparationordivorce

> Incarceratedhouseholdmember

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STRESS ENGAGEMENT:(ACE)

> ThemostcommonnationalACEiseconomichardship.

> Inmoststates(45),livingwithaparentwhohasanalcohol- ordrug-useproblemisthethird-most-prevalentACE(nationalprevalenceisaboutoneintenchildren).

> Olderchildrenaremorelikelythanyoungerchildrentohaveeverexperiencedeachoftheadversechildhoodexperiences,exceptforeconomichardship.

> Divorceisthesecond-most-commonACEexperiencedbychildrenineachagegroup.

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ACE’sbySelectedStates

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TRAUMA&STRESS ENGAGEMENT

> Greateremphasisonmentalhealthneedsofyouth

> Counselorsinmanywaysseenasadditionalteachingandadministrativesupport

> Fundingchangesfocus(vocational,generalist,vocationalandmentalhealth)

> http://bit.ly/riatMo

> ASCAandtheEducationTrusthavecalledforashiftintheroleoftheprofessionalschoolcounselorfromthatofserviceprovidertooneofpromotingoptimalachievementforallstudents.(Dahir &Stone,2007)

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CHANGESINSCHOOLCOUNSELING

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https://www.schoolcounselor.org/asca/media/asca/home/appropriate-activities-of-school-counselors.pdf

California 1:822

Delaware 1:436

Massachusetts 1:419

Minnesota 1:743

NewYork 1:624

Pennsylvania 1:412

Tennessee 1:341

Texas 1:465

National 1:491

Arizona(Highest) 1:941

Wyoming(Lowest) 1:211

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NATIONALSCHOOLCOUNSELORRATIOS

1:250AmericanStudentCounselorAssociationRecommendation

RatiosforSelectedStates(2013-2014SYdata)

> Inmanywaysprincipalsandadministratorsstillseeusinanoutdatedmodelofguidancecounseling.Thestudentshavechanged.Workhaschanged.Schoolhaschanged.Butpeoplestillseecounselingasjustguidance.Itissomuchmore.ItisapartofwhatIdo,butitisnotallthatIdo.”

> “ItisunrealistictoexpectmetoadequatelyaddresstheneedsofallthestudentsthatIamassigned.Therearesimplytoomany.”- Counselor,FocusGroup

> These aren’t the same students like when you went to school. The kids are dealing with real adult issues at an early age. Like opioid addicted parents, taking care of siblings, or some type of abuse. The trauma is real. We just don’t have enough places to refer them to. There is a six week wait. Anything can happen when you are in crisis…so six weeks...”

> -Female counselor

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VOICESFROMDE:COUNSELORS

> “[A]ll fingersarenotequal.Ittakesfivefingerstomakeupthehand.Mostpeoplejustthinkaboutthepointerfingerorthumb.Theygetalloftheglory.Buttherearealsootherfingers.Iftheotherfingersarenotthereortheyareweak,thehandbecomesweak.Wearelikethefingersthatpeoplehaveforgottenabout.

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VOICESFROMDE:STUDENTS

StrategiesandSolutions

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BUILDINGCAPACITYFOR ANDAS SCHOOLCOUNSELORS:BECOMINGENTREPRENEURSANDADVOCATES

ü Internal Capacity Training§ Broaderunderstandingsandskillstoadjusttorole,contextand

populationdemands

ü Interprofessional Capacity§ Leveragingtheskillsandunderstandingsofotherprofessions§ Workingeffectivelyacrossboundariesanddisciplines

ü Institutional Capacity§ Resourceidentificationandcreation§ Theroleofstrategicpartnerships

A PATHWAYS MODEL FOR SCHOOL COUNSELORS (M. NAKKULA AND C. WATTS)

FamilyCulture CommunityContext

PeerCultures SchoolEnvironment

ASCAMINDSETS&BEHAVIORSFORSTUDENTSUCCESS

K-12 COLLEGE- AND CAREER-READINESS STANDARDS FOR EVERY STUDENT (2014)

Category 1: Mindset Standards> Psycho-social attitudes or beliefs students have about themselves in relation to

academic work - the students’ belief system as exhibited in behaviors.

Category 2: Behavior Standards> Behaviors commonly associated with being a successful student - visible, outward signs

that a student is engaged and putting forth effort to learn. – Learning Strategies: Processes and tactics students employ to aid in the cognitive

work of thinking, remembering or learning.– Self-management Skills: Continued focus on a goal despite obstacles (grit or

persistence) and avoidance of distractions or temptations to prioritize higher pursuits over lower pleasures (delayed gratification, self-discipline, self-control).

– Social Skills: Acceptable behaviors that improve social interactions, such as those between peers or between students and adults

Penn Futures@ KHSA

How do we prepare a cadre of effective educators, social workers, counselors and

health workers for high needs contexts?

How are practitioners prepared to see/ identify assets within the communities they serve? How do these assets contribute to a

holistic view of the community? How can they become potential professional resources?

Premise:Developingpractitionerstoservetheneedsofaschoolcommunityinpovertyrequirestheexpertiseofmultipledisciplines

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UNIVERSITY APPROACHES TO PARTNERING FOR SCHOOL IMPROVEMENT

School Needs

and Goals

Pre-Service PractitionerNeeds and

Assets

SP2, GSE, SoNNeeds and

Assets

Ø Context specificØ Interdependent Ø Coordinated Ø Collective goals

Multi-discipline group supervision

Health and Mental Health Needs

assessment

over 5000 intern service hours

1:75 counselor/social worker

to student ratio

410 KHSA students

served by student teachers

2 Nursing, Community health clinical

practicum students: health

screenings, triage, and PHN

assessment

2 EdD students facilitated professional

development & instructional rounds

Newprincipal,newleadership,newfocusuponinstructionalimprovement,newvisionforPennFuturesPartnership

Howtoextendthefoundationalsupportsforstudentstobemoreintegrativewithacademicachievementgoalsand

college/careerreadinesspractices?

YEAR2@KHSA

CRISTOREY:EMBEDDEDINTERNSHIPS

> Over30highschoolsnationallyserving10,000+lowincomestudents> Embeddedinternshipprogramas25%ofcollegepreparatorycurriculum

grades9-12> CristoReyPhiladelphia:

> –Twocounselingoffices:college/careerandmentalhealth/studentsupport

> –2yearswith100%collegeacceptanceforseniors

> Researchstudy:Odiotti,2016– Collegeenrollment,persistence,completion– Alumniperspectives– Employerperspectives

> Corporateworkstudyprogram:whitecollarindustries,architecture,law,engineering,nonprofits

> Researchstudy:Odiotti,2016

> –Collegeenrollment,persistence,completion

> –Alumniperspectives

> –Employerperspectives

CRISTOREYSTMARTIN,WAUKEGANIL

CRISTOREYALUMNIFINDINGS(ODIOTTI,2016)

Ø Jobskills:communication,workingeffectivelywithothers,computerskills

Ø Personalqualities:responsibility,independenceØ DevelopmentofsocialcapitalØ GainingcomfortinnewanddifferentcontextsØ Networking:FormingrelationshipsintheworldofworkØ Pathways:Newpossibilities,newcareers,college

Ø Experiences“thatcountertheimpactandrealityofeconomicisolation”

> AmericanSchoolCounselorAssociation.2017.AboutASCA.Alexandria,VA:AuthorAvailableat:https://www.schoolcounselor.org/

> Dahir,C.A.,&Stone,C.B.(2007).Schoolcounselingatthecrossroadsofchange(ACAPCD-05).Alexandria,VA:AmericanCounselingAssociation

> Sacks,V.,Murphy,D.,andMoore,K. 2014.AdverseChildhoodExperiences:NationalandState-LevelPrevalence.Bethesda,MD:ChildTrends.Availableat:https://childtrends-ciw49tixgw5lbab.stackpathdns.com/wp-content/uploads/2014/07/Brief-adverse-childhood-experiences_FINAL.pdf

> Spencer,M.B.(1995).OldissuesandnewtheorizingaboutAfricanAmericanyouth:Aphenomenologicalvariantofecologicalsystemstheory.InR.L.Taylor(Ed.),African-Americanyouth:TheirsocialandeconomicstatusintheUnitedStates(pp.37-69).Westport,CT:Praeger.

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REFERENCES

Most people enter [educational] fields because of a genuine desire to helppeople, but they may not anticipate the kinds of resistance they willencounter. Novices’ naïve images of the role of the professional may beheightened if the novices them-selves have previously been compliantstudents or clients. For example, the new teacher who has always been amodel student may be shocked to find that her own students behavedefiantly. Furthermore, beginning teachers often struggle to buildrelationships with students that allow for student freedom but alsodemonstrate teacher leadership. When they do not know how to managedisruptions or ruptures in the relationship, teachers may become increasinglyrepressive, which can further damage the student-teacher relationship.

Grossman,P.,Compton,C.,Shahan,E.,Ronfeldt,M.,Igra,D.,&Shaing,J.(2007).Preparingpractitionerstorespondtoresistance:Across-professionalview.TeachersandTeaching,13(2),p.111.

AQUOTETOCONSIDER

GREGG SEATONgseaton@jff.org

TEL 617.728.4446 FAX 617.728.4857 info@jff.org88 Broad Street, 8th Floor, Boston, MA 02110 (HQ)

122 C Street, NW, Suite 650, Washington, DC 20001505 14th Street, Suite 900, Oakland, CA 94612WWW.JFF.ORG

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CAROLINE WATTSwattsca@gse.upenn.edu