WHAT’S NEXT? YOUTH, COUNSELORS, AND CAREER … · >Career Exploration-exploring the self and the...
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Gregory Seaton & Caroline Watts Jobs for the Future | Pathways to Prosperity Network October 24, 2017 WHAT’S NEXT? YOUTH, COUNSELORS, AND CAREER DEVELOPMENT
Transcript of WHAT’S NEXT? YOUTH, COUNSELORS, AND CAREER … · >Career Exploration-exploring the self and the...
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.
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