Due Feb 1 By 10:59 Pm Points 100 Submitting A Text Entry Box

Due Feb 1 By 1059pm Points 100 Submitting A Text Entry Box Or A

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.

Sample Paper For Above instruction

Introduction

The process of career planning is a vital aspect of supporting clients in identifying meaningful and achievable work-related goals. It involves a systematic approach that considers individual interests, sociocultural factors, and contextual influences. This paper aims to develop a comprehensive career plan for Jermel, a high school senior facing uncertainty about his future. Utilizing Hill and O’Brien’s (1999) Helping Skills Model, the focus will be on applying tailored strategies at each stage to facilitate Jermel’s self-exploration, insight, and action. The discussion will include a detailed summary of Jermel’s case, an exploration of his sociocultural and psychological considerations, and a collaborative approach to supporting his career development from a school counselor’s perspective.

Case Summary of Jermel

Jermel is a 17-year-old African American male who struggles with anxiety and ADHD, which influence his educational and social functioning. His career concerns stem from a lack of clarity about postsecondary options, compounded by sociocultural factors such as familial expectations and racial identity. His parents, both college graduates, encourage him to attend college, yet he feels overwhelmed and reluctant to undertake the process. Jermel’s emotional difficulties, including generalized anxiety disorder, exacerbate his indecisiveness regarding future plans. As a school counselor, my role would be to facilitate his exploration, bolster his self-efficacy, and address sociocultural influences. Collaborating with his licensed professional counselor would ensure a holistic approach to meeting his varied needs, fostering a supportive environment for his career development.

Stage 1: Exploration

In the first stage of the career plan, the goal is to establish rapport and create a safe space for Jermel to express his concerns. Techniques such as active listening, open-ended questions, and affirming his strengths are essential. I would utilize motivational interviewing strategies to encourage Jermel to tell his story, emphasizing empathy and understanding of his sociocultural context. For example, acknowledging his experiences as a Black youth navigating multiple cultural identities can help build trust and demonstrate cultural sensitivity. Additionally, introducing interests such as gaming and fantasy literature can serve as entry points for exploration, translating these into potential career pathways or skills development. Using Holland’s (1997) theory, we might explore how personality types align with specific career environments, incorporating assessments like the Holland Code to assist Jermel in discovering compatible occupational options.

Stage 2: Insight

During this stage, the focus is on gaining a deeper understanding of Jermel’s interests, abilities, and strengths. I would use interest inventories such as the Strong Interest Inventory and self-assessment tools to uncover his preferences and skills. Additionally, employing computer-assisted programs like Sokanu or CareerScope can provide insights into his personality traits and potential career matches. Acknowledging how sociocultural factors influence his decision-making is crucial; Gottfredson’s theory can be applied to understand how social and cultural pressures narrow his perceived options. For example, Jermel’s reluctance to pursue college immediately might stem from concerns about financial stress or cultural expectations, which require sensitive exploration and validation.

Stage 3: Action

In the action stage, planning and implementing concrete steps are essential. Developing a flexible post-secondary plan that accommodates his desire for a gap year and exploration is vital. Activities such as job shadows, internships, or volunteering can provide practical exposure to different career options. I would also incorporate psychoeducational activities about resume writing, interview skills, and career decision-making to prepare him for the transition. Evaluation methods include follow-up appointments and use of feedback forms to assess progress. Continuous support through regular check-ins and adjusting plans based on his evolving interests and circumstances ensures sustained engagement and development.

Collaboration

Effective collaboration with Jermel’s licensed professional counselor involves consistent communication and shared goals focused on his holistic well-being. One mindset worth emphasizing is a strengths-based perspective, recognizing Jermel’s interests and resilience. Behaviors such as active listening, cultural humility, and advocacy are essential to ensure his needs are addressed comprehensively. For instance, jointly developing intervention strategies that incorporate mental health support and career exploration can enhance Jermel’s confidence and decision-making abilities. This collaboration benefits Jermel by providing a consistent support system that respects his cultural identity and addresses his emotional and career development needs.

Conclusion

In summary, utilizing Hill and O’Brien’s Helping Skills Model facilitates a structured approach to supporting Jermel’s career development. By systematically applying exploration, insight, and action strategies while collaborating effectively with mental health professionals, we can assist him in overcoming barriers and discovering meaningful postsecondary pathways. This holistic, culturally sensitive approach underscores the importance of tailored interventions in fostering successful career decision-making and personal growth.

References

• Gottfredson, L. S. (2005). Applying Gottfredson's theory of circumscription and compromise in career development. The Career Development Quarterly, 53(4), 306-312.
• Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments. Psychological Assessment Resources.
• Hill, L. A., & O’Brien, K. M. (1999). Helping Skills: Facilitating Exploration, Insight, and Action.
• Gysbers, N. C., & Henderson, P. (2000). Developing and Managing Your School Guidance Program. American Guidance Service.
• Lent, R. W., Brown, S. D., & Hackett, G. (2002). Social cognitive career theory. In D. Brown & L. Brooks (Eds.), Career choice and development (3rd ed., pp. 255-311). Jossey-Bass.
• Super, D. E. (1990). A life-span, life-space approach to career development. In D. Brown (Ed.), Career development: Theory and practice. Jossey-Bass.
• Nauta, M. M. (2010). Finding the right work: Alignment of career interests, skills, and values. Journal of Career Assessment, 18(2), 251-262.
• Brown, D., & Lent, R. W. (2013). Career Development and Counseling: Putting Theory and Research to Work. Wiley.
• American School Counselor Association. (2021). The ASCA Mindsets & Behaviors for Student Success. https://www.schoolcounselor.org/
• Krumboltz, J. D., & Mitchell, G. L. (1996). Counseling strategies for career development. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology.