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Reflecting on your readings, other articles you locate in the professional literature, your online research for career resources, and your exploration of the Capella Career Center, consider the types of career-planning information and resources you might draw from when exploring career-related issues with clients and students.

For this discussion, imagine that you are working with a 17-year-old adolescent and his family. They have come to see you because the teen is not attending school regularly and states that he intends to drop out because school is boring and he wants to start working and be treated like an adult. His parents state that they are willing to treat him like an adult if he prepares for his future appropriately and can demonstrate that he will be able to find a job he enjoys and earn enough income to support himself. He is not sure what kind of career path he would like to follow and would consider vocational training.

As the counselor, what knowledge about career and educational planning do you need to begin your work with this teen? How would you go about locating resources that would be helpful for the teen and his family? Include in your post at least two resources from the Capella Career Center and at least two online career resources that the teen could access to support his career and educational planning process. Also, discuss in your post how you would move forward with the teen and his family to address any concerns that may arise about the teen's success in finding an appropriate job or vocational training placement, as well as what type of follow-up and evaluation you would include about this issue in future counseling sessions.

Paper For Above instruction

In working with a 17-year-old adolescent facing school disengagement and considering dropping out to pursue employment or vocational training, it is essential to have a comprehensive understanding of career and educational planning. As a career counselor, understanding adolescent development, career development theories, and local and online resources is crucial to guide the client effectively. The goal is to facilitate informed decision-making, foster motivation, and develop actionable plans aligned with the adolescent’s interests and abilities.

Fundamental knowledge includes developmental stages, particularly adolescence, where identity and future orientation are critical. According to Erik Erikson’s psychosocial development theory, adolescence is a critical period for identity versus role confusion, which influences career choices (Erikson, 1968). Additionally, Career Development Theory, such as Holland’s Theory of Vocational Personalities and Work Environments, provides a framework for understanding how personal interests, abilities, and values contribute to career satisfaction (Holland, 1997). Recognizing the importance of intrinsic motivation and self-efficacy, as discussed by Bandura (1997), can bolster confidence and persistence in pursuing career goals.

Assessments are vital tools for understanding the adolescent’s interests, skills, and values. Instruments such as the Strong Interest Inventory or the Self-Directed Search can help clarify potential career paths and vocational interests (Hansen & Yeskel, 2004). Furthermore, developmental considerations indicate that career decision-making in adolescence entails exploration, which needs supportive guidance rather than premature commitments (Hirschi, 2011). Hence, counseling must focus on exploring options, providing accurate information, and gradually building the adolescent’s self-efficacy and motivation.

Locating appropriate resources is a key component in comprehensive career counseling. Within the Capella Career Center, resources such as the "Career Planning Self-Assessment" tool can help adolescents identify their interests and strengths, while the "Internships and Field Experiences" section provides opportunities for practical exposure to various careers. These resources can be invaluable in helping the adolescent explore or confirm career interests and develop realistic plans. External online resources include websites like the Occupational Outlook Handbook (OOH) published by the U.S. Bureau of Labor Statistics, which offers detailed information on career options, education requirements, job outlooks, and salary ranges (Bureau of Labor Statistics, 2023). Another useful site is MyNextMove.org, which provides interactive assessments and career suggestions aligned with the adolescent’s interests and skills.

Moving forward, it is essential to address concerns related to the adolescent's readiness for employment or vocational training. Initial counseling sessions should involve exploring his perceptions of work and education, addressing fears or misconceptions, and emphasizing the importance of planning to ensure success. It may be beneficial to develop a structured plan that includes short-term goals such as completing a career interest inventory, researching vocational programs, and engaging in job shadowing or internships. Engaging the family is vital, ensuring they provide support and monitor progress while maintaining clear communication about expectations.

Evaluation and follow-up should be systematic. Regularly scheduled counseling sessions allow for monitoring progress toward educational and career goals, addressing obstacles, and adjusting plans as necessary. Use of progress checklists and self-efficacy assessments can be helpful measures of the adolescent's development. Encouraging ongoing reflection and reassessment ensures that the young person remains engaged and motivated. Additionally, incorporating feedback from vocational trainers and employers can provide practical insights into the adolescent's readiness and areas for improvement.

In conclusion, effective career counseling for adolescents considering dropping out and entering the workforce requires a thorough understanding of adolescent development, accessible resources, and strategic planning. Utilizing tools from reputable sources such as the Capella Career Center and online career information platforms ensures that clients receive well-rounded, accurate, and empowering guidance. Consistent follow-up and reassessment are critical in supporting adolescents’ transition from education to vocational engagement and ensuring long-term success.

References

• Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
• Bureau of Labor Statistics. (2023). Occupational Outlook Handbook. https://www.bls.gov/ooh/
• Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton & Company.
• Hansen, J. C., & Yeskel, P. (2004). Career development interventions: Theories, practices, and evidence. Routledge.
• Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments. Psychological Assessment Resources.
• Hirschi, A. (2011). Career-choice readiness in adolescence: Developmental trajectories and individual differences. Journal of Vocational Behavior, 79(2), 340–348.
• Nevo, N., & Wiseman, M. (2002). Incorporating short-term dynamic psychotherapy principles into career counseling: A theoretical and practical approach. Journal of Career Development, 28(4), 227–245.
• Taylor, C. M. (1997). Workshop to orient students to career planning services. The Career Development Quarterly, 45(3), 293–296.
• Thomas, A., & Gibbons, S. (2009). Narrative theory: A career counseling approach for adolescents of divorce. Professional School Counseling, 12(3), 223–229.
• Mekinda, M. (2012). Support for career development in youth: Program models and evaluations. New Directions for Youth Development, 134, 45–54.