Article+summaries

Here is a spot for us to post our summaries. Good luck!


 * Reference**: (I think you can copy and paste the information below into our article review.)

Maxwell, M. (2007). Career counseling is personal counseling: A constructivist approach to nurturing the development of gifted female adolescents. //The Career Development Quarterly//, 55, 206-224.


 * __Key points__**:
 * "Identity development is a crucial component of career development, and many researchers suggest that highly talented individuals face an existential identity crisis when choosing a career" (p. 211)
 * "In a study of identity development [in gifted female adolescents], career exploration contributed most highly to identity formation" (p. 211)
 * Values-based career counseling that helps students "search for meaning" rather than a job, and that helps students recognize that career choice is not a single decision but a continual process [is more helpful than a focus on helping a student find a job]. (p. 212)
 * Having mentors in a student's chosen field is the variable link to occupational achievement . (p. 214)
 * Developmental bibliotherapy (the use of [fictional] literature in a way that engenders personal growth) can be a powerful tool in helping students to craft their own stories, especially since there is often a shortage of role models (p. 215)
 * Cinematherapy (therapy involving watching certain commercial movies as therapeutic interventions) is also a powerful tool and can serve as a catalyst for discussion and helping students to identify vicariously with characters and their strengths/weaknesses. It is especially helpful for [gifted] students who feel lonely, and may aid them in considering their own strengths, the barriers they may face, their resilience, and their identities more fully (pp. 216-217)


 * Reference:**

Greene, M. (2006). Helping build lives: Career and life development of gifted and talented students. //Professional School Counseling//, 10, 34-42.

__**Key points:**__
 * "Employers acknowledge that it is not sufficient to enter the workforce with only a specialized skill set. Higher levels of soft skills--including interpersonal and problem-solving skills, ongoing learning, leadership, teamwork, and creativity--are necessary to succeed in almost every field" (p. 35)
 * "Traditional career development activities that focus on assessing specific existing abilities or potential aptitude for particular job tasks are becoming less and less useful" (p. 36)
 * "Career decision-making is a lifelong process, not a one-time choice of occupation; thus, career counseling should be less about finding a person a job match and more about helping an individual build a satisfying life" Young people making career decisions must weigh personal beliefs about and desires for particular lifestyles and life roles. i.e. Do they value salary over satisfaction, room for intellectual or creative growth; do they want to marry, have children before the age of 30, own a house, live in a rural area, etc. Also question acceptable working environment: moving, commuting, working from home, etc.( p. 36).
 * "Perhaps the most important lesson to teach [gifted and talented] students with many options and their parents is that a career decision made in the last years of high school is just one choice, the first of potentially many career choices" (p. 38).
 * Career counselors should questions whether the individual's personal interests, traits, and behaviors will fit with the training and actual work of the chosen occupation, as well as personality fit with colleagues (p. 39).
 * Students need to learn to prioritize their interests and abilities so that they can make wise choices about appropriate high school courses and later training paths (p. 42).
 * Career counselors should encourage student self-reflection, mentorships, and experiential learning to aide students in evaluating their abilities and interests in ongoing goal-oriented career planning and decision-making (p. 42).
 * It's important for students to learn about their chosen occupation's actual job activities, including information about salaries, benefits, and responsibilities (p. 42).
 * Small group career sessions can be beneficial in providing a place for students to discuss career choices and lifestyle implications of those choices (p. 42).
 * In high school, counselors should help students to: identify transferable skills, provide exposure to nonconventional careers and role models, enroll in challenging courses in which they can focus on learning mastery rather than performance, and explore and clarify their personal values and career goals (p. 42).
 * Teachers can also be valuable partners in students' career development because they convey attitudes and provide content-specific information (p. 42).


 * I know I included quite a few key points from this article, however, a lot of them are similar to the other article I reviewed, so it seems like further support for those points I already mentioned. Feel free to combine/reduce whatever and let me know if you need anything else from me! ~Rachel

Hey everyone! Here are my sources and key points!!! I have six different sources but a couple only have a few things. I figured at least there were more options for you karen in case something works better then something else. I also found a few sources that had similar key points which is good. Most of my points are direct quotes so they may need to be reworded a little. Let me know if you need anything else!! ~Emily

Powell, D. F. & Luzzo, D. A. (1998). Evalutating factors associated with the career maturity of high school students. //The Career Development Quarterly//, 47, 145-156.
 * Source #1**
 * Career maturity is defined as the readiness of an individual to make informed, age-appropriate career decisions and cope with appropriate career development tasks. (p. 145)
 * People with high levels of career matuiry are likely to obtain successful and satisfying jobs. This is becuase they display more awareness of the career decision-making process, often think about alternative careers, relate their present behavior to future goals, have high levels of self-reliance in making career decisions, are committed to making career choices, and are willing to acknowledge and concede to the demands of reality. (p. 146)
 * Career maturity may not be the result of a linear, steadily progressing process. (p. 154)
 * People who believe they have personal control over and responsibility for career decisions in their lives have more positive attitudes in general towards career decision making. (p. 154)
 * The stronger a person's belief that internal factors cause career-related outcomes the more knowledgable the individual becomes about career decision-making principles. (p. 154)
 * Counselors should develop systematic interventions that can be integrated into curricular experiences in hopes of providing students with numerous opportunities to develop more mature career decision-making attitudes and competencies. Periodic assessement of progress is important also. (p. 155)
 * Effective career development combines career exploration activites, career decisiveness, and career commitment. (p. 155)

Bollendorf, M., Howrey, M. & Stephenson, G. (1990). Project career REACH: Marketing strategies for effective guidance programs. //School Counselor//, 37(4), 273-280.
 * Source #2**
 * Career is defined as the individually perceived sequence of attitudes and behaviors associated with work-related experiences and activities over the span of the person's life. (p. 273)
 * Career awareness is the identification of the student's values, interests, needs and abilities as they relate to the world of work. The process of career development begins with freshmen knowing themselves, sophomores understanding the labor market, juniors evaluating the information acquired about self and work, and seniors taking action on their decisions. (p. 273)
 * The role of school counselors is to assist students in understanding how career choices affect life-style choices in the future and how their high school career itself is the foundation for their career possibilities as adults. (p. 273)
 * An effective career development program consists of existing, effective single programs put into a overall systematic program (p. 276)
 * college night
 * career speaker series
 * achievement testing
 * peer counseling
 * college representatives
 * career center
 * mini-workshops
 * Students were more motivated to participate seeing the positive results from other students. (p. 277)
 * Students perceived their teachers as having disinterest in helping with their future career development. (p. 279)

Ingels, S. J., Burns, L. J., Charleston, S., Chen, X. & Cataldi, E. F. (2005). A profile of the American high school sophomore in 2002: Initial results from the base year of the education longitudinal study of 2002. //Education Statistics Quarterly//, 7 (1 & 2), 26-32.
 * Source #3**
 * Overall students has a positive view of their school and teachers. (p. 26)
 * The majority (65%) reported that they liked school somewhat and 24% liked school a great deal. (p. 27)
 * Most sophomores (87%) indicated that getting good grades was important or very important to them. (p. 27)
 * 57% said that engagment in interesting and challenging school subjects was one of their motivations for attending school. (p. 27)
 * 55% participated in sports (p. 29)
 * Those who participated in high-intensity extracurriculars were mork likely to... (p. 29)
 * earn a 4-year degree or higher
 * go directly to college
 * perform in the highest test quartile
 * rate good grades as very important
 * Sophomores rated the following life goals as "very important" to them... (p. 31)
 * getting a good education 83 %
 * becoming an expert in their field of work 71%
 * having lots of money 42%
 * having children 47%
 * having strong friendships 83%
 * working to correct social/economic inequalities 19%
 * 34% of sophomores said they didn't know what job they expected to have at age 30. (p. 32)

Bangser, M. (2008). Preparing high school students for successful transitions to postsecondary education and employment. //National High School Center, 4-24.// Retrieved from []
 * Source #4**
 * Students' high school experiences often do not prepare them adequately for postsecondary eduacation and the world of work. (p. 4)
 * Whatever path young people pursue, it is clear that the skills needed for work often mirror those needed for admission and success in postsecondary education. (p. 4)
 * Intervene early, when students are developing their college and career aspirations. (p. 5)
 * Integrate strong academic content into career-focused classes. (p. 5)
 * By beginning earlier, it is possible to engage students when they should be developing initial postsecondary education and career aspirations accompanied by an appropriate academic plan. (p. 5)
 * Counselors should provide assessments of college and workplace readiness early and regularly. (p. 11)
 * Exposure to the world of work can be important because high school students often lack information on the educational requirements for particular jobs. (p. 11)
 * paid and unpaid internships
 * guest lectures from the business community
 * career days
 * apprenticeships
 * job shadowing

American School Counselor Association (2006). Why secondary school counselors? Retrieved from: []
 * Source #5**
 * Every student needs support, guidance, and opportunities during adolescence.
 * Students are deciding who they are, what they do well, and what they will do when they graduate.
 * Students are evaluating their strengths, skills and abilities.
 * The biggest influence is their peer group, a sense of belonging and peer acceptance.
 * High school students need help in making concrete and compounded decisions.
 * Mission of secondary school counselors is to implement and evaluate a comprehensive, developmental, and systematic school-counseling program including...
 * career planning
 * post-secondary planning and application process
 * education in understanding self and others, including strengths and weaknesses
 * coping strategies
 * peer relationships and effective social skills
 * communication, problem-solving, decision-making, and conflict resolution skills
 * career awareness and the world of work
 * goal setting
 * career plans
 * career education
 * School Counseling programs are essential to achieve optimal personal growth, acquire positive social skills and values, set appropriate career goals and realize full academic potential to become productive, contributing members of the world community.

Rutgers University, 2011, Career Planning-High School Students Retrived from: []
 * Source #6**
 * Career planning is a process that begins before high school, and most naturally should continue into the college years. It is an ongoing process that allows you to rethink and reevaluate yourself and your career options as you have experiences, and as you grow and develop.
 * In high school, self-exploration is most important (its the time to get to know yourself)
 * skills and abilities
 * interests
 * personal priorities
 * training and education
 * life experiences
 * begin to explore career options
 * find part-time jobs or voluntary experiences which allow you to try different career areas
 * develop new skills in classes and organizations
 * take lots of classes to find your strengths and interests
 * Five steps towards career planning
 * Assess yourself
 * Generate options
 * Gather information
 * Make a decision
 * Take the next step
 * Rutgers website is designed based off of John Holland's theory and research

(By the way, I'm not positive that my sources are written in APA format so I am going to confirm this and possibly change them (if needed) at a later time.)

Here are my two article summaries- Alaina

Article 1: Risk Factors and Levels of Risk For High School Dropouts Suh, S., & Suh, J. (n.d.). EBSCO Publishing Service Selection Page. //EBSCO Publishing Service Selection Page//. Retrieved November 4, 2011, from http://ehis.ebscohost.com/eds/delivery?sid=5b253179-b865-4c18-9ca3-8960cf58eadd%40
 * several major risk factors for high school drop outs include:
 * disliking school
 * receiving poor grades
 * not being able to keep up with school work
 * not getting along with teachers
 * parent's low educational attainment
 * the number of household members
 * low socioeconomic status
 * the 3 main risk factors identified in this study are poor academic performance, low SES, and deviant behavior
 * poor academic performance (low GPA) has been found to be the leading predictor of dropout rates
 * when students are exposed to several of these risk factors, a student is less likely to be motivated to do school work, thus, dropping out
 * early prevention is one way to curve the dropout rate
 * changing performance path is very difficult and should be done before the high school level
 * younger students seem to be more open to support services
 * older students may be more focused on peer approval
 * programs that target students who only have low GPA may overlook students who have one or more of the other risk factors identified
 * multiple intervention methods may be needed for these students to encompass all risk factors
 * a school-wide program should be developed to encompass students with risk factors, and without them, because students who show no risk factors still make up for some of the dropout rate
 * for a group of students displaying one risk factor (academic risk) may be helped by following these topics
 * examining and developing plans for the coming year
 * identifying factors interfering with attendance
 * understanding physical, social, and psychological development of students

Article 2: The Career Fair as a Vehicle for Enhancing Occupational Self-Efficacy

Kolodinksy, P., Schroder, V., Montopoli, G., McLean, S., Mangan, P., & Pederson, W. (2006). The Career Fair as a Vehicle of Enhancing Occupational Self-Efficacy. //Professional School Counseling//, //10//(2), 161-167. a career fair employs the wisdom of social cognitive learning and self-efficacy theory
 * primary reasons for career fairs are
 * broadening or clarification or student's career interests
 * enhancement of student's sense of self-efficacy
 * when kids develop a career plan, they are faced with many challenges including:
 * emerging sexuality
 * increasing peer pressure
 * susceptibility to a variety of social ills
 * Bandura (2001) concluded that development during formative years is fundamental to continuity of specific career paths
 * career fairs are a way for students to start social networking and interact directly with recruiters
 * career fairs allow students to discuss key elements of their occupation, answer questions for students, demonstrate tools of different trades, and provide related experimental activities for students
 * it has been reported that career fairs increase occupational self-efficacy, which is influenced by exposure to career models
 * career fairs can alter students beliefs as to what is typically a male job and what is typically a female job
 * students attending a career fair reported feeling more competent, capable, and positive about occupations they previously thought to be predominantly male or female jobs
 * career fairs spark different levels of interest for different occupations that students would not typically be aware of
 * example: patrol officer