Literature+Review

The Exploration of Identity as it Relates to the Career Development Process and Programs for High School Students Karen Hitz Emily Seeberger Rachel Albrecht Matt Speese Alaina Zimmerman

Millersville University, Millersville Dr. Baker Career Development SCCN 645: Fall 2011

** Introduction ** High school students who focus primarily on their self-identity and the elements that create that identity are able to connect on a deeper level with vocational opportunities that align with their personal constructs. The various elements that construct their self-identity include, but are not limited to: personality traits, skills, abilities, interests, values, strengths, and self-efficacy. Students who explore these elements of self-identity often find a deeper sense of meaning and purpose for their life. Appropriate career development interventions can play an effective role in connecting the student who is in the process of self-discovery with meaningful future employment opportunities. A career development workshop for high school students should focus on developing better self-awareness and then apply those concepts to life after high school. ** Target Population ** The majority of high school sophomores value a good education and the prospect of becoming an expert in their field of work, and only a third of sophomores claim to have an unclear vision of their job at age 30 (Ingels, Burns, Charleston, Chen, & Cataldi, 2005). As students are evaluating their strengths, skills, and abilities, and deciding who they are, what they do well, and what they will do when they graduate, they are being heavily influenced by factors such as their peer group, sense of belonging, and peer acceptance (ASCA, 2006). According to Ingels et al. (2005), students at the high school level need to identify their transferable skills, enroll in challenging courses to achieve mastery rather than performance, and to explore and clarify their personal values and career goals. School counselors need to help high school students develop a higher level of career maturity that will allow the student to make informed and age-appropriate career decisions (Powell & Luzzo, 1998). High school students should be engaged earlier in developing post-secondary education goals and career aspirations that can be accompanied by an appropriate academic plan (Bangser, 2008). The key component to career development, however, is the development of the student’s identity. Exploring careers can help the formation of the student’s identity (Maxwell, 2007). Therefore, it is crucial for the school counselor to incorporate self-discovery opportunities simultaneously with career development opportunities. Through this process, it is necessary for the student to take the perspective that career development is an ever-changing lifelong process. Their individual career trajectory alters as they gain life experiences, learn new skills, and continually re-evaluate themselves. Kosine, Steger, and Duncan (2008) sum this perspective best by stating, “the relevance of this approach (purpose-centered) is based on the idea that career is more than fitting one’s personality with environment and job tasks—we must explore who we are and what our purpose is, determine what we find meaningful, and understand our strengths and skills in order to truly develop a satisfying career” (p.135). ** Career Development Interventions ** There are a variety of developmental career interventions that are appropriate and effective for the high school student. A review of some of the literature regarding the topic reveals the extent of options available for the school counselor to consider implementing into the career development process. Based on the fact that every student is unique, it is important to note that each intervention will not work appropriately and/or effectively for each and every student. Therefore, it is vital for the school counselor to adopt the perspective of offering a variety of interventions to allow students to find the right fit for their individual career development needs. Some of the more popular interventions used by counselors which we will explore include developmental awareness instruction, the career fair, on-site exploration, and individual counseling. Career development interventions should reflect and be based on the theory that career development is a lifelong process and that individuals are ever changing holistic beings. This approach takes leave from “traditional career development activities that focus on assessing specific existing abilities or potential aptitude for particular job tasks [as they] are becoming less and less useful” (Greene, 2006, p. 36).

One intervention available to counselors is that of educating the high school student about developmental processes and how to apply them to their own personal growth. Personality, academic achievement and strength assessments, interest inventories, and self-reflection techniques are all valuable in determining some of the student’s individual characteristics. As a student gains knowledge of self and understands the sense of meaning and purpose they derive from their unique attributes and life experiences, they may apply those findings to career opportunities. Values-based career counseling is one method that can help the student search for meaning and in turn help the student understand that career choice is a continual process, not a one-time decision (Maxwell, 2007). ASCA (2006) identifies some particularly valuable developmental processes that, when implemented into a school counselor’s career program, can bring about greater effectiveness in a student's social interactions and help them achieve optimal personal growth, as well as set appropriate career goals. Some examples include: (1) helping the student gain an understanding of self and others, especially in terms of strengths and weaknesses; (2) teaching coping strategies; (3) teaching problem-solving, decision-making and resolution skills; (4) helping the student understand effective communication; (5) managing peer relationships and using effective social skills; and (6) creating appropriate goals. Understanding how human relations work will help the student navigate the particular type of social interactions that they will encounter throughout the career development process, from the earliest point of researching potential occupations all the way until the individual’s retirement. The ability to effectively navigate those interactions can play a vital role in determining an individual's personal and career achievements.

Utilizing the career fair is a popular career intervention. A career fair allows the student’s career interests to be broadened and/or clarified (Kolodinksy et al., 2006). Students in today’s society operate in a technologically savvy world, and the career fair is a perfect opportunity for them to start social networking, experience tools of the trades, and participate in experimental activities, according to Kolodinksy et al. (2006). Through the career fair, students gain an awareness of the career opportunities that exist, and when combined with their understanding of their personal identities, students can begin to explore the career paths that align more with who they have discovered themselves to be. This may also be the opportunity in which students begin to confront their beliefs about gender roles in the work place as they meet and interact with a variety of professionals. Career fairs give the student an opportunity to explore a wide variety of careers that they may not have previously been aware of, broadening their view of occupational opportunities. At the same time, students may investigate a specific career and develop a deeper understanding of that career, which can result in strengthening the viability of that particular occupation opportunity.

On-site explorations would include internships, apprenticeships, mentorships, and job shadowing. These interventions give the opportunity to either directly link the student with a particular career while experiencing the occupation firsthand, or indirectly link the student with a mentor’s personal experience in that career. Through these experiences, students can determine whether the career is a match to their strengths, abilities, and interests. Internships, apprenticeships, and job shadowing allow the student to “try” a career before committing to the career. This trial and error process gives the student the opportunity to narrow down their options as they near graduation. These interventions are especially beneficial to the student entering the work force immediately. Participation in these programs has the potential to increase the student’s self-efficacy. Good role models, instructors, and mentors are crucial players in this intervention as they facilitate the student's occupational experience and support them in their career decisions. Bangser (2008) notes that a student’s exposure to the world of work can be important because the student is often lacking information regarding the educational requirements for particular occupations (p. 11). The more on-site experiences a student exposes themselves to, the more options they will find when searching for a career (Hansen, 2011).

The counselor can also meet with students one-on-one or in a small group setting in order to build understanding of personal constructs and to aid students in the search for meaning within their lives. Small group sessions provide the student a place to discuss career choices and the corresponding lifestyle implications of those career choices (Greene, 2006). Greene (2006) acknowledges that career counseling should focus less on helping the student find a job and more on helping the student build a satisfying life. A student who understands their individual identity and who is aware of their career options feels empowered and is equipped to make better-educated career decisions. The counselor’s role is to assist the student in understanding how their career choices will affect future lifestyle choices and how their high school career creates the foundation for their career possibilities as adults (Bollendorf, Howrey, & Stephenson, 1990). ** Conclusion ** In conclusion, students’ exploration of personal constructs and the discovery of their unique individual identities, coupled with the application of appropriate career development interventions, can strengthen and broaden purpose-focused vocational opportunities. It is difficult and ineffective to facilitate a student’s career trajectory without first knowing what creates the foundation of that individual. What is common among the available research is that updated high school career development programs are developmental and systematic in design creating and allowing for a holistic view of the student. Although each aspect of the career program is important, each aspect cannot stand alone to create an effective program. It is the interweaving and the integration of these aspects that creates an all-around effective career program for the high school student. These programs are designed to educate the high school student and to offer the opportunity to explore their options, but they do not prescribe a career for the student. High school students need the opportunity to first understand who they are and then to understand what their options are. Using these basic concepts and the interventions provided, an effective career development program can be created and implemented in high schools everywhere.

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