An increasing number of students enter college underprepared. These students do not have the academic skills to take college-level courses and are placed in remedial classes. Career counseling can help underprepared college students make educated career decisions based on their current situations. This article explores the characteristics of underprepared college students, examines career-related issues these students face, and reviews the literature on narrative career counseling. The life design method is applied to a case example of an underprepared college student to demonstrate how to best serve the needs of these students.
A school counseling core curriculum is typically delivered in a classroom setting. Therefore, school counselors need to be prepared to manage a classroom during the delivery of classroom core curriculum lessons. Phenomenological research methodology was used to understand the classroom management experiences of seven school counselors in their first year of employment. Findings indicated that participants' experiences were influenced by: a) prior knowledge and experience, b) relationships with teachers and students, c) the classroom teacher's management style, and d) the ability to plan, organize, and deliver engaging, developmentally appropriate core curriculum lessons. Implications for school counselors, and counselor educators in preparing school counselors for classroom management, and specific training techniques are discussed.
Students with intellectual disabilities (ID) are less likely to continue their education or become employed after high school. Although transition services are provided, little is known about students’ understanding of their post-high school options. Using a social cognitive framework, the authors interviewed students with ID to determine their career and college understanding. Qualitative content analysis revealed varying amounts of perceived barriers and supports, including limited college and career knowledge. This article includes implications for school counselors.
An increasing number of students with Asperger’s syndrome are entering college today. Students with Asperger’s syndrome face complex symptomology such as difficulty with social skills, narrowed interests, sensory issues, and lack of self-awareness that may affect their ability to complete college and successfully enter the workforce. Career counselors could apply social cognitive career theory as an effective intervention when working with college students diagnosed with Asperger’s syndrome. A case illustration is presented as an example.
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