Career Development in the Schools

Abstract

This article advocates for the collaboration of counseling psychologists with school counselors, other educators, and mental health professionals to enhance the career development of the nation’s children and youth. Drawing from the theory of developmental-contextualism, the authors describe how school-to-work programming in schools can be effectively designed to prepare youth to transition from school to work to life. They describe two collaborative school-based programs that build on counseling psychology’s commitment to integrative, theory-based interventions and to rigorous evaluation methods. The two programs presented, Achieving Success Identity Pathways (ASIP) and Tools for Tomorrow, were designed to enhance youth’s motivation for academic success and vocational development. A number of implications for training and research are described.

Goal Engagement During the School–Work Transition: Beneficial for All, Particularly for Girls

“…A successful entry into work is important, but has become increasingly challenging due to processes of social change (Mortimer & Larson, 2002; Pinquart & Silbereisen, 2005). It is a promising task to implement and evaluate theory‐based prevention and intervention programs in order to help adolescents develop the goal engagement skills they need for a successful transition (see for example Solberg, Howard, Blustein, & Close, 2002). Our findings suggest that goal engagement helps everyone to feel good.…”

Vocational Anticipatory Socialization of Adolescents: Messages, Sources, and Frameworks That Influence Interest in STEM Careers

“…Educational institutions are another source providing information about general job requirements (e.g., responsibility), teaching adolescents interpersonal skills, emphasizing the importance of continuing education , and preparing them for the transition into higher education or the work force (Solberg et al, 2002). However, adolescents' experiences at school may impede their interests.…”

Comparing Web‐Based and Traditional Career Interventions With Elementary Students: An Experimental Study

“…Career interventions at the elementary school level allow children to become more self-aware of their skills, abilities, and interests and how those traits relate to future career goals (Gibson, 2005;Harkins, 2001;Magnuson & Starr, 2000;Wood & Kaszubowski, 2008). This linkage is important for children because it will help them to realize that the preparation they engage in now will likely have long-term implications as they move into middle school and high school (Harkins, 2001;Solberg et al, 2002). Furthermore, gaining knowledge about careers is vital as students prepare for postsecondary pathways that will ultimately lead them to a future career (Drier, 2000;Solberg et al, 2002).…”

“…This linkage is important for children because it will help them to realize that the preparation they engage in now will likely have long-term implications as they move into middle school and high school (Harkins, 2001;Solberg et al, 2002). Furthermore, gaining knowledge about careers is vital as students prepare for postsecondary pathways that will ultimately lead them to a future career (Drier, 2000;Solberg et al, 2002).…”

“…Even with these advancements, limitations remain regarding the importance of career development specific to child populations (Schultheiss, Palma, & Manzi, 2005). At the elementary school level, career development priorities are largely overshadowed by academic priorities, and the fundamental connection between academic and career development is often overlooked (Drier, 2000;Schultheiss et al, 2005;Solberg et al, 2002).…”