Model for the delivery of career development programs by the college counseling center.

Abstract

Presents a rationale for the organization of innovative and traditional programs in a multiservice approach to providing career development services. A 2-dimensional 12-celled model is presented for the delivery of counseling services by the college counseling center. The 1st dimension distinguishes counseling approaches according to the amount of counselor–client contact during counseling. The 2nd dimension classifies counseling services according to a developmental scheme of counseling goals. It is noted that the use of the model would provide many of the advantages of a counseling classification system including effective and efficient application of counseling services. (30 ref)

SCOPE: A Comprehensive‐Sequential Approach to Career Counseling

“…Effective career planning is a primary concern among today's college students. Consequently, counselors in the field place emphasis on the importance of comprehensive programs involving different services to students at various stages in their career-planning progress (Brandt, 1977;Morrill & Forrest, 1970;Thoni & Olsson, 1975). SCOPE (Strategies for Career Opportunities-Planning for Employment) represents the most recent evolution of formal career-counseling efforts at the Madison, N.J., campus of Fairleigh Dickinson University.…”

“…In light of the rapid changes occurring in the world of work and the difficulties graduates are encountering in obtaining jobs, an internal evaluative mechanism such as this seems to be a valuable means of keeping the program relevant to students' needs. In this connection, Brandt (1977) observed that while there was a proliferation of career-counseling techniques during the 1970s, in general we lack knowledge of the specific effectiveness of counseling procedures.…”

Exploration of career decidedness in third year first-generation undergraduate students at a small private Midwest college

“…The college years have been perceived by different sectors of society as the opportunity for students to determine both an academic and career pathway (Brewer, 1920;Fouad, et al, 2016;Perrone, et al, 2002;Restubog, Florentino, & Garcia, 2010). Such expectations have led to the development of structures and support systems to assist students as they explore and commit to future professional opportunities-a practice that has been around since the founding of colleges themselves (Brandt, 1977;Brewer, 1920;Vinson, Reardon, & Bertoch, 2014;Williamson, 1937). This discussion will address the evolution of career development on the college campus, define and explore the concept of career decidedness-the focus of this study, and finally, suggest the role of selected seminal theories in advancing the understanding of career exploration and decision-making-particularly to guide this study's focus.…”

Evaluation of a career workshop program using multiple levels

“…At most universities with a career-counseling center, students who visit are expecting some type of assistance with their job exploration or search (Brandt, 1977).…”

“…Whether a certain method is better than the other, is unknown and it ultimately depends on the individual being counseled as well as the counselor (Fretz, 1981). Holland suggested (as cited in Brandt, 1977) that career centers should offer as many levels of treatment as possible; referring to traditional individual service, group activities, workshops and inventories such as computerized assessments. While individual counseling provides a more comprehensive and dedicated type of counseling, group counseling and processes may be the most effective in a university setting (Brandt) as they are conducive to larger groups in a more efficient manner.…”