Toward the development of systematic career guidance.

Abstract

How can career services providers cost-effectively address the career development needs of students pursuing postsecondary education? What are the components of a systematic career guidance program that are supported by theory and practice? How can career services providers better justify their programs, even their own positions, in the context of frequent scrutiny for increased accountability and impending budget reductions? Are there implications for a n "emergent role" in the way that these providers will need to approach their responsibilities? This chapter seeks to answer these questions by presenting a "blueprint in formation" for a theory-based, systematic career guidance approach for use in college and university settings. It is the intention of this chapter not to present a n evaluation of a current program but rather to draw on the observations of past experiences and research to inform this working blueprint. The chapter includes a discussion of the theory behind this approach as well as National Occupational Information Coordinating Committee (N0ICC)based guidelines that support systematic career guidance. A formula to determine the base cost per contact hour of staff and technology interventions is described to assist career services providers in their planning efforts to establish such a model and for use with budget justification of career services to college and university administrators.I would like t o thank J o h n Bowlsbey for her encouragement and early suggestions for this chapter.

Using Values‐Based Webinar Interventions to Facilitate Career‐Life Exploration and Planning

“…This attrition might be attributed to a reluctant readiness to reflect by those participants who experienced the values-based, process-oriented intervention and left, compared with their counterparts in that same values-based, process-oriented group who apparently had a willing readiness to reflect and completed the webinar experience. Thul-Sigler's (2016) research supports the thesis that values-based, process-oriented interventions require in-depth reflection and a willing readiness to reflect (Colozzi & Colozzi, 2000;Colozzi & Thul-Sigler, 2016). No follow-up was completed with the participants who withdrew from the study.…”

“…183–185). The clues most often relate to “a more holistic and complete application of their Holland‐type … [and] a client's deep sense of purpose and calling” (Colozzi & Colozzi, , p. 67). One study (Colozzi & Byars‐Winston, ) reported the positive longitudinal implications of DOVE for a client during a 12‐year period.…”

“…Process-oriented interventions require a willing readiness to reflect (Colozzi & Colozzi, 2000). Individuals might initially believe they are ready for career counseling and initiate a visit to their counseling center.…”

“…Career services providers recognize that clients can become overwhelmed and discouraged when they realize the career choice process requires personal responsibility, commitment, and time for reflection (Colozzi & Thul‐Sigler, ). Although clients may indicate an interest in exploration, because they have a reluctant readiness to reflect (Colozzi & Colozzi, ), they will eventually, and often quickly, disengage. Such individuals are apparently not yet ready to fully engage with process‐oriented activities, “and there is very little they or others can do to trigger full engagement.…”

“…Making career‐life choices often involves major transitions that can trigger conflicting emotions, causing ripple effects across multiple life roles resulting in confusion about priorities and values, stress, and even depression (Brown, ; Colozzi, , , ; Colozzi & Colozzi, ). Adults in transition often need more than a test‐focused approach to facilitate effective decision‐making.…”