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Case for Career Practitioners who work with Working Adults

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Case for Career Practitioners who work with Working Adults

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He is a male who graduated from the Automotive Engineering program at HCMC University of Technology and Education three years ago. After an internship as an auto mechanic, he found that he did not fit well with the environment and the people. Subsequently, he tried car sales but did not like it either, as it required him to exaggerate the truth. Later, he started his own business on Shopee, which was initially successful but eventually stagnated and incurred losses. A consistent interest from high school to the present has been badminton. He feels confident and proud on the badminton court, learns quickly, progresses rapidly, and his skills are well-recognized. He is currently taking a coding class, which he has realized is not suitable. He is uncertain about his next steps should he decide to quit. He is accompanied by his sister and father in this counseling session.

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Case for Career Practitioners who work with Higher Ed students

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Case for Career Practitioners who work with Higher Ed students

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It has been three years since the client graduated from high school, but she still hasn't chosen a major. She likes certain jobs (Marketing, Youtuber, Tiktoker, etc.), but her family members (mainly her sister) reject them, saying that she just listens to others and may not genuinely like those fields. The field that her family (mainly her sister) suggests (IT) doesn't seem like something she can pursue. In high school, she studied very well, with most of her grades above 8.5. She likes to try new things and often changes her preferences for personal items like cosmetics, clothing, etc. She often recommends products she likes, and most people who follow her recommendations end up purchasing these products. Her older sister, who is 17 years older, has settled in Australia and is preparing sponsorship papers for her to move to Australia. She might be able to immigrate to Australia next year, provided that she is enrolled in a university to qualify for this sponsorship. She thinks her biggest problem is a lack of motivation to persistently finish what she has started, even those she really enjoys, such as makeup. Her family members comment that she is lazy, and she now thinks that way too. When she starts something, she often worries about criticism or interference from her family, which usually leads her to stop trying.

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Group Activity - 20 minutes for each round

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Group Activity - 20 minutes for each round

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Go to your assigned group:

Read the case

For round 1, select 1 out of the 4 questions to write a draft outline for your answer in English.

For round 2, select 1 out of the remaining 3 questions to write a draft outline for your answer in English.

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Case for Career Practitioners who work with K-12 students

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Case for Career Practitioners who work with K-12 students

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A 10th-grade male student from a northern province is not particularly outstanding in any academic subjects. However, he shines as a basketball player in the school team, where he is notable for his leadership role among teammates, and enjoys playing games in his spare time. His father considers himself good at business despite not being academically inclined. His mother wants him to stay close to home because astrology predicts that traveling far could endanger his life. Advice is needed for choosing a field of study after he graduates from high school.

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Case for Career Practitioners who work with K-12 students

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Case for Career Practitioners who work with K-12 students

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A 10th-grade male student from a northern province is not particularly outstanding in any academic subjects. However, he shines as a basketball player in the school team, where he is notable for his leadership role among teammates, and enjoys playing games in his spare time. His father considers himself good at business despite not being academically inclined. His mother wants him to stay close to home because astrology predicts that traveling far could endanger his life. Advice is needed for choosing a field of study after he graduates from high school.

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1. THEORY QUESTION: What theory or theories will guide your work with this client?

2. ASSESSMENT QUESTION: How would you use formal and/or informal assessments to help this client identify occupations to consider?

3. HELPING QUESTION: How would you use helping skills with this client?

4. JOB SEARCH QUESTION: The client wants to understand the labor market and gain practical experience. Describe how you would help this client find extra-curricular activities, volunteer, apprenticeship and/or part-time job opportunities.

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1. THEORY QUESTION: What theory or theories will guide your work with this client?

2. ASSESSMENT QUESTION: How would you use formal and/or informal assessments to help this client identify majors and occupations to consider?

3. HELPING QUESTION: How would you use helping skills with this client?

4. JOB SEARCH QUESTION: The client wants to work part-time to gain confidence and to understand the labor market. Describe how you would help this client explore part-time job possibilities.

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1. THEORY QUESTION: What theory or theories will guide your work with this client?

2. ASSESSMENT QUESTION: How would you use formal and/or informal assessments to help this client identify occupations to consider?

3. HELPING QUESTION: How would you use helping skills with this client?

4. JOB SEARCH QUESTION: The client shares that he wants to apply for a new job. Describe how you would help this client explore new job possibilities.

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Case for Career Practitioners who work with Higher Ed students

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Case for Career Practitioners who work with Higher Ed students

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It has been three years since the client graduated from high school, but she still hasn't chosen a major. She likes certain jobs (Marketing, Youtuber, Tiktoker, etc.), but her family members (mainly her sister) reject them, saying that she just listens to others and may not genuinely like those fields. The field that her family (mainly her sister) suggests (IT) doesn't seem like something she can pursue. In high school, she studied very well, with most of her grades above 8.5. She likes to try new things and often changes her preferences for personal items like cosmetics, clothing, etc. She often recommends products she likes, and most people who follow her recommendations end up purchasing these products. Her older sister, who is 17 years older, has settled in Australia and is preparing sponsorship papers for her to move to Australia. She might be able to immigrate to Australia next year, provided that she is enrolled in a university to qualify for this sponsorship. She thinks her biggest problem is a lack of motivation to persistently finish what she has started, even those she really enjoys, such as makeup. Her family members comment that she is lazy, and she now thinks that way too. When she starts something, she often worries about criticism or interference from her family, which usually leads her to stop trying.

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1. THEORY QUESTION: What theory or theories will guide your work with this client?

2. ASSESSMENT QUESTION: How would you use formal and/or informal assessments to help this client identify majors and occupations to consider?

3. HELPING QUESTION: How would you use helping skills with this client?

4. JOB SEARCH QUESTION: The client wants to work part-time to gain confidence and to understand the labor market. Describe how you would help this client explore part-time job possibilities.

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1. THEORY QUESTION: What theory or theories will guide your work with this client?

2. ASSESSMENT QUESTION: How would you use formal and/or informal assessments to help this client identify occupations to consider?

3. HELPING QUESTION: How would you use helping skills with this client?

4. JOB SEARCH QUESTION: The client wants to understand the labor market and gain practical experience. Describe how you would help this client find extra-curricular activities, volunteer, apprenticeship and/or part-time job opportunities.

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Personal / Self Understanding

Holland Code/ Job Interest assessments: check if she is interested in Enterprising/ Artistic / Social

Learning Style VARK Assessment: Check if she learn better with Kinesthetic & Audio style

Indigo Assessment - Motivators: to see what fuels her passion and why see

Indigo Assessment - DISC: Check if High I, Low S, Low C (why she cannot finish what she started)

MIPQ Assessment: check what is her natural streghts

VIA Strengths Assessment: to see top strengths

Study Competency:

Standardized Assessments: IELTS, GPA, SAT, Vietnamese University Enrollment Assessments (?), ...

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Analysis:

3 years HS graduated => No Major

family want IT => She wants creative

Persuasive skill

Older => Migrate to Australia (qualify for sponsorship)

Thinking:

Self: Biggest problem - Lack of motivation

Family: Lazy => Self: think the same (Negative self-thoughts)

Question 1: Theory

Self:

Career Interests => to re-check what her career dream (The Vocational Choice Theory (Holland))

Strengths => Identify real strengths (Strengths-based Approach)

Self-Concept => to see the perceptions (Career Development Theory of Donald E. Super)

Think about self

Others think her

What she wants others to see

Learning ability => The impact on heredity, environment, & learning exp on career choice or development (Learning Theory (Krumboltz))

Transition to Australia => Schlossberg’s 4-S Transition Theory

Situation - a transition is triggered by a situation

Self - the individual copes with transition using their strengths and experiences

Supports - the people and resources available to help deal with transitions

Strategy - a plan to get through and past the transition

Question 2: Assessment

1. Career Interests => to re-check what her career dream (The Vocational Choice Theory (Holland)) - Holland Code Assessment

1. Introduce the assessment

2. Client complete assessment

3. Interfere her top Holland codes

4. Link with world-of-work map

5. Referencing ILO 199 jobs, O*net profiles, Your Career/Myfuture (Australia)

2. Strengths => Identify real Skills/DISC (Strengths-based Approach) - Indigo Assessment (Optional => If no use =>Logo/brand identity Structured Interview)

1. Introduce the assessment

2. Ask for using permission Indigo (Cost => optional)

3. No Indigo => logo/brand identity

4. Client complete assessment

5. Interfere Indigo/structured interview

3. Self-Concept => to see the perceptions (Career Development Theory of Donald E. Super) => The Structured Interview

1. Think about herself

2. Others think her

3. What she wants others to see

4. Learning ability => The impact on heredity, environment, & learning exp on career choice or development (Learning Theory (Krumboltz)) => MIPQ (Howard Gardner)

1. Introduce the assessment

2. Client complete assessment

3. Interfere MIPQ

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1. Helping skills:

Attending Behavior -> build trust

Active Listening: get to understand more about student's story -> build trust/understanding

Reflective Questions: student's thoughts and feelings about potential career path, his parents' guidance towards his future, his self-reflection on the areas and possibilities to overcome, storytelling by his own words, etc.

Set goals: give hope, set an achievable goal in short term

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1. Holland

2. Super

3. Strength based approach

4. The Integrative Life Planning Theory of Sunny Hansen

Note: Clarify what you'll use these theories to support the student.

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1. Lifeline activity - Holland Codes:

1. Highlight key jobs and milestones in the career journey

2. Verify the Holland Codes results

3. Define if the career decisions are compatible with his Holland codes

2. Career rainbow:

1. Define the stage and role of the client

2. Identify the plan and effects of career decision

3. Motivated skills - Richard Knowdell:

1. Define the specific skill set and proportion of usage of the client

2. Identify if the client is using his motivated skills/ demotivated skills/ developing skills/ unnecessary skills in his career journey

4. System theory - Social learning theory and Krumboltz's decision making process:

1. Define the impact of the family on his career decisionc

2. Identify if the client is aware of this type of impact on his career decision

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Part-time Job Opportunities - Labor Market:

Explore Job Industry & World of Work Map that match her interest, competency & Motivation

Work with her on the list of priorities: type of work time commitment (part-time or full-time), motivations, salary, expected work duration (how long can she commit to this part-time job), location (remote or onsite)

Part-time Job Search: Job-boards, LinkedIn, Student Jobs, ...

Application Preparation: CV, Skills Assessments, Skills Inventory,

Interview Preparation: Mock Interview,

Try to map part-time jobs that can help her to explore which major/university in Vietnam she might want to enroll in, and which major/university in Australia fit her interest, competency ...

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1. Attending skill and active listening skill: build rapport, build trust by showing CSP's empathy and respective attitude to the student and collect information.

2. Reflecting and Encouraging: to confirm information and motivate the student to share more information that is not filled out in the intake form.

3. Open questioning and content reflecting: to help student to explore his own interests, strengths, desires, opportunities, influences, life roles, pros and cons of his decision.

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1. Traits & Factor Theory:

Use of Holland’s theory to assess his career interest and personality, assumption about his leadership and interpersonal skills.

Help the student explore more careers in the world where his leadership and interpersonal skills valuable and not bias by his parents' direction, such as sports management, coaching, or business roles involving teamwork and leadership.

2. Social Cognitive Theory:

Re-evaluate his learning path and goals from his social cognitive perspective

3. Strength Based Approach:

To motivate student

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1. Beginning

1. In order to connect and have an overview of the client, we use Attending behaviors and Questioning skills like Logo activity - 1st priority/ Points of You card - 2nd priority

2. Information collection

1. In order to continue the connection with the client, verify the information from the intake form and identify the current client's issue among of Self-understanding, Job-understanding and How to reach the job, we use Attending behaviors, Questioning, Reflecting of content, Reflecting of feeling skills.

3. Align the objective

1. In order to focus on the objective of the counselling session, we use Attending behaviors, Questioning, Reflecting of content, Reflecting of feeling skills, Focus and Empathic Confrontation skills.

4. Action

1. In order to select the home assignment, we use Attending behaviors, Questioning, Focus skills.

5. Wrap-up

1. In order to wrap up the session, quickly check the quality of the session and schedule the next session, we use Attending behaviors and Questioning skills.

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1. Formal assessment:

Holland Interest Assessment: Find out his interests and strengths

Indigo (optional)

2. Informal assessment:

Checklists of interests, values, or abilities + Structured interview: reevaluate the assessment results

Card sorts: explore more in career options.

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GD1:

Attending

Build rapport with client

Paint the client's background picture

Listening:

Keep building the rapport

Collect more information

Questioning:

Collect more information

Reflecting:

Keep building the rapport

Encouraging:

Build rapport with client

GD2:

Build rapport with client

Reflecting:

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1. Traits & Factor Theory - Holland

We use Holland to confirm whether or not her interest in Artistic & Enterprising trait

2. Developmental Theory - Super

Ask her to draw a symbol that represent herself

List out her strengths & boost up her confidence / self/concept

3. Career Construction - Mark Savikas

Using Narrative Approach to encourage her to share stories and look for keywords/transferable skills

Encourage her to share stories about her idols

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Formal and Informal:

Formal:

Holland Codes: Career matching capability

Career World Map: ACT Assessments

O*NET Interest profiler (assuming the English level of the client is sufficient)

Indigo: Career motivators

Clifton Strength Finders (assuming the English level of the client is sufficient)

Informal:

Motivated skills - Richard Knowdell

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Firstly, I will use Holland test to identify the student's career interest and matching the interest with the ACT World of work map. After that, I will suggest him to continue to explore the preferred occupations using ILO, or O*net resources, or conducting informational interview, then take note of the requirements, skills, work activities, etc.

Secondly, I will introduce some professionals in his field of interest for him to have an informational interview about the job so he can have a realistic view of the real jobs.