Discussion Ch. 12 High School by Jami Hinz

jamihinz11_ — 2023-11-12 16:52:50 UTC

There has always been somewhat of a pressure on students to attend college after high school graduation regardless of their passions. This is enforced by school counselors who are not willing to discuss other options with students and this has led to the "college for all" phenomenon (Niles & Harris-Bowlsbey, 2022; pg. 360). Often, individuals who are not ready for college or who are unsure of what their aspirations are then default to college and end up being unsuccessful there (Niles & Harris-Bowlsbey, 2022; pg. 361).

School counselors must work to better prepare students and provide them relevant career development education. Lapan, Whitcomb, and Aleman (2012) found that when school counselors provide this type of counseling or include this into the curriculum, this has caused a decrease in suspension rates.

Rosenbaum and Person (2003) stated that there are three primary revolutionary changes that have lead to this trend of college for all.

The labor market has increased what skills it demands for occupations and has changed the earnings advantages.
There has been an increase in the accessibility to college enrollment.
There are now open admissions policies' when it comes to community colleges.

John Holland's Self-Directed Search (SDS)

jamihinz11_ — 2023-11-12 17:35:12 UTC

School counselors can support students identify what it is they would like to do after graduation by having them complete the Self-Directed Search inventory. This assessment asks individuals questions about their interests and has them respond on a Likert scale of 1 to 7 (Niles & Harris-Bowlsbey, 2022; pg. 60). Based on the results, individuals are given a three letter code to represent three of the six types (Niles & Harris-Bowlsbey, 2022; pg. 60) These types are realistic, investigative, artistic, social, enterprising, and conventional (Niles & Harris-Bowlsbey, 2022; pg. 60). An individual's three letter code represents the three types that their answers corresponded with. From there, they are given a list of potential occupations for that type (Niles & Harris-Bowlsbey, 2022; pg. 60). Individuals can explore the O*Net website for more information about each occupation to see if education is required and what pay is like.

This is a great place for school counselors to start with students as it will help the student learn a lot about their options. This can help counteract the college for all bias by making them aware of what else they can do after graduation.

jamihinz11_ — 2023-11-12 17:39:39 UTC

Lapan, R. T., Whitcomb, S. A., & Aleman, N. M. (2012). Connecticut professional school counselors: College and career counseling services and smaller ratios benefit students. Professional School Counseling, 16, 117–124.

Niles, S. G., & Harris-Bowlsbey, J. (2022). Career development interventions. Pearson.

Rosenbaum, J. E., & Person, A. E. (2003). Beyond college for all: Policies and practices to improve transitions into college and jobs. Professional School Counseling, 6, 252–261.

6, 117–124.