Comprehensive career program

For this discussion, provide an outline for a comprehensive career program which includes program planning, organizational needs, implementation, administrative needs, and criteria for evaluation.

For example, if you are currently, or will be, a professional school counselor, describe how you would set up your comprehensive program. If you are a mental health counselor, imagine that you have several clients in need of this service so you are setting up a program to meet their needs. For any context, be sure to include the materials needed.

This assignmnet is a discussion question assignment, that you are required to write a discussion post for the above topic and requiresyou to write a response to the two peer;s postings that I have provided below.Please follow all requirements in the instructions

1ST PEER'S POSTING

Comprehensive Career Program

            As an in-home health counselor there are a plethora of client needs that must be addressed including rehabilitation into the workplace and career planning. Because the clientele can be any age or multiple members within a family unit the program plan must be versatile as well as developmental in order to meet the needs of different age range and diverse clients. The program overall will involve needs, interest and personality based assessments, skills overview, and, education and assistance for career-decision making.

Program Planning

The counselors will need to plan the program by developing a curriculum with the goal of achieving identity in the areas of self, social and functionality. (McKinnon & Jones, 1975) Achieving this goal involves administering various assessments, utilizing career education techniques, knowledge and advocacy of different, appropriate, career paths. Due to the wide age range of clients it is essential that the counselor have knowledge of the lifespan and the coinciding developmental stages in order to utilize age appropriate career counseling strategy. (Zunker, 2016) Program will feature:

-Personality Assessment (MBTI)

-Needs Assessment

-Interest Assessment (O*NET)

-Vocational/employment History

-Educational history

-Goal Setting

- Career/Education Options Exploration

-Action Plan

-Personal Counseling to facilitate development of Identity

- Vocational/ Educational Placement

Organizational Needs

            Since the program is home-based, in addition to needing competent counselors, they must have a valid drivers license, and, a safe and reliable vehicle in order to travel to client homes as well as occasionally transport clients for therapeutic reasons. Additionally, the counselors will need to obtain consent in order to consult with educators of student clients.

Implementation

             McKinnon & Jones (1975) suggest beginning with a needs-based assessment to assess client vocational needs such as interest designation or educational deficits. It is also suggested that the counselor have a collaborative effort with the educators of any youth clients. The program will be implemented with the goal of career education. McKinnon & Jones (1975) define career education broadly as assisting an individual in the total process of becoming. Furthermore McKinnon & Jones (1975) outline career education with 5 themes; solving problems, understanding self and others, understanding the world, obtaining skills and experience, and, achieving identity (self, social and functional).

Once the client needs are assessed the counselors will also administer personality (Myers-Briggs Type Indicator) and interest based assessments (O*NET) in order to gather a holistic client picture. If the client’s are students then this will be the time for counselors to consult with the coinciding educators in order to gather information about client strengths and deficits. (McKinnon & Jones, 1975) For adult clients, this will be the time to gather vocational history and, past work experience, in order evaluate strengths and deficits. Once the information is collected, the counselor will explore career options and develop goals with the client in effort to promote career education and develop a comprehensive identity (self, social and functional).

Administrative Needs

The program needs at least 8-10 home health counselors that are familiar and eligible to administer and score assessments. These assessments also needs to have the ability to be performed and scored in a home setting as many of the in home therapy clients are homebound. The counselors also need to have a knowledge base and advocate for home-based careers and/or education such as online options as some clients may be permanently homebound.

Criteria For Evaluation

            The main criteria for evaluation will be in both client survey and job placement statistics. Client’s whom are able to successfully enroll in an educational setting, a vocational training setting or a work setting/career will be tallied and measured against the client pool in order to gauge success.

McKinnon, B. E., & Jones, G. B. (1975). Field Testing a Comprehensive Career Guidance Program, K-12. Personnel & Guidance Journal, 53(9), 663.

Neely, T. Y. (2009). Assessing Diversity Initiatives: The ARL Leadership and Career Development Program. Journal Of Library Administration, 49(8), 811-835.

Zunker, V. G. (2016). Career counseling: A holistic approach (9th ed.). Boston, MA: Cengage Learning. ISBN: 9781305087286.

        2nd Peer Post

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POPULATION: All students (secondary school-aged youth in grades 9-12)

PROGRAM DESCRIPTION: The mental health counselor is assigned to a number of the district’s high schools. The counselor is working on self- and peer-empowerment groups for youth that occur throughout the school year as an open door forum with an agenda to accommodate individuals as they come along. Part of the curriculum focuses on the basics of career development including educational planning and job development skills.

During this section of the curriculum, the counselor both demonstrates and assists the clients with what is appropriate interview attire; applications and resumes; budget planning; and

Some of the other goals for the curriculum include bringing in successful graduates from the local high schools who are interested in speaking to the youth about their life choices and decisions while being products of the school and/or neighborhood. These conversations will include the sway each person had about positive decision-making skills, substance-related concerns; connecting sexual awareness to their life trajectories, and even creating mentors within the school that also reach out to the students’ families in the community. This will assist individuals in becoming accountable for each other while promoting overall self-awareness for the students.

NEEDS: Faculty participation to become mentors (8-10); a space/room to accommodate the meetings (typically given by the school); community mentors; possible donations from a clothing store; and community partners willing to employee youth from the school after a vetting process.

EVALUATION: Design a tool that will follow youth through their high school process and even afterwards. While in their 9-10 grade years, every three months evaluation; 11-12 grade years, 6 month evaluations; and post-secondary, annual basis. Special interest will be paid towards students in special populations including students who are considered minorities in the educational setting (e.g., if a school is predominately Hispanic, how do White children fair; non-heterosexual identifying students; ESL students; etc.)