Counseling & Personal Development
Graduates should have the personal skills necessary to relate effectively with students as individuals. Specifically, students should be able to:
a. assess the developmental and personal needs of individual college students;
b. make positive contributions to the personal developmental and learning of individual students;
c. assist students in accessing and utilizing a wide rage of services and programs designed to benefit them.
a. assess the developmental and personal needs of individual college students;
b. make positive contributions to the personal developmental and learning of individual students;
c. assist students in accessing and utilizing a wide rage of services and programs designed to benefit them.
Assessing Student Needs
In my work in career services, I would assess the career needs of college students and seek to meet those needs during our time together (Holland, 1959; Myers & McCaulley, 1985; Knefelkamp & Slepitza, 1976). Some of the biographical information on the intake form students filled out would give me a sense of where they were at in life. For instance, if they were married, graduated, or unemployed, I could infer some of their career development needs. This information, paired with my own intuition and what students then disclosed in our appointments, helped me figure out what they needed. Whether it was a resume, job search, or assessment appointment, I would seek to help the student progress further along their path. Were they graduating soon? Then they would need help having more confidence in themselves, especially in today’s job market. Were they unemployed? Then challenge and support could influence their job search. Were they switching careers or considering it? Then deeper reflection would be needed as to why they are switching. They may have illusions about a future job, or sometimes even their present one (Ginzberg, 1972). |
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Career Counseling Case Study
In the Career Counseling and Development course (CSA 589), one assignment involved a lengthy case study that included six appointments with an undergraduate student. This case study allowed me the opportunity to identify, understand, and apply theories of counseling. I recognized that the student was in the “Exploration” stage of Super’s (1957) theory of career development. As so, I helped the student crystallize, clarify, specify, and implement some of their career aspirations. I also recognized that the student was in the “Developing Purpose” stage of Chickering’s (1969) theory of adult development. I helped the student become more intentional in assessing their interests and opinions as well as clarifying their goals. I also encouraged the student to persist despite obstacles (e.g. anxiety) and together we formed a plan of action. |
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Supporting Students Through Referrals
The majority of my work in the academic advising office involved assisting students in accessing and utilizing a wide range of services and programs beneficial to them. In my meetings with students admitted to the university on academic probation, I would always help students explore various resources on campus that could help them with their academic success. I would ask them what courses in their schedule seemed likely to give them trouble. If it was Math or English or writing essays, I referred them to the Math and Writing Centers for future help with their studies. If it was other subjects, I encouraged hem to meet with the Learning Enrichment Center where they could find more information on specific tutoring and study groups. I also informed students who were open enough to disclose any sense of a learning disability to discuss accommodation services with the LEC (Henning, 2007). |
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