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TRANSCRIPT
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Career Conversations with Parents
Webinar Presenters: Megyn Shea & Jen Curry Webinar Date: December 6th, 2017
Career Conversations with Parents
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Learning outcomes:
1. Identify the theoretical foundations of the ASCA Career Conversations
2. Articulate the four uses of the ASCA Career Conversations: assessment, prevention, intervention, collaboration
3. Apply the ASCA Career Conversations to individual case studies based on the ASCA Mindsets & Behaviors
4. Develop an objective based on the ASCA Mindsets and Behaviors and identify an ASCA Career Conversations intervention
5. Identify ways to use the ASCA Career Conversations in meetings with individual parents, small groups of parents and parent workshops
6. Design a parent workshop using ASCA Career Conversations
Discuss/Reflect
On a scale of 1- 5, how well do you…
• Engage parents in students’ career development?
• Assess parents knowledge of career and college resources?
• Provide parent support in key secondary and post-secondary transitions?
*Please share your responses on the webinar post*
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Mindsets and Behaviors for Student Success: College and Career Readiness Standards for
Every Student
Framework for identifying the mindsets, or attitudes and thoughts, and behaviors, that P-12
students need to develop in personal/social, career, and academic domains
Theoretical Underpinnings
• Bronfenbrenner—Ecological Systems Theory
• Bourdieu—Social Capital Theory
• Counseling theory (Solution Focused, Narrative, Motivational Interviewing)
• Career development theory (Life-Span/Life-Space, Social Learning Theory, Constructivist Theory)
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Career Conversation: Premises
1. All students have the opportunity to explore interests, abilities, values, and goals with a certified school counselor.
2. All students have freedom of postsecondary training and career choice.
3. Career development engages students, parents, and community partners.
4. Career development is a lifelong process beginning at pre-k.5. Students have the right to change their career aspirations and
goals at any time.6. Career conversations are primarily strength-based.
How to Use the Career Conversations
• Determine M&B based on student/s needs
• Find corresponding questions for students, parents, community members
• Determine which questions are relevant for the situation
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Application: Vignette
Jonas, an 8th grade student, lives with his grandmother, Brenda. His grandmother asked for a conference with the school counselor because she received his high school 6 year plan paper work and Jonas wrote that he was interested in the automotive career track. When Brenda meets with the school counselor, she insists that the school counselor should change Jonas’s plan to HVAC because “in the south, we always need people who can do air condition work and all he’ll learn in automotive is how to change oil. He can’t make money doing that.” The school counselor asks Brenda if she has discussed the change with Jonas and Brenda replies, “Yes, but he says he won’t be happy if he doesn’t work on cars. He has always loved cars and tinkering with engines. He wants to stay in automotive. He has a dream of owning his own repair and collision shop but there’s no money in that. His uncle does A/C repair. I know there’s money in that, and he can get Jonas a job. I asked Jonas if he did auto how much he could make, how much schooling he needs, how much does it cost and he didn’t even know. I told him he just needs to do A/C repair and then he can buy himself a nice car.”
What is happening with grandma?
• What might Brenda be feeling?
• What thoughts or concerns might Brenda have driving her insistence on this particular career (HVAC)?
• What skills does she appear to have based on this vignette?
• What skills might she be lacking?
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Instructions
1. Determine M&B based on student/s needs
2. Find corresponding questions for the parents you are working with
3. What questions are relevant for the situation?
Step 1: M & B for Jonas
Gather evidence and consider multiple perspectives to make informed decisions
(B-LS 9.)
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Step 2: Possible CC Questions for Grandma
1. How does your child go about making important decisions?
2. As you think about your child’s future and the importance of the decisions he/she will make in terms of career and college, what types of information would you like to see your child consider in the decision- making process?
Step 3: Question to ask grandma
As you think about Jonas’ future and the importance of the decisions he will make in terms of career and college, what types of information would you like to see Jonas consider in the decision- making process?
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Developing an Objective for Jonas
What should Jonas know and be able to do as a result of your intervention?
Refer back to M&B
Example Objective for Jonas
Gather evidence and consider multiple perspectives to make informed decisions
(B-LS 9.)
Jonas will explore careers under consideration and find out information such as mean salary, market growth in the area, training needed, typical day on the job, necessary skills and knowledge required, and related careers.
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Developing an Objective for Grandma
What do you want grandma to be able to do as a result of your intervention?
Sample Objective for Grandma
Gather evidence and consider multiple perspectives to make informed decisions
(B-LS 9.)
Brenda will allow and support Jonas in exploring career options and making an informed career decision.
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Vignette: Parent Needs
You work in a high school where many parents have not gone to college, 40% of kids receive free/reduced lunch, and 20% identify as Latino/a. You are concerned about parents having the skills to support and encourage their kids to receive post-secondary training.
You conducted an informal needs assessment and find out many parents are concerned about, “how to pay for college.” You also learn that many parents don’t know how to search for college information on the internet.
Identify a M & B
Please post your response to the chat board!
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Possible M & B for Parents
Apply media and technology skills (B-LS 5.)
Determine Questions
• Find corresponding questions for the parents you are working with
• What questions are relevant for the situation?
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Possible CC Questions
• Do you have Internet access at home?
• Can we assist you in finding a convenient location for your child to access the Internet for academic purposes?
Sample Objectives for Parents
Set high standards of quality (B-LS 6.)
• Parents will fill out FAFSA
• Parents will to use the internet to search for scholarships to assist their child in their searches
• Parents will know how to use the internet to search for college admission criteria and college tuition costs to assist their child in their searches
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Sample Objective for Students
Set high standards of quality (B-LS 6.)
• Students will fill out FAFSA
• Students will use the internet (i.e. BigFuture) to search for scholarships
• Students will use the internet (i.e. BigFuture) to search for college admission criteria and college tuition costs
Sample Intervention: Parent Workshop Series
1. Local FAFSA expert walks parents through FAFSA
2. Panel of funding experts present to parents
3. Searching and applying for scholarships & college admissions
4. Using a calendar to keep students on track with deadlines
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Final Vignette: Just quit
A junior stops by to talk to you about an apprenticeship he will be doing at a tech company. He was selected for the apprenticeship out of a large pool of applicants. The apprenticeship is a 3 year commitment. He wants to do the apprenticeship, but is not sure if he will stick with it after a year. He says, “if I don’t want to do it anymore then I’ll just take band next year instead of doing the internship.” His parents agree have told him that he should just quit the apprenticeship if he doesn’t want to do it. The student’s career goal is to be a computer programmer.
You Try!
1. Determine M&B based on student/s needs
2. Find corresponding questions for the parents you are working with
3. What questions are relevant for the situation?
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M & B
Demonstrate perseverance to achieve long- and short-term goals (B-SMS 5.)
CC Questions
• Could you give me an example of a time your child set a goal and stuck with it until he/she accomplished it?
• Setting goals and sticking to them can be hard for students. What are some ways we can encourage your child to remember and stick to his/her school goals?
• What are some ways you encourage your child at home to remember and stick to his/her goals?
• What are some ways you would like to see us celebrate your child’s accomplishments?
• What are some ways your family celebrates accomplishments?
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Q & A
Thank you!