holistic career development- an aboriginal approach
TRANSCRIPT
Holistic Career Development-
An Aboriginal Approach
Holistic Approach
Spiritual
Mental
EmotionalPhysical
Our Journey to Holistic Career Development – The Numbers
• In 2007, we looked at the statistics for the five preceding years. The statistics indicated that there were only 45 graduates from our local Nursery to Grade 12 school. Out of the 45 graduates:
• 1 - Graduated from a post secondary program and was no longer attending;• 3 - Were continuing in the same program;• 5 - Were continuing in a new program without completing the first program;• 23 - Had started but were no longer continuing;• 11 - Never attempted post secondary education; and • 2 - Graduated and were continuing in another program.
• $13,220: What our First Nation spends to fund a student in their first year of post-secondary studies (i.e. tuition, books, allowances, rental subsidies, relocation costs etc.).
Our Journey to Holistic Career Development – The Program
The Enhancement Year Program (EYP) was established in our community in 2007 in order to ensure that our graduates had better chance of attaining post secondary success. Students were not completing programs, were not entering meaningful employment and not making positive life choices. They did not have the skills:
−To function in an urban setting−To choose an appropriate program (i.e. career choice)−To be successful in academics (studying, numeracy,
literacy) −To be independent, responsible and self-confident−To cope with overall “life” issues.
Background – The Process
• Role of post secondary institutions • Researched other programs and did a
literature review• Contacted post-secondary institutions • Consulted with the community• Recruited partnerships – Jobmatics TM
• Developed a team• Developed the program
EYP Model
Discipline
Confidence
Time to accept and Knowledge
WINTER
SOCIAL/EMOTIONAL East - New beginnings/ Birth/ Renewal. Exploring understanding self, Life Skills Component.
INTELLECTUAL/MENTAL South - Growth Gaining knowledge and skills in academics, intellectual development Academic Courses
PHYSICAL West - Responsibility to the environment,
self and others Life Skills, Activities, Urban Component,
Course Work
SPIRITUAL North – Spirituality/Wisdom. Students explore spirituality Elders, presentations, activities, course work.
Independence
Change
Healing
Peace Experience
Wisdom
Beginnings
Renewal
Inner Strength
Maturity
Skills
SPRING FALL
SUMMER
Starting with Life Skills• Designed to give the student an introduction to interpersonal
communications.
• Course content includes:–overview of communications–self-concept–Perceptions–Listening–non-verbal communication–understanding of how interpersonal relationships work.
• Presents an overview of the nature of groups, group problem-solving and communication climates in a group setting.
What We Do – Career FocusingTM is…
... a straightforward process that will teach you:
• how to decide what types of work would truly suit you• how to pick the types of education or training that would suit you best• how to build a plan that makes sense for you• how to adapt or change the plan when you need or want to
Students say that Career Focusing™ helps them feel focused and clearabout what choices make sense for them, and motivated to developand follow their plans.
©Jobmatics 2008
What We Do - Career FocusingTM
The Big 3... Keys to Work that Fits
You are doing work that fits when you...
1) Work with what you love: artifact bag → Focus2) Work in a way that suits you: innate preferences → Preference Identification Tools (PITs)3) Work in a way that reflects your realities:
• academic• financial• personal• work (learned) skills
What We Do - Career FocusingTM What we added…• Wellness Plan• Focus on budget (including “Free Money”)• Portfolio (including formal presentation)• Field trips • Aboriginal Learning Styles• Functioning in a digital & form-filled world (i.e.
Essential Skills)• Career Development Inventory
The Inventory
In 2011-2012 we did a Career Development Inventory (before and after) and compiled the results.
Results showed us:• Knowledge increased (e.g. occupation vs. career)• Value of career planning increased• Decision-making and planning refined• Awareness of importance of “fit”, barriers and
realities increased
The Study• The program included a research component (with both
qualitative and quantitative methodologies) so that the team could keep track of lessons learned and if the program was having an impact and what kind of impact it was having on the students over the course of five years.
• The Final report was completed after five years and presented to the team and the Board of Education.
Challenges Encountered• Emotional - self-esteem issues, passivity, apathy, dependence
• Intellectual – more preparation is required – prior Learning, assisting them with becoming self-reliant, independent learners (i.e. homework & time management)
• Physical - drug & alcohol abuse, addictions are an issue, addictions/unhealthy lifestyle (lack of balance) interferes with goals (i.e. attendance)
• Spiritual – values/spiritual disconnection, they don’t have that sense of identity due to loss of culture/colonization
What’s next?
• Enhanced Grade 12• Further “backtracking”• Collecting more data• Partnerships & Mentorships
Questions???
Thank You
• For further information contact: