career_development

Running head: CAREER DEVELOPMENT !1

Career Development Program for the Children of Kerala

Benjamin Baker, Yuly Rios Mendas, & Carol Velandia

University of Maryland, Baltimore & Rajagiri College of Social Sciences

July 22, 2016

CAREER DEVELOPMENT !2

Table of Contents Career Development Program for the Children of Kerala……………………………………..…3 Theoretical Framework …………………………………………………………………..4 Program Design…………………………………………………………………………..9 Curriculum……………………………………………………………………………………….10 Stage 1: Self-Efficacy……………………………………………………………………10 Activity 1: Dream High, Fly High Vision Board ………………………………..10 Activity 2: Family Occupation Tree ……………………………………………..11 Activity 3: My Role Model………………………………………………………11 Activity 4: My Values……………………………………………………………13 Activity 5 : My Attributes………………………………………………………..14 Stage 2: Career Awareness……………………………………………………………….15 Activity 6: A Day in the Life of………………………………………………….15 Stage 3 Career Planning………………………………………………………………….17 Activity 7: Job Hunt ……………………………………………………………..17 Program Evaluation ……………………………………………………………………………..19 References……………………………………………………………………………………….20 Appendix A: Career Family Tree………………………………………………………………..22 Appendix B: People Who Rock…………………………………………………………………23 Appendix C: My Values…………………………………………………………………………24 Appendix D: Values Sorting Activity……………………………………………………………25 Appendix E: Self Analyze Your Attributes ……………………………………………………..26 Appendix F: My First Resume…………………………………………………………………..27 Appendix G: Child Survey………………………………………………………………………28 Appendix H: Caregiver Survey………………………………………………………………….34


Career Development Program for the Children of Kerala

“In order to succeed, people need a sense of self-efficacy, to struggle together with resilience to meet the inevitable obstacles and inequities of life” Albert Bandura

Goal

Expand future possibilities for children to improve the socio-economic status of their families by fostering academic excellence and expand awareness of career opportunities.

Objectives:

Develop a comprehensive curriculum of activities for children and parents that will:

● Increase career awareness of children between 8 to 18 years old participating in the Rajagiri Outreach children sponsorship program

● Increase parental involvement in their children’s career planning

● Increase children and parents’ self-efficacy

● Inspire children to excel academically

● Inspire children to pursue highly reputable careers

● Raise children’s awareness of regional and global career opportunities

Context:

Children between 8 to 18 years old from low socio-economic status in rural areas of Kerala.

Problem Definition

There is an increasing need for academic improvement and career orientation and planning for the children of Kerala between the ages of 8 to 18 and from low socioeconomic status. There seem to be a significant challenge in transitioning from school to higher education and then to the selection of a specific profession. There is a lack of awareness about available professions as well as a lack of emphasis in career planning for school age children. There is a need for a more robust and diversified vocational orientation that brings awareness about career possibilities and that offer tools for children to make sound decisions about their profession and career path. Some of the contributing factors for this lack of awareness and career planning could be attributed to low participation of parents in this process. Parents may think that by steering their children in one direction or another, they are limiting their future possibilities.


Another factor could be children’s lack of exposure to professional models or direct contact with a variety of professionals. Low socioeconomic status may also play a role in the career planning

and development of the children population of Kerala, but its influence might not be directly associated with the opportunity to study as all the children in the state have access to basic

education.

Theoretical Framework

Children and Parent’s Self Efficacy

Career planning is a process that involves children, parents, and teachers. The proposed program is based on the Structural Model introduced by Albert Bandura, Claudio Barbaranelli, Gian Vitorio Caprara, and Concetta Pastorelli in “Self-efficacy Beliefs as Shapers of Children's Aspirations and Career Trajectories” (2001). The model asserts that children’s perceived self-efficacy is the key determinant factor in their scholastic achievement and their career choices. This perceived self-efficacy is influenced by the parent’s own efficacy and ability to coach their children. The socioeconomic environment, in which children develop, indirectly affects their academic performance and career choices through the effects on familial and self processes.

Parents’ own career and academic aspirations, knowledge about available careers, and perceived ability to influence their children’s career planning exert a powerful influence on their children’s career choices (Levine & Sutherland, 2013). Thus, parents need to be active participants in their children’s career exploration. Parents know their children better than anyone else, they know their skills and abilities and have their best interest at heart (Career and employment services, 2003). They are in the best possible position to enhance children’s perception of self efficacy and foment their academic achievement as well as their professional planning.

Self-efficacy is a powerful mechanism of human agency. If a child perceives that their actions will help them achieve the desired outcome they will have the motivation to do it. Perceived self-efficacy predicts career choice as well as the preparation and personal investment needed to attain such career choice. According to Bandura et al (2001) personality is not a predictor of career affinity or choice, thus, the focus of this program will not be in personality development but rather in perceptions of self efficacy.

Career Development Stages

According to Donald Super (1980), humans go through five stages of career development: Growth, Exploration, Establishment, Maintenance, and Decline. (See Graphic 1). School age children fall within the first two stages of career development: “Growth” and “Exploration”. The project will be conducted for children and adolescents within these two


stages of the career development continuum. During the Growth stage, “the child develops through identifying with key figures in family and begin to learn behaviors associated with self-help, social interaction, self-direction, goal setting,and persistence” (Super. 1980).

This project divides the children population in two different groups. Group A are children from ages 8 to 13 that are in the Growth stage. Group B are children from ages 14 to 18 that fall into the Exploration stage. The types of activities for Group A encourage the development of the child’s fantasy world and the development of a good sense of self efficacy. These characteristics are proper to the Growth stage and should be emphasized throughout the program. The types of activities for Group B are designed to allow the children to assess their skills and try out a number of professions. These characteristics also correspond with the exploration stage identified by Super.

Graphic 1

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http://career.iresearchnet.com/wp-content/uploads/2014/06/Supers-Career-Development-Theory.jpg


Occupational Spheres, Career Clusters, Professions

According to Bandura et al, there are six distinct occupational spheres: scientific-technical, artistic-literary, education-medical; commercial- managerial; military-legal, and agricultural-horticultural. Other authors and government organizations within the United States have identified the same groupings under similar names and have expanded Bandura’s spheres into 16 career clusters (This program will be based on the Career Clusters defined by the Minnesota State Department of Education): Agriculture, Food and Natural Resources; Architecture and Construction; Arts, A/V Technology and Communications; Business Management and Administration; Education and Training; Energy; Finance; Government and Public Administration; Health Science; Hospitality and Tourism; Human Services; Information Technology; Law, Public Safety, Corrections and Security; Manufacturing; Marketing; Science, Technology, Engineering and Mathematics; Transportation, Distribution and Logistics. Furthermore, its initial stage of implementation which is planned to last one academic year, will promote those professions in sectors, or career clusters, undergoing expansion in India such as: Information Technology, Telecommunications, Healthcare, Infrastructure, Retail, Interpreter etc. Teachers, and parents are in a privileged position to assess the children’s cognitive, creative, organizational, manual, and social skills necessary to succeed in these professions. Each occupation differs in how heavily they draw upon the above mentioned skills (Bandura, 2001), thus, parents and teachers can identify such skills and orient the children into a career or a profession where s/he can better utilize their skills and be successful. When the child knows his own skills, this will increase his/her occupational efficacy or their ability to execute a determined course of action.

Graphic 2.

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The activities developed along this program seek to connect the spheres, the career clusters, the professions with the cognitive skills and academic subjects needed to pursue a specific career path. We hope to offer a path for students, parents and teachers to make a successful transition from the school to the university and to the professional world.

The following are two examples of a career path

Sphere 1: Agriculture Food and Natural Resources

Cluster: Agriculture, Food and Natural Resources

Pathway: Environmental Service System

Graphic 3 A

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Profession: Urban Planner

Urban planning is a technical and political process concerned with the development and use of land, protection and use of the environment, public welfare, and the design of the urban environment, including air, water, and the infrastructure passing into and out of urban areas such as transportation, communications, and distribution networks. Urban Planning is also referred to as urban and regional, town, city, rural planning or some combination in various areas

https://en.wikipedia.org/wiki/Public_welfare

https://en.wikipedia.org/wiki/Public_welfare

https://en.wikipedia.org/wiki/Design

https://en.wikipedia.org/wiki/Design

https://en.wikipedia.org/wiki/Urban_environment

https://en.wikipedia.org/wiki/Urban_environment

https://en.wikipedia.org/wiki/Urban_infrastructure

https://en.wikipedia.org/wiki/Urban_infrastructure

https://en.wikipedia.org/wiki/Transportation

https://en.wikipedia.org/wiki/Transportation

https://en.wikipedia.org/wiki/Communication

https://en.wikipedia.org/wiki/Communication

https://en.wikipedia.org/wiki/Distribution_network

https://en.wikipedia.org/wiki/Distribution_network


worldwide. Urban planning takes many forms and it can share perspectives and practices with urban design.(Wikipedia Definition)

Example of Image associated with a specific profession

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Sphere 2: Health Science and Technology

Cluster 2: Health and Science

Pathway: Diagnostic Service

Graphic 3 B

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Profession: Pediatrician

https://en.wikipedia.org/wiki/Urban_design

https://en.wikipedia.org/wiki/Urban_design


Is a medical doctor that specializes in the medical care of infants, children, and adolescents, and the age limit usually ranges from birth up to 18 years of age.

Picture:

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Program Design

This program its iterative. The following suggestions may be modified when the program is rolled out.

For the purpose of this program, we will have three different populations:

Group A: Children between the ages of 8 to 13

Group B: Children between the ages of 14 and 18.

Group C: Parents

For some of the activities the three groups will work simultaneously but in separate classrooms.

The activities designed for Group A intend to develop children’s perception of self efficacy and to lay the foundation for academic achievement and latter career planning. The activities for Group B intend to raise awareness about the career clusters and help them develop a career plan. Time will be invested in children’s self awareness and knowledge about themselves.

https://en.wikipedia.org/wiki/Infant

https://en.wikipedia.org/wiki/Infant

https://en.wikipedia.org/wiki/Child

https://en.wikipedia.org/wiki/Child

https://en.wikipedia.org/wiki/Adolescent

https://en.wikipedia.org/wiki/Adolescent


Curriculum

Stage 1: Self-Efficacy

Activity 1: Dream High, Fly High Vision Board Population: Groups A and B

Description: The vision board is a visualization exercise where the person projects themselves into a future state.

● Learning objectives: ○ To help students enlighten their vision to reach their goals. ○ To facilitate creating and following a plan to reach their goals and aspire to

reputed positions.

● Skills developed: Self-awareness, personal exploration, hopes, and dreams. ● Materials: Construction paper, magazines, color pencils, paper, scissors and glue. ● Estimated cost of the activity (per child)= ? ● Total time: 1.5 to 2 hours (40 to 45 minutes to build the vision board and 30 to 40

minutes to share it with their group, 10 to 15 minutes for general discussions).

● Mechanics: In groups of 8, each child will post or draw onto a large piece of construction paper pictures of their future self (10 years from the point of the activity). Once the board is completed, they will share it with the group.

This will facilitate comparing and contrasting their personal findings with their peers as they work to develop their career goals.

Group C: Self efficacy motivation talk. In a separate room the facilitator will have an interactive discussion with the parents about self-efficacy.

The facilitator will ask the parents the following questions (these questions could be presented to the parents either verbally or in writing): 1) What do you want your children to be when s/he (they) grow up? 2) What do you think your child wants to do when s/he (they) grow up? 3) What do you think are your child(dren) most prominent skills or skills? 4) How do you think you can help your child succeed?

At the end of this discussion, there will be a debriefing. Then, the parents will be asked to write a letter to their best friend or their most trusted family member. The letter should be dated 2026. This is also a projection exercise but it is more appropriate for parents.


The parents can join the main group when the children are presenting their vision boards. This will give the parents and opportunity to hear from the children directly what are their dreams and aspirations.

Activity 2: Family Occupation Tree 1

Population: Groups A, B, and C Description: The genogram is an activity in which the child explores his or her parents occupation(s) and his/her decision making process.

● Learning Objectives: ○ To help students explore and learn about their family history and jobs performed

by family members. ○ To create awareness of vocational inheritance and the influence of family in their

personal choices and career aspirations. ● Skills developed: Self awareness, strengthening self-efficacy ● Materials: Paper copies of the family genogram (Appendix A) and color pencils. ● Estimated cost (per child): ● Total time: 1 hour. (45 minutes to fill out the genogram and to obtain information from

family members if needed and 10 to 15 min for general discussion) ● Mechanics: A blank family genogram will be given to each child. The children will be

asked to fill out the information regarding their parents, grandparent, siblings careers. The children will be given time to interview family members (if they are present in the group) about their career choices and history. Once the genogram is completed, the children will present their findings to their peers in small groups. Facilitators will discuss with the children how the family system affects their personal choices, behaviors, and attitudes.

Activity 3: My Role Model 2

Population: Group A and B Description: The role model activity encourages students to explore appropriate role models with whom they can identify and learn from their wisdom.

● Learning objectives:

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Adaptedfrom101waystoteachchildrensocialskills.Aready-to-use,reproducibleac:vitybook.ByLawrenceE.2

Sharipo,Ph.dandLifeSkiller,selfDiscoverac:vi:es:hJp://lifeskiller.com/self-discovery-ac:vi:es/

http://www.fcclainc.org


http://lifeskiller.com/self-discovery-activities/


○ To help students identify healthy role models ○ To help students identify positive qualities of roles models

● Skills developed: Self awareness, exploration of influential people in their life ● Materials: Paper copies of role model worksheet (Appendix B), large piece of paper,

markers and pencil ● Estimated cost of the activity (per child)= ? ● Total time: 1.5 hours (20 minutes to explain the activity and for initial discussion, 25

minutes to complete the worksheet and 15 to 30 minutes for general discussions).

● Mechanics: In groups of 8. With the help of a facilitator, the group will engage in a brainstorming session about the role model concept. The ideas will be recorded on a large piece of paper. The facilitator will encourage group members to discuss characteristics of appropriate role models. Positive role models should uphold important community values such as responsibility, respect, entrepreneurship, honesty etc. It could be a family member, a friend, a teacher or someone from the community or outside of it. After the students have chosen their role model and have described their qualities, the facilitator will formulate the following questions:

Questions for group A and B

● What has that person done to become your role model?

● Does your role model help others? How?

● What is the most important quality a role model should have?

● What could you do to be like your role model?

Questions for group B ● What are some characteristics of great role models? ● Do you think it is hard to find appropriate role models? ● What are some things you have learned from your role model? ● How can you apply these new learnings in your own life? ● Is there anything that you would like to do differently so that you can be more like your

role model?


Activity 4: My Values 3

Population: Group A and B Description: This activity explores students values and the relation of these values with life and career choices. ● Learning Objective

○ To recognize personal values and understand why they are important in their personality development and career choices

○ To learn to clarify their personal values ● Skills developed: Self-awareness, awareness of differences ● Materials: Large sheet of paper, paper copies of my values worksheet (Appendix C and

D), pencils and markers. ● Estimated cost of the activity (per child)= ? ● Total time: 45 to 60 minutes (15 minutes for introduction to the activity, 15 to complete

worksheet and 15 to 30 minutes to discuss the activity)

Group A ● Mechanics: The facilitator will ask students to define values and will write their answers

in a large sheet of paper. The facilitator will explain to the group: “A value is a personal belief or feeling that something is important and

worthwhile. It can be something you love to do, a way you choose to live your life, or even an idea. People have their own values; there are no right or wrong ones. Without you even thinking about it, values guide the way you behave and your decisions in life” (Shapiro, 2007)

The facilitator will ask the students to think about their personal values and will distribute the worksheet. After they have completed the activity sheet, each children choose one of their most important values and discusses it within the group why they feel it is important.

Group B ● Mechanics: The facilitator will lead a group a discussion about personal values and how

students see the relationship between these values and their career choices (drawn before on the vision board), or the role model . After the discussion, each participant will receive a worksheet with values and will be instructed to choose ten values from the list that match their personal values. Students are allowed to write additional values that are

Adaptedfrom101waystoteachchildrensocialskills.Aready-to-use,reproducibleac:vitybook.ByLawrenceE.3

Sharipo,Ph.DandCareerdevelopmentinterven:onswithlowsocioeconomicstatusstudents.ByMeganCHoffman(2007)


important to them. After participants choose their top ten values, five paper strips will be given to them where they will be instructed to choose and write their top five values from the ten previously identified. After their five values are written on the paper the facilitator will tell the group to give up one of their values. The students will have to choose what value from their top five they are willing to give up. Once the value is chosen, the facilitator will ask the participants to share why they had decided to give up the value they chose and what was about the other values that were more important to them. This process continues until group participants are down to one value that is the most important to them. After the activity is completed the group will debrief about what it felt like to have to choose and give up their values and how values play a large role in career development.

Activity 5 : My Attributes 4

Population: Group A Description: This activity explores children’s attributes in relation with their life. It helps participants to recognize their strengths and weaknesses, and to propose solutions to the improvement of their attributes. ● Learning Objective

○ Learn and clarify their personal attributes ○ Learn to plan to produce changes

● Skills developed: Self-awareness, self-efficacy, planning ● Materials: Paper copies of my attributes worksheet (Appendix E) and pencils. ● Estimated cost of the activity (per child)= ? ● Total time: 1 hour and 10 minutes (10 minutes to explain the activity, 30 minutes to fill

the worksheet out and 30 minutes to group discussion. ● Mechanics: Individually each student will be given “my attributes worksheet. The

children will be instructed to identify the attributes written in the worksheet and rate them from 1 to 5 (1 is a weakness and 5 is a strength). The children are expected to write an example in which they demonstrate each attribute. Then, the children will be asked to circle the 3 attributes they want to improve and provide a plan that will address the changes they want to see. Finally, children will regroup and will discuss their strongest and weakest attribute and their plan to address it.

AdaptedfromhJp://worksheetplace.com4


Stage 2: Career Awareness

Activity 6: A Day in the Life of... Participants: Group A Description: The facilitator will provide information about a particular setting, i.e. a hospital. The children will see videos about the different professionals working in a hospital. Subsequently, they will create skits to perform the different roles. ● Learning Objective

○ Learn about different roles in different settings ○ Learn about their own preferences and abilities

● Skills Developed ○ Career awareness

● Materials ○ Video projector, hospital props like lab coats, stethoscopes

● Estimated Cost of the Activity ● Total time: 2 to 3 Sessions 2 hours each session ● Mechanics: The videos will be presented to all the students in group A. They will also

have access to written descriptions of 5 to 8 different professions within a hospital (emphasizing the role of the professions in expansion). After they have seen or heard an explanation of each of these professions, they will have 30 minutes to create a skit that will last up to 5 minutes. In the skit, they will try to incorporate as many roles as they can and they will perform it to the audience. The group that is able to incorporate more roles into their skit will have more points.

Participants: Group B Description: With the participation of the sponsors from the “Child Sponsorship” program, the older children will be exposed to the selected professions more directly. Instead of a video presentation, they will have the opportunity to meet with actual role models. It is recommended that the sponsor brings the job to the classroom. ● Learning Objectives

○ Learn about different professions and how they interact within a company ○ Increase awareness about professions

● Skills Developed ○ Career awareness

● Materials: None ● Estimated Cost of the Activity: ? ● Total time: 2 to 3 Sessions 2 hours each session


● Mechanics: The Human Resources Manager or representative of the sponsor’s company. Present about the different types of occupations necessary to keep the company running. In preparation for each presentation, the person will be provided with information about the different career clusters and professions that the program wishes to promote during its first phase.The presenter will incorporate in his/her presentation the answer to the following questions:

1) Occupational spheres present within their company 2) Career clusters present within their company 3) 3 to 5 professions needed to keep the company running

a) What do they do? b) How does their job impact society? c) What was their career path (see Graphics 2A or 2B) d) What kind of subject matters, cognitive or social skills did they need to

pursue in order to succeed at their profession.


Stage 3 Career Planning

Activity 7: Job hunt Participants: Group A Description: The job hunt is an activity that will provide children with direct experience with the types of skills needed for different careers. It will also teach children about planning for the job hunting process.

• Learning objective • Acquisition of basic skills of job industry • Career planning

• Skills developed: Career planning; Understanding of the way interpersonal skills and attributes impact the career path and the job hunting process.

• Mechanics: This activity requires previous knowledge of career clusters, career paths, and professions.The facilitator and other volunteers will place training booths around the room with 6 different career clusters. They will train the children in some of the skills needed for a specific profession. In a separate room, there will be a “Job Bank”. The children that have received the training, will check the necessary boxes into a mock resume (Appendix F) 5

Once they have checked the necessary boxes, they will apply to a job from the Job Bank. Volunteers will conduct mock interviews to children asking questions about their training.

This activity will be fully designed after some of the previous activities have been conducted and more information has been gathered about children’s specific interests and skills.

Activity 7B Job Fair (Field Trip) Participants: Group B Description: The Job fair is an activity that will provide children with direct experience with the different types of available jobs in the market. It will also teach children about planning for the job hunting process.

• Learning objective • Career planning

• Skills developed: Career planning; Understanding of the way interpersonal skills and attributes impact the career path and the job hunting process.

• Mechanics: This activity requires previous knowledge of career clusters, career paths, and professions.The activity will be conducted at a University. University students will be needed as volunteers for this activity. The volunteers will have booths where they will

WorksheetobtainedfromBealert,beaware,careerseverywhere,ac:vityworkbook.Texasworkforce5

commission


interview and potentially recruit children. The children will have the opportunity to create a mock resume and ask questions to the volunteer students about the path they needed to take in order to get where they are. At the end, students will write a short paragraph with a reflexion about this activity. This activity will be fully designed after some of the previous activities have been conducted and more information has been gathered about children’s specific interests and skills.


Program Evaluation

The effectiveness of the Career Development Program’s ability to meet the program objectives will be measured using two separate pre-/post-intervention surveys, one for children (Appendix G) and and one for caregivers (Appendix H).

The child will complete two pre-/post-intervention surveys, which will measure self-efficacy, career awareness, career goals, and planning skills. The General Self-Efficacy Scale (GSE) is a 10-item self-reported scale developed by Matthias Jerusalem and Ralf Schwarzer in 1979 and has been translated into 26 languages (Schwarzer & Jerusalem, 1995).GSE assesses an individual’s sense of perceived self-efficacy, focusing specifically on their perceived ability to cope with stress caused from daily activities and life events (Schwarzer & Jerusalem, 1995). GSE is designed for adolescents and adults (Schwarzer & Jerusalem, 1995). GSE has been found to be reliable, with Cronbach’s alphas ranging from .76 to .90 in samples from over 23 countries (Schwarzer & Jerusalem, 1995).

Career Decision Profile (CDP) is a 16-item self-reported scale created by Lawrence K. Jones in 1989 (Jones, 1989; Jones & Lohmann, 1998). CDP measures career decision status using three dimensions: (1) Decidedness, (2) comfort, and (3) reason (Jones, 1989; Jones & Lohmann, 1998). CDP is used by career counselors to explore clients’ career indecision, screen for career readiness, determine the appropriate level of career services needed, and measure counseling outcomes (Jones & Lohmann, 1998). CDP has been found to be reliable enough to use in professional settings, with Cronbach’s alphas ranging from .66 to .80 for retest reliability and .73 to .85 for internal reliability (Jones, 1989). The caregiver survey is intended to measure self-efficacy and parental involvement in their children’s career exploration and planning. The survey uses a combination of questions selected from Bandura’s “Parental Self-Efficacy Scale” (2005) and original questions. The scale is designed to measure parents’ self-perception of their own self-efficacy, parenting efficacy, and involvement in their children’s career exploration and planning (Bandura, 2005). There have been no studies testing the reliability or validity of Bandura’s “Parental Self-Efficacy Scale,” nor the original questions; however, there are currently no scales that measure parental self-efficacy and involvement with a focus on career exploration. The pilot session of the Career Development Program will provide an opportunity to pilot this measurement tool and receive feedback on the reliability and validity of the measure with the intention of improving the tool for the program following the pilot.


References

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child development, 72(1), 187-206.

Bandura, A. (2005). Guide for constructing self-efficacy scales. In Self-Efficacy Beliefs of Adolescents (p. 307-337). Information Age Publishing.

Career family trip worksheet. Family, Career and Community Leaders of America, Inc.National FCCLA www.fcclainc.org

Career and Employment Services (2013). Parent guide for career planning.Danville area community college. Retrieved from https://www.dacc.edu/assets/pdfs/career/ParentGuideforCareerPlanning.pdf

Chacon Martinez, O. (2003) Programa de Orientacion Vocacional para la Educación Media y Diversificada. Acción Pedagógica, 12(1), 68-79

Hoffman, M. C. (2007). Career development interventions with low socioeconomic status students. (Master thesis). Retrieved from http://digitalcommons.brockport.edu/edc_theses.com

Jones, L. K. (1989). Measuring a three-dimensional construct of career indecision among college students: A revision of the Vocational Decision Scale: The Career Decision Profile. Journal of Counseling Psychology, 36(4), 477-486.

Jones, L. K., & Lohmann, R. C. (1998). The Career Decision Profile: Using a Measure of Career Decision Status in Counseling. Journal of Career Assessment, 6(2), 209-230

Levine, K. A., & Sutherland, D. (2013). History Repeats Itself: Parental Involvement in Children's Career Exploration/L'histoire se répète: La participation des parents dans l'exploration de carrière pour enfants. Canadian Journal of Counselling and Psychotherapy (Online), 47(2), 239.

Shapiro, L. E (2004). 101 ways to teach children social skills: A ready-to-use reproducible activity book. Retrieved from http://www.socialskillscentral.com/free/101_Ways_Teach_Children_Social_Skills.pdf

Super, D. E. (1980). A life-span, life-space approach to career development. Journal of vocational behavior, 16(3), 282-298.

Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Authors), Measures in Health Psychology: A User's Portfolio (pp. 35-37). NFER-NELSON. https://www.careerwise.mnscu.edu/careers/environmental-systems-pathwayL.html



https://www.dacc.edu/assets/pdfs/career/ParentGuideforCareerPlanning.pdf

http://digitalcommons.brockport.edu/edc_theses

https://www.careerwise.mnscu.edu/careers/environmental-systems-pathwayL.html


People who rock. Life Skills, self Discovery activities. Retrieved from: http://lifeskiller.com/self-discovery-activities/

Self analyze your attributes. Retreived from http://worksheetplace.com

Texas workforce commission. Be alert, be aware, careers everywhere, activity workbook. Retreived from http://breitlinks.com/careers/career_pdfs/careeractivitiesbook.pdf

http://lifeskiller.com/self-discovery-activities/

http://breitlinks.com/careers/career_pdfs/careeractivitiesbook.pdf


Appendix A

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Appendix B

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Appendix C

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Appendix D

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Appendix E

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Appendix F

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Appendix G: Child Survey

Pre-Intervention Survey for Children The following questions will help Rajagiri Outreach determine what you learn from the career development program. Your responses are completely confidential and will not be associated with your name.

Male _______ Female _____ Grade ______ Age ________

General Self-Efficacy Scale (GSE) (Source: “General self-efficacy scale”) Scoring: Not at all true = 1 Hardly true = 2 Moderately true = 3 Exactly true = 4

Questions Not at all true

Hardly true

Moderately true

Exactly true

I can always manage to solve difficult problems if I try hard enough.

If someone opposes me, I can find the means and ways to get what I want.

It is easy for me to stick to my aims and accomplish my goals.

I am confident that I could deal efficiently with unexpected events.

Thanks to my resourcefulness, I know how to handle unforeseen situations.

I can solve most problems if I invest the necessary effort.

I can remain calm when facing difficulties because I can rely on my coping abilities.

When I am confronted with a problem, I can usually find several solutions.

If I am in trouble, I can usually think of a solution.

I can usually handle whatever comes my way.


Career Decision Profile (CDP)


Hardly true

Moderately true

Exactly true

I wish I knew which careers best fit my personality.

I need to have a clearer idea of what my interests are.

I need to have a clearer idea of my abilities.

I need to have a clearer idea of my major strengths.

I need to have a clearer idea of my weakness.

There are so many careers that it is difficult to identify those that might be suitable for me.

I need to learn a way to match my needs and abilities with possible careers.

I am unsure whether my interests--the things I enjoy doing--fit in with the activities required for the careers I am considering.

I wish I knew how my personality would fit with the people in the careers I am considering.

It is hard to make a choice about what career I want because I cannot decide what I value most for an job (for example, making money, security, serving others).

I feel unclear as to who I really am.

I do not know if I have the ability or talent required for some of the jobs in which I am interested.

I am concerned that I will make a mistake in choosing my career.

I need information about educational programs I want to enter.

I know what my interests and abilities are, but I am unsure how to find occupations that match them.

I do not feel I know enough about the occupations that I am considering.


I am unclear about the education or training required for careers in which I am interested.

I think there may be a number of careers that I do not know about that I should consider.

I am an indecisive person; I delay deciding and have difficulty making up my mind.

I frequently have difficulty making decisions.

Other people are pressuring me to make a career choice.

My future career is not important to me right now.

I do not need to make a career choice at this time.

I do not have strong interests in any career.

I am not excited to work in any career.


Post-Intervention Survey for Children The following questions will help Rajagiri Outreach determine what you learn from the career development program. Your responses are completely confidential and will not be associated with your name.

Male _______ Female _____ Grade ______ Age ________

General Self-Efficacy Scale (GSE) (Source: “General self-efficacy scale”) Scoring: Not at all true = 1 Hardly true = 2 Moderately true = 3 Exactly true = 4

Career Decision Profile (CDP)


Hardly true

Moderately true

Exactly true

I can always manage to solve difficult problems if I try hard enough.

If someone opposes me, I can find the means and ways to get what I want.

It is easy for me to stick to my aims and accomplish my goals.

I am confident that I could deal efficiently with unexpected events.

Thanks to my resourcefulness, I know how to handle unforeseen situations.

I can solve most problems if I invest the necessary effort.

I can remain calm when facing difficulties because I can rely on my coping abilities.

When I am confronted with a problem, I can usually find several solutions.

If I am in trouble, I can usually think of a solution.

I can usually handle whatever comes my way.



Hardly true

Moderately true

Exactly true

I wish I knew which careers best fit my personality.

I need to have a clearer idea of what my interests are.

I need to have a clearer idea of my abilities.

I need to have a clearer idea of my major strengths.

I need to have a clearer idea of my weakness.

There are so many careers that it is difficult to identify those that might be suitable for me.

I need to learn a way to match my needs and abilities with possible careers.

I am unsure whether my interests--the things I enjoy doing--fit in with the activities required for the careers I am considering.

I wish I knew how my personality would fit with the people in the careers I am considering.

It is hard to make a choice about what career I want because I cannot decide what I value most for an job (for example, making money, security, serving others).

I feel unclear as to who I really am.

I do not know if I have the ability or talent required for some of the jobs in which I am interested.

I am concerned that I will make a mistake in choosing my career.

I need information about educational programs I want to enter.

I know what my interests and abilities are, but I am unsure how to find occupations that match them.

I do not feel I know enough about the occupations that I am considering.


I am unclear about the education or training required for careers in which I am interested.

I think there may be a number of careers that I do not know about that I should consider.

I am an indecisive person; I delay deciding and have difficulty making up my mind.

I frequently have difficulty making decisions.

Other people are pressuring me to make a career choice.

My future career is not important to me right now.

I do not need to make a career choice at this time.

I do not have strong interests in any career.

I am not excited to work in any career.


Appendix H: Caregiver Survey

Pre-Intervention Survey for Caregivers

The following questions will help Rajagiri Outreach determine what you learn from the career development program. Your responses are completely confidential and will not be associated with your name.

Male _______ Female _____

Age_____

Occupation_________

Highest level of education received__________

Marital status___________

Spouse’s occupation__________

Age of child participating in program (If you have more than one child participating, include the ages of

all children)_________

Grade level of child participating in program (If you have more than one child participating, include the

ages of all children) [SD1] ______

Question about SES (e.g., Income <x Rs; Income between X and Y Rs.; Income > Y Rs.)

Bandura Parental Self-Efficacy (Source: “Bandura self-efficacy measurement design, 2006, p. 329-330)

This questionnaire is designed to help us gain better understanding of the kinds of things that create

difficulties for parents to affect their children’s academic development. Please rate how certain you are

that you can do the things discussed below by writing the appropriate number.

Your answers will be kept strictly confidential and will not be identified by name.

Rate your degree of confidence by circling a number from 0 to 10 using the scale given below:

0 1 2 3 4 5 6 7 8 9 10

Cannot Moderately Highly certain do at all can do can do


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


I can get my children to see school as valuable

I can get my children to work hard at their schoolwork.

I can get my children to stay out of trouble at school.

I can help my children get good grades at school.

I can get my children to see school as valuable.


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


I can get my children to enjoy school.

I can show my children that working hard at school influences later success.

I can get my children to participate in activities outside of school (e.g., music, art, dance lessons, sports).

I can find time for leisure activities with my children.


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10

Cannot Moderately Highly certain

I can keep track of what my children are doing when they are outside the home.

I can prevent my children from getting involved with the wrong crowd of friends.

I can get my children to do things I want at home.

I can manage when my children go out and when they have to be home.

I instill my personal values in my children.


do at all can do can do

0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10

I instill my spiritual values in my children.

I instill my work values in my children.

I instill my cultural values in my children.

I spend time with my children and their friends.

I work with other parents to keep the neighborhood safe for our children.



0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


I prevent my children from doing things I do not want them to do outside the home.

I can affect what teachers expect my children to be able to do in school.

I can affect what my children do after school.

I can stop myself from worrying about things.

I can take my mind off upsetting experiences.


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


I can stop myself from being upset by everyday problems.

I can keep my mind on the things I am doing after I have an upsetting experience.

I prevent tough problems from getting you down.

I recover after I have tried my best and failed.


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


I can get myself to keep trying when things are going really badly.

I can keep my spirits up when I suffer hardships.

I can get rid of self-doubts after I have had tough setbacks.

I can keep from being easily upset.

I can overcome discouragement when nothing I try seems to work.



0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10

I can talk to my children about their future.

I can discuss career possibilities with my children.

I can talk to my children about what they want to do for a career.

I can talk to my children about what they want to do after they finish school.

I can encourage my children to explore different career possibilities.



0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


I can talk to my children about my own employment.

I can support my children to pursue a career I have knowledge about.

I can support my children to pursue a career I have little or no knowledge about.

I can support my children to pursue the same career as myself.

I can support my children to pursue a different career from myself.


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


I can discuss with my children the steps required to achieve their career goals.

I can work with my children to create a plan to achieve their career goals.

I can learn about the steps required for my children to achieve their career goals.

I can talk to my children about what careers I want them to pursue.


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10 Cannot Moderately Highly certain do at all can do can do

I can talk to my children about careers I do not want them to pursue.

I can learn new information about careers I know little or nothing about.

I can access resources to learn about careers I know little or nothing about.

I can share information with my children about careers I know about.



Post-Intervention Survey for Caregivers

The following questions will help Rajagiri Outreach determine what you learn from the career development program. Your responses are completely confidential and will not be associated with your name.

Male _______ Female _____

Age_____

Occupation_________

Highest level of education received__________

Marital status___________

Spouse’s occupation__________

Age of child participating in program (If you have more than one child participating, include the ages of

all children)_________

Grade level of child participating in program (If you have more than one child participating, include the

ages of all children) [SD1] ______

Question about SES (e.g., Income <x Rs; Income between X and Y Rs.; Income > Y Rs.)

Bandura Parental Self-Efficacy (Source: “Bandura self-efficacy measurement design, 2006, p. 329-330)

This questionnaire is designed to help us gain better understanding of the kinds of things that create

difficulties for parents to affect their children’s academic development. Please rate how certain you are

that you can do the things discussed below by writing the appropriate number.

Your answers will be kept strictly confidential and will not be identified by name.

Rate your degree of confidence by circling a number from 0 to 10 using the scale given below:

0 1 2 3 4 5 6 7 8 9 10



0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10

I can get my children to see school as valuable

I can get my children to work hard at their schoolwork.

I can get my children to stay out of trouble at school.

I can help my children get good grades at school.

I can get my children to see school as valuable.



0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


I can get my children to enjoy school.

I can show my children that working hard at school influences later success.

I can get my children to participate in activities outside of school (e.g., music, art, dance lessons, sports).

I can find time for leisure activities with my children.

I can keep track of what my children are doing when they are outside the home.


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


I can prevent my children from getting involved with the wrong crowd of friends.

I can get my children to do things I want at home.

I can manage when my children go out and when they have to be home.

I instill my personal values in my children.


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


I instill my spiritual values in my children.

I instill my work values in my children.

I instill my cultural values in my children.

I spend time with my children and their friends.

I work with other parents to keep the neighborhood safe for our children.



0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10

I prevent my children from doing things I do not want them to do outside the home.

I can affect what teachers expect my children to be able to do in school.

I can affect what my children do after school.

I can stop myself from worrying about things.

I can take my mind off upsetting experiences.



0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


I can stop myself from being upset by everyday problems.

I can keep my mind on the things I am doing after I have an upsetting experience.

I prevent tough problems from getting you down.

I recover after I have tried my best and failed.

I can get myself to keep trying when things are going really badly.


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


I can keep my spirits up when I suffer hardships.

I can get rid of self-doubts after I have had tough setbacks.

I can keep from being easily upset.

I can overcome discouragement when nothing I try seems to work.


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


I can talk to my children about their future.

I can discuss career possibilities with my children.

I can talk to my children about what they want to do for a career.

I can talk to my children about what they want to do after they finish school.

I can encourage my children to explore different career possibilities.



0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10

I can talk to my children about my own employment.

I can support my children to pursue a career I have knowledge about.

I can support my children to pursue a career I have little or no knowledge about.

I can support my children to pursue the same career as myself.

I can support my children to pursue a different career from myself.



0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


I can discuss with my children the steps required to achieve their career goals.

I can work with my children to create a plan to achieve their career goals.

I can learn about the steps required for my children to achieve their career goals.

I can talk to my children about what careers I want them to pursue.

I can talk to my children about careers I do not want them to pursue.


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


0 1 2 3 4 5 6 7 8 9 10


I can learn new information about careers I know little or nothing about.

I can access resources to learn about careers I know little or nothing about.



career_development

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