Adult Career Counseling: An Interactive Model. Overview. ERIC Digest No. 65.

Autor/in	Kerka, Sandra
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Adult Career Counseling: An Interactive Model. Overview. ERIC Digest No. 65.
Quelle	(1987), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Career Counseling; Counseling Objectives; Counseling Techniques; Disabilities; Dislocated Workers; Displaced Homemakers; Interaction; Limited English Speaking; Models; Older Workers; Prisoners; Special Programs; Systems Approach + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Handicap; Behinderung; Arbeitsloser; Interaktion; Analogiemodell; Älterer Arbeitnehmer; Prisoner; Gefangener; Sonderpädagogische Förderung; Systemischer Ansatz
Abstract	A comprehensive delivery system offers several advantages in career counseling programs serving adult clients. Systematic delivery is advantageous because of its developmental emphasis, effective use of resources, amenability to change, provisions for built-in ongoing evaluation, and focus on process and product. A comprehensive adult career counseling delivery system includes the following components: needs assessment, resource assessment, goal setting, planning, establishment of specific objectives, program development, implementation, evaluation, and modification. Vetter et. al. (1986) have developed a six-point interactive model for adult career counseling programs. The model provides for intake (obtaining formal information about the client and establishing a foundation for the counseling relationship); formal assessment (analyzing clients' strengths, weaknesses, attitudes, values, and interests with enough flexibilty to address the needs of special populations); exploration and information gathering (to identify and clarify work values, interests, and skills and to facilitate exploration of specific occupations); decision making (identifying, prioritizing, and selecting alternatives); planning (translating the information gathered in the preceding stages into action); and transition (entry into a training program, education program, or job). Care must also be taken address the special career planning needs of dislocated workers, displaced homemakers, long-term unemployed persons, limited-English proficient individuals, adults with disabilities, incarcerated persons, and older workers. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC