A Model for a Vocational Counselor in an Area Secondary Vocational Center. Final Report.

Titel	A Model for a Vocational Counselor in an Area Secondary Vocational Center. Final Report.
Quelle	(1991), (40 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Career Counseling; Career Development; Career Guidance; Counseling Services; Counseling Techniques; Counselor Characteristics; Counselor Role; Counselors; Guidance Programs; Individualized Education Programs; Individualized Programs; Models; Nontraditional Occupations; Program Development; Program Implementation; Regional Schools; Secondary Education; Sex Fairness; Special Education; Vocational Education; Vocational Schools + Suchen Sie Ihr Suchwort? Berufsentwicklung; Berufsorientierung; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Counselor; Counsellor; Counsellors; Berater; Individualized education program; Individualisierendes Lernen; Individualisierte Ausbildung; Analogiemodell; Non-traditional occupations; Alternatives Berufsfeld; Programmplanung; Sekundarbereich; Sexualaufklärung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausbildung; Berufsbildung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule
Abstract	The Camden Career Center (Arkansas) designed a guidance and counseling program that used the services of a vocational counselor to support the vocational education process. The vocational counselor administered assessment instruments, interviewed students, and assisted all students in completing career development plans. The counselor met with students to ensure enrollment in proper courses and assisted in program completion by advising students, contacting parents, and having regular contact with students. To assist students in making a successful transition to work or further schooling, the counselor ensured that each class included a unit on careers, administered learning style inventories, and made referrals. Among other activities the counselor also: helped students develop positive interpersonal life skills by encouraging participation in school clubs and arranging school parties and functions; made presentations and prepared print and publicity materials on nontraditional careers; arranged tours for special education teachers and counselors and developed individualized education plans (IEPs) for special needs students as well as individualized written vocational plans for all students. Finally, the counselor took a number of steps to ensure sex equity and access to all programs for all students. (Appendixes, amounting to over one-half of the report, include a sample career development plan, an occupational interest survey, a brochure on women's work, and a sample IEP form.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01