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PartA:SchoolPopulation

ABCHighSchoolislocatedinasmall,ruralcommunityinCentralIowa.Eachyear,
ABCHighSchoolhostsaround200215studentsingrades912.Ofthese200orsostudents,
only3%representaminoritypopulationand21.8%areonfreeandreducedlunch.Attendance
betweenallfourgradesaveragesaround92%,whichishigherthanmostotherschoolsinABC
HighSchoolscounty.ABCHighSchoolalsoboastsa96%graduationrate,whichishigherthan
thestateaverageof90.5%(IowaDepartmentofEducation,2015).Attheconclusionofthe
20142015schoolyear,47studentsgraduatedfromABCHighschool,whichproduceda100%
graduationrate.Ofthese47students,19enrolledinacommunitycollege,17enrolledina
fouryearcollegeoruniversity,9havedirectlyenteredtheworkforce,and2enlistedinthe
military.Inconclusion,ABCHighSchoolservesaworkingclassandfarmingcommunitythat
valuessmalltownprideandplacesfamilyhighontheirprioritylist.
WechosetobaseourComprehensiveCareerCounselingProgramoffofasmallschool,
asallthreeofusseeourselvesworkinginasmalltomidsizedschooldistrictasschool
counselorsinthefuture.Wealsothoughtputtingtogetheraprogramforasmallerdistrictwould
allowforustodevelopauniqueprogramthatcouldbeeasilyadaptedandexpandeduponto
meettheneedsofvarioussizeddistricts.Together,wehaveputtogetheraprogramthatwillmeet
allneedsofstudentsrelatedtocollegeandcareerreadinessinafastpaced,modernworld.

DataResourcesusedforPartA:
KaylaSelby,712SchoolCounselor,EarlhamSchool

Iowashighschoolgraduationratetops90percent(2015,April).InIowaDepartmentof
Education.RetrievedJune20,2015,from
https://www.educateiowa.gov/article/2015/04/01/iowashighschoolgraduationratetops
90percent

PartC:CareerCounselingTheory

Wechosetofocusondevelopmentaltheoryaswebuiltourcareercounselingprogram.
Developmentaltheoryacknowledgesthatcareerdevelopmentisalifelongprocess.Itisassumed
andexpectedthatclientswillevolveovertimeastheyadapttochanginglifecircumstances,
stages,androles.Becauseofthis,careercounselorsoperatingfromthisperspectivepayattention
toclientsuniquedevelopmentalneedsastheyassistthemindevelopingcareergoals.Todothis,
counselorsmustbeawareofthevariousdevelopmentalstagesandtasks,workwithclientsto
understandtheircurrentlifesituation,andintegratethisintotheircareerdevelopment.Akey
elementofdevelopmentaltheoryistheideaofselfconcept.Vocationalselfconceptisdeepened

aswebecomemoreawareoftheworldofwork,gainworkexperience,andbroadenour
selfawareness.Thisselfconceptthendrivesourcareerchoices.

Developmentaltheoryisflexibleandacknowledgesthatchangingliferolesplayapartin
shapingcareerdevelopment.Thisisrelevanttothecurrentcareerclimate.AccordingtotheU.S.
BureauofLaborStatistics(2015),theaveragepersonborninthelateryearsofthebabyboom
held11.7jobsbetweentheagesof1848.Thisservesasevidencethatindividualsoftenchange
jobsastheirlifestages,roles,andcircumstanceschangethroughouttheirlives.Further,
developmentaltheoryisasuitablechoicewhenworkingwithchildrenandadolescents,as
understandingthedevelopmentalstagesandtasksrelevanttoaparticularagegrouphelpsschool
counselorsbettershapeappropriatecareerdevelopmentinterventions.Thisisespeciallypertinent
whenworkingwiththehighschoolpopulation,asadolescenceisidentifiedasanimportanttime
oflearningandgrowth.HighschoolstudentsgenerallyfallintowhatSuperdefinedasthe
exploratorystage,wherestudentsbegintonarrowdowntheirchoicesandmaketentativeplans
regardingtheircareers.Thedevelopmentaltaskmostoftenassociatedwiththisagegroupis
crystallization,whichfocusesoncomingupwithageneralcareergoalbybecomingawareof
resources,exploringpersonalinterestsandvalues,andbeginningtoplanforthefuturecareerof
theirchoice.Itisduringthisstagethatstudentsbegintolaythegroundworkfortheirfuture
careers.Ascounselors,wewanttoteachstudentsthattheirgoalisnottosimplychooseafuture
career.Instead,itistoenterintoaprocessthatinvolvescontinuousgrowth,ongoingevaluation
ofroles,values,andpriorities,andsubsequentcareeradjustments.

PartD:CareerCounselingModel

Withinthescopeofdevelopmentaltheory,wechosetofocusspecificallyonthe
LifeStageModelofcareercounseling.TheLifeStageModeltakesintoaccountanindividuals
lifestagesandliferoles.Superdevelopedatoolcalledtheliferainbowthatillustratesthe
overlapofvariousliferollsoverthecourseofthelifespan.Byfillingouttheliferainbow,
clientscanbettervisualizetheiroverlappingroles,seehowtheirroleschangeovertime,and
explorehowtheserolesaffectoneanother.

TheLifeStageModelisrelevanttothehighschoolpopulation,becauseitisatthisage
thismanyindividualsarebeginningtotakeonmoreliferoles.Highschoolstudentsmaybe
simultaneouslybalancingrolesasstudent,son/daughter,teammate,employee,volunteer,
group/clubmember,friend,romanticpartner,etc.Careercounselingismosteffectivewhenboth
thestudentandtheschoolcounselorareawareofthevariousrolesthestudentholds,thevalues
placedoneachrole,andhowthiswillaffectfuturecareers.

PartsE,F,G,&HcanbefoundonaseparatePDF,whichwasemailedwiththelinktothis
document.

http://bit.ly/1RxmHJ3linkforGPACalculatortemplate