What’s the School Counseling Program’s Role in Career Readiness?

What’s the School Counseling Program’s Role in Career Readiness

Learn the Answer for Success.

AOCC 2019 Conference
Columbus Convention Center, Hyatt Regency

November 8, 2019

If you have additional questions:
Dr. Tommie Radd, PhD. LPC. NCC. NCSC. CRC. Phone: 614-795-1373
Email: [email protected].
Web site: www.allsucceed.com

What’s the School Counseling Program’s Role in Career Readiness? [PDF] 2MB

In the life lab all students can learn to use their unique challenges as
assets.
– Tommie R. Radd, PhD

What’s the School Counseling Program’s Role in Career Readiness?

Learn the Answer for Success.

Agenda

  1. Introduction
  2. The Overview of ASCA Standards, NCDA Crosswalk, Ohio State Social and Emotional Learning Standards and School Counseling
  3. An Overview of the Guidance System and System Components
  4. The Heart of the Real Classroom and Life Lab, Career Readiness Discussed
  5. The School-to-Career System Formula
  6. The Career Path Less Taken Ohio Public Television Documentary
  7. Participant Brainstorm 1 to 3 Ideas for Implementation of the School- to-Career Formula this year and future strategic planning
  8. Questions & Closing

Standards and Benchmark Reference Chart
National School Counseling, National Career Development, and Grow With Guidance

Content Area American School Counselor Association National Standards National Career Development Guidelines Grow With Guidnce® System
Academic Standards and Indicators
  1. Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.
  2. Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, incl
    uding college.
  3. Students will understand the relationship of academics to the world of work and to life at home and in the community.
ED1. Attain educational achievement and performance levels needed to reach your personal and career goals.
ED2. Participate in ongoing , lifelong learning experiences to enhance your ability to function effectively in a diverse and changing economy.
Students will:
F.1. identify and express personal learning needs,
F.2. gain appreciation of individual learning styles and abilities,
F.3. assess abilities and skills,
F.4. be aware of ways their academic performance is determined by their choices,
F.5. demonstrate responsibility for the group and project outcomes, and
F.6. demonstrate an understanding of attitudes and behavior necessary for successful work experience.
Career Standards and Indicators
  1. Students will acquire the skills to investigate the world of work in relationship to knowledge of self and to make informed career decisions.
  2. Students will employ strategies to achieve future career success and satisfaction.
  3. Students will understand the relationship between personal qualities, education and training, and the world of work.</liL
CM1. Create and manage a career plan that meets your career goals.
CM2. Use a process of decision-making as one component of career development.
CM3. Use accurate, current and unbiased career information during career planning and management.
CM4. Master academic, occupational and general employability skills in order to obtain, create, maintain and/or advance your employment.
CM5. Integrate changing employment trends, societal needs and economic conditions into your career plans.
Students will:
G.1. understand career/employment possibilities,
G.2. know where and how to find additional information about careers/employment and
G.3. describe the necessity and value of all types of careers/employment.
Personal/Social Standards and Indicators
  1. Students will acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.
  2. Students will make decisions, set goals, and take necessary action to achieve goals.
  3. Students will understand safety and survival skills.
PS1. Develop understanding of self to build and maintain a positive self-concept.
PS2. Develop positive interpersonal skills including respect for diversity.
PS3. Integrate growth and change into your career development.
PS4. Balance personal, leisure, community, learner, family and work roles.
Students will:
A.1. identify and express characteristics that are special and unique about themselves,
A.2. define and describe feelings related to personal experience,
A.3. describe conscious activites in relation to their personal feelings,
A.4. identify personal needs and means to meet those needs,
A.5. accept self and demonstrate a positive attitude toward self,
A.6. demonstrate motivation towards all areas of growth,
B.1. define and describe feelings in others related to specific experiences,
B.2. recognize the needs of others and respond in a positive manner in awareness of others,
B.3. appreciate the uniqueness and differences of people,
B.4. demonstrate an awareness of the effects of their behavior on others,
C.1. recognize and express limitations and needs,
C.2. display behavior appropriate to the social setting,
C.3. set and remain within behavioral limits and established values,
D.1. identify and make choices from alternatives based upon awareness of consequences,
D.2. demonstrate alternatives to use of drugs, alcohol, and tobacco – describe alternative ways of coping with stressful situations,
D.3. demonstrate the power of peer pressure upon the choices a person makes – demonstrate appropriate refusal skills to pressures from peers,
D.4. cultivate an awareness of
personal, societal, and family values and their impact on the decision – making process,
E.1. give and accept validating statements,
E.2. demonstrate group support for a concern or problem,
E.3. name behaviors which may help hinder group effort, and
E.4. demonstrate effective listening skills.

Similarities and Differences between the Educational Systems and Schoolhouse Models and the Other Initiatives

Similarities With the Initiatives Expansion of the Initiatives
  • Developmental Framework
  • Comprehensive
  • Proactive
  • Focus on Learning
  • Clearly defined
  • Includes and accountability plan
  • Educational Team in a school
  • Includes Collaboration, Consultation, Coordination

 

  • Clear role of Facilitation and Communication
  • Guidance system that is interactive, interrelated and interdependent
  • Student-centered curriculum for all students
  • Review and apply core skills yearly
  • Curriculum built on a framework that spirals throughout system and program components
  • Comprehensive observation, evaluation and acountability plan
  • Multidimensional versus linear system design
  • System based on extensive research and multidisciplinary theoretical base
  • Life Lab included
  • Diagnostic instruments, CANA, ITS, and Florida Key included
  • Strong focus on advocacy with a positive focus
  • Offers formulas for solutions to challenges
  • Comprehensive self-concept process included
  • Integrated change process
  • Strong benefits for all students including at-risk, urban, those from every culture, and those resilient through challenges
  • Positive focus on family and staff involvement
  • High expectations for all within an inviting climate
  • Infused invitational education theory and practice
  • Integrated learning community with service learning applications

 

ELD Image 01

ELD Image 02

Invitational Education:
Theory of Practice based on Democratic Ethos Perceptual Tradition Self-Concept Theory 
The whole is equal to more than the sum of its parts. —Tommie R. Radd, PhD

Overview of a Guidance System

  • Behavior Management – Extrinsic – what we say and do
  • Self-Talk & Self-Pictures – Intrinsic – what we say and believe with what we think and feel
  • Curriculum – Student Skills
  • Implementation – Staff Skills
  • Family Involvement – Family Skills
  • Observation/Evaluation

System Components Implemented

  • Congruent
  • Systemic – identify all components of the System or whole and understand the relationship between components
  • Slowly and simultaneously
  • 3-5 year process
  • The Whole is larger than the sum of the parts

The Self-Concept Series is taught to all students

  1. All are important and valuable no matter what they think, say, feel, and do.
  2. All show they are remembering their worth by making helpful choices toward themselves and others. They are responsible for helping not hurting self and others.
  3. All are responsible for their choices. This accountability empowers all to make improvements because of their worth.

NOTE: See Pod Cast at www.allsucceed.com

Classroom Group Guidance Checklist

Life Lab

A way of defining the classroom as a simulation in which students, pre-K-12 and beyond, learn, experience, and apply the essential skills needed for life; the comprehensive developmental guidance system creates a life lab in every classroom through which students develop a conscious and intentional frame of reference that can be applied throughout life.

Invitational Education Formula

The Guidance System, Staff Involvement, Professional Teams or Committees

A Conscious and Intentional Plan with the skills and processes needed for a winning invitational education program.

A Life Lab of experiences needed for post-school success.

Students can develop their spirit, purpose, and potential when

  • there is a plan for change that is an integral part of the day-to-day operation of a school
  • there is a conscious plan to support the self-concept
    development of all within a school
  • the perception of students, staff, and families
    regarding school relationships, procedures, and
    policies is communicated and modified when it is
    destructive
  • personal, social, emotional, and behavioral skills are taught
  • students provide ongoing feedback to educators as to their day-to-day experiences in school, and
  • there is an intentional process for consciously creating an inviting environment for all students.

GWG Assessments Self-Concept Series Resources

  • ITS
  • CANA
  • Florida Key
  • Self-Concept Series
  • ISS (see IAIE Web Site)
  • Other System Assessment

Invitational Teaching Survey (ITS)
A 43-question diagnostic class climate assessment, taken by students, which gives student input about their classroom experiences and whether they have a feeling of being “invited”; a diagnostic tool to involve students and get their input on ways to improve climate and school relationships; one indicator of ways to support staff growth experiences and plans; one way to observe and evaluate change at the end of a school year through pre-post assessment; the school climate assessment included in The Grow With Guidance® System.

Children’s Affect Needs Assessment (CANA)
A 42-question diagnostic curriculum assessment taken by students that provides student input into their classroom guidance curriculum activity selection; a diagnostic tool to involve students and create a sense of student ownership for guidance skill implementation and change (Note: ownership occurs when students “own” a problem and admit, recognize, and acknowledge personal needs and challenges that support assuming responsibility and commitment for change); assessment questions asked in the five essential learning strands of the curriculum of The Grow With Guidance® System; one way to observe and evaluate change at the end of the school year through pre-post assessment; the student curriculum assessment included in The Grow With Guidance® System.

Your Action Plan

  • List 3 ways you can implement the strategies for yourself! Starting with YOU helps you to feel more comfortable with helping others!
  • Brainstorm 3 ways you can incorporate a plan for your school based on the System and Schoolhouse Information.
  • Explain how the practices and strategies address creating a conscious and intentional inviting climate for you, your school community.

Teaching and Counseling in Today’s World Second Edition

Now Available in both eBook and Paperback! Order Yours Today!

Role of Self-Concept in School Climate and Career Readiness

Role of Self Concept

What’s the Role of Self-Concept in School Climate and Career Readiness?

The role of self-concept is often overlooked or ignored as positive school climate and career readiness programs are developed. Learn about the essential missing link of self-concept in this workshop. The self-concept series and weave process is explained in detail with implications and implementation for your school counseling community. You can count on us to help you put everything in this PPT in place within your school counseling program!

AOCC 2015 [.pdf] 2.8 MB

Role of Self Concept

AOCC 2015 Conference Hilton Columbus at Easton Town Center November 5, 2015

If you have additional questions:

Dr. Tommie Radd, Counselor, Columbus City Schools, Columbus, OH, can be reached at her home office: Phone: 614-795-1373 Email: [email protected] or [email protected] Web site: www.allsucceed.com

Dr. Doris Coy, Consultant, can be reached via email at: Email: [email protected]

The self-concept a person develops becomes the guiding light to show him and others the way he sees himseif. All people need to understand that they are worth working for, growing for, and developing their spirit, purpose and potential for. – Tommie R. Radd, PhD

What’s the Role of Self-Concept in School Climate and Career Readiness?

Agenda

  1. Introduction
  2. The Overview of ASCA Standards, NCDA Crosswalk, and School Counseling Program
  3. An Overview of the Guidance System and System Components
  4. The Heart of the Real Classroom, Life Lab, and Career Readiness Discussed
  5. The Role of Self-Concept and the Self-Concept Energizer
  6. The Self-Concept Series and Weave
  7. Ways of using the SCS in the Guidance System and School Counseling Program
  8. The Impact of the Self-Concept Process on Climate and Career Readiness
  9. Participant Brainstorm for Implementation of SCS.
  10. Questions & Closing

Role of Self Concept 3

Role of Self Concept 4

Role of Self Concept 5

Role of Self Concept 6

Overview of a Guidance System

  • Behavior Management – Extrinsic – what we say and do
  • Self-Talk & Self-Pictures – Intrinsic – what we say and believe with what we think and feel
  • Curriculum – Student Skills • Implementation – Staff Skills •
  • Family Involvement – Family Skills
  • Observation/Evaluation

System Components Implemented

  • Congruent
  • Systemic – identify all components of the System or whole and understand the relationship between components
  • Slowly and simultaneously
  • 3-5 year process
  • The Whole is larger than the sum of the parts

The whole is equal to more than the sum of its parts. —Tommie R. Radd, Ph.D.

Classroom Group Guidance System Checklist

    • Positive Behavior Plan
      1. Share Benchmarks, Standards, and Indicators
      2. Self Concept Series/Weave as it relates to Behavior
      3. Five Star Class Meetings
      4. Class Responsibilities and Guidelines
      5. Problem Solving – “Help” vs “Hurt”
      6. Effective Behavior Interactions
      7. Problem Ownership
      8. Cooperative Strategies
      9. Contracts
      10. Peer Group Work
      11. The Five C’s for Maintaining Conflict
      12. Performance Observation/Evaluation
      13. Increase Component Implementation Annually
    • Self-Talk/Self-Pictures Plan
      1. Share Benchmarks, Standards, and Indicators
      2. Self Concept Series/Weave as it relates to Self-Talk/Self-Pictures
      3. Activity Process General Self-Talk
      4. Activity Process Specific Self-Talk
      5. Activity Process General Self-Pictures
      6. Activity Process Specific Self-Pictures
      7. Incorporate Relaxation
      8. Performance Observation/Evaluation
      9. Increase Component Implementation Annually
    • Curriculum Plan
      1. Share Benchmarks, Standards, and Indicators
      2. Self Concept Series/Weave as it relates to Student Skills
      3. Begin Core Activities
      4. CANA (Children’s Affect Needs Assessment) Administered
      5. ITS (Invitational Teaching Survey) Administered
      6. Florida Key Administered
      7. CANA Pre Report
      8. ITS Pre Report
      9. Florida Key Pre Report
      10. Selective Activities
      11. Format Implemented for all Activities
      12. Performance Observation/Evaluation
      13. Post CANA, Post ITS, and Post Florida Key Tests Administered
      14. CANA, ITS, and Florida Key Post Reports
      15. Report summary written including all year-end performance Observation/Evaluation information
      16. Increase Component Implementation Annually
    • Staff Improvement Skills
      1. Share Benchmarks, Standards, and Indicators
      2. Self Concept Series/Weave as it relates to Staff
      3. Overview of the System
      4. Overview of Behavior Management Component
      5. Overview of Self-Talk/Self-Pictures Component
      6. Overview of Staff Implementation Skills
      7. Overview of Curriculum Component
      8. Conduct Staff Needs Assessment
      9. Prioritize Staff Skills
      10. Encouragement Strategies
      11. Prioritize Group Techniques
      12. Prioritize Other Needs Based on the ITS and Needs Assessment
      13. Performance Observation/Evaluation
      14. Increase Component Implementation Annually
    • Family Involvement
      1. Share Benchmarks, Standards, and Indicators
      2. Self Concept Series/Weave as it relates to Family
      3. Overview of the System
      4. Overview of Behavior Management Component
      5. Overview of Self-Talk/Self-Pictures Component
      6. Overview of Staff Implementation Skills
      7. Overview of Student Curriculum Component
      8. Conduct Family Needs Assessment
      9. Prioritize Skills from Behavior Management Component
      10. Prioritize Skills from Self-Talk/Self-Pictures Management Component
      11. Prioritize Skills from Staff Implementation Skills
      12. Prioritize Skills from Curricular Core and Other Skills
      13. Performance Observation/Evaluation
      14. Increase Component Implementation Annually

It is recommended that all system information be included for families when possible.

  • Developed a 3-to-5 year plan in the components for simultaneous, slow implementation
  1. Behavior Management
  2. Self-Talk/Self-Pictures
  3. Curriculum
  4. Implementation Skills
  5. Family Involvement

Behavior Management

Role of Self Concept

Life Lab

A way of defining the classroom as a simulation in which students, pre-K-12 and beyond, learn, experience, and apply the essential skills needed for life; the comprehensive developmental guidance system creates a life lab in every classroom through which students develop a conscious and intentional frame of reference that can be applied throughout life.

Role of Self Concept

Suggested Elementary Counselor Time Allocations

  1. Foundation: 40%
  2. Counseling Groups: 30%
  3. Individual Counseling: 10%
  4. All Others: 20%

Suggested Middle/JR. High School Counselor Time Allocations

  1. Foundation: 35-30%
  2. Counseling Groups: 30-35%
  3. Individual Counseling: 10%
  4. All Others: 25%

Suggested High School Counselor Time Allocations

  1. Foundation: 30-25%
  2. Counseling Groups: 30-35%
  3. Individual Counseling: 10%
  4. All Others: 25-35%

Self-Concept Series Energizer

  • Hi. My name is _______________.
  • I am valuable because there is no one else like me in the world.
  • One thing about me is ________________________.

Self-Concept Series

  1. All are special and valuable no matter what they think, say, do, or feel. TRUTH
  2. All show they are remembering that all are valuable by making helpful vs. hurtful choices toward self and others. BEHAVIOR
  3. I am responsible. ACCOUNTABILITY

Also included in Counseling Children, 11th Edition by Henderson and Thompson, Chapter 6

Weave

  • Use of Language – help & hurt in place of: good, bad, should, right, wrong, ought, must
  • Relate to behaviors as you see them
  • Reframe language into helpful and hurtful
  • Integrate into music

Inviting Yourself With Self Talk and Self Pictures

Role of Self Concept Page

Role of Self Concept Page

Get Started – Start Now

  • List 3 ways you can begin the SCS-Weave in your program and school.
  • Explain ways that addition supports an inviting climate and career readiness.

References

Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-58-2

Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-61-2

Radd, T. R. (2007). The Grow With Guidance System Manual Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-53-7 (1-878317-53-9).

Radd, T. R. (2014). The Grow With Guidance System Manual Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-59-9

Radd, T. R. (2007). The Grow With Guidance Primary Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-54-4 (1-878317-54-7).

Radd, T. R. (2014). The Grow With Guidance Primary Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-60-5

Radd, T. R. (2007). The Grow With Guidance Intermediate Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-55-1 (1-878317-55-5).

Radd, T. R. (2014). The Grow With Guidance System Intermediate Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317- 62-8

Radd, T. R. (2007). The Grow With Guidance Middle School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-56-8 (1-878317-56-3).

Radd, T. R. (2014). The Grow With Guidance Middle School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-63-6

Radd, T. R. (2007). The Grow With Guidance High School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-57-5 (1-878317-57-1)

Radd, T. R. (2014). The Grow With Guidance High School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-64-4 References (Continued)

Radd, T. R. (2006). Classroom Activites for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. I. Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-45-8

Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol I. Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-2

Radd, T. R. (2006). Classroom Activites for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. II Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-46-6

Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol II Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-

Radd, T. R. (2014). The Grow With Guidance System Music: G. G. Raddbearie Sings, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-68-7

Radd, T. R. (2007). The Grow With Guidance® System Music: G.G. Raddbearie Sings. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-47-6 (1-878317-47-4).

Radd, T. R. (2014). The Grow With Guidance System Fun Game Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-67-9

Radd, T. R. (2007). The Grow With Guidance® System F.U.N. Game, Second Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-49-0 (1-878317-49-0)

Radd, T. R. (2006). The History, Development, and Research of the Educational Systems Model: The Grow With Guidance® System. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-52-0 (1-878317-52-0).

A complete Research Report is available here.