Running Head: POST SECONDARY PLANNING WITH AT-RISK STUDENTS

Post-secondary planning with at-risk populations: Do career exploration activities and

specific information sessions change students self-efficacy regarding post-secondary
planning?





Kate Knochel
Portland State University
Intern at the Delayed Expulsion School Counseling Center
Portland, Oregon



















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Table of Contents

Abstract 3

Research Question 4

Introduction 4-5

Definition of Terms 5-6

Literature Review 6-12

Methodology 13-14

Results 14-16

Recommendations/Conclusion 16-17

Appendices 18-21

References 21-22
























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Abstract

Research shows that students self-efficacy regarding post secondary planning can affect
how they make career decisions. Additionally, research shows that post-secondary
planning is crucial to ensuring at-risk students stay engaged in school. This study
explores how career exploration activities and specific information sessions changes
students self-efficacy regarding post-secondary planning. The research was conducted at
Portland Public Schools Delayed Expulsions School Counseling Center. Twenty-two
students grades 7
th
-12
th
participated in the study. The results showed an increase in
self-efficacy from the pre to post survey.



























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Introduction

The ASCA (American School Counseling Association) created national standards
in order to guide the curriculum of school counselors nation wide. The three domains are:
academic development, career development and personal social development. Likewise,
the state of Oregon has set a goal related to post-secondary readiness called the 40-40-20
plan. By the year 2025 the Oregon legislature wants the follow: 40 percent of adult
Oregonians to have earned a bachelors degree or high; 40 percent of adult Oregonians to
have earned an associates degree or post-secondary credential; 20 percent of all adults
Oregonians to have earned at least a high school diploma, or the equivalent of such.
Given the standards nationwide and the goals of the state, postsecondary planning is an
important focus for school counselors.
Due to the fact that school counselors play a crucial role in preparing students for
life after high school, I decided to create an intervention that dealt with this domain. My
action research answered the following question: Do career exploration activities and
specific information sessions change students self-efficacy regarding post-secondary
plans?
The purpose of this study is to assess if career guidance lessons can improve self-
efficacy regarding post-secondary plans for an at-risk student population. Students who
are at-risk of dropping out often have low self-efficacy related to school and career. This
is a brief intervention regarding post-secondary planning.
This research was conducted at Portland Public Schools Delayed Expulsion
School Counseling Center (D.E.S.C.C.). This is the highest level of intervention at the
district. Students attend the program for three weeks for half the day, then return to their
POST-SECONDARY PLANNING WITH AT-RISK STUDENTS


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home schools for the other half of the day. The age level is 6
th
through 12
th
grade.
Students are referred to the program from schools all over the district for various reasons
including drug related offenses and violent offenses.
This project is significant because the students at the Delayed Expulsion Center
are historically credit deficient. Meaning they are behind in their graduation credits. This
means that alternative programs need to be explored. Additionally, they typically do not
have plans after high school. We learn this at our intake meetings, where one of the
questions is what students plan to do after high school; most are unsure.
Many students who come through D.E.S.C.C. do not enjoy school and dont feel
confident about their ability to finish school. Students receive lessons in anger
management, conflict resolution and drug and alcohol interventions. The anger
management focuses on self-control and dealing with situations where anger could arise.
The conflict resolution uses the Giving It, Taking It, Working It Out program focused on
communication skills. The drug and alcohol lessons vary but students learn about the
cycle of addition and hear many real life situations.
Students are required to do self-reflection and participate in groups while at
D.E.S.C.C. My supervisor feels post secondary planning is a huge need for the students
who come through the program. Students who attended D.E.S.C.C. in January, February
and March were a part of this intervention.
Definition of Terms
Interest Profiler This is the career exploration survey I used to determine students
potential job interests. This interest profiler is based on Hollands theory of career
development and identifies which personality types are dominate for a given student.

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Hollands Personality Types According to Holland, most people are dominate in one
of six personality types: realistic, investigative, artistic, social, conventional or
enterprising.

Career Magazine This is a magazine distributed by the state of Oregon, which
included information about careers, resume creation, vocational schools and interviewing
skills. I used this magazine to explore careers and also share relevant information.

D.E.S.C.C. Delayed Expulsion School Counseling Center, this is the highest level of
behavioral intervention at the district before expulsion.

At-Risk Students Students who are at-risk of dropping out of high school or engaging
in activities which could lead to criminal behavior.

Rationale For Study

This literature review is organized in three sections. It begins with a discussion
and overview regarding at-risk populations and programs designed to prevent students
from dropping out. Next, different theories and ways to facilitate career exploration are
presented. Finally, research regarding post-secondary planning for specific populations is
presented.
School Programs To Support At-Risk Youth
Adolescents in general are a high-risk population, however, youth living in the
inner city experience high levels of life stress, poverty, and exposure to violence
(Duncan, 1991; Garbarino, Dubrown, Kostelny, & Pardo, 1992; Weist, Acosta, &
Youngstrom, 2001). According to Lever et al., (2004), when combined these factors may
contribute to poor school functioning and ultimately to school dropout.
Schools nationwide are developing programs to support youth who are at-risk of
dropping out. One of these programs is Marylands Tomorrow Program for at-risk high
school students. This program was started in 1998. It is designed to reduce high school
dropout rates and increase successful transitions into postsecondary education and
POST-SECONDARY PLANNING WITH AT-RISK STUDENTS


7
employment. The program is built upon the idea of a strong collaboration between the
school system, the employment training system, and the business community (Lever et al
2004).
Marylands Tomorrow program is also entitled the FUTURES program. It is a
comprehensive 5 yr. program beginning the summer before ninth grade and ending the
year after graduation from high school. The program enrolls 60 ninth graders who are at
risk for dropping out of school. The program includes access to wrap around services in
order to address all the needs of students. Students have access to smaller classes and
personal advocates. A large component of the program is the students transition
advocate (Lever et al., 2004). This is a person who helps students explore post secondary
options and assists students in transitioning from high school to life after high school.
The FUTURES program has achieved success in lowering dropout rates in comparison to
students who were not involved in the program (Lever et al., 2004).
Another Program designed to lower dropout rates is being implemented at Will
Rogers College High School in Tulsa Oklahoma. According to Newell (2013), the
program focuses on three goals: 1) To improve the urban dropout rate by providing
opportunities for seamless access to postsecondary education in a Tulsa. 2) To graduate
students who are college and career ready by showing relevance between education and
plans after High School. 3) To encourage relationships between students parents and
teachers. According to the research done by Newell (2013) the program is succeeding in
engaging students in career readiness. However, the goal of improving dropout rates has
not been explored, as research about students who have matriculated through the program
has not been done yet.
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Another study done by Owens, Piliawsky, and Somers (2009) describes the
results of an evaluation of a school dropout prevention program for adolescents. The
program, designed for 9
th
graders, includes tutoring, personal development, summer
enrichment, and parental involvement (Owens et al., 2009). Although the findings were
mixed and this program was focused more on the transition into high school, career goals
were still a factor. A common theme among these drop out prevention programs for at-
risk youth is the importance of exploring careers and post secondary plans with high
school students.
Theories and Ways To Facilitate Career Exploration For With Youth
There are a multitude of theories about how to guide young people through career
exploration. Many self-directed inventories are based on Hollands Theory of Vocational
Choice. Hollands theory is based on the idea that every person has a personality type:
realistic, investigative, artistic, social, enterprising, or conventional. A match between
ones personality and their work environment will lead to vocational satisfaction (Holland,
1997).
Hollands inventories can provide a starting point for students to look to careers.
Osborn and Reardon (2006) researched the outcomes of using the Self-Directed Search:
Career Explorer (SDS:CE) with high-risk middle school students. This was a two part
program, the first part was administering the SDS:CE to middle school students; the
second part involved using the results to facilitate small groups based on the on the
Cognitive Information Processing (CIP) career theory (Peterson, Sampson, Lenz &
Reardon, 2002). CIP theory is designed to help individuals become resourceful career
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problem-solvers and decision-makers (Mclennan, 1999). Osborn and Reardon (2006)
created groups that focused on teaching students skills for career and life planning.
At the conclusion of the 6-week group career counseling experience, anecdotal
comments from students revealed they had learned about their interests, occupations,
postsecondary opportunities, and decision-making approach and how to improve self-talk
(Osborn & Reardon, 2006). Osborn and Reardon (2006) suggest that the SDE:CE is a
psychometrically sound instrument for middle school students who have been identified
as at-risk. They did however have some specific recommendations for administering the
instrument, such as: walking amongst the students, reading items out loud and providing
highlighters when going over career choices.
Another study by Ivers, Milsom and Newsome (2012) discusses Gottfredsons
Theory of Circumscription and Compromise as a framework by which school counselors
can conceptualize school failure among Latino youth. The high dropout rates among
Latino youth can at least to some degree, be conceptualized by the main tenets of
Gottfredsons theory: premature circumscription, early compromise, and perceived
inaccessibility to careers (Ivers et al., 2012). Latino youth who perceive low paying and
low education jobs as common Latino occupations may aspire to low paying jobs.
Interventions specific to exploring careers with this population will be discussed in the
next section.
Social Cognitive Career Theory is another way to conceptualize career
exploration for young people. Some young people may have eliminated some career
options due to faulty self-efficacy beliefs or outcome expectations (Brown & Lent, 1996).
According to Brown and Lent (1996), the greater the perceived barriers, the less likely a
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person is to pursue the career. Modifying faulty self-efficacy and outcome expectations
can help individuals acquire new successful experiences, which in turn can open their
eyes to more career options.
Rogers and Creed (2010), conducted a study using social cognitive career theory
as a framework to investigate predictors of career choice actions. Social cognitive career
theory proposes that career choice is shaped by self-efficacy and contextual factors, such
as supports and perceived barriers. The main goal of the research was to identify the most
dominant predictors of adolescent career development behaviors. Rogers and Creed
(2010), stated Our findings suggest that students who are confident with making career
decisions and who are motivated to set goals are likely to be more career planful, and
students with high levels of career decision confidence are likely to engage in more
career exploration. Social Cognitive Career theory proved to be an important way to
understand adolescent career development.
Although there are many ways to explore careers, counselors need a starting
point. Inventories can provide a way to start the career discussion. Gottfredsons theory
of circumscription and Social Cognitive career theory can help a counselor understand
why students may be closed off to certain careers. Individual and group interventions can
be implemented so students can be exposed to more post secondary options.
Career Interventions For Specific Populations
George Gushue and Melissa Whitson have done extensive research regarding
career decision self-efficacy with minority youth. Two of their studies will be discussed
in this section. One study they conducted looked at African American high school
students and the relationship between support, ethnic identity and career decision self-
POST-SECONDARY PLANNING WITH AT-RISK STUDENTS


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efficacy. In this particular study they found no relationship between ethnic identity and
self-efficacy or outcome expectation (Gushue &Whitson, 2006). However, Gushue and
Whitson (2006), did find that both parental and teacher support positively correlated to
career decision self-efficacy.
The study suggests that effective career education for African American youth
should address motivational factors in addition to interests and general information about
the world of work (Gushue & Whitson, 2006). According to Gushue and Whitson
(2006), a comprehensive approach to school and guidance counseling is needed for
African American youth. Career interventions should include participation from teachers
and parents. Another important finding of this study is the importance of context. Career
interventions for African American youth must include consideration of the context in
which students live (Gushue &Whitson, 2006). School counselors could not only explore
careers, but also help students anticipate barriers and recognize environmental supports to
overcome those barriers.
Gushue and Whitson (2006) also conducted a study with 9
th
grade African
American and Latina females. The study examined the relationship between ethnic
identity and gender role attitudes to the development of career choice and goals. They
found that Latina and African American female who were integrating race, ethnicity and
egalitarian gender roles as part of her self-understanding has high career decision making
self-efficacy. The implications for career counseling are simple; as part of career
counseling, students could be encouraged to not only their thoughts, interests, and work
values, but also their gender and ethnic identity (Gushue & Whitson, 2006).
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Another study examining career interventions for at-risk youth was conducted by
Hyang Hwang et al., (2014). In this study, nine ethnically diverse college students who
had experienced and overcome academic failure where interviewed. This focus of the
study was to discover what career and academic interventions had worked and succeed in
helping these students overcome barriers. The data collected was qualitative. Some of
the common themes that helped students overcome failure, were: attitude, study
strategies, external support, and coping difficulties. Within these four categories there
were more narrow domains. For the purposes of career counselors, the category of
external support is crucial. Six of the nine cases referred to a counselor or teacher who
spend time one-on-one helping them explore post-secondary options (Hyang Hwang et
al., 2014). According to the study, the support they got from this teacher, counselor or
parent was both emotional and informative. The implication for school counselors is that
one-on-one career counseling with struggling students is imperative, even with large
caseloads.
In conclusion, research shows that career guidance and exploration is an
important component to keeping at-risk youth in school. Although there are many
different ways to explore careers with young people, inventories based on Hollands
model have been proven to be effective. The research shows that self-efficacy beliefs can
shape the career aspirations of minority youth. Rodgers and Creed (2010) stated that
career counselors should be encouraged to design and implement interventions focusing
on strengthening career decision confidence and increasing goal-setting behaviors during
the final years of school. Helping students conceptualize potential barriers and support
POST-SECONDARY PLANNING WITH AT-RISK STUDENTS


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for those barriers can improve outcomes. Approaching career counseling from a
culturally competent perspective is also imperative.
Procedure

At some point during their three weeks at D.E.S.C.C., students participated in
three lessons related to post secondary planning. Prior to the first lesson students
completed a survey. They were told that this was not a test and would not be counted as a
grade, so please be as honest as possible. To maintain validity students answered the
same five questions addressing their self-efficacy and knowledge about post high school
plans both before and after the lessons.
Over the course of one week I delivered three 30-minute lessons. The first lesson
was an interest inventory that matches interests to potential careers. The next lesson
involved students selecting the careers that seem most interesting to them and finding
details about that career. The third lesson was information regarding post secondary
training options around the Portland area. During the course of my intervention, the
second two lessons often shifted depending on the students and what they were interested
in learning about and what questions they had. For example, students might ask more
detailed questions about apprenticeships or the college application process. Students
always had many questions regard salaries of certain jobs.
I chose to collect data from a pre/post survey because I felt it would be more time
efficient than qualitative data. I needed an assessment that was relatively short and free.
Guidance lessons were the best intervention to answer my research question because
students are at D.E.S.C.C. for only three weeks and the best time to run my intervention
was during the 30 minute organized activity block. By teaching guidance lessons rather
POST-SECONDARY PLANNING WITH AT-RISK STUDENTS


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than individual career counseling I was able to include more students in the study. I used
a likert scale to assess change because they are often used to measure change in attitude
or opinion. I felt it was a good way to measure change in self-efficacy. I looked at other
self-efficacy scales such as The Career Decision Self-Efficacy Scale to help frame my
questions.
The people involved in this lesson were myself, the students and the other
counselors at D.E.S.C.C. A total of 28 students participated in the intervention but only
22 completed both surveys and all lessons. To improve statistical relevance I only
included the 22 individuals who completed everything. It is a requirement of the program
that two adults be in the room at a time so while I taught my lesson I always had another
counselor in the room. This was helpful when students began individual work and needed
one-on-one guidance.
Results
The purpose of this study was to positively impact students self-efficacy
regarding post secondary planning. Findings based on the surveys I collected were
promising. I sought to answer the question: Does career planning and specific
information sessions increase students self-efficacy? Table 1.1 and 1.2 show the mean
responses for individual questions 1-5 on the pre survey, compared with the mean
responses for individual questions 1-5 on the post survey. Based on the findings mean
responses for all questions increased on the post assessment in comparison to the mean
responses of the pre assessment. Questions 3 (I am confident I can find a career that I
will enjoy) and 5 (I am capable of making career goals and achieving them) had the
largest increase. Question 1, I am prepared for life after high school, had the lowest
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increase. Possibly because this is a broad questions which encompasses many aspects of a
students life.
Table 1.1
N=22 Pre Post Difference
Question 1 3.68 3.77 +. 09
Question 2 3.77 4.22 + .45
Question 3 3.77 4.31 +. 54
Question 4 3.63 4.13 + .50
Question 5 3.68 4.22 + .54
Total 18.53 20.65 +2.12

Table 1.2
N=22



Discussion
According to the data collected, specific information sessions and career
exploration did positively increase students self-efficacy regarding post-secondary
planning. Informal discussions by myself and supervisor also led me to believe that most
students found the lessons useful and relevant. Many mentioned not having the
opportunity to explore careers at their home school. Students who were engaged in the
lessons seemed to gain knowledge about themselves, as well as information about a
3.2
3.4
3.6
3.8
4
4.2
4.4
A
v
e
r
a
g
e

r
e
s
p
o
n
s
e

o
f

a
l
l

s
t
u
d
e
n
t
s

Q1 Q2 Q3 Q4 Q5

Pre
Post
POST-SECONDARY PLANNING WITH AT-RISK STUDENTS


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potentially good career for themselves. Many of the students asked additional questions
regarding the career magazine during their time at D.E.S.C.C.; additionally some were
seen looking at the magazine during their morning work time.
D.E.S.C.C. has decided to keep lessons based on my curriculum and activities in
the Oregon career magazine as part of their curriculum for organized activity time.
Students reported finding it enjoyable and the site supervisor found it relevant and
important to the population. It may be harder to implement these lessons at a
comprehensive high school. Counselors would have to push into a core classes and often
teachers dont want to give up instruction time. D.E.S.C.C. is a time for students to work
on their own goals and their own program, so lessons regarding post secondary planning
are appropriate to the curriculum.
One strength of this intervention was the ability to deliver lessons in a structured,
small class environment. When students were working individually, there were two
adults in the room, allowing students to get one-on-one guidance. Limitations of the
study included using a survey that was not tested for validity or reliability. I based this off
of a survey that assessed career decision- making self-efficacy however; my survey
lacked testing for validity and reliable tests.
Another limitation is the intervention itself was not exactly the same all four
times. Sometimes lessons had to be shortened due to program requirements, other times
we had the ability to answer more questions and spend more time on a certain lesson. For
example, students may have been interested in knowing how to enter an apprenticeship,
while others may have wanted to know more about the pathway to graduate school.
Because all four groups were made up of different students, different questions were
POST-SECONDARY PLANNING WITH AT-RISK STUDENTS


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asked and explored. Making these alterations is common in education, as sometimes you
must adapt to the students and environment.
Recommendations and Concluding Statement

More research regarding effective post-secondary planning for at-risk populations
is still needed. Nationwide students are still failing to complete high school. The racial
achievement gap is not only an issue in our state, but also across the country. In order to
solve the dilemma of the racial achievement gap, culturally specific interventions need
further research. Although its part of the ASCA model, as well as a goal for the state of
Oregon, post-secondary planning for all students still isnt happening. Counselors are
spread in so many directions; they dont have time to do post-secondary planning with all
students on their caseload. Its crucial to do this planning in schools, as several students
(who were juniors and seniors) commented that the lessons I delivered were some of the
first they had had in high school regarding career readiness. School districts and
counselors must make it a top priority, especially for our students who are at-risk of
dropping out.
















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Appendices

Appendix A: Lesson Plans
Appendix B: Pre/Post Survey










































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Appendix A

Lesson #1 (30 minutes)

ASCA Standards:
C:B1.2 Identify personal skills, abilities and interests and related them to
career choice.
C:A1.3 Develop an awareness of personal abilities, skills, interests, and
motivations.

1. Students will take pre survey for career self-efficacy.

2. Students will take the onet interest profiler and score it in order to determine
their highest area of interest.


Lesson #2 (30 minutes)

ASCA Standards:
A:A1.1 Develop skills to locate evaluate and interpret career information.
C:B1.2 Learn about a variety of traditional and non-traditional careers.

1. Go over the Hollands different personality profiles
Check to see if students scores match with what they feel their personality is.
2. Begin looking through potential careers that match their personality.
3. Students begin career plan worksheet.

Lesson # 4 (30 minutes)

ASCA Standards:
C: B2.1 Demonstrate awareness of education and training needed to achieve
career goals.
C:A1.6 Learn how to set goals.

1. Discuss different types of post secondary options:
Vocational programs and trade schools
Apprenticeships
Associates (2 yr.)
Bachelors and/or Masters

2. Discuss different options in Portland area.
Distribute and look over PCC booklet.
3. Complete Career Plan worksheet (students will do two if time).
4. Students take post survey.

POST-SECONDARY PLANNING WITH AT-RISK STUDENTS


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Appendix B

Please answer the following questions as honestly as possible.





I feel I am prepared for life after high school.

Strongly Disagree Disagree Neutral Agree Strongly Agree



I am certain I have the skills to select a career I enjoy.

Strongly Disagree Disagree Neutral Agree Strongly Agree



I am confident that I can find a career that I enjoy.

Strongly Disagree Disagree Neutral Agree Strongly Agree



I have an idea of one career that matches my interests and know the path to
that career.

Strongly Disagree Disagree Neutral Agree Strongly Agree


I am capable of making career goals and achieving them.

Strongly Disagree Disagree Neutral Agree Strongly Agree





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