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Canadian Journal of Counselling / Revue canadienne de counseling / 2008, Vol. 4

Canadian Journal of Counselling / Revue canadienne de counseling / 2008, Vol. 42:2 79 Grade 12 Student Career Needs and Perceptions of the Effectiveness of Career Development Services Within High Schools Joan M. Bloxom Kerry B. Bernes Kris C. Magnusson Thelma T. Gunn Angela D. Bardick David T. Orr Kerbi M. McKnight University of Lethbridge  High school students engaging in career decision making encounter signiﬁ cant chal- lenges due to changing social and economic conditions. The student needs assessment focus of this study provides unique insights into student perceptions of the effective- ness of high school career programs. Results indicated that Grade 12 students value resources that support transitions, have a passion for career, and report a wide range of occupational choices. However, students may not perceive career development re- sources available at the high school level as being very effective. Implications for the delivery of high school career programs and the development of public policy on career services are discussed. ÉÉ Les changements fréquents des conditions sociales et économiques imposent des déﬁ s considérables aux étudiants du niveau secondaire lorsqu’ils considèrent une décision se rapportant à leur carrière. Cette étude, grâce à l’analyse des besoins des élèves, donne un nouvel aperçu de la perception des étudiants de l’efﬁ cacité des programmes au secondaire sur les carrières. Les résultats indiquent que les étudiants de 12e année apprécient les res- sources qui facilitent la transition de l’école au travail, expriment le besoin d’une carrière qui les passionne, et reconnaissent une vaste gamme de choix professionnels. Cependant, les étudiants peuvent ne pas percevoir les ressources disponibles au niveau secondaire sur le développement professionnel comme très efﬁ caces. Les implications pour la prestation de programmes d’orientation de carrière ainsi que pour le développement de la politique publique sur les services de carrière y sont discutés. The school-to-work transition (STW) requires that high school graduates make personal and career choices within the framework of changing social and economic conditions (Bezanson & Hiebert, 1997; Finnie, 2004; Human Re- sources Development Canada, 1998; Lowe, Krahn, & Bowlby, 1997). The career counselling literature documents a 21st century that is a post-industrial society (Alberta Advanced Education and Career Development, 1995; Blustein, 1997b; Lee & Johnston, 2001; Lent, 2001; Peavy, 1996; Savickas, 1993; Watts, 1996). 80 J.M. Bloxom, K.B. Bernes, K.C. Magnusson, T.T. Gunn, A.D. Bardick, D.T. Orr, & K.M. McKnight Post-industrial society is deﬁ ned by transformations in labour markets, the nature of work, the emergence of knowledge-based industries (Finnie; Gilbert, 2007), the newly dominant forces of information technology, massive immigration, and global economies (Savickas; Watts, 1996). The changing STW parameters are clearly outlined by economists who study labour markets. Future workers must have speciﬁ c skills training beyond high school to fully participate in the new realities of the knowledge-based economy (Alberta Human Resources and Em- ployment & Alberta Learning, 1999; Gilbert; Lee & Johnston; Pelsma & Arnett, 2002; Sanchez, 2003; Watts, 1996). Furthermore, Cox and Espinoza (2005) have argued that in rural areas the need for resources to address such changes in the labour market are just as salient, if not more so, compared with more urban centres. This echoes the research of Borgen, Amundson, and McVicar (2002), who have noted that on top of the changes facing all workers in the post-industrial era, rural residents frequently have the added strain of relocation for work and the separation from primary support groups. High schools are challenged to provide graduates with the knowledge and skills to pursue individual career goals within this rapidly changing and demanding context (Alberta Human Resources and Employment & Alberta Learning, 1999; Dickson, 1995; Human Resources Development Canada, 1998). The transition from secondary education to post-secondary education and the world of work is described as “a process through which a student travels; a concept or set of relationships which can be deﬁ ned and delineated; a set of programs, resources and services” (Minister of Public Works and Government Services Canada, 1998, p. 7). The requirements of secondary school graduation in Alberta include a cur- riculum emphasis on outcomes, expectations related to employability skills, and an emphasis on the beneﬁ ts of work experience (Alberta Human Resources and Employment & Alberta Learning, 1999; Alberta Learning, 2000; Dickson, 1995; Minister of Public Works and Government Services Canada, 1998). For example, the Career Directions component of the Alberta Education Career and Technology Studies curriculum requires students to create portfolios that provide comprehensive pictures of students’ strengths and competencies using such tools as resumes, application forms, correspondence with businesses, and examples of job interview questions with responses (Alberta Learning, 2002). Students not only learn about the process of ﬁ nding work, but are also expected to present their portfolios in a way similar to how they would present it to a job interviewer. Also, the work experience program provides experiential learning activities for students in an off-campus setting where students can discover their career interests and aptitudes, while developing their career planning and employability skills (Alberta Learning, 1995). In addition, several authors (e.g., Dickson; Hiebert & Bezanson, 1995; Powlette & Young, 1996) describe how Canadian public policy initiatives have given prominence to high school career development practice and an agenda of improved career resources for youth. These trends appear to have persisted, although much work is still required toward implementing public policy initia- Effectiveness of Career Development Services 81 tives and developing comprehensive, research-oriented best practice approaches (Organisation for Economic Co-operation and Development, 2004). It is important to consider the implications of these public policy plans on high school career curriculum and education in the discussion of adolescent career needs. “A Comprehensive Career Development System (CCDS) asks school systems and schools to establish a developmental, coordinated, systematic approach to help every student make career plans and make a successful transition into the work- place or post-secondary programs” (Alberta Learning, 2000, p. 3). Bezanson and Hiebert (1997) stated that career services can provide students with the motivation to complete high school and the resources to make sound decisions regarding post- secondary education and training. In addition, Watts (1996) and Team Canada (2000) suggested that career education delivered in school systems and post-sec- ondary institutions should provide students with knowledge of their skills, inter- ests, talents, and motivations, as well as information on post-secondary and labour market options. A number of authors (e.g., Bezanson & Hiebert; Dickson, 1995; Team Canada) recommended that career education become a core component of the secondary curriculum. Team Canada observed that each Canadian province has an autonomous education system. Therefore, the delivery of secondary career education and counselling varies signiﬁ cantly across the country. Canadian STW research has examined the career plans of Grade 12 students. Lowe et al. (1997) reported the STW transition of 1,000 Alberta high school seniors and examined the following factors: educational achievement, further educational plans, relevance of high school education, work and volunteer ex- perience, acquisition of work-relevant skills, and career goals. As a result of this study, recommendations were to continue the study of the complex pathways between secondary and post-secondary education and between education and employment, speciﬁ cally the key supports and barriers to students’ educational and career goals. The report by the Minister of Public Works and Government Services Canada (1998) afﬁ rmed that new research is required on the effectiveness of school career services, including student access to labour market information, individual career counselling, and computerized career information. Other researchers highlighted their ﬁ ndings that students reported a stronger need to know about life/career implications and life/career management tasks than to know about their personal interests, characteristics, and the nature of work (McMahon & Watson, 2005). Also, in a study of adolescent health-related needs, Collins (1998) observed that high school students regard the preparation for future education and career as important. Research based on a school leaver’s survey, with a sample size of 18,000 individuals aged 18 to 20 years, analyzed the labour market participation patterns of youth and indicated that high school education may not be enough; recom- mendations were made that more attention be given to the career development experiences of youth (Human Resources Development Canada, 1998). Lastly, Blustein, Phillips, Jobin-Davis, Finkelberg, and Roarke (1997) recommended that research examine the context of youth STW transition and that it continue 82 J.M. Bloxom, K.B. Bernes, K.C. Magnusson, T.T. Gunn, A.D. Bardick, D.T. Orr, & K.M. McKnight to identify critical elements and ways in which adaptive characteristics may be fostered. The need to evaluate the efﬁ cacy of career education programs has also been discussed by a number of authors (e.g., Bezanson & Riddle, 1995; Black, 1993; Bloch, 1996; Charner, Fraser, Hubbard, & Horne, 1995; Dedmond, 1996; Schultz, 1995). Bezanson and Riddle developed a Canadian manual entitled Quality Career Counselling Services: A Policy Workbook. This tool was designed to support the understanding and meeting of client expectations, with an emphasis on a vision of quality principles, practices and policies. Both Schultz and Dedmond wrote about the efﬁ cacy of career counselling centres and advocated uploads/s1/ grade-12-student-career-needs-and-perceptions-of-the-effectivene 1 .pdf