C A R E E R

G U I D A N C E

W A S H I N G T O N
Group Topic: Career Guidance and Exploration
Group Sequence: Group #1.
Goals for the Group:
Washington State Learning Standards:
Alignment with Standards

Essential Academic Learning Requirements Grade 7 Grade Level Expectations:

This lesson is aligned with Writing 1.5.1 and Educational Technology 1.3.2 and 1.3.3.
Students will develop materials in an appropriate format for a career survey. They
will locate and use a career interest survey and will locate, analyze, and use
information from a career database.
Common Core State Standards Grade 7: This lesson is aligned with English
Language Arts Speaking and Listening 1a and Writing 4 and 10. Students will
prepare during this lesson so that they can identify their interests and goals and
research a potential career. They will produce clear, career-appropriate writing.
American School Counselor Association National Standards: This lesson is
aligned with ASCA Career A2.7, B1.5, and B2. Students will demonstrate a positive
attitude toward work and learning and will use an interest survey to gain career
information.
Integrate vocational and academic instruction into a single curriculum

Provide each student with a choice of multiple, flexible educational pathways based
on the student's career interest areas
Emphasize increased vocational and academic guidance and counseling for students
Think analytically, logically, and creatively, and to integrate technology literacy and
fluency as well as different experiences and knowledge to form reasoned judgments
and solve problems
Understand the importance of work and finance and how performance, effort, and
decisions directly affect future career and educational opportunities

Group Rationale:

According to data, middle-school students are struggling in classes and have a hard time
seeing the importance of their education. Hopefully by providing some class curriculum
that focuses on future opportunities and career paths, this will inspire and motivate
students to pursue goals and get a better understanding of what they want to do in life.
This information can help get students organized and can assist them in producing goals
throughout middle school and high school that will help them achieve the necessary
means for pursuing careers of interest.

This group is formed with eligible College Bound students, so it is important to help them
gain a better understanding of what they want to do, so that they can continue to set
goals. In the process, this hopefully helps them stay committed to the College Bound
program which will ultimately provide them with an array of options after graduation and
in pursuit of their careers of choice.

Research suggests that if students are motivated to create goals, that they are more likely
to have a stronger interest towards achieving those goals. Research also shows that more
career guidance is needed at middle school level, and that students like exploring areas of
interest and future career opportunities.

Needs Assessment- What does the data suggest in your school that indicates the need for
this group?

The qualitative data that I have compiled suggest that many of the students that are eligible
for College Bound at my school dont necessarily understand what that entails. By providing
this group with an understanding and motivation. Hopefully this establishes a format for
them to start looking towards their future and start thinking about interest and abilities, so that
they can hopefully come into contact with a career that is congruent with who they want to be
as a person. This will help motivate them to start or continue to set goals that will help them
stay eligible and committed to College Bound, and learn about career opportunities in the
process.

Research Literature

Literature suggests that career choices involve an orientation into a students future and helps
them to establish goals and gain a propensity to planning for High school years and beyond.
It is a way to motivate students towards potential careers, and begin to establish patterns of
behavior that will enable them to pursue certain areas of interest and relate them to the work
they are doing in school (Ferrari, L., Nota, L., & Soresi, S., 2010). Students that are facing
barriers are more likely to be more prepared and involved in their planning for their future
when they are involved in career exploration lessons that teach them about themselves and
possible future endeavors (Legum, H. L., & Hoare, C. H. (2004).

Materials Needed:

Colored pens and markers

Individual folders- Provided by group leader
Worksheets-Provided by group leader

Group Outline:
Introduction
Group Rules
Group Rationale
Group Objectives
Icebreaker
Decorate folders in a way that expresses something about you
Debrief/Discussion
Go around circle and discuss folder art and meaning for what was drawn on folder
Discuss experience of first group session together
Discuss any rule changes or additions
Brief explanation of next group meeting
Group dismissed

Group Sequence: Group #2.

Lesson Goals:

Students are able to get a better understanding of who they are and what they like
Enables students to start looking towards the future and planning

Washington State Learning Standards:

Integrate vocational and academic instruction into a single curriculum

Provide each student with a choice of multiple, flexible educational pathways based on the
student's career interest areas

Emphasize increased vocational and academic guidance and counseling for students
Think analytically, logically, and creatively, and to integrate technology literacy and
fluency as well as different experiences and knowledge to form reasoned judgments
and solve problems
Understand the importance of work and finance and how performance, effort, and
decisions directly affect future career and educational opportunities
Unit Objective: What will students be able to do after this group? The objectives
should be connected to the Group Content Area above.

Materials Needed:

Folders
Writing utensils

Group Outline:

This group session is designed to get students in the group to better understand the goals that
they need to have to pursue careers.

Help the students see that whatever career they want to have as an adult they need to
start developing certain skills while they are still in school.
Discuss what is a job, and what is a career
Go through questionnaire sheet. Have the students fill out each question as you read
them to the group (Appendix A).
Encourage detailed responses

Debrief/Discussion
Discuss what was learned about self
Discuss anything that surprised anyone in the group
Discuss any rule changes or additions moving forward
Brief explanation of next group meeting
Group dismissed

Group Sequence: Group #3

Lesson Goals:

Students will become more aware of their career interests and goals.
Students will research and describe multiple potential careers and then choose one
that best fits them.
Students will take an interest inventory and compare it to the getting to know you
worksheet

Alignment with Standards

Essential Academic Learning Requirements Grade 7 Grade Level Expectations:

This lesson is aligned with Writing 1.5.1 and Educational Technology 1.3.2 and 1.3.3.
Students will develop materials in an appropriate format for a career survey. They
will locate and use a career interest survey and will locate, analyze, and use
information from a career database.
Common Core State Standards Grade 7: This lesson is aligned with English
Language Arts Speaking and Listening 1a and Writing 4 and 10. Students will
prepare during this lesson so that they can identify their interests and goals and
research a potential career. They will produce clear, career-appropriate writing.
American School Counselor Association National Standards: This lesson is
aligned with ASCA Career A2.7, B1.5, and B2. Students will demonstrate a positive
attitude toward work and learning and will use an interest survey to gain career
information.

Materials needed:

Computer access
Paper
Writing utensil

Group Outline:
Have students describe themselves using words. Tell students you are going to quickly call out
five descriptive words. They should stand up when you call out a word that describes them.
Otherwise, they should sit down.
Ask for a volunteer or two to explain why they chose the word they did. Then explain that
thinking about the way they would describe themselves, as well as activities they like and
dislike, will help them decide what they want to do after high school. The Career Interest Survey
will give them a list of activities, descriptions, and subject areas to check.

Log on to the Career Interest Survey. Have students log on to Check out a College:

Go to www.CheckOutACollege.com.
Click on Explore Careers in the left box in the middle of the page.
Click on Career Interest Survey in the middle text section (Appendix B).

Complete the survey. Help students follow the directions to click each activity, word, or subject
that they like or that describes them.
Debrief/Discussion
Discuss what was learned about self
Discuss anything that surprised anyone in the group
Discuss any rule changes or additions moving forward
Brief explanation of next group meeting
Group dismissed

Group Sequence: Group # 4

Lesson Goals:

Understanding the paths that it takes to pursue a career

Narrow down their areas of interest and define a career that is congruent with them

Alignment with Standards

Essential Academic Learning Requirements Grade 7 Grade Level Expectations:

This lesson is aligned with Writing 1.5.1 and Educational Technology 1.3.2 and 1.3.3.
Students will develop materials in an appropriate format for a career survey. They
will locate and use a career interest survey and will locate, analyze, and use
information from a career database.
Common Core State Standards Grade 7: This lesson is aligned with English
Language Arts Speaking and Listening 1a and Writing 4 and 10. Students will
prepare during this lesson so that they can identify their interests and goals and
research a potential career. They will produce clear, career-appropriate writing.
American School Counselor Association National Standards: This lesson is
aligned with ASCA Career A2.7, B1.5, and B2. Students will demonstrate a positive
attitude toward work and learning and will use an interest survey to gain career
information.

Materials Needed:

Computer access
Writing utensils
Worksheet

Group outline:

Discuss students potential careers. After students have completed the Career Interest Survey
distribute the Career Interest Survey Worksheet (Appendix A). Ask students to copy the top
three career possibilities onto the worksheet.

Learn more about one possible career area. Now have students choose one career area (from
their list of three) that sounds the most interesting. Tell them to click on the highlighted text
below that career on their results screen. That will show them information about that career area,
as well as community and technical colleges in Washington State that have programs in that area.
Have students write down several jobs within that career area. Then have them select an interest
area to narrow their search and then select a sample college program. They should complete the
worksheet with the information they learn.

John Holland assessment to develop a Holland code and what fields of interest coincide best with
abilities and interest of the student (Appendix C)

Discussion Points:
What will be the most challenging part of your career choice?
How will you take steps now to start pursuing your career?
What career choices do family members suggest for them?
Stress the connection between students work in school today and their dreams for tomorrow.

Debrief/Discussion
Discuss what they found interesting
Discuss anything that surprised anyone in the group
Discuss any rule changes or additions moving forward
Brief explanation of next group meeting
Group dismissed

Group Sequence: Group # 5

Materials Needed:

Writing utensil
Folders

Lesson Goals:

Understanding time management

Helping students have a better idea of what they spend their time on
Letting students realize where they need to spend more time
Understanding mindfulness and how to calm the mind
Mindfulness can be important to time management and alleviating stress when focusing too much
on the apprehension you may experience in regards to future aspirations and goals

Alignment with Standards

Essential Academic Learning Requirements Grade 7 Grade Level Expectations:

This lesson is aligned with Writing 1.5.1 and Educational Technology 1.3.2 and 1.3.3.
Students will develop materials in an appropriate format for a career survey. They
will locate and use a career interest survey and will locate, analyze, and use
information from a career database.
Common Core State Standards Grade 7: This lesson is aligned with English
Language Arts Speaking and Listening 1a and Writing 4 and 10. Students will
prepare during this lesson so that they can identify their interests and goals and
research a potential career. They will produce clear, career-appropriate writing.
American School Counselor Association National Standards: This lesson is
aligned with ASCA Career A2.7, B1.5, and B2. Students will demonstrate a positive
attitude toward work and learning and will use an interest survey to gain career
information.

Group Outline:

Use a pie chart to draw time allocated to activities throughout the day.
Have discussion on what students spend too much time on and what they dont spend enough
time on and how they can work to change that moving forward

Mindfulness Activity: Understanding time and space

Goal: To help students focus on the now and help to alleviate pressures and stresses that
compile when they are constantly focusing or worrying about the future.
Description of Activity: I havent got a minute! (Adopted from NYCI bouncing back, adapted
from ECO-UNESCO and the Sanctuary)
Standing up from their chairs while remaining in a circle, everyone is asked to
close their eyes and remain silent. Their task is to count to one minute and
then quietly sit down. My task is to time the minute and note how many

seconds went by before the first and last student sat, and also who sat down
closest to the minute mark.
a. When the last person has sat down, ask how easy/difficult it was to guess a
minute? What could they feel? What could they hear? Did other peoples
movement influence them?
b. Then I read the following quote: Time is what we want most, but what we use
worst (William Penn). Then I ask them if they agree? Do we have too much or
too little time? Do we use time well? Do they think their lives are fast paced?
What affects does this time have on our lives?
Debrief/Discussion
Discuss what they found interesting
Discuss anything that surprised anyone in the group
Discuss any rule changes or additions moving forward
Brief explanation of next group meeting
Group dismissed

Group Sequence: Group #6

Materials:

Folders
Writing utensils

Lesson Goals:

Closure for career group

Things that we learned about ourselves or career goals
Balancing the importance of now, and the future to enable proper goal setting while not becoming
overwhelmed or highly anxious in the process

Alignment with Standards:

Read with comprehension, write effectively, and communicate successfully in a variety
of ways and settings and with a variety of audiences
Think analytically, logically, and creatively, and to integrate technology literacy and
fluency as well as different experiences and knowledge to form reasoned judgments and
solve problems
Understand the importance of work and finance and how performance, effort, and
decisions directly affect future career and educational opportunities.
Group Outline:

Open discussion about what was learned in this process

Open discussion about what they liked and did not like about group
Mindfulness Activity(Appendix C)
Closing

Debrief/Discussion:

How was group for them

Go over confidentiality one last time
Closing comments
Closing activity (up to facilitator and group participants)
Group dismissed

Appendix A
Getting to know you
1. What job do you want to have when you are an adult? Why?

2. How do you think school will help you to accomplish that goal?

3. What steps do you need to take this year to work toward that goal?

4. What types of qualities does a person need in order to do the job you want?

5. Starting right now, describe the type of person you need to be so you can make your future job a
reality?

6. Three positive characteristics about you?

7. Two things that you could work on to help you in the future?

Appendix B

Career Survey Interest

Name: _________________________________
Complete the Career Interest Survey at www.CheckOutACollege.com. When you have
finished, use your results screen to complete this worksheet.
Note three possible career areas. Based on your results, list the top career areas identified for
you.
CAREER AREA

Select one possible career area. On your results screen, click on the career area that you think is
your top choice. My top choice career area is: _____________________________________.
People in this career area do the following tasks:

and several possible jobs are

Identify one possible college program. Now select a possible job or program. Then choose one
of the college programs listed on the screen.
Name of program:
Name of college:
Location of college:
Learn more about community and technical colleges. If you want to spend more time learning
about the community and technical college options that are available in Washington State, go
back to the www.CheckOutACollege.com home page and click on the For Parents link on the
top navigation bar. From there, you can learn more about:

College cost comparisons.

How to finance college education.
How to choose a career.
How to determine what you might earn in different careers.

Appendix C
Mindfulness Activity for Group Session 6
Keep your mind on the feeling of your breath as it moves from the tip of your nostrils into your
chest and back out again. If your mind wanders, which it usually does, thats okay. When you
see that its wandered, bring it back to the feeling of the movement of your breath. Breathe in,
breathe out. Let everything else drop away for the length of one breath and feel what its like to
be alive right now, in the present moment (Greenland, 2010). Continue this for a few times
until you notice the students becoming more calm and relaxed. Keep them in the moment for
a little bit of time, and then come back together and discuss how that was for them and what
they were feeling.

References:
Ferrari, L., Nota, L., & Soresi, S. (2010). Time perspective and indecision in young and older
adolescents. British Journal Of Guidance & Counselling, 38(1), 61-82.
doi:10.1080/03069880903408612
Gysbers, N. C. (2013). Career-Ready Students: A Goal of Comprehensive School Counseling
Programs. Career Development Quarterly, 61(3), 283-288. doi:10.1002/j.21610045.2013.00057.x
Legum, H. L., & Hoare, C. H. (2004). Impact of a Career Intervention on At-Risk Middle School
Students' Career Maturity Levels, Academic Achievement, and Self-Esteem. Professional School
Counseling, 8(2), 148-155.