Translating theory to practice: An effective model for preparing career-counselors-in-training

1. Translating theory to practice: An effective model for preparing career-counselors-in-training Robert C. Reardon, Ph.D. Janet G. Lenz, Ph.D. Florida State University Tallahassee, Florida 2007 IAEVG-SVP-NCDA Symposium, Padova, Italy

2. Context/setting Academic program Academic department & Career Center collaboration Service delivery model Theory & practice integration Career Center training component Continuing education Professional development Keys to success Questions &discussion Further information Overview 2007 IAEVG-SVP-NCDA Symposium, Padova, Italy

3. Context/Setting • 4-year, Research Extensive University, 40,000 students • M.S./Ed.S. CACREP-approved career counseling program in the College of Education • Total enrollment: 8-10; Admit 4-5 students per year • Program also includes counseling psychology and mental health counseling 2007 IAEVG-SVP-NCDA Symposium, Padova, Italy

4. Academic Program • Students in career counseling major take 24 course credit hours in the career area, including: • Foundations of Career Development • Career Dev. Program Design & Evaluation • Supervised Teaching--Undergraduate Career Class • Career Practicum and Internship 2007 IAEVG-SVP-NCDA Symposium, Padova, Italy

5. Academic Dept. & Career Center Collaboration • Early contact with prospective students • Networking with current students • Practical application of classroom training stressed early on • Career Center - long standing commitment to support career counseling students with graduate assistantships 2007 IAEVG-SVP-NCDA Symposium, Padova, Italy

6. Service Delivery Model • 1972-Differentiated staff in service delivery • Use of graduate students working as “career-counselors-in-training provide “student-to-student” career services • Career Center became a “teaching career center” • Model operated continuously, 1973 to present • RIASEC theory applied 2007 IAEVG-SVP-NCDA Symposium, Padova, Italy

7. Theory & Practice Integration • Late 1980s-Cognitive Information Processing (CIP) theory developed by FSU counseling faculty • Early 1990s-CIP integrated into Career Center’s service delivery training complements earlier applications of Holland’s theory (Reardon & Lenz, 1998). • Over 400 persons trained using this approach 2007 IAEVG-SVP-NCDA Symposium, Padova, Italy

8. Career Center Training Component • Summer Orientation • Varied learning formats • Includes theory/practice integration • Types of activities 2007 IAEVG-SVP-NCDA Symposium, Padova, Italy

9. Continuing Education • Individual supervision • Support • New ideas & strategies • Personal & professional development • ILP review • CA & staff development meetings • Sample questions, client issues • Presentations by counseling faculty • Group supervision 2007 IAEVG-SVP-NCDA Symposium, Padova, Italy

10. Professional Development • Use of FSU online portfolio • Connecting to professional associations • Mentoring 2007 IAEVG-SVP-NCDA Symposium, Padova, Italy

11. Keys to Success • Sustained commitment • Faculty presence in student services unit • Service delivery model • Theoretical concepts translated for practical application • Program reputation 2007 IAEVG-SVP-NCDA Symposium, Padova, Italy

12. Questions & Discussion 2007 IAEVG-SVP-NCDA Symposium, Padova, Italy

13. Thank you! • For more information, bibliographies, and related materials visit: • The Florida State University Center for the Study of Technology in Counseling & Career Development • www.career.fsu.edu/techcenter • www.career.fsu.edu We would like to especially acknowledge all the graduate students who have enriched our knowledge of this topic. Selected content for this presentation was adapted from a 2007 NCDA conference session. 2007 IAEVG-SVP-NCDA Symposium, Padova, Italy