Personal Development and Career Planning Grades 6 - 12 August 2000 ACKNOWLEDGMENTS The Department of Education acknowledges, with appreciation, the many dedicated educators who gave their time and energy to develop this curriculum. Without their input, this document would not be as rich and locally meaningful as it is. Their contribution has truly made this curriculum a product of New Brunswick for New Brunswickers. Kevin Godin School District # 02 Joanne Williams School Districts # 10, # 06 Robin Crain School District # 12 Connie Daley School District # 16 Julie Cassidy School District # 04 Allan Davis School District # 06 Nancy Steele School District # 08 Beth Stymiest School District # 15 Beth Cabel School District # 18 Pat VanRaalte School District # 18 (retired) Lisa Calhoun School District # 18 Dr. John Stewart UNB David Phillips School District # 04 Ken Kincaid School District # 06 Beth Horgan School District # 08 Dianne Kay School District # 10 Pat McCarthy Sorensen School District # 13 Devota Appleby School District # 16 Kathy Conde School District # 15 Ken Taylor Former Health Consultant, Department of Education Robert Gerard Department of Education Margie Layden-Oreto Department of Education TABLE OF CONTENTS INTRODUCTION . 1 COMPREHENSIVE AND DEVELOPMENTAL GUIDANCE PROGRAM COMPONENTS . 2 MIDLE LEVEL PERSONAL DEVELOPMENT AND CARER PLANING CURICULUM . 7 GENERAL CURRICULUM OUTCOMES AND IMPLEMENTATION STRATEGIES - GRADES 6-8 .................. 9 Tracking Tol . 10 Outcome # 1: Personal Development 1.1 Communication Skills ..................................................................................................... 14 1.2 Responsible Behaviour ................................................................................................... 16 1.3 Uniqueness of Individuals ............................................................................................... 18 1.4 Interpersonal Skills ......................................................................................................... 20 Outcome # 2: Lifelong Learning 2.1 Effective Learning ......................................................................................................... 22 Outcome # 3: Career Exploration and Planning 3.1 Education and Life Achievement and Careers .............................................................. 24 3.2 Educational Information and Career Opportunities ........................................................ 26 3.3 Personal Characteristics and Employability Skils . 28 3.4 Life Roles . 30 Aditional Recommended Midle Level Resources . 32 HIGH SCHOOL PERSONAL DEVELOPMENT AND CARER PLANING CURICULUM . 35 GENERAL CURRICULUM OUTCOMES AND IMPLEMENTATION STRATEGIES - GRADES 9-10 ................ 37 Tracking Tol . 40 Asesment . 41 Outcome # 1: Personal Development ........................................................................................ 42 1.1 Self-concept ............................................................................................................. 43 1.2 Communication Skills ............................................................................................... 44 1.3 Self-awareness ........................................................................................................ 45 1.4 Responsible Choices . 46 1.5 Suicide Prevention ................................................................................................... 47 Outcome # 2: Lifelong Learning . 48 2.1 Learning and Education ........................................................................................... 49 2.2 Problem Solving and Decision Making .................................................................... 50 Outcome # 3: Career Exploration and Planning ......................................................................... 51 3.1 Values . 52 3.2 Goal Seting . 53 3.3 Labour Market ......................................................................................................... 54 3.4 Employability Skils . 5 3.5 Career Plans ............................................................................................................ 56 GENERAL CURICULUM OUTCOMES AND IMPLEMENTATION STRATEGIES - GRADES 11-12 . 59 Outcome # 1: Personal Development 1.1 Personal Worth, Potential, and Autonomy ..................................................................... 60 1.2 Personal Growth ............................................................................................................ 61 Outcome # 2: Lifelong Learning 2.1 Educational, Career, and Personal Roles ....................................................................... 62 Outcome # 3: Career Exploration and Planning 3.1 Employability Skils . 63 3.2 Educational, Career and Personal Plans ........................................................................ 64 APENDIX I GLOSARY . 67 APENDIX I SUPLEMENTAL LIST . 78 APENDIX I DISTRIBUTORS . 79 APENDIX IV INTEGRATION OF NATIVE PERSPECTIVE . 81 Introduction INTRODUCTION This curriculum document addresses the first of the four components of the Comprehensive and Developmental Guidance and Counselling Program in New Brunswick. The purpose of this document is to provide direction to the teachers and counsellors who have the responsibility for the curriculum delivery. The concepts and ideas contained within the curriculum come from a variety of practitioners, including New Brunswick educators. The document presents learning outcomes, suggested instructional and assessment strategies, and recommended learning resources. It is assumed all outcomes will be addressed. Teachers should choose instructional and assessment strategies, develop new ideas, and seek current and credible resources which best meet the needs of their students. This curriculum is built on educational research and developmental theory. First and foremost is the belief that guidance is for all students. The developmental and comprehensive guidance and counselling program establishes that guidance is an integral component of the total school program and a necessary component in the overall educational development of children. This curriculum seeks to address the needs of the whole child in that it proposes structured activities to stimulate development in social, cognitive, affective, and career domains. Teachers and counsellors should be involved in stimulating these areas, thus equipping the students to assume greater responsibility for their lives. The components of this curriculum have their base in counselling theory. Self-concept and life skills have their origin in Adlerian, Gestalt, Glasser, Ellis, Rogerian, and Behavioural Theory, as well as Super’s Theory of Vocational Development. These theories give direction as to how “normal” development takes place. The curriculum consists of three strands. Personal Development involves outcomes which enable the learner to explore his or her specific personality traits and skills, take personal responsibility for his or her behaviour, develop positive self-esteem, and learn how to interact effectively with others. Lifelong Learning helps learners understand their unique learning style, develop lifelong learning and time management skills, and assume personal responsibility and self-motivation. Career Exploration and Planning helps students translate personal traits and skills into occupational terms and blend their work role with other life roles to develop a healthy lifestyle. Students learn to engage in career planning, using goal-setting and problem-solving strategies. Several models for the delivery of the curriculum are presented within this guide. School counsellors will serve as consultants to teachers who deliver this curriculum. They may also be involved with direct delivery as part of a team of individuals. Classroom teachers have relationships with their students which allow for the secure environment necessary to address sensitive issues. Furthermore, they have the opportunity to reinforce this trust to promote the transfer of learning. 1 COMPREHENSIVE AND DEVELOPMENTAL GUIDANCE PROGRAM COMPONENTS 1. Guidance Curriculum - Personal Development and Career Planning, K-12; Employability Skills Posters and Teacher Handbook, K-12. The Guidance Curriculum consists of structured developmental experiences presented systematically through classroom and group activities from kindergarten through grade twelve. The purpose of the Guidance Curriculum is to provide all students at all levels with knowledge of normal growth and development, to promote their positive mental health, and to assist them in acquiring and using life skills. While counsellors’ responsibilities include the organization and implementation of the Guidance Curriculum, the co-operation and support of the entire faculty and staff are necessary for its successful implementation. The Guidance Curriculum is delivered through such strategies as Classroom Activities: Counsellors act as resources for the classroom teachers, teach, team teach, or asssist in teaching guidance curriculum learning activities or units in classrooms, the guidance centre, or other school facilities. Group Activities: Counsellors conduct groups outside the classroom to respond to students’ identified interests or needs. Suggested Time Allocations Elementary 35% - 45% Middle 25% - 35% High School 15% - 25% 2. Individual Planning - Linking To The Future: Career and Educational Planning Portfolio Individual Planning consists of activities that help all students plan, monitor, and manage their own learning, as well as their personal and career development. Within this component, students evaluate their educational, occupational, and personal goals. The activities in this component are planned under the direction of the counsellor but often facilitated by teachers. These activities are delivered on an individual basis, or by working with individuals in classes, small groups, or advisement groups. Individual Planning is implemented through such strategies as Individual Appraisal: Counsellors work with students analysing and evaluating students’ abilities, interests, skills, and achievement. Test information and other data are the bases for assisting students to develop immediate and long-range plans. Individual Advisement: Counsellors and teachers work with students, using personal, social, educational, career, and labour market information in planning personal, educational, and occupational goals. The involvement of students, parents, and the school in planning programs for students that meet their needs is critical. 2 1 Placement: Counsellors and teachers assist students in making the transition from school to school, school to work, or school to additional education and training. Suggested Time Allocations Elementary 5% - 10% Middle 15% - 25% High School 25% - 35% 3. Responsive Services Responsive Services consist of activities to meet the immediate needs and concerns of students, whether these needs or concerns require counselling, consultation, referral, or information. This component is available to all students and is often student-initiated. Responsive services are delivered through such strategies as Consultative: Counsellors consult with parents, teachers, other educators, and community agencies regarding strategies to help students. Personal Counselling: Counselling is provided on a small-group or individual basis for students who have difficulties dealing with relationships, personal concerns, or normal developmental tasks. Personal counselling assists students in identifying problems, causes, alternatives, and possible consequences so that appropriate action is taken. Crisis Counselling: Counselling and support are provided to students and their families who face emergency situations. Such counselling is normally short-term and temporary in nature. When necessary, appropriate referral sources are used. Referral: Counsellors use referral sources to deal with crises such as suicide, violence, abuse, and terminal illness. Suggested Time Allocations Elementary 30% - 40% Middle 30% - 40% High School 25% - 35% 4. Program Support Program Support consists of management activities that establish, maintain, and enhance the total guidance program. This component is implemented and carried out through activities in the following areas: Professional Development: Counsellors need to be involved regularly in updating their professional knowledge, skills, and personal portfolios. This may involve participating in regular school in-service training and summer institutes, attending professional meetings, completing postgraduate course work, and contributing to professional literature. 13