MTTC School Counselor
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, Vocational Education Act of 1963 Also called the Carl D. Perkins Act of 1963, broadened the government's
conception of vocational education; created to improve the basic skills of the
labor force and prepare students for the job market by enhancing vocational
education; established procedures to provide part-time employment to
students, and established a federal advisory council on vocational education;
established work-study programs enabling students to get real-life experience
while earning some school credit; Some amendments made to this act in 1968
include direct support for cooperative education and a renewed emphasis on
postsecondary education, and new provisions for funding an expanded
vocational curriculum
Carl D. Perkins Vocational and Applied Technology Act Integrated academic and vocational studies, and funded better technology in
of 1990 vocational classrooms and better cooperation between the business and
education communities
Cooperative education A method of providing students with academic instruction and practical,
hands-on experience at the same time; gives students the chance to earn
valuable training without sacrificing their education in other areas; research
shows that it increases motivation and clarifies career choices for students; for
employers, this helps create a trained workforce and gives business some
control over school curricula; however, this is still stigmatized as "non-
academic" by some and may isolate students from the academic community at
large
Individual sessions School counselors should try to schedule these sessions at times that are least
intrusive to the academic day, and what is most sensitive to student nuances
(EX: some students may be more receptive after school hours than during the
middle of the day); the counselor should honor the needs of the student while
developing and implementing therapeutic goals
Intervention The procedure entails setting goals, designing intervention strategies towards
achieving those goals, and evaluating the success of the intervention; One of
the first considerations is the students developmental stage, as well as the
social and environmental settings and contexts
Solution-Focused Brief Counseling (SFBC) A brief-counseling method often indicated in schools that have regimented
time constraints; The first session is to present the basic goals and premises of
this type of counseling; inform the student that questions will be asked, and
they could be difficult or challenging; this information provides the counselor
with a starting point for intervention
Psycho-educational groups Tend to be more structured than counseling groups; serves to address and
develop personal growth factors within an academic or educational setting;
provides a framework for targeting common adolescent issues like emotional
development, self-image, identity definition, and interpersonal skills
51 | Study Guide, Test
Prep, Practice Questions
& Exam Review
|Guaranteed success|
, Vocational Education Act of 1963 Also called the Carl D. Perkins Act of 1963, broadened the government's
conception of vocational education; created to improve the basic skills of the
labor force and prepare students for the job market by enhancing vocational
education; established procedures to provide part-time employment to
students, and established a federal advisory council on vocational education;
established work-study programs enabling students to get real-life experience
while earning some school credit; Some amendments made to this act in 1968
include direct support for cooperative education and a renewed emphasis on
postsecondary education, and new provisions for funding an expanded
vocational curriculum
Carl D. Perkins Vocational and Applied Technology Act Integrated academic and vocational studies, and funded better technology in
of 1990 vocational classrooms and better cooperation between the business and
education communities
Cooperative education A method of providing students with academic instruction and practical,
hands-on experience at the same time; gives students the chance to earn
valuable training without sacrificing their education in other areas; research
shows that it increases motivation and clarifies career choices for students; for
employers, this helps create a trained workforce and gives business some
control over school curricula; however, this is still stigmatized as "non-
academic" by some and may isolate students from the academic community at
large
Individual sessions School counselors should try to schedule these sessions at times that are least
intrusive to the academic day, and what is most sensitive to student nuances
(EX: some students may be more receptive after school hours than during the
middle of the day); the counselor should honor the needs of the student while
developing and implementing therapeutic goals
Intervention The procedure entails setting goals, designing intervention strategies towards
achieving those goals, and evaluating the success of the intervention; One of
the first considerations is the students developmental stage, as well as the
social and environmental settings and contexts
Solution-Focused Brief Counseling (SFBC) A brief-counseling method often indicated in schools that have regimented
time constraints; The first session is to present the basic goals and premises of
this type of counseling; inform the student that questions will be asked, and
they could be difficult or challenging; this information provides the counselor
with a starting point for intervention
Psycho-educational groups Tend to be more structured than counseling groups; serves to address and
develop personal growth factors within an academic or educational setting;
provides a framework for targeting common adolescent issues like emotional
development, self-image, identity definition, and interpersonal skills
