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Career Development Intervention in Elementary School
Questions with Detailed Verified Answers
The National Standards for School Counseling Programs; American School Counselor Association;
National Model for School Counseling Ans: ✓ ✓ ✓ identify career development as essential
element in effective school counseling programs.
The National Standards Ans: ✓ ✓ ✓ developed to address growing need for standardization and
accountability in school counseling programs.
Consists of 4 components:
1) The Foundation
2) The Delivery System
3) The Management System
4) The Accountability System
The Foundation Ans: ✓ ✓ ✓ consists of program philosophy statements; it connects with the
mission of the school and contains information regarding expected student competencies in 3
domains:
1) academic
2) career
3) social/personal development
There are also 9 standards (3 per domain) that are each connected to student competencies linked
to specific knowledge and skills students will develop as outcomes of their exposure to school
counseling program.
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Career Development Domain in National Standards contains following standards, competencies &
indicators Ans: ✓ ✓ ✓ Standard A: Students will acquire skills to investigate world-of-work in
relationship of self to make informed career decisions (p. 325)
Standard B: Students will employ strategies to achieve future career goals with success and
satisfaction (p. 326)
Standard C: Students will understand the relationship between personal qualities, education,
training, & the world-of-work. (p. 326)
National Standards represent comprehensive & holistic view of career development. Can seem
overwhelming.
U.S. Department of Education's Office of Vocational & Adult Education (OVAE) revises National
Career Development Guidelines (NCDG) Ans: ✓ ✓ ✓ Goals:
1) Update & revise framework of competencies & indicators to align with goals of No Child Left
Behind;
2) Expand target audiences to include K-12 students and their parents, teachers, counselors &
administrators, post-secondary students and other adults & business community;
3) Provide target audiences with accessible career development information, learning activities, &
strategies that lead to informed career decision making
4) create career development Web site to deliver career development information, learning
activities & strategies
(p. 327)
Revised National Career Development Guidelines Ans: ✓ ✓ ✓ Framework organized into 3
domains.
There are goals for each domain and mastery indicators for each goal;
indicators grouped by learning stage.
Domains Ans: ✓ ✓ ✓ 1) Personal Social Development (PS)
2) Educational Achievement and Lifelong Learning
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3) Career Management (CM)
domains provide parallel to National School Counseling Model; each contains goals that define
broad areas of career development competency;
Each goal in framework are mastery indicators that highlight the knowledge and skills needed to
achieve that goal;
Each indicator presented in 3 LEARNING STAGES based on Bloom's Taxonomy: knowledge
acquisition, application, & reflection
DIFFERENCE BETWEEN NEW & LAST:
current guidelines are no tied to an individual's age or level of education
-this acknowledges both heterogeneity in career development and the fact that people recycle
through career development tasks.
Persons engaged with KNOWLEDGE ACQUISITION STAGE TASKS: Ans: ✓ ✓ ✓ focus on expanding
knowledge awareness & building comprehension; have capacity to recall, recognize, describe,
identify, clarify, discuss, explain, summarize, query, investigate, & compile new information about
the knowledge they have acquired.
Persons at APPLICATION STAGE Ans: ✓ ✓ ✓ able to apply acquired knowledge to situations and to
self;
seek out ways to use the knowledge; have capacity to demonstrate, employ, perform, illustrate, &
solve problems related to the knowledge they have acquired.
Persons engaged with REFLECTIVE-STAGE tasks Ans: ✓ ✓ ✓ have capacity to analyze, synthesize,
judge, assess & evaluate knowledge in light of their own goals, values and beliefs;
decide whether to integrate acquired knowledge into ongoing response to situations and whether
to adjust behavior accordingly.
NCDG Framework Ans: ✓ ✓ ✓ uses coding system to identify domains, goals, indicators and
learning stages.
© Get it right 2025 Getaway - Stuvia US All rights reserved
Career Development Intervention in Elementary School
Questions with Detailed Verified Answers
The National Standards for School Counseling Programs; American School Counselor Association;
National Model for School Counseling Ans: ✓ ✓ ✓ identify career development as essential
element in effective school counseling programs.
The National Standards Ans: ✓ ✓ ✓ developed to address growing need for standardization and
accountability in school counseling programs.
Consists of 4 components:
1) The Foundation
2) The Delivery System
3) The Management System
4) The Accountability System
The Foundation Ans: ✓ ✓ ✓ consists of program philosophy statements; it connects with the
mission of the school and contains information regarding expected student competencies in 3
domains:
1) academic
2) career
3) social/personal development
There are also 9 standards (3 per domain) that are each connected to student competencies linked
to specific knowledge and skills students will develop as outcomes of their exposure to school
counseling program.
© Get it right 2025 Getaway - Stuvia US All rights reserved
,Click here for more: Scholars nexus
Career Development Domain in National Standards contains following standards, competencies &
indicators Ans: ✓ ✓ ✓ Standard A: Students will acquire skills to investigate world-of-work in
relationship of self to make informed career decisions (p. 325)
Standard B: Students will employ strategies to achieve future career goals with success and
satisfaction (p. 326)
Standard C: Students will understand the relationship between personal qualities, education,
training, & the world-of-work. (p. 326)
National Standards represent comprehensive & holistic view of career development. Can seem
overwhelming.
U.S. Department of Education's Office of Vocational & Adult Education (OVAE) revises National
Career Development Guidelines (NCDG) Ans: ✓ ✓ ✓ Goals:
1) Update & revise framework of competencies & indicators to align with goals of No Child Left
Behind;
2) Expand target audiences to include K-12 students and their parents, teachers, counselors &
administrators, post-secondary students and other adults & business community;
3) Provide target audiences with accessible career development information, learning activities, &
strategies that lead to informed career decision making
4) create career development Web site to deliver career development information, learning
activities & strategies
(p. 327)
Revised National Career Development Guidelines Ans: ✓ ✓ ✓ Framework organized into 3
domains.
There are goals for each domain and mastery indicators for each goal;
indicators grouped by learning stage.
Domains Ans: ✓ ✓ ✓ 1) Personal Social Development (PS)
2) Educational Achievement and Lifelong Learning
© Get it right 2025 Getaway - Stuvia US All rights reserved
, Click here for more: Scholars nexus
3) Career Management (CM)
domains provide parallel to National School Counseling Model; each contains goals that define
broad areas of career development competency;
Each goal in framework are mastery indicators that highlight the knowledge and skills needed to
achieve that goal;
Each indicator presented in 3 LEARNING STAGES based on Bloom's Taxonomy: knowledge
acquisition, application, & reflection
DIFFERENCE BETWEEN NEW & LAST:
current guidelines are no tied to an individual's age or level of education
-this acknowledges both heterogeneity in career development and the fact that people recycle
through career development tasks.
Persons engaged with KNOWLEDGE ACQUISITION STAGE TASKS: Ans: ✓ ✓ ✓ focus on expanding
knowledge awareness & building comprehension; have capacity to recall, recognize, describe,
identify, clarify, discuss, explain, summarize, query, investigate, & compile new information about
the knowledge they have acquired.
Persons at APPLICATION STAGE Ans: ✓ ✓ ✓ able to apply acquired knowledge to situations and to
self;
seek out ways to use the knowledge; have capacity to demonstrate, employ, perform, illustrate, &
solve problems related to the knowledge they have acquired.
Persons engaged with REFLECTIVE-STAGE tasks Ans: ✓ ✓ ✓ have capacity to analyze, synthesize,
judge, assess & evaluate knowledge in light of their own goals, values and beliefs;
decide whether to integrate acquired knowledge into ongoing response to situations and whether
to adjust behavior accordingly.
NCDG Framework Ans: ✓ ✓ ✓ uses coding system to identify domains, goals, indicators and
learning stages.
© Get it right 2025 Getaway - Stuvia US All rights reserved
