SUPPORTING CAREER EXPLORATION: A COUNSELING APPROACH USING THE HILL AND O’BRIEN (1999) HELPING SKILLS MODEL
Career Plan
Student Name Here
Walden University
Supporting Career Exploration: A Counseling Approach Using the Hill and O’Brien (1999) Helping Skills Model
Introduction
Most youths are stressed, overwhelmed, and need clarification about the uncertainty of life after high school, whether in postsecondary education or the workforce. For a 17-year-old high school senior like Jermel, his multicultural background, mental health issues, and family expectations are just a few of the unique factors that complicate this transition into postsecondary life. Jermel stands at an all-important crossroads, where all his grades and the decision to go to college or take a gap year will determine what interests and goals he may have in mind. To outline strategies and interventions that could be used to support Jermel’s career plan considering his unique circumstances and aspirations, Hill and O’Brien’s (1999) Helping Skills Model is applied.
The Case of Jermel: The Reluctant Postsecondary Planner
Jermel, a 17-year-old high school senior, is grappling with significant career concerns and uncertainty about his future path after graduation. His parents want him to go to college, but he feels insecure if he adds another financial burden to his family. He, too, is not sure himself if he can finish college. He has ADHD and Generalized Anxiety Disorder; both have affected his academic career, but he is getting support in medication and counseling. Jermel found socializing difficult; he felt isolated, with his love of video games and fantasy books different from his classmates.
One of the sociocultural factors that impact Jermel’s case is sociocultural. Jermel, being a black youth in a multi-racial adopted family, goes through and maneuvers ways of cultural identification, which can be pretty complicated. His adoptive parents’ insistence on going to college, while it does represent the value of their hope for him, adds more pressure to perform up to society. Additionally, Jermel’s father’s failing business and the family’s socioeconomic status bring stress and financial worry to his decision-making process. Specifically, in addressing Jermel’s concerns regarding a professional career as a licensed professional counselor or school counselor, I will apply insight and helpful guidelines to the Hill and O’Brien (1999) Helping Skills Model. The model identifies three main stages: exploration, insight, and action.
Stage 1: Exploration
At this stage, I will build rapport with Jermel, encourage him to tell the story of his career and listen actively with open-ended questions and reflection to reflect empathy and understanding. I will provide space, which is non-judgmental, where Jermel feels validated in expressing his concerns and experiences. Addressing the place of sociocultural factors in Jermel’s career story gives room for recognition of systemic racism, discrimination, and societal expectations as influential in achieving his career aspirations and goals. I validate Jermel’s experiences and encourage open discussion to find his concerns in his career.
Stage 2: Insight
During Stage Two, the client’s interests, abilities, and strengths must be identified holistically through different assessment methodologies and exploration techniques. I will go on probing deeper into the client’s interests through in-depth discussions on what they are passionate about, their hobbies, and what interests them most. Moreover, self-reflection exercises and journaling will be encouraged to unearth hidden talents and strengths. Career tests such as the Strong Interest Inventory, Holland Codes of RIASEC, and the Myers-Briggs Type Indicator will be administered. All these profiles will validate the self-perceptions of the client while adding objective data upon which the client bases their career exploration. The other computer-assisted programs available in this regard are the O*NET Online and the Career Explorer, which provide a very detailed avenue for researching many occupations and thus enable the client to envision their possible interests and abilities associated with occupations. This is coupled with personal exploration techniques to build confidence in their direction and personal clarity for the client.
Stage 3: Action
in Stage Three, I would help the client further develop the career plan by first pinpointing three possible careers that will bring satisfaction to him through his interests, skills, and values. I would then take the client through job shadowing, career informational interviewing, and in-depth company research to give him a first-hand feel for each option to make an informed decision. Then, assist them in acquiring the training or education that would make them successful in their self-selected career paths to be adequately prepared to enter their chosensuccessfully enter field successfully. Then, I will help the client apply for a job in the preferred area by assisting in resume writing, cover letter preparation, and interview skills training to enhance the chances of getting an offer for employment. I will continue to give guidance and support to help the client overcome each stage actively towards gaining confidence in achieving their career goals.
Further development of the plan
Incorporation of cultural competence: It considers Jermel’s culture, values, and experiences and, by doing so, assures the provision of culturally sensitive counseling and guidance in career choice.
Building Resilience: Help Jermel build coping mechanisms and resilience skills that will enable him to go through those challenges and setbacks he may go through in his career journey.
Empowerment and Advocacy: Empower Jermel to become his advocate, access the resources available, and fight the systemic barriers that have stood in his way to finding employment—including racism and discrimination.
Holistic approach: To give holistic support in approaching career concerns, Jermel’s whole being shall be considered, including his mental health, family dynamics, and personal goals.
Collaboration
A collaborative effort by Jermel’s other counselor would be crucial in working on other aspects of his mental health or personal development, ensuring that the goal is to meet his needs holistically. A collaborative attitude and a holistic view of care underline the need for integrating career counseling and mental health support in addressing Jermel’s concerns for an appropriate consideration of his overall well-being.
Other behavior learning strategies include goal setting and action planning to help Jermel break down his career goals into steps that he can handle and track his progress over time. As far as self-management is concerned, one might practice stress management and coping strategies to help Jermel deal with challenges and setbacks on his career journey. More specifically, a concentration of social skills on communicating assertively and networking may also assist Jermel in presenting himself better, developing professional relationships, and finding jobs.
Such collaboration will ensure that Jermel is supported all-round, concerning his career enlarged to general mental health and personal development. Career and mental health counseling will allow Jermel to derive integrated knowledge of his person, resilience in the face of challenges, and good decision-making that guides his career choices toward increased well-being and success.
Conclusion
Jermel’s resistance to the postsecondary planning process is sustained by a combination of factors that construct a multicultural identity, mental health diagnoses, and familial expectations. The Hill and O’Brien (1999) Helping Skills Model has demonstrated a helpful framework for conducting a thorough supporting process for Jermel’s career plan, including strategies for building rapport, exploring interest, developing concrete action steps, and supporting ongoing follow-through. We aim to empower Jermel to make informed choices about his future and to move forward on his career journey with confidence and resilience by developing a therapeutic relationship that is collaborative and empowering. We constantly mentor and advocate for him, making him feel supported in choosing the path toward his interests, values, and aspirations.
References
Niles, S. G., Goodman, J., & Pope, M. (2001). The career counseling casebook: A resource for students, practitioners, and counselor educators. Broken Arrow, OK: National Career Development Association. “Darren: The Case of the Unemployed Runaway” Download “Darren: The Case of the Unemployed Runaway”
Appling, B. M., Tuttle, M., & May, V. S. (2019). The experiences of school counselors collaborating with clinical mental health counselors Links to an external site. Professional School Counseling, 23(1). https://doi.org/10.1177/2156759X19882660
Lent, R. W. (2013). Career-life preparedness: Revisiting career planning and adjustment in the new workplace. Links to an external site. The Career Development Quarterly, 61(1), 2–14. doi:10.1002/j.2161- 0045.2013.00031.x