Running head: A STUDY OF CAREER PEER COUNSELING

A Study of the Effectiveness of a Career Peer Counseling Program on the Career Knowledge and Decision-making Skills of Senior High School Students Stephanie Graupmann 2011- 2012

A STUDY OF CAREER PEER COUNSELING Abstract

Though empirical evidence supports the effectiveness of both career and peer counseling programs, the two have rarely been combined. In 2011-2012, the Career Peer Counseling Program at Centennial High School provided peer-advising sessions in order to disseminate college and career information. A study was developed to determine if the interventions performed by 14 trained Career Peer Counselors increase the career knowledge and decisionmaking skills of 38 senior students. The program was found to be successful, determined by extremely statistically significant results and an increase in test items related to accessing school resources and researching career knowledge, skills, and future plans. Suggestions are then provided to further refine the Career Peer Counseling Program in order to better provide students the career information and decision-making skills they seek. Introduction The school counseling profession has its roots in career and vocational counseling. Even as the role of a professional school counselor continues to evolve, career counseling has remained a recognized, essential part of the job description (Feller, 2003; Rivera & Schaefer, 2008). As the demands of the school counseling profession intensify, counselors struggle to provide quality services to students (Amundson, 2006). Funding for education continues to decrease, staffing shortages are become the norm, and school counselors face increasing caseloads averaging 400-500 students. In addition, these counselors face a long list of tasks, both counseling and non-counseling related, to complete within a limited amount of time; counselors are forced to prioritize these tasks and leave a portion uncompleted (Foster, Young, & Hermann, 2005). School counselors look to community agencies, students, and other educators to provide

A STUDY OF CAREER PEER COUNSELING systemic interventions and school-wide programs (Robinson & Morrow, 1991; Scheel & Gonzalez, 2007; Walsh, Barrett, & DePaul, 2007).

One such programmatic approach is the implementation of a peer counseling team, which has proven a popular, evidence-based intervention replicated across the country. Research supports the unique style and methods which peers bring to counseling others, and provides an alternative method to traditional counseling skills provided by adult school counselors (Geldard & Patton, 2007; Vanhalakka-Ruoho, 2010). Additionally, peer counseling assists both peer counselors and their clients with interpersonal skill development, increases awareness of the school counseling programs available, and supports the work of the school counselor (Morey & Miller, 1993). Combining these elements into peer counseling programming focused on student awareness of future career choices has not been often seen, however; career peer counseling has not been covered regularly in research, counselor training, or curriculum guides. It is the intent of this research project to explore the possibility of the effectiveness of one such career peercounseling program at the secondary school level. In August 2011, the previously established peer-counseling program at Centennial High School evolved due to a number of factors. Previously, the program had been led by a communications intern and supervised by a full time staff member in the Career Center. The staff member was laid off and the school counseling team was unable to oversee the Career Center due to their increased caseloads, so the program was left to the new school-counseling intern, Stephanie Graupmann. Because of the shift, the student peer counselors were required to be far more independent and responsible than in previous years. Based upon empirical evidence, the program's focus changed from only disseminating college information to a more generalized

A STUDY OF CAREER PEER COUNSELING focus on career knowledge and skills, in the hopes that a greater number of students could be served. It is the intent of this action research project to explore the effectiveness of the updated career peer-counseling program at Centennial High School. Evolving Role of School Counselors Professional school counselors have fought long and hard to develop standards and best practices for the profession in order to gain respect and establish their effectiveness within the realm of public education. The role of the school counselor has shifted as the needs and focus change in schools and society at large. Counseling in schools began as vocational training implemented by educators, evolved into a more therapeutic focus on social emotional characteristics, and is currently focused on supporting educators efforts in improving the learning process of students (Scheel & Gonzalez, 2007). School counselors, asked to report on their day-to-day activities, have stated there has been a distinct shift from individual counseling to the implementation of a programmatic approach, collaborative practice, and advocacy and

prevention services (Walsh, Barrett, & DePaul, 2007). Principals support these school counselors who implement new roles, reporting positive outcomes both for individual students as well as the overall school culture. Foster et al. (2005) conducted a national survey of professional school counselors in order to learn more about their work activities and whether ASCA National Standards are being addressed consistently. Foster et al. found that school counselors serving students across all grade levels prioritize many of the National Standards, but were found to be rarely performed work activities in practice. Foster et al. concludes by suggesting that noncounseling related duties of school counselors must be investigated and limited, in order for counselors to provide critical services related to National Standards. Time and again school counselors are limited in their interventions due to a lack of available time, resources, and

A STUDY OF CAREER PEER COUNSELING support staff, though research proves the school counselors strong influence on student academic motivation. In fact, "the effectiveness of counselors is increasingly judged by the degree to which they contribute to student learning" (Scheel & Gonzalez, 2007, p. 49). Clearly, the role of school counselors is crucial to the emotional, academic, and career success of students, yet there are factors outside their control, such as staff and funding shortages, noncounseling related duties, and increased teaching time. School counseling roles are shifting dramatically, causing counselors to spend more time advocating and overseeing systemic programs (such as the peer counseling program in this study), replacing more direct student services of the past. Current Shifts in Career Counseling Foster et al. (2005) found school counselors' reports of priorities and actual work habits appear to be incongruent with the study's expert panelists' opinions in many of the National Standards, but particularly regarding career standards. Basically, career interventions are not taking place though counselors rate these activities as highly important. Career counseling is generally regarded by counselors, researchers, and educators as an essential part of the school counselor's work, yet "...efforts to address students' career development tend to be lacking or services are provided in a disconnected manner" (Rivera & Schaefer, 2008, p. 406). Rivera and Schaefer assert that if school counselors were to place greater influence on a collaborative, systemic program for career development, they would no longer need to put so much time and

energy into academic, social-personal, or behavioral interventions. Furthermore, a programmatic approach that contributes to meeting school goals can allow counselors to gain allies and collaborators in increasing student engagement, motivation and academic achievement.

A STUDY OF CAREER PEER COUNSELING As the economy changes and the needs of the workplace evolve, so must career counseling interventions at the public school level. There exists an increased emphasis on evolving career development interventions applied throughout students' school experience. This is due to globalization, school reform, and incongruence between student expectation and the realities of the demands of workplace or higher education (Feller et al., 2003). In regards to the latter piece, Feller et al. stress the importance of developmentally appropriate career planning and advisement, so that students are able to make realistic, informed career and educational

decisions. School counselors must become a central force in education as advocates for a variety of career and educational opportunities, as well as school-wide curriculum that encompasses career development of knowledge and skills for an ever changing globalized workplace and community. Students must be prepared to transition and learn throughout their lives, and Feller et al. state that school counselors have the opportunity to focus interventions toward this goal. Rosenbaum and Person (2003) support the concept of providing tools to students so they may make informed decisions for their future, stating that counselors must "...understand the new reality of college and the labor market. Only then can they provide guidance that informs students of their options and compels them to exert the appropriate level of effort to realize their expectations" (p. 263). It is no longer reasonable to assume that all high school students should be encouraged to attend a four-year institution; the reality is that a "college for all" attitude would mislead as many as 86% of high school graduates who never obtain a college degree. Instead, school counselors can educate students on the many other options available, such as technical and specialized training programs; provide useful evaluations to point students toward a path that aligns with their strengths and abilities, such as skill assessments; and connect students to outside resources, such as employers, local 2 and 4 year colleges, internship sites, and

A STUDY OF CAREER PEER COUNSELING technical or trade schools. Rosenbaum and Person (2003) assert that well meaning "college-forall" counseling will often result in low completion rates at educational institutions, as well as high unemployment rates, essentially setting many students up for failure. Amundson (2006) supports the claims of fellow researchers regarding the effects of

changing contexts on career interventions for students at the secondary level. First, students must expand their conceptualization of career planning, no longer able to depend on organizations or institutions to guide, but instead become more independent and "self-organizing" in their career decisions. This paradigm shift includes counselors, as they too are asked to incorporate a lifelong career guidance perspective even as they use new methods of counseling, including holistic, narrative focused, and dynamic counseling. Another adaption that counselors are embracing is new forms of career delivery, such as career centers, virtual technology, brief counseling, mentoring or coaching. In addition to all of these changes, Amundson (2006) acknowledges the challenges counselors face in implementing changes, including the need for training, funding shortages, and a lack of research supporting the efficacy of new methods or programs. Culturally Relevant Career Counseling In addition to the influences of globalization and economic forces, the role of school counselors has evolved as the demographics and needs of students have changed. This has led school counselors to take an ever-increasing lead in both career counseling and advocating for students deemed at-risk. School counselors must be mindful of the role of gender, race and ethnicity, and socioeconomic status in the student-counselor relationship and the implications for the appropriate dissemination of information (Bryan, Holcomb-McCoy, Moore-Thomas, & Day-Vines, 2009, p. 289). School counselors are in a prime position to develop new culturally relevant interventions to improve the transition into the world of work for all minority students.

A STUDY OF CAREER PEER COUNSELING Though this is a universal claim, the study by Constantine (2007) supports this in application with Black and Latino adolescents specifically. As school counselors accept a greater role in learning about the unique experiences of individuals, they can take cultural, familial, and environmental factors into account as they tailor interventions to these transitioning, at-risk students. Marsico and Getch (2009) confirm the need for counselors to collect data on all underrepresented groups, such as the Hispanic youth in this study, in order to best tailor interventions to the needs of the specific populations at their school. Marisco and Getch further assert that all students benefit from counselors who: build therapeutic alliance with students, include families and community members, and advocate on the behalf of underrepresented students with school administrators and teachers. Schnorr and Ware (2001) reinforce the need for counselors to recognize the influence of social experiences that influence student career development. They provide the following recommendations to counselors who are creating career development programs: planning for multiple routes to future dreams to combat or avoid

potential obstacles; placing emphasis on individual efforts or skills rather than peer competition; exploring student perceptions and assisting in the modification of unrealistic expectations; connecting minority students with mentors or role models of many diverse groups; integrating academic and vocational content into school-wide curriculum; and providing experiential learning in regards to occupations and skills. Moreover, research from Kenny and Blustein (2006) lends support for the educational and motivational value of tailored career counseling. Finding interventions that suit the unique populations of the school lead not only to improved school engagement, but also to greater educational and vocational opportunities, lifestyle options, and potential earnings in the future. Unique Influence of Peers

A STUDY OF CAREER PEER COUNSELING Research has proven the effectiveness of peer counseling programs (Geldard & Patton, 2007; Morey & Miller, 1993; Robinson & Morrow, 1991). However, there is also evidence to show that secondary students benefit from the unique relationship they can develop with peers. One career counseling theory called life designing, as explained by Vanhalakka-Ruoho (2010), asserts that an individual does not make life decisions in a vacuum, but instead considers every aspect of their cultural surroundings and the key relationships they have. Career choice is a

dynamic, flexible, and developmental process that is both self-regulated and relational, and peers are listed time and again as a primary support to secondary students. "...The development of life designing skills is shaped by gradually learning from situations and people, by probing and exploring, and by sharing these learning experiences through reflective discussions with peers..." (p. 121-122). Interestingly, both Vanhalakka-Ruoho and Geldard and Patton (2007) found that adolescents generally prefer to speak with peers or family members, and rarely seek out school counselors. Geldard and Patton (2007) studied the helping skills of young people, and found that the natural conversational style between adolescents can be applied to peer counseling training programs. In the past, training of peers has been focused on adult counseling skills, resulting in peer counselors' reports of feeling pretentious, mechanical, or phony. Geldard and Patton suggest that peer counselors be encouraged to use skills that come naturally, such as: persuading, praising, recommending, sympathizing, diverting, problem solving, and using humor. Use of such techniques is seen as matching normal behaviors of their peers, and should be encouraged in peer counseling programs. Morey and Miller (1993) confirm the idea that students prefer to speak of personal concerns with a peer counselor who uses techniques that are developmentally appropriate. In

A STUDY OF CAREER PEER COUNSELING fact, Morey and Miller recommend that "peer counseling training go beyond the emphasis on empathic listening and toward a consultative and collaborative model in which peer counselors learn to work alongside the student as a co-problem solver" (p. 298). Besides the unique skills that peers can provide, Morey and Miller claim peer counseling programs have two additional benefits. First, such programs are effective in further developing the interpersonal and helping

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skills of both peer counselors and their clients. Research also supports peer counseling as a way to make school counseling programs and the need for individual career development more visible to students. Robinson and Morrow (1991) reinforce the use of peer counseling programs as an additional support for over-stressed school counseling services in meeting the burgeoning needs of adolescent students. Robinson and Morrow also stress the effects of quality peer counseling training and supervision on student clients. Training should be "...both didactic and experiential, and stress personal growth, acceptance of diversity, self-assessment, micro-counseling skills, crisis management, and setting limits" (p. 37) and supervision should focus on peer counselors' own personal stressors, provide ongoing training, and identifying new counseling skills to work on in collaboration with the peer counselor. When peer counselors feel supported and well trained, they report growth in their own ability to problem solve, communicate, appreciate and respect diversity, and simply help others. Methodology Centennial High School serves suburban neighborhoods in both Portland and Gresham. The diverse student body consists of approximately 121 African American students (6.4%); 244 Asian students (12.8%); 380 Hispanic/Latino students (20%); 26 Native Hawaiian/Pacific Islander students (1.4%); and the remaining students Caucasian (approx. 60%). Also relevant to

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the study are 158 English language learners (8.3%) and 196 students with disabilities (10.3%). A random sample of 40 senior students was selected from the caseloads of the two participating professional school counselors (each caseload consists of approximately 100 senior students), for a total of 80 study participants. The random nature of the sample served to ensure that the selected students better represent the Senior Class. The size of the sample accounted for the possibility of attrition (e.g., moving away, lack of parental consent, lack of participation), which resulted in a final count of 38 study participants. To achieve a random sample, student names listed alphabetically from the two caseloads were numbered, then 80 numbers were drawn at random. Students selected to participate in the study were invited to attend a presentation given by the Career Peer Counselors and the team of school counselors. They were invited to complete the student consent form and survey, and received a parental consent form if they were under the age of 18. The School Counseling Team followed up with parents of students under 18 to discuss any additional questions or concerns they had about the study (Only six parents completed both surveys, thus rendering the results as statistically insignificant). Before the peer advising sessions could begin, however, the 14 Career Peer Counselors required their own training. Starting in the fall, these students were given daily tasks and weekly assignments to prepare them to advise their peers. Their role was to work alongside the School Counseling Team to increase students development of skills and knowledge related to career planning, according to the ASCA National Career Standards. Professional School Counselors Brandon Coupe, Laurie Mckedy, a long-term substitute, Tim Ross, as well as School Counseling Intern, Stephanie Graupmann supervised the program. In January 2012, Ms. Graupmann trained the Peer Counselors regarding career counseling skills (e.g., listening, goal-setting) and adherence to procedures (e.g., forms, safety measures) specific to the action research study.

A STUDY OF CAREER PEER COUNSELING During this time, the peer counselors used what they had learned in the fall term to create a resource binder, which was used as a reference tool during future advisement sessions. Peer Counselors then met with junior and senior students who requested advisement, including study participants who completed an initial survey, to discuss advisee needs and to develop goals. Each Peer Counselor met with 2-3 students per week, for approximately 30 minutes per session. Peer Counselors completed a Peer Advising Form explaining session progress; advisees completed a Student Advisee Form about their experience, as well. The

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school counseling team reviewed all forms to ensure there were no safety concerns. Each week, Ms. Graupmann reviewed a random selection of forms with each Peer Counselor to provide constructive feedback, using a coaching form for consistency. At the end of eight weeks, study participants were asked to complete a final survey regarding career knowledge and skills. Results Essentially, the Career Peer Counseling Program at Centennial High School can be considered a resounding success! After the program had run for eight weeks, the initial and concluding surveys from 38 study participants were collected, compared and analyzed. The difference in scores from the beginning to the end is considered extremely statistically significant, as the two-tailed P value equals 0.0004. Since the p-value equals .0004 < alpha = 0.05, then the decision is to reject H(0). There is sufficient evidence to conclude that the mean difference in pre and post scores is greater than zero. The 95% confidence interval ranges from 1.95 to 6.15, with the standard error of difference equaling 1.036.
Group Mean SD SEM N Pre-test 59.55 9.58 1.55 38 Post-test 63.61 8.59 1.39 38

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From the beginning of the project, study participants showed an awareness of the value of career planning and decision making skills. The highest scores across both surveys showed that students appreciate the importance of: choosing a career that suits individual skills, developing a career plan, evaluating one's personal interests and skills, developing job and social skills, and making informed decisions about the future (see table below). This was helpful, as peer counselors were working with students who appreciated the need for the program and the efforts that the peer counselors were putting forth on their behalf.
Pre-test 179 172 166 161 151 Post-test 175 170 168 164 157 Item statement It is important to choose a career that is right for me in order to live a satisfying life. It is important to develop a career plan. I have developed social skills such as cooperation and teamwork in order to be successful. I am aware of my own personal skills, abilities, interests and motivations. I am able to make informed decisions about my future. Item number #16 #11 #6 #3 #14

Amount of growth + 23 + 22 + 19 + 15 +14 +14

Item statement I have used school resources to investigate my future career plans. I make career choices based on my research of traditional and nontraditional occupations. I use research and resources to find helpful career-related information. I see the connection between the classes I take and what I will do in the future. I have researched the training, education, and skills required of the work I am interested in. I have created an education plan in order to graduate and transition to a new life stage.

Item number #1 #10 #7 #2 #4 (tied) #15 (tied)

Because students already valued career development, the survey results could more effectively highlight the growth that came about as a result of the Career Peer Counseling program specifically. The test items that showed the most significant gains were those relating to: using school resources, using research methods to learn more about careers of interest,

A STUDY OF CAREER PEER COUNSELING creating an education plan, and making choices based on the research completed (see table above). Discussion

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Overall, participants reported positive experiences in the program. However after a trial run of this new and improved program, there are several areas that could be improved upon in the coming year: the timing of implementation, the qualities of the peer counselors recruited and modifications to paperwork and other small details. First, participants pointed out that seniors are in need of counsel in the fall and early winter, when they are applying to schools or other programs, while juniors recognize their need for career help in late winter into spring. Thus, it would be best to train the peer counselors and build the informational binder in the first six-week term, then begin peer-advising sessions with seniors by Thanksgiving. This action research project focused on seniors in the spring, when the majority had already made major decisions regarding their futures; juniors were more enthusiastic about the sessions held in spring. Recommendations for the recruitment of peer counselors include a more diverse group of students; it is best to choose students who plan to attend technical and specialty schools or join the military in addition to those who plan to attend traditional college programs. Further, it is essential that selected students be self-regulating, motivated, independent, socially savvy, and willing to see the role as more than an easy grade but an opportunity to grow in career- related and interpersonal skills. Finally, several modifications could be made to the forms used to track and coach participants and counselors, in order to streamline efficiency and provide helpful data for supervisors. Conclusion

A STUDY OF CAREER PEER COUNSELING Research supports school counseling programs that focus on ASCA National Standards and emphasize programmatic approaches which facilitates the positive culture of the school as well as the motivation and academic growth of students therein. Empirical evidence further

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points to the essential nature of quality career counseling throughout students' school experience. However, the increasing complexities of the school counselor's role demands that community, school staff and students gather around to provide supplemental support, particularly in regards to career knowledge and decision-making skills. One such supplemental program is the use of peer counseling programs, which has been proven to provide unique services to secondary students. Peer counselors often interact with their peers in a style that students prefer, and their efforts can promote greater awareness of school counseling programs and motivate students to seek further career development. Having examined these areas of research, the goal of this research project was to determine whether well-trained career peer counselors might be a strong supplemental program for use in the constellation of school counseling programs and services at the secondary level. Clearly, the results from the project strongly support the use of a career peer-counseling program in a diverse, suburban high school setting. Such a program must have adequate supervision, and it is recommended that a full time staff member, several interns, or multiple community volunteers fill this role. It would be beneficial to conduct further research regarding career peer programs in other settings, as well as to study alternative programs to peer counseling, to confirm that this is the best possible career intervention for secondary students. It is hoped that the current program at Centennial High School will only further evolve in order to provide even better support to the students therein.

A STUDY OF CAREER PEER COUNSELING References Amundson, N. (2006). Challenges for career interventions in changing contexts. International Journal for Educational and Vocational Guidance, 6(1), 3-14. Bryan, J., Holcomb-McCoy, C., Moore-Thomas, C., & Day-Vines, N. L. (2009). Who sees the school counselor for college information? a national study. Professional School Counseling, 12(4), 280-291. Constantine, M. L. (1998). Challenges to the career development of urban racial and ethnic minority youth: implications for vocational intervention. Journal of Multicultural Counseling & Development, 26(2), 82-94. Feller, R. W. (2003). Aligning school counseling, the changing workplace, and career development assumptions. Professional School Counseling, 6(4), 262-71. Foster, L. H., Young, J. S., & Hermann, M. (2005). The work activities of professional school

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counselors: are the National Standards being addressed? Professional School Counseling, 8(4), 313-321. Geldard, K., & Patton, W. (2007). Adolescent peer counselling: enhancing the natural conversational helping skills of young people. Australian Journal of Guidance and Counselling, 17(1), 28-48. Kenny, M. E., & Blustein, D. L. (2006). Setting the stage: career development and the student engagement process. Journal of Counseling Psychology, 53(2), 272279. Marsico, M., & Getch, Y. Q. (2009). Transitioning Hispanic seniors from high school to college. Professional School Counseling, 12(6), 458-462.

A STUDY OF CAREER PEER COUNSELING Morey, R. E., & Miller, C. D. (1993). High school peer counseling: the relationship between

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student satisfaction and peer counselors style of helping. School Counselor, 40(4), 293300. Rivera, L. M., & Schaefer, M. B. (2009). The Career Institute: a collaborative career development program for traditionally underserved secondary (6-12) school students. Journal of Career Development, 35(4), 406-426. Robinson, S. E., & Morrow, S. (1991). Peer counselors in a high school setting: evaluation of training and impact on students. School Counselor, 39(1), 35-40. Rosenbaum, J. E., & Person, A. E. (2003). Beyond college for all: policies and practices to improve transitions into college and jobs. Professional School Counseling, 6(4), 252-60. Scheel, M. J., & Gonzalez, J. (2007). An investigation of a model of academic motivation for school counseling. Professional School Counseling, 11(1), 49-56. Schnorr, D. (2001). Moving beyond a deficit model to describe and promote the career development of at-risk youth. Journal of Career Development, 27(4), 247-263. Vanhalakka-Ruoho, V.-R. (2010). Relational aspects in career and life-designing of young people. International Journal for Educational and Vocational Guidance, 10 (2), 109. Walsh, M. E., Barrett, J. G., & DePaul, J. (2007). Day-to-Day Activities of School Counselors: Alignment with New Directions in the Field and the ASCA National Model. Professional School Counseling, 10(4), 370-378.