O C D A W I N T E R 2 0 1 3 N E W S L E T T E R

O H I O C A R E E R D E V E L O P M E N T A S S O C I A T I O N

I N S I D E T H I S I S S U E :

R E G I O N A L S O C I A L S 2

O C D A A N N U A L

C O N F E R E N C E 3

O C D A N E W S & N O T E S 4

W O R K I N G W I T H A L L

C O L L E F G E S T U D E N T S 5

T H E N E W O C C U P A T I O N A L

O U T L O O K H A N D B O O K 6

M E M B E R U P D A T E 8

President’s Welcome B y J e s s i c a Wo o d , O C D A P r e s i d e n t

“This bright new year is given me To live each day with zest To daily grow and try to be My highest and my best!” ~ William Arthur Ward

H appy New Year! I hope your 2013 is off to a great start, and I wish you much health and happiness this year and always! As we reflect back on the year that was, we come to re-

alize that OCDA experienced many exciting things in 2012. The organization is looking for-ward to providing you with even more opportunities for 2013. Below is a preview of some of the things you can look forward to: New conference format: OCDA leadership is excited to announce that Rich Feller will be the keynote speaker of our annual conference. The conference will be held on Friday, April 26, 2013 and is Co-sponsored by the National Career Development Association (NCDA). Rich is the current NCDA President, a Professor from Colorado State University and an author. The traditional format of the OCDA conference is being switched up from previous years as breakout sessions have been organized to enable conference attendees to choose their direction of learning. The full agenda will be posted online at OCDA’s new and improved website http://www.ocdaonline.org/. New website: Have you checked it out yet at http://www.ocdaonline.org/? The site has more pictures, features, and is easier to use. As we continue to build the site, you will see even more improvements that will benefit you! Winter Social: The organization has decided to bring you an additional opportunity to meet with your colleagues and network, as well as share best practices. The Winter Social will take place on Thursday, January 31st from 6-8pm and is a FREE event. Please look over the event flyer and RSVP to your corresponding regional representative. See page two for more details. New professional development opportunities: We are working with NCDA to offer some exciting new webinars for your professional development. More details to come soon! National Career Development Association Conference: To be held in Boston, MA on July 8-10. The conference theme is Creating Hope, Social Justice, and Legacy. It will also be a cele-bration of the association’s 100th anniversary. Visit the NCDA website for more details at http://www.ncda.org/aws/NCDA/pt/sp/conference_home I am eager to see what else 2013 has in store for OCDA! As always, our goal for this year is to strive to fulfill our mission of promoting a greater understanding of the meaning of work and vocation, to foster career development over the life span, and to improve the standards of pro-fessional service in the field of career guidance and counseling in Ohio. Please feel free to con-tact myself, or any other board member with ideas and suggestions you have for the organiza-tion to help make 2013 our best year yet!

Jessica

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Winter Social B y K a r e n N o v a k o v i c , M e m b e r s h i p C h a i r

Thursday, January 31, 2013 6 p.m.—8 p.m.

Join your local OCDA leadership board members for networking with colleagues in your area and discussing best practices on topics of your choice.

Light refreshments and snacks will be provided.

RSVP to the appropriate contact person for your area listed below by Friday, January 25, 2013.

Locations Columbus: Younkin Success Center, Room 150, The Ohio State University

1640 Neil Avenue, Columbus, OH 43201

Contact Person: Allison Jones (jones.4106@osu.edu)

Akron: Betzler Building’s Lounge Area, Walsh University

2020 East Maple St., North Canton, OH 44720

Contact Person: Azra Karajic Siwiec (akarajic@walsh.edu)

Cleveland: T-Building, Room 221, Lakeland Community College

7700 Clocktower Drive, Kirtland, OH 44094

Contact Person: Jessica Wood (jwood@lakelandcc.edu)

Cincinnati: Walters Hall, Room 100, University of Cincinnati Blue Ash College

9555 Plainfield Rd., Cincinnati, OH 45236

Contact Person: Carly Dennis (carly.dennis@uc.edu)

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OCDA Preview By Meagan Kittrick, OCDA President-Elect

O CDA leadership is excited to announce that Rich Feller will be the keynote speaker of our annual conference, Friday, April 26, 2013. Register Today!The traditional format of the OCDA conference is being changed from previous years as breakout

sessions have been organized to enable conference attendees to choose their direction of learning. The afternoon will consist of three separate sessions for you to choose from:

Session 2

The Ethics of Social Media in Career Development, Mea-gan Kittrick, MA, LPC

How and Why to Get the Global Career Development Fa-cilitator Credential, Charlene Walker, CDFI and Kimberly Gilliam, Ed.D, CDFI

Development and Implementation of a K-12 Career Pro-gram, William Novak, GCDF

Session 1

The Care of Feeding the Adult Job Seeker-Helping Those Forced into Career Transition Turn Their Setbacks into Comebacks,

Thomas Patrick Chuna, Certified Job Search & Outplacement Specialist

Help Them Grow and Watch Them Go: Building an Internal Career Coaching Program, Andreana Williams, GCDF

My Next Move-Transition Strategies for High School Youth, Gail Michalski, M. Ed, LPC, LSW, CVE

Session 3

Career Development and Disability, Elizabeth Wilson, M.Ed., CRC

Coaching: An Essential Tool for Workforce Development, Rick Simmons and Amy Simmons

Developing a Career Day in an Elementary School, Lisa Brown, MA, LPC, NCC, SCL, GCDF

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O C D A N e w s & N O T E S NCDA MONTH

The NCDA Poetry and Poster Contest dead-line for Ohio was December 5th. The theme this year was Inspiring Careers, Honoring History. OCDA received a total of five en-tries in the following categories: Adult Stu-dent Poetry (1), Intermediate Grades Poster (3) and Middle Grades Poetry (1). Entries were judged and sent to the National Career Development Association for entrance into the national contest. Want to see who won the Ohio contest? Check our website for de-tails and see the winning entries soon! The entry to the left is from Faith Gregory the Ohio winner of the intermediate grades (3-5) group.

Have an update that you would like the OCDA membership to know about? A new business venture or

upcoming workshop? The OCDA would love to fill its pages with member information. Please send any

ideas to Wilhelm.118@osu.edu.

Congratulations to Dr. Sanggajanavanich

OCDA would like to congratulate Varunee Faii Sangganjanavanich (center), OCDA Government relations chair. Dr Sangganavanich was awarded the Susan J Sears Counselor of the Year Award at the 2012 Conference. The award is given to an individual who has gone beyond the call of duty by demonstrating exceptional service as a practitioner and/or counselor educa-tor, through the application of OCA goals.

Nominate Your Colleagues

OCDA will once again be presenting awards at the annual OCDA Conference on April 26, 2013. You can nominate someone today through the OCDA Website for either the Bob Windle Leadership Award or the Career Service Award. The Deadline for Submissions is April 1, 2013.

Slide Share Account

SlideShare will allow OCDA members to share presentations they have created and also those they have received from conferences. SlideShare also supports documents, PDFs, videos and webinars. The whole idea is to promote learning within the organization and be able to share information others might not have been able to hear. This link: http://www.slideshare.net/about shares more about the benefit of SlideShare. Our organization's channel is OhioCDA. We are looking for presentations and information to add, so please email your ideas to our email: ohiocda@gmail.com.

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U nderprepared and gifted students are populations at opposite ends of the achievement spectrum. College career counselors will undoubtedly see both groups of students and should therefore be prepared to address the unique challenges that may

arise. For instance, underprepared and high-achieving students often present specific needs that may not be addressed by tradition-al approaches, including standardized assessments. Having the ability to identify and utilize individualized activities that could reach these populations will help counselors to provide more comprehensive services to all students. Underprepared Students The number of underprepared students attending college has increased in recent years. According to the National Center for Edu-cation Statistics (NCES, 2010), in the 1999-2000 school year, 31% of undergraduate students reported taking at least one remedial course, rising to 35.8% in the 2007-2008 school year. Remedial courses may also be called developmental or basic skills courses (NCES, 2003) and are offered to college students who lack the academic skills to succeed in college-level classes; therefore, un-derprepared students may often be placed into these courses. In addition to difficulties with academic skills, underprepared stu-dents also experience specific issues that affect their career development. These issues include spending an increased time in col-lege (Grimes & David, 1999; Kolajo, 2004), financial pressures (Goldstein, 1997; Palmer, Davis, & Hilton, 2009), and a lack of awareness regarding the effects of taking remedial courses (Deil-Amen & Rosenbaum, 2002). These specific career issues faced by underprepared students differ from those experienced by other populations, including high-achieving students, but require sim-ilar alternative career interventions. High-Achieving Students At the other end of the academic spectrum, students are often referred to as high-achieving, gifted, or talented. The career devel-opment of academically high-achieving college students may be overlooked by counselors and advisors, yet they often face inde-cision and unique career related barriers. For instance, successful decision-making may be difficult because these students must consider a wide range of interests and abilities, while managing high expectations and pressures from others (Schroer & Dorn, 1986). As a result, more traditional career counseling approaches which match abilities and interests to occupations may not ade-quately address the specific needs of high-achieving students (Kerr & Erb, 1991). Research has shed light on potential avenues for facilitating more effective career-related exploration including a stronger focus on values, peer-support groups, identifying adult role models, and consistently incorporating multicultural considerations to enhance self-efficacy (Kerr & Sodano, 2003; Kerr & Erb, 1991; Rysiew, Shore & Leeb, 1999). The Constructivist Approach In both populations described above, traditional type-fit career theories may not be the best approach. Constructivist career theo-ries may prove to be more helpful because they shift from objective measures to a more holistic, subjective, and positivistic ap-proach which encompasses the importance of self-reflection (Maxwell, 2007). Rather than focusing on fitting individuals into pre-determined categories of interests or personality, constructivist approaches allow the client to construct, or create, his or her own career. Counselors work with their clients to put into words their career goals, needs, and development. This puts the client in a position of power and authority and creates a space for understanding the role of the environment in career development. In narra-tive career counseling, a specific postmodern constructivist perspective, counselors and clients work together to construct and re-construct a client’s story (Savickas et al., 2009). Significant themes, various life roles, and patterns of indecision may be brought to light in this method, showing how career is just one part of the whole person. Given the holistic nature of narrative approaches, it may be more effective in addressing the diversity of issues and student characteristics brought forth by both underprepared and high-achieving college students. Appropriate Tools and Techniques The following suggestions offer additional insights and tools for counselors to utilize when working with underprepared and/or high-achieving college students. Know the academic background of your student clients. Career counselors may not have access to this information before a

meeting, so you may need to ask specific questions during the session. (Continued on page 6)

F R O M U N D E R P R E P A R E D T O G I F T E D ( H E L P I N G A L L C O L L E G E S T U D E N T S A C H I E V E T H E I R C A R E E R D R E A M S ) B y J u s t i n a F a r l e y a n d A m b e r H u g h e s

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T he Bureau of Labor Statistics’ Occupational Outlook Handbook (OOH) has been helping students and jobseekers make career decisions for more than 60 years. This national resource was originally developed in 1946 to guide World War II

veterans with career choices as they entered or re-entered the workforce. Today’s OOH customers include high school and college students, adult jobseekers and career changers, school and career counselors, and career information delivery systems. First published as a “Handbook,” the OOH quickly outgrew its title. BLS added more occupations and content over the years until, by 2010, the print version boasted nearly 900 pages and weighed in at seven pounds. The ever-growing size of the OOH also presented problems as Internet use became widespread in the 1990s. Customer usability tests and focus group feedback confirmed that OOH text length and density were difficult to read and information difficult to find online. BLS decided in 2010 to redesign the OOH as a Web product by improving several areas: the presentation and readability of information, the search options, the navigation within the OOH site, and other features. BLS staff spent two years creating prototypes for the new online version. Reaching out to customers, the staff conducted usability tests with stu-dents and adults; held focus groups with high school and college counselors; sought feedback after demos at professional con-ferences, including the National Career Development Association and the American School Counselors Association; and in-vited comments from visitors to the OOH website Beta version. In March 2012, BLS released the new OOH online at www.bls.gov/ooh. The 2012-13 OOH introduces these major changes:

(Continued on top of page 7)

T h e O c c u p a t i o n a l O u t l o o k H a n d b o o k E n t e r s t h e 2 1 s t C e n t u r y B y K r i s t i n a B a r s c h

Do not assume that a student is seeking counseling for help deciding on a major or career. Using qualitative or constructivist career assessments (Savickas, 2011) can help you to best understand the needs of your client.

Be creative! Assessments including life roles circles, timelines, and narratives will help address the unmet needs of students and foster identity exploration and formation.

Know, or know how to find, your institution’s policies regarding academic performance, academic progression, remedial course offerings, and honors programs. Be prepared to educate your student clients on these policies.

Continue to seek understanding regarding multicultural practices. It is important that the impact of social identities on career development is openly discussed between counselor and client.

Consider implementing training programs, presentations or workshops designed to help other counselors work with college students in both populations.

Encourage students to return for follow-up appointments. The additional needs of each population will likely require extra attention.

Underprepared and high achieving students are two very different populations with different career issues. However, both popula-tions face similar career experiences in that traditional approaches to career counseling may not work well with these students. By using constructivist approaches to career counseling and considering the tips listed above, career counselors can better serve the wide variety of students in higher education. References for the article an be found at the NCDA webpage. Justina Farley, BA, is currently a doctoral student in Counseling Psychology at the University of Tennessee, Knoxville and graduate assis-tant at Career Services. She can be reached through e-mail at jfarley7@utk.edu. Amber Hughes, M.Ed., is a former school counselor, aca-demic advisor, and career counselor. She is currently a doctoral candidate in Counselor Education and graduate teaching associate at the University of Tennessee, Knoxville. She can be reached through e-mail at ahughe18@utk.edu. This article originally appeared in NCDA's web magazine, Career Convergence, at www.ncda.org. Copyright National Career Development Association. Reprinted with permission.

(Continued from “Underprepared to Gifted” page 5)

Presentation and readability Pages are less cluttered and draw attention to the most important information first. Occupation profiles consist of eight separate “pages”: a summary page highlighting key characteristics of the

occupation and seven additional pages, each describing one aspect of the occupation (such as pay or job out-look).

A “Quick Facts” table on the summary page shows median wage, typical education needed for entry, required work experience, type of on-the-job training, employment, and job outlook.

At least three pages of each profile include color photos of workers in the occupation. The information is presented in a reader-friendly, writing-for-the-Web style, which includes the use of head-

ings and subheadings, bulleted lists, and shorter sentences and paragraphs. Each profile includes charts showing median pay and job outlook in relation to other occupations.

Search options An occupation finder makes it easy to search for occupations by median pay, typical entry-level education,

typical on-the-job training, projected number of new jobs, projected employment growth, or a combination of any of these characteristics.

An occupation group search allows readers to browse by group of interest. Clicking on an occupation group links to a “landing page” of similar occupations together with their respective job summaries, typical entry-level education, and 2010 median pay.

An A–Z index search allows readers to search by occupation title. A featured profile on the OOH homepage changes multiple times a day and allows readers to click and learn

more about the occupation. Readers may search by occupation title via the “Search Handbook” box on the homepage.

Navigation Readers may use links on the occupation summary page to navigate to each page of the profile. Readers may navigate via tabs across the top of each profile. Each tab corresponds to one of eight profile pag-

es. Readers may use “forward” and “back” arrows at the bottom of each profile page. Other features New links on the homepage take readers to three distinct pages: highest paying occupations, occupations pro-

jected to be the fastest growing, and occupations projected to have the most new jobs. An OOH Glossary includes terms frequently used in the occupation profiles and related pages. The terms in-

clude general economic concepts, such as employment and replacement needs; definitions of BLS resources, such as surveys and classification systems; and terms particular to the OOH, such as education and training categories.

Certain terms in the profiles—including ones in the Quick Facts table, on the Home Page, and in column headings in tables—have question marks next to them. Users can click on the question mark to read the term’s definition.

Since releasing the new OOH, web use has averaged 7.6 million page views per month. In August, an online sur-vey asked customers to identify what they like about the new OOH and what needs improvement. Of the more than 1,500 survey responses received in 1 month, most were overwhelmingly positive about the revamped OOH. However, BLS welcomes all comments, particularly those that will help us continue to improve the OOH. Regardless of how the OOH has changed its look, its goal has remained unchanged since 1946: to provide com-prehensive, current occupation information for jobseekers and career planners. Kristina Bartsch is the Chief of the Division of Occupational Employment Projections in the Office of Employment and Un-employment Statistics at the Bureau of Labor Statistics (BLS). She can be reached at Bartsch.kristina@bls.gov. This article originally appeared in NCDA's web magazine, Career Convergence, at www.ncda.org. Copyright National Career Develop-ment Association. Reprinted with permission.

(Continued from “Occupational Outlook Handbook” page 6)

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OCDA welcomes eight new members who have joined between October 1, 2012, and December 31, 2012! We appreci-ate their interest in OCDA and look forward to their participation this year: Christine Hedderick, School Counselor, Wellston Middle School; Jill Wester-feld, Assistant Director, Office of Graduate Admissions, Ohio Dominican Universi-ty; Jan Lindsay, Middle School Counselor, Archbold Local Schools; Ann Nash, Student, Walden University; Debbie Triplett, Student, Ashland Theological Semi-nary; N. Maureen Paulett, Career Counselor, Cuyahoga County Public Library Career Center; Ellen Weaver Paquette, Principal, Adjunct Faculty, Developpe, Inc. Rhode Island College Salve Regina University; and James Herringshaw In addition, 19 members have renewed their memberships: Michael Morley, Assistant Director, The University of Akron; Hilles Hughes, Director, Career Center, Marietta Col-lege; Mary Rose Tichar, Director, Cooperative Education, Case Western Reserve University; Elizabeth Gildone, Radi-ography Program Manager, Cuyahoga Community College; Andreana Williams, Career Coach, University Hospitals; Jennifer Wells, Vocational Rehabilitation Supervisor, Ohio Rehabilitation Services Commission; Martin Jaffe, Career Counselor, Jewish Family Services Association; Tracy Kuhlman, School Counselor, Archbold High School; Sue An-drews, Teacher, Olentangy Liberty High School; James Hansen, Career Center Supervisor, Cuyahoga County Public Library; Kristin Hannon, Director of Career Development, Stark State College, Patricia Meeks, Career Development Specialist, Stark State College; Tamie Eynon, Internship & Placement Coordinator, Career Development; Shawn Bur-ton, Student, Kent State University; Gail Reilly-Strayton, Student; Cynthia Harris, Career Development Coordinator, Trumbull Career & Technical Center; Susan Hoopes, Retired; Karen Novakovic, Admissions Counselor, Stark State College; and Kerry Gasson If you have joined or renewed during this timeframe, but are not listed above, please email the OCDA Membership Chair, Karen Novakovic, at knovakovic@starkstate.edu.

ACTEVA MEMBERSHIP SYSTEM

OCDA now uses an online system, Acteva, to manage all memberships and future events. When it is time to renew your membership, or if you know anyone who would like to join OCDA, please refer to the following instructions for using this online system:

TO BECOME A MEMBER OR TO RENEW A MEMBERSHIP:

Go to http://a3.acteva.com/orderbooking/bookEvent/A311803

Click on the appropriate membership category and timeframe for when you are starting the membership. Right now, everyone will click on September 2012-August 2013, because during that 12 months is when your membership will start. Each membership will still last 365 days. So, for example, if you renew/begin a new membership in March 2012, your membership will not expire until March 2013. Once you have clicked on the correct category and timeframe, answer the accompanying questions.

Payment can be submitted right away using a Visa, MasterCard, American Express, Discover, or PayPal account.

If your employer is paying for your membership:

You will answer all questions on the Acteva OCDA Membership page, but click on Save Order at the bottom. At that point, your member-ship will be pending and you'll be sent this link http://a3.acteva.com/myorders and a unique password.

Then, share that link along with the email address you used for the system and the password with your employer and have the appropriate per-son go to the link and enter the password and payment information for your membership.

Individuals can only register for one membership at a time. If your employer wants to pay for multiple memberships at a time, the employer will need to log-in as each person and submit payment for their individual memberships.

If it is not possible for your employer to submit payment online, a check can still be accepted. Complete all of the membership information and answer the questions, then have your employer send a check for the correct amount to: Karen Novakovic, OCDA Membership Chair Stark State College, 6200 Frank Ave. NW, North Canton, OH 44720.

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M E M B E R S H I P M O M E N T

B y K a r e n N o v a k o v i c , M e m b e r s h i p