STANDARD 1

Competency Indicators, Grades 9-12

1. Demonstrate a positive attitude towards self.
2. Demonstrate a positive attitude toward learning and work.
3. Demonstrate an awareness of personal abilities, skills, interests, and motivations.
4. Identify the relationship between educational achievement and career planning.
5. Describe how personal qualities relate to achieving personal, social, education and career goals.
6. Be aware that work can help to achieve personal success.
7. Identify how personal preferences and interests influence career choices and success.
8. Demonstrate a positive attitude toward learning and work.
9. Demonstrate the importance of dependability, integrity, punctuality, and interpersonal skills in the work environment.
10. Be aware of the continuous change of nontraditional roles and how this relates to career choices.
11. Demonstrate the ability to apply personal skills, interests, abilities, and aptitudes to future career decisions.

(South Carolina Comprehensive Developmental Guidance and Counseling Program Model, October 1999)

Supporting Research and Literature

Noeth, Engen, and Prediger (1984) many out-of-classroom factors contribute to high school students’ career development

Minimum: Career Activities: all students at this grade level should be exposed to these activities prior to advancing to the next grade level.

Recommended Activities: these activities are recommended by the South Carolina Career Guidance Advisory Committee for schools seeking to achieve an ideal career guidance program.

STANDARD 2

Competency Indicators, Grades 9-12

1. Apply the decision-making process to real-life situations.
2. Demonstrate positive, assertive communication skills.
3. Identify ways that the changing workplace requires lifelong learning and upgrading of skills.
4. Apply decision-making skills to career planning and career transitions.
5. Apply job readiness skills to seek employment opportunities.
6. Demonstrate the importance of planning and goal setting.
7. Develop an educational plan to support career goal.
8. Demonstrate marketable skills for employment.

(South Carolina Comprehensive Developmental Guidance and Counseling Program Model, October 1999)

Supporting Research and Literature

Moles (1991) promoted the integration of career counseling with planning of post-secondary schooling and academic advising

Minimum Career Activities: all students at this grade level should be exposed to these activities prior to advancing to the next grade level.

Recommended Activities: these activities are recommended by the South Carolina Career Guidance Advisory Committee for schools seeking to achieve an ideal career guidance program.

STANDARD 3

Competency Indicators, Grades 9-12

1. Demonstrate decision-making skills to career planning.
2. Demonstrate awareness of the career planning process.
3. Identify the transition and transfer of skills from school to work.
4. Utilize time management skills to balance school, work, and leisure activities.
5. Become aware of the education, skills, and training needed to achieve career goals.
6. Develop skills to locate, evaluate, and interpret career information.
7. Become aware of different occupations and nontraditional roles.
8. Identify ways in which individual abilities, interests, work values, and personality traits influence career options.
9. Identify ways in which occupations can be organized into career clusters.
10. Participate in a work-based exploration experience.

(South Carolina Comprehensive Developmental Guidance and Counseling Program Model, October 1999)

Supporting Research and Literature

Baker and Popowicz (1983) effectiveness of career decision programming in promoting decision making, career goals, and understanding of relationship between school and work

Chapman and Katz (1983) need for career guidance programming to include occupational information

Post-Kammer (1987) need for programming in work values and gender stereotypes

Drummond and Ryan (1995) influence of work-based learning and attitudes towards work and different career areas

Minimum: Career Activities: all students at this grade level should be exposed to these activities prior to advancing to the next grade level.

Recommended Activities: these activities are recommended by the South Carolina Career Guidance Advisory Committee for schools seeking to achieve an ideal career guidance program.

STANDARD 4

Competency Indicators, Grades 9-12

1. Demonstrate effective listening and communicating skills.
2. Interact positively with peers and adults.
3. Demonstrate the interpersonal skills required for working with/for others.
4. Respect and understand individual uniqueness.
5. Learn responsible behavior skills.
6. Demonstrate the importance of managing feelings.
7. Demonstrate the importance of working cooperatively with others at home, in school, and in the work environment.
8. Identify the rights and responsibilities of employers and employees.
9. Demonstrate how to use conflict management skills with peers and adults.
10. Acquire employability (SCANS) skills necessary to obtain and maintain jobs.

(South Carolina Comprehensive Developmental Guidance and Counseling Program Model, October 1999)

Supporting Research and Literature

Hoyt (1994) the need for work-based learning to promote career development and realistic understanding of work skills

Minimum Career Activities: all students at this grade level should be exposed to these activities prior to advancing to the next grade level.

Recommended Activities: these activities are recommended by the South Carolina Career Guidance Advisory Committee for schools seeking to achieve an ideal career guidance program.

STANDARD 5

Competency Indicators, Grades 9-12

1. Identify how economic and societal needs influence the nature and structure of work.
2. Identify ways in which the needs of the community influence the supply and demand of goods and services and how they affect employment.
3. Identify how occupational and industrial trends relate to training and employment.
4. Become aware of the products and services utilized by local employers.
5. Understand how community awareness relates to work.

(South Carolina Comprehensive Developmental Guidance and Counseling Program Model, October 1999)

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