using the acrn career decision- making tool (cdmt) for ... · using the acrn career decision-making...
TRANSCRIPT
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Using the ACRN Career Decision-
Making Tool (CDMT) for Career
Exploration in a Community Center for
Adolescents
Presentation: The National Career Development
Association Global Conference
July 9-11, 2008 in Washington, D.C
Gary Peterson, Ph.D.
Tracy L. Shelby, M.S., Ed.S.
Florida State University
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Introduction
• Presenters
• Objectives
– Present ACRN Career Decision-Making Tool
(CDMT)
– Demonstrate Application of Tool in a
Community Setting
– Present Outcomes of a 5-day Intervention
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The Career Decision Making
Tool
• Goal – Web-Based Intervention
• Theory Bases
– CIP (Sternberg, Tulving, Newell & Simon,
Rummelhart and Ortony, Peterson, Sampson &
Reardon. )
• Pyramid
• CASVE Cycle
– ISD (hierarchical learning task analysis, Gagne
& Briggs; objective-process-outcome measure ,
Dick & Carey)
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Pyramid
Self-Knowledge Options-Knowledge
CASVE Cycle
Executive Processing
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CASVE Cycle
Knowing I need
to make a
choiceKnowing
I made a
good choice
Understanding
myself and my options
Expanding and
narrowing
my list of options
Choosing an occupation,
program of stud y,
or job
Implementing
my choice
Communication
Analysis
Synthesis Valuing
Execution
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Developers
• ACRN
– Burt Carlson , Laura Lanier, Susie Lewtas,
Cheryl Donahue
• FSU: Career Tech Center and Learning
Systems Institute
– Gary W. Peterson, James Sampson, Jr., Debra
O’Conner, Robert Reardon, Janet Lenz, Kelly
Leasure, Florida State University School
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Design Features
• Middle School & High School Youth
• Instructor-led Intervention
• Framework for Career Decision Making
– Not a CIDS
• Delivery:
– 5 days/1 - 2 hour sessions
– Based on CASVE phases
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Design Features
• Links to State CIDS
• Intended Outputs
– Self Knowledge
– Occupational Knowledge
– Career Problem Solving/Decision Making
Strategy
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Design Features
• Intended Outcomes
– Change in Decision State (Career/Educational
goals)
– Satisfaction with Process
• Ease of Navigation
– Teachers, Guidance Counselors, Parents,
Students
• Universal Access, Free of Charge
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Navigating the Tool www.acrnetwork.org
• Process
• User Guide
• Assessments
• Activities
• Support Materials
• Access to CIDS
• Use of Avitars
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A Community Intervention
• Based at the Greg McCray Boy’s and Girl’s
Club
• 49 Participants
• 5-day Intervention
– 2 to 4 Hours Per Intervention
– Make-up Sessions
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• Mission
To enable all youth people, especially those
who need us most, to reach their full
potential as productive, caring, responsible
citizens.
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• About Membership
– 64% are from minority families
– 11% are less than 7 years old 26% are 7–9 years old
– 30% are 10–12 years old
– 21% are 13–15 years old
– 11% are 16–18 years old
– 1% are more than 18 years old
– 55% are male
– 45% are female
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The Facility
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The Participants
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Participants
Ethnicity
Mixed
White
Black
Race
41 = B, 3 = W, 5 = M
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Participants
17.51512.5107.5
Age
25
20
15
10
5
0
Fre
qu
en
cy
Mean =11.67Std. Dev. =1.313
N =49
Age
8 = 1, 10 = 2, 11 = 23, 12 = 15, 13 = 4, 14 = 3, 17 = 1
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Participants
1= Black; 2 = White; 3 = Mixed; 4 = Hispanic; 5 = Other
F = 27; M = 22
3.5
3.0
2.5
2.0
1.5
1.0
0.5
Ra
ce
25 20 15 10 5 0
Frequency
3.5
3.0
2.5
2.0
1.5
1.0
0.5
2520151050
MaleFemale
Sex
Demographic Variables
1= Black; 2= White; 3= Mixed; 4= Hispanic; 5= Other
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Participants
3 = 2; 4 = 4; 5 = 19; 6 = 8; 7 = 9; 8 = 4; 9 = 1; 11 = 1; 12 = 1
12.5
10.0
7.5
5.0
2.5
Gra
de
12 10 8 6 4 2 0
Frequency
12.5
10.0
7.5
5.0
2.5
121086420
MaleFemale
Sex
Demographic Variables
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Participants
– 64% Minority
– 11% less than 7
– 26% 7–9
– 30% 10–12
– 21% 13–15
– 11% 16–18
– 1% more than 18
– 55% are male
– 45% are female
Current Study
– 84% Minority
– O% less than 7
– 1.8% 7-9
– 73% 10-12
– 13% 13-15
– 1.8% 16-18
– 0% more than 18
– 44.9% are male
– 55.1% are female
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The Intervention
– Participants
– Staff
– Resources
– Constraints
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Planning and Adaptation
• Setting Up (use of the tool)
• Agenda
• Delivery (Days 1-5)
– Objectives
– Activities
– Unplanned Events and Surprises
– Costs
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Outcomes
• Decision State (Pre-Post)
– Career Goal
– Educational Goal
• Satisfaction With the Process
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Outcomes
Missing
Change
Same
I have not made a 1st occupation/job choice
OAQpre
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Outcomes
Missing
Change
Same
I have not made a 1st occupation/job choice
P2OAQChange
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Outcomes
Missing
1st Choice
I have not made a 1st choice of an occupation/job
PTOAQ
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Outcomes
PTOAQP2OAQOAQpre
2
1.5
1
0.5
0
Mea
n
OAQ Pre-Test/Post-Test
OAQ= Change= 1; 2= NO change
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Outcomes
PTEdGoal2PTEdGoalPTGoalChng2PTGoalChng
0.6
0.5
0.4
0.3
0.2
0.1
0
Mea
n
Goal Change Post-Test
Goal Change: Yes= 1; No= 0
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Outcomes
PTOccCertP2OccCertOccCertPre
80
60
40
20
0
% >
2.9
0000
000
Occupational Certainty
Pre-Tests & Post-Test
Occupational Certainty mean from Pretest 1= 2.90
0= have not made a 1st choice; 1= Not Certain; 2= Mildly Certain; 3= Certain; 4= Very Certain
Percentage of at least mildly certain from the pre-test 1 to the post-test
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Outcomes
Very satisfiedSatisfiedSomewhat satisfiedNot at all satisfiedI have not made a 1st choice of
occupation/job
OccSatPre
60
50
40
30
20
10
0
Per
cen
t
OccSatPre
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Outcomes
Very satisfiedSatisfiedSomewhat satisfiedNot at all satisfiedI have not made a 1st choice of
occupation/job
PTOccSa
60
40
20
0
Per
cen
t
PTOccSa
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Outcomes
Occupational Goal Satisfaction
0 (Blue)= Not helpful; 1 (Green)= A little helpful; 2 (Brown)= Helpful; 3 (Purple)= Very Helpful
3
2
1
0
SSOccGoal
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Outcomes
Education Goal Satisfaction
0 (Blue)= Not Helpful; 1 (Green)= A Little Helpful; 2 (Brown)= Helpful; 3 (Purple)= Very Helpful
3
2
1
0
SSEdGoal
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Positive Implications
• Opportunity to impact the life course of
youth
– Aspirations
– Self Knowledge
– Occupational Knowledge
• Less emphasis on school-based career
development
– Little time
– Little cognitive space/effort.
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Recommendations
• Use in Community Centers
– Schedule
– Time of Interventions
– Activities
– Room
– Costs
– Attendance
– Advisors