Examples of Career Groups for Students in High School

Example 1 Example 2Example 3 Example 4 Example 5 Example 6 Example 7 Example 8Example 9 Example 10




PEC - High School Students Not College Bound

Rosemarie Miller


Counselor will go over the rules of the group session and confidentiality and have each group member read and sign; identifying the goals of counseling; getting to know each other; self-esteem assessment.

This will be a culturally diverse group.  During introduction, each person will identify his/her cultural background.



Identifying interests and needs.

Strategy: a) Personal Career Development Profile Assessment. b) Discuss the differences of needs among group because of religious background, ethnicity, gender, or other cultural differences.  c) Talk about how important it is that personality, personal needs, cultural needs, and work environment match.


Identify skills and abilities.

Strategy: a) Campbell Interest and Skills Survey.  b) visit websites such as http://online.onetcenter.org to identify jobs matching skills and abilities c) discuss skills required for specific occupations and how to acquire those skills.


Discuss job preparation.

Strategy: a) how to research job position, organization, environment (via the web) b) how to complete the application process c) identify cultural barriers to successful job search.


Job Preparation, continued

Strategy: a) how to prepare resume/cover letter (using web resources) b) how to interview well (role-play). Modeling is very important for learning proper strategies for successful job search.


The next step and closure.

Strategy:  a) have group members prepare a written plan of their next step.


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Career Group for High School Hispanic Females based on Holland’s Theory

Renee Jackson


Week 1

Introduction Assessment of Personality Type 

Students will complete the SDS online to determine their personality types. Counselor will provide interpretation of the results.  Students will break into small groups to discuss their results.  Counselor will initiate a

group discussion regarding the role their Hispanic culture might play in their future careers.  Discussion will center on family, traditions, language, religion, and stereotypes.

Week 2

Exploration of environments

Students will break into 6 small groups and be

provided with information on one of the personality styles and it's corresponding occupational environment. The students will be provided with markers, poster board, and overheads and will develop a short presentation for their classmates on their assigned subject.  Students will be asked to provide an example of how their Hispanic heritage might affect a career choice in a particular environment.   

Weeks 3 and 4

Occupational exploration

Guest speakers from various careers within the 6 types will visit the class and share information regarding their career.  Students will be provided with handouts with information regarding the careers. Counselor will locate successful Hispanic females to serve as guest speakers.

Week 5

Career planning and closure

Students will identify three careers they are interested in and create a plan for learning more about the career. Students will be provided with resources to research careers in the library and online.  Students will practice researching careers online. 


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Holland’s Theory With High School Students

Shawn Marinello


Week 1

Introduction of people in the group.  Talk about confidentially in the group.  Also discuss the

philosophy of the theory.  Explain how people search for corresponding environments, and that there are 6 personality types. At the beginning of the session each student will be given a piece of paper.  On this piece of paper there will be an informational profile of a person who is a minority.  The paper will have information about where they are from, what their families are like, and what their interests are.  The student will take on this persona as they research through Holland’s personality types.  The goal is for the student to be able to walk in the “shoes” of a minority student.  The students will research some information on the cultural history of the minority persona they have.

Week 2

Begin by discussing what they had learned from their research. After that I will explain the personality types.  Go over what each letter means and what type of personalities that go with each letter.  I will bring in a sample SDS and go over the results.  Ask the students in the group what type of personality they think their person would be. Homework- Take SDS an bring in results for next session.

Week 3

Will begin by reviewing the students SDS reports.  After we have discussed the reports the students will choose 2 jobs under their highest personality type.  As a group we will discuss why they have chosen this job.  Homework-Go to the OOH website and learn more about their 2 jobs.

Week 4

The students will bring in their information that they found on the website.  After we have gone through these sessions we will discuss what they learned from the process.  We will discuss how their search would have differed if they would have searched as a Caucasian.  We will then have an open discussion of what they have learned from the group work.


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Adult high school students who have been recently unsuccessful obtaining or maintaining employment. 
Sheri Murphy


Week 1

Introduction of myself and others, go over confidentiality, establish procedures/rules for working within the group setting, identify purpose for group/overall goal(s), icebreaker.

The introduction, confidentiality, and icebreaker will require written and oral information in Creole and French for members of the group whose primary language is not English.  I will contact community members who work with Haitian families and try and recruit a volunteer to assist in our group experience by helping translate materials and interpret.

Week 2

Explain the PEC model and how it will be

applied to the group in order to explore individual needs, work reinforcers, abilities, satisfactoriness, tenure, termination/quitting jobs due to lack of fit, the need for flexibility and change, and most importantly - self-



For my Haitian members, I will spend additional time identifying transferable skills from Haiti, family responsibilities here and back in Haiti, language barriers, religious issues, etc.  It is important that I take into consideration the additional stressors/requirements that these members of the group may have because of their immigrant status.  Issues surrounding resident status, financial expectations/burdens, etc. must be considered.  Not to generalize, but I must determine if there are any medical conditions that must be addressed that may

impact occupational goals.  For example, HIV is rampant in Haiti and should they (or members of their families) require services I could assist and connecting them with treatment.  To discuss this matter within the group setting would not be appropriate so I would need to discuss this matter individually and in private.

Members will complete a map of their last 3 jobs, including things that worked for them, and things that they were not compatible with.  For example:  The pay was good, but my hours conflicted with my religious beliefs/ability to attend mosque. This activity would be assisted by my volunteer or I would need to get a French-English dictionary and try and wing it. After completing map, we will discuss maps by rounding.  Members will complete sentences as presented by leader in order to focus specifically on what needs they have

and how to determine what a good environmental fit could be.  For example:  What is most important to you about your job?  Answer might be:  I need to make enough money to pay my bills, but I hate not working with other people.  My past job was as a toll collector on the Veteran’s Expressway.  They money was ok, but I never worked with anyone.  I was all alone for hours. Session will conclude by having each members write down their top 5 reinforcers.  If writing is not feasible, an oral report would do.

Week 3

We will briefly review what was not working for them at their last job(s) based upon the information we explored in week 2.  We will identify our current abilities and begin looking for jobs that fit our abilities and priority reinforcers. Each member of the group will complete the Motivated Skills Card Sort and

Matrix Sheet in order to identify transferable skills, level of motivation to use these skills, and identify skills you believe will be most useful to you in your career development/job search. Group will discuss results briefly and look for patterns in information.


These materials may need to be translated so our Haitian members can work with them.  They may also need help completing activities as they are in English.


Week 4

We will review from last week, making sure

everyone is aware of their most valued reinforcers, their skills, and what they are not looking for in a job.  I will use the diagram of the PEC model again to go over where we have been, where we are going, etc. Discussion of satisfaction and satisfactoriness, preventing failure by being aware of job requirements

and how they may/may not be able to fit with individual needs.


Job exploration:  Members of the group will take a trip to the career development office at either a

vocational/trade school, junior college, or USF and

research jobs that they are interested in.  They will

match their individual needs/reinforcers with

occupations they are interested in.  They will need to determine if they have skills necessary to obtain a career, along with determining areas for

growth/additional development.  Haitian members will most likely require a translator to go with them.  I think that there are agencies in the community that will help immigrants further and perhaps going with them to meet with said agencies might be better than visiting the career center.  However, if the immigrants are able

to navigate independently because of having a higher educational background, such as college, they could handle this trip like everyone else. Remind group of termination next week.

Week 5

Wrap up group by reviewing what we have

accomplished, our successes in exploring

person-environment correspondence, and determining what steps are left to take in each individual’s quest for a better job fit.

Each member will complete a directional

“to do” list that summarizes their skills, their needs, their interests, and areas they will continue to develop.  Members will identify their next two steps and share them with the group. I will close by stating that they can seek follow-up assistance as needed. Haitian members will need additional help establishing connections in the community that can assist them further.


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A Trait & Factor/PEC Approach with Non-College Bound High School Students

Kelly Roberts


Week 1

Client-counselor relationship, background information. I would first have introductions, then

discuss expectations for the group from myself and from the members of the group to establish a collaborative relationship. I would gain background information using an intake interview in a roundtable format. During this discussion, I will be able to ascertain various personality types and emotional status and cognitive clarity of the members.

Week 2/3

During these sessions, I will be explaining the use of and introducing various assessment tools that we will use. I will also be assessing the group members using a variety of inventories. First, I will administer the GATB (General Aptitude Test Battery) to attempt to pinpoint specific abilities of the students. I would also administer the SDS (Self-Directed Search) to assist students in finding out about careers that may match their interests and abilities.

Week 4

We will use this session to review the test results of the members and discuss their feelings and opinions about their results. At this time, I will be able to identify any students who may be having serious emotional problems or dysfunctional thinking. Those students will be asked to see me for more personal evaluation or referred as needed.

Week 5

At this time, students will be given a values assessment, such as the MIQ (Minnesota Importance Questionnaire), in order to create  a Person-Environment-Fit Analysis. This will help students choose the best career for them.

Week 6

Review PEF Analysis and begin exploring potential work environments, which may include accepting a volunteer or internship-like position or actually working part-time for wages within that career field.

**The continuation of this process will be individual as students make decisions about their careers and we
continue with follow-up to evaluate progress.
*** To make this group more culture-friendly, I might check all of the inventories, etc. for cultural/racial
bias. I would also consider culture when creating the group, as some (esp. Asian) do not feel comfortable
sharing their personal problems with an entire group of people. Something else that may come into play is the
decision-making process. Some cultures rely on the entire family to help make one member’s decisions about
work, school, and marriage.


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PEC with identified G/L/B high school students

Kathleen Robinson


Week 1

Introductions, confidentiality, make group rules, discuss sexual identity status and the possible

impact on career choice, and begin career journals with initial ideas of possible careers

Week 2

Introduce and explain career needs. Have students complete reinforcement card sort. Once

reinforcers are identified, brainstorm what work environments might fulfill these needs. Discuss how

identity status has affected needs. Talk about the impact of being out vs. not being out at work. Have

students think about whether or not being out at work will be a requirement for them in their careers. Put all information into career journal.

Week 3

Use Choices to identify values and needs. Generate possible careers. Discuss if students think

G/L/B status would fit into job environments. Write all information in career journals.

Week 4

Have students identify strengths and weaknesses. Use card sort after students make initial list. Have students think of careers that would utilize their strengths and brainstorm ideas on how they can improve any weak areas they may have an interest in. Discuss how G/L/B status would impact work environment. Make lists and put into journals.

Week 5

Use information in journals to identify patterns that have developed. Provide information for further research on possible careers. Give students information on 2 books: "Cracking the Corporate Closet" by Baker, Strub, & Henning, 1995 and "The 100 Best Companies for Gay Men and Lesbians" by Mickens, 1994. Encourage students to continue using their journals. Close with discussion of what students have learned in group and what role they think their sexual identity will have on their careers. Assure students I will be there if they need any more help.


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Person-Environment Correspondence Model With High School Students With Learning Disabilities

Farah Remarais


Week 1

Introductions, confidentiality and purpose of group.


Week 2

Identification of needs

Strategy: card sort to identify work values. To ensure that all the students are able to correctly do the card sort, some students might work in group where one member is reading the cards to the other member.

Week 3

Identification of abilities

Strategy: What are my strengths and weaknesses?

Week 4

Matching of careers with abilities

Strategy: research and exploration of potential careers. The

students would also identify their strengths and different ways that they have learned to overcome their disabilities.

Week 5

Planning and closure

Strategy: making plans for shadowing and individual follow-up with counselor. I would have the students shadow individuals who have learning disabilities.


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Person Environment Correspondence Theory in the High School setting

Jaime Weston

I would create groups based upon who I feel will benefit from the sessions and how I feel the members will
interact with each other. I will take into consideration culture, as certain cultural groups may not feel open to
discussing personal information in a group setting. This would be addressed during screening.


Week 1

Introduction, Confidentiality, Getting to know each other/ ice breaker

Week 2

Getting to know our selves, our needs and desires- in this step I might include getting to know our families so that members can tell about their values and the role family has to play in that.

Week 3

Understanding how our needs relate to our career choices for optimal happiness and career success. I would include discussion of family influence and values.

Week 4

Card Sort that matches person and environment. Highlighting abilities as well as discussing weaknesses. Here I would address cultural challenges like discrimination and stereotypes. We would take about ways to create a more culture friendly environment.

Week 5

Planning for the future and closure


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Williamson’s Approach With High School Girls

Christina Day


Week 1


This would include going over confidentiality, introduction to our group, and laying

out some ground rules.  In addition, I would stress that this is a data gathering stage.  I would have them fill out some brief information sheets.  One thing that we might do is the TP game--which allows them to share information about themselves.   *This would be an opportune time to point out the uniqueness of each individual girl, not only from what she says as she introduces herself, but how she says it and then discuss

what makes her unique.  We would begin to want to discover exactly where each girl is coming from, which is what helps to make her a unique individual.

Week 2


The purpose here is to identify their strengths and weaknesses.  I would have this in a

computer lab where they would have access to take some CACGS's to explore their personality and career interests.  They would then read through suggested careers to follow and/or avoid.   *I think at this point it would be helpful to introduce to the girls, even to each one individually, at least one role model from their field of interest (and then have each girl read upon that person).  I would want to stress that they are

encouraged to "think outside the box"--to not let the fact that they are girls limit their options.

Week 3


I would want them to identify the problem and discover its causes, if there is even a

problem at all.  I would have them share with the class some of their thoughts about the test they took the previous week and then as a group, we would highlight

various possibilities that could come out of this.  They would hopefully have time to research this on the internet for possible connections for these careers.   *This might be a good opportunity to form some career planning workshops for the community which would address the needs of other girls such as these.  I would encourage those in the group already to continue to research their intended paths, and to return to me as


Week 4


This helps to determine how successful a client will be.  Students will be encouraged to interview (or at least research in depth) someone from their potential field of work.  They will need to weigh the pros and cons of that job.   *Driving this even closer to home, the girls can interview culturally similar people within the community who are doing what they are intending to do someday (or someone similar at least).

Week 5


This deals with peer counseling, as they will share what they learned from their interviews with one other person and then together they can discuss possible next steps.  The counselor will be among the students during this time. *Students will again be encourage to discuss ways that they can make things happen for them.  Using group interventions is helpful for cultural counseling.

Week 6


As a group, we will go over some of their intended courses of action (for school, college, and/or career). *Students will be presented with short term goals as well as be given the opportunity to relate their current situation with some long-term goals. 


It is important to maintain that they are each individuals with something unique to offer.  The fact that they are all female, also makes the nature of this group unique.


All of the (*) indicates some ways to additionally help to meet the needs of multicultural students by offering various interventions.


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Ginzberg and Associate’s Developmental Theory with early high school students (9th graders)

Ellen Miller

(Tentative Stage: recognition of interests, work possibilities and requirements, abilities, work rewards, values, and time perspectives.)                                                                                        

Week 1

Introductions, confidentiality, ground rules:

Brainstorm list of career fields (not specific jobs within fields; i.e. medical, construction, arts, education, political) Group members will be given several sources to use during the week to research some of the options in areas that they deemed seemed interesting from the brainstorming activity. I would encourage them to come with lists under a major category, divided into four columns of information:  1. job titles, 2. training required, 3. income expected, and 4. type of workplace.  Have posted in room pictures of various occupations with diverse populations performing them. Just as a visual, not necessarily used as part of any particular weekly session.

Week 2

Exploring Careers

Students will share the results of their research and the group will brainstorm careers again using the results. The new list can consist of additions under the general headings (for medical we may want to add chiropractor and x-ray technician). Also the new list can be new ideas people have thought of or run across over the course of the week. Same assignment will be given for the following week. In addition students will be guided to begin thinking about what is important to them in a job.

Week 3


Individual card sorts including leisure activities, crafts, academics, food, automobiles, church/synagogue, family events, etc. (Make certain this card sort includes a wide variety of people, culture, disabilities, race, gender) Group members would then share how and why they chose the cards they chose to be representative of them. This will open discussion and hopefully reveal the tendency to choose from sex-type and other influences, allowing them to use more freedom of choice. Also a time to point out that career choice might want to lean towards an interest to make life more pleasant. Group will conclude with each individual generating a list of interests they have. During discussion of tendencies of people to stick to what society sees as appropriate roles, a brief introduction of how and why this should not be happening. Why we need not decide on a career based on how we see it (as male/female/race/class).

Week 4

Value Identification

Group will report back with more career opportunities and share. Then using The Values Scale by Consulting Psychologists Press, each member will schedule a time to come by individually to learn what the meaning of the results were.

Week 5


(This will be closure only to research and activity now that the speakers are scheduled and a question and answer session has been added.)

The final meeting will be used to share what has been learned, and for open discussion about careers and what they can/need to do over the next three years as high school students to continue discovering more about the work force and where they would like to  head.

Week 6

Bringing in a More Comprehensive View

I would have a panel of speakers come to the group session to speak very briefly about their job and then all of them would be available to answer questions. This panel would be specifically selected using two criteria. First, the professions of job speakers would be determined by the interest level of individual groups (so the same speakers wouldn’t come each time). Second, the speakers would be racially diverse, disabled, and unusual genders. Meaning a variety of people from various cultures, as well as physically and mentally handicapped workers, and men filling typically women jobs, women in typically male jobs.


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Copyright (c) 1999-2003. The Career Resources Page was created by Dr. Carlos Zalaquett. in 1999, and recreated in collaboration with Dr. Debbie Osborn in 2002. Last update March 2003.



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