ACTION PLAN - University of Ulster

In The National Career Development Guidelines: Progress and Possibilities, Acareer
development is a lifelong process through which individuals learn about themselves in
relation to the world of work.@ In addition, the process needs to include: gaining skills to
explore occupational and educational opportunities, making decisions, and planning
careers. Measures of self-concept, interpersonal skills, nature of growth and change,
benefits of education and training, relationship between education and work, career
information skills, job seeking, obtaining, maintaining and changing skills, relationship of
work and societal needs and functions, decision making, understanding interrelationship
of life roles and changes in males and female roles, and career planning skills all
increased between .5 to 1.75 on a 3.0 point scale when the Guidelines are used with
students.
What can we do?
The seven-step model developed by the Career Task Force addresses most of these
issues. The model is ready to implement through committed counseling interns to staff
the services and students to utilize them.
Self-Esteem and Motivation Skills:
What are we doing?
CASS counselors can work with students on an individual, but brief counseling basis.
Self-esteem issues have been effectively addressed through a variety of techniques and
exercises including Self-Esteem Boosters and Busters, Positive Focus, Examination of
Strengths, Weaknesses & Perceptions, Examination of Distorted Thinking, Support
Swap, Ways to Increase Your Self-Esteem, Characteristics of Positive Self-Esteem, Who
Am I?, and Assertive Rights.
True Colors, LEAD and PAP assessments given in FRYS help students better understand
themselves and in turn help them recognize positive qualities about their preferred
communication, motivation, and learning methods.
Several of the SDTLA groups address various self-esteem and motivation issues.
At Louisiana Tech and other universities, faculty/student mentoring programs have been
effective for pairing students with faculty members who can help students understand
themselves and their motivations. Through the mentoring relationship, the student gets a
support system, observed successful behaviors, and better understand how their unique
characteristics can help them succeed in both life and work.
Current Research/Information:
There does not appear to be one magical formula to motivate learning. However,
important factors do include interest in the subject matter, perception of its usefulness,
general desire to achieve, self-confidence and self-esteem as well as patience and
persistence. Further, educators and students must realize that not all students are
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