The basis for mid-career changes is investigated and ways in which academic counselors can help adults make the transition to a postsecondary educational institution are examined. Two general areas for initiating midcareer changes can be identified: personal motivations and environmental pressures. Nancy Schlossberg (1984) has developed a comprehensive model that serves as a guide for understanding the nature of adult transitions and determining how academic counselors can assist adults in transition. The model has these components: the transition itself, the environment in which the transition occurs, and the personal characteristics, psychological resources, and coping responses of the individual. Despite the requirements of long preparation time and high starting qualifications, high technology careers are popular targets for adults in mid-career changes because of the good employment outlook and compatible job duties. An informal survey conducted with nontraditional degree-seeking new students at the Ohio State University indicates that these students entering college face other transitions in their lives. To help adults in transition, academic counselors should be aware of the issues and use counseling skills effectively. Program changes should be made to ease the transition to college for adult students. Counselors should make the adult assume responsibility for all decisions, keep counseling general, focus counseling on the academic program, focus on removing educational barriers, and determine the adult's life and career development stages. (YLB)
Authors
- Peer Reviewed
- F
- Publication Type
- ['Speeches/Meeting Papers', 'Reports - Research']
- Published in
- United States of America
Table of Contents
- ED 249 371 1
- CE 039 800 1
- TITLE High-Tech Careers. Nov 84 1
- PUB DATE NOTE PUB TYPE 1
- EDRS PRICE M701PCO2 Plus Postage. DESCRIPTORS Career 1
- University indicates th t these students 1
- CONTENTS 3
- IN TRANSITION 3
- REFERENCES 3
- INTRODUCTION 4
- First the reasons for mid-career change are 4
- 1 the 5
- There are other factors that add to the complexities of 5
- From this perspective only 5
- Each 5
- Low 6
- Self- direction is not evident in 6
- In addition 6
- Arbeiter 6
- The changing population and economy 7
- Mid - career change can be viewed as a challenge a 8
- Sarason 1977 8
- Multiple-trial career patterns indicate 8
- Stable home- 8
- An interrupted career pattern 8
- Anticipated transi- 11
- The relationship of the individual to 11
- The 13
- What is valued in a new career varies from 13
- According to Occupational 13
- Brickell 1978 15
- Vaillant 1977 has identified four 15
- Adults are not always aware of their 16
- Academic counselors must sometimes assist 16
- This is especially true when it 16
- Academic counselors must 16
- Nob and career changes and 16
- Alan Knox has 16
- As adults experience 17
- The total 18
- 15 were 18
- The trigger of the transition to school for 18
- For some children reaching school age has enabled them to 19
- The results of the survey point out that these adults 19
- The various circumstances in which the adult students 19
- In response to listing changes in their status that had 19
- 26 and 20
- Most of the adults beginning or 20
- Forty-eight percent had decided on a specific 20
- Fifteen percent stated 20
- The Services desired most by the students were 20
- Examples include lack of finances lack of child 21
- This 21
- In respon e to the needs expressed 22
- VI. ACADEMIC COUNSELING FOR NON TRADITONAL STUDENTS IN 23
- Academic counseling of adult students demands flexibility 23
- When involved in counseling adult students there are many 23
- The nature of the work should be compatible 23
- The 23
- There are many factors of the individual that should be 23
- Heddesheimer has provided a model for understanding 23
- Supers career patterns and Campbells stages of career development 23
- He re- 24
- Counseling should be general enough to include all transitions 25
- Every-adult will have different socio-economic 26
- Brickell H. M. 27
- New York 27
- Bauer William K. 27
- Problems. 27
- The National Center for 27
- New York 27
- Harper and Row 27
- Gould Roger. 27
- Chicago 27
- Adults 1953. 27
- First 27
- Vol. 55 1976 27
- Knox Alan. 27
- Knox Alan. 27
- Adult Development and 27
- Learning. 27
- San Francisco 27
- Levinson Daniel. 28
- New York 28
- Knopf 1978. 28
- 1976 pp. 337-343. 28
- An Annotated Bibliography 28
- 1984 Edition. 28
- Sarason S. B. New York 28
- Cowden T. 28
- 1975 pp. 584-592. 28
- New York 28
- Selleck Laura J. 28
- Super D. E. New York 28
- Row 1957. 28
- Services. 28
- Education. 28