职业规划 外文翻译 外文文献 英文文献 两篇.doc
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1、附:原文一Connecting Students To CareersJohn A Nietupski Techniques J2008,(2):26-29The article reports on the Career Connections program which is developed to help highschool students with disabilities identify their career goals, and keep the jobs that match those goals. The program helps the special ne
2、eds students search for employment opportunities that conforms with their skills and interests. Career Connections is comprised of six program elements which are designed to answer specific question that can guide the students career path.Key words: College students; Career planningYoung people sear
3、ching for employment opportunities fresh our ofhigh school know how difficult it can be to find openings that Hetheir skills and interests. It isnt easy successfully competing withother jobseekers for those all too rare positions that pay a goodwage, have reasonable hours, and offer employer benefit
4、s andprospects for advancement. This is a daunting undertaking for many individu-alsand even more so for a young person who happens to have a disability.According to the United States Chamber of Commerce, the unemploymentrate for individuals with disabilities is a staggering 62 percent. The GramWood
5、 Area Education Agency (GWAEA), an intermediate agency that serves33 east central Iowa school districts, began working in 2000 to determine why young people with disabilities were having a difficult time transitioning fromhigh school to the world of work.GWAEA was particularly disturbed by its follo
6、w-up survey findings whichshowed that students in the middle range of the severity continuum werestruggling to find and keep good jobs. More than 40 percent of graduatesserved in what were called Self-Contained with Integration programs andwere unemployed, and more than 20 percent only worked pan ti
7、me within 18months of leaving high school. The agency determined that one explanationfor the numbers is the fact chat students had insufficient career explorationand work experiences in high school. As a result, most graduated with no realidea of what they wanted to do. Compounding the problem was t
8、he iact thatmany students either did not seek or did not qualify for adult services thatmight have helped them enter a career that matched their talents and interests.Career ConnectionsCareer Connections was created to help high school students with disabilitiesidentify career goals and then find, l
9、earn and keep jobs that match those goals.Founded in 2001 with grants from the U.S, Department of Educations Officeof Special Education Programs, Career Connections is a collaborative effortinvolving students, families, school staff. GWAEA and community rehabilita-tion agencies such as Goodwill Indu
10、stries of the Heartland and AdvancementServices of Jones County, The program has expanded to serve 60 to 70 stu-dents annually from 21 Iowa high schools, with districts paying for programservices. The progratn was developed on the premise that students withdisabilities need extra training and suppor
11、t to be successful in the workforce.It has six program elements, each designed to answer a specific question that will help guide the students career path.Career ConnectionsProgram Element Question Addressed by ElementEstablish a Relationship withand Get to KnoA/ the Student: Record review Teacher,
12、parent, student interviews School-community observations Career interest inventoriesWhat are the students career dreams,general skill levels and areas in need oftraining and support?Person-centered CareerPlanning Sessions: Team of students choosing Review work history, skills and interests Identify
13、ideal job elements andoccupations to investigate Identify barriers to an ideal job Next steps and action planning What career options should beexplored? What are must-have and must-avoidelements of students ideal job? What is our plan for helping studentsobtain their ideal job? Who can help implemen
14、t the plan?Fifth-Year CommunityWork Exploration: Job shadows Short-term work experiences and tryouts Six to eight weeks of work experiences What career area is of greatest interestto the student? What are the students support ortraining needs?Fifth-Year Internships: Six- to 12-week paid internships
15、Coaching or co-worker supportdevelopment Internship meets student career goals? Is student qualified for suchemployment or is another internshipwarranted? Will employer hire or provide a referral?Additional Skill Trainingand Support as Needed: Community college coursework Resume, job application and
16、 interviewskill training Transportation training Behavioral and social skill teachingand support Community service linkage What related skills or services does thestudent need for employment success?Paid Employment and Program Exit: Convert internship into paid employmentor develop job that matches
17、career goal Provide training and support untilstudent is employed for 60 daysShould the student: Exit special education and the program? Continue to receive Career Connectionssupport on the job? Exit to adult system long-term supports?Career Connections OutcomesWesley lUiCharme was rclerred to the p
18、rogram this past year fromone of the rural districts participating. Although he had an interestin automobiles because of his fathers occupation as a car salesper-son, he approached the end of his senior year with no clear idea asto what he wanted to do. He did know for sure though that furtherschool
19、work was not in his plans. Career Connections staff startedworking with DuCharme by going through the YES (Your Employ-ment SelectionsMorgan, 2003) CD-ROM-based career interestinventory. This program shows short clips of various jobs, withstudents indicating preferences among the choices presented a
20、nddescribing the appealing or unappealing job elements.ImplicationsThe National Secondary Transition Technical Assistance Centernotes that desirable employment outcomes for students with dis-abilities dont just happen. Rather, success is dependent uponstrong school programs that provide personalized
21、, intensive careerexploration opportunities and customized supports. Sometimesthose services need to extend beyond the typical four-year highschool experience. Career Connections is one program that hasdemonstrated the effectiveness of such an approach. One-on-onecounseling, training and personalize
22、d involvement with eachstudent are what make the program such a success. The dedicationof our staff, students determination and support, and families andemployers are key to making things click.外文文献翻译(附原文)译文一:关于高校学生的职业生涯规划John A Nietupski Techniques J2008,(2):26-29摘要:本文主要研究的是关于帮助高校学生找出他们的不正确的职业规划目标,
23、制定科学的职业规划目标,以能够与将来的工作相匹配。帮助学生寻找就业机会,达到所找的工作与他们的技能和兴趣相符合。职业生涯规划是由相关元素的六个步骤组成旨在回答特定的问题,引导学生制定适合自己的职业发展规划。关键词:高校学生;职业生涯规划年轻人经常寻找新的就业机会,学生在高校的时候就知道以后就业很困难,大学所选的专业并不是符合自己特长和兴趣的专业,毕业后找工作,竞争很大,并不容易成功,尤其是对那些求职者很多、但市场需求少,薪酬高、福利待遇好,工作时间安排合理,能够给雇主带来效益,并且自己发展空间很大的工作,竞争压力更大,但是目前很多学生的职业规划不科学,这不利于学生将来的就业及更好的发展。根据美
24、国商会的统计,失业问题里个人职业规划不科学的百分数是很惊人的一个比值,即62%。克木地区教育机构(GWAEA),一个中间机构服务荷华州中部以东33个东中央爱荷华州学区学生,2000年以来主要研究职业规划不科学的人在工作困难时期怎样克服困难,以及提出个人职业规划的制定应该是学生在高校时就应该制定。GWAEA对学生毕业后就业情况的调查结果感到十分不满意,学生处于待业的情况很严重,很多学生在不断地努力地找工作并没有保持良好的工作。超过40%的毕业生属于失业人员,超过20%的为高中没有毕业就辍学的学生。他们想早点找工作,可是没有相关的知识与技能,也没有制定科学的职业规划,没有工作经验,另外,他们也没有
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