ABSTRACT

Students from rural backgrounds may face unique challenges with respect to their career-identity development. School counselors are critically positioned to support the career development of these students through a social-justice lens. The following paper proposes a small-group intervention that serves to empower and support middle school students as they navigate the career-exploration process and seeks to foster and increase connections among members, peers, and other stakeholders (e.g., parents, teachers, community). The small-group counseling intervention includes a detailed outline of an 8-week psychoeducation group aligned with the core tenets of Relational Cultural Theory.

摘要

来自农村背景的学生在职业发展方面可能面临独特的挑战。学校辅导员处于至关重要的位置，可以通过社会正义的视角来支持这些学生的职业发展。以下论文提出了一种小组干预措施，旨在在初中学生探索职业发展过程中赋予他们权力和支持，并力求促进和增加成员，同龄人和其他利益相关者（例如，父母，老师，社区）之间的联系。 。小组咨询干预包括与关系文化理论的核心原则一致的为期8周的心理教育小组的详细提纲。