Paint Careers With Colors
Research Program

for

Graduate Students


Hollandcodes.com provides FREE Paint Careers With Colors resources for Masters/ Doctoral Students graduate students and Schools in the USA. The students have to be conducting master’s thesis or dissertation research in the following areas –

  • Career Development
  • Counseling
  • Marketing
  • Psychology
  • Teaching
  • Graphic Design
  • Animation

Read about -



Overview


In career awareness programs, students do not make premature career choices. Elementary school career education is not career exploration or career preparation. Elementary students remain open to new career ideas and possibilities. Elementary students build awareness of -

  • Self
  • Personal interactions
  • School
  • Workforce

Career awareness programs use age appropriate materials that match the developmental levels of the students. Age appropriate activities expose students to a variety of -

  • Different jobs
  • Career information sources
  • The reasons why people work

Programs also incorporate academic career pathways into classroom activities.

After completing an elementary school career awareness program, students have -

  • Higher grades
  • Higher academic achievement
  • Improved school involvement, as well as
  • An increase in career awareness exploration, personal, and interpersonal skills

In addition, the students complete more complex courses and have a higher graduation rate from high school.

In summary, in elementary school career programs, students:

  • Learn and apply the academic material
  • Know and value self
  • Build self-esteem and confidence
  • Identify interests and build relationships between the school environment and the work force
  • Build academic, communication, problem solving, and social skills
  • Increase awareness of the need for future jobs skills
  • See the connections between learning in school, academic skills, job related skills, and careers
  • See career possibilities
  • See themselves as a future contributor to the job force
  • Receive empowerment
  • Build self-determination (2,7,9)



Purpose and Rationale for the
Paint Career With Colors System


1. What does the Paint Career With Colors System measure?


The Paint Careers With Colors System measures -

  • Interests
  • Abilities
  • Skills

2. What are the concepts or theories underlying the development of this Paint Career With Colors System?


Dr. John L. Holland (1985) created Holland Code Career Model, Holland Hexagon Model or Holland Codes.

The Holland Code Career Model matches jobs into -

  • Job codes
  • Interest clusters
  • Work personality environments
  • Personality types

The Occupational Codes are -

  • Realistic
  • Investigative
  • Artistic
  • Social
  • Enterprising
  • Conventional

Holland Codes assessments provide -

  • Career cluster information
  • College major information
  • Lists of careers
  • Job finder resources



Description of the Paint Career With Colors System


1. What is the structure of the instrument?


The Paint Careers With Colors System is VISUAL learning techniques and career test for kids that use colors to represent Holland Codes.

The Paint Careers With Colors Kids Career Test clarifies thoughts, integrates new knowledge, and promotes critical thinking. New concepts are more thoroughly and easily understood.

The Paint Careers With Colors Kids Job Test organizes and analyzes information. Children, youth, and adults –

  • See how Holland Codes are connected to careers
  • Realize how careers can be grouped and organized


2. How many parts are there in career test?


The Paint Careers With Colors test has six sections.


3. What does each section measures?

Each section measures the one of the six RIASEC or Holland Codes.


4. How many items does the Paint Career With Colors System contain?


The Paint Careers With Colors has 54 items.


5. What type(s) of scores are generated?


2 – letter Holland Code


6. What is the format of the System?


The Paint Careers With Colors is a printed test. Group or individual administration? Paint Careers With Colors can be administered to groups and individuals.


7. What are the required response modes of the System?


Paper-and-pencil


8. What is the total estimated time required for administration?


Total estimated time is 30 minutes.


9. What is the proposed scoring procedure?


The Paint Careers With Colors is self – scoring. How long will it take to score the Paint Career With Colors System? Total scoring time is 5 minutes.



Components


1. What nonconsumable (i.e., reusable) components do you anticipate will be required for administering, scoring, and interpreting the Paint Career With Colors System? (e.g., System manuals, scoring keys, System plates, booklets, manipulatives)?


Paint Careers With Colors System contains –

  • Career Model
  • Table of Contents
  • Starter Kit
  • Facilitator's Manual
  • Overview and Introduction to Teachers, Counselors, and ParentsCareer System
  • Occupational Posters with Colorful Graphics
  • Poster Instruction Sheets
  • Color Chart
  • Web Site and Book Resource Guide


2. Describe each of these components in terms of the anticipated production characteristics: page size, number of pages, color(s) of ink, special forms (e.g., multi-forms, self-carboning), extraordinary use of graphical images, line drawings, or other illustrations, etc.


The Paint Careers With Colors System is VISUAL career exploration System for children that use colors to represent Holland Codes.


Career Models


There are two models –

  • RIASEC Version
  • Paint Careers With Colors Version

The RIASEC Version is for Middle School students. For Middle School students, the RIASEC Version should be used with the Self-Directed Search Career Explorer. The Paint Careers With Colors Version uses easier – to – read terms for elementary school students.


Starter Kit


The Starter Kit helps teachers, counselors, and parents prepare for a Paint Careers With Colors System. The Starter Kit has the following items –

  • News Release
  • Flyers for children
  • Flyers for teachers, counselors, and parents
  • Tent Cards
  • Name Tags
  • Stickers for Tent Cards and Name Tags


Facilitator's Manual


The Facilitator's Manual provides detailed step-by-step instructions to administer and implement the different aspects of the Paint Careers With Colors Kids Program.


Overview and Introduction to Teachers, Counselors, and Parents


The Overview and Introduction to Teachers, Counselors, and Parents gives a description of the different parts of the Paint Careers With Colors System.


Career Test Guide


The System Guide provides teachers and counselors with step – by – step instructions for teachers and counselors.


Occupational Posters with Poster Instruction Sheets


Over three hundred (300) Colors to Careers Posters feature--

  • Graphics
  • Holland Codes
  • Paint Careers With Colors Codes.

The Paint Careers With Colors Posters are Easy Scoring. You sort the posters quickly according to likes and dislikes. At the end of the poster sorting exercise, you will have your Holland Code and Paint Careers With Colors Code. The posters are an excellent way to explore careers. The poster shows you’re the relationship between Holland Codes, Paint Careers With Colors Codes, and careers.


Paint Careers With Colors Color Chart


The Paint Careers With Colors Color Chart shows all of the information listed on the posters –

  • Job Titles
  • Career Color Codes
  • 3 letter Holland Codes
  • Colors to Careers Poster Numbers


Web Site and Book Resource Guide


The Web Site and Book Resource Guide provides additional information about web site and books for children.



Primary Markets


1. What is the target population for the Paint Careers With Colors System (i.e., demographic characteristics such as age, gender, etc.)


The target population for the Paint Career With Colors System is elementary or middle school students.

Other individuals who use the Paint Careers With Colors include people –

  • Who are In ESL/GED programs
  • Who have limited reading ability
  • Who have limited knowledge of English
  • Who are developmentally delayed
  • Who are learning disabled
  • Who have special needs
  • Who have limited access to education


2. What professional discipline(s) would be the potential purchasers and users of this System?


Professional disciplines include –

  • Universities and college – Elementary school education and counseling professors
  • Teaching – Teachers, tutors, and home educators
  • Counseling – School counselors, career development facilitators, life coaches, and career coaches
  • Child Development – After – School Instructors, Career Day Facilitators, and Community Agency Staff
  • Social Services – Social workers, crisis counselors, and At – Risk Children Program Staff

3. Which settings would be appropriate for use of this System (e.g., schools, private clinics, hospitals, private practice, etc.)?<


Settings for the Paint Careers With Colors include –

  • Schools
  • Boys and Girls Clubs, YMCA/ YWCA Programs, and other community organizations
  • Afterschool Programs
  • Kids Go To Work Days
  • Career Days
  • Summer School Programs



Market Competition and Special Features


What other Systems are currently available that serve a similar function?


There is not a wide selection of Holland Code, visual, color-coded career systems available for elementary or middle school students.



Literature Review


Different researchers have discussed the need for elementary school career education.

According Ediger (2000), elementary school career education is important. Ediger stated that "the elementary school years are not too early to begin to achieve a vision of what one desires to do in life contributing to the world of work". Without career education, students have unrealistic perceptions of careers due to a lack of knowledge and poor decision making. Students have limited knowledge and exposure to careers. When students look at the different industries e.g. sports, media and entertainment, most students underestimate the skills and time required to have successful careers.

Richard W. Auger, Anne E. Blackhurst, Kay Herting Wahl reported the importance of elementary school career education. There is increasing evidence in the research literature that career development is a lifelong process that begins in childhood (Magnuson & Starr, 2000; Trice, 1991; Trice & McClellan, 1993, 1994). Research also suggested that elementary-aged children may tend to aspire to careers that are out of the reach of all but a select few, such as a career as a professional athlete (Bobo, Hildreth, & Durodoye, 1998; Cook et al., 1996; Helwig, 2001).

Donna E. Palladino Schultheiss, Thomas V. Palma, Alberta J. Manzi cited that research suggests that students who drop out of school at age 16 have psychologically disengaged from school as early as Grade 3 (McWhirter, McWhirter, McWhirter, & McWhirter, 1998). Moreover, sixth-through-ninth-grade children have demonstrated very little understanding of how school relates to the real world and seem to have little to no awareness of the skills and knowledge needed for success in the future (Johnson, 2000).

American Counseling Association, Office of Public Policy and Legislation. (2007). Effectiveness of School Counseling. Alexandria, VA: Author.

American School Counselor Association. (2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author.

Angel, N. Faye; Mooney, Marianne. (1996, December). Work-in-Progress: Career and Work Education for Elementary Students. (ED404516). Cincinnati, OH: Paper presented at the American Vocational Association Convention.

Auger, R. W. "The development of elementary-aged children's career aspirations and expectations". Professional School Counseling. FindArticles.com. 30 Dec, 2009. http://findarticles.com/p/articles/mi_m0KOC/is_4_8/ai_n13698352/

Beale, A. V., & Williams, J. C. (2000). The anatomy of an elementary school career day. Journal of Career Development, 26, 205-213.

Blackhurst, A. E., Auger, R. W., & Herting Wahl, K. (2003). Children's perceptions of vocational preparation requirements. Professional School Counseling, 7, 58-67.

Bobo, M., Hildreth, B. L., & Durodoye, B. (1998). Changing patterns in career choices among African-American, Hispanic, and Anglo children. Professional School Counseling, 1, 37-42.

Career Tec. (2000). K-12 Career Awareness & Development Sequence [with Appendices, Executive and Implementation Guide]. (ED450219) .Springfield, Il: Author.

Carey, John. (2003, January). What are the Expected Benefits Associated with Implementing a Comprehensive Guidance Program. School counseling Research Brief 1.1. Amherst, MA: Fredrickson Center for School Counseling Outcome Research.

Cook, T. D., Church, M. B., Ajanaku, S., Shadish, W. R., Kim, J.-R., & Cohen, R. (1996). The development of occupational aspirations and expectations among inner-city boys. Child Development, 67, 3368-3385.

Csikszentmihalyi, M., & Schneider, B. (2000). Becoming adult: How teenagers prepare for the world of work. New York: Basic Books.

Cutrona, C. E. (1996). Social support in couples: Marriage as a resource in times of stress. Thousand Oaks, CA: Sage.

Dare, Donna E.; Maddy-Bernstein, Carolyn. (1999, September). Career Guidance Resource Guide for Elementary and Middle/Junior High School Educators. (ED434216). Berkeley, CA: National Center for Research in Vocational Education.

Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024-1037.

DuVall, Patricia. (1995).Let's Get Serious about Career Education for Elementary Students. AACE Bonus Briefs. (ED386603). Hermosa Beach, CA: AACE Bonus Briefs.

Ediger, Marlow. (2000, July). Vocational Education in the Elementary School. (ED442979) Opinion Papers

Ferguson, R. F., & Dickens, W. T. (Eds.). (1999). Urban problems and community development. Washington, DC: Brookings Institution Press.

Fouad, N. (1997). School-to-work transition: Voice from an implementer. The Counseling Psychologist, 25, 403-412.

Gerver, Miriam, Shanley, Judy, O Cummings, Mindee. (2/14/02). Answering the Question EMSTAC Extra Elementary and Middle Schools. Washington, DC: Technical Assistance Center, (EMSTAC).

Ginzberg, E. (1952). Toward a theory of occupational choice. Occupations, 30, 491-494.Ginzberg, E., Ginsburg, S. W., Axelrad, S., & Herma, J. L. (1951). Occupational choice: An approach to a general theory. New York: Columbia University Press.

Gottfredson, L. S. (1981). Circumscription and compromise: A developmental theory of occupational aspirations. Journal of Counseling Psychology Monograph, 28, 545-579.

Gottfredson, L. S. (1996). Gottfredson's theory of circumscription and compromise. In D. Brown & L. Brooks (Eds.), Career choice and development (3rd ed., pp. 179-232). San Francisco: Jossey-Bass.

Gysbers, N. C. (1997). Involving counseling psychology in the school-to-work movement: An idea whose time has come. The Counseling Psychologist, 25, 413-427.

Harkins, M. A. (2001). Developmentally appropriate career guidance: Building concepts to last a lifetime. Early Childhood Education Journal, 28, 169-174.

Havighurst, R. (1964). Youth in exploration and man emergent. In H. Borow (Ed.), Man in a world at work (pp. 215-236). Boston: Houghton Mifflin.

Helwig, A. A. (1998). Occupational aspirations of a longitudinal sample from second to sixth grade. Journal of Career Development, 24, 247-265.

Helwig, A. A. (2001). A test of Gottfredson's theory using a ten-year longitudinal study. Journal of Career Development, 28, 77-95.

Heppner, P. P. (Ed.). (2000). Prevention in counseling psychology [Special issue]. The Counseling Psychologist, 28(6).

Herting Wahl, K., & Blackhurst, A. (2000). Factors affecting the occupational and educational aspirations of children and adolescents. Professional School Counseling, 3, 367-374.

Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25, 517-572.

Hoffman, L. R., & McDaniels, C. (1991). Career development in the elementary schools: A perspective for the 1990s. Elementary School Guidance & Counseling, 25, 163-171.

Hurley, Dan, Ed.; Thorp, Jim, Ed. (2002, May). Decisions without Direction: Career Guidance and Decision-Making among American Youth. (ED465895). Grand Rapids, Michigan: Ferris State University Career Institute for Education and Workforce Development.

Jalongo, M. R. (1989). Career education. Childhood Education, 66, 108-115.Johnson, L. S. (2000). The relevance of school to career: A study in student awareness. Journal of Career Development, 26, 263-276.

Lenhardt, A. M. C., & Young, P. A. (2001). Proactive strategies for advancing elementary school counseling programs: A blueprint for the new millennium. Professional School Counseling, 4, 187-194.

Lerner, R. M. (1991). Changing organism-context relations as the basic process of development: A developmental contextual perspective. Developmental Psychology, 27, 27-32.Looft, W. R. (1971). Sex differences in the expression of vocational aspirations by elementary school children. Developmental Psychology, 5, 366.

Maddy-Bernstein, Carolyn; Dare, Donna E. (1997,December).Career Guidance for Elementary and Middle School Students. Office of Student Services Brief, v9 n1. (ED415353). Berkeley, CA: National Center for Research in Vocational Education.

Magnuson, C. S., & Starr, M. F. (2000). How early is too early to begin life career planning? The importance of the elementary school years. Journal of Career Development, 27, 89-101.

McMahon, M., & Patton, W. (1997). Gender differences in children and adolescents' perceptions of influences on their career development. The School Counselor, 44, 368-376.

McWhirter, J. J., McWhirter, B. T., McWhirter, A. M., & McWhirter, E. H. (1998). At-risk youth: A comprehensive response. Pacific Grove, CA: Brooks/Cole.

Murrow-Taylor, C., Foltz, B. M., Ellis, M. R., & Culbertson, K. (1999). A multicultural career fair for elementary school students. Professional School Counseling, 2, 241-243.

Ohio Department of Education, Division of Vocational and Career Education, Ohio Career Development Blueprint, Individual Career Plan, K to 5 (ED449322). Columbus, Ohio, 2000

Phillips, S. D., Christopher-Sisk, E., & Gravino, K. (2001). Making career decisions in a relational context. The Counseling Psychologist, 29, 193-213.

Schultheiss, D. E. P. "Career development in middle childhood: a qualitative inquiry". Career Development Quarterly. FindArticles.com. 30 Dec, 2009. http://findarticles.com/p/articles/mi_m0JAX/is_3_53/ai_n13675600/

Schultheiss, D. E. P. (in press-a). Elementary career intervention programs: Social action initiatives. Journal of Career Development.

Schultheiss, D. E. P. (in press-b). University-urban school collaboration in school counseling. Professional School Counseling.

Seligman, L., Weinstock, L., & Heflin, E. N. (1991). The career development of 10 year olds. Elementary School Guidance & Counseling, 25, 172-181.

Sellers, N., Satcher, J., & Comas, R. (1999). Children's occupational aspirations: Comparisons by gender, gender role identity, and socioeconomic status. Professional School Counseling, 2, 314-318.

Splete, Howard; Stewart, Amy. (1990). Competency-Based Career Development Strategies and the National Career Development Guidelines. Information Series No. 345. (ED327739). Columbus, Ohio: ERIC Clearinghouse on Education and Training for Employment & Ohio State University

Stein, T. S. (1991). Career exploration strategies for the elementary school counselor. Elementary School Guidance & Counseling, 26, 153-157.

Stevens, G., & Hoisington, E. (1987). Occupational prestige and the 1980 U.S. labor force. Social Science Research, 16, 74-105.

Super, D. E. (1990). A life-span, life-space approach to career development. In D. Brown, L. Brooks, & Associates (Eds.), Career choice and development (2nd ed., pp. 197-261). San Francisco: Jossey-Bass.

Trice, A. D. (1991). Stability of children's career aspirations. Journal of Genetic Psychology, 152, 137-139.

Trice, A. D., Hughes, M. A., Odom, C., Woods, K., & McClellan, N. C. (1995). The origins of children's career aspirations: IV. Testing hypotheses from four theories. Career Development Quarterly, 43, 307-322.

Trice, A. D., & King, R. (1991). Stability of kindergarten children's career aspirations. Psychological Reports, 68, 1378.

Trice, A., Hughes, M., Odom, K., Woods, K., & McClellan, N. (1995). The origins of children's career aspirations: IV. Testing hypotheses from four theories. The Career Development

Trice, A. D., & McClellan, N. (1993). Do children's career aspirations predict adult occupations? An answer from a secondary analysis of a longitudinal study. Psychological Reports, 72, 368-370.

Trice, A. D., & McClellan, N. (1993-94). Does childhood matter? A rationale for the inclusion of childhood in theories of career decision. CACD Journal, 14, 35-44.

Trice, A. D., & McClellan, N. (1994). Does childhood matter? A rationale for the inclusion of childhood in theories of career decision. California Association for Counseling and Development Journal, 14, 35-44.

Tinsley, H. E. A. (1997). Synergistic analysis of structured essays: A large sample, discovery oriented, qualitative research approach. The Counseling Psychologist, 25, 573-585.

Tracey, T. J. G. (2002). Development of interests and competency beliefs: A 1-year longitudinal study of fifth- to eighth-grade students using the ICA-R and structural equation modeling. Journal of Counseling Psychology, 49, 148-163.

Tracey, T. J. G., & Ward, C. C. (1998). The structure of children's interests and competence perceptions. Journal of Counseling Psychology, 45, 290-303.

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Walls, R.T. (2000). Vocational cognition: Accuracy of 3rd-, 6th-, 9th-, and 12th-grade students. Journal of Vocational Behavior, 56, 137-144.

Williams, Jean A., Ed. (1999, January). Elementary Career Awareness Guide: A Resource for Elementary School Counselors and Teachers. (ED445293). Raleigh, NC: NC Department of Public Instruction, NC Job Ready.

16. Woal, S. Theodore. (1995). Career Education--The Early Years. AACE Bonus Briefs. (ED386603). Hermosa Beach, CA: AACE Bonus Briefs.

Wright, J. C., Huston, A. C., Truglio, R., Fitch, M., Smith, E., & Piemyat, S. (1995). Occupational portrayals on television: Children's role schemata, career aspirations, and perceptions of reality. Child Development, 66, 1706-1718.

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Weinger, S. (2000). Opportunities for career success: Views of poor and middle-class children. Children and Youth Services Review, 22, 13-35.

Whiston, S. C., & Sexton, T. (1998). A review of school counseling outcome research: Implications for practice. Journal of Counseling & Development, 76, 412-426.

Williams, Jean A., Ed. (1999, January). Elementary Career Awareness Guide: A Resource for Elementary School Counselors and Teachers. (ED445293). Raleigh, NC: NC Department of Public Instruction, NC Job Ready.

Woal, S. Theodore. (1995). Career Education--The Early Years. AACE Bonus Briefs. (ED386603). Hermosa Beach, CA: AACE Bonus Briefs.

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Paint Careers With Colors Graduate Student Research Program Form


If you are interested in conducting research using the Paint Colors With Colors System,

  • Complete the form below providing information about your proposed research.
  • You will receive a Paint Careers With Colors Graduate Research Program Application Form.
  • Please provide the name of the principal investigator and any other investigators involved in the study:
  • You will receive Contact and Non-Disclosure Agreement Forms to complete.
  • The form will have the following information -
    • Principal Investigator Information
    • Principal Investigator Name
      School Name and Address
      Phone Number
      E-Mail
    • Supervisor Information
      Supervisor’s Name: Supervisor’s Title
      School Name and Address:
      Phone Number
      E-Mail
    • Research Start Date
    • The expected duration of the study will be
    • Important Information about Your Research Study

      Title of Research:
      Purpose of Study:
      Brief Description, including Methodology (attach additional documentation if necessary):

    • Required Signatures to Verify Supervision

    I certify that the information supplied above, including information regarding my program, is correct.

Please fax the Contact and Non-Disclosure Agreement Forms to us at 602-569-9640


Complete Graduate Research Program Form.

Please note that all fields followed by an asterisk must be filled in.
RIASEC Test
RIASEC Posters
RIASEC Poster Card Instruction Sheet

Please enter the word that you see below.

  


Paint Careers With Colors School Research Form


If you are interested in conducting research using the Paint Colors With Colors System,

  • Complete the form below providing information about your program.
  • You will receive a Paint Careers With Colors School Research Program Application Form.
  • Please provide the name of the teacher/counselor and any other teachers/counselors involved in the program.
  • You will receive Contact and Non-Disclosure Agreement Forms to complete.
  • The form will have the following information -
    • Teacher/ Counselor Name
    • University or College Name and Address
    • Phone Number
    • E-Mail
    • Program Start Date
    • The expected duration of the program
    • Important Information About Your Program
    • Title of Program:
    • Purpose of Study:
    • Brief Description, including Methodology (attach additional documentation if necessary):
    • Required Signatures
    • I certify that the information supplied above, including information regarding my program, is correct.

      I agree to send Hollandcodes.com a summary of the event including feedback on the Paint Careers With Colors System.

      Signature of Teacher/ Counselor

    Please fax the form to us at 602-569-9640.


    Complete School Research Program Form.

    Please note that all fields followed by an asterisk must be filled in.
    RIASEC Test
    RIASEC Posters
    RIASEC Poster Card Instruction Sheet

    Please enter the word that you see below.