TPC-Journal-V4-Issue2

The Professional Counselor \Volume 4, Issue 2 134 & Milsom, 2008). The structure of the psychoeducational group is based on the CIP model and five stages of the CASVE cycle diagram: communication, analysis, synthesis, valuing, and execution. During the first session (communication), the group leader(s) will help to identify gaps between where group members are currently and where they aspire to be. Group members’ baseline information will be obtained by completing the Career Thoughts Inventory (CTI; Sampson, Peterson, Lenz, Reardon, & Saunders, 1996/1998) and My Vocational Situation (MVS; Holland, Daiger, & Power, 1991). The group leader(s) will explain the CIP Pyramid, CASVE Cycle Diagram, Self-Directed Search (SDS; Holland 1985) and assessment procedures. Group members will have an opportunity to interact with each other and complete one section of the Guide to Good Decision Making (Sampson, Peterson, Lenz, & Reardon, 1992). As a part of the homework assignment listed on the Individual Learning Plan (ILP), a document designed to identify career-related goals and associated action steps, group members will complete the SDS, and bring a copy of their current résumé to the next session. During the second session (analysis/synthesis), the group leader(s) will help the student veterans examine and identify their interests, values, and skills (including transferable skills). The group leader(s) will assist group members in interpreting their SDS results, and examine any potential dysfunctional career thoughts that may be impacting group members’ career choices and decision-making abilities. To expand their career options, group members will be exposed to career-related resources such as the Occupational Outlook Handbook (U.S. Bureau of Labor Statistics, 2014c) and the Military Crosswalk Search via O*Net Online (National Center for O*NET Development, n.d.) . In addition to gaining self-knowledge and occupational information in the analysis process, group members will have opportunities to practice synthesis skills. Group members will improve their résumé- writing skills through practice and feedback from peers and the group leader(s). Exploring and highlighting transferable skills is another important component. As part of their assignment listed on the ILP, group members will enhance their career networking skills by accessing supportive professionals via an alumni network and the Student Veterans Association, among other resources. Group members will also conduct an informational interview to gain firsthand experiences for their chosen career options. They will bring updated versions of their résumés and cover letters for the next session to obtain feedback from the group. During the third session (valuing and execution), group members will present reflections on their informational interviews and provide feedback on their peers’ résumés and cover letters. In addition, group members will be exposed to various career resources such as VetJobs (VetJobs, Inc., 2014), Feds Hire Vets (U.S. Office of Personnel Management, n.d.), Job-hunt.org (NETability, Inc., 2014), the Riley Guide (Riley Guide, 2014), and the National Resource Directory (U.S. Departments of Defense, Labor and Veterans Affairs, n.d.). The group leader(s) will explain the “elevator speech” exercise and ask group members to practice this exercise in order to maximize their interview skill development. The group will also enhance members’ ability to use social networking to optimize their job search and applications. All activities aim to help members weigh their career options and execute their career decision making through careful planning. The group leader(s) will encourage members to initiate career networking and start exploring job and career opportunities. During the last session (communication), group members will share what they originally included in their ILPs and what they have achieved, and offer suggestions and feedback to one another. They will retake the CTI and MVS and compare their new and initial results. Group leaders will help group members examine whether the gaps identified at the communication stage have successfully been closed, and suggest further measures to close gaps if necessary.