I need help with this assignment. The selected population is high school students and the chosen theory is Social Cognitive Career Theory. I must also refrence my book: Niles, S. G. & Harris-Bowlsbey,

********************** ************* and Section ****************************************************** Five Students ********* ********** **** making ****** decisions **** ultimately affect ***** ****** **** tend ** ***** some viable ****** ******* ********** ** ***** ******* ****** ******* they lack *** *********** ****** ** ***** ************ in ********** in *** career **** ******* **** to employ the ****** ********* ****** ****** in ********* *** ************* of a ***** ** high-school students The ************ **** **** ******* their ************* *** **** help **** ********* *********** ********* *** ***** ** ******** their ***** *********************** *** social ********* career ****** ********* ** ******* to ******* *** career choices **** school ******** **** SCCT looks ** *** ********* processes that **** self-efficacy **** ********* *** ******** ******* *** theory tries ** influence *** belief in ********** ********* ******* ** ******** *** ********** ******** ******** SCCT comprises mainly of the ************* the outcome *********** *** **** ********** Self-efficacy is *** overall belief ** ******* capability ** ********** ******* ******* ******** **** p *** ****** **** low ************* cannot ******* ******* ******* *********** ************* varies **** ********* to ********* For ******** * ******* *** **** **** self-efficacy ** ***************** careers *** *** ************* in *********** arts ******* ****** ***** *************** **** * *** ******* *********** ******* ** the individual’s belief ** the event of ****** certain ******* *** instance **** *********** might avoid ******* ******* since ***** expected outcomes ** ****** ** failure SCCT **** ***** ** ***** as ****** ** ****** ** individual ******* **** goals ***** ********* ****** to ******** ***** *************** and ****** ****** ************ upon *** ********** of *** ***** ** ****** ******* ************* ****** lead ** ********* ***** **** to actions **** ********* *** outcomes *** goals **** ******* **** ** *** ************* ** ****** ****** interests in ******** that will ** **** **** in ******* ***** *** ***** **** lead ** ******** ****** outcomesTarget PopulationThe program ******* ** ******** *** ************* ** **** ****** ******* *** **** ****** ******** targeted *** those in their final **** ** ***** that *** ***** ** join ****** ******** ************ **** ****** ******** *** ******* at the *********** ** selecting ***** ******* **** **** ** identify appropriate ******* for ***** college ********* To do **** *** **** ****** ******** **** appropriate ******** and *********** ** ******* *** ******* of ***** ****** (Ferguson ***** **** ***** **** ******* **** they **** ** ****** aware ** their capabilities ** ********* ****** ******* **** **** need *** ***** ****** ****** ********** **** ******* ** *** ***** to help them ********** ***** potential ******* In **** ***** **** **** ** understand *** ********* ******** ** their career ******* Successful ************* *** inform *** ******** on the ****** ******** ** their ****** choices ******* **** ****** ******** **** **** ** ******** **** ******** ** ***** ****** selection **** **** ** *** ********** *** *** ***** goals when **** **** their ****** ******* **** pressure can easily ********* ******** ** ****** ******* **** *** ****** ***** ********************* The **** is an *********** tool *** *** *********** ** a ****** ************ ******* ***** it ***** at *** ******** ****** ** *** ****** ******* Career choices are ******** *** *** likely to ****** **** each student’s ****** ********** **** ***** ** ******* *** ********** ******* ******* of the ****** ******** (Niles ***** Harris-Bowlsbey **** * *** ******* *** ****** of *** problem is more beneficial than ******* the ******* outcomes For instance ******* *** ******** ** ** *** ******** *** avoiding *********** careers ** better than ******** on *********** *** ******** ** undertake **** ******* **** through *** ************* ******** ********** *** student’s ******* ** ******* ****** ******* Once *** student’s ****** ** identified ** ** ******** ** *** *** **** ** ****** ******** ** the ********* ******* The SCCT **** ****** ******* *** ******* ** *** goals *** **** ******* **** are fundamental ** ********* ***** desired ****** success *** ******* a ******* that develops ** ******** ** pursuing ******** **** start ************* ** ********* ***** *********** ** ******** like ******* and ********* ** **** they *** embark on ***** ******* ****** Primarily **** ********** ***** *** ******* perceive all ********* ******* as achievableProgram ObjectivesThe ******* **** ** expand *** **** ****** *********** ****** ******* *** ******* ********** include ********** ************* developing goals *** *********** ******** ******** proposes ** ** that ***** *** SCCT ** improve each *********** self-efficacy ** **** sense **** student ****** **** ********** career choices ** the *** ** the program *** program **** aims ** improve *** *********** ability ** set goals and **** ***** for ***** ********** At *** end ** *** ******* **** student ****** **** ****** ****** ***** **** **** **** **** ***** their ******* career choicesProgram ******** address the ******* ********** *** ******* ** ******** to improve *** interest ** ********** ******** ** *** ****** ** ***** ****** ** **** **** ** ******** ***** ************* ** *** ****** ************ ** ** to ****** the create *********** ****** **** *** program ****** is also ***** on ********* **** *********** ********** to ******* *** ******** ***** ** ************* ********** ***** ********* **** * **** The ******* also **** to ****** *** *********** ** *** ******** *** ******* *********** feedback **** **** help in ***** ****** ******************* ************* Needed· ****** ****** guidebooks· ****** room· ****** ************ ******** projector and video filesThe career ***** ***** are ********* ** **** *** ******* understand **** ****** ****** *** *** ************ ****** guidebooks ****** **** the ******** **** ******** in ******* ****** choices * **** ** ****** *** ******** career ******** to *** ******** The school counsellor will ** ******** ** ****** each *********** ****** ****** system and **** **** overcome ******** ****** perceptions *** computer ********* *** ***** files **** **** show students ********* ******** ** ********** ****** ** ********* ******* ** will **** show *** *********** ** successful ****** ** ********* ****** to **** **** ****** with ***** ******* *********** ** ******* The ******* **** **** **** three ****** ** completion or ** ********** length ** **** *** *** second **** ******** ** *** *********** High school ******** ** ***** last **** ** ***** *** *** **** that *** **** ** take ****** guidance ************** Preckel **** * **** **** ******* **** *** ******** ****** ** ** ***** final **** ****** they make ***** ******* ********** ******** ***** ****** 2018) The program will **** * whole ******** ***** ** will **** take ***** on ******** and will ******* **** ******* participant **** ** ***** ***** ****** ************** ****** and ******** *** ***** ***** of *** ******* **** ** ** the ********** ** ****** career ******* ***** **** the **** ** **** ****** ********* **** ****** ******** *** ******** ** ***** ** ******** ** their ***** year The college they ****** ** ***** on *** ****** **** ****** ** pursue (Scherrer& ******* **** p **** *** ******** **** ** ** ***** that **** ******* are ********* *** **** ** ** taken **** some ****** of *********** *** **** ***** ** that ** ******* ********* in ***** ** ******* *** ******* ****** upon *** **** ** ******** **** pressure The topic is ******** since ** **** **** *** students ******** ***** ****** ******* **** their individual ********* *** avoid ********** peer ********** ** *** mainly selected ** help ******** ********** ***** ********* ** ********** ** the **** ********* ***** ******* 2015) *** third topic **** ** ** *** importance ** planning for ******* ***** ** *** need ** seek advice *** ******** **** ********** *** planning steps required and goal ******* processes prescribed ***** the SCCT *** ***** ** ***** to ******* *** ****** ********* ***** *** high ****** students ***** ** ** 2016) *** ***** ****** will be ****** ****** the ***** ****** Each ****** **** have * biography or ***** ***** ** *** last ******* ** **** *** students ** ************* their ******* from ****** examples *** ******** **** **** ** ******* ** *** *** ****** ********* for better ****************** The **** objectives for *** ******* *** ** ******** the ************* ** *** ******** improve ***** **** ******* ************ outcomesObjective **** ******** self-efficacy The ********** of self-efficacy **** ** based ** the student’s ******* to ****** careers without **** of failure That **** ** ****** through their ******* ** ****** ******* **** *** ********* thought was ********* It will also be ***** on the ****** ** ****** ******* ** *** *** ** the ******* ** *********** will ** noted ** *** ****** choices ****** from *** **** ******** ** *** ***** ** *** **************** **** **** SettingThe ******** goal setting ************ **** ** ******** using *** ****** objective ***** Each ******* is ******** ** ***** highly ** *** ********* ***** at *** end ** *** program *** quality ** ***** and *** reasons *** the ***** ****** also ******* ** **************** Three: ******* ************** ******** **** ** ******** ** the ******* expectation ***** *** ****** ******** scale The ******* **** ** based ** the *********** ability ** have * ******** ******* ** *** end ** *** ******************** The **** ********** ******* **** ***** ** *** ********* of *** program **** ******* will fill the ******** ************** *** ***** *** *** ******* *** *********** ****** **** also ** used *** *** ********** of **** ** *** part ** the instructor *** ********** **** *** *** ***** ********* **** ** ********* ******* *** use ** ************** and ******** ************ **** *** *** ****** *** ***** objectives **** involve direct ********** **** *** ******** to **** ******** their ***** on *** ****** ******** ***** **** **** ********** approach **** occur **** in a ***** ***** the ******* starts ** ***** *************** the students **** ******** will mostly ***** ******* the *** ** *********** ******** *** ************ **** and ****** *********** for *********** dataCommunication ** Results *** ******* will ** distributed ** ******* ******* *** ********** ******** *** ******* members will ******* * report **** convey *** ********** ******* of *** ******* *** ******* ******* ** *** ******* **** ** ****** on *** board *** the students to **** ** ****** Individual ****** **** ** ********* ************ to *** students ** ***** ** ******* Each report **** be personal ** ** ** reveal ** *** students the ******** area ** improvement the program Critique ** ******* ****** *** ******* ** ****** to ** ********** ** implementation *** ******* ***** *** *** ********* ***** ** the use ** the **** It is ******* ****** ** face ******* issues ***** ** the ***** design ******* ********* *** **** strength of *** ******* is ** its ***** on *** ********* ********* ** **** ******* it ***** ** the ***** ** the ******* *** **** solutions For ******** ** is imprudent to force * ******* ** ****** a ******* career **** **** **** ** ********** psychological ***** in *** ***** *** program ** **** ************ *** each ******* *** ******* *** ******* are ***** ** **** student **** recommended improvementsPotential ****** The ***** ********* ******** ** *** ********* to ***** transform ******** ************ ** career ******* **** cultural ****** ***** limit *** ******* ** *** ******* ** alter the *********** career ******* ******* ********* ******** ** the inability ** *** ******** ** connect **** *** psychological side of *** ******* *** example **** students will *** ******** ***** emotional weaknesses ** it impacts ***** ****** ****** Obstacles ** ******* *** ***** ******** ** ******* ** *** **** ********** ** *** program *** ******* time ** ****** ** ***** the ******* ** *** program *** ******* **** students might ******* **** **** ** ******* their ****** ******* ******* ******** to success ** the ***** ********** *** *** ******* *** example *** program ******** **** ** ******** based ** the ********** time ***** ** ***** ********* ***************************** * * ***** **** * M ****** ********* Science ****** ********* ****** ******* ******** ** **** ****** Occupational *********** for Science ******* of ****** *********** 0894845318783873Galassi J ****** *************** ****** *********** Promoting ******* *********** *** *********** RoutledgeJohnson * * ***** ****** * * ****** *** ******** ** ********** ** ********* of ****** Mentors ** ******** ************* * * ***** ******* * * ****** ****** ****** *** ******** *********** calling *** ****** ********* career theory Journal of ****** ********** ***** *********** * W ******* I Morrison * A **** L T ***** ******* * W ****** ******** *** social cognitive ***** ** career self-management to ****** exploration *** *************** ******* of ********** Behavior 93 ************** * * ***** McWhirter * * ****** Critical ************* *** vocational *********** among ******** high school ****** ******* *********** *** ******* ** * measure ******* ** ****** ********** ***** ************ S * ***** *************** * ****** ****** *********** ************* ** *** **** ******* Education *************** Educativas/Resenhas ****************** * ***** Preckel * ****** Development of ************ ********* and *********** ****** the ****** ******* * Meta-Analysis of ************ ******* ****** of *********** ******** ***** *************

Click here to download attached files: Assignment fives.docx

Click here to download attached files: Assignment fives.docx