Abstract
Purpose. The purpose of this study was to identify the factors that high school counselors perceive support delivery of career counseling and career development opportunities to students. Secondly, it was the purpose of this study to identify the factors that are barriers to the delivery of career counseling and career development opportunities to students as perceived by high school counselors. Finally, it was the purpose of this study to identify what is needed to effectively deliver career counseling and career development opportunities to students as perceived by high school counselors. Methodology. The subjects of the qualitative study were a sample population of 20 high school counselors who serve students in public, non-charter, comprehensive high schools in California. Qualitative data were collected through in-person, audio recorded interviews. Findings. Web-based planning tools, classroom access and course integration, and the taking of opportunities, whenever possible, to integrate career counseling into all counseling with students were identified as the most supportive factors. The strongest barriers were large caseloads and the high need of students for social/emotional counseling and academic interventions. Participating counselors identified the supports most needed to provide career counseling and development opportunities to students to be schoolwide involvement in career preparation for students, lower caseloads, and increased professional development and training about careers and career counseling. Conclusions. The findings indicate that high school counselors and their districts, without a comprehensive guidance approach to student career development and a reduction in the counselor-to-student ratio, will struggle to provide necessary career information and career exploration opportunities that could make a life-changing impact on their students' futures. Recommendations. High school counselors must inform their administrators and school board members as to the current challenges they face and make recommendations as to how students would be served more efficiently, effectively, and completely. The counselor-to-student ratios must be lowered and high schools must develop and support a comprehensive school approach to serving the academic, career, and personal/social needs of their students. Additionally, the state should develop and adopt standards for school counseling and provide the support necessary for the development of comprehensive school counseling programs.