Girl Studying


Here’s how it works:

  • I sit down with the student and gather information about their interests, skills and values.  This discussion focuses on such things as the student’s hobbies, skills they have demonstrated both in and out of school, areas for which the student has developed a strong passion, academic strengths and weaknesses, involvement in school and community activities, most and least favorite subjects in high school, a self-assessment of their interpersonal skills, ability to handle stress, etc.

  • The student is also asked to describe the type of environment in which they might prefer to work (indoors, outdoors, business setting, health-care setting, educational setting, etc.), whether they prefer to work with their hands or sit at a desk, the role that salary and job market might or might not play in their career decision, whether they’re willing to work long hours or prefer to have a great deal of free time, whether they are willing to work in a high-stress environment or prefer to work in a less-stressful one, whether they prefer to work alone or as a member of a team, and where they envision themselves living after graduation from college (close to where they grew up, far away, large city, small town, suburb, etc.).

  • The student then takes the Strong Interest Inventory®, which is one of the world’s most widely respected and frequently used career planning tools.

  • After the Inventory is scored, the student is given a copy of their Strong Interest Inventory®
    Interpretive Report, and I provide the student with information that helps them understand what is contained in the report

  • Based upon all of the information that has been gathered up to this point, the student explores those careers that have emerged as ones that might be a “good fit” for them.  This may involve doing Internet research, job-shadowing, etc.

  • For careers that have emerged as a potential “good fit,” I show the student an outline of the types of college courses they might need to complete in order to enter those careers. We then evaluate whether the student possesses the motivation, interest and academic ability necessary to be able to successfully fulfill the college degree requirements to enter careers the student is considering.

  • In order to ensure that the student is not limiting their career options, I have them look into career areas beyond those in which the student “scored high” on the Strong Interest Inventory ®.  This includes exposing the student to certain career areas that they might never have heard of or knew little about.

  • The student, parent(s) and I meet as a group and we discuss the outcome of the aforementioned steps.  Parental input is solicited and discussed.


A Highr Degree of College Guidance Services
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