Quick tips for your sophomore or junior student
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Sophomores and juniors differ from first year students in that they have begun to realize career decisions are important, and they have more motivation to explore choices. Often this realization comes as the result of a crisis, usually referred to as sophomore slump, which can occur at anytime during these two years. During this period, the excitement and newness of being at college has worn thin, and the question of what they are doing here hits with considerable force. Part of the anxiety of a sophomore slump stems from indecision about career direction.
Whether or not students experience the turmoil of a sophomore slump, they are likely to be thinking about career choices. At this stage, they begin to identify and organize their options and make tentative decisions, although they often remain hesitant to commit themselves to those decisions. In order to solidify these tentative choices, students need to investigate fully what different occupations entail. The most important areas for sophomores and juniors to spend time on are self-assessment and occupational assessment.
We continue with sophomores and juniors to tie the career planning process to their immediate concerns such as summer employment, internship experiences, or time away from college. We teach occupational assessment methods and encourage students to use our resource area and talk to Lawrence University alums about careers. We advise students to try out their tentative choices by actually doing a particular job, whether it be during the summer, winter interim, or as part of an internship. Sophomores and juniors are beginning to look to themselves for a variety of answers, and we encourage that movement.
The middle years at college are years of transition. Black and white choices become more relative, answers begin to come from an internal focus of control rather than an external one, and general career ideas begin to become more refined. These transitions are often stressful, and at anytime progress can be impeded or stopped altogether. Students need to be encouraged to take risks, to try new behaviors, and to shoulder responsibility for themselves and their career development.
There are many ways parents can assist during this period of career exploration. As your son or daughter begins the self-assessment phase of the career planning process, offer to listen to them and be available for comment. Your perspective on his or her growth and development can be very useful to their self-understanding. Straightforward, non-judgmental communication is crucial in giving your feedback. Own your observations and allow your son or daughter to respond. Instead of "You would make a lousy banker!" try "I wonder about how happy you would be as a banker, especially since it seems to me you have never enjoyed math."
It is also helpful to discuss your own career related experiences. How did you choose your occupation? Did you decide what you wanted or did you fall into it? Did you ever feel uncertain too? The temptation here is to give advice and try to save your daughter or son from some of the mistakes you might have made. Describe what you learned from your experiences, and trust him or her to come to their own conclusions. "Looking back, I can see I would really have benefited from some sales experience." is usually more readily received than "You better get some sales experience!"
You can also serve as a referral source. If your son or daughter expresses an interest in a particular occupation, offer to help find more information. Perhaps you have friends, relatives, or acquaintances currently working in the field who would be willing to talk about their careers. We recommend that you tell your son or daughter whom to contact and let him or her take the responsibility for making the connection.
Most importantly, you can offer support and encouragement as your son or daughter really begins to tackle career questions. Make it known that you believe in his or her abilities and will be behind them as they explore and make decisions. It is often helpful to say that making mistakes is part of the learning, and that you will be available for comfort when disappointments come along.
As previously mentioned, it is a stressful time for students, and without encouragement, they may be too anxious to engage in career planning, deny the question exists, or pick the easiest, if not the most appropriate answer. If you are feeling uneasy about your daughter or son's progress in career decisions, say so. Again, how you communicate that concern is important. Express your feelings as one adult to another rather than in parental tones. "You seem worried about deciding what you want to do, and I am concerned. How about talking to a career counselor?" or "When you ignore your future, I get annoyed, and I would like to talk with you about it."