Sally Gelardin, Ed.D., is a certified Career Development Facilitator Instructor (CDFI) and a Provider of the Global CDF curriculum, a Nationally Certified Counselor (NCC), a Distance Credentialed Counselor (DCC), and a certified Job and Career Transition Coach. Through e-learning curriculum design and development, career expert audio interviews, presentations, radio/television interviews, and publications for print and electronic media, she demonstrates ways workers in transition can develop lifelong employability skills. She administers the Job Search Practitioner Certificate and teaches the Global Career Development Facilitator curriculum, serves as Women’s Studies Portfolio Evaluator at the University of San Francisco, and provides career management services and products for individuals, small businesses, organizations, and educational institutions. Sally is author of Starting and Growing a Business in the New Economy: Successful Career Entrepreneurs Share Stories and Strategies (2007), published by the National Career Development Association. Dr. Gelardin earned a M.A. in Education, M.A. in Counseling Psychology, and Ed.D. in International and Multicultural Education. She is Past President of the California Career Development Association (CCDA) and currently serves as an active contributing member to NCDA's Leadership Academy and Publication Committee, and as an Advisory Board member of the Redwood Empire Small Business Development Center. She is creator of The Job Juggler’s online Job Search and Lifelong Employability Program. Dr. Sally Gelardin, 170 Upper Via Casitas, Ste 6, Greenbrae, CA 94904, 415.461.4097 (ph/fax), sal@jobjuggler.net, JobJuggler.net, Lifeworkps.com, AskDrSal.com.

Gary Karp is an internationally recognized public speaker, corporate trainer, facilitator, author, and editor. He has been living — fully — with a T12 spinal cord injury since 1973 when he was injured in a fall from a tree at the age of eighteen. Since his injury, Gary has earned a graduate degree in architecture, worked for eleven years in the presentation graphics industry as a designer and production manager, then began providing ergonomics training and consultation services to companies in the San Francisco Bay Area where he lives with his wife Paula and their yellow Labrador Retriever, Nava Leah. He is the author of two books "Life On Wheels: For the Active Wheelchair User" (O'Reilly & Assoc., 1999) and "Choosing A Wheelchair: A Guide For Optimal Independence" (O'Reilly & Assoc., 1998), both widely reviewed as definitive guides for people with disabilities. His latest work is a book of essays by people with spinal cord injuries — co-edited with Stanley Klein Ph.D. — is titled "From There To Here: Stories of Adjustment to Spinal Cord Injury" (Leonard Media, 2004), was published in April, 2004. His investigative articles and profiles have appeared regularly in New Mobility magazine, and he is a board member of the National Spinal Cord Injury Association (NSCIA) for whom he is Executive Editor of their quarterly newspaper, SCI Life. A very highly-regarded speaker, Gary is sponsored in part by the Christopher & Dana Reeve Paralysis Resource Center, which funds his speaking in rehabilitation settings and to university students of physical and occupational therapy. As a corporate trainer on disability and employment — through his company, Onsight Awareness Training — Gary makes the business case for working with employees with disabilities. His work is geared particularly to hiring managers and recruitment staff. Also an accomplished musician and juggler, he has produced a CD of original guitar music and brings his juggling skills to bear in his appearances as a speaker and in his training. Gary Karp, gary@garykarpspeaks.com, lifeonwheels.org .

Connelly, M. F. & Avis, J.( Summer, 2001). A model for counseling older workers and their families. Career Planning and Adult Development Journal. Richard L. Knowdell, Publisher. Sally D. Gelardin, Guest Editor. Volume 17 Number 2 (pp. 27-41).

English, F. (1998). Videotape: The forces within us. International Transactional Analysis Association 436 14th Street, Ste 1301, Oakland, CA 94612. Email: ITAA@ITAA-net.org.

Gelardin, S. (2006). The Tightrope Model of Career Decision-Making. Keynote, SUNY CDO. “Networking on the High Wire: Supporting Student Decision-Making with the Assistance of Parents and Technology.” Retrieved October 16, 2006: Creativity eCommunity.

Gelardin, S. (2002). The Mother-Daughter Relationship: Activities for Promoting Lifework Success. CAPs Press. Retrieved October 16, 2006: AskDrSal.com.

Gelardin, S. (2003-2006). Retrieved October 16, 2006: The Job Juggler Employability Program.

Gelardin, S. (2006). Retrieved October 16, 2006: Job Juggler eCommunity.

Gelardin, S. (2007). Starting and Growing a Business: Successful Career Entrepreneurs Share Stories and Strategies. Retrieved October 16, 2006:
National Career Development Association (NCDA).

Harris-Bowlsbey, J. Suddarthy, B.H., and Reile, D.M. 2001 (revised first edition). Facilitating Career Development Student Manual. NCDA. View "Resources".

Hawkeen Mind Juggling. Retrieved October 10, 2006 from: Hawkeen Mind Jugglling .

Karp, G. (2004). From There To Here: Stories of Adjustment to Spinal Cord Injury. Leonard Media.

Karp, G. (1999) Life On Wheels: For the Active Wheelchair User. O'Reilly & Assoc.

Karp, G. (1998). Choosing A Wheelchair: A Guide For Optimal Independence. O'Reilly & Assoc.

Schlossberg, N.K. & Robinson, S.P. (1996). Going to Plan B. New York, NY: Simon and Schuster, Inc.

Schlossberg, N. (1984). Counseling adults in transition, Linking practice with theory. Springer.

Sturdevant, K. (1998). The Laugh and Cry Movie Guide: Using movies to help yourself through life’s changes. Lightspheres.

Apply high touch practices to high tech principles. Cross time and space barriers through juggling, writing poetry, and networking on the Internet. Learn from a professional juggler and a career educator how to solve career and business dilemmas by employing neurophysiological skills to connect where you are going with where you are now and where you have been.

Major goal of the session in one concise sentence:
Employ multi-sensory tools to make career and business decisions.

Learning objectives:
*Employ juggling, poetry writing, and technology to balance sensory and motor functions and reduce anxiety
*Reflect on past sensory perceptions by juggling and creating a poem.
*Apply sources of support identified in your poem to help you resolve a current career or business dilemma.
*Connect where you are going with where you are now and where you have been.

SCHEDULE

3:45 pm
Icebreaker – Gary
Demonstrates “mind juggling”, a neurophysiological skill that balances sensory and motor functions to dispel anxiety and increase one’s ability to juggle job search and career decision-making balls through time and space.

3:55 pm
Lecturette and Poem - Sally
Discusses the Tightrope Artist Model of Career Decision-Making, which crosses time and space barriers and incorporates brain-based learning modalities to make a career decision. She facilitates the following poetry activity to demonstrate the model. Poetry Activity: Write an “I Am From Poem” to discover what supports you have to make career and personal transitions. Include favorable memories from childhood. If you have time, include some current positive images in your life. After you have written your poem (5-10 minutes), you are welcome to share your poem with a partner. Relate external and internal supports identified in your poem that can be tapped to solve a career or business dilemma.

4:20 pm Juggling Demonstration - Gary
Garry demonstrates juggling a ball for a minute and then invites a participant to juggle a ball, first focusing (seeing in one’s mind’s eye, with one’s eyes closed, juggling the ball back and forth), then allowing one’s mind to go wherever, including to the past (i.e., memories that were evoked in “I Am From” poem) or future (career or business dilemma) for about 10 minutes. Three requirements: (a) a nice slow tossing rhythm, (b) closed eyes, and (c) pick up the ball when you drop it. Juggler participant gives feedback on the experience. Participant describes the dilemma and resolution as a result of the juggling experience.

4:45 pm Summary and Questions - Sally
Multi-sensory activities can be used to help identify internal and external supports to make a career or business decision. For example, after juggling a ball in the above fashion for 25 sessions or writing a poem, you will integrate the juggling or poetry writing skill in your nervous system and use it to dispel anxiety and make career and business decisions.

4:55 Workshop Evaluation and Handouts

Handout #1: Continuing the Discussion on a Blogging Platform
Explain how participants can continue to cross time and space barriers by sharing their poems and juggling experiences in an open-source blogging, personal and professional networking community .

Resource List


BIOS

Carmen likes her current job, but wants to change after the holidays. She wraps gifts in the gift-wrapping department of department store. She would like to go into sales. After looking at the poem that she composed, she said that she is artistic and likes designs and colors (internal resource). Referring to the festive holiday from her childhood, she said that she is social, likes to meet people and talk to people (external). Reflecting upon the poem reaffirmed her decision to discuss with her supervisor her desire to go into sales.”

Connelly, M. F. & Avis, J.( Summer, 2001). A model for counseling older workers and their families. Career Planning and Adult Development Journal. Richard L. Knowdell, Publisher. Sally D. Gelardin, Guest Editor. Volume 17 Number 2 (pp. 27-41).

English, F. (1998). Videotape: The forces within us. International Transactional Analysis Association 436 14th Street, Ste 1301, Oakland, CA 94612. Email: ITAA@ITAA-net.org.

Gelardin, S. (2006). The Tightrope Model of Career Decision-Making. Keynote, SUNY CDO. “Networking on the High Wire: Supporting Student Decision-Making with the Assistance of Parents and Technology.”

Gelardin, S. (2002). The Mother-Daughter Relationship: Activities for Promoting Lifework Success. CAPs Press.

Gelardin, S. (2003-2006). The Job Juggler Employability Program .

Harris-Bowlsbey, J. Suddarthy, B.H., and Reile, D.M. 2001 (revised first edition). Facilitating Career Development Student Manual. NCDA. View "Resources".

Schlossberg, N.K. & Robinson, S.P. (1996). Going to Plan B. New York, NY: Simon and Schuster, Inc.

Schlossberg, N. (1984). Counseling adults in transition, Linking practice with theory. Springer.

Sturdevant, K. (1998). The Laugh and Cry Movie Guide: Using movies to help yourself through life’s changes. Lightspheres.

Parisima - A Holiday
by Carmen (a woman of Nicaraguan heritage whom I met on a plane ride on the way home from a conference).

To celebrate
The Immaculate conception
Patron of Nicaragua
Father had a beautiful alter.
Flowers smelled like heaven.
All the neighbors visited my house.
They brought apples from Costa Rica,
Chicha - a corn drink - pink, a little sour.
Mixed with sugarcane.
Vacatamales - like a tamale.
That was the best part of my life
When I was little.
It makes me feel that
I can be a child again.

Maha, my colleague and past CDF student, asked, "What type of training could we give for children in order to develop their career? Here are some thoughts:

1. ZEUM

The basic conceit of the games workshop was that the participants were employees at a game company called Pajama Games. A big customer was waiting for delivery on a game that was due next Friday- we had two weeks to pull together design ideas, learn the toolset, write the script, build and design the artwork and test the game. Could we do it? Why not?

2. Mike Marriner, co-founder of Roadtrip Nation moderated a panel discussion at the International Career Development Conference:High Tech, High Touch Jobs: Tips and Trends for Competing in a Global Marketplace. He queried workforce "futurists" from Network Appliance (voted by Fortune Magazine as one of the country's top 100 employers) Kaiser Permanente (the top HMO in the USA), Seagate Technologies, a former career advisor from World Bank, and a representative from our nation's largest employer.

3. Read in NCDA's online newsletter article entitled "First Job Teaches Lifelong Skills." After linking to the NCDA website, do a "search" for "First Job Teaches." This will take you to the article. "One of the greatest assets that a career professional can possess is personal experiences upon which to draw as it provides an invaluable source of insights that can help students chart their own course and make informed decisions" (Thomas-Gilkey, B., 2003).

4. America's Career Resource Network, ACRN, consists of state and federal organizations that provide information, resources and training on career and education exploration. The network is funded by a grant from the U.S. Department of Education, and operates in every state and territory. ACRN is focused on helping students and adults make the best possible decisions about education, training and career development. ACRN helps learners identify their skills and interests, and plan an education and training pathway that makes the most of their natural abilities and leads directly to fulfilling work.

5. Children need to be seen and heard. Listen to Youth Voice and Youth Speaks. Founded in 1996, Youth Speaks is at the forefront of a national Spoken Word performance, education, and youth development movement. In over 40 cities, more than 250,000 young writers – 13 to 24 years old – are speaking their own messages through this powerful medium to millions of their urban and suburban peers. Read More... "because the next generation can speak for itself" (Retrieved September 17, 2006).

6. They can make digitial stories in their communities. The conjunction of diverse communities and cultures made the Mission Village Market a unique and vital locale in San Francisco. Held on Saturdays from 9AM-5PM, this open air maket was a rich stew of commerce, diversity and the unexpected. The Market closed in 2005 and thus far, no new location has been secured. Due to the heavy audio content of this page, it might take a few minutes to load. Please be patient (Heller, S. Retrieved September 18, 2006).

Four things determine severity of a transition.

According to Nancy Sclossberg, there are four things determine severity of a transition. (Schlossberg, 1998). Following each variable are questions that individuals can ask themselves or that career professionals can ask clients to help them manage a transition.

Use external supports to manage transitions.

Learn about four major groups of external supports to manage transitions (Schlossberg, 1998). Examine examples of the types of people who are representative of each group.

Use internal supports to manage transitions.

The Tightrope Artist Model can be used to demonstrate the value of employing your internal supports when you to make a career decision.

OVERVIEW AND RATIONALE
Making a transition can be difficult, whether it’s planned or unexpected, happy or sad (i.e., marriage or divorce, move, birth, death, award, layoff, graduation). The transition process can be managed most effectively if applied in the context of one’s own life.

ICEBREAKER
Share, with a partner, some of your favorite childhood memories up to the age of ten. Include places, actions, people, visual memories, sounds, scents, and physical activities. Each person in pair has 4 minutes to share his or her memories. Later in this lesson, you will have an opportunity to write a poem that will include your early memories. You may be able to find sources of support to manage a current or future transition from these early memories.

EXPECTED PARTICIPANT OUTCOMES
*to identify internal sources of support to help manage a career transition;
*to identify external sources of support to help manage a career transition.

AUDIENCE
This is an activity for career practitioners to use with clients from 16 years old on up.

LECTURETTE
Define transition: A transition is an event or non-event that results in change. A transition is characterized by a change in roles, relationships and/or routines. An event is something that happens, such as getting married, having a child, getting a job. A non-event is something that you expected and wanted to happen, but it did not like not getting a promotion. an event or nonevent that results in change. (Schlossberg [1989] in CDF Student Manual, Chapter 4: Theory, pp. 20-22).

Three factors determine the severity of a transition (Schlossberg, 1989): (a) situation, (b) self, and (c) supports. By asking client questions about each factor separately, you and your client can understand more about the transition.

Explain sources of support. Define external and internal sources of support. Draw chart. One column is Internal Sources of Support. Other column is External Sources of Support. Give examples based on Parisima Poem below (for poet of Parisima, internal source of support is preferred learning through multi-senses; external support is family, cultural traditions and social gatherings).

ACTIVITY
Write an “I Am Poem” to discover what supports you have to make career and personal transitions. Include favorable memories from childhood. If you have time, include some current positive images in your life. You will not be required to share your poem with others, if you don't want to. Here is an example.

Relate EXTERNAL AND INTERNAL SOURCES OF SUPPORT to poem.
On a piece of 8 ½ x 11 paper, write your own “I Am” poem. After you have written your poem (about 5 minutes), you are welcome to share your poem in a group.

Discuss TRANSITION THEORY as it relates to poem.

ASSESSMENT
On a blank sheet of paper, draw a chart, listing the external and internal sources of support found in your own poem. Some of these sources of support may be from your youth. Add other sources of support that you have developed over the years.

SUMMARY
We used the poem to help chart internal and external supports. The next steps in Schlossberg's Transitions Theory would be to determine how to implement your career goal, how to make maximum use of external and internal supports, and how to develop skills to overcome barriers.

RESOURCES

Identify four major groups of external supports to manage transitions (Schlossberg, 1998). Examine examples of the types of people who are representative of each group.

personal relationships
• immediate family
• extended family
• close friends, neighbors and acquaintances
• service professionals
• helping professionals
• social groups

professional relationships
• organizational colleagues
• colleagues in other organizations
• customers, clients, and collaborators
• vendors, consultants, contractors
• union representatives

organizational and community affiliations
• professional associations
• alumni associations – national and local chapters
• community or volunteer organizations
• philanthropic cultural and civic organizations
• certifying or licensing bodies
• boards of directors, boards of trustees and advisory boards

opportunistic networks
• the woman you met at the party
• the man working out next to you in the gym
• the couple behind you in the movie line
• your hairdresser, hygienist, or mail delivery person
• the other person who got bumped off the flight to JFK