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Parents help us discover the gifts and the callings that God has for our lives. Parents help children and teens discover their vocational interests and the motivational gifts. Parents identify the steps and resources that are necessary to develop the qualities and talents that children and teens possess. Parents know that children and teens receive the vocational interests adidas stan smith saldi , abilities, skills, and talents in a seed form. These seeds will develop into careers, jobs, tasks, assignments, or ministries. Then, the talents and gifts will produce earnings, wages, and spiritual rewards as the children receive pleasure from knowing that they are fulfilling the callings that God has placed on their lives. The Goal of a Parent A parent receives direction from Proverbs 18:16, Proverbs 22:6, and 1 Peter 4:10. Proverbs 22:6 Train up a child in the way he should go: and when he is old, he will not depart from it. 1 Peter 4:10 As every man has received a gift, even so minister the same gift one to another, as good stewards of the manifold grace of God. Proverbs 18:16 A man's gift makes room for him, and brings him before great men. To learn about abilities, interests, and motivational gifts adidas superstar nere alte , parents have many tasks: Assess children's and teens' vocational interests, abilities, skills, beliefs, and values. Discover potential careers that are linked to children's and teens' identified interests. Help children and teens choose the suitable post-secondary education and training. Provide resources that help children and teens utilize their vocational interests, abilities, skills, beliefs, and values. Understand the relationship between education, training, and specific occupations. Introduce experiences that meet career, cognitive, emotional, and behavioral goals. Present information on the current and future labor market. Introduce problem-solving and decision-making strategies, and Solve career issues, conflicts, and concerns. The Steps Towards Completing Career Exploration Process Step One: Preliminary Assessment Parents must gain access to computerized, online adidas superstar supercolor rosa , or paperpencil career assessments. From these assessments, parents, teens, and children gain knowledge and understanding of our abilities, ambitions, aptitudes, identities, interests, life goals, resources, skills, and values. During this assessment period, parents will evaluate children's and teens' readiness for career planning. Gary W. Peterson and others of the Center for the Study of Technology in Counseling and Career Development University Center, discussed the differences in career planning readiness. Children, teen, and adults can be categorized as: Decided Decided yet needing a confirmation Decided yet not knowing how to implement their decisions Decided choosing to avoid conflict or stress Undecided Undecided with a deferred choice Undecided yet developmental unable to commit to a decision Undecided and unable to make a decision because the individual is multi-talented Children, teen, and adults transition from indecision to decisiveness when they complete the following steps in the career decision making and planning process. Step Two: Educational and Occupational Exploration Parents adidas superstar 2 38 , children, and teens gather information about: Educational choices The benefits of educational achievement The economy or labor market Occupational choices Specific occupations and programs of study Training opportunities The relationship between work and learning Positive attitudes towards work and learning Personal responsibility and good work habits A typical working day for a specific occupation Career exploration systems Step Three: Problem solving Parents, children, and teens solve career problems by: Identifying educational and career planning obstacles Creating solutions or courses of action Setting achievable goals Resolving conflict and tension Making a commitment to reach our God-given potential Problem solving should take into consideration personal values, interests, skills, and financial resources. Big problems are broken down into smaller, more manageable steps. Achievable goals result in the production of new competencies, attitudes, solutions, as well as educational and training opportunities. Step Four: Goal Setting and Decision Making As individuals, parents, children, and teens: Set, formulate, prioritize, and rank goals Clearly state our vocational interests, abilities adidas superstar bianche e nere 38 , and values Derive plans or strategies to implement the solutions Make a commitment to complete the plans Understand decision-making processes Evaluate the primary choice Consider a secondary occupational choice, if necessary Decision-making processes include: Developing learning and career plans Identifying suitable occupations Selecting appropriate educational programs Figuring the costs of educational training Considering the impact of career decisions. Step Five: Implementation While implementing and executing our learning and career plans, parents, children, and teens translate vocational interests, abilities, and skills into occupational possibilities. Parents, children, and teens do reality testing through interviewing current workers, job shadowing, part-time employment, full-time employment, and volunteer work. Parents, children, and teens obtain skill training, for example, social skills, resume writing adidas superstar foundation bianche e nere , networking, and preparations for interviews. Career Planning Resources In order to assess gifts, talents, and abilities, parents, children, and teens need career resources. Career planning resources include books, videotapes, audio-tapes, games, workshops, self-assessment inventories, career exploration web-sites, and computer-assisted career guidance programs. These resources are found at libraries, community colleges, and resource centers. The basis for most of the resources is the National Career Development G .