The document outlines the stages of change that clients may go through when pursuing employment. It begins with pre-contemplation, where the client is resistant to work. The next stage is contemplation, where the client considers employment as a possibility. In the preparation stage, the client takes stock to plan for a job. The final stage is action, where the client actively searches for work through jobs, volunteering, or training. For each stage, client attitudes, outcomes, competencies, and recommended actions and resources are provided to help move the client toward employment.

1. WORKFIRST
OVERVIEW OF STAGES OF CHANGE
PRE-CONTEMPLATION
Resistant to discussions about work; getting a job is not on the radar; anxious about employment; identifies unemployment as
necessary for working on recovery - does not see benefits of working to improved health; may state they can work whenever
they want to.
Client says/feels -
“Working won’t make a difference in my life”
“I am too disabled to work.”
Outcomes
Key outcomes that indicate client is moving to next stage:
 Client agrees to one meeting re: employment goals outside of housing (restaurant, library, etc.) This facilitates making
an alliance and aligning with client’s strengths.
 Client makes “What if . . .” statements.
 What would happen to my benefits?
Competencies
By participating in the activities in this stage, clients are enhancing these soft skills:
 Personal Qualities: sociability, self-esteem
 Thinking: reasoning
 Basic Skills: speaking, listening
 Resources: use of time

2. ACTION RESOURCES
Note: Note:
• Many of these activities can be done at drop-in times at the house or by • While many of the resources identified in
establishing WorkFirst’s own drop-in times. this section include works sheets, the
• In this stage, a goal of using a wide variety of activities is to shock people into worksheets can be used as talking guides or
behaving differently. as examples of what to record on “Discovery
• It is key to stay client directed and practice reflecting listening in this stage. For Cards”. The resources can help frame a
example, if a client misses appointments or doesn’t follow through rather than “Walking Tour” or a group activity/meeting at
saying, “I can’t work with you if you don’t come”, saying, “I would like to work the house.
with you, but we haven’t been able to get together. Is this something we can
work on?” This type of statement clearly states the concern without putting it on
the person’s shoulders. It is hopefully open to negotiation.
Activities
• When Client Says, You Say
• Explore experiences with and ideas about work.
--What have you done for work? • Family(friend) Job Tree (ICA p. 25)
--What has it been like for you? • What I Really Like in a Job (PM p. 19)
• “Let’s get coffee” Walking Tour to explore “what ifs” for work sites/jobs. • What skills do you think are needed to do
this work/job? (ICA p. 51)
For Walking Tours – use “Discovery Cards I” (index cards) as an informal tool to
record observations and learnings on the tour. Client can jot down several bullet • Things I Have Done (talking tool and means
points. Starts to develop information gathering skills and to identify jobs they have held to ID skills used or skills “discovered”) (ICA
or places they might like to work. Staff can say, “I see you have these skills.” p. 46)

3. In addition, Walking Tours can be “Treasure Hunts” – helping clients uncovered
hidden/buried information about themselves. Identify skills and information about a • Things I Like (language can be modified)
client that may have been “forgotten”. Use an asset based approach. (ICA p. 49)
• Provide incentives or “catch the bait”. • Things I am Good At (ICA p. 54)
• Use kinesthetic activities to help clients identify their “dream job”. Use pipe • What’s Important to Me (GT p. 12)
cleaners, play dough, etc. to build this.
• Hopes and Dreams (using music) (ICA p.
• Use vocational pictures or magazines as a starting place to talk about what they 32)
want or don’t want in a job.
• Goal Setting (guided conversation topics)
• If had bad experiences with work, can ask: (ICA p. 34)
--What is your typical day like?
--Tell me about your family & friends.
• Job Values (ICA p. 60)
--Do you like ___? (dogs, cars, etc.) • What Kind of Jobs do People Have? How
Did You Get Those Jobs? (ICA p. 17)
--What is your neighborhood like?
--How do you feel about your housing?
--Who in your house is working? Where? • Life Line or CHETA – Career Mapping (ICA
p. 42)

4. • If Drinking
• Extension Activity for “Things I Have Done”
--Give validation/vision on areas you can. – one-on-one conversation with ES (ICA p.
45)
--You tell me you want xyz, and I can see how you would do well. Here’s what
worries me (I own this.)
--Where is the flexibility of work?
--Can you recall one positive experience about work?
--Was your pattern of drinking the same/less when you were working?
--Mentoring/accomplishments
--What are you doing right now? (ID skills)
-- get up on time
-- going shopping
--consumer experiences translated to work
• If Mental Health Issues
Mental health vs. developmental disabilities
--focus on strengths

5. --How well does the client understand me?
Can he/she related to me?
General check-in questions, neutral small talk to check on understanding
What are your day-to-day activities?
• Develop a sheet of positive responses to negative responses.
• Sharing success stories among those in housing (short & targeted)
• Peer mentoring
--IMPACT clients or residents in housing or Work1st who are farther along • Things I Am Good At Extension Activity
(demonstration of a “things I could show
--preparation for action stage someone else how to do”)( ICA p. 53)
--casual introduction / bring up with someone & ask for permission
--outreach arm, downstairs in kitchen • Suggested readings for book groups: More
Than a Job; Picking Up the Pieces;
• Vocationalize the environment at WorkFirst and in the house. Speaking Out on Work; Working, Claiming
What is Ours; and Hard Times, Happy
Small group work – making it the norm to do group work and meet with Times. (GT p. 23)
WorkFirst staff. Groups can also include people in the house who are farther
along in their employment journey. Encourages informal “peer mentoring”.
Group work can also include times to share and tell about a time you were

6. successful.
• Help clients develop life skills:
--help them meet practical needs
--accessing services/community groups
--faith groups
--AA in the community

7. CONTEMPLATION
Considers employment as a possibility; will talk with staff about working, may ask about implications of employment.
Client says/feels -
“ Work is for some guys- not for me right now –maybe later”
“I’ll see what you offer but I won’t commit.”
Outcomes
Key outcomes that indicate client is moving to next stage:
 Comes to a meeting outside of the house re: employment goals.
 Agrees to take some employment related action: Key Train, computer tests, etc.
 Client is more comfortable with the term/concept employment.
 Client can define what employment means for them.
 Client says “What do I need to do next?”
Competencies
By participating in the activities in this stage, clients are enhancing these soft skills:
• Thinking: creative thinking, problem-solving, seeing things in the mind’s eye (life line, picture of bridge to job)
• Information: acquiring and evaluating information, uses computers to process information
• Basic Skills: reading, writing

8. ACTIONS RESOURCES
Key goals in this stage:
--educate about what is out there • PICBA – A Problem Solving Technique
--help client see a bit of what is ahead
--make the path to employment clearer • Guides for Career Exploration Websites
--begin to introduce tools, and move toward formalization
• Career exploration on the internet including
videos (ICA pp. 70-78. Includes 3 versions
of worksheets for recording information
Activities: found on the websites.)
• Create a picture of the bridge to your job Recommended career exploration sites to use:
• World of Work Map internet site
• AVIATOR website (correlates with WorkKeys) (also see ICA p.
98 for “Reality Check” activity using this
site.)
• Walking Tour II – ID specific jobs/places
• MassCIS –
• visits to job sites & job fairs Suggested features: O’Net Interest Profiler,
Work Importance Locator, Career Cluster
• make lists of pros/cons for working Inventory, Reality Check (set-up for Youth
but useful for adults as well).
• values clarification (several ways)
This site is continually updated. Clients can
• express empathy for fears & concerns start a “Portfolio” on the site.
“If this was me . . ., I would feel . . .” • Informational Interviews

9. (Can do this very informally with people in
• role plays the house or can bring in guest speakers.)
(ICA p. 81)
• employer panels based on client interests
• Job Fairs (ICA p. 86-87)
• employer panels at the house
• Job Values (ICA p. 58)
• websites with videos
• Things I Have Done (ICA p. 45)
• sharing client success stories
• Identifying Skills (ICA p. 50)
• pre-job club for those in this stage
• Smart Consumer of Education (ICA p. 128)
• Discover Cards II – keep in a file box. Cards have sections to fill in. More
formal than Discovery Cards I. Can be filled in quickly to record an • Options for Further Education (group panels
accomplishment. If gather certain number of cards or meet a certain number of in the house) (ICA p. 132)
times then receive an incentive.
• Resource Mapping (BP – p. 191)
“Treasure Hunt” can move beyond immediate neighborhood to explore the city and • Second Commercial (BP – pp. 20 – 30)
become familiar with resources available for employment. Expand client’s view of
what’s around. Can include visiting libraries, career centers, job fairs, and potential job • Tell Us About Yourself (BP – pp. )
sites.
• I am . . . Worksheet
• Action Plan

10. PREPARATION
Taking stock of oneself to plan for pursuing a job; makes vocational plan; gathers information; expresses concerns; seeks
solutions to potential problems; enters training or educational programs to prepare for employment; considers risks of
substance use linked to working and develops response plan.
Client says/feels-
“ I am interested in work – what do I need to do to succeed this time?”
Outcomes
Key outcomes that indicate client is moving to next stage:
 Develop an EAP focused on short-term job goals.
 Begin to develop a Portfolio.
 Identifies career goals.
 Client takes more responsibility for actions.
 Participates as a volunteer or in an internship.
 Identifies education or training options available.
 Enters education or training.
Competencies
By participating in the activities in this stage, clients are enhancing these soft skills:
 Information: acquires and evaluates information, organizes and maintains information, interprets and communicates
information
 Thinking: creative thinking, decision making
 Personal Qualities: self-management, responsibility

11. ACTIONS RESOURCES
Key goals in this stage: • Key Train tests for specific skills identified
--Begin to move toward more structured meetings using Action Plan worksheet. through career exploration on the internet.
The one-page Action Plan is used to document what the staff and client will each do,
and includes: • Career exploration on the internet including
--summary (“This is what we did today.) videos
--next steps (“Here’s what I’ll do, and here’s what you’ll do between now and the
next meeting.”)
Recommended career exploration sites to use:
It is signed by both and, whenever possible, a copy given to the client at the end of
each meeting. • World of Work Map internet site
(correlates with WorkKeys)
--Continue to educate client on options.
--Start or continue development of Portfolio. • MassCIS –
--Introduce Key Train as a key tool to prepare for training. Suggested features: O’Net Interest Profiler,
Work Importance Locator, Career Cluster
Activities: Inventory, Reality Check (set-up for Youth
but useful for adults as well).
• career mapping/collages
This site is continually updated. Clients can
start a “Portfolio” on the site.
• career exploration tools
• Creating a Resource Map
• websites
• Using Good Judgment
• education and training program presentations
• job shadowing • Being Assertive Not Aggressive, Tips for
(BPP)
• pre-job club

12. • entering education/training program
• Communication Styles Exercise (BPP)
• volunteer/internship
• Planning Ahead
• discuss disability/substance abuse & relationship to work goals
• Smart Consumer of Education
▪ problem solving
• Options for Further Education (group panels
• present options for education & training programs
in the house)
▪ explore realities of what it takes
• look at benefits and how they are affected
• Creating a Resource Map
• Start to meet in other locales including at a career center with a OSCC staff
• Job Shadowing Activity and Worksheets
person or meet at a health center.
• Your Attitude, Attitude Self-Assessment
(BP)
• Prepares resume, complete paper and on-line job applications
• Prepare for interviews (role play, mock interviews)
• Completing an On-line Job Application
• Identify needs for program or job (clothes, alarm clock, etc.)
• Completing a Job Application
• Developing a Resume
• Mock Interviewing (insert materials from
Impact)

13. • Getting Ready for the First Day of a Job
(BPP)
• Do’s and Don’ts in the Workplace (BPP)

14. ACTION
Actively job searching, volunteering or doing an internship, participating in education or training, or completing job trainings.
Client says/feels-
“This is my plan for getting and keeping a job and here is how I want you to help me.”
Outcomes
Key outcomes that indicate client is moving to next stage:
 Get a job.
 Secures a volunteer placement.
 Participates in an internship.
Competencies
By participating in the activities in this stage, clients are enhancing these soft skills:
 Information: acquires and evaluates information, organizes and maintains information, interprets and communicates
information
 Thinking: creative thinking, decision making
 Personal Qualities: self-management, responsibility

15. ACTIONS RESOURCES
 interviewing  The Hidden Job Market
 uses computers at the Career Center  Networking: Your Path to the Hidden Job
Market
 works independently to job search
complete applications
resumes  Completing a Job Application
writing thank you letters
 volunteering/interning  Completing an On-line Job Application
 talking with others to network re: jobs, training
job clubs  Developing a Resume
house talks
post gathering
 benefits analysis (“If I earned this ___, my benefits would be ___.”)  Keeping Track of Your Job Search
Activities
 planning and time management
 counseling/coaching to keep client motivated  Telephone Etiquette
 getting information on jobs
 Job Search on the Internet
 reassess skills acquired
 reviews and updates career plan, revises ST/LT goals  Preparing for an Interview Basics

16.  Planning for a Successful Interview
 Mock Interviewing
 Follow-Up to Interviews
 Timekeeping Practices
 Understanding Your Paycheck and
Benefits
 Getting Ready for the First Day of a Job
 On the Job Problem Solving

17. MAINTENANCE
Remains attached to the workforce; resolves on-the-job problems; seeks re-employment when there is a job loss; secures
new work within 2 -3 months of a job loss.
Client:
--Goes to work every day.
--Continues to acquire job specific skills for current job and hones transferable soft skills to maximize retention and long-term
career opportunities.
--Becomes comfortable working.
--Feels they belong, have a sense of identity.
--Develops a sense of identity.
--Can identify limits & what they need to know.
--Knows & under-stands benefits & wages and knows where to get support.
Client says-
“I have my job – this is going well. This is not going well.”
Outcomes
Key outcomes that indicate client is successful in this stage:
 Stays in job.
 Moves to next level at current workplace. (This includes moving from a volunteer or intern position to a paid position,
or from a part-time to a full-time position.)
 Adjusts to work.
Competencies
By participating in the activities in this stage, clients are enhancing these soft skills:
• Resources: identifies, organizes, plans, and allocates resources
• Understands Systems
• Personal Qualities: responsibility, self-management, sociability
• Thinking: knowing how to learn

18. ACTIONS RESOURCES
 Review soft skills including: communication, teamwork, conflict
resolution, know how to ask for help • Working with Diversity
 Use charts and role plays. • Accepting Direction/Criticism
 Use tracking systems for recording check-ins with both client and employer.
• Defining Conflict and Its Causes
 Meet off-site.
 Be free when they are free. • Resolving Conflict in the Workplace
 Check on support services:
• Working with Others on a Team
--child care
--transportation • Coping with Change
--financial concerns
• KeyTrain – identify skills to develop for
--other medical appointments (AA, therapy) advancement
 Identify skills needed for retention/advancement.
• Career Ladders
 Look at career ladder opportunities at the work site or elsewhere.
--what are you learning?
--what are your building toward?

19. RELAPSE
Person uses available supportive services to stay employed; considers next job or career moves; considers additional training
needed to get more satisfying work; uses earned income legitimately; learns skills to respond to trigger events or moments.
This is an opportunity to learn/rework.
People feel shame/vulnerable, and need emotional care.
Client says/feels-
“I want to be part of the group and going out after work for a drink is just too hard to avoid.”
Outcomes
Client continues employment, finds another job, or goes to school/job training.
Competencies
By participating in the activities in this stage, clients are enhancing these soft skills:
• Personal Qualities: responsibility, self-management, integrity/honesty
• Thinking: decision making, problem solving
ACTIONS RESOURCES
• Reaffirm what they have done. See other stages.
• Revisit previous stages, starting where the client is