CESP Exam Dumps - Certified Employment Support Professional (CESP)

Career planning for high school students involves identifying their skills, interests, and goals, and exploring various career options that match them12. Career planning also involves gaining experience, developing key skills, and creating a plan to pursue advanced education and training to achieve their goals34. Career planning should be based on the student’s own preferences and aspirations, not on external factors or expectations34.

Among the four options, only D is consistent with these principles of career planning, and the best response for working with the student. By exploring what appeals to him about being a lawyer, the employment support professional can help him understand his motivations, values, and interests, and how they relate to his career choice34. This can also help him to decide if he should pursue that goal or other careers that offer similar benefits and working conditions, such as justice, advocacy, problem-solving, or communication53. This way, the student can make an informed and realistic decision about his future, and receive guidance and support to achieve it34.

Option A is not a good response, as it implies that the student’s goal is unreasonable or unrealistic, and that he should settle for a more attainable goal, such as moving up to prep cook in the restaurant. This goes against the principle of empowerment, which states that the student should be encouraged and supported to pursue his own goals, not discouraged or limited by others67. Option A also shows a lack of respect for the student’s preferences and abilities, and may undermine his confidence and motivation67.

Option B is also not a good response, as it implies that the student is unaware or unprepared for the educational requirements for becoming a lawyer, and that he should reconsider his goal based on the length of time it will take. This goes against the principle of choice, which states that the student should be able to choose his own career path, not be influenced by others’ opinions or assumptions67. Option B alsoshows a lack of support for the student’s aspirations and potential, and may discourage him from pursuing his goal67.

Option C is also not a good response, as it implies that the student needs to undergo a vocational evaluation to identify a goal that is commensurate with his current level of education and work experience, and that his goal of becoming a lawyer is not suitable for him. This goes against the principle of individualization, which states that the student should be treated as a unique person, not as a category or a label67. Option C also shows a lack of recognition for the student’s interests and goals, and may divert him from his desired career path67.

References:

• 6: What Is Supported Employment? | British Association for Supported Employment
• 7: Certified Employment Support Professional - apse.org
• 8: Supported Employment Services | DSHS
• 9: What Is Supported Employment? - Integrity, Inc.
• 5: Guide to Career Planning for High School Students - Study.com
• 3: The Ultimate Career Planning Guide for High School Students
• 1: Career planning for high schoolers : Career Outlook: U.S. Bureau of …
• 2: Career Planning Checklist: High School - EducationPlanner
• 4: Setting Your Career Goals: A Guide For High School Students

The LEAST appropriate FIRST step is to help her get a small business loan. This would be premature and risky, as it would involve committing to a financial obligation without having a clear and realistic business plan. It would also bypass the important steps of assessing her strengths, interests, needs, and goals, as well as researching the market and the feasibility of her business idea. The other options are more appropriate and helpful because:

• A. Visiting local businesses would help her to learn from other entrepreneurs, network with potential partners or customers, and identify the opportunities and challenges of running a business in her community.
• B. Determining her prior work experience would help her to evaluate her skills, knowledge, and abilities, as well as her areas of improvement and development. It would also help her to showcase her qualifications and achievements to potential investors or lenders.
• C. Learning why she wants to start her own business would help her to clarify her vision, mission, and values, as well as her motivation and passion. It would also help her to set realistic and attainable goals and objectives for her business. References:
• CESP Candidate Handbook, page 12, Domain 2: Individualized Employment and Career Planning, Task 2.20: Self-employment resources for job seeker, Knowledge of 2.20.1: Self-employment options and resources
• CESP Practice Exam, question 5, answer C: The job seeker’s strengths, interests, needs and conditions for employment.

The best response the employment support professional (ESP) can offer to relieve the employer’s concern is to assure them that they can provide assistance and guidance to the employee’s co-workers if there are any issues or challenges related to working with a person with disabilities. This response shows that the ESP is committed to supporting the employee’s successful integration and inclusion in the workplace, and that they are willing to address any potential problems that may arise from negative or inaccurate attitudes toward the employee with disabilities. The ESP can also offer to provide information, education, or training to the co-workers to help them understand the employee’s disability, strengths, and needs, and to foster positive and respectful interactions. This response is consistent with the evidence-basedpractices and principles of supported employment, which emphasize the role of the ESP as a facilitator and a resource for both the employee and the employer

 The best option for the employment support professional to do is to recommend the family consult with a benefits specialist. A benefits specialist is someone who can provide accurate and individualized information on how work and earnings may affect the student’s eligibility for SSI and other public benefits, such as Medicaid, food stamps, or housing assistance. A benefits specialist can also explain the various work incentives and programs that are available to help the student transition to work without losing essential benefits and supports. For example, the student may qualify for the student earned income exclusion, which allows a student under age 22 and regularly attending school to exclude some or all of their earnings from income when determining their SSI benefit amount12. A benefits specialist can also help the student and the family plan for future goals and needs, such as saving for education, training, or assistive technology.

The other options are not appropriate for the employment support professional to do because:

• A. Advising the family that the student is required to work as part of the transition plan may be seen as coercive or insensitive to the family’s concerns and fears. It may also create conflict or resistance between the family and the school or the employment support professional. The student’s transition plan should be based on the student’s preferences, interests, needs, and strengths, and should involve the collaboration and agreement of all parties involved, including the student, the family, the school, and the employment support professional.
• B. Informing the family that the student can work 15 hours per week without affecting benefits and insurance may be inaccurate or misleading, as the impact of work and earnings on benefits and insurance may vary depending on the student’s individual situation and the type and amount of income they receive. It may also be insufficient to address the family’s concerns and questions, as they may need more detailed and specific information on how work and earnings may affect the student’s current and future benefits and supports.
• C. Agreeing with the family that the student who has SSI cannot work may be discouraging or limiting for the student’s potential and opportunities. It may also be contrary to the core values and principles of the employment support professional, which include promoting the inclusion, empowerment, and self-determination of people with disabilities in the workforce and society. It may also be inconsistent with the evidence and best practices that show that people with disabilities can work and achieve positive outcomes with appropriate supports and accommodations. References:
• SSI Spotlight on Student Earned Income Exclusion
• SSI Rules for College Students

A situational assessment is a process of observing and evaluating a person’s skills, interests, and abilities in a real work setting1. The purpose of a situational assessment is to identify the person’s strengths, preferences, and support needs for employment2. Based on the information given, the best option for scheduling a situational assessment for the 24-year-old woman is a local recreational center that runs an after-school art program for young children. This option matches her interest in children and art, and provides an opportunity to demonstrate her creativity and interpersonal skills. The other options are less suitable because they either do not align with her interests, do not offer a variety of tasks, or do not provide a natural work environment. References: 1: Focus On: Six strategic steps for situational assessment3 2: CESP study guide2 3: https://www.publichealthontario.ca/-/media/documents/F/2015/focus-on-situational-assessment.pdf?la=en

 The ADA is a federal civil rights law that prohibits discrimination against people with disabilities in everyday activities. To be protected by the ADA, one must have a disability that meets the definition of the law. According to the ADA, a person with a disability is someone who:

• has a physical or mental impairment that substantially limits one or more major life activities, such as walking, seeing, hearing, speaking, breathing, learning, working, or caring for oneself
• has a history or record of such an impairment, such as cancer that is in remission, or
• is perceived by others as having such an impairment, such as a person who has scars from a severe burn.

The ADA does not require a person to apply for benefits, work with an employment support professional, or receive Social Security to be covered by the law. These are not criteria for determining disability status under the ADA. Therefore, options A, B, and C are incorrect. References:

• Introduction to the Americans with Disabilities Act
• The Americans with Disabilities Act
• Employers and the ADA: Myths and Facts
• Your Rights Under the Americans with Disabilities Act

According to the CESP Candidate Handbook1, one of the knowledge areas for Domain 3: Community Research and Job Development is “Strategies for marketing job seekers to employers”. The handbook also states that “The CESP exam is based on the application of knowledge, not just the recall of facts”. Therefore, the best answer is the one that demonstrates the most effective and evidence-based practice for presenting a person’s experience to a potential employer.

Option C is the best answer because a visual portfolio is a collection of work samples, photos, videos, or other materials that showcase a person’s skills, abilities, and achievements in a concrete and appealing way2. A visual portfolio can help anemployment support professional to highlight the person’s strengths and interests, match them to the employer’s needs and expectations, and address any possible concerns or questions that the employer may have3.

Option A is not the best answer because a social networking account may not be relevant or appropriate for demonstrating a person’s experience in a professional context. A social networking account may contain personal or private information that the person may not want to share with a potential employer, or that may create a negative impression of the person’s character or suitability for the job4.

Option B is not the best answer because a job analysis is a tool that an employment support professional uses to gather information about the tasks, duties, skills, and requirements of a specific job. A job analysis is not a resource that can demonstrate a person’s experience, but rather a method that can help identify the best fit between a person and a job.

Option D is not the best answer because an individualized employment plan is a document that outlines the goals, objectives, strategies, and supports that a person and an employment support professional agree to pursue in order to achieve successful employment outcomes. An individualized employment plan is not a resource that can demonstrate a person’s experience, but rather a plan that can guide the process of finding and maintaining a job.

References: 1: CESP Candidate Handbook 2: Visual Portfolios: A Tool for Marketing Job Seekers 3: Using Visual Portfolios to Market Job Seekers 4: Social Media and Employment : Job Analysis: An Overview : Individualized Employment Plan (IEP)

The best advocacy for Carl to receive bus training is to assist him to meet with his team and his parents to discuss city bus training, then plan and prepare for the city bus training. This option respects Carl’s right to self-determination and empowerment, as well as his parents’ concerns and involvement. It also allows for a collaborative and individualized approach to address Carl’s transportation needs and goals. The other options are either disrespectful, dishonest, or ineffective in promoting Carl’s independence and inclusion in the generalworkforce. References: https://cesp.helpscoutdocs.com/article/637-cesp-examination-content-outline

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