DEPARTMENT OF PSYCHOLOGY
& COUNSELING
SCHC/PSYC 7820: Career
Counseling
3 Credit Hours
1. Brown, D. (2003). Career
information, career counseling, and career development.
(8th ed.).
2. Zunker, V. G., & Osborn,
D. S. (2002). Using assessment results for career development.
(6th ed.).
3. Career Assessment
Instruments packet. All textbooks are located at the university bookstore.
RECOMMENDED
TEXT
1. Herring, R. D. (1998). Career counseling in schools.
Multicultural and developmental perspectives.
Course
Description: An introduction to the theories and implementation of the career
choice process. Emphasis is placed on the nature and use of
educational-occupational information in assisting individuals to explore the
world of work and develop meaningful career plans. The course includes lab
experiences consisting of administering, scoring, and interpreting career
inventories. Students also learn about computer assisted career development
including the Georgia Career Information System.
Students
will:
1. demonstrate an understanding of salient
sociological aspects of career development. (COE-3)
2. demonstrate knowledge of prominent
theories of vocational development. (COE-2)
3. apply theories of vocational
development to counseling practice. (COE-2)
4. demonstrate knowledge of occupational
classification systems and trends in the world of work. (COE-2)
5. become aware of several
career-related inventories. (COE-3)
6. explore and demonstrate some
understanding of their own career development patterns. (COE-1)
Students
will:
1. apply theories of career
development and decision-making models to counseling practice. (SCCO-D, CACREP
4.a.)
2. describe career, avocational,
educational, occupational and labor market information resources, visual and
print media, and computer-based career information systems and other electronic
career information resources. ( SCCO-D, CACREP 4.b.)
3. demonstrate career development program
planning, organization, implementation, administration, and evaluation.
(SCCO-D, CACREP 4.c.)
4. state the interrelationship among
and between work, family, and other life roles and factors including diversity
and gender issues as related to career development. ( SCCO-D,
CACREP 4.d.)
5. develop career development and
educational placement, evaluation, and follow-up strategies. (SCCO-D, CACREP
4.e.)
6. utilize assessment instruments and
techniques relevant to career planning and decision-making. (SCCO-D, CACREP
4.f.)
7. demonstrate computer career development
applications and strategies, including computer-assisted career guidance and
information systems and appropriate world-wide web sites. (SCCO-D, CACREP 4.g.)
8. demonstrate knowledge of career
counseling processes, techniques, and resources including those applicable to
specific populations. (SCCO-D, CACREP 4. h)
9. apply ethical and legal
considerations related to career development (SCCO-D, CACREP 4.i.)
A. Case Studies
B. Group Activities
C. Videos
D. Practice Testing &
Assessments
E. Computer-Assisted Career
Activities and Assessments
F. Practice Career Counseling
Interviews
a.
b.
Career Assessment Report: Students will conduct a career assessment on one
person (SCHC students – K-12 school age student; PSYC student – any
age), using one of the career instruments practiced in class then write a
case report including the results of the test. A copy of the case and
assessment report will be emailed to all class members. The instruction for the
report format is attached. For SCHC students you are to also use
the GCIS as a follow up.
c. Career Counseling Issues for
Special Populations Presentation: Students will be assigned to work in small groups
of 4 or 5 to write and present a report on career counseling issues and
techniques for interventions for a specific population group (girls, children
of migrant workers, deviant youths, physically challenged, African American
boys, learning disabled, etc.). The group will choose a career theory that
would help to guide career counselors in working with this population and also
any assessment instruments specific to or applicable for this particular
population. The
d.
f. Career Genogram: (For PSYC students only). Each student
will construct a personal career genogram to get a better understanding of self
and families of origin, including grandparents. The genogram should provide you
as well as the other class members with insights into careers, work, gender,
and cultural socialization. The format for the career genogram will be provided
by the instructor and discussed in class. The genogram along with a
g. Field Experience: Each student will complete a field
experience in a school setting with a school counselor (for SCHC students),
and/or a career center with a career counselor or career specialist (for
PSYC students). Assignments will be made before the fourth week of class.
Students will keep a log (www.internetloggingsystem.com)
that notes time spent, activities completed, and how activities or observations
relate to the course objectives, discuss their experiences in class, and write
a two-page reaction of the field experience. Evaluations will also be completed
by the instructor and the site supervisor. A minimum of 30 hours must be
completed. See guidelines for the field experience attached.
h. Examinations I & II: Students will take two written
examination on the dates assigned. The special population presentation will
count as a final examination.
All PAPERS are to be written
using APA 5th edition writing style and emailed to all class
members.
COURSE EVALUATION
Exam I: February 17th
Exam II:
March 30th
Group
Project: March 23th
Group Presentation: April 13th and
20th
Career Genogram or C.D.S.C.P. 15% 90
– 100% = A
Career Assessment 10% 70 – 79% = C
Group Presentation 20% 60 – 69% = D
Field Experience 10% Below 60% = F
Exam I 15%
Exam II 15%
___________________________________
TOTAL 100%
Karen D. Rowland,
Ph.D., Assistant Professor
Department of
Psychology and Counseling
Telephone: 333-5930
or 259-5078
Email:
kathomps@valdosta.edu
Office Hours: Monday
and Thursday
Friday by
appointment only.
DATE AND TIME OF FINAL
EXAMINATION
ATTENDANCE POLICY
SPECIAL NEEDS STATEMENT
NOTE: Textbook reading assignment - Brown ( B); Zunker & Osborn (Z
& O)
January 13 Course Syllabus;
Introduction to Career Information, Career
Lecture 1 Counseling and Career
Development – chapter 1 (B; Z & O)
January
20 Career
Theories – chapters 2 & 3 (B) chapter 2 (Z & O) – web Lecture 2 base
class session.
January
27 Career
Counseling, Testing & Assessment – chapter 4 & 5 (B)
Lecture 3 chapter 6 (Z & O); Self-Directed Search
(SDS) & My Vocational Situation (MVS) instruments
February
3 Ethical
and Legal Issues in CACGS – chapter 8 (B) chapter 10 &
Lecture
4 11 (Z & O) - web base class
session.
February 10 GCIS Assessment
& GCIS Card Sorts
February 17 Exam I
February 24 Career Development Needs
of Special Populations – chapter 6 (B)
Lectures
5 A & B chapters
7 (Z & O);\; Career Development Programming in the Elementary,
Middle, High Schools, and College – chapter 9 – 11 (B) – web base class
session.
March 2 Using
Interest Inventories – chapter 9 (Z & O) Career Maturity
Inventory (CMI); Using Personality Inventories; Myers-Briggs Type
Indicator (MBTI) instrument; Using Values Inventory; Values Scale (VS); Using tests for special education students; Geist
Picture Interest Inventory - Revised (GPII-R).
March
9 Job/Work Preparation,
Placement, Outplacement and the Job
Lecture 6 Search Process– chapter 7, 9, 10
(B) chapter 8 (Z & O) – web base class session.
March
16 The World of Work,
& Classification Systems – chapters 14 & 15
Lecture
7 (B)
chapter 13 (Z & O) Non-standardized self-assessment instruments; career genogram – web base class
session.
March 23
March 30 Exam II
April 6 SPRING
BREAK
April 13 Special
Population Presentation
April 20 Special
Population Presentation (C.D.S.C.P. – Career Component & Career
Genogram due)
April 27 Career
Assessment Report Computer disc with all assignments due, course
evaluation.
Note: Group
members will remain the same for all group assignments.
PSYC/SCHC 7820: CAREER COUNSELING Outcomes Matrix
Outcome Objective
Students
will: |
Activity |
Assessment |
|
demonstrate an understanding of salient sociological
aspects of career development. (COE-3) |
Lecture Discussion Group
Exercises Video |
Exam
II Special
Population Presentations Career
Genogram |
|
demonstrate knowledge of prominent theories of vocational
development. (COE-2) |
Lecture Discussion Practice
interviews Case
Studies |
Exam
I Exam
II Career
Assessment Presentations |
|
apply theories of vocational development to counseling
practice. (COE-2) |
Group
Exercises Lecture Discussion Case
Studies |
Exam
I Exam
II Career
Assessment Presentations Field
Experience |
|
demonstrate knowledge of occupational classification
systems and trends in the world of work. (COE-2) |
Lecture Discussion Case
Studies Practice
Assessments Computer
Assessments |
Career
Assessment Exam
II Presentations |
|
become aware of several career-related inventories.
(COE-3) |
Lecture Discussion Group
Exercises Practice
Assessments Computer
Assessments |
Career
Assessment Exam
II Presentations |
|
explore and demonstrate some understanding of their own
career development patterns. (COE-1) |
Lecture Discussion Group
Exercises |
Career
Assessment Career
Genogram |
Outcome Objective
Students
will: |
Activity |
Assessment |
|
apply theories of career development and
decision-making models to counseling practice. (COE-2, SCCO-D, CACREP 4.a.) |
Lecture Discussion Case
Studies Group
Exercises |
Exam
I Exam
II Career
Assessment Special
Pop. Presentation CDSCP
Presentation Field
Experience |
|
describe career, avocational, educational, occupational
and labor market information resources, visual and print media, and
computer-based career information systems and other electronic career
information resources. (COE-2, SCCO-D, CACREP 4.b.) |
Lecture Discussion Group
Exercises |
Exam
II Career
Assessment CDSCP
Presentation |
|
demonstrate career development program planning,
organization, implementation, administration, and evaluation. (COE-2, SCCO-D,
CACREP 4.c.) |
Lecture Discussion Group
Activities |
Exam
II Special
Pop. Presentation CDSCP
Presentation |
|
state the interrelationship among and between work,
family, and other life roles and factors including diversity and gender
issues as related to career development. (COE-2, SCCO-D, CACREP 4.d.) |
Lecture Discussion Video Group
Exercises |
Exam
I Exam
II Special
Pop. Presentation CDSCP
Presentation |
|
develop career development and educational placement,
evaluation, and follow-up strategies. (COE-3, SCCO-D, CACREP 4.e.) |
Lecture Discussion Case
Studies |
Career
Assessment Special
Pop. Presentation CDSCP
Presentation |
|
utilize assessment instruments and techniques relevant to
career planning and decision-making. (COE-2, SCCO-D, CACREP 4.f.) |
Lecture Practice
Assessments Computer
Assessments |
Career
Assessment Special
Pop. Presentation CDSCP
Presentation Field
Experience |
|
demonstrate computer career development applications
and strategies, including computer-assisted career guidance and information
systems and appropriate world-wide web sites. (COE-2, SCCO-D, CACREP 4.g.) |
Computer
Assessments |
Career
Assessment Special
Pop. Presentation Field
Experience CDSCP
Presentation |
|
demonstrate knowledge of career counseling processes,
techniques, and resources including those applicable to specific populations.
(COE-2, SCCO-D, CACREP 4. h.) |
Practice
Assessments Case
Studies Group
Exercises |
Exam
I Exam
II Career
Assessment Special
Pop. Presentation CDSCP
Presentation Field
Experience |
|
apply ethical and legal considerations related to
career development (SCCO-D, CACREP 4.i.) |
Case
Studies Group
and Computer Exercises |
Career
Assessment Special
Pop. Presentation CDSCP
Presentation Field
Experience |
II. Center’s Description (setting, target population)
III. Goals of the Center (include some behavioral objectives for
each goal, methods used, and evaluations that goals have been met)
IV. Equipment and Materials on hand at the center – much include
Internet resources (rationale or how do these meet the center’s goals and
objectives)
V. Equipment and Materials to be purchased
(rationale or how do these meet
the center’s goals and
objectives)
VI. Grants available – at least three
(description of each grant)
VII. Budget – your total budget is $3000.00 prior to grant money
(use a table format to show how money is/will be spent)
VIII. List of local, state, and national
resources available for the target population
IX. Reference Page
Special Population Career Counseling Paper and
Presentation Outline
Note:
Use APA 5th ed style, however you do not
need an abstract page
1. Introduction
a.
description (characteristics) of population
b.
statistics about population (nationally)
c.
stereotypes or misconceptions of population
d.
relevant definitions of population
e.
development issues of group
2. Career
Issues (you may include #3 in this section as long as it applies to career
issues)
3. Relevant
Research
a. for specific
population
b. on career
issues related to specific population
4. Role
of Career Theory
a. explain
selected theory
b. explain the
theory’s applicability to the specific population
c. provide
limitations (if any) of the selected theory for this population
5. Role
of Career Counselor
a. explain specific career techniques and interventions
appropriate for this population
6. Career
Assessment Instrument/s appropriate for this population
7. Internet
Resources
8. Reference
Page
note:
for the presentation, include a section on lessons learned and a class
activity.
Career Counseling Field
Experience
Field experience will involve observing and assisting the site supervisor with career counseling related issues. At the end of the experience you are to write a two-page personal reactions to your field experience. Discuss and react to the structure of the school/institution’s career counseling program - the strengths and weaknesses and what changes you would like to make. Also include what knowledge and skills (in the area of career counseling) you have gained from this experience.
Prior to beginning the field experience, students
must provide the instructor with completed field experience applications by the
end of the second week of class. Students must also obtain liability insurance.
Applications through the Student Professional Association of Georgia Educators
(SPAGE) can be obtained from the Dean’s office in the
Career Assessment Report Format
Sex Grade
& School or Occupation
Ethnicity
Date of Evaluation (it could be two day, one for initial
interview and one for testing)
Date of Report (day the report was completed)
Examiner’s Name, Credentials, and Position (your name,
degree/certification, job position)
I.
Reason for Referral - presenting issue, who referred)
II.
Background Information - family information (parents, siblings, position
in family, parents’ occupation, SES, etc.); client information
(education/academic achievements, favorite/best subject/s, least favorite/worse
subject/s, extracurricular activities at school/work and in the community,
positions or offices held, awards/trophies received)
III.
Behavioral Observations - describe specific physical, affective
appearance/behaviors during interview and testing periods, include any
questions the client asked during testing, and anything, in your opinion that
might be worth mentioning in the report.
IV.
Test Administered - name and description of the test with appropriate normative
informative
V.
Analysis and Interpretation of Test Results - report results of test
with your interpretation of the scores based on the test information in the
textbook and/or manual. Compare the results with the norm group with your
interpretation of the comparison.
VI.
GCIS Analysis and Interpretation – explain what
information resources you used with the client and why (your rationale must be
related to the results of the career instrument given). Report on the results
of the resources used.
VII.
Summary and Recommendation - summarize the evaluation including the interview
and testing and test results. Provide some general interpretations of the test
results as it relates to the client’s self-reported education/academics, extra
curricular activities, and family information. What career plan did the client
make as a result of the assessment.
Make specific
recommendations for career counseling (individual, group, classroom, and/or
family counseling), and a rationale for these approaches. Include as many specific
next steps in the career counseling process as possible (e.g., career research,
job search, job placement, internship, job shadowing, part-time work
experience, etc.)
Comprehensive
Developmental School Counseling Program (CDSCP) – Career Component
Format
A. Introduction – include an introductory paragraph or two of the purpose or rationale
for having a career counseling program as part of your comprehensive plan. Give
attention to the ASCA standards and your mission and vision statements, and
include the overall goals for your program. Also include a general overview of
what your career program will consist of.
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