Education | Career Counseling-Theory and Practice
G552 | 0875 | Dr. Susan Whiston


COURSE GOALS:
To develop an understanding of lifestyle and career development across
the life-span.  The students will develop a knowledge base concerning
career theories and techniques for exploring the interests, aptitudes,
and values of clients in order to assist them in making reasoned
career and lifestyle decisions.


OBJECTIVES:

1.Students will analyze current trends in career and lifestyle
counseling.

2.Students will discuss the concept of life-span career development.

3.Students will develop a knowledge base concerning career development
theories and decision-making models

4.Students will develop a knowledge base concerning career,
avocational, educational and labor market information resources,
visual and print media, and computer-based career information systems.

5.Students will analyze the relationship between interests, skills,
and values and career decisions.

6.Students will develop skills related to career development program
planning, organization, implementation, administration, and
evaluation.

7.Students will compare and contrast assessment instruments and
techniques relevant to career planning and decision-making..

8.Students will discuss career and educational placement, follow-up
and evaluation.

9.Students will discuss the interrelationship among lifestyle, work,
family, and leisure.

10.Students will explain career and educational decision making
techniques for facilitating career decision making.

11.Students will compare computer based career development
applications and strategies, including computer-assisted career
guidance systems.

12.Students will analyze the interrelationship among work, family, and
other life roles and factors including multicultural and gender issues
as related to career development.

13.Students will describe career counseling processes, techniques and
resources including those applicable to special populations.

14.Students will assess an individual's interests, abilities and
values.

15.Students will examine ethical considerations in career counseling..

REQUIRED TEXT:

Niles, S. G., & Harris-Bowlsbey, J. (2002). Career development
interventions in the 21st century.  Upper Saddle River, NJ: Merrill
Prentice-Hall.

Promoting Student Success: Indiana Educational and Career Services
Planning and Implementation Guide K-Adult
http://isca.indiana.edu/ecs1.html

INSTRUCTIONAL PROCEDURES:

Instructional procedures will consist of lectures, class discussions,
guest speakers, and related exercises. Participation in classroom
career assessments and exercises is voluntary but content of the
material is the student's responsibility.

REQUIREMENTS

1. Each student will be required to take two examinations based on
class lectures, handouts, and materials covered in the textbook.  Each
exam is worth 30% if the total grade.  The tentative examination
schedule is:

First Exam
May 27, 2002
Chapters: 1, 2, 3, 5, 6 and Promoting Student Success: Indiana
Educational and Career Services Planning and Implementation Guide
K-Adult

Second Exam
June 12, 2002
Chapters: 4, 7, 8, 9, 10, 11, 12, 13, 14 and 15

2. Each student will be required to write a paper discussing Super and
Holland's theories and how these theories can be applied to career
development activities with a specified population (i.e., elementary
students, middle school students, high school students or adults).
This paper is due May 20, 2002 and is worth 15% of the total grade.

3. Each student must develop a guidance curriculum unit related to
career development for a specific age group (i.e., elementary
students, middle school students, high school students or adults).
This project needs to include an introduction and rationale for the
unit, at least five guidance lesson plans, and a procedure for
evaluating the unit.  Each lesson plan is to include:
1.Description of Lesson:
2.Counselor Name:
3.Grade Level:
4.Prior Knowledge:
5.Lesson Objectives
6.Activities or Procedures:
7.Equipment or Supplies Needed:
This project will represent 25% of the total grade and is due June 5,
2002.


EVALUATION PROCEDURES AND GRADING POLICIES

1. The two exams will be graded according to the following:

97.5% to 100% =A+
92.5 to 97.4 =A
90 to 92.4 =A-
87.5 to 89.9 =B+
82.5 to 87.4 =B
80 to 82.4 =B-
77.5 to 79.9 =C+
72.5 to 77.4 =C
70 to 72.4 =C-
60 to 69 =D
< 60 =F

2. The theories paper will be evaluated on the quality of the paper
and the knowledge of the theories described in the paper.  This paper
will be deducted a half grade for each class period that it is late.

3. The guidance curriculum unit will be graded according to the:
a.quality of the introduction, rationale, and evaluation
b.number of guidance lessons
c.quality of the guidance lessons
d.amount of detail included in the descriptions
e.quality of writing style and grammar
This project will be deducted a half grade for each week that it is
late.

SUPPLEMENTARY READINGS:

Betz, N.E., & Fitzgerald, L.F. (1987). The career psychology of women.
Orlando, FL: Academic Press Inc.

Brown, S. D., & Ryan Krane, N. E. (2000).  Four (or five) sessions and
a cloud of dust: Old assumptions and new observations about career
counseling.  In S. D. Brown & R. W. Lent (Eds.), Handbook of
Counseling Psychology (3rd. ed., pp.740-766). New York: John Wiley.
.
Brown, D., Brooks, L., & Associates (1996). Career choice and
development (3rd ed.). San Francisco: Jossey-Bass.

Herr, E.L., & Cramer, S.H. (1992). Career guidance and counseling
through the life span: Systematic Approaches. Glenview, IL: Scott
Foresman and Co.

Herring, R. D. (1998). Career counseling in schools: Multicultural and
developmental perspectives. Alexandria, VA: American Counseling
Association.

Holland, J. L. (1997).  Making vocational choices: A theory of
vocational personalities and work environments (3rd ed.).  Odessa, FL:
Psychological Assessment Resources.

Issacson, L. E., & Brown, D. (1997). Career information, career
counseling, and career development (6th ed.).  Boston: Allyn and
Bacon.

Kapes, J.T., Mastie, M.M., & Whitfield, E. A. (2001). A counselor's
guide to career assessment instruments (4th ed.).  Alexandria, VA:
National Career Development Association.

Leong, F. T. L. (1995).  Career development and vocational behavior of
racial and ethnic minorities.  Mahway, NJ: Erlbaum.

Niles, S. G., & Harris-Bowlsbey, J. (2001). Career development
interventions in the 21st century. Upper Saddle Rive, NJ: Merrill
Prentice-Hall.

Ospiow, S.H., & Fitzgerald, L. F. (1996). Theories of career
development (4th ed). Boston.: Allyn and Bacon.

Peterson, G.W., Sampson, J.P., & Reardon, R.C. (1991). Career
development and services: A cognitive approach.  Pacific Grove, CA:
Brooks/Cole.

Savickas, M. L., & Spokane, A. R. (1999.). Vocational interests:
Meaning, measurement, and counseling use (pp. 257-276). Palo Alto, CA:
Davis-Black.

Savickas, M.L., & Walsh, W.B. (1996). Handbook of career counseling
theory and practice. Palo Alto, CA: Davies-Black.

Walsh, W.B., & Osipow, S.H. (Eds.) (1994). Career counseling for
women: Contemporary topics in vocational psychology. Hillsdale, NJ:
Lawrence Erlbaum and Associates.

Walsh, W. B., & Osipow, S. H. (Eds.) (1995). Handbook of vocational
psychology: Theory, research, and practice. Mahwah, NJ: Lawrence
Erlbaum.

Zunker, V. G. (2002). Career counseling: Concepts of life planning
(6th ed.). Belmont, CA: Brooks/Cole.



Chapter 1
Chapter 2
May 13, 2002 Theories

Chapter 3
May 15, 2002 Family Influences Career Counseling
Interests
Job Satisfaction Chapter 5
Chapter 6
May 20, 2002 Skills
Abilities
Aptitudes
Values	
May 22, 2002 Decision Making
Test 1
Promoting Student Success
May 27, 2002 Memorial Day
	
May 29, 2002 Elementary
Middle
High School Chapter 10
Chapter 11
Chapter 12
Vhapter13
June 3, 2002

**Room 2015 Career Information
Technology
Occupational Outlook
Chapter 7
Chapter 8

June 5, 2002 Gender
Special Populations

Chapter 4
Chapter 14
June 10, 2002 Design & Implementing Evaluation

Chapter 9
Chapter 15
June 12, 2002 Test 2