Education | Career Counseling – Theory and Practice
G552 | 0871 | Kathleen A. Boggess


Course Texts:
Niles, S. & Harris-Bowlsbey, J. (2002)  Career Development
Interventions in the 21st Century.  New Jersey: Pearson Education,
Inc.

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

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 students/clients in order to
assist them in making reasoned career and lifestyle decisions.

Objectives:
a. To better understand career development theories and decision-
making models and their applications to career and life planning.
b. To understand interrelationships among work, family, and other
life roles and factors including multicultural and gender issues as
related to career development.
c. To understand assessment instruments and techniques relevant to
career planning and decision-making.
d. To understand the relationship between interests, skills, and
values and career decisions.
e. To increase awareness of current print and visual media, and
computer based resources related to career development and career
counseling issues.
f. To increase awareness of effective skills and strategies employed
in career and educational counseling.
g. To increase awareness of local and national issues and initiatives
affecting career education and career development programming.
h. To better understand and appreciate professional, ethical
standards and behaviors in career counseling.
i. To develop skills related to career development program planning,
organization, implementation, administration, and evaluation.

6. Resources
a. Electronic Journals:
http://www.uncg.edu/edu/ericcass/libhome.htm
http://www.counseling.org/journals/default.htm
http://www.apa.org/journals/
http://www.upsoftware.com/CDRcatalog/catalog37.html
http://scholar.lib.vt.edu/ejournals/JVTE/jvte.html
http://arl.cni.org/scomm/edit/index.html
	
b. Supplemental Readings: (Choose one and give a review of data)

Betz, N.E., & Fitzgerald, L.F. (1987).  The Career Psychology of
Women.  Orlando, FL: Academic Press Inc.

Brown, D., Brooks, L. & Associates (1990).  Career Choice and
Development (3rd Ed.).  San Francisco, CA: Jossey-Bass Inc.

Brown, S.D., & Krane, Ryan, 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. (1991).  Career Counseling Techniques.
Boston: Allyn & Bacon.

Corey, G. & Corey, M. (1995). I Never Knew I Had a Choice (5th Ed.).
Pacific Grove, CA:  Brooks/Cole

Drummond, R.J. & Ryan, C.W. (1995) Career Counseling:  A
Developmental Approach.  Englewood Cliff, NJ: Prentice-Hall.

Feller, R. & Waltz, G. (1996). Career Transitions in Turbulent Times:
Exploring Work, Learning and Careers.  Greensboro, NC:  ERIC/CASS
Publications.

Hecklinger, F.J., & Black, B.M. (1994). Training for Life: A
Practical Guide to Career and Life Planning (4th Ed.).  Dubuque, IA:
Kendal/Hunt.

Herr, E.L., & Cramer, S.H. (1996).  Career Guidance Counseling
Through the Lifespan (5th Ed.).  New York, NY: Harper-Collins.
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.

Leong, F. T, L. (1995).  Career Developmental and Vocational Behavior
of Racial and Ethnic Minorities, Mahway, NJ: Erlbaum.

Lock, R.D. (1996).  Taking Charge of Your Career Direction (3rd Ed.).
Pacific Grove, CA: Brooks/Cole.

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:
Davis-Black.

Savickas, M.L. & Spokane, A. R. (1999).  Vocational Interests:
Meaning, Measurement and Counseling Use (pp. 257-276).  Palo Alto,
CA: Davies-Black.

Savickas, M.L. &Walsh, W.B. (1996). Handbook of Career Counseling
Theory and Practice.  Palto Alto, CA: Davis-Black.

Sharf, R. (1992). Applying Career Development Theory in Counseling.
Pacific Grove, CA:  Brooks/Cole.

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
Erlhbaum.

Zunker, V.G. (2002). Career Counseling: Concepts of Life Planning
(6th Ed.). Belmont, CA: Brooks/Cole.

Requirements

a. Life as a Book: Describe your own career development process in
the form of chapters of a book.  In each chapter (paragraph) identity
the significant events/people that influenced your career
development.  Which internal and external factors affected your
decision-making process?  What limitations were evident in your
career planning?  What steps did you do to overcome any obstacles in
your career decisions?  Include a chapter at the end that you have
yet to live.  Be sure to give “your book” a title!  Must be typed
(hardcopy) or typed and sent through email.  If emailed, type Book in
the subject heading.

b. Internet Assignments

1. From the link http://www2.widener.edu/~keh0002/linklist.htm,
explore links in at least 5 categories.  Write a summary of your
findings.

2. Visit http://www.bridges.com.  Log in using the instruction sheet,
explore the categories.  Go to the PLAN category and at the top of
the page, click on echoices.  Under assessments, take the Interest
Profiler.  Write a summary of your findings and how you would use
this with a high school.
	
3. With Mr. Gillie, you will visit the Indiana Career and
Postsecondary Advancement Center (ICPAC) web site at
(http://icpac.indiana.edu).  Be sure to take the Merkler Interest
Inventory.  Really explore this site.  Then write a summary of your
findings.

4. Visit the Kuder Web site and complete the on-line assessment at
http://www.kuder.com.  What’s your opinion of this assessment
instrument?
	
5. Visit the web site for the Department of Education for the State
of Indiana http://www.doe.in.us.  Explore this site and briefly tell
me what you think.

6. Visit http://www.in.gov/dwd/.  Click on Education and Training,
then School to Work, then Information for Educators/Counselors , find
the Region 10 specialist.  He is your guest speaker.  Explore this
site enough to be able to ask intelligent questions.

7. Visit http://www.bls.gov/  Search this site.  How do you see this
available information useful in the career counseling process?

c. Review the National Career Development Guidelines table of
competencies for elementary, middle, secondary, and adults.  Describe
how career assessments support competency development in each of the
three areas (self knowledge, educational and occupational awareness,
and career planning) .  Give examples of how assessments might be
provided in a specific school setting, given multiple demands placed
upon school counselors and limited personnel and fiscal resources.
Provide your rationale (theoretical underpinning) for your approach
in career assessment in your school.  Please be succinct (not more
than two pages).

d. Final Project
Each student will develop a guidance curriculum unit related to
career development for a specific age group (i.e. elementary
students, middle school students, high school students, college
students, 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 is to include:
	
Description of the Lesson
Grade Level
Lesson Objectives
Activities or Procedures
Equipment or Supplies Needed

8. Evaluation Procedures and Grading Policies

Life as a Book and Internet Assignments # 1-7 are 10 points each (80
points).
National Career Development Guidelines Assignment is 20 points.
Book Review is 20 points.
Final Project is 80 points.
Total Points Possible = 200

180 =  A
175 =  A-
170 =  B+
165 =  B
160 =  B-
155 =  C+
150 =  C

G552
Career Counseling, Theory and Practice
Summer Schedule 2003
(Subject to Change)

Date	Topics	Readings/Deadlines


Wednesday, May 14 Introductions	Chapter 1 Overview Assessment

Monday, May 19	Guest Speaker Chapter 5	Bruce Ricklin
Internet Assign. # 1
Promoting Student Success #6
Guiding All Kids
COPES, COPS
Workforce Development
CAPS

Wednesday, May 21 Guest Speaker	Room 2015 Scott Gillie
Chapter 7, 8
Internet Assign. #3
Career Info Sytems
Web Based Search/Assessment

Monday, May 26	Memorial Day Have Fun! No Class

Wednesday, May 28 Career Dev Theories 	
Chapters 2, 3
Life As A Book

Monday, June 2	Career Programs
Chapters 9, 10
Internet Assign # 2

Wednesday, June 4 Career Programs
Chapters 11, 12
Internet Assign # 5, 7

Monday, June 9	Assessment			
Chapters 4, 6
Internet Assign # 4
NCDG

Wednesday, June 11 Community Based Setting	
Chapter 13
(Pending)			
Final Project

Monday, June 16	Ethical Issues			
Chapter 14

Wednesday, June 18 Evaluations			
Chapter 15
Sharing Projects