Northern Kentucky University College of Education and Human Services SYLLABUS COU 630: Career Counseling

Transcription

1 Northern Kentucky University College of Education and Human Services SYLLABUS COU 630: Career Counseling "Committed to the Development of All Learners" Committed to the Development of All Learners is the theme that undergirds the Conceptual Framework for all professional education programs in the College of Education and Human Services (COEHS) at Northern Kentucky University. The Conceptual Framework is supported by the missions of the university and the college and used by faculty to continuously assess and update the curricula of the initial and advanced programs. The COEHS created its Conceptual Framework after input from its constituents: education and arts and science faculty, candidates, staff, and community members. The graphic depicts a framework of continuously assessing the knowledge, skills, and dispositions that classroom teachers, instructional leaders, and school counselors must have to facilitate student learning and academic achievement. KERA Initiatives As students complete and implement projects and assignments throughout their education programs they will address all components of the KERA initiatives: Kentucky Learning Goals and Academic Expectations, the Kentucky Program of Studies, and the Core Content for Assessment. EPSB Themes All NKU professional education programs address and affirm the value of diversity in education, the importance of helping all children develop reading and literacy skills, attaining high levels of skill in assessing the outcomes of instruction, and using those skills to develop strategies for closing identified achievement gaps. This course will provide students an opportunity to demonstrate their knowledge, skills, and dispositions in the particular theme(s) of: diversity, assessment, literacy/reading, and/or closing the achievement gap. The work you do in this course is subject to the NKU Student Honor Code: Students in the education programs must also adhere to the education programs Code of Ethics:

2 and the KY Code of Ethics: Students With Disabilities Students with disabilities who require accommodations (academic adjustments, auxiliary aids or services) for this course must register with the Disability Services Office. Please contact the Disability Service Office immediately in the University Center, Room 101, or call for more information. Verification of your disability is required in the Disability Services Office for you to receive reasonable academic accommodations. Instructor: Keley Smith-Keller, Ed.D. 230 University Center Phone: (Career Dev. Center main line) Office hours: By appointment Independent Study Course meeting time: Course description: This is a dedicated to theoretical and applied topics in career development and career counseling. Students should have familiarity with introductory concepts in counseling prior to taking this course. Class time is to be dedicated to lectures, small group work, discussion and presentations. The following topics are to be addressed in this course: 1. Career development and career counseling theories 2. Vocational issues of multicultural groups 3. Vocational assessment and intervention techniques 4. Occupational information Course objectives: This course provides students with an understanding of contextual processes that influence career development from a life span perspective. In this course, students examine theory, research, practice and resource materials in the career development literature. By the end of the course, students should have 1. Developed a base knowledge of theory and concepts pertaining to the development and role of work in people s lives across the lifespan CACREP II.4.a. 2. Acquired a base knowledge of career-related intervention models and strategies CACREP II.4.h. 3. Become familiar with a variety of assessment measures and tools across several career-related domains (interests, values, beliefs/attitudes, decision-making, etc.) CACREP II.4.f. 4. Become familiar with and be able to articulate multicultural and contextual factors that bear on career development and interventions CACREP II.4.d. 5. Become familiar with career, avocational, educational, occupational and labor market information resources, visual and print media, computer-based career information systems, and other electronic career information systems CACREP II.4.b. 6. Gained an understanding of ethical standards bearing on career counseling. CACAREP II.4.i.

3 Required Text: V.G. (2006). Career Counseling: A Holistic Approach, 7 th Ed. Pacific Grove: Brooks/Cole. Required Readings: There will be additional assigned readings, to be updated via . Course Requirements and Assignments Career Autobiography (20 points): Students will prepare an autobiographical paper discussing their own career development. Students will address the following topic areas: salient demographics; personal and social history; educational history; vocational history; personality variables; cultural and socioeconomic variables; and a personal evaluation of these factors. Students will select a theory or theories that they best believe accounts for their career behavior. See Autobiography Assignment Sheet for specific prompt questions. Completion of Career Assessment Instruments and Self-Assessments (20 points): During the course, students will be required to take the following formal assessment instruments: Typefocus (or the Myers-Briggs Typology Indicator), the Career Thoughts Inventory, and the Strong Interest Explorer (a version of the Strong Interest Inventory). The instructor will provide these assessments for you. Completing these assessments is designed to provide you with experience and familiarity in the uses, content, and application of traditional and common career assessment instruments. Informal selfassessments students will explore include the O*NET products and Discover (online assessment system). This is an ungraded requirement and most of the assessments will be completed in class. Career Assessment (20 pts.): Student will conduct a career assessment, to a volunteer or a student-client at the NKU Career Development Center, and provide feedback Student will conduct a career counseling intake and review the client s life-work values during their first session. During a second meeting, the student will continue with the interpretation of assessment results and discuss career plans and/or goals. Students will write a paper discussing the client s key data, assessments used, and goals for client. Students will be evaluated on their ability to accurately interpret assessment results and developing career planning goals with the client-volunteer. Class time will be given to discussing career counseling procedures and case documentation. CACREP II.4.e. Final project/career Intervention or Program(20 pts): Create a program re: career issues for a selected population and a related intervention(s) addressing those issues. You may participate in Career Development Center program for Spring Semester 2009 and document your involvement or create a new program. In either case, answer these questions: 1. Description of the special population 2. Description of the career issues for this population

4 3. Description of one or more appropriate strategies for use with the career issues of this population word abstract of the population, strategy and references used for the presentation (APA style). CACREP II.4.c & h. Open book final (20 pts): Because the National Counselor Exam has an in-depth assessment section related to career/lifespan development, it is important that students have experience being tested over these concepts. Because this is an intense course (much in a short period of time), the final will be a 40-question multiple choice and short answer exam. As noted, it is open book which (of course) means you must know where to find the answers! GRADING: = A = B = C Please note: C minus grades do not meet the criteria of C or better for continuing in the education program. CONFIDENTIALITY AND ETHICS: This course involves some role-playing and sharing of personal information. Regarding your participation in class role-plays, you have the right and personal responsibility to only share what you are comfortable with. All experiential exercises in this course are optional and you stop participating in an experiential activity at any time without penalty. It is understood that NO confidential information about fellow students will be shared outside of this class.

5 PROPOSED CLASS SCHEDULE Subject to modification as needed Class Date Topic Assigned Reading 1 1/11 Introduction to course Personal career lifelines 2 1/18 Introduction to the field of Chp 1 career development Assigned 3 1/25 Career theories and models: trait-oriented, social learning and cognitive; developmental theories, person in environment 4 2/8 Career theories and models continued 5 2/15 Understanding the needs of populations Interviewing Ethical counselor 6 2/22 Career development & multicultural factors 7 3/1 What is career counseling? The process Technology 8 3/8 Self-assessment and a model for using self-assessment 9 3/15 Technology in the New Millenium Work in our Lives 10 3/22 Career issues for college students Job search process 11 3/29 Career issues in primary and secondary schools 12 4/05 Career issues for adults in transition Special issues in families reading 1 Chapters 2&3 Chapters 4, 5, & 9 Chapters 10, 11 Chapter 6 NCDA website (assigned reading 2) Chapter 7 Chapters 8, 18 Chapter 17 Chapters 15, 16 Chapter 19, 12 Assignment Due Autobiography assignment cued and discussed Autobiography assignment due; Career assessment assignment discussed Bring proposals of final project to discuss Career assessment due

6 13 4/12 Other issues: GLBT populations, disabilities 14 4/19 Final project presentations 15 4/26 Final project presentations; Final assessment Chapters 13, 14 All abstracts due