THE UNIVERSITY OF TEXAS AT BROWNSVILLE AND TEXAS SOUTHMOST COLLEGE Fall 2011

THE UNIVERSITY OF TEXAS AT BROWNSVILLE
AND TEXAS SOUTHMOST COLLEGE
Fall 2011
Syllabus
Course:
COUN 6345.60 Career Counseling
Monday, 4:25-7:05 p.m., EDBC 1.502
Instructor:
Dr. Alma G. Leal
Textbook:
Brown, D. (2007). Career Information, Career Counseling & Career
Development (9th ed.). Boston, MA: Allyn & Bacon.
Texas Education Agency. A Guide for Program Development Pre-K-12th Grade
(A Model Developmental Guidance and Counseling Program for Texas
Public Schools), 4th Edition (Revised 2004).
Office:
EDBC 1.110
Office Phone: (956) 882-7672
[email protected]
Office Hours: Monday
2:30-4:00 p.m.
Tuesday
2:30-4:00 p.m.
Wednesday
3:00-5:00 p.m.
Other times by appointment only
ATTENDANCE POLICY
Prompt and regular attendance is expected. The student may be asked to drop the class after one
absence.Tardiness of 15 minutes or more will be considered an absence. Leaving early before
class is dismissed is also considered an absence.
MAKE-UP POLICY
The student should make arrangements in advance for make-up work. If advance notice is not
possible, arrangements can be made with the instructor for make-up work provided the absence is
explained and considered legitimate, eg. sickness, death in family, etc.
COURSE DESCRIPTION
A survey and analysis of the processes of assisting people to choose, prepare for, enter and
progress in an occupation. The course trains leaders who can help people make decisions and
choices in planning a future and building a career.
COUN 6345, page 2
Student Outcomes
Students will
CACREP Standard: K=
Common Core; SC=
School Counseling; CC=
Community Counseling
1. Discuss significant events and factors that
influenced the history and philosophy of
the counseling profession.
K.1.a
2. Demonstrate technological competence and
computer literacy in using and accessing
career and job resources and in doing
presentations or workshops to assist
students, families, and educators in
using resources that promote informed
academic, career and personal/social
choices.
K.1.c, K.4.g, SC.A.10
3. Compare and contrast career development
theories and decision-making models.
K.4.a
4. Locate career, avocational, educational,
occupational and labor market information
resources, including a variety of media, and
computer based and electronic career
information systems.
K.4.b
5. Describe the steps for career development
program planning, organization,
implementation, administration and evaluation.
K.4.c
6. Examine the influences on career
development, including interrelationships
among and between work, family, and
other life roles and factors.
K.4.d
7. Discuss the role of multicultural competencies
in addressing career counseling processes,
techniques, and resources with diverse
populations.
K.4.d, K.4.h
8. Apply the career counseling process, including
planning, placement, follow-up and evaluation.
K.4.e
COUN 6345, page 3
9. Select appropriate assessment instruments and
techniques that are relevant to career planning
and decision making.
K.4.f
10. Distinguish between standardized and nonstandardized tests and other assessment
techniques, including norm-referenced and
criterion-referenced assessments, environmental
assessment, performance assessment, individual
and group test and inventory methods, behavioral
observations, and computer-managed and computerassisted methods.
K.7.b
11. Apply ethical and legal considerations to career
counseling and guidance, including working
with diverse populations, using technology and
assessments, and maintaining confidentiality
and records.
K.4.i
CACREP Core Standards Addressed
K.1.a History and philosophy of the counseling profession, including significant factors and
events.
K.1.c Technological competence and computer literacy
K.4.a Career development theories and decision-making models.
K.4.b Career, avocational, educational, occupational and labor market information resources,
visual and print media, computer based career information systems, and other electronic career
information systems.
K.4.c Career development program planning, organization, implementation, administration and
evaluation.
K.4.d Interrelationships among and between work, family, and other life roles and factors
including the role of diversity and gender in career development.
K.4.e Career and educational planning, placement, follow-up and evaluation.
K.4.f Assessment instruments and techniques that are relevant to career planning and decision
making.
K.4.g Technology-based career development applications and strategies, including computerassisted career guidance and information systems and appropriate world-wide web sites.
K.4.h Career counseling processes, techniques, and resources, including those applicable to
specific populations.
K.4.i Ethical and legal considerations.
K.7.b Basic concepts of standardized and non-standardized testing and other assessment
techniques including norm-referenced and criterion-referenced assessment, environmental
assessment, performance assessment, individual and group test and inventory methods,
behavioral observations, and computer-managed and computer-assisted methods.
K.7.i Ethical and legal considerations.
COUN 6345, page 5
CACREP School Counseling Standards Addressed
A.10 Knowledge and application of current and emerging technology in education and school
counseling to assist students, families, and educators in using resources that promote informed
academic, career, and personal/social choices.
METHODS
1.
2.
3.
4.
5.
6.
Lectures and discussions
Student reports, presentations and demonstrations
Guest speakers
Service learning site visits
Career development activities
Use of technology for exploration of resources and presentations
REQUIREMENTS
1.
Class participation is essential.
2.
Prompt and regular attendance is required.
3.
Each student will develop a career counseling/guidance program consisting of 5 sessions
for an elementary, secondary, post-secondary or community class/group. Programs must
pertain to career or occupational guidance. Lesson plans will include the program title,
goals and objectives, materials/technology to be used, procedures for conducting the
program, evaluation component for each lesson and for entire program, and
sources/references used. At least one session is to be presented in class.
CACREP Standards: K.1.c, K.4.b, K.4.g, SC.A.10
4.
Each student will select one of the following options:
a. Observe and volunteer a minimum of five (5) hours at a site that serves as
an educational, occupational/employment resource in the community. This
requirement will be a service learning activity. Submit a report that
includes the following: Name of Agency, Address, Contact
person/supervisor and title, Office Hours, Area Served, Target
population and Eligibility Requirements, Services Provided, Fees, Sources
of Support, Description and log of activities performed (signed by the
supervisor), and a summary of the experiences and skills gained plus any
personal reflections regarding the experiences.
COUN 6345, page 6
b. Submit ten (10) critiques/summaries (approximately 3 pages each) on articles
(from professional journals) related to career development/career
counseling/job placement. Include personal conclusions, recommendations
and copies of the journal articles. Use current journals (no more than 5 years
old).
CACREP Standards: K.1.c, K.4.b, K.4.d, K.4.g, SC.A.10
5.
A mid-term and final examination will be administered.
The mid-term exam will cover the following areas (subject to change):
History/Philosophy of Career Counseling; definitions of career counseling, career
development, career education; using educational/occupational
information including computer-assisted programs; occupational classification
systems; setting up a career resource center, and ethical/legal issues pertaining
to career counseling and guidance.
CACREP Standards: K.1.a, K.1.c, K.4.a, K.4.b, K.4.g, K.4.i, SC.A.10
The final exam will cover the following areas (subject to change):
Career development programs (planning, implementing, evaluating); career
counseling process applied to client scenarios; career assessments
(qualitative/quantitative); multicultural issues and diverse populations; career
counseling in various settings (business, schools, colleges, private practice); job
placement/job search; ethics/legal issues applied to counseling, technology,
multicultural issues, and assessment.
CACREP Standards: K.4.c, K.4.d, K.4.e, K.4.f, K.4.h, K.7.b
6.
The following career activities will be required and included in the Participation Grade.
 Computerized Career Assessment (Summary/critique/results)
 Career Development Autobiography
 Career/employment websites. Students will work in groups to present
to the class an overview of one website that includes career/employment
information and resources such as the following:
(ACA, ASCA, NCDA, CDR, AAC/AACE, Government and other
approved websites)
 Reports on Occupational Trends
 Resume’
 Book critique
 Faculty seminar critique
 Other assigned individual/group activities (TBA)
CACREP Standards: K.1.a, K.1.c, K.4.g, SC.A.10
COUN 6345, page 7
7.
Students are required to read one book each semester from the “Required Reading List for
Graduate Students in Counseling & Guidance Studies,” and submit a one-page critique.
Program requirement
8.
Students are required to attend at least one seminar offered by the faculty of the
Counseling & Guidance Program and to submit a one-page reflection paper.
Program requirement
9.
Additional career activities may be added at the discretion of the instructor.
10.
Students are responsible for reading and becoming thoroughly familiar with the textbook
and all materials assigned whether covered in class or not.
Evaluation and Grading
Grades will be determined according to the student’s performance on the requirements for this
course. The grading system will be based on the following weight distribution with a possible
total of 100%. The Grading Scale is as follows: A=90-100; B-80-89; C=70-79; D=60-69; F=any
grade below a 60.
Activity
Outcomes Assessed
Weight
Career Guidance Program
2,4, 11
20%
Career Session Presentation
2
05%
Site Visit (Service Learning)
Report/Critiques
2,4,6
Participation: Book Report, Seminar
Report, Career Autobiography, Resume’,
Computer Assessment, Career Website
Presentation, Occupational Trends Report
1,2
05%
Mid-Term Exam
1,2,3,4,11
25%
Final Exam
5,6,7,8,9,10,11
25%
20%
COUN 6345, page 8
All work submitted must be typed. Staple assignment pages together. Do not use folders or
notebooks without prior approval.
Should the student be allowed to remain in class after one absence because of extenuating
circumstances, five (5) points will be taken off the final course grade for each additional absence
after the first absence (includes leaving early before class is dismissed). Two points (2) will be
taken off for each tardy less than 15 minutes and five (5) points for tardies 15 minutes or more.
Academic honesty is expected and required at all times. By taking this course, you are
agreeing to conduct yourself professionally and ethically and to do your own work.
Instructional Modifications: Students with disabilities who need reasonable modifications to
complete assignments successfully and otherwise satisfy course criteria are encouraged to meet
with the instructor early in the semester to identify and plan specific accommodations. Students
may be asked to provide documentation on their disability, which will assist in planning
modifications. UTB/TSC offers Disability Services through the Counseling Center. To request
services, contact the Counseling Center or see your instructor after class.
Copyright Statement: Unauthorized photocopying of copyrighted works, including musical
works, may be unlawful and may infringe the copyright of the copyright owner. Students in
possession of unauthorized duplications of copyrighted material are subject to appropriate
disciplinary action as well as those civil remedies and criminal penalties provided by federal law.
Syllabus Disclaimer: While the provisions of this syllabus are as accurate and complete as
possible, the instructor reserves the right to change any provision herein, not covered by
UTB/TSC HOOP or UT Regent Rules, with notice if circumstances so warrant. Every effort will
be made to keep students advised of such changes and information about such changes will be
available at all times from the instructor. It is the responsibility of each student to know what
changes, if any, have been made to the provisions of this syllabus and to successfully complete
the requirements of this course. Questions regarding information on the syllabus and course
requirements need to be addressed by students when the syllabus is received.
Student Responsibility: The student is ultimately responsible for becoming familiar with all
program, academic and university requirements and information described in the graduate
catalog the student is following to complete the M.Ed. in Counseling & Guidance. The student is
also responsible for becoming familiar with any certification and licensure requirements,
application processes and deadlines that apply to him/her.
All telephones and beepers must be turned off during class. For emergency cases or other
important situations, see your instructor before class begins.
Due to the nature of the course, absolutely no recording will be allowed.
Use of laptops must be limited to class-related activities. Please do not use laptops for
e-mail, Facebook, completing assignments, etc.
COUN 6345, page 9
Tentative Class Schedule
Date
Class Material & Topics
Assignments Due
Week 1
8/22
Chapter 1 Global Economy, Social Justice,
and Career Development
Chapter 17 Trends in Labor Market
Chapter 18 Trends & Issues in Career Information
Topics: overview of syllabus; course
definitions; career counseling;
social justice; career counseling trends
Week 2
8/29
Chapter 4 Ethical and Legal Guidelines
Career Autobiography
and Competencies
Topics: Ethical principles; codes of ethics;
competencies and credentialing
Week 3
9/5
Labor Day Holiday
Week 4
9/12
Chapter 2 Career Theories
Topics: history of career counseling
theories; career influences; purpose
of theories; Trait/Factor Theories:
Parsons, Holland; Developmental
theories: Super, Gottfredson
Week 5
9/19
Chapter 3 Learning Theory/Decision-Making
Topics: Learning theory; postmodern
theories; socioeconomic theories; theories
of decision making
Week 6
9/26
Chapter 8 Using Information
Computer Assessment
Chapter 9 Career Exploration Centers
Results & Critique
Topics: Occupational information; O*NET;
OOH; labor market information; designing/
Implementing career exploration centers
Resume’
COUN 6345, page 10
Week 7
10/3
Week 8
10/10
Week 9
10/17
Group presentations on Career/
Employment Websites: ACA,
ASCA, NCDA, CDR, AAC/AACE,
O*NET, Occupational Outlook
Handbook, Texas Workforce Centers,
Government and other approved
websites
Career
Website
Presentations
Mid-term Exam
Chapter 12 Designing/Implementing Career
Programs
Chapter 16 Program Evaluation &
Evidence-Based Practice
TEA Program Development Guide
The ASCA National Model
Appendix: Classroom Guidance Unit
Topics: TEA Model, ASCA Model;
Program development, planning, implementation,
and evaluation; program planning tips;
community resources; classroom guidance
lessons and process
Week 10
10/24
Chapter 16 Program Evaluation &
Evidence-Based Practice (continued)
Chapter 7 Assessment
NCDA& AACE website resources
ACA, ASCA, LPC Ethical Standards,
RUST, A Counselor’s Guide to Career
Assessment Instruments by Whitfield, Feller,
Wood (2009)
Topics: program evaluation; types of assessments,
quantitative and qualitative assessments; selecting
assessments; ethical standards and assessment;
assessment competencies; administering
assessments; using technology in assessment
Week 11
10/31
Chapter 5 Multicultural Approach to Career
Counseling and Advocacy
Chapter 6 Clients with Special Needs
AMCD Multicultural competencies
ACA, ASCA, LPC Ethical Standards
Topics: Values-based career counseling;
ethics in multicultural counseling; multicultural
Site Visit
Report
Career
Counseling/
Guidance
Program
COUN 6345, page 11
competencies; advocacy and social justice in
career counseling; diverse populations; special
needs populations
Week 12
11/7
Chapter 10 Preparing for Work
Chapter 11 Global Job-Search
Career Specialist Presentation
Topics: Education and Training
Programs; College and university
Programs; job placement services;
Job search skills and training
Week 13
11/14
Decision Making Models &
The Career Counseling Process
Occupational
Trends Report
Seminar Report
Book Report
Career Counseling Scenarios
Topics: career decision-making model; career
counseling process; applying steps to client
scenarios
Week 14
11/21
Chapter 13 Career Development in
Postsecondary Educational
Institutions
Chapter 14 Career Development in Private
Practice
Chapter 15 Career Counseling in Business
Topics: Career Development Services in
variety of settings
Week 15/16
11/28 & 12/5
Career Guidance Program
Presentations
Week 16
12/12
Final Exam
Career
program
presentation
COUN 6345, page 12
Suggested Readings
American Counseling Association (2005). Code of Ethics. Alexandria, VA: Author.
American School Counselor Association (2005). The ASCA national model: A framework for
school counseling programs (2nd ed.). Alexandria, VA: Author.
American School Counselor Association (2004). Ethical standards for school counselors.
Alexandria, VA: Author.
Gysbers, N. C., Heppner, M. J. & Johnston, J. A. (2009). Career counseling: Contexts, processes
& techniques (3rd ed.). Alexandria, VA: American Counseling Association.
Ratts, M. J., Toporek, R. L., Lewis, J. A. (2010). ACA advocacy competencies: A social justice
framework. Alexandria, VA: American Counseling Association.
Whitfield, E. A., Feller, R. & Wood, C. (Eds.) (2009). A counselor’s guide to career assessment
instruments (5th ed.). Broken Arrow, OK: National Career Development Association.
Websites
American Counseling Association
www.counseling.org
American School Counselor Association
www.schoolcounselor.org
Association for Assessment in Counseling & Education
www.theaaceonline.com
National Career Development Association
http://associationdatabase.com/aws/NCDA/pt/sp/Home_Page