Argosy University
COURSE SYLLABUS-DRAFT
PP7349
Career Assessment and Counseling
Fall 2008
Wednesdays, 12:30-3:15
Faculty Information
Faculty Name: Penelope Asay, Ph.D.
Campus: Chicago
Contact Information: (best contact); 312-777-7713
Office: # 1339
Office Hours: Tues 1-4; Wed 3:30-5; also by appointment Mon and Thurs
Short Faculty Bio: Penelope Asay, Ph.D. received her doctorate in counseling psychology from the University of Maryland, College Park. Dr. Asay also earned an M.A. in College Student Personnel from the University of Maryland, College Park, and she has extensive experience working in university settings in a variety of capacities. Dr. Asay's interests include LGBT issues, multicultural issues, women’s issues, social justice, career issues, groups, and college student mental health.
Course description:
This class will help students understand the dynamics involved in making career and work choices. This includes cultivating an appreciation for the roles diversity issues and personal values play in the career and growth process. This will be achieved through the use and integration of career counseling theories, case studies, experiential learning, and class discussion.
Course Pre-requisites: None
Required Textbook:
Sharf, R. S. (2005). Applying Career Development Theory to Counseling. (4th Ed). Wadsworth Publishing. ISBN; 0534272452
Online Assessment Instruments: MBTI and Strong Interest Inventory. Instructions for completing will be provided in class.
Course length: 15 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Course Objectives:
1) To apply career counseling models to one's understanding of career development, which will be assessed through class discussion, essay exam and self-reflection paper.
2) To become familiar with quantitative and qualitative career assessment measures, which will be assessed through class participation and self-reflection essay.
3) To assess one’s own career development process in order to understand their clients’ career development process, which will be assessed through class discussion, self-reflection paper and the essay exam.
4) To recognize and respect how issues of diversity influence career decisions, which will be assessed through class discussion, essay exam, and final project.
5) To understand how personality variables and values contribute to the meaning of work, which will be assessed through class discussion, self-reflection essay, and essay exam.
6) To be able to sensitively and successfully conduct a career counseling intervention with a client, which will be assessed through the final project.
Course Format:
This course will consist of in-class activities, discussion, and ways to enhance self-awareness in making career decisions. One of the most important aspects of helping others make a career choice is to become more aware of your own. This class will take you through numerous career activities and how they related to career counseling and theory. You will then be asked to demonstrate your ability to use one of these activities with a volunteer client.
Schedule-Subject to Revision
Note: Unless otherwise indicated, articles are available full text from PsycINFO
September 3 Introduction
Review of syllabus, Introduction to and History of Career Counseling
September 10 Trait and Type Theories and Social Learning Theory
Work Adjustment Theory; Krumboltz’ Social Learning Theory
Readings:
Skim Ch 1; Read Ch 2, 3& 12
Bandura, A. (1982). The psychology of chance encounters and life paths. American Psychologist, 37, 747-755.
Davidson, S. & Gilbert, L. (1993) Career counseling is a personal matter. The Career Development Quarterly, 42, 194-153.
September 17 Super’s Life-Span Theory: I
Career Development in Childhood and Adolescence
Readings: Ch 6 & 7
September 24 Super’s Life-Span Theory II
Adult Career Development; Adult Career Crises and Transitions:
Readings: Ch 8 & 9
***Have online MBTI and Strong completed***
October 1 Krumboltz’s Social Learning Theory; Integration
Readings: Ch 13
October 8 Integration and Application
**Bring copies of your MBTI and Strong**
MBTI interpretation
Strong Interest Inventory interpretation
Case Conceptualizations
Readings: Ch 4 and 5
October 15 In-class Essay Exam
October 22 Career issues for counselors and therapists
Readings:
Rupert, P. & Scaletta Kent, J. (2007). Gender and work setting differences in career-sustaining behaviors and burnout among professional psychologists. Professional Psychology: Research and Practice, 38, 88-96.
Farber, B.A et al. (2005). Choosing psychotherapy as a career: Why did we cross that road? Journal of Clinical Psychology, 61, 1009-1031.
Busacca, L. A. & Wester, K. L. (2006). Career concerns of master’s-level community and school counselor trainees. Career Development Quarterly, 55, 179-190.
October 29 Gender issues and career
***SELF REFLECTION PAPERS DUE***
Readings:
Barnett, R. C. & Hyde, J. S. (2001). Women, men, work, and family: An expansionist theory. American Psychologist, 36, 781-796.
Whitmarsh, L., et al (2007). Choices and challenges: A qualitative exploration of professional women’s career patterns. The Career Development Quarterly, 55, 225-236.
Dyke, L. S. & Murphy, S. A. (2006). How we define success: A qualitative study of what matters most to women and men. Sex Roles, 55, 357-371.
Dodson, T. A. & Borders, L. D. (2006). Men in traditional and nontraditional careers: Gender role attitudes, gender role conflict, and job satisfaction. CDQ, 54 ,283-296.
November 5 LGBT issues and career
Readings:
Croteau, J. M. et al. (2000). Lesbian, gay, and bisexual vocational psychology: Reviewing foundations and planning construction. In R. M. Perez, K. A. DeBord and K. J. Bieschke (Eds.) Handbook of Counseling and Psychotherapy with Lesbain, Gay, and Bisexual Clients. Washington, DC: American Psychological Association, pp. 383-408 (AVAILABLE ON RESERVE IN ARGSOY LIBRARY)
Pope, M. et al (2004). Culturally appropriate career counseling with gay and lesbian clients. CDQ, 53, 158-177
November 12 Racial/ethnic minority issues and career
Readings:
Burlew, A. & Johnson, J. (1992). Role conflict and career advancement among African American women in nontraditional professions. CDQ, 40, 302-312.
Fouad, N. & Byars-Winston, A. M. (2005). Cultural context of career choice: Meta-analysis of race/ethnicity differences. CDQ, 53, 223-233.
November 19 Disability issues and career; Wrap-Up
Readings:
Mpofu, E. & Harley, D. (2006). Racial and disability identity. Rehabilitation Counseling Bulletin, 50, 14-23
Fassinger, R. E. (2008). Workplace diversity and public policy. American Psychologist, 63, 252-268.
November 26 THANKSGIVING BREAK. NO CLASS.
December 3 FINAL PROJECTS DUE: PRESENTATIONS
December 10 PRESENTATIONS
Grading Criteria
Participation (10%):
Much of this course will draw upon experiential learning activities and class discussion. Thoughtful sharing, effort, and respect for others will be included in your grade. To enhance the learning atmosphere for everyone, attendance is mandatory. If you must miss a class, please contact the instructor as soon as possible. Missing more than two classes will result in a failing grade.
Essay Exam (30%):
The purpose of this exam is to evaluate students' ability to comprehend and apply a vocational theory to a case. A case example will be provided and the essay will be structured by several questions pertaining to the case. Students will be expected to describe the major concepts associated with the theory of their choice as well as to utilize the theory to develop a conceptualization of the development of the client's career interests, behaviors, and values. Additionally, students will be expected to create a plan of action as if they were going to work with this client.
Self Reflection Essay (30%):
Write a 5-7 page paper discussing the factors that contributed to your own career and academic decisions. Discuss the results of the MBTI, Strong, values and skills assessments and how your personality, interests, values and skills have affected your career development process. More information about this assignment will be disseminated in class. The goal of this paper is to reflect on and understand the myriad factors that lead to career decisions while integrating assessment data.
Final Project (30%):
Students will conduct a 30-45-minute career counseling session with a volunteer client. Students will be required to demonstrate skill using one career intervention used in class (e.g. card sort, visualization exercise, career genogram, career lifeline, etc). These sessions must be taped, and a brief portion of the session will be presented in class. Students will write a 3-5 page reflection paper with a focus on the role of diversity factors in both the process and content of the intervention. More information about this assignment will be provided in class.
Late Assignments
Grading for assignments turned in late will be at the instructor’s discretion. Partial or no credit may be given.
Grading Requirements
Attendance/participation / 10%Essay exam / 30%
Self-reflection essay / 30%
Final Project / 30%
Grading Scale
A / 100 – 93A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
D+ / 69 – 68
D / 67 – 63
D- / 62 – 60
F / 59 and below
Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:
· Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
o Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
o Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
o Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
· Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.
· Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
· Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
· Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.
The Master’s Program in Clinical Psychology has been designed to educate and train students to enter a professional career as MA level practitioners. Argosy University/Chicago Campus provides students an educational program with all the necessary theoretical and clinical elements that will allow them to be effective members of a mental health team. The program introduces students to basic clinical skills that integrate individual and group theoretical foundations of applied psychology into appropriate client interactions and intervention skills. In addition, the Program offers excellent preparation for those considering application to the Doctoral Program in Clinical Psychology.
Library
All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.
Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html.
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.