CPSE 644:Career Development and Assessment
Fall 2009*W 12:00 - 2:50 am*343 MCKB
Instructor: Dr. Rachel CrookLyonOffice Hours: W, 11:00 – 12:00 pm 340Q MCKB
(801) 422-4375(w)(801) 407-6414 (h)
Texts
Zunker, V. G. (2007).CAREER COUNSELING: A Holistic Approach (7th). Pacific Grove: Brooks/Cole. ISBN-10: 0534640176
Supplemental readings as assigned and listed in the syllabus.
Web Resources
American Psychological Association, Division 17, The Society for Vocational Psychology
American Counseling Association ( National Career Development Association
Course Objectives
a. Learn the importance of vocational issues in psychological development.
b. Begin developing a philosophy of counseling that incorporates vocational issues.
c. Improve your ability to develop appropriate vocational interventions.
d. Gain competence in administering and interpreting relevant instruments.
e. Consider how career counseling is an aspect of counseling— not a separate endeavor.
f. Consider how career assessments are integrated into counseling.
g. Gain some multicultural career experience/awareness
h. Become aware of computer based applications.
Assignments
Readings & Assessments
Readings should be completed prior to coming to class. The paper and pencil assessments (Strong Interest Inventory--SII, Myers-Briggs Type Indicator-MBTI, Campbell Interest & Skills Survey-CISS, and Self-Directed Search-SDS) can be purchased and completed at the Counseling and Career Center (CCC) in the WSC. Discover is available in the CLIC.Please take them as soon as possible so they will be scored and the summary printouts will be available for our class discussion. Please turn in the summary printout for Discover.
Self-Assessment Report (200 pts)
Using the assessments assigned and any others you think are relevant conduct a complete career assessment of yourself. Use a career theory of your choice to provide a conceptual framework for the results and proposed recommendations.The report should include a complete history, assessment results, integration/synthesis, and recommendations/plans. The written report should be in a form you would use in a professional setting.
Career Exploration Activity (100 pts)
Create a vocational exploration activity that is appropriate for the age group you are most likely to work with. The activity should encourage creative thinking about vocations and should push students to expand their perceptions of available or appropriate careers, or foster self-understanding that is relevant to career development. The rationale for the activity should be clearly tied to the theories and/or ideas discussed in class. The activity can be one you conduct with an individual, in a small group, or with an entire class. You will present the activity to the class. The presentation should include (1) a description of the rationale and the link of the activity to theory, and (2) the activity itself– either conducted with the class or demonstrated for the class. Submit a brief outline of the activity that clearly identifies the theoretical rationale for the activity, a detailed description of how to organize the activity, the expected outcomes, and some ideas about how to assess the outcomes.
Career in Culture (100 pts)
Look for examples of culturally relevant career issues that are portrayed in the media. For example, cartoons, commercials, music lyrics, websites etc. will sometimes depict issues as they relate to career. Consider how the theories we discuss help us understand (or fail to help us understand) the issue portrayed in the media you choose to present. Prepare a 5-10 minute oral presentation and a 3-5 p written report.
Career Counseling Circles (100 pts)
During a portion of each class, you will form career counseling circles with classmates to practice basic helping skills as well as to receive and provide feedback to your peers.
Presentation (200 pts)
The final presentation will be a literature review of a selected topic in career development or career counseling. The review should synthesize the literature, identify gaps in the current literature, have a clear purpose that justifies the importance of the review and why it would make a unique contribution to what is known on the topic. The presentation should also contain a clear summary of your conclusions and suggestions for future directions. Prepare a 3-5 page hand-out to accompany your presentation.
OR
Prepare a presentation on what you believe is the role and function of a school, counseling, or clinical psychologist regarding vocational development in public (K-12) or secondary education. Describe the means of change or development in philosophical and/or theoretical terms. Include appropriate rationale and references (at least 5) for your opinions. Also, describe what you believe the outcomes should be if that role is fulfilled. Again, these anticipated outcomes should be based on existing research and/or a clear scholarly rationale.Prepare a 3-5 page hand-out to accompany your presentation.
Assignments and Grading Criteria:
Self-Assessment Report= 150 points600 – 530A
Career in Culture= 100 points529 – 485A-
Final Presentation= 150 points484 – 465B+
Career Exploration Activity= 100 points464 – 445B
Career Counseling Circles= 100 points444 – 415 B-
Total= 600 points414 – 400C+
Tentative Schedule (subject to change)
Date Topics Assignment Assignments
Sept 2Orientation to counseling psychology program
Introduction, History, Who Cares?
Faculty visit: Aaron Jackson
Sept 9Career Counseling: Basic IssuesCh. 1, Blustein (2008)
Faculty visit: Tim Smith
Sept 16Career Theories
Exploration:______Ch.2-3 (Jigsaw classroom) , Armstrong et al
Faculty visit: (2008)
Sept 23Holistic Counseling/IntakeCh.5, Tracey (2008)
Exploration: ______
1:30 pm Career Center tour
Sept 30Ethics & Diversity IssuesCh. 9-10 Complete all assessments
Exploration:______Kim et al (2002), Kim & Atkinson (2002)
Faculty visit:Scott Richards, 1:00 pm
Oct 7Gender IssuesCh. 11-12, Lucas (1997), Rochlen & O’Brien
Family-friendly work(2002); Schultheiss (2008), Jackson & Scharman
Exploration:______
Faculty visit:
Oct 14Assessment in career counselingSDS, SII, CISS, Bring Printouts to class
Exploration:______Ch. 6, Rochlen et al (2002)
Oct 21Assessment and TechnologyCh. 7-8 Paper Outline Due
Exploration:______
Graduate Student Panel
Oct 28Career Counseling with special populationsCh. 13-14, Robinson et al (2003); Noonan et al
Exploration:______(2004)
Faculty visit:
Nov 4Career in Culture PresentationsCulture Presentations
Career Genograms
Nov 11Elementary School & SecondaryCh. 15-16, Kenny et al (2007), Flores & O’Brien
Exploration:______(2002)
Faculty visit: Elle Young
Nov 18 Higher EdCh. 17, Nauta et al (2002)
Exploration:______Assessment Self-Report Due
Faculty visit:
Nov 25Thanksgiving Break, No Class
Dec 2Career Development through lifespanCh 18, Fassinger (2008)
Faculty visit:
Dec 9Career counseling for adults in transitionCh 19, Fouad & Brynner (2008)
Faculty visit:
Final Exam Tuesday, December 15th 11:00 am – 2:00 pmFinal Presentations Due
Grades
Grades will be based on the percentage of points earned, i.e., >90% = A, >80% = B, etc. Grades may be adjusted for participation and/or attendance. Points will be deducted for late assignments.
Honor Code: STUDENTS AND INSTRUCTORS WILL BE EXPECTED TO ABIDE BY AND SUPPORT THE BYU HONOR CODE.
Preventing Sexual Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 801-422-5895 or 1-888-238-1062 (24-hours), or or contact the Honor Code Office at 801-422-2847.
Students With Disabilities:
BrighamYoungUniversity and I personally, are committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability
to complete this course successfully, please contact me at the beginning of the semester. You may also want to contact the Services for Students with Disabilities Office (378-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 378-5895, D-282 ASB.
CPSE 644 Reading List
Armstrong, P. I., Day, S. X., McVay, J. P., & Rounds, J. (2008). Holland's RIASEC model as an integrative framework for individual differences. Journal of Counseling Psychology, 55(1), 1-18.
Blustein, D. L. (2008). The role of work in psychological health and well-being: A conceptual, historical, and public policy perspective. American Psychologist, 63(4), 228-240.
Fassinger, R. E. (2008). Workplace diversity and public policy: Challenges and opportunities for psychology. American Psychologist, 63(4), 252-268.
Flores, L. Y., & O'Brien, K. M. (2002). The career development of Mexican American adolescent women: A test of social cognitive career theory. Journal of Counseling Psychology, 49(1), 14-27.
Fouad, N. A., & Bynner, J. (2008). Work transitions. American Psychologist, 63(4), 241-251.
Jackson, A.P., & Scharman, J.S. (2002). Constructing family-friendly careers: Mother’s experiences. Journal of Counseling and Development, 80, 180-187.
Kenny, M. E., Gualdron, L., Scanlon, D., Sparks, E., Blustein, D. L., & Jernigan, M. (2007). Urban adolescents' constructions of supports and barriers to educational and career attainment. Journal of Counseling Psychology, 54(3), 336-343.
Kim, B. S. K., & Atkinson, D. R. (2002). Asian American client adherence to Asian cultural values, counselor expression of cultural values, counselor ethnicity, and career counseling process. Journal of Counseling Psychology, 49(1), 3-13.
Kim, B. S. K., Li, L. C., & Liang, T. H. (2002). Effects of Asian American client adherence to Asian cultural values, session goal, and counselor emphasis of client expression on career counseling process. Journal of Counseling Psychology, 49(3), 342-354.
Lucas, M. (1997). Identity development, career development, and psychological separation from parents: Similarities and differences between men and women. Journal of Counseling Psychology, 44(2), 123-132.
Nauta, M. M., Kahn, J. H., Angell, J. W., & Cantarelli, E. A. (2002). Identifying the antecedent in the relation between career interests and self-efficacy: Is it one, the other, or both? Journal of Counseling Psychology, 49(3), 290-301.
Noonan, B. M., Gallor, S. M., Hensler-McGinnis, N., Fassinger, R. E., Wang, S., & Goodman, J. (2004). Challenge and success: A qualitative study of the career development of highly achieving women with physical and sensory disabilities. Journal of Counseling Psychology, 51(1), 68-80.
Rochlen, A. B., & O’Brien, K. M. (2002). The relation of male gender role conflict and attitudes toward career counseling to interest in and preferences for different career counseling styles. Psychology of Men & Masculinity, 3(1) 9-23.
Rochlen, A. B., Blazina, C., & Raghunathan, R. (2002). Gender role conflict, attitudes toward career counseling, career decision-making, and perceptions of career counseling advertising brochures. Psychology of Men & Masculinity, 3(2) 127-137.
Robinson, B. S., Davis, K. L., & Meara, N. M. (2003). Motivational attributes of occupational possible selves for low-income rural women. Journal of Counseling Psychology, 50(2), 156-164.
Schultheiss, D. E. P. (2006). The interface of work and family life. Professional Psychology: Research and Practice, 37(4), 334-341.
Tracey, T. J. G. (2008). Adherence to RIASEC structure as a key career decision construct. Journal of Counseling Psychology, 55(2), 146-157.