The author of this syllabus is a member of the ACES/NCDA Joint Commission for the Preparation of Career Counselors.
Clinical Mental Health Counseling Program
Department of Applied Psychology
CAREER AND LIFESTYLE COUNSELING
PYI 552 Section A
Spring 2010, 3 Credits
Wednesdays, 9-11:30AM
Carlotta J. Willis, Ed D, NCC, ACS
Email preferred,
Prerequisites: Human Development and Diversity, Fundamentals of Therapeutic Interaction or equivalent.
Course Description: This course will provide both the theoretical foundation and the practical experience necessary to understand and foster the career/lifestyle development for clients both individually and in groups. Students will be prepared with the necessary knowledge and skills to collect, evaluate, and use occupational and life development data in helping individual clients and various client populations to make effective decisions and take appropriate actions in their career/life development.
Learning Outcomes and Assessment:
Learning OutcomesStudents will be able to: / CACREP Standard / Tasks and Activities / Assessment Method
- describe the principle theories of career development and decision-making
role-played counseling sessions, population poster / Class participation grid, role-play rubric. Poster assessment guide
- use appropriately a range of assessment tools, including computer and web-based assessment
- select, evaluate, and use career/life resources, including web-based information
- be able to conduct career/lifestyle interviews, recognizing the connections between work, life roles, gender, culture and development
- demonstrate group and individual career counseling skills
- plan and evaluate programs and interventions to meet the needs of diverse client populations
- apply theoretical models, assessment tools, and career exploration interventions to their own lives
- understand and apply the legal and ethical considerations of career/lifestyle counseling
Overview of Methods:
Primary methods include lecture/discussion, readings, and a variety of career/lifestyle development exercises. Students will work in class to practice course material, conduct offsite research and interviews, Internet explorations, and apply theory and practice to own career/lifestyle development and that of others. Students will take a variety of career/lifestyle assessments themselves and will be asked to share the results with others, within their own comfort level. Students will also be asked to be the subject of career/lifestyle interviews conducted by other students, or the instructor, and will be asked to participate, within their own level of comfort.
Policies:
Academic Dishonesty and Plagiarism
As a community of scholar-practitioners, Antioch New England promotes the principles of academic integrity. Accordingly, plagiarism and other forms of academic dishonesty are grounds for disciplinary measures.
“Plagiarize” is defined in Webster's New Collegiate Dictionary as “...to steal and pass off (the ideas and words of others) as one's own; to use (a credited production) without crediting the source; to present as new and original an idea or product from an existing source...” Plagiarizing includes not only taking direct quotes from written or oral sources without citation, but also paraphrasing others' ideas.
Students found to have plagiarized or engaged in other acts of academic dishonesty will receive a "no credit" for the course and may be subject to other disciplinary sanctions through regular academic department and institutional procedures for misconduct, including probation or disenrollment.
Professional Dispositions Required of Students in Antioch University’s Clinical Mental Health Counseling Program
In addition to successful academic progress and satisfactory performance in practicum and internship, graduate students in the Clinical Mental Health Counseling program must consistently demonstrate behavioral dispositions congruent with professional standards of the field, and interpersonal effectiveness and professional behavior (as defined by the Department of Applied Psychology’s Academic Standards Policy).
These dispositions and behaviors, include, but are not limited to respect for faculty, staff, and fellow students both inside and beyond the classroom, adherence to ethical standards of the American Counseling Association and the American Mental Health Counselor’s Association, and the ability to accept feedback, follow directions and guidelines set out by CMHC faculty and field site supervisors.
Failure to meet the proscribed standard will result in remedial measures from CMHC faculty to promote professional disposition. Failure of a CMHC student to modify behavior may result in dismissal from the program.
Evaluative Criteria:
Students will be evaluated, according to the ANE evaluative descriptors (see student handbook) on the following criteria:
Class participation, as demonstrated by:
active engagement with the learning process in classroom and role plays
active participation in class discussions and activities, roles plays, and on Sakai
appropriate contribution of relevant examples from readings, life experiences
preparation for class by reading and assignments completed
collegial interactions with faculty and peers
informed, relevant and respectful participation in class discussions
Mastery of the course content, including: (20% in class, 80% written documentation content)
increasing development of the attitudes, skills, knowledge, and behaviors of a beginning counselor
analytical, critical, and cogent discussion of the course materials
demonstrated in-depth understanding of course subject material
Documentation: (20% career conversations, 40% Population presentation, 40% self-assessment)
graduate level writing and communications
accurate use of APA style
profession presentation of core concepts and critical analyses
writing reflecting depth of thought and integration of course material
Overall: Class Participation: 20%, Documentation: 40%, Mastery of Course Content: 40%
For each of these four dimensions one of the following evaluative ratings will be given:
Outstanding, Excellent, Very Good, Good (all acceptable graduate level work)
Satisfactory with Concerns, Unsatisfactory (both unacceptable graduate level work)
Rubrics and other assessment guides for specific assignments are found in Sakai.
Extensions: Papers and projects are due as assigned. Unavoidable extensions must be requested in advance. Timely completion of projects is a consideration for evaluation. Papers turned in late will be marked down.
Alternative Learning Needs - Students with documented disabilities or other individual needs should contact the professor prior to assignment due dates with any requests for special consideration
Use of Sakai: The Sakai folder for this course will also contain course notes, announcements, information and links. We will be using Sakai for discussion and exchange of course material and papers. In the case of snow cancellation, we will use Sakai for an online class.
Required Texts:
Myers, Isabel. (1998). Introduction to type, 6th edition. Consulting Psychologist Press.
Swanson, J. l. & Fouad, N. A. (2010). Career theory and practice: Learning through case studies. Los Angeles: Sage.
Articles:
Blustein, D.L, Kenna, A. C., Gill, N. & DeVoy, J. (2008). The psychology of working: A new framework for counseling practice and public policy. The Career Development Quarterly, 56 (4), 294-308.
Gore, Jr., P.A., Leuwerke, C & Krumboltz, J.D. (2002). Technologically enriched and boundaryless lives: Time for a paradigm upgrade. Counseling Psychologist, 30, (6),p.847-857.
Hansen, L.S. (2001). Integrating work, family, and community through holistic life planning. The Career Development Quarterly, 49 (3), 261-274.
Harris-Bowlsbey, J. & Sampson, J. P. (2005). Use of technology in delivering career services worldwide. The Career Development Quarterly, 54 (1),pp.48-56.
Kinjerski, V. & Skrypnek, B. J. (2008). Four paths to spirit at work: Journeys of personal meaning, fulfillment, well-being, and transcendence through work. The Career Development Quarterly, 56 (4), 319-329.
McMahon, M. L. & Watson, M. B. (2008). Systemic influences on career development: Assisting clients to tell their career stories. The Career Development Quarterly, 56 (3), 280-288.
Mitchell, K. E., Levin, A.S. & Krumboltz, J.D. (1999). Planned happenstance: Constructing unexpected career opportunities. Journal of Counseling and Development, 77 (2), 115 –125.
Savickas, M., Nota, L., Rossier, J., Dauwalder, J., Duarte, M., Guichard, J., et al. (2009). Life designing: A paradigm for career construction in the 21st century. Journal of Vocational Behavior, doi:10.1016/j.jvb.2009.04.004.
Young, R. A., Marshall, S. K. & Valach, L. (2007). Making career theories more culturally sensitive: Implications for counseling. The Career Development Quarterly, 56(1), 4-18.
Other Resources:
Counseling and Therapy Videos
National Career Development Association code of ethics and competencies: under Guidelines
APA style resource
Verification Requirements:
1.Attendance, Class Preparation and Participation: Students are expected to attend all classes, however if an absence is necessary, students are responsible for material covered in class. It is expected that students will be prepared for class, by reading and completing exercises and assignments, and will be actively engaged in their own learning, and contributing to the learning of others. Reading of course material is essential for full integration and participation. Students will need to complete all additional exercises as assigned. Participation in class discussion and exercises is an important part of student evaluation. Participation in Sakai is required.
2. Career Conversations: On an ongoing basis, students will be interviewing volunteers in order to practice their career counseling skills and to understand the lived experience of a variety of people. Informed consent will be obtained so that it is clear that the student is in a learning mode and not attempting to provide counseling, even though there may be some benefit for the volunteer. Students should engage subject in conversations relevant to the reading and topics for the week by seeking out an interviewee who is within the group discussed in the reading. Relate the career conversation information to the theories or topics in the reading. These conversations will form a basis for class discussion and will demonstrate integration of the reading assignments. Brief reports (around 1 page -disguising identifying information) on the conversations will be posted in Sakai Discussion Forum (4 required, weeks 3-8). Students should read each others’ postings in preparation for class discussions.
3. Application to Diverse Populations Research: Research a specific population around career development needs, using original source research and theoretical articles in the literature. You are encouraged to select a population whose mental health needs are primary, or an underserved population with which you may be working. Present a scholarly outline of your findings, including recommendations for effective career development services for this population, appropriate theoretical, assessment and invervention approaches, abstract and references. Using PowerPoint create a poster presentation on this topic. Post the PowerPoint presentation in Sakai. Present at the Population Poster ConferenceAPA style. Contact Cary Jardine, AP librarian, for assistance and access links at course library site.
Due posted in Sakai by April 14th by 12 noon. Posters will be presented in class on April 14th.
4. Career Peer Support Groups: The last two weeks of classes will be spent in peer support groups, with leadership roles taken by each member. Students will use the time to put in practice the application on career counseling techniques, including theme identification, application of theory, assessment and career planning and decision- making. Students will each present their career story and will discuss initial self-conceptualizations from varying career perspectives. In-class, April 28th and May 5th.
5. Self-Assessment and Treatment Plan: Using the information obtained from the standardized and non-standardized assessments, and in-class interviews, write a formal career intake and assessment as though you were your own client. Use data from the assessments and activities presented in class, along with any supplemental self-assessment approaches and tools. Discuss and integrate the results of assessments. Conceptualize yourself from at least four theories, set at least one goal for each theory, with subsequent objectives, and suggested interventions for yourself. Use the model presented in class (7-10 pages, APA style for paper format, references). Due. May 10th posted in Sakai by noon.
Outline by Meeting Date of Topics and Assignments:
Class/Date / Topic / Readings/AssignmentsClass 1
Jan. 20 / -Introductions, expectations, course overview and approach
-Why mental health counselors need to study career counseling
-Globalization and technology: effect on work life and mental health
-Profession of career counseling / Hansen (2001)
NCDA ethics and competencies under Guidelines at
Gore (2002)
Class 2
Jan. 27 / -Career counseling in context, worldview, social class and vocational identity--Boundaryless lives, work place stress
-Theory and practice / Blustein (2008), Gore (2002)
Swanson & Fouad: Chapter 1;
Class 3
Feb.3 / -Skills of career counseling,
-Intake, assessment, case conceptualization,
treatment planning
-Case of Leslie / Swanson & Fouad: Chapter 2 & 3
Watch Career Counseling Skills at ttp://ctiv.alexanderstreet.com.proxy.antioch.edu/View/534812
Begin career conversations
Class 4
Feb. 10 / -Gender, culture, and multicultural career counseling
-Intake, assessment, case conceptualization,
treatment planning / Swanson & Fouad: Chapter 4 & 5
Young (2007)
Continue career conversations
Class 5
Feb. 17 / -Systems Approaches, Use of genograms in career counseling,
-Gottfredson
- Intake, assessment, case conceptualization,
treatment planning / McMahon (2008)
Swanson & Fouad: Chapter 9
Watch Career Counseling: Skills for Contextualizing Decision Making
Continue career conversations
Class 6
Feb. 24 / Trait Factor, Holland, career information,
-Theory of Work Adjustment
- Intake, assessment, case conceptualization,
treatment planning / Swanson & Fouad: Chapter 6 & 7
Continue career conversations
Class 7
March 3 / -Developmental: Super
- Intake, assessment, case conceptualization,
treatment planning / Swanson & Fouad: Chapter 8
Continue career conversations Watch Facing Our Future at and Career Counseling with Children at
Class 8
March 10 / -Career Construction
- Identifying themes
- Intake, assessment, case conceptualization,
treatment planning / Savickas (2009)
Continue career conversations
Class 9
March 24 / -Skills and Strengths (Skill scan assessment, strength based assessment)
-Spirit and Meaning
-- Intake, assessment, case conceptualization,
treatment planning / Kinjerski (2008)
Class 10
March 31 / -Social Cognitive, Planned Happenstance, Decision-making theories
- Intake, assessment, case conceptualization,
treatment planning / Swanson & Fouad: Chapter 10
Mitchell (1999)
Watch Creating More Satisfying Lives at
Class 11
April 7 / -Personality and career
-MBTI assessment
- Intake, assessment, case conceptualization,
treatment planning / Hammer (1998)
Class 12
April 14 / -Career Poster Day / Diverse Populations Poster presented
Powerpoint posted
Class 13
April 21 / -Summary and Integration.
-Holistic, Integrative Career
Treatment Planning
-Use of Internet Resources / Swanson & Fouad: Chapter 11
Harris-Bowlsbey
Class 14
April 28 / -Treatment Planning
-Career Consultation Groups
Class 15
May 5 / -Career Consultation Group
-Evaluation and Closure
May 10 / -Self Assessment due
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