The New one will be moved over shortly

NOTE:  IF ANY MEMBER OF THE CLASS FEELS THAT HE/SHE HAS A DISABILITY AND NEEDS SPECIAL ACCOMMODATIONS, PLEASE ADVISE THE INSTRUCTOR OF SUCH DISABILITY AT THE FIRST CLASS ATTENDED.

 
(Sum 99) Syllabus
 PSYC 5283 (Career Guidance & Counseling)
 Northeastern State University, Tahlequah, OK 74464
 Department of Psychology and Counseling

 Dr. Carolyn S. Hawley
Office: 215 Haskell Hall
Phone: 918 456-5511, Ext. 3002
E-Mail: hawley@cherokee.nsuok.edu
        chawley@intellex.com
 
 

TEXT:  Isaacson, L.E. and Brown, D. (1997) Career Information, Career Counseling, and Career Development 6 ed.  Needham Heights, MA 02194:  Allyn and Bacon

Most counselors will do some career guidance and counseling because of the importance of work to individuals.   There will be many challenges to  counselors in this area:  corporate mergers, down-sizing, rapidly changing technology, a world employment market, and changing demographics of the work force, among other variables.   Clients range across the age span from teenagers seeking part-time and summer employment to retired workers wanting to reenter the labor market.   Clients vary in gender, gender preference, ethnic membership, and cultural heritage.   Career, employment, and lifestyle are obvious issues with everyone, including individuals with disabilities.   Career exploration, career choice, career decision making, job placement, job-seeking skills, job-keeping skills, and self-understanding are important constructs to the career counselor.   It is important that  counselors know about and have some mastery of the techniques and methods that will be effective with clients across the life span.

So, with all this in mind, the purpose of this course is to help counseling students understand the skills, abilities, and knowledge needed to work with all kinds of clients across the lifespan.    In order to achieve this purpose, students must know the relationship among theory, research, and practice when working with the different types of clients.  Counselors must be alert to career information sources and the most efficient and effective ways of guiding individuals with different types of learning styles to develop a good knowledge base for decision making.

According to the NSU Graduate Catalog this course is described as: "A survey of theories and the development of occupational information and its use in industry, government, education, and community agencies."  It is designed to equip the student  with competencies necessary to assist others  in making decisions about educational and career alternatives. The emphasis is on planning for careers, identification, selection, and use of educational and career guidance resources.

 
Choose a job you love, and you will never have to work a day in your life.     –Confucius

Course Objectives:

Upon successful completion of the course, students are expected to:

1. demonstrate knowledge of similarities and differences of major career and lifestyle development theories and career and educational decision making theories.
2. organize guidance activities related to career development.
3. identify decision-making processes and how these processes can be used with individuals in various aspects of career development.
4. locate and evaluate educational and career materials.
5. identify appropriate materials to be used in educational and career development.
6. interpret student appraisal data relevant to career development and decision making.
7. identify appropriate procedures to assist students in developing employability skills.
8. assist students in exploring career and educational options.
9. provide specific information about educational and vocational training opportunities.
10. have knowledge of career and educational placement, follow-up and evaluation procedures.
11. study changing roles of women and men as related to career counseling and development.
12. explore the interrelationships among work, family and leisure.
13. have knowledge of the methods, materials, and counseling techniques appropriate to work with culturally different individuals and groups.

EVALUATION OF ACHIEVEMENT:

The final numerical grade will be converted to a letter grade using the following relationships:
 
     90 - 100  = A
     80  - 89  = B
     70 -  89  = C
     60 -  79  = D
       BELOW 60  = F

     Grades in this class are based on average percentages in 3 categories.  Each of the grade categories is weighted separately.  The entries in each category are averaged.  A percentage grade is determined by combining the category averages using the appropriate weights.   The categories and weights used are:

Assignments are weighted 45% of your overall grade
Examinations are weighted 45% of your overall grade
Attendance/Participation weighted 10% of your overall grade

 
Students will receive computer status sheets which will provide the necessary feedback concerning performance in the class.
 
What's it all about?????

Quizzes, Attendance/Participation, Interview workers, Chapter Presentations,  Autobiography, Web discovery -- these are all things you will do this semester. A brief description of some of these assignments follows.  Any other assignments will be announced as we go along.

Be sure to get phone numbers of people in your group.

 
There will likely be a quiz at the beginning of each class period on the assigned reading for the day.   The tests will be true-false and/or multiple choice.

Career Autobiography

REPORT THE FOLLOWING INFORMATION IN OUTLINE FORM:

1. Personal Data:
  Age
  Order of birth
  Size of family
  Education and occupation of mother
  Education and occupation of father
  Education and occupation of siblings
     General comments about education and occupation of close relatives
  Other pertinent information

2. Educational Data:
  Years completed -- why?
  Program of study -- why selected?
  Describe any other influences contributing to educational
   decisions

3. Occupational Data:
  Chronology of jobs
  How were jobs found
  Why were jobs selected?
  Reactions to each job
  Perceptions of work behavior of others on the job
  Perceptions of work behavior of self on the job
  Work behavior most valued
  How do you feel about your current career situation?
  What are your current career plans?

Present the above information in outline form.  Then, using this information, discuss the theory (or theories) of career development that seems to be reflected in your various events in your life and provide evidence which supports your interpretation.

Approximately 50 minutes to do this project.

1. Develop a typed, double spaced outline of topic-- (1 -2 pages).  -- You will need enough copies of your outline for each member of the class –  You will need to  make arrangements to copy them yourself.

2. Create games/activities to demonstrate the material in your unit.    Remember that students will already have read the material and will be familiar with it.  Your job is to demonstrate it.  Do not READ  to them FROM THE BOOK, in fact,  DO NOT READ AT ALL to the students.  CREATE AN EXPERIENTIAL ACTIVITY TO DEMONSTRATE THE MATERIAL.   Video clips are OK as long as your entire presentation is not using this mode.

 
3.  You must make every group member accountable for some part
    of the project.  I will be looking for equal participation from each member.

There will be some variance in this outline due to speaker availability and such.   So stay on your toes, be prepared,   and hang on.

Week 1
1. Introductions, Chapter 1
  Paridigms
  Do Autobiography (See format)

2.  Chapter 2, Theories
 Quiz,   Autobiography will be applied to theories

Week 2
3.  Chapter 3,  Factors influencing Workers and Their careers, Quiz

4.  Chapter 4,   Occupational Structure,

 Exam over Chapter 1, 2, 3, and 4

Week 3
5.  Chapter 5 and 6,   The Dictionary of Occupational Titles and Related
 Systems
 Job Analysis
 Web Assignment –
 

6.  Chapter 7 and 8, Finding and organizing Career Information
   and Computer Assisted Career Guidance Systems.
 
 Exam over Chapters 5,6, 7, 8
 

 
Week 4
 Student Presentation on Chapter 9 Elementary and Middle Schools
 Quiz
 Student Presentation on Chapter 10, Career Development in the High
    School
 Quiz

Week 5
 Student Presentation of Chapter 11, 4 year colleges, Community
   Colleges, and Vocational-Technical Schools.

 Student Presentation of Chapter 12, Career Development Needs
  of Special Groups.

  Exam over Chapters 9, 10, 11, 12

Week 6
 Student Presentation of Chapter 13, Testing and Assessment in Career
   Development
 Quiz

 Chapter 14, Career Counseling, Dr. Blackburn
 Quiz
 

Week 7
 Student Presentation of Chapter 15, Preparing for Work

 Student Presentation of Chapter 16, Job Placement, Outplacement,
   and the Job Search Process.

Exam over Chapter 13, 14, 15, 16

Week 8
 Chapter 17, 18, 19, Career Development in Business and Industry,
   Career Counselors in Private Practice, and Trends and Issues.
 
   Exam over Chapter 17, 18, 19