1The George Mason University College of Education and Human Development EDCD 610: Career & Educational Counseling (4 credit hours) Wednesdays, 4:30 to 8:30 p.m., Robinson A 349 Spring 2006 Instructor: Marjorie Knight, M.A., LPC Teaching Assistant: Lisa Potter, M.Ed Office Phone: (703) 433-1553 Office Phone: (703) 983-8800 Email: [email protected] Office Hours: By Appointment Catalog - Prerequisites: Admission to the M.Ed in Counseling Program and EDCD 525, 604, 603 or 605, 606, 607 or 609 or permission of the instructor. You must have fulfilled the prerequisite requirements in order to enroll in this class. Please see the instructor BEFORE the second class meeting if you have any questions regarding the prerequisites. Willingness and ability to attend EVERY class is a requirement of EDCD 610. A significant portion of the grade in this class is based on lab experience with clients. Please do not enroll in the class if you cannot fulfill the attendance policy. Course Description and Course Delivery This course provides an opportunity for students to apply theory to practice. The course is taught using lectures, class discussions and process groups, case studies, and a laboratory experience with community clients. Students will learn about assessment techniques and intervention strategies used to assist clients in making career decisions. The class will also cover sources of occupational and educational information that can be used with diverse populations. The focus of the class will be utilizing these theories to enhance the student’s insight into self and others. The mission of the Counseling and Development program, e.g. multiculturalism, advocacy, leadership and social justice will be emphasized. Student Outcomes At the conclusion of this course, students should be able to: • understand major theories of career development and decision making, the career counseling needs of diverse populations and the appropriate assessment techniques and use of technology in career counseling • demonstrate knowledge of the factors contributing to the career development of individuals during specific life stages; • effectively use a variety of counseling techniques, technology and other resources to help clients to assess skills and interests, appreciate personality characteristics and clarify values; • appropriately administer and interpret assessment instruments and apply career theory; • successfully counsel clients regarding their career goals, life planning, and/or academic decisions; • effectively utilize supervision and peer feedback to strengthen counseling skills. • provide career counseling within culturally sensitive frameworks, serving as client advocates by helping clients identify their career supports and challenges. Relationship to Program Goals and Professional Organizations EDCD 610 prepares students to meet the career counseling and educational planning needs of clients in school, higher education or community agency settings. In addition, the lab component allows students to refine and further develop basic counseling skills in a “live supervision” setting. EDCD 610 fulfills the career counseling requirement for Virginia state school counseling licensure and for the Virginia Licensed Professional Counselor (LPC) credential. In addition, it fulfills the requirements of the CACREP core requirement described in Section II.D.d: An understanding of career development and related life factors.2Textbooks, Materials and Readings: Please purchase the following: 1. Niles, S.G. & Harris-Bowlsbey, J. (2002). Career Development Interventions in the 21st Century. 2. Hecklinger, F. & Black, N. (2003). Training for Life (8th edition). Dubuque: Kendall/Hunt. 3. An assessment packet containing the following: Strong Interest Inventory (SII), Myers- Briggs Type Inventory (MBTI), Introduction to Type and Careers. 4. Self-Directed Search from the Psychological Assessment Resources website at: www.self-directed-search.com. 5. Skillscan from www.Skillscan.net. 6. Tape recorder and several blank tapes labeled with your name. Student will be responsible for ensuring that tape recorder is in working order and that batteries are fully charged prior to each counseling session. 7. Additional readings may be assigned. Readings have been placed on E-reserve. The instructor will give you the password to access these articles. The articles are marked with an asterisk under the “Assignments Due” section of the syllabus. Course Assignments The following assignments are in addition to the weekly assignments listed in this syllabus: A. Class Participation: Be prepared to reflect on your own life experiences as they relate to topics of discussion within the class and group process. Also, be prepared each week to contribute significantly to a discussion of each theory focusing on the following: 1. background and major contributors 2. key concepts and assumptions 3. techniques and implications for counseling 4. strengths and weaknesses of the theory including how it does/does not relate to multiculturalism, social justice, leadership and advocacy B. Reaction Papers: Each week during classes through 7, prepare a typed reaction paper of no more than two paragraphs exploring how the weekly reading assignment relates to you and your career decisions. These responses will be collected, discussed in class and used towards your class participation grade. C. Diverse Populations Presentation. Students will research a particular area of interest and present findings to the class. This will be a 1-2 page typed summary of specific career counseling issues that need to be addressed with select populations. An attempt will be made to have no more than one student working on the same population. Summaries will be shared in class both verbally and in writing. Population ideas include but are not limited to adolescents, elderly, learning disabled, gay/lesbian/transgender, ESL, specific ethnic groups, homeless, cancer survivors, people in addictions recovery, etc. D. Session Taping and Analysis: Tapes and analyses will be submitted to the instructor and teaching assistant the week after each client session. Students are responsible for ensuring that the tape is audible. All tapes are to be destroyed following the end of this class. Each tape analysis should include an evaluation of strengths and