Summary of Grading System & Course Requirements ___100 pointsA [100-96] A- [95-92] B+ [91-88] B [82-87] C [77-81] F [77 and below]Counseling & Development Program Professional DispositionsCollege of Education and Human Development Statements of ExpectationsThe George Mason University College of Education and Human Development Counseling and Development Program EDCD 610.002: Career and Educational Counseling (3 credits) Mondays, 4:30-7:10 PM, Robinson A349 Fall 2009 Instructor: Regine Talleyrand, Ph.D. Email: [email protected] Office Phone: (703) 993-4419 Office Location: Robinson A343 Office Hours: Mondays, 12:00-2:00pm; 3:30-4:15 pm or by appointment Course Description Catalog - Prerequisites: Admission to the M.Ed in Counseling Program and EDCD 601, 603, 604 (or concurrent), or permission of the instructor. You must have the prerequisites to enroll in this class. This course is designed to provide students with a comprehensive introduction to the theoretical and practical aspects of career counseling and development by a) reviewing the history of career development theories and vocational counseling, b) discussing empirical students and research questions on the psychology of work, and c) exploring the influence of the multicultural movement of career counseling and development. It is hoped that students will develop a broad understanding of the major theoretical, practical, and empirical based issues that characterize each theory discussed in this course. To facilitate students’ self-awareness as careered individuals and career counselors, students will also have the opportunity to complete self-report instruments, conceptualize case study materials, and conduct a written career assessment based on their own career–related personality and identity. Student Outcomes At the conclusion of this course, students should be able to: • understand the major theories of career development and career decision making models, appropriate assessment techniques in career counseling, the use of technology in career counseling, the career counseling needs of diverse populations, and career information resources; • demonstrate knowledge of the factors contributing to the career development of individuals during specific life stages; • effectively use a variety of counseling techniques to help clients assess their skills, interests and values, identify their career supports and challenges, and engage in career, academic and/or life planning; • appropriately administer and interpret assessment instruments and apply career theory; • effectively utilize supervision and peer feedback to strengthen counseling skills. 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 service learning project component allows students to refine and further develop basic counseling skills in a “real” counseling setting. EDCD 610 fulfills the career counseling requirement for Virginia state school counseling licensure and for the Virginia Licensed Professional Counselor 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. Nature of Course Delivery This course is taught using lectures, class discussions, case studies, and a community service learning project.2Required Textbooks, Materials, and Readings 1. Niles S. G., & Harris-Bowlsbey, J. (2009). Career development interventions in the 21st century. (3rd edition). Upper Saddle River, NJ: Pearson. (NHB) 2. Hecklinger, F. & Black, N (2009). Training for life (10th edition). Dubuque: Kendall/Hunt. (TFL) 3. An assessment packet containing the following: Myers Briggs Type Indicator, and Introduction to Type. If you have already completed this assessment during the last two years and still possess your test results, you do not have to purchase this test. You will also need to complete the Self-Directed Search which is available online at http://www.self-directed-search.com/. Current cost is $9.95. 4. Additional readings will be assigned in class. See syllabus for details. Course assignments The following are in addition to the weekly assignments listed in this syllabus. All written assignments must be typed and must follow APA format unless indicated by the instructor. Grading on written work will take into account the following factors: quality of written work and adherence to requirements of assignment. Inadequate proofreading or late assignments will result in grade reductions. A. Class participation (20 points). Be prepared to reflect on your own life experiences as they relate to topics of discussion with the class and group process. Also, be prepared 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; and 4) strengths and weaknesses of the theory including how it does or does not relate to multiculturalism, social justice, leadership, and advocacy. Grades for this portion of the class will be determined by quality of the participation. If students miss more than 1 class without acceptable reasons (e.g., family emergency, illness with a doctor’s note), it will affect the participation grade. If students miss two or more classes with unexcused absences, he or she will not receive a passing grade for the course. If there is a scheduling conflict that interferes with attendance during any portion of this class, students should see the instructor in the first class to discuss continuing in the class this semester or taking the course during another semester. Use of cell phones and/or a Blackberry is NOT permitted during class time. B. Reflection on Readings. Each week during classes 3 through 8 prepare a typed reflection (1-2 paragraphs) exploring how the reading for that week relates to your own career development process. These reflections should be personal reflections regarding your reactions to the readings (NHB) and any questions you may have rather than a regurgitation of the material. These responses will be collected, discussed in class, and used towards your class participation grade. They can also be incorporated in your