George Mason University Graduate School of Education EDCD 610: Career and Educational Counseling (4 hours) Fall 2005 Instructor: Angela Charlton, M.S. Counselor Education, Doctoral Candidate Phone: 703-262-2746 Email: [email protected] Office Hours: by appointment only Course Description This course covers career development interventions and theories, career development across the life span and with diverse populations, approaches to the career decision-making process and career counseling strategies, interventions and techniques. Specific attention is given to application of theory to practice. There is a lab component to this course. Prerequisites Students must have completed EDCD 525, 604, 603 or 605 and 606, 607 or 609. Admission to the M.Ed. Counselor Education Program is also required. You must have the prerequisites to enroll in this class. Attendance Consistent attendance is especially important in EDCD 610 as the first eight weeks of class include intensive preparation for the lab experience. No planned absences are allowed during the lab because of our commitment to and contract with our clients. Please do not enroll in this class if you cannot fulfill this attendance policy. Student Outcomes At the conclusion of this course students should be able to: • Understand the major theories of career development and decision making models. • Understand appropriate assessment techniques and career information resources in career counseling. • Understand the use of technology in career counseling. • Understand the career counseling needs of special populations. • Demonstrate knowledge of the factors contributing to the career development of individuals during specific stages of life. • Effectively use a variety of counseling techniques to help clients assess their 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.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 and 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, this course fulfills the requirement of the CACREP core requirement described in Section II.K.d: an understanding of career development and related life factors. Nature of Course Delivery This course is taught using lectures, case studies, in-class and blackboard discussions and a laboratory experience with community clients. Textbooks and Other Materials A. Please purchase the following: • Niles, S.G. & Harris-Bowlsbey, J. (2002). Career development interventions in the 21st century. Columbus: Merrill Prentice Hall. • Hecklinger, F. & Black, B. (2003). Training for life (8th ed.). Dubuque: Kendall/Hunt. • Assessments: 1. Strong Interest Inventory (SII) 2. Myers-Briggs Type Indicator (MBTI) 3. Introduction to Type 4. Introduction to Type and Careers • Self-Directed Search from the Psychological Assessment Resources website at: www.self-directed-search.com • Skillscan from www.Skillscan.net B. SII and MBTI manuals will be on reserve in the Johnson Center Library C. Students must provide their own recorders and tapes for each client counseling sessions. Instructor prefers the smaller tape recorders. Please test your equipment before the session with the client. Electrical outlets are available in each room. Assignments The following assignments are in addition to the assignments listed on the syllabus. All written assignments must reflect APA format. • Class participation – be prepared to contribute significantly to the following: 1. Theory discussion – using content from reading be able to discuss major contributors, key concepts and assumptions, techniques and implications for counseling and strengths and weaknesses of the theory. 2. Career development issues – discussions will include such topics as technology, ethics and diversity issues. 3. Peer feedback – during the lab practice and client sessions.• Blackboard – each week, respond at least twice to discussion topics on blackboard beginning the second week of class. • Web sites Review – All students will review two websites that provide career information both for your client and/or yourself. Prepare a one-page summary on each of your reviews, which includes a description and critique of the services provided. Make copies of your summary for your fellow students. You will have five to ten minutes in class to present your summary, which should provide the following: 1. The title and the URL of the web site reviewed. 2. A description of the web site – its purpose, the name of the organization for which it was developed, comments on the content and type of graphics included at the site, how the site might be used for career counseling, and who will most benefit from this site. 4. An evaluation of the web site – using “two thumbs up” as excellent, “one thumb up” as fair, and “no thumbs up” as poor. 5. Some other possible areas to discuss are listed below. You are not required to discuss each point but select those issues you believe are important. However, do not ignore the first bullet. Does the site: • Follow NCDA Guidelines for the Use of the Internet for Provision of Career Information and Planning Services (www.ncda.org) [click Internet Resources] as well as the ethical guidelines for Internet based counseling services endorsed by NBCC (www.nbcc.org/ethics)? • Does site contain an index near the beginning of the site which can be easily linked back and forth? • Have correct grammar, punctuation, and spelling throughout? • Include an e-mail address listed for further questions or comments and/or link to Frequently Asked Questions (FAQs)? • Does site clearly identify the target audience (e.g., adults, children,