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MASON EDCD 610 - Syllabus

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GEORGE MASON UNIVERSITY College of Education and Human Development Graduate School of Education Counseling and Development Program EDCD 610: Career and Educational Counseling (4 s.h.) Program Code 13562, Section 001 Spring 2005 Instructor: Brad D. Platt, Ph.D. Class Location: Robinson A349 Office Hours: by appointment in Robinson Phone: 703-791-8320 Class Meeting Day & Time: Tuesdays, 4:30 - 8:30 pm Email: [email protected] Course Description Covers vocational choice theory, sources of occupational and educational information, approaches to career decision-making processes, and career development exploration techniques. Attention is given to application of theory to practice. Lab is included. Prerequisites: Admission to the M.Ed. in Counseling program and EDCD 525, 604, 603 or 605, and 606, 607or 609; or permission of the instructor. You must have the prerequisites to enroll in this class. Please see the instructor before the second class meeting if you have any questions. Student Outcomes At the conclusion of this course, students should be able to: --understand the major theories of career development and decision making models, appropriate assessment techniques in career counseling, the use of technology in career counseling, the career counseling needs of special 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 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. --understand how career counseling can further the goals of the C&D mission statement. 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. 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 credential. In addition, it 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, class discussions, case studies and a laboratory experience with community clientsPage 2 Textbooks, Materials and Readings A. Please purchase the following: 1. Niles, S.G., & Harris-Bowlsbey, J. (2002). Career development interventions in the 21st century. Columbus: Merrill Prentice Hall. 2. Hecklinger, F. & Black, B. (2003). Training for life (8th ed.). Dubuque: Kendall/Hunt. 3. An assessment packet containing the following: Strong Interest Inventory, Myers-Briggs Type Indicator, Introduction to Type, and Introduction to Type and Careers. 4. A handout packet from the bookstore in the Johnson Center. 5. Self-Directed Search from the Psychological Assessment Resources website at B. The Strong Interest Inventory and MBTI manuals and videotapes are on reserve in the Johnson Center Library. The Self-Directed Search is available online and from the instructor. C. Students must provide their own audio recorders and tapes for each client counseling session. Please test your equipment’s recording capability before the first client session. Electrical outlets are available in each room. D. Powerpoint lecture slides will be available through email 24 hours prior to class. You must request these slides from the instructor however. Assignments The following are in addition to the weekly assignments listed in this syllabus. All written assignments must reflect APA format. A. Class participation. Be prepared to contribute significantly to a discussion of each theory focusing on the following: --background and major contributors --key concepts and assumptions --techniques and implications for counseling --strengths and weaknesses of the theory B. Journal. Each week, classes 1 through 7, prepare a (typed) reflection of no more than two pages exploring how the reading for that week relates to the setting in which you plan to work. Journal will be evaluated for accuracy in understanding and applying the readings. C. Services review. School track students should review the website of a school district anywhere in the U.S. which explains online its career services for pre-K-12 students. .Agency track students should review the website of or visit any public or private agency anywhere in the U.S. which provides career services to the general public. All students: Please let me know what site you have chosen to avoid duplication. Prepare a written two-page summary which includes a description and critique of the services provided. Make copies of your summary for your fellow students. You will have five minutes in class to present your summary. D. Career Development Analyses. You will prepare two papers titled Career Development Analyses. The “client” in the first one, CDA I, may be yourself or a classmate. The paper should include the following sections: CDA I 1. Description of the client, presenting problem and counseling goals. While you may not have a career issue to address, you may use this opportunity to verify that counseling is an appropriate field for you. 2.

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