VIEWS: 3 PAGES: 11 POSTED ON: 1/13/2012
Page 1 PURPOSE OF COURSE: As a result of taking this course you should be better able to: 1) Use existing theories and research on educational and career assessment to generate relevant ideas for clients from diverse cultural settings (Theory). 2) Understand and integrate selected educational and career assessment instruments to help motivate constructive client actions (Assessment). 3) Consult with individuals who face career decisions or ongoing problems associated with job satisfaction, unemployment, or underemployment (Practice). However, this course by itself is not intended to qualify you for professional counseling practice. 4) Generate testable research questions based on readings and practical experience (Research). LEARNING ACTIVITIES We are taking a cognitive-behavioral approach to learning in this course. The most important elements of the course are your thinking, your willingness to try new experiences, and your interactions with your instructors, peers and client. We have included a number of activities that will promote your learning by reading, practicing and interacting. As you involve yourself in each activity, you will be modifying your own thinking and behavior--by considering or trying something new! The measure of your success is in how that experience changes how you think or how you perform. A variety of learning activities will be organized in the course to immerse you in career counseling experiences. The activities are intended to develop cross-cultural counseling skills, stimulate theoretical reflection, make readings relevant, and discover additional resources. Page 2 1. Career Interventions. We have contacted local newspapers to announce a free service to people in the community who may be struggling with their career concerns. We hope to identify several potential "clients" who will want to take advantage of an opportunity to explore their career concerns with class members. Using the Planned Happenstance approach described in the text by Krumboltz and Levin, you and a fellow student will work as a team to help a "client" from a background different from your own (if available). As a cooperative counseling team, you and your partner will work together to administer three assessment instruments and use them as you help your client successfully manage his/her career issues. You will give your client a Workbook to use in thinking through her/his concerns. Your client might want some clarification of career direction, help in information seeking, rehearsal of job-hunting techniques, practice in resume writing, examination of blocking beliefs, fear reduction, and/or examination of relevant personal concerns. The purpose of this activity is to develop a sense of the complexity of cross-cultural career counseling while showing that even small bits of help and encouragement can make a big difference to clients. No promises of positive outcomes can be given to the "clients." You will want to do everything you can to help them during the Quarter, but you should not set unrealistic expectations either for them or for yourself. On June 3, 2002, a Case Report (about 10-15 double- spaced pages) is due. Use the following outline: I. Client's history, cultural background and presenting problems II. Assessment results, how you used the assessments and what impact they had on the client III. Interventions you tried and their outcomes. IV. Personal learning (what you yourself learned from the experience and how you might work differently with a similar client in the future). V. Appendix (Include a copy of the assessment profile reports and a copy of those pages from the Workbook that were marked by your client.) 2. Laboratory Experience. The primary purpose of the lab is to provide supervision of your field work experience. The lab will be arranged to meet once a week for one hour each time. Page 3 3. Understanding and Interpreting Assessment Instruments. You will have the opportunity to take three frequently used assessment instruments: (1) the Career Beliefs Inventory, (2) the Strong Interest Inventory, and (3) the Myers-Briggs Type Indicator. Opportunities will be provided for a group interpretation for class members. Those same three instruments and a Workbook will also be made available for you to use in working with your "client." Clients will be expected to pay for the assessment materials, but not your services ($30 total payable to the Stanford Counseling Institute). 4. Your Thoughtful Reactions to the Readings. Each week you will be given a reading assignment and some "Advance Organizers" to stimulate your thinking about the readings. You should be trying to make sense of the readings and relate them to class discussions and your practical experiences. You have a two-stage job: a. Read the assigned chapters, think about them, and respond to the questions in the Advance Organizer. By noon on Friday post your thoughtful reactions. b. Between noon Friday and noon Monday read at least some or all of what your classmates have said and post your agreements, disagreements, additional considerations and/or questions. A frequently recurring Advance Organizer will ask you to formulate a research question. No one knows all the answers to the problems of counseling individuals from diverse backgrounds with their career and personal problems. You are expected to keep an open mind, be curious and ask questions. You are encouraged to keep a list of the questions that come to your mind as you read and try to help your client. Begin thinking creatively of ways to find answers. Many fascinating questions may occur to you as you read and deal with your client. Make a habit of keeping notes on these questions and contemplate how they could be answered through a research study. Good research questions are those that lead to constructive improvements in counseling practice or theory. 5. Class Discussions. Class meetings will be a time to consider ideas presented by the instructor and teaching assistant, to learn how to use relevant assessment instruments, to discuss assigned readings, to learn about research hypotheses and their testing, and to discover additional resources that might help in counseling individuals from diverse cultural backgrounds. We will be experimenting with the wonders of technology to Page 4 facilitate our learning, but we will need to remind ourselves that technology is a means, not the goal. 6. The Information Scavenger Hunt. Clients often ask very specific questions about occupations, colleges and universities, job opportunities, educational requirements, scholarships, resume writing, personal assessment techniques, and job search methods. No one could possibly know the answer to every question a client could ask. However, massive quantities of career information are now available on the Internet. You are not expected to know all this information, but you should know how to find what you need to know when you need to know it. To give you some practice and experience in searching the Web (and to have some fun while doing so), we are going to have an Information Scavenger Hunt. You will receive a list of questions to which you are to find the answers. During the subsequent week you are to search the web and help each other find possible answers to each question. As soon as you find an answer, post it and the website URL where you found it on CourseWork. You can add to information contributed by others. Some information sources may contradict others. The goal of this exercise is not to remember the answer to the specific questions but to build your confidence that you can find answers to many questions and can say "I don't know" or seek help from others when you are stumped. 7. Progress Notes. After each meeting with your client, you should write up your notes. These notes serve as a valuable reminder to you and provide your supervisor with a detailed record of what you are accomplishing. You should turn in your notes to your Supervisor at each meeting of the Lab. Notes should include the following information (if applicable): A. Any new or revised statement of the client's goals B. Any mutually determined exercises and the client's responses C. Recurring themes or issues in client's life D. Reactions to Workbook questions and "next steps" E. Assessment and/or intervention techniques tried F. Unfinished business: issues for next session G. Your personal reactions to the client and implications for your own career development. Page 5 8. Use of “CourseWork”. We want you to learn from each other as well as from the readings, field experience and instructors. We are using Stanford’s new “Coursework” software to facilitate our communication. It can only work if we all use it. We are asking you to feel free, not only to post your own thoughtful reactions, but to respond to the ideas expressed by others at any time. All communications will be completely open for anyone in the class to read. (Naturally you will not want to post any confidential information or identifying information about your client.) If you are officially registered, your name will automatically appear on the CourseWork roster. If not, your instructor can enter your name. 9. Surfing the Internet. If you have not yet begun exploring resources on the Internet, now is a good time to begin. Resources on the Internet change daily. Each one provides links to others. See what you can find that might be useful for you and your client. The Information Scavenger Hunt will give you some specific challenges, but feel free to explore to your heart’s content. Here are some possible starting locations: JobOptions http://www.espan.com/ Site includes many career resources and tools including information on writing resumes and letters, salary information, relocation resources, career fair/trade show information, industry information, interviewing tips, free e-mail services, and continuing education information. Skidmore College Career Services http://www.skidmore.edu/administration/career/ Site includes services such as exploring careers, employer research, internship information, summer job listings, general job listings, and graduate school information. Also includes links to other career information and assistance websites. Princeton Review Online/Career Find-O-Rama http://www.review.com/career/find/index.cfm Includes resume information, interview tips, general tips on finding a job. Page 6 The Riley Guide http://www.dbm.com/jobguide/ Site gives information on where to find jobs, salary surveys, researching careers and employers, resume information, recruiting information and how to conduct an executive job search. Employment Guide's CareerWeb http://www.cweb.com/jobs/ Site allows you to conduct a job search on a national level using different job categories and metropolitan areas. User can specify keywords to obtain jobs with specific requirements. The Mining Company http://votech.miningco.com/ Site offers articles and advice on changing careers and career planning. Monster Career Resources http://www.aboutwork.com/ Site offers general career resources including interview and network information, helpful tips for resume and letter writing, career management and advice, tax guidance, healthcare information, international information, entereneurial advice and mid-career guidance. Petersons Career and Jobs Channel http://www.petersons.com/ Contains information on job searching, computer degrees and certificates, career-help articles, technology certifications, MBA programs, testing guides and links to colleges and graduate schools. The Counseling Web: Counseling Psychology Resources http://seamonkey.ed.asu.edu./~gail/career.htm Site offers job and career information, career exploration, career development and placement centers, resources for career counselors, and school to work resources. Site also provides links to statistics including the Occupational Information Network, the U.S. Department of Labor and the U.S. Census Bureau. JobSmart: Northern California Job Search Guide http://jobsmart.org/index.htm Page 7 Site includes career guides, salary information, jobs in the hidden job market, resume information, and links to specific California cities offering jobs, holding job fairs, job hotlines and more. Summer Youth Employment: Youth @ Work http://www.youthatwork.org/ Site has information on career exploration, educational institutions and labor market information. NOICC (National Occupational Information Coordinating Committee) http://www.state.ia.us/government/wd/noicc/ Site offers a network of federal agencies and committees to promote the development and use of career and occupational information. Includes help on designing workforce investment strategies and educational programs as well as data on education, employment and the labor market. CareerMosiac http://www.careermosaic.com/ Site includes a variety of career resources including information on specific companies, online job fairs, job communities, resume assistance and job postings. America's Job Bank http://www.ajb.dni.us/ A marketplace to connect people to the training and education being sought. Includes specialty databases, employers, learners and providers. Also has links to America's JobBank and America's Career InfoNet. CareerMagazine http://www.careermag.com/news/index.html Site allows the user to conduct a job search by specifying skills and keywords. Also includes message boards, resume banks, articles, employers, job openings and information on diversity. Directories of employers, consultants, etc. also included. Also has information on video interviewing, pre-employment screening, industry watch. Internet Career Connection http://iccweb.com/ Site has many career resources including employment advertising/matching services, resume/talent banks, federal Page 8 government positions and links, job hunter's checklists, special employment programs, information on the branches of government, resources for locating federal jobs, directories and periodicals. Ohio State Business Job Finder http://www.cob.ohio-state.edu/dept/fin/osujobs.htm Site is designed to assist in finding a job in the business sector. Site focuses on career exploration in business, including corporate finance, banking, insurance, advertising, etc. Site contains information on a variety of business career areas and a variety of other reference material such as books on self-exploration and business. Site also includes multiple links to other career websites. (Good) School to Work http://www.stw.ed.gov/ Site has information on grants, resources, mentoring programs and school to work programs nationwide. JobWeb http://www.jobweb.org/ Site includes employment information, career service professionals, HR information, and job listings. Catapult on JobWeb http://www.jobweb.org/catapult/catapult.html Career and job-related site that includes links to colleges and universities, employment centers, industry information, professional associations, relocation resources, career assessment tools, career fairs, interview forms, ethical and legal standards, and online journals. The Chronicle of Higher Education http://chronicle.merit.edu/ Site includes information on government and politics, grants and grant competitions, and academic career resources. CareerPath http://www.careerpath.com/ Users can search for jobs, post resumes, and receive information on career management including company profiles, job fairs, chat rooms and message boards and searching for company profiles. Page 9 FutureScan: Careers for Teens http://www.futurescan.com/ Site teaches teens about different types of careers, providing links to many career sites, articles about different careers and providing guidance from professionals. JobHunter http://www.talentscout.com/ Site provides user with career counseling information, resume service, advice, featured employers. Guidance Resources Homepage http://www3.dist214.k12.il.us/guidance/index.html Developed by a guidance counselor, this site contains a wealth of information and links pertaining to planning for the future and other guidance issues. Educational Scholarships http://www.fastweb.com Phone: (847) 785-8000 FastWEB, 2550 Commonwealth Avenue, North Chicago, IL 60064 The largest online scholarship search available, with 400,000 scholarships representing over one billion in scholarship dollars. Provides students with accurate, regularly updated information on scholarships, grants, and fellowships suited to their goals and qualifications, all at no cost to the student. REQUIRED TEXTS 1. Never Make a Career Decision by Krumboltz and Levin. 2. The Career Counselor’s Handbook by Figler and Bolles. OUTLINE OF COURSE CONTENT I. Introduction and theory A. Field Assignments B. How careers evolve C. Learning theory Page 10 D. Planned Happenstance E. The Culturally Encapsulated Counselor II. Assessing Personal Qualities A. Career Beliefs B. Interests C. Personality D. Exploratory Exercises E. Integration of Assessment Results F. Meaning of Assessment in Different Cultures III. Resources for Counseling A. Books, References, Computers, Internet B. University Career Centers C. Industrial Career Services D. Appropriateness for Various Cultures IV. Career interventions A. Techniques Sensitive to Cultural Differences B. Decision Making as a Skill C. Job Search Skills D. Integration of Career and Personal Counseling E. Cultural Background and Mental Health F. Expanding the Notion of Cultural Differences VI. Research in Career Development A. Illustrative Research Studies B. Future Research Directions EVALUATION We want you to exert every reasonable effort to attain the course objectives in a way that results in their making sense to you. We have no interest in making comparative judgments among students. We want you to improve as much as you can in the time allotted. If you do your very best to improve your skills and increase your knowledge, then you deserve the highest grade. An "A" grade will be earned by each student who Arrives by 3:15 PM at every class session, Reads thoughtfully and critically every assigned selection, Participates fully in all class activities, Completes every assignment on time, Responds to postings on CourseWork, Attends every lab session, Participates meaningfully in class discussions, Makes every reasonable effort to help a "client", Asks for help from instructors and classmates as needed, and Page 11 Shares information and feedback with classmates. STUDENTS WITH DOCUMENTED DISABILITIES Students who have a disability which may necessitate an academic accommodation or the use of auxiliary aids and services in a class must initiate the request with the Disability Resource Center (DRC). The DRC will evaluate the request with required documentation, recommend appropriate accommodations, and prepare a verification letter dated in the current academic term in which the request is being made. Please contact the DRC as soon as possible; timely notice is needed to arrange for appropriate accommodations. The DRC is located at 123 Meyer Library (phone 723-1066; TDD 725-1067). ASSIGNMENTS AND DUE DATES will be posted on CourseWork. The reading assignments for each class meeting will provide a basis for our discussion. Read each selection for the big ideas it contains. Try to understand the significance of what you are reading. Do not "memorize" anything. Try to make sense of what you read and relate it to your practice. Question authority. If you don't understand something, maybe it doesn't make sense. Ask.
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