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STANFORD UNIVERSITY by changcheng2

VIEWS: 3 PAGES: 11

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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.
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     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.
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     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
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     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.
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     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.
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     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
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     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
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     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.
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     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
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               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
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     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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