SOUTHERN ADVENTIST UNIVERSITY
School of Education & Psychology
COUN 516 Career Counseling
Winter 2016 / 3 Credit Hours
Thursday, 5:30 p.m. – 8:15 p.m. LWH 3012B
Instructor: Jim Wampler, Psy.D., Ed.S.,
LSC, BCPC, BCCP, NCP, MCC, CWDP, JCTC
Email:
Office: Counseling & Testing Services Office/Student Success Center, Lynn Wood Hall
Office Hours: By appointment—Mon -Thurs, 8:00 a.m. – 5:00 p.m. / Friday, 8:00 a.m. – Noon
Phone: Office- 423.236.2783 Home-423.396.2577
Course Description:
Vocational and academic information; vocational theories, trends and experiential approach to career choices; study of how changes in society and technology bring about changes in the academic and world. Guidance centers, vocational interest testing, guidance technology, and materials are also considered.
Required Texts:
Zunker, Vernon G. (2016). Career counseling: A holistic approach (9th edition). Pacific
Grove, CA: Brooks/Cole
Curry, J. & Milson, A. (2014). Career counseling in P-12 Schools. New York: Springer
Publishing Co.
Recommended Text:
Whitfield, E.A., Feller, R.W. & Wood, C. (Eds.). (2009) A counselor’s guide to career
assessment instruments. Broken Arrow, OK: National Career Development Association
Course Website:
www.strategiccareerservices.com
Supplemental Reading:
· Blustein, David L. (2006). The psychology of working. Mahwah, NJ: Lawrence Erlbaum
Associates
· Brown, Dale. (2002). Career choice and development, (4th Edition). San Francisco: Jossey-Bass
Publishers.
· Brown, Steven D. & Lent, Robert W. (2005). Career development and counseling: Putting
theory and research to work. Hoboken, NJ: John Wiley & Sons, Inc.
· Hansen, Sunny L. (2001). Integrative life planning: Critical tasks for career development and
changing life patterns. San Francisco: Jossey-Bass Publishers.
· Krumboltz, John D. & Levin, Al S. (2010). Luck is no accident: Make the most of happenstance
in your life and career (2nd Edition). Atascadero, CA: Impact Publishers.
· Lowman, Rodney L. (1991). The clinical practice of career assessment: Interests, ability, and
personality. Washington DC: American Psychological Association.
· Lowman, Rodney L. (1996). Counseling and psychotherapy of work dysfunctions.
Washington DC: American Psychological Association.
· Niles, Spencer & Harris-Bowlsbey. (2013). Career development interventions in the 21st Century
(4th Edition). Upper Saddle River, NJ: Pearson Education, Inc.
· Power, Sally J. (2006). The mid-career success guide: Planning for the second half of your
working life. Westport, CT: Prager Publishers.
· Savickas, Mark L. (2011). Career counseling. Washington DC: American Psychological
Association.
Organizations:
· American School Counselor Association (ASCA)
1101 King St. Suite 310, Alexandria, VA 22314
· National Association of Workforce Development Professionals (NAWDP)
810 First Street, NE, Suite 525, Washington, DC 20002-4227
· National Career Development Association (NCDA)
305 North Beech Circle, Broken Arrow, OK 74012
· National Employment Counseling Association (NECA)
5999 Stevenson Avenue, Alexandria, VA 22304
· Vocational Evaluation and Career Assessment Professionals Association (VECAP)
PO Box 2958, Salina, KS 67402
Additional Resources:
· Center for the Study of Technology in Counseling and Career Development: http://www.career.fsu.edu/techcenter/
· Southeast Career Center, 1105 E 10th Street, Chattanooga, TN.
· Student Success Center: Career Services, Southern Adventist University, Lynn Wood Hall
Perspective and Focus:
Work is a common denominator for most adults. In fact, most Americans spend nearly half of their waking hours at work. A person’s work and occupation play a critical role in an individual’s sense of identity, self-esteem, and psychological well-being. Work is the central and defining characteristic of life for most individuals. And, being satisfied with one’s career is one of the most important aspects of an individual’s personal happiness.
The world of work is a complex interaction of characteristics of a person and a situation. This nexus of individual and work is often fraught with friction giving the counselor a unique opportunity to assist individuals in a vitally critical aspect of their lives. Career counseling is personal counseling focused on specialized content that generally includes initial career choice, the connection between career and personal problems, adaptations to changes in the workplace, multiple career dilemmas, and maintenance of a balanced lifestyle. “The career counseling process does not separate career and personal concerns but integrates them to better evaluate how all life roles are interrelated” (Zunker, 2012, p. 2).
Course Purpose:
This course blends the study of vocational behavior with the study of career assistance. After completing this course, the student should know how to better integrate career issues into the counseling process and know how to perform basic career counseling functions.
This course is congruent with the School of Education and Psychology Conceptual Framework delineated below. This Conceptual Framework is aligned, in turn, with the Council for Accreditation of Counseling and Related Educational Programs (CACREP), and the Tennessee Licensure Standards for School Counselors as found in the SEP Student Handbook.
Conceptual Framework: Laying the Foundation of Professional Excellence
I. Mission of the School of Education and Psychology: Our mission is to prepare all students to be effective professionals who demonstrate a commitment to the pursuit of truth, wholeness, and a life of service in a pluralistic society.
II. Goal of the School of Education and Psychology: The goal of the professional education unit is to facilitate the comprehensive development of school professionals as servant leaders in their communities. This goal is realized by providing opportunities for the candidate to become
effective in the following roles: (a) a caring person, (b) an informed facilitator of learning, (c) a reflective decision-maker, and (d) a committed professional. These then lay the foundation for professional excellence and constitute the core objectives of the professional education unit.
III. Core Objectives and Expected Proficiencies: The ➭ symbol below indicates a specific proficiency of the SEP conceptual framework addressed in this course.
1. As a caring person, the candidate/school professional will demonstrate knowledge, skills, and dispositions by
➭ (a) demonstrating an ideal of fairness and belief that all students can learn.
➭ (b) recognizing and respecting diversity, individual worth, and integrity.
➭ (c) considering the influence of community, school, and family context.
➭ (d) emulating the example of Christ-like service.
2. As an informed facilitator of learning, the candidate/school professional will demonstrate knowledge, skills, and dispositions by
➭ (a) providing nurturing environments, services, and programs.
➭ (b) demonstrating understanding of central concepts.
➭ (c) demonstrating understanding of how individuals develop.
➭ (d) meeting the needs of a diverse student population.
➭ (e) using technology to enhance communication and student learning.
3. As a reflective decision-maker, the candidate/school professional will demonstrate knowledge, skills, and dispositions by
➭ (a) demonstrating intellectual curiosity, critical thinking, and strategic
decision-making.
➭ (b) using theory, based on scientific research, to enhance pedagogical and
professional practice.
➭ (c) using formal and informal assessments to make informed professional
decisions.
➭ (d) reflecting on professional practice.
4. As a committed professional, the candidate/school professional will demonstrate knowledge, skills, and dispositions by
➭ (a) collaborating with peers, families, and the community and consulting with professionals.
➭ (b) demonstrating professional, legal, and ethical responsibilities.
(c) participating in opportunities to achieve professional excellence.
(d) recognizing the value of health and a commitment to a lifestyle of wellness.
➭ (e) demonstrating appropriate communication skills.
Course Objectives:
At the completion of this course, the student should have an understanding of
1. The historical development and trends related to career counseling [CF 2b, CACREP 4.a];*
2. Career development theories and decision-making models [CF 2b, 3b; CACREP 4.a];
3. Career, vocational, educational, occupational and labor market information resources and career information systems [CF 2b, 2d, 2e; CACREP 4.b];
4. Career development, program planning, organization, implementation, administration, and evaluation [CF 2b, 3a, 3d, 4e; CACREP 4.c];
5. Interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development [CF 1c, 4a; CACREP 4.d];
6. Career and educational planning, placement, follow-up, and evaluation [CF 2b, 2c, 3c; CACREP 4.e];
7. Career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy [CF 1a, 1b, 1d, 2a, 2d, 4b, 4e; CACREP 4.g];
8. How to develop and implement a comprehensive career development program in grade levels PK-12 [CF 2a, 2b, 4e; TLSSC 5];
9. Appropriate tests and other assessments to assist High School students and their parents, as well as adult students in making effective career/vocational decisions [CF 2c, 3a, 3c, 4b, 4e; CACREP 4.f; TLSSC 7];
10. How to implement career guidance strategies and activities to prepare PK-12 students for a full range of postsecondary options and opportunities [CF 2a, 2d, 2e, 4e; CACREP 4.g; SCPAS-L2; TLSSC 6];
11. Ethical and legal standards in career counseling [CF 4b; CACREP 1.j; TLSSC 9]
* Identifiers between brackets refer to proficiencies in the SEP Conceptual Framework (CF), the common core standards established by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) for all counseling programs, the School Counseling Program Area Standards (SCPAS) also established by CACREP, and the Tennessee Licensure Standards for School Counselors (TLSSC) to which a given course objective contributes.
Course Procedures:
Class Procedures: Attendance at each class is required. Plan to be on time, so that class may begin on time. Absence from class will adversely affect your final grade. Laptop computers may only be used for the purpose of class presentations and/or note-taking. No food is allowed in the classroom. There will be a 15 minute break at the halfway point of the class.
Special Needs Accommodation: In keeping with university policy, any student with a disability who needs academic accommodations should call Disability Support Services at 423-236-2574 or Lynn Wood Hall, room 137, to arrange a confidential appointment with the Disability Services Coordinator (DSC) before or during the first week of classes. (Students who request accommodations after the third week of the semester might not complete the process in time to receive accommodations for that semester.) Legally, no retroactive accommodations can be provided. For more details, visit the Disability Support Services website at www.southern.edu/disability support.
Accommodations for disabilities are available only as recommended by Disability Support Services. Students whose accommodations are approved will be provided confidential letters which students should review and discuss with their professors in relation to particular course requirements.
Class Participation: Your participation will be reflected in reading the text material allocated to each class session, oral presentations, and contributing meaningfully to class discussion.
Academic Integrity: Academic integrity is an essential part of the education process. In the university setting, we seek to nurture independent thought and to maintain a professional and Christian code of ethics that upholds our own personal integrity and that of the academic community. Consequently, dishonesty of any kind is unacceptable and will result in a failing grade for the course. If you are uncertain if a certain course of action is ethical, please refer to the Academic Honesty Policy listed in the current academic Catalog or consult the instructor for specific guidelines.
Feedback: Feedback on work you have submitted is provided in a timely manner, usually by the following class period. Although care is exercised when scoring and recording grades, please keep all grade communications after they are returned to you. If there is a discrepancy, having these materials will be useful for clearing it up. Also carefully review graded examinations. If you should have a question regarding any item, please feel free to make an appointment to speak to the instructor regarding the matter.
Evaluation: Each student will be graded upon an individual level of mastery, not as a statement of relative position within the group. The following distribution of scores will serve as a guide in determining the final letter grades for this course:
A 94 – 100% C 73 – 76%
A- 90 – 93% C- 70 – 72%
B+ 87 – 89% D+ 67 – 69%
B 83 – 86% D 63 – 66%
B- 80 – 82% D- 60 – 62%
C+ 77 – 79% F 0 – 59%
(The instructor reserves the right to modify the above requirements as deemed appropriate.)
Extra Credit: Extra credit is generally not offered. Students should focus on completing given assignments with care and quality.
Course Methodologies: This course will utilize the following instructional methodologies, among others: lecture, audiovisual media, class discussion, textbook supplemental learning exercises, in-class and field activities, and participant presentations.
Technology—A Lifelong Learning Tool:
Emerging learning technologies are an important key to assisting clients develop life-long, self-directed skill acquisition. This course will introduce the student to computer-assisted career guidance systems (CACGs), career information delivery systems (CIDS) and the Internet as significant sources for career information. Assignments will be given to facilitate familiarization with Career Cruising, the Association of Computer-Based Systems for Career Information (www.acasi.org/acsi_states.asp), the Strategic Career Services website (www.strategiccareerservices.com) and on-line assessment sites.
Evaluation of Student Personal and Professional Dispositions: Near the end of this semester, the instructor will assess your development toward the personal and professional goals you are expected to achieve as you progress through the Counseling program. This assessment is separate from the course requirements listed above, and in order to complete it, the instructor will fill out for you the Evaluation of Personal and Professional Dispositions form included in the Graduate Student Handbook. If your instructor has any concerns about your development in this area, he will discuss them with you individually during this semester. If, on the other hand, there are not any concerns, there will be no need to talk about your results at this time. They will only be reviewed by the Psychology Faculty Committee at the end of your first year in the program, and during the last semester prior to graduation. Results from these two reviews will be individually discussed by your faculty advisor with you.
Course Evaluation:
Near the end of the semester you will need to evaluate this course. Southern Adventist University strongly encourages all students in courses, on campus or online, which enroll more than five students, to complete course evaluations as part of the ongoing process of improving course delivery and academic standards. You may access the on-line evaluation at http://access.southern.edu. Log in using your SAU e-mail and password, and then select course evaluation. All comments are completely anonymous.