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Career and Lifestyle Development (PC 6600)Argosy University/Chicago

Summer 2008Bridged

Instructor Contact Information

Judy SkorekPhone: 815-970-1148 Email: judy.skorek@cuchicago.edu

Course description This course provides an understanding of career development theories and decision-making models; occupational and educational information sources and systems; assessment instruments and techniques relevant to career planning and decision-making; career, lifestyle, and leisure counseling, guidance and education; career development programs and planning, resources, and effectiveness evaluation.

Course Pre-requisites: None

Textbooks

Zunker, V. (2006). Career Counseling: A holistic approach (7th ed. ) Pacific Grove CA: Brooks/Cole. ISBN# 0-534-64017-6

Amundson, N.E., Bowlsbey, J.H., & Niles, S.G. (2005). Essential elements of career counseling: Processes and techniques. Upper Saddle River, NJ: Pearson Merrill Prentice. ISBN# 0-13-112271-1

Technology: Students will need access to a computer capable of Microsoft Word with Internet access.

Course length: 7.5 Weeks (5/26/08-7/16/08)

Contact Hours: 45 Hours

Credit Value: 3.0

Class Dates and TimesFirst Weekend: Friday, June 20 (6:00pm - 9:00pm) Saturday, June 21 (9:00am - 5:00pm) Sunday, June 22 (9:00am - 4:00pm)Second Weekend: Friday, July 11 (6:00pm - 9:00pm) Saturday, July 12 (9:00am - 5:00pm) Sunday, July 13 (9:00am - 4:00pm)

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MISSION STATEMENT – PROFESSIONAL COUNSELING PROGRAMThe Master of Arts (M.A) in Community Counseling Program is designed to provide students with a sound foundation for eventual practice of professional counseling.The program introduces students to basic counseling skills that integrate individual and group theoretical foundations of professional counseling into appropriate client interaction and intervention skills. The program emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional counselors who are committed to the ethical provision of quality services.

The M.A. in Community Counseling Program is committed to educating and training students to enter a professional career as master’s-level counseling practitioners who can function ethically and effectively as skilled professionals with demonstrated knowledge of social and cultural diversity. This goal is achieved through a curriculum designed to integrate basic counseling skills, theoretical foundations of professional counseling, and practicum field experience into appropriate client interaction and intervention skills for utilization in a wide variety of settings with diverse client populations. Students are prepared for licensure as Professional Counselors in the state of Illinois, however, alumni serve clients throughout North America.

COURSE DELIVERY FORMATThe course will be available to students one week prior to the beginning of the term. For questions pertaining to the online format, please refer to the registration bulletin.

This course has class meetings scheduled on weekends and is web-augmented with a weekly online component found at http://www.myeclassonline.com This online component is meant to supplement the content delivered in the face-to-face meetings and provides weekly instructional contact with the instructor of the course. Students can expect weekly reading assignments and online discussion questions that offer opportunities to interact with fellow students and course faculty, as well as opportunities to engage with faculty and other students around activities meant to deepen and enhance the learning experience. In addition, faculty may use the web-based learning environment to provide supplemental resources and reading material. PROGRAM OUTCOMES1. Professional Identity – Value all aspects of professional functioning including history, roles, organization structures, ethics, legalities, standards, and credentialing.

2. Social and Cultural Diversity – Apply core theory and research of the cultural context of relationships, issues and trends in a multicultural and diverse society to the counseling profession.

3. Human Growth and Development – Interpret and apply core theory and research of the nature and needs of individuals at all developmental levels.

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4. Career Development – Apply core theory and research of career development and related life factors.

5. Helping Relationships – Ethically and effectively deliver a range of counseling and consultation services.

6. Group Work – Ethically and effectively deliver a range of group counseling methods and skills, and other group approaches.

7. Assessment – Explain a range of individual and group approaches to assessment and evaluation.

8. Research and Program Evaluation – Explain research methods, statistical analysis, needs assessment, and program evaluation to the counseling profession.

COURSE OBJECTIVESStudents will:

1. Understand and apply various career development theories and decision-making models (4a).

2. Become familiar with career, vocational, educational, occupational, and labor market information resources, visual and print media, computer-based career information systems, and other electronic career information systems (4b).

3. Be knowledgeable of career development program planning, organization, implementation, administration, and evaluation (4c).

4. Understand the interrelationships among and between work, family, and other life roles and factors including the role of diversity and gender in career development (4d).

5. Be able to explain career and educational planning, placement, follow-up, and evaluation (4e).

6. Be able to identify assessment instruments and techniques that are relevant to career planning and decision-making (4f).

7. Become familiar with technology-based career development applications and strategies, including computer-assisted career guidance and information systems and appropriate world wide web sites (4g).

8. Be able to describe career counseling processes, techniques, and resources, including those applicable to specific populations (4h).

9. Be able to describe ethical and legal considerations of career counseling and career program planning.

Course Expectations

Attend the entirety of ALL classes (missing class or tardiness may result in being dropped from the class or a lower final grade).

Meaningfully participate in class discussions/activities AND weekly online discussions/activities.

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Demonstrate professionalism. Read assigned material before class meetings. Complete assignments by due date. Class attendance and online participation (20 points).

Online participation of the class begins the week of May 26 and ends on July 16. The format of these online assignments and activities vary. As a general rule, week cycles begin on Mondays and end on Sundays, midnight. Within the cycle, students have to post their responses to the online assignments by Fridays, and provide feedback to two other students’ postings by Sundays, midnight.

Students’ online performance will be assessed according to the quality of their responses to both the activities and to other students. Some of the characteristics of quality communication and feedback include: meaningful statements with context and content, constructive and respectful criticism and arguments, and clear expression.

Assessment and Grade Assignments

Grades are assigned on the basis of total points earned on assignments, participation, preparation, and professionalism. Assignments are described below. If class is missed due to illness or other reason, it is the responsibility of the student to ensure that assignments are turned in by the due date. The instructor reserves the right to not accept late work or to deduct points from the earned score. With the exception of in-class writing assignments and online activities, all assignments should be typed with reference to APA style.

On the first weekend, bring to share with the class two newspaper/magazine articles, workshop/conference announcements, or other item of interest related to career issues and/or work in the United States today.

Complete: the O*NET Interest Profiler: http://www.onetcenter.org/IP.html (Download all materials - Interest Profiler Desktop) Additional inventories will be given in class.

Self-Analysis of Assessment Results Paper. Write a 4-5-page self-analysis paper analyzing the results of the career instruments (O*NET above and inventories given in class). Evaluate the accuracy (validity) and usefulness of the results. Compare and contrast the consistency (reliability) of the results from the assessments. You are free, of course, to agree or disagree with the assessment interpretations; however, the precise reason(s) for any agreement or disagreement should be thoroughly explained. In addition, a brief critique should be included for each assessment instrument indicating what you liked or disliked about each, how useful/ interesting you found each to be, and any deficiencies/limitations that you were able to discern. Be prepared to discuss your paper in class. (20 points) (DUE Friday, July 11 in class)

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Personal Development Essay. Write a 4-5-page essay reflecting on your own career development, using the information from classroom readings, activities, assessments, and experiences. Consider your current (or future) occupational and personal situation based on the above sources of information. Discuss how your personality, decision-making, social class, family, gender, historic, socioeconomic, racial/ethnic, and other factors have influenced your career development. In addition, detail how your personal career development is illustrated in one or more theories discussed in class. (20 points) (DUE Sunday, July 13 – Be prepared to give a summary in class)

Career Exploration Assessment Interview. Participate in career exploration with a voluntary "client." During the career counseling process, various factors relevant to your client's career exploration or career pathway (i.e., school, job, work, career) should be explored (e.g., beliefs, attitudes, obstacles, challenges, opportunities, the interface of work with relationships and family, perceptions of counseling as a resource, race, ethnicity). If appropriate, as a part of this activity your client may complete a career inventory/assessment so that such results can be incorporated into the career counseling process. Obtain written permission to share this information in class for educational purposes (Appendix A). Provide a written summary of the interview to the instructor (Appendix B). Be prepared to present your client's story to the class and to discuss options for counseling/advocacy (about 10 minutes). List of career assessments and tips for the interview will be handed out during class. Be prepared to discuss your interview in class. (20 points) (DUE Saturday,July 12 in class)

Career Counseling Issues for Special Populations Presentation. In pairs you will select a special population (e.g., disabled, chronic illness, blind, women, minorities, dislocated) and provide the class with information about career issues and interventions for this particular population. This presentation is worth 20 points, however, I reserve the right to award different scores to members of groups based on variability in their participation. Your presentation should address the following criteria contained in the outline below. E-mail the outline for your presentation to your class members and instructor.o Outline for Special Populations Presentation

Introduction description of population (characteristics) statistics about population stereotypes/ misconceptions relevant definitions environmental factors developmental issues

Career Issues current research related to target population career issues related to target population

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Role of Career Theory explain selected theory for this population and

applicability strengths & limitations of the theory

Career Strategies & Interventions

ORo Develop a class presentation (20 points) which will include:

a description of a strategy or activity you would use in your own work (or future work)

leading the class through that particular strategy, and written descriptions or materials which would enable the class

members to use this activity in their own setting.

Your grade will be based on the quality of the above, as well as your ability to get the class involved in your activity. No paper is due for this, just a presentation.(DUE Saturday (July 12) & Sunday (July 13) in class)

Grade Assignment: From a total of 100 points, grades will be assigned from the following scale.Grading Scale

A =

This reflects a solid understanding of career counseling and career development theories and practices for the necessary knowledge base to participate in career counseling work.

B = This reflects an adequate understanding of career counseling and career development theories and practices for the necessary knowledge base to participate in career counseling work.

C = This reflects a minimal understanding of career counseling and career development theories and practices for the necessary knowledge base to participate in career counseling work.

A 100 – 93A- 92 – 90B+ 89 – 88B 87 – 83B- 82 – 80C+ 79 – 78C 77 - 73C- 72 – 70D+ 69 – 68D 67 – 63D- 62 – 60F 59 and below

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D = This reflects little understanding of career counseling and career development theories and practices and a sub-par knowledge base to participate in career counseling work.

F = This reflects very serious questions about one’s ability or aptitude to conduct career counseling.

LIBRARYAll resources in Argosy University’s online collection are available through the Internet.  The campus librarian will provide students with links, user IDs, and passwords. 

Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences.  Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu.  Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html.

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog.  Catalog searching is easily limited to individual campus collections.  Alternatively, students can search combined collections of all Argosy University Libraries.  Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/

ACADEMIC POLICIESAcademic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

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Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

AMERICANS WITH DISABILITIES ACT POLICYIt is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form.  To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor.  In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

THE ARGOSY UNIVERSITY STATEMENT REGARDING DIVERSITYArgosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

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Course Schedule

Class Date Topic Readings & Assignments Due

6/20/08 Introduction to Career Counseling Zunker, Ch 1 & Education Amundson et al, Ch 1

History of Career Counseling

Overview of Career Counseling Zunker, Ch 2, 3 & 4Theories and Models Appendix A

Amundson et al, Ch 2

6/21/08 Basic Counseling Skills Zunker, Ch 5 Intake Interview Appendix C & DInitial & Subsequent Career Amundson et al, Ch 4, 5, & 11Counseling Sessions

Using Computers Zunker, Ch 8Theory Presentation: Amundson et al, Ch 8Cognitive Information ProcessingPractice the Use of Computer AssistedSystems & explore websites

Assessment in Career Counseling Zunker, Ch 6 & 7 Personality, Interests, Aptitudes Amundson et al, Ch 6& Values

6/22/08 Gender Issues Zunker, Ch 11 & 12, Dual Career Issues

Special Issues of Diverse Groups Zunker, Ch 10, 13, & 14Multicultural Groups Appendix BIndividuals with DisabilitiesGay, Lesbian, Bisexual Clients

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7/11/08 Career Counseling in Work Settings Zunker, Ch 18 & 19Special Issues of Adults Amundson et al, Ch 7

Self-Analysis paper discussion

7/12/08 Ethics Zunker, Ch 9Employment Resource Center Amundson, et al , Ch 12 (virtual)Job Search Process

Career Development-- Children Zunker, Ch 15Appendix FCareer Exploration InterviewDiscussion

Career Development-- Adolescents Zunker, Ch 16

Appendix GSpecial PopulationsPresentations

7/13/08 Career Development—Higher Ed Zunker, Ch 17

Decision Making Models Amundson et al, Ch 9, 10 & 11

Integration of theory into practice Amundson et al, Ch 3 & 13Special PopulationsPresentations

Personal Development Essay

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ONLINE ASSIGNMENTS

5/26-6/1 – Please introduce yourself and write your personal definition of career counseling. Create a job description for a career counselor.

6/2-6/8 – Describe your work ethic and how it developed.

6/9-6/15 – Select a theory or model of career counseling and describe how you would use the theory/model working with a client.

6/16-6/22 - No online assignments this week. Please check course schedule in the syllabus for details of our first weekend (6/20-22).

6/23-6/29 - Discuss some of the special issues of adults regarding career. These issues can be from your textbooks or from personal experiences (yours or others).

6/30-7/6 – Respond to the following. Under what conditions could a counselor accept a position for which they are not qualified? Defend your answer.

7/7-7/13 – No online assignment this week. Please check course schedule in this syllabus for details of our second weekend (7/11-13).

7/14-7/16 - Submit a comment of affirmation appreciation for each of the other groups’ presentations – do so with some specificity.

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Acknowledgement of Syllabus Content

I have read and understand the course syllabus for Career and Lifestyle Development (PC 6600) at Argosy University/Chicago, which is being taught by Judy Skorek.

I agree to the terms stated in this syllabus.

Printed name_____________________________________________________

Signature________________________________________________________

Date_______________________________________

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Appendix A

PERMISSION TO TAPE

I understand that _______________________________ is taking a class titled Lifestyle and Career Development (PC6600) at Argosy University/Chicago and is under the instruction of Judy Skorek. As a part of class instruction, is required to conduct a career interview that may include administering, scoring, and discussing a standardized career assessment instrument. For instructional purposes, some portions of this session will be shared during class discussion between the professor and PC6600 students. I understand that class participants have been trained in ethical conduct and that this session will be kept confidential. Confidentiality will be strictly maintained. This means that information is not released to outside persons or agencies regarding the content of this discussion or the fact that you participated in this exercise without your written consent. Danger to self and/or others (i.e., suicide or homicide) may necessitate the breaking of confidentiality. In addition, by law we must report suspected child abuse or neglect and elder abuse and/or neglect communicated to us by you.

If you have questions, you may contact Judy Skorek at (815) 970-1148.

"I have read the above statement and understand my rights regarding confidentiality."

Date: _________________

Signature of Client (parent or guardian for minors) ______________________________

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Appendix BGuidelines for Organizing the Career Exploration/Assessment Interview SummaryStructure your report using the following subheadings:

Process Overview: Indicate the name of your client (alias name only) Describe client profile (e.g., age, race, appearance during session, other

relevant contextual information) Identify the client's goal(s) for the session Identify client's present (or past) career situation Identify the career assessment instrument used (if applicable) Explain the intended purpose of the instrument and other pertinent

information Justify why using this instrument was a good match Any other relevant information

Context: Describe the physical surroundings of where the session is held Indicate the general mood of your client before, during, and following the

session Describe the content of the session (e.g., topics discussed) Describe client's hopes/fears Describe client's response to information discussed Any other relevant information

Assessment: Describe various factors relevant to your client's career exploration Report the assessment score(s) Indicate what the scores may suggest Contrast the results with other information (may be formal or informal) Reflect on the validity of the scores (i.e., is the interpretation based on the

scores meaningful, does it make sense) Any other relevant information

Implications: Propose how the assessment results might be used in future decision-

making Provide support for your discussion based on test scores and information

gathered during the session Discuss possible limitations of this interpretation Any other relevant information

Note: Your written report must be typed using APA format and submitted along with your scored instrument (if used) and include the signed client consent.