Zunker, Vernon G., Career Counseling: Applied Concepts of Life Planning, 9 th edition. Brooks/Cole Publishing Co. CACREP, SECTION II

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1 Eastern Kentucky University Department of Counseling and Educational Psychology COU 822: Lifestyle and Career Counseling CRN XXXXX 3 credit hours Fall XXXX Professor: Office: Phones: E mail: Office Hours: Catalogue Course Description: Prerequisite(s) COU 813, COU 840, COU 846. Occupational information in educational and vocational planning; theories of vocational choice; sociology of occupations, and interpretation and utilization of current data pertaining to career fields. Method of instruction will include lecture, projects, small group activities, library/research assignments, and computer based assignments. Texts(s): Zunker, Vernon G., Career Counseling: Applied Concepts of Life Planning, 9 th edition. Brooks/Cole Publishing Co. Student Learning Outcomes: CACREP, SECTION II PROFESSIONAL IDENTITY A. Common core curricular experiences and demonstrated knowledge in each of the eight common core curricular areas are required of all students in the program. 1. CAREER DEVELOPMENT studies that provide an understanding of career development and related life factors, including all of the following, students will: a. Analyze career development theories and decision making models; (evidenced

2 by successful completion of midterm and final examinations, career counseling theory paper and career history/plan report. Fulfills CACREP Standard II.4.a; b. Categorize career, avocational, educational, occupational and labor market information resources, and career information systems; (evidenced by successful completion of examinations) Fulfills CACREP Standard II.4.b; c. Compose career development program planning, organization, implementation, administration, and evaluation; (evidenced by successful completion of examinations and career enhancement report) Fulfills CACREP Standard II. 4.c; d.compare and contrast interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development; (evidenced by successful completion of examinations and case studies and their written evaluations) Fulfills CACREP Standard II 4.d; e. Organize career and educational planning, placement, follow up, and evaluation; (evidenced by successful completion of examinations and case study reports) Fulfills CACREP Standard II 4.e; f. Assess assessment instruments and techniques relevant to career planning and decision making; (evidenced by successful completion of examinations and career enhancement report) Fulfills CACREP Standard II. 4.f; and g. Analyze career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy. (evidenced by successful completion of examinations, case studies and career enhancement report) Fulfills CACREP Standard II. 4.g. Evaluation Methods: Points Needed Test 1.Midterm = A Test 2.Final = B = C (4) projects = 300 points = D (performance assessment) Below 300 = F (2) tests = 200 points (traditional assessment) 75 points per project Percentage Needed

3 (At least) % = A 80 89% = B 70 79% = C 60 69% = D Less than 60= F A Grading Rubric is provided for all written assignments on page 8 of syllabus. Student Progress: Students will be given feedback on their participation and development \ throughout the semester. Attendance Policy: Regular attendance in each class is expected. It is recognized that there are legitimate reasons for being absent. It is the responsibility of the student to discuss with the teacher the reason for each absence. Except in an emergency, The student is encouraged to contact the teacher prior to the anticipated absence. Absences may have an adverse effect on a student s grade, including failure of the course. PLEASE TURN OFF ALL CELL PHONES DURING CLASS TIME! Last Day to Drop Course: The last day to drop is published in the course schedule book Disability Statement: The University strives to make all learning experiences as accessible as possible. If you are registered with the EKU Center for Student Accessibility (CSA), please obtain your accommodation letters from the CSA, present them to the course instructor, and discuss the accommodations needed. If you believe you need an accommodation and are not registered with the CSA, please contact the office in 361 Whitlock Building by at disserv@eku.edu or by telephone at (859) Upon individual request, this syllabus can be made available in an alternative format. A student with a disability may be an individual with a physical or psychological impairment that substantially limits one or more major life activities, to include, but not limited to: seeing, hearing, communicating, interacting with others, learning, thinking, concentrating, sitting, standing, lifting, performing manual tasks, working. Additionally,

4 pregnancy accompanied by a medical condition(s), which causes a similar substantial limitation, may also be considered under the Americans with Disabilities Amendments Act (ADAAA). Academic Integrity Statement: Students are advised that EKU's Academic Integrity policy will be strictly enforced in this course. The Academic Integrity policy is available at Questions regarding the policy may be directed to the Office of Academic Integrity. Official E mail: An official EKU e mail is established for each registered student, each faculty member, and each staff member. All university communications sent via e mail will be sent to this EKU e mail address. Course Requirements: A. Mid term exam B. Final Exam C. Career counseling/theory paper D. Career History/Plan Report E. Career Enhancement Report F. Case studies Course Outline: Week 1 Introduction to Course A. Course requirements, objectives, evaluation B. Complete Strong Interest Inventory C. Complete Self Directed Search Chapter 1 A. Historical Development B. Industrialism C. Parsons/Williamson/Rogers D. Federal Arts E. Testing Movement F. Career Guidance Movement G. Career Exercises

5 Chapter 2 A. Theories of Career Counseling B. Trait Factor C. Developmental D. Sociological E. Psychological F. Decision Making G. Career Exercises Chapter 3 A. Motivation Theories B. Maslow C. Herzberg D. McClelland E. Cognitive Dissonance F. Work Adjustment G. Work Values H. Stress/Burnout Chapter 4 A. Life style Orientation/Evaluation B. Life Planning Workshops C. Simulation Exercises D. Discuss and present career related projects/papers Week 2 Chapter 5 A. Classification Systems B. ACT C. Career Development Competencies Chapter 6 A. DOT B. OOH C. Library Search Scavenger Hunt D. Discuss/present career projects/papers Chapter 7

6 A. Computers & Career Counseling B. SIGI C. Advantages/Disadvantages Chapter 9 A. Career Resource Center B. Resource Components Chapter 12 A. Career Guidance in Higher Learning B. Review of Programs C. Career Placement D. Field Trip to EKU Career Counseling Center and Career Development/Planning Center Week 3 & 4 Chapter 8 A. Assessment B. Interpretation of SII, SDS, various other instruments C. Interpretation of school records D. Discuss and present career projects/papers Midterm Chapters 1 9 Score/Review Test Week 5 Chapter 10 A. Career guidance in schools B. Stage theorists C. National study of 9, 13, 17 year olds Chapter 11 A. School counselor roles in career education B. Career education infusion in curriculum C. Career education sequence D. Review of career guidance programs (futures) E. Practicing school counselor speaker F. Self presentations Chapter 13

7 A. Organization structure impact B. Leadership styles C. Vocational maturity in mid career D. EAP E. Retirement counseling Chapter 14 A. Midlife crisis and career B. Coping shells for transitions C. Self presentations Week 11 Chapter 15 A. Career counseling for women B. Special needs of women C. Components four counseling women D. Gender bias/fairness Chapter 16 A. Career counseling for men B. Gender role development C. Special needs of men D. Components for counseling men E. Dual career couples F. Research articles on gender issues and career counseling Chapter 17 A. Multicultural career counseling B. Barriers to employment C. Culturally specific counseling strategies Chapter 18 A. Lack of models B. Review of career guidance programs C. Adaptive behavior D. Self presentation Weeks 6 8 Chapter 19

8 A. Future trends/issues B. Job trends C. Future organizations D. Alternative work patterns E. Presentation of current research articles on future trends and career counseling Individual Reviews Closure/final CACREP/EPSB Standards CAEP Diversity & Technology COU 822 Lifestyle and Career Counseling CACREP Standards Counseling Curriculum F.4.a theories and models of career development, counseling, and decision making F.4.b approaches for conceptualizing the interrelationships among and between work, mental well being, relationships, and other life roles and factors F.4.c. processes for identifying and using career, avocational, educational, occupational and labor market information resources, technology, and information systems F.4.d. approaches for assessing the conditions of the work environment on clients life experiences F.4.e. strategies for assessing abilities, interests, values, personality and other factors that contribute to career development F.4.f strategies for career development program planning, organization, implementation, administration, and evaluation F.4.g. strategies for advocating for diverse clients career and educational development and employment opportunities in a global economy F.4.h. strategies for facilitating client skill development for career, educational, and lifework planning and management F.4.i. methods of identifying and using assessment tools and techniques relevant to career planning and decision making F.4.j. ethical and culturally relevant strategies for addressing career development School Counseling G.3.e. use of developmentally appropriate career counseling interventions and assessments G.3.e. use of developmentally appropriate career counseling interventions and assessments EPSB Standards

9 EPSB A.8 knowledge and understanding of community, environmental, and institutional opportunities that enhance, as well as barriers that impede student academic, career, and personal/social success and overall development; EPSB A.9 knowledge and application of current and emerging technology in education and school counseling to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices; and CAEP Diversity Theme addressed? Yes Technology Theme addressed? No Key Assessment