EDC 604: Career Development Conceptsemilysuzanneshields.weebly.com/.../2/.../edc604_-_spring_2012_sylla… · EDC 604: Career Development Concepts – Spring 2012 6 Bronson Postings

EDC 604: Career Development Concepts The College at Brockport, State University of New York Department of Counselor Education Spring Semester 2012 Instructor: Thomas J. Hernández, EdD, LMHC 190 Brown Phone: 395-2258 Fax: 395-2366

E-Mail: [email protected]

Office Hours: Monday - Friday 9am to 4:00pm by appointment. Class Meetings: Monday, 3:30pm – 6:15pm The College at Brockport Metro Center. Unit Conceptual Framework The Conceptual Framework is the undergirding philosophy for professional education programs at The College at Brockport. It is derived from the mission of the unit, and it is guided by and grounded in social constructivism. The Conceptual Framework also includes program-specific competencies that are expected of candidates in teacher education programs, in the unit’s counselor education program, and in its educational administration program. Both the themes and the program-specific competencies align well with New York State standards and with specialty professional associations (spas) which in the case of Counselor Education is the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). Mission The Mission of the Professional Education Unit is to prepare school professionals who are highly qualified to teach, counsel, lead and administer so learners learn. Unit Conceptual Framework Themes Three Conceptual Framework themes permeate all professional education unit programs. First, the candidates are expected to have a solid base of knowledge and skills in their discipline, including content knowledge, pedagogical content knowledge, professional and pedagogical knowledge and skills, professional knowledge and skills, and reflective skills. Second, candidates are expected to demonstrate a set of professional dispositions. And third, candidates are expected to have a positive impact on P-12 Learners. Given these expectations, all programs at both Initial and Advanced levels have a heavy field-based applications component in which candidates facilitate the learning of others by applying, in supervised professional settings, a variety of developmentally appropriate research-based strategies for teaching, coaching, counseling, and assessing. Course Objectives: To help counselors develop their own theory of career development. (a solid base of knowledge and skills in

their discipline) To understand the dynamics of information and decision-making processes. (a solid base of knowledge and

skills in their discipline, a set of professional dispositions, a positive impact on P-12 Learners) To apply these understandings to the counseling process. (a solid base of knowledge and skills in their

discipline, a set of professional dispositions, a positive impact on P-12 Learners) Required Texts: Niles, S., & Harris-Bowlsbey, J. (2009). Career development interventions in the 21st century (3rd Ed.).

Columbus, Ohio: Merrill-Prentice-Hall.

Amundson, N., Harris-Bowlsbey, J., & Niles, S. (2009). Essential elements of career counseling: Processes and techniques, 2nd Ed.. Columbus, Ohio: Merrill-Prentice-Hall.

mailto:[email protected]

EDC 604: Career Development Concepts – Spring 2012 2

Bronson, P. (2003). What should I do with my life? The true story of people who answered the ultimate

question. New York: Random House. Expectations: Students are expected to:

Complete all Readings and be prepared to discuss them in class sessions, in particular drawing synthesis between theory and personal practice.

Participate in class actively.

Complete all assignments . Relevant Research & Supplementary Readings: Blustein, D. & Noumair, D. (1996). Self and identity in career development: implications for theory and practice.

Journal of Counseling & Development, v. 74, no.5, pp.433-442. Dillard, J. & Perrin, D. (1980). Puerto Rican, Black, and Anglo adolescents' career aspirations, expectations, and

maturity. The Vocational Guidance Quarterly, 313-321. Edds, C. (2008). How to market career development programs and services. Broken Arrow, OK: NCDA. Epstein, S., & Lenz, J. (2008). Developing and Managing Career Resources. Broken Arrow, OK: NCDA. Hackett, G. & Byars, A. (1996). Social cognitive theory and the career development of african-american women.

Career Development Quarterly, v.44, no.4, pp.322-341. Helms, J. & Cook, D. (1999). Racial and cultural themes in career counseling. In J. Helms & D. Cook (1999),Using

race and culture in counseling and psychotherapy, pp.200-225. Boston: Allyn & Bacon. Knefelkamp, L. & Slepitza, R. (1976). A cognitive-developmental model of career development - An adaptation of

the Perry Scheme. The Counseling Psychologist, 6, 3, 53-58. Morrow, S. (1997). Career development of lesbian and gay youth: Effects of sexual orientation, coming out, and

homophobia. In M. Harris (1997), School experiences of gay and lesbian youth: The invisible minority, pp1-16. Binghamton, NY: Harrington Park Press.

Munson, H. (1978). Career education reconsidered: A life experiences model. Personnel and Guidance Journal,

136-139. National Career Development Association (1998). Special section: Interest inventory interpretation. Career

Development Quarterly, 46, 4. North, A. & North, W. (1998). Trends in advertised SCANS competencies: Technology, interpersonal, and basic

communication job skills, 1992-1996. Journal of Employment Counseling, 35, 195-205. Osborn, D. (2008). Teaching career development: A primer for instructors and presenters. Broken Arrow, OK:

NCDA. Post, P., Williams, M., & Brubaker, L. (1996). Career and lifestyle expectations of rural eight-grade students: a

second look. Career Development Quarterly, v.44, no.3, pp.250-258. Pyle, K. R. (2007). Group career counseling: Practices and principles. Broken Arrow, OK: NCDA.


Sampson, J. (2008). Designing and implementing career programs: A handbook for effective practice. Broken

Arrow, OK: NCDA. Schutt, D. (2007). A strength-based approach to career development using appreciative inquiry. Broken Arrow, OK:

NCDA. Super, D. (1986). Future trends in adult career development. In Z. Liebowitz & D. Lea (Eds.), Adult career

development: Concepts, Issues & Practices. Alex. Va.: NCDA. Additional Suggested Readings: American Psychological Association (2010). Publication manual of the American Psychological Association, 6th Ed..

Washington, DC: Author. Brown, D. & Minor, C. (Eds.)(1992). Career needs in diverse workforce: Implications of the NCDA Gallup survey.

Alexandria, VA: NCDA. Parsons, F. (1909). Choosing a vocation. Boston: Houghton-Mifflin Patton, W., & McMahon, M. (1999). Career development and systems theory: A new relationship. Toronto:

Brooks/Cole. Shear, C. (1995). Blown sideways through life. New York: Delta. Super, D. (1957). The psychology of careers. New York: Harper & Row. CACREP Standards Addressed in this Class

CORE PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE

a. history and philosophy of the counseling profession; Exam


f. professional organizations, including membership benefits, activities, services to members, and current issues;

Exam


h. the role and process of the professional counselor advocating on behalf of the profession; Exam


i. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and

Exam, Final Paper


j. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

Exam, Final Paper

CORE SOCIAL & CULTURAL FOUNDATIONS

c. theories of multicultural counseling, identity development, and social justice; Theory Interview paper

CORE CAREER DEVELOPMENT a. career development theories and decision-making models; Theory Interview

paper, Exam

CORE CAREER DEVELOPMENT b. career, avocational, educational, occupational and labor market information resources, and

career information systems; Exam

CORE CAREER DEVELOPMENT c. career development program planning, organization, implementation, administration, and

evaluation; Program development exercise, Final Paper

CORE CAREER DEVELOPMENT

d. interrelationships among and between work, family, and other life roles and factors including the role of multicultural issues in career development;

Theory Interview paper, Bronson postings

CORE CAREER DEVELOPMENT

e. career and educational planning, placement, follow-up, and evaluation; Program development exercise, Assessment posting

CORE CAREER DEVELOPMENT f. assessment instruments and techniques that are relevant to career planning and decision

making; and Assessment Posting

CORE CAREER DEVELOPMENT g. career counseling processes, techniques, and resources, including those applicable to Assessment Posting,


specific populations in a global economy. Class Role plays CORE HELPING RELATIONSHIPS b. counselor characteristics and behaviors that influence helping processes; Exam

CORE ASSESSMENT f. social and cultural factors related to the assessment and evaluation of individuals, groups,

and specific populations; and Assessment Posting

CORE ASSESSMENT g. ethical strategies for selecting, administering, and interpreting assessment and evaluation

instruments and techniques in counseling. Exam

SC COUNSELING, PREVENTION, AND INTERVENTION C

4. Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and college admissions counseling. Final Paper

MH FOUNDATIONS B 2. Applies knowledge of public mental health policy, financing, and regulatory processes to

improve service delivery opportunities in clinical mental health counseling. Final Paper MH RESEARCH AND EVALUATION I 2. Knows models of program evaluation for clinical mental health programs. Final Paper

CC COUNSELING, PREVENTION, & INTERVENTION C

1. Identifies the specific factors related to personal, social, educational, and career planning and development appropriate for students in postsecondary education. Final Paper, Exam

Class Schedule: The course is divided into three parts. The first part will deal with Theory, the second with the Practice of career counseling, and the third and final part will provide a Synthesis of the first two, designed to help you come to grips with your theoretical perspective and how it can be implemented in your counseling practice.

Date Topic Niles Bronson Amundson Assignment Due

Theory

1/23 1. Introductions: Review of Syllabus, discussion of issues of difference. Introduction to career and career planning.

1/30 2. The world of work, the concept of Career: Definitions. History of the discipline and the counseling profession. Cultural diversity in the definition of career. Labor market trends and resources.

1 1-10 Bronson Posting

2/6 3. Theories of Career Development: How they meld with multicultural counseling theory and theories of development in school counseling, college counseling, and mental health counseling. Theories I: Trait and Factor Approaches & Psychodynamic approaches

2, 3 11-19 Bronson Posting

2/13 4. Theories II: Developmental Approaches 4 20-26 Bronson Posting

2/20 5. Theories III: Social and Cognitive Approaches 5 27-30 Bronson Posting

2/27 6. Theories IV: Career Counseling theoreies in the 21st Century

6 31-35

3/5 7. Case Study/Ethics in Career Counseling. Career development and diversity.

Career counseling processes, techniques and resources.

7, 14 1

3/12 Spring Break


Practice

3/19 8. Specific factors relevant to school, college and mental health clients. Counselor characteristics that facilitiate career development. Career Development Interventions for Counseling. Transition as a major career development issue. Role Play

8 36-42 2, 3 Exam Due

3/26 9. Career Assessment: Ethics in assessment and social and cultural factors related to assessment. Computerization in Assessment and the Job Search. The use of computers in the assessment enterprise and in the search for work. Meet in computer lab. Discussion of research design and statistical analysis Role Play

43-52 4, 5, 6 Theory Interview Paper Due

Assessment Posting

4/2 10. Group Career Counseling. Role Play

53-56 7, 8, 9 Assessment Posting

4/9 Putting it all together: Career Counseling in practice. Case Studies. Career Counseling and Issues of Difference: Bridging theory to practice in the real world. Diversity in career counseling. Career counseling interventions and program development in school, college, and community agency settings. Role Play

9 - 13 10, 11, 12 Assessment Posting

Synthesis

4/16 12. Synthesis: Career development in School, College and Community Agency Settings. Designing and implementing career development programs. Develop a program as part of class exercise. Class exercise in Career Program Development

15 57

4/23 13. Connecting theory to practice: The development and management of the career resource center. Your Theory of Career Development: Closing Discussions of class theoretical perspectives and means to implement this theory: Discussion of Final Papers

13

4/30 Concluding – Final Paper Due Final Paper Due

Assignments:


Bronson Postings on ANGEL: Each week for 4 weeks, each student will post one reaction to the Bronson readings for that week, drawing a connection between the theoretical positions being discussed in class with the real-life experiences of the individuals in each of Bronson’s chapters. In addition, each student will post a minimum of one reaction to another student’s initial posting.

Exam: Based on the Niles and Harris-Bowlsbey (2009) text and the content of the lectures and discussions, the exam is multiple-choice and should be taken on-line by accessing the EDC 604 ANGEL page. When you have completed your exam, click the submit button at the bottom of the page to submit the exam electronically. You also must complete the Honor Code statement that can be found at the top of the Quiz page. An exam submitted without a completed Honor Code statement will not be accepted, nor will it be given credit.

In-Class Role Plays (4): Each student will engage in role plays throughout the “Practice” portion of the course.

Students will be evaluated on their ability to: apply theory to practice, identify which theoretical view they are operating from, apply basic counseling skills in a career counseling context. Role Play Rubric

1=Unacceptable (student demonstrates no performance of this behavior)

2=Developing (student demonstrates a basic grasp of this behavior and performs the behavior occasionally)

3=Proficient (student performs this behavior generally effectively and consistently)

4=Exemplary (student performs this behavior exceptionally given his or her level of training, e.g., appropriately, consistently, timed well etc.)

apply theory to practice

identify which theoretical view they are operating from

apply basic counseling skills

Assessment Postings (3): After each of the last three of the four role plays, students will briefly post on

ANGEL about their experience with their “client” or “counselor.” Each post serves as a reflection about the potential impact of an assessment tool that was used, suggested, or the manner in which the assessment was introduced in the counseling relationship.

Theory Interview Paper: Briefly, yet clearly define your personal theory of career development. This may

mean determining which theory we discuss/read in class you are most comfortable with, or describing some melding of several of them. In essence, describe how an individual's career develops over time and how career decisions are made. Illustrate your theory by interviewing someone (a friend, a family member) about their career development process. This is a purely theoretical paper. DO NOT describe how you might use this theoretical approach in your counseling. The paper needs to be 7-10 pages in length and must follow the guidelines of the APA Publication Manual (6th edition). Theory Interview Paper Rubric See Evaluation Rubric for Written Projects


Final Theory-to-Practice Paper: State and briefly describe your theoretical position on career development

and describe how you will use this theoretical understanding of career development to assist individuals in your population (e.g., school, mental health, or higher education). That is, you will be describing the career development process and specific techniques, interventions, and perhaps therapeutic and educational programs to working with a particular group of clients and facilitating their career development (based on your understanding of the career development process). It will be important to discuss not only what your theory is, but to provide evidence from the literature as to the effectiveness of certain approaches with the specific group you will serve. Make sure you address ethical considerations and advocacy for clients. Be precise, and if you utilize personal experiences to provide support for your practical techniques, make sure you relate these experiences to theory or practice in the literature. The paper needs to be 8-10 pages maximum in length and must follow the guidelines of the APA Publication Manual (6th edition). Final Paper Rubric See Evaluation Rubric for Written Projects

Class Participation: During this class time, you are expected to come to class prepared to talk about specific issues in career development, particularly as they relate to your area of emphasis. Your knowledge and skills of interaction and your development of counselor personhood are best perfected in an interactive environment. Active participation in class discussions, and exercises, as well as a willingness to give and receive constructive feedback, and to increase your self-awareness are mandatory components of your development through this class. Additionally, I expect you to come to class prepared to discuss any and all readings.

Program Development Exercise: During one class session, students will break into groups to develop career development programs applicable to school, college, and mental health settings. Students will be expected to design a program, consider management, implementation, and evaluation plans for this program. Students will then be required to engage in a group presentation about this program. Program Development Exercise Rubric

1=Unacceptable (student demonstrates no performance of this behavior)

2=Developing (student demonstrates a basic grasp of this behavior and performs the behavior occasionally)

3=Proficient (student performs this behavior generally effectively and consistently)

4=Exemplary (student performs this behavior exceptionally given his or her level of training, e.g., appropriately, consistently, timed well etc.)

Ability to work with others

Identify social and cultural factors

Define rationale for this program

Identify ethical considerations

Design program based on need


Consider management and evaluation or program

Presentation quality and contribution to the group

Evaluation Rubric for Written Projects

1 Unacceptable

Student demonstrates no performance of this

behavior. Poor professional

performance; growth is required

2 Developing

Student demonstrates a basic grasp of this behavior and performs the behavior

occasionally. Average professional performance; growth is recommended

3 Proficient

Student performs this behavior generally

effectively and consistently

4 Exemplary

Student performs this behavior exceptionally given his or her level of

training. Excellent professional

performance; ready for professional practice

Intellectual Standards

Clarity

Main points are not elaborated

No illustrations or examples are provided

Main points are broad, unspecific, unclear

Some main points are elaborated or expressed in multiple ways

Few illustrations or examples provided

Some main points or key questions may be specific but not clear enough to suggest direction or problem resolution

Main points are elaborated or expressed in multiple ways

Some illustrations or examples provided

Some main points or key questions are specific and clear to suggest direction or problem resolution

All main points are elaborated and expressed in multiple ways

Illustrations and examples are provided

Main points or key questions are sufficiently specific and clear to suggest direction or problem resolution

Accuracy

Unclear whether information is verifiable or opinion

Information not supported by references

References cited inappropriately

Some information provided can be verified

Some information appears to be unsupported opinions

Some references cited appropriately

Most information provided can be verified

Most information appears to be supported

References cited appropriately

Information provided can be verified

Information supported with references

References cited appropriately according to APA 6th Edition (2nd Printing)

Precision


Rarely specific details are provided

References consulted are from popular media and do not reflect peer-reviewed contributions to the literature

Few specific details are provided

References consulted are a mix of popular media and peer-reviewed contributions to the literature

Specific details are provided

Most references consulted reflect peer-reviewed quality and current contributions to the literature

Any popular media consulted is relevant to the main issue

Sufficient specific details are provided

References consulted reflect peer-reviewed quality and current contributions to the literature

Any popular media consulted is minimal and relevant to the main issue

Relevance

Unclear how information provided relates to key questions or main points

Information may be connected but its relevance is not specified

References consulted are irrelevant to main issue

Some information provided is clearly connected to key questions or main points

Some information’s relevance is specified clearly

References consulted are questionably relevant to the main issue

Most information provided is clearly connected to key questions or main points

Most information’s relevance is specified clearly

References consulted are relevant to the main issue

Information provided is clearly connected to the key questions or main points

Information’s relevance to the key questions or main points are specified clearly

References consulted are current and relevant to the main issue

Depth

Author’s response to key questions fails to address the issue’s complexities

Author unaware of problems associated with key questions

Author’s response addresses key questions in a superficial manner

Author’s response deals with insignificant or less significant factors of the main point or key questions

References consulted only secondary or tertiary

Author’s response to key questions addresses a limited degree of an issue’s complexities

Author has a limited understanding of problems associated with key questions

Author deals with arguably significant factors of the main point or key questions

References consulted include few primary sources; majority of references secondary or tertiary

Author’s response to key questions addresses the degree issue’s complexities

Author shows an understanding of problems associated with key questions

Author deals with arguably significant factors of the main point or key questions

References consulted include primary sources; majority of references are still secondary

Author’s response to key questions addresses the issue’s complexities

Author takes into account any problems associated with key questions

Author deals with most significant factors of the main point or key questions

References consulted include primary and secondary sources

Breadth


Only one perspective or point of view is considered

References consulted are focused narrowly or limited ways in which key questions or main points could be conceptualized

Some main points or key questions are considered from multiple perspectives

References reflect a mix in breadth; some key points or questions are referenced broadly

Most main points or key questions are considered from multiple perspectives

References reflect a mix in breadth; some key points or questions are still referenced broadly

Multiple points of view are considered

Key questions are framed from multiple perspectives, standpoints, and points of view

References consulted reflect the breadth and scope of how the key questions or main points could be conceptualized

Logic

The combination of ideas do not support each other mutually

Ideas are contradictory Ideas do not make sense

Some evidence of consistency

Some arguments have supporting rationale

Some sequences are understandable

Evidence of consistency

Most arguments have supporting rationale

Most sequences are clear and understandable

The author’s main arguments make sense

Key points are consistent with main arguments throughout paper

Arguments, supporting rationale, and implications follow in an understandable sequence

Main ideas support each other and make sense in combination

Paper Elements

Main Purpose

No main purpose for writing the paper is provided

The main purpose is stated but is unclear or not accurate

The main purpose is stated and is clear and accurate

The purpose for writing the paper is stated clearly and accurately

Key Question


No main question(s) stated Questions are identified but it is unclear if they are the main question the paper is addressing

Questions are identified and it is clear that they are the main questions the paper is addressing

The main question(s) the author is asking in the paper are stated clearly

Main Inferences or Conclusions

No key conclusions stated Key conclusions are not logical or inconsistent given supporting material provided

Conclusions are provided but it is unclear if they are main conclusions of the paper

Conclusions have questionable consistency or logic based on supporting material

Conclusions are provided

Conclusions are consistent and logic based on supporting material

The key conclusions arrived at by the author are stated clearly

Key conclusions are consistent and logical based on supporting material

Main Assumptions

No assumptions identified

Author does not identify limitations of assumptions

Few assumptions identified

Few limitations identified

Assumptions identified

Some limitations identified

Author identifies what he or she is taking for granted

Author identifies ways in which assumptions may be limited

Implications

No consequences identified Few consequences identified

Some consequences identified

Consequences of taking author’s position seriously are identified

Consequences of ignoring author’s position are identified

Main Points of View

Author does not identify what is being examined in the paper

Author’s point of view is not provided

Author does not consider multiple points of view

What is being examined is identified but unclear

Author’s point of view is unclear

Author considers few points of view

What is being examined is identified and somewhat clear

Author’s point of view is clear

Author considers opposing points of view

Author identifies what is being examined in the paper

Author identifies her or his point of view

Author considers other points of view

Organization


No introductory or concluding paragraphs provided

Paper contains no sections or section headings

Main argument and supporting information unclear based on paper’s organization

Introduction provided but paper’s organization is inconsistent with introduction

Paragraphs disorganized and not supporting main argument

Conclusion provided but inconsistent with paper’s organization

Introduction provided and paper’s organization is consistent with introduction

Paragraphs well organized and supporting main argument

Conclusion provided

Paper is organized in a logical manner with introductory and concluding paragraphs and transition sentences between sections and paragraphs

When appropriate, paper contains sections and section headings to organize content

Author’s main argument and supporting information clearly identified based on paper’s organization

Minimally, students should perform at the Proficient level for all assignments.

Grammar, Sentence Structure, Spelling

Multiple grammar and punctuation errors

Multiple run-on or incomplete sentences and sentence fragments with inappropriate punctuation

Multiple misspellings, including commonly confused words (e.g., their/there)

Word choice is consistent with a limited and colloquial vocabulary

Author demonstrates a limited pattern of grammatical errors

Run on sentences but punctuation appropriate

Few misspellings

Word choice indicated limited attempts to expand vocabulary

Author demonstrates a pattern of limited grammatical errors

Some inaccurately structured sentences

Few misspellings

Word choice shows a consistent effort to expand professional vocabulary

Grammar accurate and consistent with elements of writing style

Sentences structured accurately, concisely, cogently with appropriate punctuation

Spelling is accurate and word choice appropriate, including commonly confused words (their/there)

Word choice is consistent with a comprehensive and professional vocabulary

Editing, Proofreading

No evidence of proofreading or editing prior to paper submission

Moderate number of errors

Few Errors No errors


Professional Dispositions: In addition to the competencies described in this syllabus, all students are expected to meet competency in professional dispositional behavior in each and every class you take in our department. These dispositons are as

follows: Any “professionally unacceptable” disposition assessment could lead to a failing mark for this course. Method of Evaluation:

Disposition Rating Rubric Key

Exemplary: Consistently demonstrates attitudes, characteristics, and behaviors that exceed the professional dispositions and serves as a professional role model.

Proficient: Consistently demonstrates attitudes, characteristics, and behaviors that reflect the professional dispositions.

Developing: Inconsistently demonstrates attitudes, characteristics, and behaviors that reflect the professional dispositions and there is considerable room for

improvement with additional experience or training.

Professionally Unacceptable: Inconsistently demonstrates attitudes, characteristics, and behaviors that reflect the professional dispositions and has failed to improve

despite remediation attempts and/or behavior is not consistent with good professional practice or is deemed inappropriate.

Student Self-Assessment Department

Faculty

Assessment

Disposition Description 1 Professionally Unacceptable

2 Developing

3 Proficient

4 Exemplary

Counseling

Orientation

Candidate demonstrates the traits that embody a professional counselor, such as: an orientation to wellness; the belief that all people can grow and change; the ability to be perceptive, think critically, and to be self directed; the ability and willingness to establish interpersonal connections, develop meaningful relationships, and to work collaboratively.

Integrity Candidate demonstrates the ability to foster trust in clients,

colleagues, site supervisors, clinical supervisors, and professors

by maintaining a high level of dependability and consistency.

Demonstrates sound moral character; is truthful, honest, and

sincere; exhibits ethical behavior, professional and intellectual

integrity.

Respect for

Human

Dignity and

Diversity

Candidate is: Non-judgmental, empathic, compassionate,

respectful to all clients, colleagues, classmates, site supervisors,

clinical supervisors, staff and faculty; respectful in advocating

for self and others.

Candidate demonstrates an appreciation for differences among

people; has a strong ability to interact, work and be with people

who have characteristics different from self, and continually

seeks opportunities to learn more about others’ perspectives; is

open to considering the myriad of new attitudes, beliefs, ideas,

and opinions that are encountered in the counseling milieu.

Candidate applies multicultural competencies and an

understanding of how power, oppression, and privilege impact

the counseling process.

Self-

awareness

Candidate demonstrates congruence, genuineness, self-care, and

an awareness of one’s own strengths and limitations,

assumptions and biases, and the impact these have on

professional and counseling relationships. Candidate

demonstrates openness to receiving, and a willingness to

incorporate, feedback. Candidate seeks supervision or other

professional assistance.

Professional

Commitment

Candidate exhibits a commitment to their professional

development, clients, and the counseling profession. Candidate

utilizes a wide range of personal and professional resources to

develop as a scholar/practitioner in order to address clinical and

other professional issues and facilitate change.


All assignments are expected to be completed by the appointed time. No papers or postings will be accepted late, and all presentations must be given on the date assigned. There are five measures of competency for the material of this course as listed under assignments. They will be weighted as follows:

20% Exam 5% Bronson Postings 5% In-Class Role Plays 5% Assessment Postings 5% Program Development Exercise 20% Theory Interview Paper 10% Class Participation 30% Final Theory-to-Practice Paper 100% TOTAL

Each assignment will be awarded a grade of A, A-, B+, B, B-, C+, C, or E. The grades for each assignment will then be multiplied by the percentage value for that assignment and summed with the scores of the other assignments to give an overall total score for the course. Attendance Policy: Attendance at all classes is essential, as this course is both theoretical and practical in nature. If you must miss a class for whatever reason, please contact me before the class so that you can make the material up. You are, however, expected to attend ALL class sessions. Student Academic Dishonesty:

Academic dishonesty is a serious breach of that trust that exists between a student, one's fellow students and the instructor. Academic dishonesty is a major violation of College policy, which can result in the failure of a course as well as in a range of disciplinary actions, from an official warning to suspension or dismissal from the College. Any student suspected of such a violation will be subject to charges. Violations of academic honesty include, but are not limited to:

1. Plagiarism: Presenting as one's own words, ideas, or products of another without providing a standard form of documentation, such as footnotes, endnotes, or bibliographic documentation

2. Fabricating facts, statistics, or other forms of evidence in papers, laboratory experiments, or other assignments

3. Presenting someone else's paper, computer work, or other material as one's own work

4. Failing to follow the rules of conduct for taking an examination as stipulated by the instructor prior to the examination or as stated by him/her in a written course syllabus.

Records of disciplinary actions for dishonesty are kept and conduct dismissals are noted on College transcripts. For more detailed information see:

Academic Policies: www.brockport.edu/policies/index. Click on Student Academic Policy. Use of Electronic Devices in the Classroom I request that cell phones be turned off when you enter the classroom and that you refrain from sending and receiving calls and text messages while in the classroom. If, however, you have a legitimate reason to remain reachable by cell phone during class time, you must ask me for permission in advance to have your cell phone turned on during class time.

http://www.brockport.edu/policies/index


If you desire to use a laptop computer for taking notes during class, please talk with me in advance. You are not allowed to use your laptop for any activities that do not relate to the class, such as instant messaging, game playing, Internet surfing, checking and sending emails.

Disability Statement

I would appreciate hearing from anyone in this class who has a special need that may be the result of a disability. I am reasonably sure that we can work out whatever arrangement is necessary, be it special seating, testing, or other accommodations. See me after class or call me to schedule a meeting as soon as possible.

Students with documented disabilities may be entitled to specific accommodations. The College at Brockport’s Office for Students with Disabilities makes this determination. Please contact the Office for Students with Disabilities at 395-5409 or [email protected] to inquire about obtaining an official letter to the course instructor detailing approved accommodations. The student is responsible for providing the course instructor with an official letter. Faculty work as a team with the Office for Students with Disabilities to meet the needs of students with disabilities.

Also: If you have any questions, please don't hesitate to contact me. Especially with regard to papers, class presentations or the like, I am always willing to discuss topics or clarify class sessions on an individual basis if you wish. Other than that, Enjoy!

mailto:[email protected]

Documents

EDC 604: Career Development Conceptsemilysuzanneshields.weebly.com/.../2/.../edc604_-_spring_2012_sylla… · EDC 604: Career Development Concepts – Spring 2012 6 Bronson Postings