Indiana University-Purdue University

EDUC G552-01 Syllabus - Summer Session II 2010 1 Indiana University-Purdue University School of Education

EDUC G552-01: Career Counseling Theory & Practice Summer Session II 2010

Instructor: Brian Dobias Phone: (H) 260-745-3470 (W) 260-431-2324 Email: [email protected] or [email protected]

Office hours: After class or by appointment Class location: Liberal Arts Bldg Room 136 Class hours: MW 4:30 to 7:50 p.m.

EDUC G552-01 Description: This course is an introduction to career-development theory, psychological assessment for career planning, and sources and uses of career information in counseling.

This course is designed to teach the theoretical framework of career counseling, and introduce the basic counseling tools used in the career counseling process. The course will present major theories of career development, introduce resources for occupational information, and cover a variety of career assessments. Outside projects will provide practical application of acquired skills and knowledge while a group discussion and project format will create a course structure that encourages active engagement in the learning process.

Required Texts:

Amundson, N.E., Harris-Bowlsbey, J., & Niles, S.G. (2009). Essential elements of career counseling: Processes and techniques (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc. ISBN-10: 0131582186 ISBN-13: 978-0131582187

Gibson, R.L., & Mitchell, M.H. (2006). Introduction to career counseling for the 21st century.(2006) Upper Saddle River, NJ: Pearson Education, Inc. ISBN-10: 0133802132 ISBN-13: 978-0133802139

Additional Materials: To be purchased in testing services in Kettler 232B (Cost: $35.00 for both) . Myers-Briggs Type Indicator . Strong Interest Inventory

To be purchased on-line: . The Self Directed Search Interpretive Report (Cost $4.95) (www.self-directed-search.com)

Course Objectives: Upon completion of this course, the student should be able to: . Demonstrate an understanding of internal and external factors that affect career decisions. . Demonstrate knowledge of career development theories and techniques . Provide basic career counseling to individuals . Identify and use popular career assessment tools EDUC G552-01 Syllabus - Summer Session II 2010 2 . Access career information available through traditional and electronic media sources

Course Requirements:

Projects: Project 1: Career Self-Assessment Assessment completion by: July 14, 2010 In class Verbal Reflections on July 26, 2010 . You will take two assessments for this course, the Strong Interest Inventory and the Myers- Briggs Type Indicator. You will need to purchase these through IPFW testing services. . Be prepared in class, to articulate your experience taking the test, the results presented to you by career services in class, and the characteristics of each instrument. . University Testing Services, Kettler Hall Room 232 . M-TH 8:00 a.m. to 7:30 p.m., Fri 8:00 a.m. to 5:00 p.m. and Sat 9:00 a.m. to 11:00 a.m.

Project 2: Group Project – Career Counseling for Target Populations Due: July 19, 2010 . Working in groups (2-4 students), select a target population to be served by a career planning intervention. Suggested populations include, but are not limited to: . Elementary School . Middle School . High School . Young Adults . Adults . Minorities . Gay & Lesbian students

Research paper - Due July 19, 2010: . Each student will independently prepare a 5 - page paper (excluding abstract, and references) The paper should follow APA format and include at least 5 references. Note: While there will be some degree of overlap, this paper should be an individual effort. (Refer to university policy regarding plagiarism). It is recommended that each group research their topic independently and then work collaboratively on the presentation.

. Suggested content should consider, but not be limited to: Current research regarding career interventions for that target group, developmental characteristics of the age group such as identity development, that should be considered, internal factors, external factors (i.e. globalization), vocation interests vs. avocation, and academic preparation. . The paper should also include specific strategies for providing career counseling services that target group, including assessment, suggested activities, use of technology, etc.

Presentation: Due July 19, 2010: . With your group, prepare a professional, cohesive 30-45 minute class presentation including PowerPoint & handouts.

Project 3: Client Interview Due: July 29, 2009 . Chose a client, preferably from a target population with whom you intend to work, and not an immediate family member. . Interview the person using the appropriate career counseling skills and career development theory. . Assess the individual’s personality and interests related to career using the Self-Directed Search, available on-line at www. self-directed-search.com NOTE: It is recommended that you conduct your interview and the Self Directed Search all in a single session. Allow approximately 20-30 minutes to complete the SDS. Reflection paper: EDUC G552-01 Syllabus - Summer Session II 2010 3  Write a 2 page reflection paper on your experience, focusing on the process of your session with the client, including any challenges you may have faced and your recommendation for the client based on the data presented. Submit with a copy of the SDS report. Presentation:  Prepare a 5 minute case study of the client and the experience.

Course Grading: . Project 1: Self-Assessment and verbal reflection 50 pts . Project 2: Career counseling-Target Populations  Research paper 200 pts  Group presentation 100 pts . Project 3: Client Interview  Reflection paper 25 pts  Case study presentation 25 pts Class Participation 100 pts . Final Exam 100 pts . TOTAL 600 pts

Grading Scale: CE Program Grading Policy (Effective Fall 2008). All final course grades in the Counselor Education Program are assigned as delineated in the chart below.

Percentage Letter Grade Equivalent Grade Points 94+ A+, A 4.0 90-93 A- 3.7 87-89 B+ 3.3 83-86 B 3.0 80-82 B- 2.7 77-79 C+ 2.3 73-76 C 2.0

Attendance: Attendance is crucial in a high involvement class and students are expected to actively participate in each class session. Absences should be limited to medical or family emergencies. If you are going to miss a class, you must contact the instructor via email. Students are responsible to make-up any exams or projects. Arrangements should be made with a peer to obtain missed lecture notes or handouts. More than two absences will result in a reduction of one letter grade for the course.

The instructor reserves the right to modify and/or change the course syllabus as needed during the course. Any changes to the syllabus will be communicated during class. In case of a cancellation of a class session, the instructor will modify the course syllabus to cover relevant topics.

STUDENTS ARE REMINDED TO RETAIN NOTES, EXAMS AND PAPERS IF THIS COURSE IS PART OF THE COMPREHENSIVE EXAM REQUIRED FOR GRADUATION. SEE THE “GRADUATE STUDENT ORIENTATION HANDBOOK” FOR FURTHER DETAILS.

* The IPFW Student Handbook and the Counselor Education Orientation Handbook describe policies regarding to matters of attendance, plagiarism and grade appeal. Please familiarize yourself with these policies.

* Issues related to student diversity will be addressed in each of the courses in the Counselor Education Program. This means that differences in individuals and groups will be discussed. It is our EDUC G552-01 Syllabus - Summer Session II 2010 4 understanding that different contexts result in different world views. Counselors must always be sensitive to the possible differences in perception and belief that exist outside of their own. Class Schedule:

Date Agenda Assignment(s) due: 6-28-10 . Course Intro . Amundson Ch 1 (9) . Review syllabus . Amundson Ch 3 (9) . Emerging trends &factors that influence career . Amundson Ch 7 (9) decisions . Gibson & Mitchell Ch 2 (24) . Globalization and technology 6-30-10 . Career counseling theories - Perspectives and . Amundson Chap 2 (22) overview of career theories . Gibson & Mitchell Ch 4 (34) . Career counseling theories  Holland  Super  Savickas  Krumboltz

7-5-10 NO CLASS TODAY - HOLIDAY

7-7-10 . Amundson Ch 6 (11) . Career Assessments . Gibson & Mitchell Ch 5 (30)  Myers-Briggs Type Indicator . Gibson & Mitchell Ch 6 (38)  Self-Directed Search (Holland)  Strong Interest Inventory . Career counseling across the lifespan 7-12-10 NO CLASS TODAY . PROJECT 2- Collaborative Group Work

7-14-10 NO CLASS TODAY PROJECT 1: Self-Assessments . PROJECT 2- Collaborative Group Work (MBTI & SII) must be completed by today (7/14)

7-19-10 . PROJECT 2 - Group Presentations PROJECT 2 -Target Populations Group Project Paper & Presentation Due Today (7/19) 7-21-10 . PROJECT 2 - Group Presentations

7-26-10 . IPFW Career Services Presentation on . Amundson Ch 4 (11) Assessments . Amundson Ch 5 (10) . PROJECT 1: Self-Assessment In- class Verbal Reflections

7-28-10 . Websites and Tools/Internet . Amundson Ch 8 (9) . Gibson & Mitchell Ch 3 (16)

8-2-10 . Project 3 - Presentations Today (8/2) . Project 3 - Reflection Papers Due today (8/2) . Career counseling counseling settings . Gibson & Mitchell Ch 9 (15) . Review Working with clients . Legal Ethical considerations . Diversity/Gender issues . 8-4-10 . Last class - Final Exam Final Exam Due Today EDUC G552-01 Syllabus - Summer Session II 2010 5 SCORING RUBRIC FOR COUNSELOR EDUCATION PROGRAM WRITTEN ASSIGNMENTS

Description Percentage of Points The project meets all the major and minor project requirements. 100% The project contains no more than one or two grammatical or spelling errors. The project design and organization is clear, coherent, and easy to follow. Much critical thought and analysis is evident. Strong evidence is present of scholarly research. The project topic is highly relevant and material to the learning needs of counselors and therapists. 90%

The project meets all the major project requirements, but may not 89% meet one minor requirement. The project contains very few grammatical and/or spelling errors. The project design and organization is clear, coherent, and easy to follow. Critical thought and analysis is evident. Some evidence is present of scholarly research. The project topic is relevant and material to the learning needs of counselors and therapists. 80%

The project substantially meets all of the major project requirements but 79% may not meet minor requirements. The project may contain some grammatical and/or spelling errors. The project is designed well and organized well. Some minimal critical thought and analysis is evident. Some, but not significant, evidence is present of scholarly research. The project topic is somewhat relevant and material to the learning needs of counselors and therapists. 70%

The project meets most, but not all, of the major project requirements. Only 69% minimal evidence of scholarly research is present. The project may contain several grammatical and/or spelling errors. The project is not well designed and organized. Minimal critical thought and analysis is evident. Little evidence of scholarly research is present. The project topic is not in a significantly and meaningful way relevant and material to the learning needs of counselors and therapists. 60%

The project does not in a substantial way meet most of the major project 59% requirements. The project may contain numerous grammatical and/or spelling errors. A lack of intelligent design and organization is evident. No critical thought and analysis is evident. No evidence of scholarly research is present. The project topic is not relevant and material to the learning needs of counselors and therapists. 0%

Presentation Rubric EDUC G552-01 Syllabus - Summer Session II 2010 6 1 2 3 4 Total Audience cannot Audience has Student presents Student presents understand difficulty information in information in presentation following Organization logical sequence logical, interesting because there is no presentation which audience can sequence which sequence of because student follow. audience can follow. information. jumps around. Student is Student demonstrates Student does not uncomfortable Student is at ease full knowledge (more have grasp of with information and answers most than required) by Subject information; student and is able to questions with answering all class Knowledge cannot answer answer only explanations and questions with questions about rudimentary some elaboration. explanations and subject. questions, but fails elaboration. to elaborate. Student Student uses Student's visual aids occasionally uses Student's visual aids superfluous visual explain and Visual Aids visual aids that relate to the aids or no visual reinforce the rarely support the presentation. aids. presentation. presentation. Student's Presentation has presentation has Presentation has no three misspellings Presentation has no four or more more than two Mechanics and/or misspellings or spelling errors misspellings and/or grammatical grammatical errors. and/or grammatical grammatical errors. errors. errors. Student Student maintains Student maintains Student makes no occasionally uses eye contact most of eye contact with Eye Contact eye contact and only eye contact, but the time but audience, seldom reads from notes. still reads mostly frequently returns to returning to notes. from notes. notes. Student's voice is Student uses a clear Student mumbles, Student's voice is low. Student voice and correct, incorrectly clear. Student incorrectly precise pronounces terms, pronounces most pronounces terms. pronunciation of Verbal Techniques and speaks too words correctly. Audience members terms so that all quietly for audience Most audience have difficulty audience members in the back of class members can hear hearing can hear to hear. presentation. presentation. presentation.

The Presentation Rubric is scored as follows: A= 24-22 B= 21-19 C= 18-16 D=15-13

G552 SC 3.1 Knowledge: The development, coordination, and evaluation of educational and career curricula, advisement, and mentoring services SC 3.3 Knowledge: Educational content and opportunities at all levels (pre-K through 16+) SC 3.4 Knowledge: Career opportunities, labor market trends, and global economics SC 3.6 Knowledge: Methods for helping all students recognize and utilize their personal career interests, aptitudes, and preferences EDUC G552-01 Syllabus - Summer Session II 2010 7 SC 3.7 Knowledge: Methods for helping all students develop educational and career goals and specific plans for reaching those goals SC 3.9 Knowledge: Employability and academic success skills, such as personal management and team building SC 3.10 Knowledge: The effective use of technology in educational and career services SC 3.2 Performance: Develop, coordinate, and evaluate effective educational and career curricula SC 3.6 Performance: Help students and families understand career opportunities, labor market trends, and global economics SC 3.8 Performance: Increase student awareness of the relationship among personal interests, values, and talents and their application to educational and career choices SC 3.9 Performance: Help students recognize and utilize their personal career interests, aptitudes, and preferences SC 3.10 Performance: Help all students develop educational and career goals and specific plans for reaching those goals SC 3.12 Performance: Utilize technology in the effective delivery of educational and career services SC 3.13 Performance: Discern and teach employability skills at all level

IPFW SCHOOL OF EDUCATION MISSION STATEMENT (adopted January 10, 1996)

To prepare professionals in teaching, counseling, and leadership who demonstrate the capacity and willingness to continuously improve schools and related entities so that they become more effective with their clients by:

· Becoming more caring, humane, and functional citizens in a global, multicultural, democratic society;

· Improving the human condition by creating positive learning environments;

· Becoming change agents by demonstrating reflective professional practice;

· Solving client problems through clear, creative analyses;

· Assessing client performance and creating and executing effective teaching, counseling, and educational leadership by utilizing a variety of methodologies reflecting current related research;

· Utilizing interdisciplinary scholarship, demonstrating technological and critical literacy, and effectively communicating with all stakeholders.

IPFW SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK: A LEARNING AND LEADERSHIP MODEL

We in the School of Education are committed to the following conceptual framework for our program:

1. Democracy and Community Effective educators, such as teachers, counselors, and administrators need to be part of a dynamic educational community as a model for the climate of community they hope to create. To do this, these educators need an understanding of the moral, cultural, social, political, and economic foundations of our society. Consequently, the SOE should foster a democratic, EDUC G552-01 Syllabus - Summer Session II 2010 8 just, inclusive learning community among its students, faculty, and staff, and with all other stakeholders in the educational enterprise.

2. Habits of Mind Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all endeavors. Within the context of a compassionate, caring community, educators foster habits of mind necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and evaluating. Consequently, the SOE must integrate critical habits of mind in all aspects of the teaching/learning process.

3. Pedagogy Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are receptive to the diverse perspectives, modes of understanding, and social circumstances that they and their students bring to the educational setting. Consequently, the SOE needs to prepare educators to understand and use pedagogy creatively and thereby ensure active learning, conceptual understanding, and meaningful growth.

4. Knowledge Effective educators need to be well-grounded in the content which they expect to teach. Educators need to understand how knowledge is constructed, how the processes of inquiry are applied, how domains of knowledge are established, how disciplines can be integrated and most effectively communicated to their students. Educators also need understanding of themselves, of communities in which they intend to teach and of students. Consequently, the SOE should immerse educators in nurturing learning communities that deepen knowledge, and encourage on-going intellectual, emotional, and personal growth.

5. Experience Effective educators learn their craft through experiences in actual educational settings. Through on-site campus activities and field-based experiences, students will observe and emulate exemplary teaching and learning. These educators will practice, collaborate, and interact with practitioners and their students. Consequently, the SOE must integrate field and/or clinical experiences that reflect the diversity of educators, students, and schools into all aspects of the curriculum, and help educators to assess and reflect on those experiences.

6. Leadership Effective educators are leaders. They have developed educational and social visions informed by historical and cultural perspectives. They strive to set the highest goals for themselves and inspire students to do likewise. Educators are enriched by the convergence of knowledge, theory and practice as they optimistically face the educational challenges of the twenty-first century. Consequently, the SOE must provide opportunities for educators to develop as leaders in their procession and in their communities.

* “Educator” is broadly defined as pre-service teachers, administrators, and counselors. EDUC G552-01 Syllabus - Summer Session II 2010 9

Instructor: Brian F. Dobias

Mr. Dobias holds a MSEd in counseling with an emphasis in school counseling from IPFW as well as undergraduate degrees in Psychology and Music. He is currently a school counselor at Homestead High School (MSD Southwest Allen County Schools).

Prior to his career in education, Mr. Dobias held positions as vice president of an executive search firm in the Chicago area and later as president of his own consulting firm, specializing in executive search and consulting.

Mr. Dobias is currently a member of: . American Counseling Association (ACA) . American School Counselor Association ASCA) . National Association of Peer Program Professionals (NAPPP)