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THE COLLEGE OF NEW JERSEY

DEPARTMENT OF COUNSELOR EDUCATION

CAREER COUNSELING (COUN 535)

Marion Cavallaro, Ph.D.
Spring Semester 2009
E-Mail: [email protected]
Office: Forcina Hall 333
Office Hours by appointment: Mon. 12:00 – 1:00 PM
Tues. 1:00 – 3:00 PM
Telephone: (609) 771-2406 Secretary (609) 771-2119
Fax: (609) 637-5166
Snow Emergency: (609) 637-6000

I. COURSE PURPOSES, DESCRIPTION, AND PREREQUISITES

The purpose of this course is to provide students with an understanding of career

development and the role of the career counselor. The course is designed to examine
theories of career development and decision making, sources of occupational information
and methods of career counseling, assessment and program planning. Both theory and
the practical application of career counseling will be explored through lectures, class
discussions, readings, writings and projects. Students will have the opportunity to
practice various career counseling techniques and gain an understanding of their own
career development. Ethical and legal issues, contemporary trends and application of
career counseling models to a variety of populations in school and community settings
will be explored.

Course prerequisite: Permission of the department.

Please silence all cell phones and electronic devices prior to the beginning of class
and refrain from their use until class ends.

II. SCHOOL OF EDUCATION MISSION AND CONCEPTUAL FRAMEWORK:

Creating Agents of Change

 Demonstrating Subject Matter Expertise (CF1)

 Demonstrating Excellence in Planning and Practice (CF2)
 Demonstrating a Commitment to All Learners (CF3)
 Demonstrating a Strong, Positive Effect on Student Growth (CF4)
 Demonstrating Professionalism, Advocacy, and Leadership (CF5)

Consistent with The College of New Jersey's clear public service mandate, The School of
Education is committed to preparing exceptional teachers and clinicians. The basic tenet
underlying our practice is our accepted truth that all individuals can learn and grow, and
deserve schools/clinics and teachers/clinicians that respect their individual needs and
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circumstances while striving to give them the knowledge and skills to be successful in the
larger society. Furthermore, we accept as truth the ideal that education is key to
addressing the inequalities that exist in society, and that teachers and other school
professionals can and should be agents for positive social change.

Therefore, through on-going partnerships with our colleagues in K-12 education and state
government, faculty of The School of Education remain dedicated to the core mission of
producing high-quality professionals who possess solid content knowledge, demonstrated
clinical competence, and a clearly articulated belief that all individuals deserve the
highest quality practices in their schools and clinics.

To this end, the course objectives listed below include in parentheses the elements of the
conceptual framework of the School of Education that correspond with each particular
course objective.

III. LEARNING GOALS

A. Content Goals

1. Identify and describe major theories of career development and decision-

making (CF1)
2. Learn the principles of career program development, implementation,
administration and evaluation in school and community settings. (CF1,
CF2, CF5)
3. Understand the relationships among various life roles including those of
work and family, and such factors as gender and cultural diversity. (CF1,
CF2, CF3))
4. Learn the principles of career and educational placement, follow-up and
evaluation in school and community settings. (CF2, CF4)
5. Discuss the use of technology in career counseling including computers as
sources of information, appropriate world wide web sites, and computer
assisted guidance programs. (CF1, CF2)
6. Explore contemporary trends and issues in career counseling and the
delivery of services to clients in various settings including those in schools
and the community at large. (CF1, CF2, CF3, CF5)
7. Students understand the N.J. Core Content Curriculum Standards
pertaining to career education and their applications for career guidance
and planning at the elementary, middle and high school levels. (CF 1, CF2,
CF4).
8. Explore legal and ethical implications in career counseling. (CF1, CF2,
CF5)

B. Performance Goals

1. Apply theories of career development and decision-making to client cases

(CF2, CF4)
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2. Identify and utilize major sources of career information and resources

available through community agencies, government facilities, and
professional organizations. (CF1, CF2)
3. Describe and utilize the major tools used in career counseling assessment.
(CF2)
4. Identify and utilize career counseling process techniques and strategies,
including those applicable to specific populations. (CF2, CF4)

IV. COURSE OUTLINE OF CONTENT AREAS

A. Introduction/Overview

1. Definition of terms and concepts

2. Historical perspectives of career counseling and guidance
3. Ethical and legal considerations in career planning and placement

B. Theories and Techniques of Career Development and Decision Making

1. Trait factor
2. Development theories
3. Sociological theories
4. Psychological theories
5. Social learning theories
6. Cognitive theories
7. Constructivist theories
8. Decision making

C. Sources of Occupation Information

1. Major sources of information

2. Information in career resources center
3. Computerized sources of occupational information
4. Electronic information systems

D. Use of Technology in Career Counseling

1. Computers as sources of information

2. Computer-assisted guidance programs
3. Internet sites in career planning and counseling
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E. Use of Assessment in Career Counseling

1. The Career Assessment Interview

2. Use of tests in career counseling
3. Interest measurement
4. Values measurement
5. Aptitude measurement
6 Computerized counseling programs

F. Career Development Program Planning in School and Community

Settings

1. Planning
2. Organization
3. Implementation
4. Administration
5. Evaluation

G. Career Counseling Needs of Special Populations

1. Multicultural groups
2. Adults in transition
3. Women and men
4. Individuals with disabilities
5. Gay, lesbian, bisexual clients
6. Elementary school
7. Middle school
8. High school
9. College

H. Career Planning and Placement in School and Community Counseling

Settings

1. Resume writing
2. Information interviewing
3. Job search strategies
4. Preparation for the job interview

V. METHODS OF INSTRUCTION AND LEARNING ACTIVITIES

1. Lecture and class discussions: Student should read assigned

material prior to class since lectures will be brief and class
discussion will be devoted to applying the readings to class
material.
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2. Experiential exercises: For each career theory studied students will

participate in selected activities that demonstrate career counseling
techniques and/or interventions to help them apply the career
theory to client issues.

3. Counseling Role Plays: Throughout the semester students will role

play client-counselor situations utilizing particular career
counseling theories and/or interventions.

4. Written assignments: Students will write an in depth paper

applying the material they learned in class to the career
development of a selected individual.

5. Oral Presentations: Students will research the career counseling

issues and needs of a particular population and develop a career
counseling program appropriate for this population to be presented
to the class.

6. Completion and interpretation of assessment instruments: In order

to learn how to administer and interpret career assessment
instruments students will complete the following:
Self-Directed Search
Strong Interest Inventory
Myers-Briggs Type Indicator
Students will purchase assessment inventories in class.

7. Readings:

Niles, S. & Harris-Bowlsbey, J. (2005). Career development

interventions in the 21st century. (2nd ed.). Upper Saddle River,
NJ: Pearson.

Selected case studies posted on SOCS.

VI. STUDENT ASSESSMENT

A. Two quizzes: Two quizzes will be administered to measure students’

understanding of career counseling theories and their related strategies.
The date of the quizzes is listed on the course calendar. (30 points each)

B. Web-based presentation: In order to become familiar with the range of

internet sites available for use by career counselors, each student will be
assigned a separate internet site to explore and will present that site in
class, demonstrating its key features and highlights. Each student will
prepare a handout on the site for class distribution. A handout detailing
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this assignment and an instructor rating scale will be given to students. (30
points)

C. Resume: After the presentation on resume writing, students will prepare

their own resume utilizing the guidelines given in the presentation.
Students will work in groups and critique each other’s resume and then
prepare a revised resume based on their groups’ feedback. The instructor
will grade the resume based on its adherence to professional resume
writing guidelines. (10 points)

D. Career Interview Project: The purpose of this assignment is to develop

practical experience in applying career development theory, utilizing
career counseling activities, interpreting assessment tools and using career
information. Students will interview an individual for at least three
sessions regarding his or her career related background, current realities
and ambitions. Students will utilize career counseling assessment tools
and activities to assist the interviewees in their own career development
and provide them with internet-based occupational information to aid in
their career decision making. A final report will be prepared summarizing
and analyzing each session and its final outcome. A handout detailing the
assignment and an instructor rating scale will be distributed in class. (75
points)

E. Group Presentation on Special Population and Program Development:

Each group will be assigned a particular career counseling population and
will prepare a presentation on the counseling issues and strategies relevant
for that population, and will design and present a sample program for that
population. Presentations will be both didactic and experiential in nature
and a handout will be prepared by each presenter. Guidelines and
instructor rating scale for this assignment will be provided in class. (60
points)

ALL WORK WILL BE DEDUCTED ONE LETTER GRADE IF SUBMITTED AFTER

CLASS OF THE DUE DATE.

Final Grade Point Distribution

A 218-235
A- 211-217
B+ 204-210
B 195-203
B- 188-194
C+ 180-187
C 171-179
C- 164-170
F 163 and below
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VII. ACADEMIC INTEGRITY POLICY

All students are expected to adhere to standards of academic integrity and honesty
in their study at the College of New Jersey. These standards appear in TCNJ
student catalogues and define academic dishonesty as any attempt by the student
to gain academic advantage through dishonest means; to submit, as his or her
own, work which has not been done by him or her; or to give improper aid to
another student in the completion of an assignment not designated as a group
assignment. Such dishonesty includes, but is not limited to, submitting as one’s
own a project, paper, test, or speech copied from, partially copied, or partially
paraphrased from the work of another (whether the source is printed, internet
based, electronic, under copyright, or in manuscript form). Credit must be given
for words quoted or paraphrased. These standards apply to any academic work,
whether it is graded or ungraded, group or individual, written or oral.

VIII. EVALUATION OF COURSE

A. Student evaluation of course using the standardized departmental

assessment form

B. Review by colleagues

C. Feedback from department appraisal administered to graduating students.

IX. COURSE SCHEDULE

COUN 535
COURSE CALENDAR
Spring 2009

Date Topic Assignment

Jan 20 Introduction
History of Career Counseling

Jan 27 Legal and Ethical Issues Text: Ch 1 & 14

Feb 3 Career Theory and Strategies Text: Ch 2

Feb 10 Career Theory and Strategies

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Feb 17 Web Presentations Text: Ch 6 & 7

Sources of Occupational Information
and Resources
Career Theory & Strategies

Feb 24 Web Presentations Text: Ch 8

Use of Computers and Technology
The Initial Interview

March 3 QUIZ 1 Text: Ch 3 & 9

Career Theory and Strategies
Career Program Planning and Evaluation

March 10 Spring Break

March 17 Career Theory and Strategies Text: Ch 5

Assessment

March 24 QUIZ 2
Assessment

March 31 Job Placement Skills Text: Ch 12

Career Counseling in Higher Education

April 7 Job Placement Skills Resume (5 copies)

CAREER INTERVIEW PROJECT DUE

April 14 Group Presentation: Women, Men, Dual Revised Resume

Career, Sexual Harassment

April 21 Group Presentation: Career Counseling in Text: Ch 10 & 11

Elementary, Middle and High Schools

April 28 Group Presentation: Career Counseling for Text: Ch 4

Diverse Populations

May 5 Group Presentations: Additional Topics