UNIVERSITY OF MARY HARDIN-BAYLOR
GRADUATE COURSE SYLLABUS
PSCO6302 CAREER DEVELOPMENT AND INFORMATION SOURCES
COURSE DESCRIPTION
6302. Career Development and Information Sources. Three (3) semester hours. Study is
made of the psychology of career choice and its effects upon human development as well
as the psychological, sociological, and phenomenological factors affecting career/life
plans. Systematic methods of career inquiry, job analysis, manpower trends, and
futuristic jobs and forecasting are covered. This course will give students a
comprehensive background in career development and career counseling concepts and
issues. Students may have the “hands-on experience” of using career information and
career counseling techniques through working in the University Career Center.
GENERAL COURSE INFORMATION
This course meets the curriculum requirement for licensure as a Licensed Professional
Counselor and for certification as a Public School Counselor. There is a lab fee for this
course that is paid at the time of registration to cover costs of career testing materials.
COURSE OBJECTIVES
Upon completion of this course, the student should be able to:
1. Understand a variety of models and theories related to clinical mental health
counseling and career development, including the methods, and models. (2009
CACREP PI G.4.a; CMHC A5).
2. Demonstrate a basic understanding of career, vocational, educational, occupational
and labor market information resources, visual and print media, computer-based
career information systems, and other electronic career information systems. (2009
CACREP PI G. 4.b).
3. Demonstrate proficiency using technology-based career development applications
and strategies, including computer-assisted career guidance testing and other
technology skills to include word processing and APA formatting. (2009 CACREP PI
G.4.b).
4. Demonstrate an understanding of career development program planning,
organization, implementation, and administration. (2009 CACREP PI G. 4.c)
5. Demonstrate proficiency in the use of assessment instruments and techniques that are
relevant to career planning and decision making. (2009 CACREP PI G.4.f).
6. Demonstrate an understanding of career counseling processes, techniques, and
resources, including those applicable to specific populations, In addition, students
will be able to describes the principles of mental health, including prevention,
intervention, consultation, education, and advocacy, as well as the operation of
programs and networks that promote mental health in a multicultural society. (2009
CACREP PI G.4.g.)
7. Demonstrate an understanding of the legal and ethical considerations of the career
counselor related to the practice of clinical mental health counseling. (2009 CACREP
PI G.1.j; CMHC A2, B1).
8. Identify the interrelationships among and between work, family, and other life roles
and factors including the role of diversity and gender in career development. (2009
CACREP PI G.4.d; CMHC C8).
9 Demonstrate knowledge of career and educational planning, placement, follow- up,
and evaluation, especially in understanding the roles and functions of clinical mental
health counselors in various practice settings and the importance of relationships
between counselors and other professionals, including interdisciplinary treatment
teams. (2009 CACREP PI G.4.e; CMHC A3).
10. Demonstrate knowledge of the history of counseling. In addition, understands the
effects of racism, discrimination, sexism, power, privilege, and oppression on one’s
own life and career and those of the client. (2009 CACREP, CMHC A.1, E2).
11. Understand strategies to promote client understanding of and access to community
resources for employment and maintain information regarding these community
resources that appropriate referrals can be made. (2009 CACREP, CMHC D.3, 4 and
F.1).
TOPICAL OUTLINE OF COURSE CONTENT includes, but is not limited to:
1) Theories of career choice and development, including but not limited to Trait and
Factor Theory, Personality-Based Theories, Developmental Theories, Social
Learning Theory, Economic and Sociological Theories and Decision Making
Theories.
2) Career assessment and evaluations
3) Internal and external factors that influence workers and their careers.
4) Career and occupational resources, including but not limited to, The Dictionary
of Occupational titles, Occupational Outlook handbook, Symplicity, Dictionary of
Holland Occupational Codes and unbound occupational materials.
5) Computer assisted career guidance systems.
6) The Career resource Center
7) Career development process and procedures
8) Work, family diversity and gender
9) Ethics, trends, issues, and future possibilities in career information, career
counseling and career development programming.
METHODS OF INSTRUCTION
This course will be taught through lecture and hands on experience. Students will
practice career assessments and evaluations.
COURSE REQUIREMENTS AND PERFORMANCE EVALUATION:
Assessment Report -- Career Portfolio (30%) a format will be handed out in class.
You will take several career tests both in and out of class. When all of these tests are
completed the students will write a formal evaluation of themselves. Each student
will present the results of their individual career assessment to the class (Measures
Objective 5).
Experiential Career Exploration (20% of grade): you will administrate one or two
career test to an undergraduate student or a volunteer from your internship setting (or
another approved setting). You are required to meet the person for three sessions.
You will be asked to reflect upon the career counseling process and write a brief (2-3
page) summary of the experience. (Guidelines for the summary and for the format of
the counseling sessions will be distributed in class.)
Career Counseling Activities: (15%) of the student’s course grade will come from the
student’s interview and research on a selected career activity. Choose a career-related
topic that pertains to your area of interest and prepare a creative, discussiongenerating presentation for the class. Examples of topics include Career Counseling
for Women, Dual Career Families, Occupational Stress and Burnout, Midlife Career
Changes, Career Counseling for People with Disabilities, Employee Assistant
Programs/Career Counseling, and Career Development in Elementary Schools (or
Middle or High Schools). Other topics may be selected if approved by the instructor.
Presentations should include handouts and a list of 10 professional references (APA
format). You are encouraged to conduct an interview and utilize the interview
information to enrich your presentation. Each student is required to do a one hour
presentation in class. (Measures Objectives 3, 6, and 9).
Exam: (30%) The exam will be multiple choice and short answers. In case of personal
emergencies a makeup exam may be granted with a reduction of 25% of the grade
(Measures Objectives 1,4,7,8,10, and 11).
Provide constructive feedbacks for each other: (5%) Students’ work will be posted
on the course collaboration board. You are required to review each other’s work and
provide constructive feedbacks.
All students are responsible for adhering to the professional performance standards
as stated in the Graduate Counseling & Psychology Student Handbook through the
Graduate Counseling and Psychology website at www.umhb.edu. Failure to meet the
standards supersedes the student’s academic grade performance and will result in a
grade of F for the course.
See UMHB Graduate Catalog for students with special needs and expectations and
ethics.
Please read about Student Conduct on page 30 of the UMHB Graduate Catalog, 20092010, with respect to plagiarism, paraphrasing, and quotes in course assignments.
With respect to plagiarism: first offense, the student will earn the letter grade of "F" for
the course assignment, and second offense, the student will earn the letter grade of "F" for
the course, and further appropriate action involves referral of the matter (with
documentation) to the appropriate university officials within the administration. If the
student is unclear about what constitutes plagiarism, please review the Publication
Manual of the APA.
ATTENDANCE
Graduate students are expected to attend class on a regular basis. Please see the graduate
catalog for attendance requirements.
TEXT(S)
Sharf, R.S. (2006) Applying Career Development Theory to counseling (5th ed). Belmont,
CA: Brooks/Cole.
RECOMMENDED READINGS
Kapes, J.T., & Whitfield, E.A. (2000). A Counselor's Guide to Career Assessment
Instruments. Columbus, OH: National Career Development Association.
Miller, A.F. (1999). Why You Can't Be Anything You Want To Be. Grand Rapids, MI:
Zondervan.
Figler, H., & Bolles, R.N. (1999). The Career Counselor's Handbook. Berkeley, CA:
Ten Speed Press.
Holland, J.L., (1992). Making Vocational Choices: A Theory of Vocational
Personalities and Work Environments. Odessa, FL: Psychological Assessment
Resources.
Parsons, F., (1909). Choosing A Vocation. Garrett Park, MD: Garrett Park Press.
U.S. Department of Labor (2003). Occupational Outlook Handbook. Washington D.C.:
Bureau of Labor Statistics.
U.S. Department of Labor (2004). Dictionary of Occupational Titles. Indianapolis, IN:
Jist Works. www.ncda.org
SELECTED WEBSITES
www.monstertrak.com
www.headhunter.net
www.simplicity.com
www.rileyguide.com
www.wetfeet.com
www.texasonlinejobs.com
PROFESSOR AND OFFICE HOURS:
Wen-Mei Chou, Ph.D. LPC, LMFT
Assistant Professor of Counseling and Psychology
Office: Frazier # 113
Tele: 254.295.5432;
Email: wchou@umhb.edu
Graduate hours posted and by appointment.
Tentative Schedule
Week
1
Date
1/11
Course Contents
Introduction
Ch1
 Interest Identification
 Draw a pig
2
1/18
3
1/25
4
2/1
5
2/8
6
2/15
7
2/22
Part I: Trait and Type Theories
Ch2, 3 – Personality and Labor Market
 True Color
Part I: Trait and Type Theories
Ch4 - Ability & Value
 Values Auction
 Motivators and work values
Part I: Trait and Type Theories
Ch5 – Holland’s Theory
 SDS
 Personality Mosaic
Part I: Trait and Type Theories
Ch6 Myers-Briggs
 Myers Briggs
Part II: Life-Span Theory
Ch7 Super – childhood
 Focused question
Part II: Life-Span Theory
Ch8, 9 – Adolescent and adult
 Learning Channel Preference
 Personality Spectrum
8
3/2
9
3/8
10
3/15
11
3/22
12
3/29
13
4/5
14
4/12
15
4/19
16
4/26
Part II: Life-Span Theory
Ch10 – Adult
 Transferable Skills
Mid-Term
 Visiting UMHB Career Centers (Maybee 230 6:00pm)
Spring Break
 Life-Line
Part III – Special Focused Theory
Ch11 Narrative (Life-Line)
Presentation
Part III – Special Focused Theory
Ch12 Relational
Presentation
Part III – Special Focused Theory
Ch13 Social Learning
Presentation
Part III – Special Focused Theory
Ch14,15 Cognitive and decision making
Presentation
Part IV – Integration
Ch16 Theory in Combination
Presentation
Final Exam