Course Syllabus

Word Version

PDF Version

 

Course Syllabus

CNSL 5170-01 – Career Lifespan

Summer 2020, 3-credits

 

Co-Instructors:         Lindsey Nichols, Ph.D., LCPC (MT), NCC; lindsey.nichols@uwyo.edu, Education Building 336;      Office Hours: Times by appointment via Zoom or Phone

                                          Kirk Thiemann, M.COUN., PPC (WY) kthieman@uwyo.edu, Education Building; Office Hours: Times by appointment via Zoom or Phone

 

Class Meeting Time and Location:  9:10 am – 1pm MST; Join Class Zoom Meeting:

https://uwyo.zoom.us/j/95485949570?pwd=bGxPb0lzZ2NqYk91NmhpNURGS01Ldz09

(Meeting ID: 954 8594 9570); Password: uwcoun

 

Pre-Requisites: Admittance to the Counselor Education and Supervision Program or by instructor approval.

Course Description:  Offers an overview of human lifespan functioning with a primary focus on psychosocial development and counseling and career development across the lifespan. Additionally, this course presents the opportunity to examine the role of career and its influences on personal development.

The intent is to make this course informative and worthwhile.  A variety of learning activities have been structured to provide you with opportunities that will encourage your growth as a counselor both in agency and school setting.  The degree to which you perceive this experience as enhancing to your personal growth will largely depend on your own goals for this experience and your initiative you take in achieving these goals.  I am looking forward to being with each of you this semester. We look forward to being with you!

Student Learning Outcomes: The following areas will guide our discussion and activities:

1. Career development across the lifespan
2. Career Theories
3. The identification, use, and integration of assessments in relation to Career Counseling.
4. Multicultural and Ethical Considerations

CACREP Knowledge and Skill Outcomes:  Upon completion of this course, students will demonstrate knowledge and skills of professional counseling and the counseling process in a multicultural society, including best practices related to the following 2016 CACREP Standards:

CACREP Standard	Activities
2-F/1.h. current labor market information relevant to opportunities for practice within the counseling profession	Assigned readings, classroom discussion, and engagement with guest speakers (professionalism points)
2-F/4.a. theories and models of career development, counseling, and decision making	Assigned readings, lecture, and classroom discussion (professionalism points) Group experiential exercise (professionalism points) Career Theory Journal and Reflection Assignment (see included description)
2-F/4.b. approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors	Assigned readings, lecture, and classroom discussion (professionalism points) Group experiential exercise (professionalism points) Mock Career Counseling Intake (see included description)
2-F/4.c. processes for identifying and using career, vocational, educational, occupational and labor market information resources, technology, and information systems	Assigned readings, classroom discussion, and guest speakers (professionalism points)
2-F/4.d. approaches for assessing the conditions of the work environment on clients’ life experiences	Group experiential exercise and guest speakers (professionalism points)
2-F/4.e. strategies for assessing abilities, interests, values, personality and other factors that contribute to career development	Assessment Group Process (see included description) Mock Career Counseling Intake (see included description) Assigned readings, classroom discussion, and reaction to guest speakers (professionalism points)
2-F/4.f. strategies for career development program planning, organization, implementation, administration, and evaluation	Group experiential exercise and guest speakers (professionalism points)
2-F/4.g. strategies for advocating for diverse clients’ career and educational development and employment opportunities in a global economy	Mock Career Counseling Intake and Assessment Group Process (see included description) Assigned readings, classroom discussion, and experiential class exercise (professionalism points)
2-F/4.h. strategies for facilitating client skill development for career, educational, and life-work planning and management	Mock Career Counseling Intake (see included description) Reaction to guest speakers (professionalism points)
2-F/4.i. methods of identifying and using assessment tools and techniques relevant to career planning and decision making	Assessment Group Process Reactions to guest speakers, experiential activities and discussion (professionalism points)
2-F/4.j. ethical and culturally relevant strategies for addressing career development	Assigned readings, classroom discussion, experiential activities, and reactions to guest speakers (professionalism points)
2.F/7.M assessment selection, administration and interpretation	Assessment Group Process (see included description) Guest speakers and class discussion (professionalism points)
5-G.1.c models of P-12 comprehensive career development	Class discussion and experiential activities (participation points)
5-G/3.e. use of developmentally appropriate career counseling interventions and assessments	Mock Career Counseling Intake (see included description) Reactions to guest speakers, class discussions, and reading (professionalism points)

 

Methods of Instruction: This online, primarily synchronous seminar-formatted course offers various methods and techniques of instructional practice such as simulated supervisions sessions, role-playing, group dynamics, interpersonal recall, interaction and content analysis, reflective discussions, and micro-counseling.

Required Text and Other Materials:

Bell, T. J. (2018). Career counseling with black men: Applying principles of existential psychotherapy. The Career Development Quarterly, 66, 162-175. doi: 10.1002/cdq.12130

         British Broadcast Company (2018). What’s Killing America’s White Men. Retrieved from                                                 https://www.youtube.com/watch?v=jdBRBmXlkrg

Brooks, T. P., & Cochran, J. L. (2016). The core conditions in chronically undecided career decision-makers. Person-Centered & Experiential Psychologies, 15:2, 142-155. doi: 10.1080/14779757.2016.1179216

Bunderson, J. S. & Thompson, J. A. (2009). The call of the wild: Zookeepers, callings, and the double-edged sword of deeply meaningful work. Administrative Science Quarterly, 54, 32-57. doi 0001-8392/09/5401-0032    

Cain, S. (2013). Quiet. New York, NY: Random House.

Chen, C., C. (2001). Career counselling as life career integration. Journal of

            Vocational Education and Training, 53:4, 523-542. doi: 10.1080/13636820100200175

Department of Labor (n.d.) Bureau of labor statistics. Retrieved from https://www.bls.gov/

Dik, B. J., Duffy, R. D., & Eldridge, B. M. (2009). Calling and vocation in career counseling: Recommendations for.   promoting meaningful work. Professional Psychology: Research and Practice, 40:6, 625-632.

Dugger, S. M. (2016). Foundations of Career Counseling: A Case-Based Approach. San Francisco: Pearson.

Holland, J. L. (1959). A theory of vocational choice. Journal of Counseling Psychology, 6, 35-45.

Kennedy, R. B., & Kennedy, D. A. (2004). Using the meyers-briggs type indicator in career counseling. Journal of Employment Counseling, 41, 38-44.

Krumboltz, J. D. (2009). The Happenstance Learning theory. Journal of Career Assessment, 17:2,                                   135-154. doi:10.1177/1069072708328861

McMahon, M. (2018). Narrative career counselling: A tension between potential, appeal, and proof. Australian Journal of Career Development, 27:2, 57-64.doi: https://doi.org/10.1177/1038416218785537

PAR (2020). Self-directed search. Retrieved from http://www.self-directed-search.com/How-Does-It-Work/RIASEC-Theory

Savickas, M. L. (2015). Life Design Manual.

Stein, R. & Swan, A. B. (2019). Evaluating the Myers-Briggs Type Indicator theory: A teaching tool and window into intuitive psychology. Social Personal Psychology Compass, 13, Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/spc3.12434

Super, D. E. (1980). Life-span, life-space approach to career development. Journal of Vocational                        Behavior, 16, 282-289.

            Recommended:

            Brooks, K. (2010). You majored in what? New York, NY: Penguin.

Duggan, M. H. & Jurgens, J.C. (2007). Career interventions and techniques: A Complete guide for human service professionals.  Boston: Allyn & Bacon.

Gysbers, N. C., Heppner, M. J., & Johnston, J. A. (2009). Career counseling: Contexts, processes, and techniques (3^rd ed.). Alexandria: American Counseling Association.

Levoy, G. (1998). Callings: Finding and Following an Authentic Life. New York: Three Rivers.

Richardson, L. L., Hammer, T. R., & Chan, C. D. (2018). Relational-Cultural Theory: A Social Justice Perspective of Career Development in the Workplace. Career Convergence.

Zunker, V. (2008). Career, work, and mental health: Integrating career and personal counseling. Los Angeles: Sage.

And other readings as assigned

Instructor / Learner Responsibilities:  We are responsible together for creating a positive learning environment where all students and instructors feel safe to openly share thoughts and feelings, take risks, make mistakes, and can count on support from our colleagues.

Instructors:  We will:

1. Come to class on time, prepared and ready for questions and discussions
2. Clarify expectations as requested
3. Help facilitate learning through discussion and presentation of material in a manner that is engaging and inviting
4. Communicate in a timely manner (including grading and return assignments)
5. Show genuine respect for everyone in the classroom, even when ideas and values expressed are different from my/our own
6. Demonstrate respect to students, the program and the field through professional behavior

Students:  As students, I/we expect you to:

1. Attend every class meeting on time prepared to contribute meaningfully to professional conversations about the material
2. Willingly participate in class discussions and activities
3. Thoughtfully engage the course material and activities (in and out of class) in a way that will facilitate personal and professional growth through self-reflection and exploration
4. Demonstrate genuine respect to classmates, instructors, the program and the field through professional behavior, even when ideas and values expressed are different from your own, and when topics, assignments or experiences don’t align with your personal interests and passions

Disability Accommodation Policy and Procedure Statement:  If you have a physical, sensory, cognitive/learning, or psychological disability and require accommodations, please let the instructor know as soon as possible. You must register with, and provide documentation of your disability to University Disability Support Services (UDSS) in SEO, room 330 Knight Hall. You may also reach them at 766-3073.

Confidentiality:  In addition to the University of Wyoming policies, this course, as other courses in the Counselor Education Program, requires that learners maintain absolute confidentiality regarding all personal information related by classmates and clients.  Personal information we discuss in class or supervision is not to be discussed outside of that setting.  Any breach of confidentiality or respect will be considered a serious ethical and professional violation and will result in immediate dismissal from the program.  Confidentiality as outlined in the current ACA codes will be followed.

Student Performance Evaluation Criteria and Procedures:  Total Points Possible = 100 Points

1. Professionalism (6.B.3.a.): 20 Points

Becoming a professional counselor means assuming responsibility for not only your clients' well-being, but for the well-being of the school or agency where you work, as well as the reputation of the profession itself. As such, we expect you to conduct yourself with the same level of professionalism that will be expected of you in a work setting. This includes things like confidentiality and respect in your presentations and management of clinical material; professional dress appropriate for the setting and especially while working with clients; respect for colleagues, clients, faculty and others in your conversation and behavior; timeliness, attentiveness, preparation and participation in all class meetings, assignments and activities (including clinical documentation); timely and respectful communication with faculty and colleagues; appropriate clean language in professional settings; willingness to deepen your self-awareness and growth; openness to feedback; responsibility for your own personal wellness; and so forth.  Please refrain from using a cell phone during class or other instructional times.  Your self-evaluation of your professionalism (turned in the last day of class) will be taken into consideration, but will not determine your grade.

Professionalism Rubric

Student Name:  ___________________			Points earned:  _________
0-5 points	6-14 points	15-19 Points		20 Points
Either: •     Repeated problems with professionalism over the course of the semester and/or •     One or more major problems with professionalism	Several concerns with professionalism over the course of the semester, but no major display of unprofessional behavior.	No more than one or two minor concerns with professionalism during the semester.		No lack of professionalism displayed during the semester.

 

2. Career Theory Journal and Final Reflection 30 points Throughout this course we will describe various theories and approaches to career counseling.

Journals: You are required to journal on one theory and/or approach for each day we discuss career theories/approaches. Some days we will only cover one theory/approach so everyone will write about the same theory/approach. Other days we will cover multiple theories/approaches so you need only choose one from that day. You will journal on the information from Day 3 (Trait and Factor; Holland), Day 4 (Career Calling), Day 5 (Developmental Career Theory; Super, Roe, and/or Gottfredson), Day 6 (Narrative), Day 7 (Jung and/or MBTI), Day 9 (Learning Theories; Planned Happenstance, SCCT, and/or CIP), Day 10 (Existential and/or Person-Centered), and Day 11 (Life Purpose in Career Counseling). Depending on what is covered in each day, you may focus more on theory or on interventions/approaches. The articles and the class discussions should help inform your journal entries.

Think creatively about how you want to journal. Journaling can be done in writing, orally, or even through drawing and artwork that corresponds to a particular question (see below). As you journal, respond to the following questions:

1. What about this theory/approach aligns with my beliefs/perspectives/experiences and what does not?
2. Would this theory/approach apply well to individuals from various cultural backgrounds? Why or why not?
3. If you were to use this theory/approach, what would be your next steps in learning about this theory/approach (e.g., continuing education, articles to read, trainings to attend)?
4. If you were to use this theory/approach, how would you practice from this theory/approach (e.g., interventions to utilize, jobs that you might apply to, applying principles to the format of individual, group, and/or family work, would the theory help you conceptualize)?

Each journal will be worth 1.25 points (8 journals total) for a total of 10 points. This portion of the assignment will be pass/fail. If you respond to each of the questions above for each theory/approach (however creative that is) you will receive full points for this portion of the assignment. The 8 journals will be turned in at the end of your final reflection in the form of an appendix.

Final Reflection: Your final submission will include all of your journals (as mentioned above) as well as a final concluding written reflection on the theories/approaches covered in the class. The final reflection requires you to

1. Highlight key themes that emerged from your journaling (5 points)
2. Personally define career counseling and explain your definition of career counseling now that you have taken the course (2.5 points)
3. Examine how at least one career theory/approaches will influence you as a counselor by addressing the following areas:
   1. Briefly summarize the career theory/approach (2.5 points)
   2. Explore how the principles and interventions of the career theory/approach would influence your counseling work (including some brief examples of interventions on how you might utilize specific skills/interventions) (5 points)
   3. Address limitations and cultural considerations in the career theory/approach (2.5 points)
4. APA, grammar, organization, and the flow of paper will compose the final 2.5 points for this assignment.

The final concluding written reflection on the theories/approaches will be a maximum of 8 pages (double spaced; this does not include the journals). This portion of the assignment will be worth 20 points.

Final Reflection Rubric

Area to Be Evaluated	Points Received	Total Points Possible
Highlight key themes that emerged from your journaling: -Do not summarize journaling -Synthesize what you learned across all of the journals -Clearly describe the synthesized themes that emerged during journaling		2.5 points
Personally define career counseling and explain your definition of career counseling now that you have taken the course		2.5 points
Examine how one career theory/approach will influence you as a counselor by addressing the following areas: Briefly summarize the career theory/approach (2.5 points) -Address history of approach, basics on how this approach views the role of the counselor and client. Explore how the principles and interventions of the career theory/approach would influence your counseling work (5 points) -Include some brief examples of interventions on how you might utilize specific skills/interventions -Include how this approach might apply to your specific track (mental health or school counseling). Address limitations and cultural considerations in the career theory/approach (2.5 points)		10 points
APA, Grammar, Organization, and Flow of Paper; No more than 8 pages		2.5 points

 

3. Mock Intake Career Counseling Session 30 points You will work in groups of 3 for this assignment and each of you will rotate between the role of client/student, counselor, and observer.  For this assignment you will gain the practical experience of facilitating a mock intake session with someone who is coming for career counseling. You will decide with your group how you’d like to develop your cases as clients/students – for example: be yourself, a character related to the setting you’ll be working in, etc.  When you are in the observer role you will be in the supervisory role of providing constructive feedback to your classmate who is in the counselor role. You will use zoom to record your sessions so that you can use it for your reflection paper and for the instructors to provide additional feedback as necessary (provide a link in your reflection paper).

Observer Role (7pts)

While observing your classmate, provide feedback on the below bullet points (and anything else you notice and consider helpful in developing their counseling presence). Please discuss your comments with your classmate immediately after the session concludes while on zoom.

• Basic counseling skills such as leaning forward, reflecting content/feelings, non-verbals, empathy/understanding, and paraphrasing
• Essential information regarding developmental stage, experience with counseling, why they are seeking career counseling, current career goals, hopes from session.
• Cultural factors relevant to career development (2-F/4.j).
• Strategies used to explore their abilities, personality, interests, and values (2-F/4.e)
• Information still needed to help understand client and their situation?
• Areas of strength/improvement. (2pts)

Personal Reflection Paper (17pts; due 7/10) *7/9, Class discussion of your experience

In a report style reflection (e.g., bullet points, clear headings, economy of language) of 4-5 pages (double-spaced), consider the above feedback and address it in your paper as well as answer the following questions:

• Conceptualization of the student/client (theoretical lens used?) and the interrelationships among and between work/school, mental well-being, relationships, and other life roles and factors (2-F.4.b.)? (3 pts)
• Future strategies to help client/student with career development, planning, implementation, and evaluation (2-F/4.f) (3pts)
• Are there ways you could advocate for this student/clients’ educational and employment opportunities (2-F/4.g)? (3pts)
• What did you did well? (2 pts)
• What would do differently next time? (2pts)
• What have you learned about the intake/initial assessment process? (2 pts)
• Based on your efforts with the various parts of this project, what grade would you give yourself and why? (2pts)

Rubric

Assignment	Areas Being Evaluated	Points Available
Observer Role	Address all bullet points listed clearly verbally and/or written for counselor; identifying a specific strength and improvement	7
Personal Reflection Paper	No more than 5-pages, double spaced	1
	Provide recording link in paper	1
	Report is clearly organized, headings used to guide reader	2
	Minor spelling and grammar errors	2
	Each bullet point is clearly answered *First 3 questions worth 3 pts each rather than 2	17

                                                                                                                                    Total: 30 points

4. Assessment – Group Process 20 points

There are many ways to assess individuals and their issues - with reliability and validity or whatever might come up with a Google search. Using your own reactions and learning from (a) reading the book Quiet, and (b) taking the MBTI (https://elevate.themyersbriggs.com/Respondent/ReturningUser?tokenId=f6792224-dca9-4254-a254-a1941be227fb) and Strong Interest Inventory (https://elevate.themyersbriggs.com/Respondent/ReturningUser?tokenId=05dc42e8-db2e-4036-a484-04d726e7cb0b), you will meet 3 times, with a group of classmates to process various questions to enrich your awareness regarding the role of assessment use in career counseling.

Your group will create your own zoom session, since you might do this during class-time or at another time. At the end of group discussions 1-3, one group member will record a brief summary (on zoom, approx. 2-3 min.) of what the group discussed. This will be posted on the discussion board in that class day’s module on WyoCourses so groups can hear what each other talked about. Each person should listen to at least one [other] group’s summary and comment (no word count, be brief but specific). See the guiding questions for each meeting:

                                                                

                        First Group (5pts)

1. Initial reactions about the book, Quiet – what would your book review say?
2. What did you learn about yourself as you read – how have your personal values, characteristics, and worldview influenced your educational and career path? Have they changed since your early awareness of career?

Second Group (5pts)

1. Reactions to the MBTI and SII results – were they “accurate”, how would you describe the assessments to others?
2. What did you learn about yourself through the interpretation – what are pros and cons of that “test” process?

Third Group (10 pts)

1. How does the knowledge/experience you have gathered from these various assessment strategies influence the way you might work with students/clients/individuals? What are your main takeaways?
2. What does assessment make you aware and reflective of when working with someone [very] different from you?
3. Related to #2, find at least one credible or fact-based resource to support your understanding of how to better work with an individual (couple, or family) that is different from you in a career development or exploration session. Share those resources and/or links in the discussion forum.

Rubric

Assignment	Areas Being Evaluated	Points Available
Group 1	Answer question 1 with clarity and specifics	2
	Answer question 2 with clarity and specifics	2
	Comment on another group discussion (individual task)	1
Group 2	Answer question 1 with clarity and specifics	2
	Answer question 2 with clarity and specifics	2
	Comment on another group discussion (individual task)	1
Group 3	Answer question 1 with clarity and specifics	2
	Answer question 2 with clarity and specifics	2
	Answer question 3 with clarity and specifics	2
	Link to relevant, credible resource (individual task, uploaded to Assessment Group discussion board)	3
	Comment on another group discussion (individual task)	1

                                                Total: 20 points                                                                                                    

Your grade will be based on identified assignments as well as your professionalism, engagement during in-class activities, discussion participation, written assignments, self-exploration, and demonstrated skills. Note: If for any reason you do not believe that the grade you received is reflective of the effort you put into the assignment, please contact Kirk and Lindsey immediately.                                               

                                                                                                                                      Points

1. Professionalism 20
2. Career Theory Journal and Reflection Assignment 30
3. Mock Career Counseling Intake Session         30           
4. Assessment Group Process 20           

                                Total 100 points           

Grading Standards:  Points for the course will come from the assignments listed above.  There are 100 total points possible in the class, and your final grade will be based on the points you have earned, measured on a standard grading scale (A ≥ 90 points, B = 80-89, etc): A (90%), B (80%), C (70%), D (60%), F = 59 pts. or less.

Late Assignments:  Please note that any assignments not turned in by the specified assignment collection day & time will result in the lowering of the assignment grade by 10% for each day the assignment is late.  Any exception to this rule must be approved in advance by the instructor and be due to extreme circumstances.

Attendance/Participation Policy:  The minimum expectation is that you have joined class (on time) for the full class time each week, that you are prepared, attentive, and that you actively participate in all class discussions and activities.  University sponsored absences are cleared through the Dean of Student’s Office, and include absences for university sponsored activities, personal hardship, academic class obligations, unavoidable personal obligations (like military service) and family emergencies.  For further details, please review the university policy at: http://www.uwyo.edu/dos/absences/index.html.  If you have a compelling reason for which you must miss class, please discuss your situation with the faculty instructor before the absence occurs or as soon after as possible.  Absences that don’t fit under the university’s policy noted above will be approved as “excused” at the discretion of the full faculty.  If you miss class, you are responsible for getting any notes from a classmate, and for proposing to the instructor how you will demonstrate comparable engagement and understanding of the material covered that day.  Any unexcused absence will result in a whole letter grade reduction for each day/class session missed.  Repeatedly coming to class late will also result in a lower final grade (part of the professionalism points). *We will discuss the potential impact of COVID.

Policies for Incompletes:  An incomplete in the class will only be granted in rare situations.  Should you feel that you will need an incomplete, it is your responsibility to communicate with the instructor in a timely manner (before finals week) to seek approval.  A grade of I (incomplete) is a temporary grade assigned in those rare instances when, in the judgment of the faculty member, no other grade will insure justice to the student. 

Gatekeeping:  As counselor educators, we have an ethical and professional responsibility to protect current and future clients, the profession, and our program by insuring that all students are professionally and clinically competent.  When concerns about your academic or non-academic performance are noted by instructors or supervisors, a meeting will be held with you to share concerns with you and identify ways for you to address them and demonstrate your improvement.  During this meeting, a written remediation plan as per the Counseling Program Student Retention and Dismissal Policy may be developed.  This plan will specify clear expectations for completion along with required and/or suggested activities to meet those expectations.  Remediation plans will be shared with the student’s primary adviser, and may also be shared with supervisors and other faculty, so that together we can support and review your progress.  Lack of participation in the remediation plan or failure to fully meet the expectations of the plan will result in program dismissal.  Cases of serious ethical violation or unprofessional behavior will result in immediate program dismissal without an opportunity for additional improvement.  As a student, it is your responsibility to be aware of and follow the Counseling Program Student Retention and Dismissal Policy.

Academic Honesty:  Academic dishonesty involves taking credit yourself for work that was done by another, or using your own work for multiple assignments/classes without instructor permission.  The University of Wyoming is built upon a strong foundation of integrity, respect and trust.  All members of the university community have a responsibility to be honest and the right to expect honesty from others.  Any form of academic dishonesty is unacceptable to our community and will not be tolerated (from the UW General Bulletin).  Teachers and students should report suspected violations of standards of academic honesty to the instructor, department head, or dean.  Other University regulations can be found at: http://uwadmnweb.uwyo.edu/legal/universityregulations.htm

Duty to Report:  UW faculty are committed to supporting students and upholding the University’s non-discrimination policy.  Under Title IX, discrimination based upon sex and gender is prohibited.  If you experience an incident of sex- or gender-based discrimination, we encourage you to report it.  While you may talk to a faculty member, understand that as a "Responsible Employee" of the University, the faculty member MUST report information you share about the incident to the university’s Title IX Coordinator (you may choose whether you or anyone involved is identified by name).  If you would like to speak with someone who may be able to afford you privacy or confidentiality, there are people who can meet with you.  Faculty can help direct you or you may find info about UW policy and resources at http://www.uwyo.edu/reportit.  You do not have to go through the experience alone.  Assistance and resources are available, and you are not required to make a formal complaint or participate in an investigation to access them. 

Classroom Statement on Diversity: The University of Wyoming values an educational environment that is diverse, equitable, and inclusive.  The diversity that students and faculty bring to class, including age, country of origin, culture, disability, economic class, ethnicity, gender identity, immigration status, linguistic, political affiliation, race, religion, sexual orientation, veteran status, worldview, and other social and cultural diversity is valued, respected, and considered a resource for learning.

Email Policy:  It is important for students to remember that faculty are not available 24 hours a day, 7 days a week. Wellness and appropriate boundaries are important values for all counselors and counselor educators. The instructor(s) of this course will respond to all inquiries, questions, and other electronic correspondence within a timely, but not necessarily immediate, manner.  Most electronic communications will be answered within 48 hours (Monday-Friday).  All email messages from the instructor(s) will be sent to the student’s UWYO email address.  To avoid having your message mistakenly identified as SPAM, please identify the course in the subject line.

Adaptation:  The information in this syllabus is not set in stone.  I reserve the right to make adjustments based on the progress and perceived needs of the class.  This may include adding or eliminating assignments, readings, and activities, or adjustments to the course schedule.  I also invite you to make suggestions for improving the class.  This is your professional training.  I invite you to advocate for your needs, but also to remember that I have to balance individual wants with the needs of the whole class and the standards set forth by the field.  Please let me know if you have ideas or suggestions.

Library Resources: Please check the Library’s website, http://www.uwyo.edu/libraries/, for updates. Search out our College of Education Librarian, Samantha Peters, scook13@uwyo.edu

UW Writing Center:  The Writing Center's top priority is to help writers become better writers; they are available to assist all writers with all types of writing at any stage in the writing process. Writing Consultants are trained to help writers from all disciplines and backgrounds achieve their writing-related goals. At the writing center, your needs, concerns, and questions define the writing consultation, which means that the writing consultant you work with will ensure that your questions are answered and that you are prepared with the knowledge you need to succeed in all of your academic, professional, or personal writing endeavors.

The Writing Center is located in Coe Library, room 302. Check their website for the most up to date information: https://www.uwyo.edu/ctl/writing-center/

Class Schedule

Week	Date	Topic	Reading/Assignments (due on this date)
1	6/22	Syllabus; logistics / business – Walk through WyoCourse page, Ethics & Cultural Dimensions - NCDA	Course pre-survey Quiet (finish by 6/25)
	6/23	Exploring the Meaning of Work and Career	Chen (2001); BBC Video with TGRC Quiet
	6/24	Trait and Factor Approach: Holland Codes (RIASEC); Theory of Work Adjustment; Assessment in Career Counseling	Holland (1959); Dugger (2016), p.25-30; Quiet http://www.self-directed-search.com/How-Does-It-Work/RIASEC-Theory (review just this page)
	6/25	Career Calling/ Spirituality	Bunderson and Thompson (2009) OR Dik, Duffy, & Eldridge (2009) Assm’t Group 1 (noon; Quiet by Susan Cain due)
2	6/29	Developmental Career Theory: Roe; Super, Life Span Life Space Theory, Career Rainbow, Self-Concept; Gottfredson	Dugger (2016), p. 34,35,39-52 Super (1980)   Have SII Completed
	6/30	Narrative Career Counseling/ Life Design (Savickas)	McMahon (2018) AND Savickas’ (2015); Life Design Counseling Manual (You are not expected to read all of the manual, but skim and look into each step of the model from chapter 3 at a minimum)
	7/1	Traditional Career Theory: Jung and Career Counseling; from Career and beyond (Consultation and Private Practice)	Kennedy and Kennedy (2004) OR Stein and Swan (2019) Have MBTI Completed Assm’t Group 2 (noon;SII & MBTI results)
	7/2	Career Resources: bls.gov/ooh, Focus2Career, TypeFocus, PathwayU, Linked-In, Naviance in schools	Dept. of Labor website, https://www.dol.gov/ - spend 20 minutes exploring, take notes (in your own words) on what you learned, put on DF
3	7/6	Learning Theories: Planned Happenstance; Social Cognitive Career Theory; Career Information-Processing	Dugger (2016), p. 56, 57, 62-68, 71-82 Krumboltz (2009)   Assm’t Group 3 (noon)
	7/7	Humanistic Theories of Career Development: Existentialism and Person-Centered Approach in Career Counseling	Bell (2018) OR Brooks & Cochran(2016)
	7/8	Life Purpose Conceptual Model: Applying Life Purpose to Career Counseling	Thiemann (2020) This is a manuscript, so it is not yet a published article.
	7/9	Conclusions: Career Development and Counseling Theoretical Statement Discussions; Mock intake interview discussion	Career Theory Journal and Final Reflection
	7/10	Assignment Wrap-up due no later than 5pm today!	Mock Intake Counseling Reflection Paper   Po Post-Survey

*DF= Discussion Forum