CSL6803 CAREER COUNSELING AND GUIDANCE

COMPREHENSIVE OUTLINE
The course presents an in-depth study of career counseling and
guidance services that focuses on occupational, educational, and
personal/social issues for general and specific populations. Emphasis is
on understanding and applying career counseling and guidance theories in
school and non-school settings. A primary focus includes planning,
designing, developing, implementing, and evaluating a career counseling
and guidance program in schools and mental health settings.
UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:
1. Examining the history of career development and guidance.
-Frank Parsons and his contributions
-Career legislation
1917 Smith-Hughes Act
George-Dean Act
Wagner-Peyser Act
National Defense Educational Act
-Discuss the evolution of the field of Career Development
How did the field get started?
Gender differences and needs
Ethnic Diversity
Geographical Issues
Who have been and who continue to be the leaders in
the field?
Know disciplines most involved in Career Development
Identify the types of factors that are now
influencing the development of the field
2.

Identifying general professional/occupational areas of

competence.
-Discuss the world of work, both in the United States and
-beyond. How are worldwide trends and developments in
business, economics, politics, and the human arts and
sciences influencing changes in the needs and practices of
career development.

3.

Identifying theories of career counseling and guidance.

-For each of the leading career development theories know:
Who proposed and developed the theory
The main propositions of the theory
The nature and extend of research about the theory
Controversies about the theory
Applications of the theory
Historical context and significance of the theory
-Trait and Factor Theory/The Minnesota School
-Hollands Theory of types
-Myers-Briggs Type Theory
-Work Adjustment Theory
-Supers Life Span Theory
-Gottfredsons Theory
-Ginzbergs Theory
-Adult Transition Theories
-Eriksons Psychodynamic Theory
-Adlerian Approaches to Career Development
-Roes Personality Development Theory

-Social Learning Theory

-Attachment Theory
-Family Systems Theories
-Cognitive Theories
-Career Decision-Making Process Theories
-Miller-Tiedeman and Tiedemans Theory
-Dinklages Eight Decision-Making Theories
-Sequential Elimination Approaches
-Career Self-Efficacy Theory
-Sociological and Economic Theories
-Accident Theory
-Status Attainment Theory
-Human Capital Theory
-Dual Economy Theory
4.

Planning, developing, designing, implementing, and evaluating

a career development and vocational guidance program in
schools and mental health settings.
-Identify and describe the types of occupational information
that a career counselor must be able to access and use with
clients.
-List and describe the major classification systems used by
career counselors to guide clients in their exploration and
decision-making.

5.

Critically analyzing the utility of each career counseling

and guidance theory.
-Discuss ways in which counselors are integrating the
various theories and investigate emerging theories in the
field. Refer to the professional career literature within
the most recent 5-year period. Define the trends, issues,
and implications.

6.

Illustrating the relationship between competency clusters

within academic courses and vocational fields.
-Self-appraisal
-Occupational information
-Goal selection
-Planning
-Problem solving

7.

Organizing life experiences into a portfolio for career

planning.
-Portfolio Assessment

8.

Discussing the importance of an individual skills inventory

to career development.
-Skills required as a construct in Work Adjustment Theory

9.

Identifying the major demographic, technological, and

organizational trends that will affect future career planning
and development.
-Describe emerging structures for work and education, both
organizationally and individually.

10.

Using a variety of self-assessment methods in career planning

and development.

-Self-Directed Search
-Myers-Briggs Type Indicator (MBTI)
-NEO Personality Inventory-Revised (NEO PI-R)
-SIGI PLUS
-DISCOVER
-CHOICES/ CHOICES/CT
11.

Evaluating the role of career development management and the

administration of career development interventions in both
school and organizational settings.
-Illustrate the process of career implementation
-Define how one begins an employment campaign
-Develop written communications to assist the campaign
-Networking for career development
-Strategic focus to Career Development

12.

Identifying the different career stages and their

relationship to development and career development theories.
-achievement stage
-moratorium stage
-foreclosure stage
-diffusion stage

13.

Discussing the use of lifelong learning as a proactive

approach to career development and guidance.
-Career selection
-Career adjustment
-Know values involved in work theory:
Achievement
Comfort
Status
Altruism
Safety
Autonomy

14.

Explaining the importance of identifying functional or

transferable skills and their relationship to career change
and development.
-Knowledge of important developmental tasks
-Knowledge of job duties in selected occupations
-Knowledge of preferred occupational group

15.

Presenting diverse complex perspectives on work and on the

labor market.
-Differences between Individual approaches and Sociological
and Economic Approaches
-Accident Theory
-Rosenbaums Tournament Theory
-Status Attainment Theory
-Human Capital Theory
-Dual Economy Theory

16.

Discussing the evolving array of career development

resources.
-Dictionary of Occupational Titles (DOT)

-SIGI
-DISCOVER
-National Clearinghouses for Information
-Enhanced Guide for Occupational Exploration (GOE)
-Standard Occupational Classification Manual (SOC)
-Define the following assessment terms:
measurement
factors
traits
norms
score profiles
flat profile
elevated profile
interpretation
ability tests
achievement tests
interest inventories
personality inventories
value inventories
career development inventories
card sorts
computer-assisted career guidance assessments
standardized assessment
non-standardized assessment
multi-aptitude tests
sex bias and sex fairness in testing
17.

Conducting a needs assessment of individual career

competence.
-Assessing abilities, values, personality, and interests
-Needs:
Ability utilization
Achievement
Activity
Independence
Variety
Compensation
Security
Working conditions
Advancement
Recognition
Authority
Social status
Co-workers
Moral values
Social service
Company policies and practices
Supervision-human relations
Supervision-technical
Creativity
Responsibility

18.

Developing effective communication strategies for use in

fostering career development in the classroom, mental health
or organizational setting.
-Attending skills
-Statements and reflections
-Continuation Responses

-Reinforcement
-Test Interpretation
-Unconditional Positive Regard
-Empathy
-Genuineness
-Congruence
For each of the following assessment instruments, know the developer,
publisher, purpose, format, target population, theoretical assumptions,
related research findings, and advantages and disadvantages.
-Differential Aptitude Test (DAT)
-General Aptitude Test Battery (GATB)
-Armed Services Vocational Aptitude Battery (ASVAB)
-Stanford Achievement Test (SAT)
-Scholastic Assessment Test (SAT)
-Wide Range Achievement Test Revision 3 (WRAT3)
-Strong Interest Inventory (SIT)
-Kuder Occupational Interest Survey (KOIS)
-Harrington/OShea Systems for Career Decision Making-Revised
(CDM-R)
-Campbell Interest and Skill Survey (CISS)
-Sixteen Personality Factor Questionnaire (16PF, fifth edition)
-Minnesota Importance Questionnaire (MIQ)
-Career Maturity Inventory (CMI)
-Career Beliefs Inventory
-Adult Basic Learning Examination (ABLE)
-World of Work
-Richard Bolles Quick Job Hunting Map
Define each of the following terms:
Aptitude
Achievement
Interest
Value
Personality
Realistic Type
Investigative Type
Artistic Type
Social Type
Enterprising Type
Conventional Type
Congruence
Differentiation
Consistency
Identity
Perceiving MBTI
Judging MBTI
Extraversion MBTI
Introversion MBTI
Sensing MBTI
Intuiting MBTI
Thinking MBTI
Feeling MBTI
Dominant and Auxiliary Processes MBTI

Self-Concept
Developmental Stages
Internal vs. External Locus of Control
Self-Efficacy
Sexual Harassment
Career Maturity
Life Roles
Salience
Adult Transitions
Labor Force Reentry
Identity Crisis
Transferable Skills
Computer-Assisted Guidance Systems
Occupational Outlook Handbook