CDE5126 Unit Outline/ Study Guide

Faculty of Business and Law

Edith Cowan University Prepared by School of Business J. Denham CRISCOS IPC 00279B February 2014

Edith Cowan University

CDE5126 Unit Outline/

Study Guide

Unit Code: CDE5126 Unit Title: Career Counselling Semester: One Year: 2014

CDE5126 Unit Outline/Study Guide

CDE5126 Career Counselling

Table of Contents

Contents Page

INTRODUCTION TO THE UNIT 1

Lecturer 1

Unit Text and Readings 2

Unit Assessment 3

Unit Timetable 5

Brief Introduction to the Course 6

PART 1: CAREER COUNSELLING MODELS, THEORY, POLICY AND RESEARCH 8

Counselling and Career Counselling Models 9

Counselling and Career Counselling Theory 13

Counselling and Career Counselling Policy 16

Counselling and Career Counselling Research 18

PART 2: CAREER COUNSELLING EFFECTIVENESS, PROCESS, STRATEGIES AND MICROSKILLS

21

Perspectives on Effective Counselling and Career Counselling 21

Session Evaluation 21

Giving and Receiving Feedback 22

Career Counselling Process 22

Career Counselling Strategies and Microskills 23

Creative Career Counselling Strategies 26

PART 3: WORKING WITH CHALLENGING CLIENTS AND SPECIAL CLIENT TARGET GROUPS 27

Working with Challenging Clients 27

Working with Multiculturally Diverse Clients 27

Working with Other Special Client Target Groups 28

Disabilities and Rehabilitation 28

Youth 29

Workers/Older Workers 30


CDE5126 Career Counselling

Table of Contents Continued

Contents Page

PART 4: ASSESSMENT, CAREER INFORMATION, RESOURCES AND EVALUATION 32

Career Assessment 32

Career Information and Resources 34

Education and Youth Specific Career Information and Resources 34

Workers/Older Workers Specific Career Information and Resources 36

Evaluation 37

Career Information and Resource Evaluation 37

Program Evaluation 37

Community Program Evaluation 38

PART 5: CAREER PRACTITIONER ETHICS, STANDARDS AND PROFESSIONAL CONDUCT 39

Ethics in Counselling and Career Counselling 39

International and Australian Career Development Practitioner Standards and Competency Frameworks

40

International Career Development Practitioner Standards and Competency Frameworks 40

Australian and New Zealand Career Development Practitioner Standards and Competency Frameworks

41

Cautions about Professional Standards and Competency Frameworks 41

Competency Frameworks for Predicting Work Performance 41

PART 6: CONTEMPORARY ISSUES IN CAREER SERVICE DELIVERY 42

Contemporary Service Delivery Approaches and Future Trends 42

Approaches to Career Development Service Delivery 43

Tiered Levels of Service Delivery 43

Service Delivery in Education Institutions 44

Community Public Access Service Delivery 44

Service Delivery for Special Needs Groups 45

Case Management Policies and Practices 45

Service Delivery Evaluation 46

PART 7: UNIT ASSESSMENTS 47

Practicum 1 47

Practicum 2 48

Written Assignment 49


CDE5126 Career Counselling 1

INTRODUCTION TO THE UNIT

Welcome Welcome to the Career Counselling unit. This unit introduces a range of principles, theories, models, frameworks, research, practices and skills relevant to Career Counselling. Emphasis will be placed on developing ethical and wisdom level decision making and career counselling practitioner skills, especially when working with challenging and diverse client target groups. In addition, implications for quality service delivery will be addressed, including service delivery policies, standards, practices, strategies and resources. An integrated wisdom level approach has been adopted throughout the unit. Wisdom level thinking, according to Robert Sternberg’s Balance Theory of Wisdom, involves integration of emotional competencies and related knowledge, together with analytical, practical and creative thinking skills. Involved in this process is consideration of interactions between multiple, sometimes competing, influences, and adapting, shaping or selecting appropriate options and responses in order to achieve sustainable common good outcomes. Influences include the impact of changing individual, social, organizational, labour market and other context demands on career related strategic planning, decision making and goal directed action. This unit uses adult lifelong learning principles, and draws upon the experience and expertise of participants, and workplace and community resources. A combination of intensive skill development and independent learning strategies are employed to create maximum opportunities for participants to take control of their learning. Learning activities in this unit provide scope for applying career counselling concepts, principles, theories, research, models, practices, strategies and skills to a variety of work contexts and target groups. The CDE5126 Skills Intensive offers a supportive environment for mastery and wisdom level career counselling and career coaching skill development, and professional career development practice learning and sharing opportunities. CDE5126 Skills Intensive venue (details included the CDE5126 Unit Plan) Preparation Prior to Day 1 of the Skills Intensive (details included in the CDE5126 Unit Plan).

I look forward to working and learning with you. Your feedback about how we can improve the learning opportunities provided for you would be appreciated. Judy Denham Lecturer

CDE5126 Skills Intensive Dates and Location

Dates Time Venue

12,13,14 Mar and 17,18,19 Mar

9.00am to 4.30pm Ground Floor, Building C, 661 Newcastle Street, Leederville WA (close to Leederville train station and Oxford Street cafes)

Name Email Telephone

Judy Denham [email protected] 08 9385 9988



Unit Text and Readings

For this unit students are required to read the prescribed text:

Text

Welfel, E.R. & Patterson, L.E. (2005). The counseling process: A multitheoretical integrative approach. Belmont, CA: Thomson Brooks/Cole. In addition, students are required to read the Study Guide; Internet readings and Library Reserve Readings referred to in the Study Guide; the CDE5122 Counselling Skills Notes; and the One-on-one Career Counselling with New Directions Notes emailed to you. Websites referred to in the Study Guide are representative of those available on the Internet. Inclusion of a site does not signify endorsement for that site or for the products made available through that site. If an Internet site/article ceases to be accessible from the hyperlink provided, try again on a different day. Alternatively, use a search engine such as www.Google.com or www.Yahoo.com to locate the article at an alternative web site. If you and your study buddy/buddies still cannot locate the article, direct an email to the CDE5126 Lecturer. Note that Internet readings within the Study Guide are not listed in alphabetic order of author, but in a suggested reading order. Library Reserve Readings

To access Library Reserve Readings for this unit enter the unit code in the e-Reserve Readings search facility at the ECU Library site: http://library.ecu.edu.au/search/r

Reading Number

Reference

1

Hyndman, K.L. (1998). Chapter 5. Findings and conclusions, recommendations for further research, and limitations of the study (and associated appendices). A description of six aspects of the career counselling process in initial career counselling interviews of a tertiary career service. Master of Education (Honours) thesis. (pp.206-220). Townsville: James Cook University of North Queensland.

2

Engels, D.W. & Assoc. (2004). (3rd Ed.) Personal characteristics and professional identity. In The professional counselor: Portfolio, competencies, performance guidelines, and assessment. (pp1-9). Alexandria: American Counseling Association.

3

Jacobs, E. (1992). Introduction. In Creative counseling techniques: An illustrated guide. (pp1-12). Odessa: PAR.

4

Gelatt, H.B. & Gelatt, C. (2003). Positive uncertainty exercises. In Creative decision making: using positive uncertainty. (pp98-109). Menlo Park: Crisp Publications.

5

McMahon, M. (2002). Structured peer group supervision by email. AGCA Newsletter, 1, 19-24.

6 McDivitt, P.J. & Gibson, D. (2004). Guidelines for selecting appropriate tests. In Wall, J.E. & Walz, G.R. (Eds.), Measuring up: Assessment issues for teachers, counselors, and administrators. (pp33-52). Greensboro: CAPS Press.

7

Sharf, R. (2002). Chapter 13: Social learning and cognitive theory. In Applying career development theory to counseling. (3rd Ed.). (pp335-373). Pacific Grove: Brooks/Cole.

8

Denham. J. (1997). Systems theory applied to computer assisted career counselling. In Career development in practice: A systems theory perspective. (pp 161-173). North Sydney: New Hobsons Press.

9

Rossiter, S. J. (2004). Chapter 16 The impact of modern performance rankings on career counseling and employee development in corporate America. In Sandhu, D. S. (Ed.). Counselling employees: A multifaceted approach. (pp273-289). Alexandria: American Counseling Association.

Note: The Library Reserve Readings are ordered alphabetically by title when searched for via the ECU library e-Reserve Readings function.



Study Guide Symbols

Reading

The reading symbol appears throughout the Study Guide when you are required to read Text, Library Reserve Readings or other Internet readings.

Activity

The activity symbol appears throughout the Study Guide when you are required to complete learning activities. These activities have been designed to assist you to optimise your unit learning. Unit Assessment

Students are required to complete two career counselling practicums and a written assignment. Practicum 1 involves six days of supervised skill development, feedback and assessment. Practicum 2 comprises a video (DVD format or USB) of the student conducting a comprehensive career counselling session, plus self evaluations for both the video recorded session and one other comprehensive, non-videoed career counselling session. The Written Assignment involves systematic analysis of counselling and career counselling theories, processes, practices and microskills with specific application to mastery level practice in the student's work context with specific target groups. To achieve a passing grade for the unit, all learning activities must be satisfactorily completed. Practicum 1

Effective demonstration of comprehensive career counselling and related career coaching during the Skills Intensive. Practicum 2

A video recorded comprehensive career counselling session, (approximate length: one and a half hours) with a volunteer client, which effectively demonstrates counselling and career counselling process and microskills as set out in the CDE5122 Counselling Skills Notes, the CDE5126 Text, Library Reserve Readings, other Internet readings, and the One-on-one Career Counselling with New Directions Notes AND an accurate, detailed and insightful session self evaluation (an overview of session context, client circumstances; and the appropriateness, timing and client response to career counselling processes, strategies and microskills demonstrated in the videoed comprehensive career counselling session).

AND

The session self evaluation for another non-videoed comprehensive career counselling session (an overview of session context, client circumstances; and the appropriateness, timing and client response to career counselling processes, strategies and microskills demonstrated in the non-videoed session). Please note you may use any career resource/s including, but not restricted to, New Directions to assist the comprehensive career counselling process. Written Assignment

A Written Assignment which demonstrates critical reflection and application of counselling and career counselling processes, microskills, ethical principles, codes of ethical conduct and professional standards to resolve a specific professional ethical dilemma that has arisen when you have been working with a client. A 600 word limit applies to this assessment.



Submission of Assessments

• Due dates for assessment submissions are shown in the Unit Timetable. • Mail the Practicum 2 DVD (or USB memory stick) to the Lecturer: Judy Denham, PO Box 393,

LEEDERVILLE WA 6903. Email the Practicum 2 Self-Evaluations to the Lecturer at: [email protected]

• Email the Written Assignment to the Lecturer at: [email protected] • Each email addressed to the Lecturer should have an email subject line which states the unit code,

your name, student number, and the learning activities being submitted (e.g. CDE5126, Name, Practicum 2 Self Evaluations).

• The Written Assignment should be presented to a professional standard. As a gauge of professional standard, present your work at a level of professional writing suitable for presentation to professional colleagues. The Written Assignment may be presented as a written report, as a PowerPoint Presentation with speaker notes, or in diagrammatic format, together with a brief description of what the diagram components and their relationship to each other represent.

Assessment/Marking Criteria Practicum 1 and 2

Assessment of Practicum 1 and Practicum 2 is based on:

• Mastery level demonstration of comprehensive career counselling process and microskills, as set out in the CDE5122 Counselling Skills Notes, the CDE5126 Text, Library Reserve Readings, other Internet readings, and the One-on-one Career Counselling with New Directions Notes.

• The degree to which the Complex Skill Performance Qualities of form, organisation, rhythm, and precision are demonstrated (see Practicum 1 Assessment/Marking Criteria, Part 7: Unit Assessments)

• The attained Practitioner Skill Development Level (see Practicum 1 Assessment/Marking Criteria, Part 7: Unit Assessments)

• The quality of session self evaluations (an overview of session environment, client circumstances; and the appropriateness, timing and client response to career counselling processes, strategies and microskills demonstrated in the videoed and non videoed career counselling sessions).

Unit Assessment tasks are detailed in Part 7 of this Study Guide. Written Assignment

The Written Assignment assessment criteria are:

• The depth and breadth of understanding of counselling and career counselling processes, microskills, ethical principles, codes of ethical conduct and professional standards

• The level of critical thinking; synthesis and application of learning, including wisdom level decision making, applied to resolving an ethical dilemma with a specific workplace client target group.

• Demonstration of understanding of the workplace context, and the client and other stakeholder circumstances and influences related to the ethical dilemma.

• Logical sequencing of the description of the ethical dilemma; identification of relevant principles, codes of conduct and standards; decision making process used to resolve the ethical dilemma; and self reflection on how the ethical dilemma could have been handled differently.

• Professional presentation (suitable for sharing with professional colleagues), correct spelling, grammar and referencing, and adherence to the applicable word limit, will also be considered.

Unit Assessment tasks are detailed in Part 7 of this Study Guide. Study Buddies

You are encouraged to take every opportunity to meet with other ECU Career Development students and graduates, and to attend career counselling and coaching related professional development activities. This is a way of learning about diverse career development work contexts, work opportunities and practices, and of expanding your professional network.



Unit Timetable

A summary of the unit organisation and structure is presented below. It provides you with an overview of the submission due dates and mark percentage allocations. All assessments must be completed and submitted by the due dates listed below (unless an extension has been granted). Refer to the Unit Plan for information about requesting submission date extensions, and penalties for academic misconduct and late submission.

Learning Schedule

This schedule provides a listing of the topics covered and skills developed in this unit.

Date Career Counselling and Career Coaching Process and Microskill Development Other Topics

12 March Counselling and Career Counselling Skills Concepts, Principles and Strategies

Preparation Prior to Career Counselling Skill Development

Greeting, Introduction and Opener Contracting and Session Effectiveness Evaluation

Attending, Responding and Questioning Professional Standards and Ethical Conduct

13,14, 17 March Comprehensive Career Counselling

Application of Models, Theories, Processes and Strategies of Career Development, Counselling and Career Counselling

Giving and Receiving Feedback

Goal Clarification, Action Planning and Follow-up Referrals and Closing Sessions

18, 19 March

Career Coaching Goals from Comprehensive Career Counselling Sessions

Practicum 1 (40%)

Application of Models, Processes and Strategies of Career Coaching

7 April Practicum 2 (40%)

21 April Written Assignment (20%)



Brief Introduction to the Course

The Career Development model shown in Figure 1 provides a schema (or framework) for the course. The model includes two overlapping and interacting parts, and a core of self and process management. The units within the course progressively build the knowledge, wisdom and skills needed to provide effective career development leadership and mastery level service provision. The Career Development Model (Figure 1) reflects the complex, integrated and ongoing nature of career development.

Figure 1: Career Development Model

Career practitioners come from diverse backgrounds, offer many services, and use a variety of occupational titles to describe their career development work. Some career practitioners (whether they work in education, industry, private practice, or community settings) offer a broad range of services covering the entire career development model. Others specialise in particular parts of the model. Clients may seek help for one or more of the facets of the model at different stages of their ongoing career development. All facets of the model are important, inter-related and influenced by change. Broader and deeper understanding, knowledge management, and skill development are important in every facet of the model. Relationship of Course Units to Career Development Model

The Career Counselling and Counselling Skills for Career Development units mainly focus on the right half of the Career Development Model. The Employability and Enterprise Skills and Career Coaching units focus mainly on the left half of the Model. The Career Development, Advanced Studies in Career Development, Career Development in Practice and Career Development Professional Practice Project units address learning related to the whole of the Career Development Model.



Relationship of Course Units to Career Development Model (continued) CDE5121 Career Development (the whole model)

Investigates the evolving roles and contribution of career development practitioners. The influence and application of career theories, research, models, frameworks, policies, practices, resources and professional standards are considered, together with individual, social, organisational and other influences on career related choices, transitions and labour market participation.

CDE5122 Counselling Skills for Career Development (mainly right half of model)

Develops attitudes, knowledge and skills to enable a dynamic learning interaction which facilitates well considered solution and opportunity oriented career and life decision making through broadened and deepened understanding of the multiple influences on decision making, action planning and action evaluation. Practical skill development is underpinned by contemporary theory, models and research.

CDE5123 Employability and Enterprise Skills (mainly left half of model)

Facilitates knowledge, understanding and skill development needed to develop and maintain career management, employability and enterprise skills in a context of changing work dynamics, influences and practices.

CDE5124 Career Development in Practice (the whole model – context specific application)

Integrates and applies the cognitive learning about career development contemporary theories, research, models, frameworks, policies, professional standards, resources and strategies with employability, enterprise and collaboration skills to career development professional practice.

CDE5125 Advanced Studies in Career Development (the whole model)

Focuses on the principles and competencies of career development leadership. Career development leadership involves understanding and effectively managing complex interactions between people and systems with multiple agendas while working towards the goal of achieving sustainable and effective career development provision. Personal, team, and system leadership skills will be developed and applied to the ongoing review/evaluation, development, implementation, and maintenance of career development processes, strategies, competencies and standards.

CDE5126 Career Counselling (mainly right half of model)

The emphasis in this unit is developing a high level of competence in contemporary career counselling skills, underpinned by relevant theory and research. The unit includes in-depth exploration and integration of multiple personal and contextual influences on career decision making. Included is identification of personal strength and preference themes and patterns, opportunity exploration and alignment, work and life goal setting, action planning and contingency planning. The unit also explores career resources and practices designed to optimise the effectiveness and efficiency of career counselling.

CDE5127 Career Coaching (mainly left half of model)

The emphasis in this unit is on developing a high level of competence in career coaching skills, underpinned by theory and research. These skills include the choice, sequencing, integration and evaluation of a range of targeted self marketing, employability, enterprise, stakeholder collaboration and personal and process management skills to optimise career and life goal achievement, performance and satisfaction. Networking, self marketing, coaching, mentoring, role modeling, giving and receiving feedback and advocacy skills will be developed. The unit will also explore career resources and strategies designed to optimise the effectiveness and efficiency of career coaching.

CDE5128 Career Development Professional Project (the whole model – context specific application)

Integrates and applies the cognitive and emotional learning from the other career development units. A project is negotiated to meet the professional and personal development needs and interests of the individual. The project is designed to broaden professional career networks, develop career practitioner expertise and confidence, integrate career research and practice and demonstrate professional career development leadership.



PART 1: CAREER COUNSELLING MODELS, THEORY, POLICY AND RESEARCH

Learning in this unit builds upon learning in previous career development units. It begins with a review of some contextual influences on contemporary career counselling. Work-Life Balance

Reading

Review the following work-life balance readings.

Full time work is just one mode of working. There are a variety of flexible work options which may contribute to work-life balance at different life stages. The Chartered Institute of Personnel and Development (CIPD) definitions of flexible working follow.

The Chartered Institute of Personnel and Development (CIPD, UK) (2012). Flexible working: Resource summary. Retrieved from

http://www.cipd.co.uk/hr-resources/factsheets/flexible-working.aspx

• Part-time working: work is generally considered part-time when employees are contracted to work anything less than full-time hours.

• Term-time working: a worker remains on a permanent contract but can take paid/unpaid leave during school holidays.

• Job-sharing: a form of part-time working where two (or occasionally more) people share the responsibility for a job between them.

• Flexitime: allows employees to choose, within certain set limits, when to begin and end work. • Compressed hours: compressed working weeks (or fortnights) don't necessarily involve a reduction

in total hours or any extension in individual choice over which hours are worked. The central feature is reallocation of work into fewer and longer blocks during the week.

• Annual hours: the period within which full-time employees must work is defined over a whole year. • Working from home on a regular basis: workers regularly spend time working from home. • Mobile working/teleworking: this permits employees to work all or part of their working week at a

location remote from the employer's workplace. • Career breaks: career breaks, or sabbaticals, are extended periods of leave – normally unpaid – of

up to five years or more.

The Chartered Institute of Personnel and Development (CIPD, UK). Employee outlook: Autumn 2013. Retrieved from

http://www.cipd.co.uk/hr-resources/survey-reports/employee-outlook-autumn-2013.aspx

Hudson (2005). 20:20 Series - The case for work/life balance. Retrieved from http://au.hudson.com/hudson-2020-series-archive.aspx

Lero, D. S., Richardson, J., & Korabic, K. (2009). Cost-benefit review of work-life balance practices. Retrieved from http://www.worklifecanada.ca/cms/resources/files/701/Cost-benefit_review_of_work-life_balance_practices.pdf

Read the following Harvard Business Review (HBR) Blog, which promotes holistic work-life effectiveness, rather than work-life balance:

Riordan, C.M. Work-life balance isn’t the point. HBR Blog Network. Harvard Business Review. June 2013. Retrieved from

http://blogs.hbr.org/2013/06/work-life-balance-isnt-the-poi/



Generational Influences

Reading

Review the following generational readings.

McCrindle, M. (2009). The ABC of XYZ: Generational diversity at work. Retrieved from http://www.quayappointments.com.au/email/040213/images/generational_diversity_at_work.pdf

McCrindle Research (n.d). New generations at work: Attracting, recruiting, retraining & training generation Y. Retrieved from

http://www.libraries.vic.gov.au/downloads/Public_Libraries_Unit/newgenerationsatwork.pdf

Hudson (2005). 20:20 Series - The evolving workplace. Retrieved from http://au.hudson.com/Portals/AU/documents/Hudson2020_evolvingworkplace.pdf

Arnsparger, A. (2008). 4GenR8tns: Succeeding with colleagues, cohorts & customers. Retrieved from http://www.generationsatwork.com/articles_succeeding.php

Harkness, H. (2006). Your career is not over at 50! specific strategies for breaking the barriers of aging. Retrieved from http://www.career-design.com/pdf/Your_career_is_not_over_at_50.pdf

Manpower White Paper (2007): The new agenda for an older workforce. Retrieved from http://files.shareholder.com/downloads/MAN/141912581x0x91548/2f7a48b1-1b86-4006-90b7-f6cc2057ccf9/OlderWorkforce_Global_US_Letter.pdf

Patrickson, M. (2001). Asia’s ageing workforce: The emerging challenge for the twentieth century. International Journal of Organisational Behaviour. 3(1) 53-63. Retrieved from http://www.usq.edu.au/extrafiles/business/journals/HRMJournal/InternationalArticles/AsiaAgeingWorkforcePatrickson.pdf

Higher Education

Reading

Review the following reading about the role of higher education in meeting workforce demands.

Birrell, B. & Rapson, V. (2006). Clearing the myths away: Higher education’s place in meeting workforce demands. Dusseldorp Skills Forum. Retrieved from http://www.dsf.org.au/resources-and-research/190-clearing-the-myths-away-higher-educations-place-in-meeting-workforce-demands-



Counselling/Career Counselling Models

Career development involves an ongoing process of review, discovery, deciding and action, as reflected in the Brief Introduction to the Course and the Career Development Model (Figure 1) included in the Introduction to this Study Guide. Generic helping/counselling skills underpin career counselling and coaching skills, which are used to facilitate every stage of career development models/processes. In the 1970s Robert Carkhuff developed a generic helping process/model, which underpins contemporary helping/counselling processes/models. The 9th edition of his book, The art of helping was published in 2009. The Carkhuff helping model/process stages, and related microskills, underpin the approach taken to counselling skill development in CDE5122 (refer to CDE5122 Study Guide and Counselling Skills Notes), and to career counselling skill development in this unit.

Below, the key components of the Carkhuff, Egan and CDE5122 helping/counselling skills processes/models have been summarized for comparative purposes.

Carkhuff Helping Skills Model/Process

1. Attending 2. Responding 3. Personalising Meaning 4. Facilitating Action 5. Closure and Recycling the Helping Process (Carkhuff, 2009)

Egan Counselling Model/Process

1. Exploring: Exploring the client’s existing situation 2. Understanding: Helping the Client Establish Aims and Goals 3. Acting: Helping the Client to Develop Strategies (Egan, 2007)

Reading

An introduction to Egan’s approach is presented in the following article:

Nelson, P.J.M. (2007). An easy introduction to Egan’s Skilled Helper solution focused counselling approach. Retrieved from http://mystrongfamily.co.uk/downloads/PDFs/SFP-EasyIntroToEgan.pdf



CDE5122 Counselling Process and Microskills (Refer to CDE5122 Study Guide and Counselling Skills Notes for details)

1. Preparation Prior to Counselling

• Prior agreement/contracting – location, time, purpose, roles, responsibilities, constraints, ethics • Environment – friendly, comfortable, seating arrangements, no interruptions • Counsellor preparation – physically, mentally and emotionally calm and centred

2. Greeting, Introduction and Opener

• Greeting and Introduction • Opener – encouragement to tell story (tone, intonation)

3. Attending – deep energy connection and listening to client’s verbal and non verbal messages

• Relaxed open posture, forward lean, angling chairs • Appropriate eye contact and facial expressions • Non verbal encouragers – timing, appropriateness • Verbal encouragers – timing, appropriateness, tone

4. Responding and Questioning

Responding to Content – timing, pause, accuracy, brevity, tone, linking • Accuracy in identifying and focusing on key aspects of the story • Key words identified (high energy/frequency) • Summarise – use ‘you’ and ‘your’ • Explore each aspect (tentacle) of issue fully • Avoid skidding/spinning • Only appropriate self disclosure

Questioning – open and probing questions (timing, pause, brevity, tone, linking) • Probing questions explore specific content revealed from open question responses • 4 Wh's and How • Past/current/future • Positives/negatives • General/specific examples • Exceptions • Reframing – seeing a situation from different perspectives (e.g. via use of questions,

metaphors, physical repositioning) • Hierarchies/rating scales • Raising inconsistencies (appropriate confrontation)

Responding to Feelings – timing, tentative, accuracy/intensity, tone

Responding to Meaning – crux of story, significance, accurate linking of feelings to content

5. Problem/Goal Clarification

• Problem/Goal Statement with success criteria

6. Action Planning (including referral, if appropriate)

• Responding and questioning skills used throughout action planning • Client ideas/strategies generated, explored and evaluated • Achievable action planning steps and sub-steps (including resources) • ‘What if’ questions for contingency planning/alternative strategies • Positive and negative reinforcements (e.g. milestone celebrations) • Review, revision, rehearsal, referral, further action • Client commitment statement summary of action plan to be implemented

7. Closing the Session – brief feedback about any positive changes in client feelings, thinking and/or

behaviour observed from the beginning to end of session



Welfel & Patterson Counselling Model/Process and Strategies

(Refer to Chapter 2 of Text) 1. Initial Disclosure

• Attending • Empathic understanding • Congruence or genuineness • Positive regard • Unconditional acceptance • Concreteness

2. In-depth Exploration

• Advanced empathy • Immediacy • Confrontation • Interpretation • Role playing

3. Commitment to Action

• Supports client’s reframing of problem situation • Help client generate and specify goals • Help turn goals into plans for action • Promote client experimentation with new behaviours and perspectives • Help evaluate unsuccessful actions • Reward client successes • Access client’s emotional tone

(Welfel & Patterson, 2005)



Counselling/Career Counselling Theory

It is in the best interests of the career profession to ensure that career development practitioners have a good grasp of theories that underpin career development service delivery

Reading

Review the following readings in relation to career theory.

LaCombe, S. (2012). List of counselling theories. Retrieved from http://www.myshrink.com/counseling-theory.php?t_id=119

Leung, S.A. The big five career theories. In Athanasou, J.A. & Esbroeck, R.V. (Eds). (2008). International Handbook of Career Guidance. Chapter 6 pp115-132. Retrieved from

http://www.realtutoring.com/career/bigFiveTheory.pdf

careersnz (n.d.) Career theory and models. http://www.careers.govt.nz/educators-practitioners/career-practice/career-theory-models/

Patton, W. and McMahon, M. (2006). The systems theory framework of career development and counseling: connecting theory and practice. International Journal for the Advancement of Counselling. 28(2): pp.153-166. Retrieved from http://eprints.qut.edu.au/2621/1/2621_1.pdf

Bright, J. Applied chaos: Using the chaos theory of careers in counselling (2010). Retrieved from http://careersintheory.wordpress.com/2010/09/21/applied-chaos/

O’Connell, D. (2006). Brief literature review on strength-based teaching and counselling. Metropolitan Action Committee on Violence Against Women and Children. Retrieved from http://www.metrac.org/resources/downloads/strength.based.learning.lit.review.pdf

Hill, A.P. (2011). A brief guide to self-determination theory. The Higher Education Academy: Hospitality, Leisure, Sport and Tourism Network. Retrieved from http://www.heacademy.ac.uk/assets/hlst/documents/projects/round_11/r11_hill_guide.pdf

Deci, E.L. & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology. Vol:49.No.3.pp182-185. http://selfdeterminationtheory.org/SDT/documents/2008_DeciRyan_CanPsych.pdf

Chantara, S., Kaewkuekool, S. and Koul, R. (2011). Self-determination theory and career aspirations: A review of literature. 2011 International Conference on Social Science and Humanity, IPEDR Vol.5. V2-212-216 Retrieved from http://unilife.curtin.edu.au/UL_G_CC_Self_determination_and_career_aspirations.pdf

Feller, R.W., Honaker, S.L. & Zagzebski, L.M. (2001). Theoretical voices directing the career development journey: Holland, Harris-Bowlsbey, and Krumboltz. (JoAnn Harris-Bowlsbey, John Krumboltz, John Holland). [Read the part which contains the interview with John Krumboltz. This is about two-thirds through the article] Career Development Quarterly, March. Retrieved from http://www.freepatentsonline.com/article/Career-Development-Quarterly/72703619.html

Massaglia, V.C. & Papenfuss, J. (n.d.). The incidental career: Chaos theory and career development. Retrieved from http://www.cew.wisc.edu/docs/R109%20Chaos%20Theory-Victor%20Massaglia%20and%20Janine%20Papenfuss.pdf

Patton, W. & McMahon, M. (2006). The systems theory framework of career development and counseling: Connecting theory and practice. International Journal for the Advancement of Counseling. 28(2) pp.153-166. Retrieved from http://eprints.qut.edu.au/2621/1/2621_1.pdf

Schultheiss, D.E.P. (2003). A relational approach to career counseling: theoretical integration and practical application (Practice & Theory). Journal of Counseling and Development, Vol.81, No.3. Summer. Retrieved from http://www.counseling.org/docs/david-kaplan's-files/schultheiss.pdf?sfvrsn=2

Sampson, J. P. (2009). Translating career theory to practice: The risk of unintentional social injustice. Keynote Presentation. International Association of Educational and Vocational Guidance Conference. Retrieved from http://www.iccdpp.org/Portals/1/Sampson%20ICT%20and%20Access%200609.doc



Experienced career development practitioners understand, and tend to integrate, a number of contemporary career theories, frameworks and/or models into their practice. In addition to career theory, there are also emerging theories, which have application to comprehensive career counselling and coaching, particularly when clients experience blockages, and traditional counselling strategies and microskills are insufficient to move past the blockage. The practitioner needs to be suitably trained and experienced in the strategies they use, and client consent is always required. In some cases, referral to a specialist practitioner may be appropriate. Energy and Transpersonal Theoretical Approaches

The fields of transpersonal psychology, energy psychology and biopsychology offer new ways of applying career related principles, processes and strategies to career counselling and coaching, in empowering and effective ways, especially with relation to transforming energy blocks into energy flow.

Reading

Review the following readings in relation to energy and transpersonal theoretical approaches. Holistic Mind-Body Science Approach

Daniel, R. (2000). The intelligent body; The non-local mind. Conference paper presented at Opening Minds Conference of the Society for Effective and Affective Learning. Retrieved from

http://www.hltmag.co.uk/jan02/martjan021.rtf Acceptance and Commitment Theory (ACT)

Harris, R. (2006). Embracing your demons: an overview of Acceptance and Commitment Therapy. Psychotherapy in Australia. Vol.12, No. 4. August. Retrieved from

http://www.actmindfully.com.au/upimages/Dr_Russ_Harris_-_A_Non-technical_Overview_of_ACT.pdf

ACT: Acceptance & Commitment therapy training. ACT theory purports that acceptance of all emotions are part of the human condition and to use a process of allowing rather than attempting to ‘run away’ or ‘get rid’ of or ‘fix’ them. Retrieved from

http://www.actmindfully.com.au/acceptance_&_commitment_therapy

There are six core processes in ACT theory (abbreviated)

1. Contacting the Present Moment 2. Defusion means learning to step back and watch your thinking, so you can respond effectively –

instead of getting tangled up or lost inside your thinking. 3. Acceptance means opening up and making room for painful feelings and sensations. You learn

how to drop the struggle with them, give them some breathing space, the easier it is for your feelings to come and go without draining you or holding you back.

4. The Observing Self There are two parts to the mind: the thinking self – the part that is responsible for all your thoughts, beliefs, memories, judgments, and fantasies; and the observing self – the part of your mind able to be aware of what you are thinking, feeling or doing.

5. Values are what you want your life to be about, deep in your heart. What you want to stand for. What you want to do with your time on this planet. What ultimately matters to you in the big picture. What you would like to be remembered for by the people you love.

6. Committed action means taking action guided by your values – doing what matters – even if it is difficult or uncomfortable

When the six ACT processes are combined, the theory purports that you develop something called psychological flexibility. This is the ability to be in the present moment, with awareness and openness, and take action, guided by your values. In other words, it is the ability to be present, open up, and do what matters. The greater your ability to be present, open up and do what matters, the greater your quality of life.



Emotional Freedom Techniques (TFT, EFT, SET, PET)

The following web link provides an introduction to helping techniques that combine verbal counselling with focussed pressure point tapping. Growing research evidence suggests that these combined techniques can be helpful with clients who have suffered trauma or who have unhelpful habitual energy patterns - ways of thinking and behaving - that have been very resistant to change.

Feinstein, D. (2010). The rapid healing of PTSD: How energy psychology changes the brain. 12th Annual International Energy Psychology Conference. Retrieved from

http://www.scribd.com/doc/41731522/Energy-Psychology-vs-PTSD-The-Latest-Research-and-Resources

eft-help.com. A few basic principles of EFT. Retrieved from http://www.eft-help.com/details/principles.htm

Steve Wells EFT downunder (SET and PET). Includes a link to a 10-minute SET video). Retrieved from http://www.eftdownunder.com/ Balance Theory of Wisdom

Robert Sternberg’s Balance Theory of Wisdom seeks to explain processes involved in wise decision making.

Reading

Review the following readings related to successful intelligence and wisdom theoretical approaches.

Sternberg, R.J. Teaching for successful intelligence. Yale University. [PowerPoint presentation] Retrieved from http://www.indiana.edu/~futures/sternberg.ppt#10

Sternberg, R.J. & Grigorenko, E.L. (2004). Successful intelligence in the classroom. Theory into practice. Autumn. Retrieved from https://castl.duq.edu/Conferences/Library03/PDF/Intelligence/Sternberg_R_Grigorenko_E.pdf

Sternberg, R. J. (2001). Why schools should teach for wisdom: The balance theory of wisdom in educational settings. Educational Psychologist. 36(4), 227-245. Retrieved from http://worldroom.tamu.edu/Workshops/CommOfRespect07/MoralDilemmas/The%20Balance%20Theory%20of%20Wisdom%20Sternberg.pdf

Multi-theoretical Counselling and Career Counselling Practice

The CDE5126 Text: Welfel, E.R. & Patterson, L.E. (2005). The Counseling Process: A multitheoretical integrative approach. Belmont, CA: Thomson Brooks/Cole emphasizes the integration of counselling theory and practice.

Reading CDE5126 Text

Read Chapter 10: Major Theories of Counseling (pp206-211) and reflect on the application of career and counselling theories to career counselling practice.

Read Chapter 10: Major Theories of Counseling (pp212-234) and reflect on the application to career counselling of the following counselling theories:

• Person-Centered • Gestalt • Psychoanalytic • Cognitive • Trait-Factor • Behavioural • Brief Therapy



Counselling/Career Counselling Policy

Dictionary definition of policy. Retrieved from http://www.thefreedictionary.com/policy

A plan or course of action, as of a government, political party, or business, intended to influence and determine decisions, actions, and other matters.

Reading

The following reading provides an overview of what is meant by policy, and provides guidelines for writing policy documents.

Bullen, P. Introduction: Writing policy & organisational manuals. Retrieved from http://www.mapl.com.au/policy/tp.htm It is important for career development practitioners and, in particular career counsellors and coaches, to have a good understanding of relevant stakeholder policies. Policies related to ethics, standards and professional conduct are addressed in Part 5 of this Study Guide. Each organisation, service delivery provider and/or or private practitioner has, or should have, clear policies (often in the form of a Professional Practice Handbook) with regard to the delivery of career development services and, in particular, career counselling and coaching services. In the Career Coaching (CDE5127) unit, the major Written Assignment requires students to prepare a Professional Practice Handbook for their private practice or for an organisation for which they deliver career development services. There are also generic career development policies to guide career development service delivery. In Australia, career development policy is accessible from the Career Industry Council of Australia (CICA). Professional career development practitioners understand and adhere to relevant organisational, professional association and practitioner policies in their career counselling and coaching practice. It is recommended that you review career policy and research readings from previous units.

Reading

Review the following counselling and career counselling policy readings. Also refer to Part 5 of this Study Guide.

Australia Across 2011 – 2012, the Australian Government developed policy options for a National Career Development Strategy. A Green Paper was released in mid-2012. The National Career Development Strategy was released on 23 May 2013. Australian Government (2013). National career development strategy. Downloadable from

http://www.education.gov.au/national-career-development-strategy http://docs.education.gov.au/system/files/doc/other/national_career_development_strategy.pdf Making Career Connections offers a suite of initiatives designed to support the objectives of the National Career Development Strategy. http://www.education.gov.au/making-career-connections

Australian Curriculum, Assessment and Reporting Authority (ACARA) (2009). National report on schooling in Australia. (including the Compact with Young Australians). Retrieved from

http://www.acara.edu.au/reporting/national_report_on_schooling/national_initiatives_and_achievements/senior_years_and_transitions.html

Australian Government (2012). Report on the 6th International Symposium on Career Development and Public Policy. Retrieved from http://docs.education.gov.au/documents/report-6th-international-symposium-career-development-and-public-policy

Commonwealth of Australia (2011). Realising Potential: Businesses Helping Schools to Develop Australia’s Future (Business-School Connections Roundtable). Retrieved from

http://www.fya.org.au/wp-content/uploads/2010/07/Realising-Potential-Businesses-Helping-Schools-to-Develop-Australia’s-Future.pdf

education.au (n.d.). The Australian Blueprint for Career Development (ABCD). Retrieved from http://www.blueprint.edu.au/



International

Goodman, J., Oakes, L., Schultheiss, D. and Van Esbroeck, R. (2010). International perspectives of career development gained at the 2010 symposium. NCDA Career Developments. Winter. Retrieved from

http://ncda.org/aws/NCDA/asset_manager/get_file/29487?ver=837

OECD (2004). Career guidance and public policy: Bridging the gap. Retrieved from http://www.oecd.org/dataoecd/33/45/34050171.pdf

The following web links provide examples of recent United Kingdom school-based guidance policies:

Thomas Mills High School. (2013). Policy on Career Guidance. Suffolk, UK. Retrieved from http://www.thomasmills.suffolk.sch.uk/files/59%20-%20Careers%20Guidance.pdf

Leigh Academies Trust (2013). Careers education, information, advice and guidance policy. Retrieved from http://www.leighacademiestrust.org.uk/perch/resources/ceiag-policy.pdf



Counselling/Career Counselling Research

It is important for career practitioners to keep up-to-date in their discipline field, including research and professional practice articles published in professional journals and on relevant practitioner websites. The practitioner can use this knowledge to wisely select, apply and adapt approaches and strategies, and question assumptions, towards the goal of optimising service delivery processes and outcomes in their work context, with their target group. Where gaps or inconsistencies are identified between the current body of knowledge and work context and target group specific service delivery process and outcome deficits, the practitioner is encouraged to conduct their own research to enhance not only service delivery in their work context, but also to contribute to the professional body of knowledge and research. In the Career Development Professional Project (CDE5128) unit, an opportunity is provided to conduct disciplined inquiry about a topic of professional and personal interest. Integrating Career Counselling Research and Practice Issues

Reading

Review the following career counselling research and practice issue readings. The US National Career Development Association publishes the Career Development Quarterly. Annual

Reviews of Practice and Research review recent trends in career development research and provide a way of keeping up-to-date with current trends in career development research. These articles are no longer freely available on the Internet, but require subscription to the Career Development Quarterly.

Canadian Journal of Career Development. [Articles from the most recent, and from archives from 2002, can be accessed]. Retrieved from

http://www.ceric.ca/cjcd/node/1

National Guidance Research Forum (NGRF), United Kingdom. Using research in practice. [Includes articles in the following subsections: Introduction to Research from a Practitioner Perspective, and Evidence Based Practice]. Retrieved from

http://www.guidance-research.org/EG/RIP

Patton, W. & McIlveen, P. (2009). Practice and research in career counseling and development 2008. Career Development Quarterly: Dec. Annual Review. Retrieved from

http://eprints.qut.edu.au/26333/2/26333a.pdf Recruitment Decision Making Criteria for New Hires and Promotions

Reading Leaders in the career management field stay up-to-date with hiring and promotion trends and processes.

Review the following Hudson recruitment reports:

Hudson 20:20 Series (2010). Positioning for Growth: Building a dynamic workforce in a new economic era. Retrieved from http://au.hudson.com/Portals/AU/documents/Hudson2020_positioningforgrowth.pdf

Hudson 20:20 Series (2008). Candidate buying behaviour: An exploration into the key motivators of today’s job seeker. Retrieved from http://au.hudson.com/Portals/AU/documents/Hudson2020_candidate_buying_behaviour.pdf



Performance Management

Review is an important part of the ongoing career development process. Many organisations have regular performance review cycles and processes built into their human resources systems. It is important to help clients understand and effectively use these processes. Also, if your organisation does not have a performance management system, it is well worthwhile considering developing and implementing a performance management process that works for you.

Reading

Review the following performance review readings.

Vikesland, G. Use the performance review to motivate employees. TMS E-Journal Edition 39. Reinforces the value of performance management. Retrieved from

http://www.jcmpventures.com/files/WeeklyManagementMessage81701.htm

The Growth Connection (2003). Performance management. Retrieved from http://www.growconnect.com.au/perform.html



PART 2: CAREER COUNSELLING EFFECTIVENESS,

PROCESS, STRATEGIES AND MICROSKILLS

Perspectives on Effective Counselling and Career Counselling

The CDE5126 Text begins with an overview of counselling effectiveness and then addresses counselling and career counselling process. Part 2 of this Study Guide refers to readings related to evaluating session effectiveness and giving and receiving feedback. Counselling and career counselling processes, strategies and microskills are overviewed to encourage reflection on similarities and differences between them.

Reading

Read Chapters 1 and 2 of the Text; the following CDE5126 Library Reserve Readings; and other Internet articles.

Text Readings

Chapter 1: Perspectives on Effective Counseling (Also Appendix D of Text) Chapter 2: Understanding Counselling as a Process Library Reserve Reading 1

Hyndman, K. L. (1998). Chapter 5 Findings and conclusions, recommendations for further research, and limitations of the study (and associated appendices). A description of six aspects of the career counselling process in initial career counselling interviews of a tertiary career service. Master of Education (Honours) Thesis (pp206-220). Townsville: James Cook University of North Queensland.

Library Reserve Reading 2

Engels, D.W. & Assoc. (2004). (3rd Ed.) Personal characteristics and professional identity. In The professional counselor: Portfolio, Competencies, Performance Guidelines, and Assessment. (pp1-9). Alexandria, VA: American Counseling Association.

Internet Articles

Bates, M. & Stevenson, P. (n.d.). Good counselling is just excellent communication skills. Or is it? Retrieved from

http://www98.griffith.edu.au/dspace/bitstream/handle/10072/12563/8374.pdf;jsessionid=54B3E7F4AF8F6A05B7092E5BCA09763F?sequence=1

Burwell, R. & Chen, C.P. (2006). Applying the principles and techniques of solution-focused therapy to career counselling. Counselling Psychology Quarterly. 19(2): 189-203. Retrieved from

http://www.utb.edu/sa/studentsuccess/Documents/solution20focused20career20help.pdf

Hiebert, B. (1995). A changing focus in evaluation. ERIC Clearinghouse on Counseling and Student Services Greensboro NC., Canadian Guidance and Counselling Foundation Ottawa (Ontario). Retrieved from http://www.ericdigests.org/1998-2/focus.htm

Multon, K.D., Ellis-Kalton, C.A., Heppner, M.J. & Gysbers, N.C. (March, 2003). The relationship between counselor verbal response modes and the working alliance in career counselling. Retrieved from

http://www.freepatentsonline.com/article/Career-Development-Quarterly/100389278.html

Zysberg, L. (2010). Factors associated with satisfaction in career counselling. International Journal of Psychology and Counselling Vol. 2(5), pp. 80-84. Retrieved from http://academicjournals.org/article/article1380361597_Zysberg.pdf

Magnusson, K (1995). Five Processes of Career Planning. ERIC Clearinghouse on Counseling and Student Services Greensboro NC., Canadian Guidance and Counselling Foundation. Retrieved from http://www.counseling.org/resources/library/ERIC%20Digests/95-065.pdf



Session Evaluation Many approaches have been taken to evaluating counselling session effectiveness. An introduction to four of the most common approaches is provided below: Session Helpfulness Determining the effectiveness of a session can be approached by asking how helpful a session was for the client. This could involve seeking a client’s global subjective rating of session helpfulness. Alternatively, more comprehensive approaches to evaluating session helpfulness, such as Elliott’s, involve targeted questioning of both the practitioner and the client. An example of targeted helpfulness questions follows: • Identify and describe the most helpful event in the session.

Say why it was helpful. Rate how helpful the particular event was (on a nine-point scale). When in the session did the helpful event occur? How long did the event last?

• Did anything else particularly helpful happen during the session? • Did anything happen during the session which might have been hindering? (Rate on a nine-point scale) • On a nine-point scale, rate how helpful or hindering the session was overall. (Adapted from Elliott, 1986)

Session Impact Another approach to considering session effectiveness is to evaluate the impact of the session on the client. The approach taken by Styles is one example. Sessions with the greatest impact were reported to be positive sessions that were also deep, rough (confronting), and involved high arousal. Shallow ___________________ Deep

Rough ___________________ Smooth

Low Arousal ___________________ High Arousal

Negative ___________________ Positive (Styles et al, 1998)

Practitioner Qualities Heppener and other researchers have taken the approach of evaluating practitioner qualities, as perceived by clients. For example, rating warmth, trust and skill level: Warmth ___________________ Trust ___________________

Skill Level ___________________

(Adapted from Heppener et al, 1992) Practitioner Counselling Skills In training situations, checklists of counselling process and related microskills are often used to guide and evaluate the skill development of students. (For example the CDE5122 Counselling Skills Checklist)



Giving and Receiving Feedback

During the CDE5126 Skills Intensive, students will be encouraged to actively facilitate a supportive learning environment for other students, and to develop their own skills in receiving and giving feedback. The following readings provide a variety of perspectives on giving and receiving feedback.

Reading

Kerrison, K. (2005). How to deliver good feedback. Management Today. Retrieved from http://www.aim.com.au/DisplayStory.asp?ID=546

London Deanery. Teacher’s Toolbox: Guidelines for giving and receiving feedback. Retrieved from http://www.faculty.londondeanery.ac.uk/e-learning/feedback/files/Teachers_toolbox.pdf

Family Health International (2005). VCT Toolkit: Trainer’s manual: counselling supervision and training. Downloadable from http://www.c-hubonline.org/sites/default/files/resources/main/FHIVCTTrainerManualFINALCounseling%20Supervision.pdf

Career counselling integrates generic counselling and career development processes. In Part 2 of this Study Guide students are encouraged to reflect upon similarities and differences between counselling and career development processes/models and how they are integrated into career counselling processes, strategies and microskills. Career Counselling Process

Reading

Revision Readings

CDE5122 Study Guide and Counselling Skills Notes.

Text Readings

Chapter 3: Building the Counseling Relationship and Facilitating Initial Disclosure Chapter 4: Stage 2: In-Depth Exploration

Chapter 5: Stage 3: Commitment to Action and Termination

Emailed Reading

Denham, J. (2014). One-on-one Career Counselling with New Directions Notes. Perth: Career Solutions. Comprehensive career counselling, facilitated during the CDE5126 Skills Intensive, integrates the reviewed counselling and career counselling models/processes.

Carkhuff Helping Skills Model/Process

1. Attending 2. Responding 3. Personalising Meaning 4. Facilitating Action 5. Closure and Recycling the Helping Process (Carkhuff, 2009)

Egan Counselling Model/Process

1. Exploring: Exploring the client’s existing situation 2. Understanding: Helping the Client Establish Aims and Goals 3. Acting: Helping the Client to Develop Strategies (Egan, 2007)



CDE5122 Counselling Skills Process and Microskills

(Refer to CDE5122 Study Guide and Counselling Skills Notes for details) 1. Preparation Prior to Counselling 2. Greeting, Introduction and Opener 3. Attending 4. Responding and Questioning

• Responding to Content • Questioning • Responding to Feelings • Responding to Meaning

5. Problem/Goal Clarification 6. Action Planning 7. Closing the Session

Welfel & Patterson Counselling Model/Process

(Refer to Chapter 2 of Text) 1. Initial Disclosure 2. In-depth Exploration 3. Commitment to Action

(Welfel & Patterson, 2005) Career Counselling Strategies and Microskills In Chapter 8 of the Text, Welfel & Patterson overview, and provide examples of, counselling strategies and techniques (microskills). Consider similarities and differences between the CDE5122 counselling strategies and microskills and those presented by Welfel & Patterson, and Denham.

Reading

Revision Reading

CDE5122 Counselling Skills Notes

Text Reading

Chapter 8: Structuring, Leading, and Questioning Techniques

Emailed Reading

Denham, J. (2014). One-on-one Career Counselling with New Directions Notes. Perth: Career Solutions.



Welfel & Patterson Counselling Model/Process and Strategies (Refer to Chapter 2 of Text)

1. Initial Disclosure • Attending • Empathic understanding • Congruence or genuineness • Positive regard • Unconditional acceptance • Concreteness

2. In-depth Exploration • Advanced empathy • Immediacy • Confrontation • Interpretation • Role playing

3. Commitment to Action • Supports client’s reframing of problem situation • Help client generate and specify goals • Help turn goals into plans for action • Promote client experimentation with new behaviours and perspectives • Help evaluate unsuccessful actions • Reward client successes • Access client’s emotional tone (Welfel & Patterson, 2005)

Denham Comprehensive Career Counselling Model/Process and Strategies

(Refer to One-on-one Career Counselling with New Directions)

1. Contracting

2. Preparation

3. Greeting and Rapport Building

4. Biographical Information

5. Reason for Career Decision

6. Type of Work Preferred (full-time, part-time, contract)

7. Self Understanding (and contextual influence understanding) • Education and Training (Current; Past; Favourites/Disliked; Future Study/Training) • Work History (paid and unpaid) • Personal Characteristics (Drive Level; General Health; Stress Coping; Self Esteem) • Work Values • Personal Circumstances (Work Conditions; Physical/Medical Considerations; Career Planning

Considerations) • Commitments • Work Skills • Personality (Personal Preferences Profile) • Work Interests • Job Responsibility Aspiration Profile • Leisure Interests • Special Talents • Own Career Ideas • Career Dreams

8. Work Option Exploration • Career Exploration Level • Career Planning Elements • Industries • Career Clusters • Occupations • Selected Occupations • Career Combinations

9. Action Planning (Denham, 2000-2013)



CDE5122 Counselling Skills Process and Microskills (Refer to CDE5122 Study Guide and Counselling Skills Notes for details)

1. Preparation Prior to Counselling

• Prior agreement/contracting – location, time, purpose, roles, responsibilities, constraints, ethics • Environment – friendly, comfortable, seating arrangements, no interruptions • Counsellor preparation – physically, mentally and emotionally calm and centred

2. Greeting, Introduction and Opener

• Greeting and Introduction • Opener – encouragement to tell story (tone, intonation)

3. Attending – deep energy connection and listening to client’s verbal and non verbal messages

• Relaxed open posture, forward lean, angling chairs • Appropriate eye contact and facial expressions • Non verbal encouragers – timing, appropriateness • Verbal encouragers – timing, appropriateness, tone

4. Responding and Questioning

Responding to Content – timing, pause, accuracy, brevity, tone, linking • Accuracy in identifying and focusing on key aspects of the story • Key words identified (high energy/frequency) • Summarise – use ‘you’ and ‘your’ • Explore each aspect (tentacle) of issue fully • Avoid skidding/spinning • Only appropriate self disclosure

Questioning – open and probing questions (timing, pause, brevity, tone, linking) • Probing questions explore specific content revealed from open question responses • 4 Wh's and How • Past/current/future • Positives/negatives • General/specific examples • Exceptions • Reframing – seeing a situation from different perspectives (e.g. via use of questions,

metaphors, physical repositioning) • Hierarchies/rating scales • Raising inconsistencies (appropriate confrontation)

Responding to Feelings – timing, tentative, accuracy/intensity, tone

Responding to Meaning – crux of story, significance, accurate linking of feelings to content

5. Problem/Goal Clarification

• Problem/Goal Statement with success criteria

6. Action Planning (including referral, if appropriate)

• Responding and questioning skills used throughout action planning • Client ideas/strategies generated, explored and evaluated • Achievable action planning steps and sub-steps (including resources) • ‘What if’ questions for contingency planning/alternative strategies • Positive and negative reinforcements (e.g. milestone celebrations) • Review, revision, rehearsal, referral, further action • Client commitment statement summary of action plan to be implemented

7. Closing the Session – brief feedback about any positive changes in client feelings, thinking and/or

behaviour observed from the beginning to end of session



Creative Career Counselling Strategies The following readings introduce a variety of creative career counselling strategies. Some of these strategies, or other creative strategies, may be helpful if more traditional approaches have not been effective, or alternative strategies seem inappropriate, given the special circumstances of the service delivery context and/or the target client group.

Reading

Library Reserve Reading 3

Jacobs, E. (1992). Introduction. In Creative counseling techniques. An illustrated guide. (pp1-12). Odessa, FL: PAR

Library Reserve Reading 4:

Gelatt, H.B. & Gelatt, C. (2003). Positive Uncertainty Exercises. In Creative decision making: using positive uncertainty. (pp98-109). Menlo Park, CA: Crisp Publications.

Emailed Reading

Denham, J. (2014). One-on-one Career Counselling with New Directions Notes. Perth: Career Solutions. (Refer to the process for brainstorming career combinations.)



PART 3: WORKING WITH CHALLENGING CLIENTS AND

SPECIAL CLIENT TARGET GROUPS Special client target groups include a variety of context specific and minority groups. Minority groups generally have one or more of the following minority characteristics or features: gender, race, culture, social status, age, sexual preference, disability, giftedness, geographic location, education, participation in particular types of work or study, or behaviour. If you are working with any special client target groups, it is important to gain understanding about the special circumstances and needs of those groups, and how to optimise their career development. Working with Challenging Clients

To expand your understanding about working with challenging clients and clients in crisis read Chapters 9 and 11 of the Text.

Reading

Text Readings

Chapter 9: Working with Ambivalent, Indifferent, and Oppositional Clients Chapter 11: Working with Clients in Crisis Working with Multiculturally Diverse Clients

To expand your understanding about working with clients with multicultural backgrounds, read Chapter 12 of the Text and the following readings.

Reading

Text Reading

Chapter 12: Issues of Human Diversity in Counselling Internet Readings

Rush, L. C. (2010). The needed development of multicultural career counselling skills: If not now when? If not us who? Retrieved from

http://counselingoutfitters.com/vistas/vistas10/Article_05.pdf

NCDA. (2009). Minimum competencies for multicultural career counseling and development competencies. Downloadable by clicking on Multi-cultural Career Counseling Minimum Competencies at

http://www.associationdatabase.com/aws/NCDA/pt/sp/guidelines

Stewart J.B. (2002). Developing a Multicultural Career Mindset. Retrieved from http://contactpoint.ca/wp-content/uploads/2013/01/pdf-03-04.pdf

James Cook University. Diversity and multiculturalism. Retrieved from http://www.csu.edu.au/international/locations/diversity-and-multiculturalism

Kerka, S. (1998).Career Development and Gender, Race, and Class. Digest No 199 : ERIC Clearinghouse on Adult Career and Vocational Education. Retrieved from

http://bern.library.nenu.edu.cn/upload/soft/0-article/025/25017.pdf

Offet-Gartner, K. (2003). Career-life planning with first nations people. NATCON. Retrieved from http://contactpoint.ca/wp-content/uploads/2013/01/pdf-03-16.pdf

Aussie Educator. Indigenous Education (Includes state-based resources) Retrieved from http://www.aussieeducator.org.au/education/specificareas/indigenous.html

Chung, Y.B. (2003). Career counselling with lesbian, gay, bisexual, and transgendered persons: The next decade. The Career Development Quarterly. Sept. Vol. 52, 78-86 Retrieved from http://www.thefreelibrary.com/Career+counseling+with+lesbian,+gay,+bisexual,+and+transgendered...-a0108693598



Working with Other Special Client Target Groups

To expand your understanding about working with other special client target groups read Chapters 13 and 14 of the Text; the Library Reserve Reading; and other Internet articles.

Reading

Text Readings

Chapter 13: Working with Children and Their Parents Chapter 14: Working with Older Clients Library Reserve Reading 9

Organisational Career Counselling Rossiter, S. J. (2004). Chapter 16 The impact of modern performance rankings on career counseling and

employee development in corporate America. In Sandhu, D. S. (Ed.). Counselling employees: A Multifaceted approach. (pp273-289). Alexandria, VA: American Counseling Association.

Internet Reading

Nemko, M. A. (2012). A different approach to career counseling. Retrieved from http://www.martynemko.com/articles/different-approach-career-counseling_id1355 Disabilities and Rehabilitation

Reading Review the following articles in relation to working with clients with disabilities.

Australian Government (n.d.). A guide to Australian Government employment services for job seekers with disability. Retrieved from http://breakthru.org.au/assets/brochures/Guide%20to%20AGES%20for%20JS%20with%20Disability.pdf

Commonwealth of Australia (2007). Are People with Disability at Risk at Work? A Review of the Evidence. Prepared for the Australian Safety and Compensation Council. Retrieved from

http://safeworkaustralia.gov.au/ABOUTSAFEWORKAUSTRALIA/WHATWEDO/PUBLICATIONS/Pages/RR2007ArePeopleWithDisabilityAtRisk.aspx

Department of Education and Training, Western Australia (2010). Staying the course handbook: A handbook for registered training organisations on working effectively with learners living with mental illness. Retrieved from

http://ndco.wodongatafe.edu.au/Data/Sites/1/stayingthecoursehandbookforrtos.pdf

Department of Veterans’ Affairs (2012). Vocational Rehabilitation. Australian Government. Retrieved from http://www.dva.gov.au/rehabilitation/rehabservices/Pages/Vocationalrehabilitation.aspx

Foreman, P., Murphy, G., & Swerissen, H. (2006). Facilitators and Barriers to return to work: A literature review. Australian Institute for Primary Care, La Trobe University. Retrieved from www.workcover.com/documents.ashx?id=1289

National Disability Coordination Officer Program (Department of Education, Employment and Workplace Relations) (2012). Resources & publications. (Including transition information for students with a disability or chronic medical condition and Get Ready for Study and Work guide). Australian Government. Retrieved from

http://ndco.wodongatafe.edu.au/resources_and_publications.aspx

Crisp, R. A Counselling Framework for Understanding Individual Experiences of Socially Constructed Disability. Disabilities Studies Quarterly. Summer 2002, Vol 22, No3. Retrieved from

http://dsq-sds.org/article/view/357/461



Disabilities and Rehabilitation (continued)

DEEWR (2013). Disability Employment Services Guidelines for providers. Australian Government. Retrieved from http://employment.gov.au/disability-employment-services-guidelines-providers

JobAccess (2012). JobAccess – help and workplace solutions for the employment of people with disability. Australian Government. Retrieved from http://jobaccess.gov.au/Home/Home.aspx

Office for Disability Issues, New Zealand. Life is for living 2005: 25 New Zealanders living with disability tell their stories. Retrieved from

http://www.odi.govt.nz/resources/publications/life-is-for-living/index.html

Department of Human Services. (2013). People with disability. Australian Government Retrieved from http://www.humanservices.gov.au/customer/themes/people-with-a-disability

Waghorn, G., Lloyd, C. and Tsang, H.W.H. (2012). Vocational Rehabilitation for People with Psychiatric and Psychological Disorders. In: Stone, J.H., Blouin, M. (Eds). International Encyclopedia of Rehabilitation. Available online at

http://cirrie.buffalo.edu/encyclopedia/en/article/39

Youth

Reading

Review the following readings related to working with young clients.

Foundation for Young Australians (2012). How Young People are Faring. Retrieved from http://www.fya.org.au/hypaf2012/

Australian Clearinghouse for Youth Studies (1989-2011). Youth Studies Australia reports. Retrieved from http://www.acys.info/ysa/issues

Australian Government. NCVER (2014). Longitudinal Surveys of Australian Youth. Retrieved from http://www.lsay.edu.au/

Flouri , E. & Buchanan, A. (2002). The role of work-related skills and career role models in adolescent career maturity. Career Development Quarterly, Vol 51 pp36-44. Sept. Retrieved from http://www.freepatentsonline.com/article/Career-Development-Quarterly/92036445.html

Riele, K. (2000) The best thing I’ve ever done. Second chance education for early school leavers. Retrieved from

http://www.aare.edu.au/data/publications/2000/ter00203.pdf

University of Wollongong (2009). Career Development Leadership Learning: Maximising the contribution of work-integrated learning to the student experience. Australian Learning and Teaching Council: Final Project Report. Retrieved from http://www.nagcas.org.au/uploads/file/ALTC%20Report%20July.pdf

Australian Government Productivity Commission (2009). Overcoming Indigenous Disadvantage: Key Indicators 2009. Retrieved from

http://www.pc.gov.au/gsp/reports/indigenous/keyindicators2009

McMillan, J. & Curtis, D.D. (2008). Participation in Senior Schooling: The Vocational Alternative and the Role of VET. Retrieved from http://avetra.org.au/AVETRA%20WORK%2011.04.08/CS4.2%20-%20David%20Curtis%20&%20Julie%20McMillan.pdf

Volunteering Queensland. (2010). Young people as volunteers: A guide to moving beyond traditional practices. Retrieved from

http://www.volunteeringqld.org.au/web/documents/Young%20People%20as%20Volunteers.pdf

GoVolunteer, an initiative of Volunteering Australia. Retrieved from http://www.govolunteer.com.au



Youth (continued)

Mofatt, L. (2011). Engaging young people in volunteering: what works in Tasmania? Volunteering Tasmania. Both executive summary and full versions downloadable at http://www.volunteeringtas.org.au/2011/05/engaging-young-people-in-volunteering-report-launched-

today/

The National Mentoring Center was originally created in the United States by the Office of Juvenile Justice and Delinquency Prevention. The Center now offers training, resources, and online information services to the entire mentoring field.

http://www.nwrel.org/mentoring/about_nmc.php

USA National Community Service. (n.d.).Toolkit: National Mentoring Month. Retrieved from http://www.nationalservice.gov/pdf/06_1220_nmm_toolkit.pdf

Dusseldorp Skills Forum (DSF) has links to research related to engaging young Australians in acquiring skills for a sustainable future. Retrieved from

http://www.dsf.org.au/

Dusseldorp Skills Forum and Australian Industry Group. (2007). It’s Crunch Time: Raising Youth Engagement and Attainment. Retrieved from http://pdf.aigroup.asn.au/publications/general_publications/Crunch_Time_Full_August07.pdf

Burke, G. (2008). Assessing education and training requirements against uncertain labour force trends. Centre for the Economics of Education and Training. Retrieved from http://www.acer.edu.au/documents/RC2008_BurkeGerald.pdf

NAGCAS (2009). Response to the review of career development services in Australian tertiary institutions. Retrieved from

http://nagcas.org.au/uploads/NAGCAS%20response%20to%20Phillips%20KPA%20Review.pdf

Workers/Older Workers

Reading Review the following readings in relation to working with adults in the workforce: Australian Ageing Agenda (2012). Older workers cracking the job market. Retrieved from

http://www.australianageingagenda.com.au/2012/05/09/older-workers-cracking-the-job-market/

National Seniors Australia (2010). Valuing and keeping older workers. Retrieved from http://www.productiveageing.com.au/userfiles/file/Valuing%20and%20Keeping%20Older%20Workers.pdf

Cameron, R. (2009). A career and learning transitional model for those experiencing labour market disadvantage. Southern Cross University. Retrieved from http://epubs.scu.edu.au/cgi/viewcontent.cgi?article=1070&context=comm_pubs

Barsh, J., Cranston, S. & Craske, R.A. (2008). Centered leadership: How talented women thrive. Retrieved from http://www.mckinseyquarterly.com/Organization/Talent/Centered_leadership_How_talented_women_thrive_2193

Guest, R. & Shacklock, K. (2006). The impending shift to an older mix of workers: Perspectives from the management and economics literatures. International Journal of Organisational Behaviour, Vol. 10 (3), 713-728. Retrieved from http://www.usq.edu.au/extrafiles/business/journals/HRMJournal/InternationalArticles/Volume10Ageing/GuestShacklockVol10-3.pdf

Hudson (2005). 20:20 Series - The generational mirage? Retrieved from http://nz.hudson.com/Portals/AU/documents/Hudson2020_generation_mirage.pdf

Beddie, F., Lorey, B. Pamphilon, B. (2004). Enhancing career development: The role of community-based career guidance for disengaged adults. National Centre for Vocational Education Research (NCVER). Retrieved from

http://www.ncver.edu.au/publications/1599.html

WW Communication and Research (2012). Attitudes to older workers. Prepared for the Financial Services Council. Retrieved from http://www.fsc.org.au/downloads/uploaded/2012_3001_older%20workers_report_4464.pdf



Workers/Older Workers (continued) changerangers (2011).

Monthly archives. Retrieved from http://www.changerangers.com/2011/06/

Aging at home strategy: Part 1 Retrieved from http://www.changerangers.com/home-care-housing/2011/aging-at-home-strategy-part-1/

Aging at home strategy: Part 2 Retrieved from http://www.changerangers.com/home-care-housing/2011/aging-at-home-strategypart-2/

Start a business: At any age? Retrieved from http://www.changerangers.com/work-longevity/2011/start-a-businessat-any-age/

What women of working age! Retrieved from http://www.changerangers.com/work-longevity/2011/what-women-of-working-age/

Jane Fonda joins longevity revolution. Retrieved from http://www.changerangers.com/longevity-21st-century/2012/jane-fonda-joins-longevity-revolution/

Australian Policy Online (2006). Rich boomer, poor boomer: retirement prospects for the not-so-lucky generation. The Australian Institute. Retrieved from

https://www.tai.org.au/documents/downloads/WP88.pdf

Puah, P. & Ananthram, S. (2006). Exploring the antecedents and outcomes of career development initiatives: Empirical evidence from Singaporean employees. Research and Practice in Human Resource Management, 14(1), 112-142. Retrieved from

http://rphrm.curtin.edu.au/2006/issue1/empirical.html

Winter, K. (2012). Career transition – the accelerated evolution in outplacement. Logistics Executive. (with link to full IBIS presentation). Retrieved from

http://logisticsexecutive.com/news_and_insights/media_and_articles/2012/career_transition_-_the_accelerated_evolution_in_outplacement_



PART 4: ASSESSMENT, CAREER INFORMATION AND

RESOURCES, AND EVALUATION

Career Assessment

As a career practitioner conducting career counselling, it is important to be aware of issues related to the use of career assessment resources.

Definitions of assessment:

The process of gathering and judging evidence in order to decide whether a person has achieved a standard or competency. (Knight & Nestor, 2000, p.5)

The Career Industry Council of Australia (CICA) (2007, 2011) Professional Standards for Australian Career Development Practitioners provides a glossary of terms as Appendix 2 (pp 19 - 25), including a definition of assessment. This definition, however, relates to assessing vocational competencies, rather than career guidance and counselling assessment.

For the purposes of this unit the following definition of assessment has been adopted.

Assessment involves a process of systematically gathering and evaluating information to enhance decision making. (Denham, 2004)

With specific application to career counselling, assessment can include systematically gathering and evaluating information about (a) a person’s skills, work experience, achievements, education/training, interests, values, personality, aspirations, talents, limitations; (b) other decision making influences, such as significant others, physical, social and economic factors; and (c) work and learning opportunities. There are many computer-assisted, print-based and other career assessment tools designed to assist in this process. Students are encouraged to identify and learn to use a variety of career assessment tools. Some of these tools require specific training and/or accreditation. Networking with career practitioners, particularly in your work context, provides a method of identifying and accessing a variety of career assessment tools. Before asking clients to use any career development resource, it is important that the career practitioner is familiar with the resource. As part of a career practitioner’s ongoing professional development it is expected that they would be trained in the use of multiple career assessment and information resources. The following readings provide information about career assessment methodology and terminology; ethical and professional issues in the design, conduct and interpretation of assessments; reservations about universal application of assessments; and the place of assessment in career development and career counselling.

Reading

Text Reading

Chapter 7: Assessment and Diagnosis in Counseling Library Reserve Reading 6

McDivitt, P.J. & Gibson, D. (2004). Guidelines for selecting appropriate tests. In Wall, J.E. & Walz, G.R. (Eds.), Measuring up: Assessment issues for teachers, counselors, and administrators. (pp33-52). Greensboro, NC: CAPS Press.

Internet Readings

Barak, A. (2003). Ethical and professional issues in career assessment on the internet. Journal of Career Assessment. Vol.11 No.1 Feb 3-21. Retrieved from

http://construct.haifa.ac.il/~azy/Barak2003.pdf

National Centre for Vocational Education Research (NCVER) (2011). Employability skills at a glance. Australian Government. Retrieved from http://files.eric.ed.gov/fulltext/ED523641.pdf

U.S. Department of Labor (2000). Testing and assessment: An employer’s guide to good practices. Retrieved from

http://www.onetcenter.org/dl_files/empTestAsse.pdf



Career Assessment (continued)

Clark, D. (2010). Hawthorne effect. Retrieved from http://www.nwlink.com/~donclark/hrd/history/hawthorne.html

Vocational Information Center (2010). Career and college planning resources. Retrieved from http://www.khake.com/page51.html

McMahon, M., Patton, W. & Watson, M. (2003). Developing qualitative career assessment processes. Career Development Quarterly, March. Retrieved from http://www.freepatentsonline.com/article/Career-Development-Quarterly/100389273.html

Career Information and Resources

As a career practitioner it is important to be aware of, and be able to access, relevant sources of local, national and international career information and resources.

Career Information Definition:

Information (print, electronic, personal contacts and other resources) that assists the process of career development. Career information includes occupational and industry information, education and training information and social information related to the world of work. (Miles Morgan Australia, 2003, p.12)

Career Information Services Definition:

A variety of resources that provide current, unbiased information about work roles, educational programs and work opportunities. Such resources include computer-based career information delivery systems, the Internet, print and media materials, informational interviews, workplace speakers and more. (Miles Morgan Australia, 2003, p.13)

Some career resources are known as assessment tools. Students are encouraged to explore and gain skills using a wide variety of career information and resources relevant to their geographic location, industry, work context and organisation, and the circumstances and special needs of their clients. Many computer based, pencil and paper, and other career counselling resources (which are sometimes referred to as tools) are available. Use search engines such as www.Google.com or www.Yahoo.com to locate many career resources. Specialist career resource distributors also publish catalogues. Before asking clients to use any career development resource, it is important that you are familiar with the resources and preferably have used it yourself. Certain resources and assessment tools require practitioners to undergo specialist training. Workplace policies may influence the career information and resources made available for service delivery. Professional associations provide valuable opportunities to share knowledge and experience with different career information and resources. The websites of professional associations also include links to a variety of Internet and other career information and resources. Links to a limited range of free public access Internet accessible career information and resources introduced in other career development units follow. This list of web links is representative, not exhaustive. Inclusion of a site does not signify endorsement for that site or for any resources made available through that site. Some printed career information and resources can also be obtained in person from local career development and employment centres and at careers expos and fairs.

Reading

Australia

Australian Government. Job Outlook. Retrieved from http://joboutlook.gov.au/Pages/default.aspx

Australian Government (2012). Labour Market Information. SkillsInfo. Retrieved from http://lmip.gov.au/

Australian Bureau of Statistics (ABS). Labour Force, Australia. Australian Government. Retrieved from http://www.abs.gov.au/AUSSTATS/[email protected]/mf/6202.0



Australia (continued)

Australian Government (2012). Skill shortages. Retrieved from http://employment.gov.au/national-state-and-territory-skill-shortage-information

DEEWR. Job Guide. Australian Government. Retrieved from http://www.jobguide.deewr.gov.au/

education.au (2012). myfuture. Retrieved from www.myfuture.gov.au New Zealand

Careers New Zealand (NZ). Plan your career. Retrieved from http://www2.careers.govt.nz/plan-your-career/ Canada

Careers org (2012). Directory of Canadian jobs, careers, and education resources. Retrieved from http://canada.careers.org/

Canadian Career Information Partnership (2011). Whats new @ CCIP. Retrieved from http://www.ccip-picc.org/

Employment and Social Development Canada. Literacy and essential skills. Retrieved from http://www.esdc.gc.ca/eng/jobs/les/

UK

Department for Business, Innovation and Skills (2012). National career service. Retrieved from https://nationalcareersservice.direct.gov.uk/Pages/Home.aspx

Prospects (2012). Prospects: the UK’s official graduate careers website. Retrieved from http://www.prospects.ac.uk/cms/ShowPage/Home_page/p!eLaXi

gradireland.com (2012). Careers advice. Retrieved from http://gradireland.com/careers-advice/articleview-11a_604.aspx USA

Department of Labor, Employment and Training Administration (2013). Careeronestop. Retrieved from http://www.careeronestop.org/

United States Department of Labor, Employment and Training Administration. (2010). O*Net. Retrieved from http://www.doleta.gov/programs/ONET/

Education Northwest (2012). National Mentoring Center Resource Collections. Retrieved from http://educationnorthwest.org/nmc/resourcecollections

Waterloo University. Waterloo Career Development eManual. Retrieved from https://emanual.uwaterloo.ca/register/

China

Overseas Digest. Working abroad career guide for China. Retrieved from http://www.overseasdigest.com/country/china.htm Education and Youth Specific Career Information and Resources Australia

Australian Curriculum, Assessment and Report Authority (ACARA) (2012). My School website. Australian Government. Retrieved from

http://www.acara.edu.au/reporting/my_school_website_page.html

Education Services Australia (2012). Retrieved from http://www.esa.edu.au/

myfuture (2012). Retrieved from http://www.myfuture.edu.au/



Australia (continued) Australian Government (2012). youth.gov.au. Retrieved from http://www.youth.gov.au/Pages/default.aspx

Australian Clearinghouse for Youth Studies (1989-2011). Youth Studies Australia reports. Retrieved from http://www.acys.info/ysa/issues

Colangelo, N. (2002). Counseling gifted and talented students. The National Research Center on the Gifted and Talented. Retrieved from

http://www.gifted.uconn.edu/nrcgt/reports/rm02150/rm02150.pdf

Boyd, G., Hennings, B., & Braggett, E. (n.d.). The development of a career education program for gifted high school students. Retrieved from

http://www.aare.edu.au/data/publications/2000/hem00464.pdf

Dusseldorp Skills Forum. Retrieved from http://www.dsf.org.au/

Riele, K. (2000). The best thing I’ve ever done. Second chance education for early school leavers. Retrieved from http://www.aare.edu.au/data/publications/2000/ter00203.pdf

Australian Council for Educational Research (ACER) contract to DEST (2008). Career Advice in Australian Secondary Schools: Use and Usefulness. Retrieved from

http://www.acer.edu.au/documents/LSAY_lsay53.pdf

McMillan, J. & Curtis, D. for ACER. (2008). Participation in Senior Schooling: The Vocational Alternative and the Role of VET. Retrieved from

http://www.avetra.org.au/AVETRA%20WORK%2011.04.08/CS4.2%20-%20David%20Curtis%20&%20Julie%20McMillan.pdf

McIlveen, P., Hoare, P.N., McKeown, L. & Vagg, K. (2009). Internet career fairs in Australian higher education. University of Southern Queensland. Retrieved from http://eprints.usq.edu.au/8286/1/McIlveen_Hoare_McKeown_Vagg_SV.pdf

New South Wales Education & Communities (2009). Careers Education. Retrieved from http://www.schools.nsw.edu.au/learning/yrk12focusareas/careered/index.php Northern Territory Department of Education and Children’s Services (2012).Career and subject advice.

Retrieved from http://www.det.nt.gov.au/students/support-assistance/career-advice Queensland Government Department of Education, Training and Employment (2012). Career Education. Retrieved from http://education.qld.gov.au/students/service/career/ Career Information Resources. Retrieved from http://education.qld.gov.au/students/service/career/careered-res.html Career and Transition Policies and Frameworks. Retrieved from http://education.qld.gov.au/students/service/career/transitions.html South Australia Department for Education and Child Development Personal Learning Plan. Retrieved from

http://www.senioryears.sa.edu.au/pages/SeniorYearsHome/42496/?reFlag=1

Department for Further Education Employment Science and Technology Careers & jobs. Skills for All. Retrieved from http://www.skills.sa.gov.au/careers-jobs Tasmania Department of Education (2013). Guaranteeing futures (Pathway planning). Retrieved from https://www.education.tas.gov.au/About_us/Pages/Guaranteeing-Futures.aspx

Western Australia Western Australia – Career Services (Career Centre, Workforce Development Centres, and

Aboriginal Workforce Development Centres). (2014). Retrieved from http://www.trainingwa.wa.gov.au/careerservices/detcms/portal/



Victoria

Department of Education and Early Childhood Development (2012) Careers development and youth transition. Retrieved from http://www.education.vic.gov.au/school/principals/spag/curriculum/Pages/careers.aspx Victorian careers curriculum framework. Retrieved from http://www.education.vic.gov.au/school/teachers/teachingresources/careers/carframe/Pages/framework.

aspx

Department of Education and Early Childhood Development and the Department of Business and Innovation (2010)

Making career development core business. Retrieved from http://www.eduweb.vic.gov.au/edulibrary/public/postcomp/CareersreportFINAL.pdf

Office for Youth, Department of Local Communities (2004) Consulting young people about their ideas and options: A handbook for organisations working with

young people. Retrieved from http://www.youthcoalition.org/wp-content/uploads/Consulting+Young+People+About+Their+Ideas+and+Opinions.pdf

Workers/Older Workers Specific Career Information and Resources

Reading

Review the following readings in relation to adult and older workers.

Hudson 20:20 Series (2005). The generational mirage? Retrieved from http://nz.hudson.com/Portals/AU/documents/Hudson2020_generation_mirage.pdf

Australian Ageing Agenda (2012). Older workers cracking the job market. Retrieved from

http://www.australianageingagenda.com.au/2012/05/09/older-workers-cracking-the-job-market/

Cameron, R. (2009). A career and learning transitional model for those experiencing labour market disadvantage. Southern Cross University. Retrieved from http://epubs.scu.edu.au/cgi/viewcontent.cgi?article=1070&context=comm_pubs

Guest, R. & Shacklock, K. (2006). The impending shift to an older mix of workers: Perspectives from the management and economics literatures. International Journal of Organisational Behaviour, Vol. 10 (3), 713-728. Retrieved from http://www.usq.edu.au/extrafiles/business/journals/HRMJournal/InternationalArticles/Volume10Ageing/GuestShacklockVol10-3.pdf

The Australian Institute. (2006). Rich boomer, poor boomer: Retirement prospects for the not-so-lucky generation. Retrieved from http://www.tai.org.au/documents/downloads/WP88.pdf

Barsh, J., Cranston, S. & Craske, R.A. (2008). Centered leadership: How talented women thrive. McKinsey Quarterly. Retrieved from http://www.mckinseyquarterly.com/Organization/Talent/Centered_leadership_How_talented_women_thrive_2193



Evaluation

Evaluation is a process used to determine what has happened during a given activity, whether a program or activity is working, and whether the initial intent has been carried out and achieved.

A Little Book of Evaluation (2001) Career Information and Resource Evaluation

An important skill for career development practitioners is the ability to become familiar with a wide variety of potential career resources, and to evaluate and select high quality resources and information sources which are appropriate for their work context and target client group(s).

Reading A sample of Australian and international guidelines relating to the evaluation of career information and resources follow:

Career Industry Council of Australia (CICA) (2007). Guiding principles for career development services and career information products. Retrieved from

http://www.cica.org.au/practitioners/guiding-principles

National Guidance Research Forum (NGRF) (2011). Welcome to the NGRF. Retrieved from http://www2.warwick.ac.uk/fac/soc/ier/ngrf/

University of Nottingham (2002). Factors affecting the quality of an information source. Retrieved from http://www.uni-kiel.de/medinfo/material/kurs_ws06/6/quality_01.pdf

Hughes, D. & Gration, G. (2009). Literature review of research on the impact of careers and guidance-related interventions. CfBT Education Trust. Retrieved from

http://www.eep.ac.uk/DNN2/Portals/0/IAG/Literature%20Review.pdf Program Evaluation

Although not specifically related to career development, the following reading includes some useful generic program evaluation guidelines and sample documents.

Reading

Centre for Evaluation and Assessment (2013). Iowa University (click on Evaluation Resources tab). Retrieved from http://www.education.uiowa.edu/centers/cea/cea-home

Fitzallen, N. & Brown, N. (n.d), Evidence-based research in practice. Retrieved from http://www.aare.edu.au/data/publications/2006/fit06585.pdf



Community Program Evaluation

Reading Review the following readings in relation to community project evaluation.

Bambeerger, M., Rugh, J., Church, M. & Fort, L. Shoestring Evaluation: Designing impact evaluations under budget, time and data constraints. Retrieved from

http://www.classtoolkit.org/sites/default/files/documents/Shoestring_Evaluation.pdf

Special Libraries Association.(2001). Strategic planning handbook. Retrieved from http://ngobg.info/bg/documents/49/753sphand.pdf

Bezanson, L. & O’Reilly, E. (2009). Pan-Canadian mapping study of the career development sector. Canadian Career Development Foundation (CCDF). Retrieved from http://www.ccdf.ca/ccdf/wp-content/uploads/2011/01/PAN-CANADIAN-MAPPING-STUDY-OF-THE-CAREER-DEVELOPMENT-SECTOR.pdf

Gorby, L., McConnell Crawford, N. and Baird Shatzky, S. (2002). High Tech/High Touch: Re-inventing a Career Counselling Service. Retrieved from http://contactpoint.ca/wp-content/uploads/2013/01/pdf-02-13.pdf



PART 5: CAREER PRACTITIONER ETHICS,

STANDARDS AND PROFESSIONAL CONDUCT Ethics in Counselling and Career Counselling

In Chapter 6 of the CDE5126 Text the important topics of ethical decision making and professional conduct are addressed.

Reading

Text Reading Chapter 6: Ethics in Counselling

Library Reserve Reading 5 McMahon, M. (2002). Structured peer group supervision by email. AGCA Newsletter, 1, 19-24.

Internet Articles

Review the following readings in relation to ethical issues and codes of ethical practice.

National Career Development Association (NCDA, USA). Career Development Guidelines. Retrieved from http://www.ncda.org/aws/NCDA/pt/sp/guidelines

Code of Ethics (2007). Retrieved from http://ncda.org/aws/NCDA/asset_manager/get_file/3395

Minimum competencies for multicultural career counselling and development (2009). Retrieved from http://www.associationdatabase.com/aws/NCDA/asset_manager/get_file/9914/minimum_competencies_for_multi-cultural_career_counseling.pdf?ver=4067

Career Development Facilitator Competencies (2013). Retrieved from http://ncda.org/aws/NCDA/pt/sp/facilitator_overview_competencies

The International Association for Educational and Vocational Guidance (IAEVG). Ethical standards. Retrieved from

http://www.iaevg.org/iaevg/nav.cfm?lang=2&menu=1&submenu=2

Pope, K. Informed consent in psychotherapy & counseling. Retrieved from http://kspope.com/consent/index.php

Youth Affairs Council of Victoria Inc (2007). Code of ethical practice – A first step for the Victorian youth sector. Retrieved from

http://www.yacvic.org.au/sector-info/yacvic-s-code-of-ethical-practice

Stewart, J. B. (2003). Ethics for Career Development Practitioners. Retrieved from http://contactpoint.ca/wp-content/uploads/2013/01/pdf-03-04.pdf

An interview with Kidder, R. M. (2005). Ethical Fitness: Choosing between right vs right. Institute of Global Ethics. Retrieved from

http://www.globalethics.org/news/Ethical-Fitness---Choosing-between-Right-vs-Right/97/ Barak, A. (2003). Ethical and professional issues in career assessment. Journal of Career Assessment, Vol.

11 No.1, 3-21. Retrieved from http://construct.haifa.ac.il/~azy/Barak2003.pdf

CICA (2006, Revised 2007, 2011). Professional Standards for Australian Career Development Practitioners. Code of Ethics. pp4-6. Retrieved from http://www.cica.org.au/uploads/cica_prof_standards_booklet.pdf

Australian Psychological Society. Code of Ethics. (2009). Retrieved from http://www.psychology.org.au/Assets/Files/APS-Code-of-Ethics.pdf

Canadian Standards and Guidelines for Career Development Practitioners: Code of Ethics. Retrieved from http://www.career-dev-guidelines.org



International and Australian Career Development Practitioner Standards and Competency Frameworks To assure the quality of career development service provision to the public, career development industry and professional associations have introduced minimum professional standards for career practitioners.

Reading

Review the following standards, professional conduct and competency framework readings. International Career Development Practitioner Standards and Competency Frameworks International Career Development Practitioner Standards

The International Association for Educational and Vocational Guidance (IAEVG) is a global career development association. International standards and competencies for educational and vocational guidance practitioners have been developed.

International Association for Educational and Vocational Guidance (IAEVG) (1995). Ethical standards. Retrieved from


International Association for Educational and Vocational Guidance (IAEVG) (2003). International competencies for educational and vocational guidance practitioners. Retrieved from


International Association for Educational and Vocational Guidance (IAEVG) (2003). Credential. Retrieved from http://www.iaevg.org/iaevg/nav.cfm?lang=2&menu=1&submenu=6 Canadian Standards

In Canada Standards and Guidelines for Career Development Practitioners have been developed. They have a Canadian Council of Career Development Associations and provincial career development associations. Canadian Standards and Guidelines for Career Development Practitioners. Retrieved from http://www.career-dev-guidelines.org

Career Development Association. Canadian Standards and Guidelines. Retrieved from http://www.bccda.org/standards_guidelines.cfm

Canadian Council of Career Development Associations (CCCDA) (2010). Revitalization time! Canadian Standards and Guidelines for Career Development Practitioners. Retrieved from

http://ccpacdchapter.blogspot.com/2010/07/revitalization-time-canadian-standards.html

Canadian Standards and Guidelines Self Assessment. Retrieved from http://www.niefs.net/jobs/NS_Assessment.pdf

Burwell, R. & Kalbfleisch, S. (2007). Deliberations on the Future of Career Development Education in Canada. Canadian Journal of Career Development, Vol 6, No.1. Retrieved from

http://www.bccda.org/resources/future_career_dev_ed.pdf

Neault, R. (2002) Beyond the basics: Real world career management. NATCON. Retrieved from http://contactpoint.ca/wp-content/uploads/2013/01/pdf-02-04-1.pdf



USA Standards

The National Career Development Association (NCDA) is a section of the American Counseling Association. Career counselling competency statements have been developed for USA career counselling professionals at, or above, the Master’s degree level of education.

Career Development Facilitator Competencies (2013). Retrieved from http://ncda.org/aws/NCDA/pt/sp/facilitator_overview_competencies

Minimum competencies for multicultural career counselling and development (2009). Retrieved from http://www.associationdatabase.com/aws/NCDA/asset_manager/get_file/9914/minimum_competencies_for_multi-cultural_career_counseling.pdf?ver=4067

Australian and New Zealand Career Development Practitioner Standards and

Competency Frameworks

The Career Industry Council of Australia (CICA) has developed Professional Standards for Australian and New Zealand Career Development Practitioners. Australia and New Zealand also have a number of career development associations.

CICA (2006, Revised 2007, 2011). Professional Standards for Australian Career Development Practitioners. Retrieved from http://www.cica.org.au/uploads/cica_prof_standards_booklet.pdf

CICA (2007). Continuing Professional Development Policy for Australian Career Development Practitioners. Retrieved from http://www.cica.org.au/uploads/Downloadable%20Resources/Practitioners/ContinuingProfessionalDevel

opmentPolicy_2007.pdf

Career Development Association of New Zealand. Code of ethics & professional conduct for career practitioners. Retrieved from http://www.cdanz.org.nz/files/CDANZ%20Code%20of%20Ethics%20and%20Professional%20Conduct.pdf

Review the comparative table of international career development frameworks presented in:

CICA (2005). National Standards and Accreditation of Career Practitioners Project Briefing Paper 6: Competency frameworks. Retrieved from http://www.cica.org.au/uploads/Downloadable%20Resources/Practitioners/Briefing%20Paper%206%20-%20Competency%20Frameworks_.pdf

Cautions about Professional Standards and Competency Frameworks

The following article about leadership and management competencies (and particularly the Conclusions section) sounds a caution about the unquestioning adoption of professional standards and competency frameworks. There are lessons from this article for leaders in the field of career development to prevent the development of limiting and fixed descriptive barriers. Maintaining a “conversation open” inspirational approach that encourages adaptation to meet the needs of different contexts and target groups is recommended, as well as continual updating of professional standards and competency frameworks (and career frameworks and policies). Bolden, R. & Gosling, J. (2004). Leadership and management competencies: Lessons from the National

Occupational Standards. Paper prepared for SAM/IFSAM VIIth World Congress: Management in a World of Diversity and Change, July. Goteborg, Sweden. Retrieved from http://business-school.exeter.ac.uk/documents/discussion_papers/cls/leadership_competencies.pdf

Competency Frameworks for Predicting Work Performance

While the focus of this section is on practitioner competencies, it is important to also consider performance in a workplace perspective. The following article addresses a work performance competency model and what hirers look for when making new hires and when promoting from within an organisation.

Reading

Bartram, D. (2005). The great eight competencies. A criterion-centric approach to validation. Journal of Applied Psychology, 9, 1185-12.03. . Retrieved from

http://www.psych-it.com.au/Psychlopedia/article.asp?id=280



PART 6: CONTEMPORARY ISSUES IN CAREER

SERVICE DELIVERY This part of the Study Guide introduces a range of readings and learning activities to broaden and deepen knowledge, understanding and skills with relation to career development service delivery, including career counselling. Topics include career development future service delivery approaches and trends, tiered levels of service delivery and service delivery evaluation. Contemporary Service Delivery Approaches and Future Trends

Reading

Review the following readings in relation to contemporary service delivery approaches and future trends.

Canadian Council of Career Development Associations (CCCDA)

The CCCDA quarterly Career Developments publication profiles international and national progress in the field of career development. Publication downloads can be obtained at:

http://cccda.org/cccda/index.php/career-developments

CCCDA (2011). Career Developments. Vol 2:2 May. Retrieved from http://cccda.org/cccda/wp-content/uploads/2011/10/Career-Developments-Vol.-2-Issue-2_Web.pdf

CCCDA (2012). Career Developments. Vol 3:3 October. Retrieved from http://cccda.org/cccda/wp-content/uploads/2012/10/Career-Developments-Volume-3-Issue-3_Web-final-

2-MB.pdf

CareerWise (2013). [Weekly career counselling and career development articles and archive]. Retrieved from

http://contactpoint.ca/careerwise/

Goddard, T. (2012). Transformational technology – Designing interactive online career development services. Retrieved from http://contactpoint.ca/transformational-technology-designing-interactive-online-career-development-services/

International Association for Educational and Vocational Guidance (IAEVG). Future Conference. Retrieved from


Leong, R. (2012). Incorporating career development learning in a business work integrated learning framework. Australian Collaborative Education Network. Retrieved from http://acen.edu.au/2012conference/wp-content/uploads/2012/11/122_Incorporating-career-development-learning-in-a-business-work-integrated-learning-framework.pdf

OECD (2004). Career guidance and public policy: Bridging the gap. Retrieved from http://www.oecd.org/education/educationeconomyandsociety/34050171.pdf

Tang, M. (2003). Career counseling in the future: Constructing, collaborating, advocating - Career counseling in the next decade. Career Development Quarterly. Sept. Vol 52, 61-69. Retrieved from http://www.freepatentsonline.com/article/Career-Development-Quarterly/108693596.html

Kay, L.L.E. & Fretwell, D.H. (2003). Public policies and career development: A framework for the design of career information, guidance and counselling services in developing countries. World Bank. [Country Report on South Africa]. Retrieved from

http://siteresources.worldbank.org/INTLL/Resources/Public-Policies-and-Career-Development-Policy/SouthAfrica_Report.pdf



Approaches to Career Development Service Delivery

Reading

Review the following readings in relation to career development service delivery. Australian National Career Development Strategy Across 2011 – 2012, the Australian Government developed policy options for a National Career Development Strategy. A Green Paper was released in mid-2012. The National Career Development Strategy was released on 23 May 2013, and is downloadable at:

http://www.education.gov.au/national-career-development-strategy http://docs.education.gov.au/system/files/doc/other/national_career_development_strategy.pdf

Making Career Connections offers a suite of initiatives designed to support the objectives of the National Career Development Strategy. http://www.education.gov.au/making-career-connections

Hughes, D. (2006). Shaping the future: connecting career development and workforce development. UK Country Paper at the Third International Symposium on Career Development and Public Policy. Retrieved from

http://www.derby.ac.uk/files/icegs_shaping_the_future2006.pdf

Economic & Social Research Council (ESRC) [UK] (2012). Policy briefing: re-framing service delivery, professional practices and professional identities in UK careers work. Warwick Institute for Employment Research. Retrieved from http://www2.warwick.ac.uk/fac/soc/ier/research/semcomprfs/esrc_policy_briefing_final_101212.pdf

Fairweather, N., Govan, D. & McGlynn, M. (2006). The development of Careers Scotland’s service delivery

framework. Centre for Guidance Studies. Retrieved from http://www.derby.ac.uk/files/development_of_careers_scotland.pdf

Lifelong Learning (2004).UK National Policy Framework and Action Plan: Information, Advice and Guidance for Adults. Retrieved from

http://www.lifelonglearning.co.uk/iag/npfreport.pdf Tiered Levels of Service Delivery

In the 1990s the notion of tiered levels of career development service delivery was the subject of discussion, including the following paper by Kellett and Conger.

Reading

Kellett, R. & Conger, S. (1995). A three-tiered model of career counseling services. ERIC Digest. Retrieved from http://www.counseling.org/resources/library/ERIC%20Digests/95-075.pdf

Lloydminster Public School Division (2010). Tiered intervention: Supplement to the student services handbook. Retrieved from http://www.lpsd.ca/services/docs/Tiered%20Intervention%20Guiding%20Document.pdf

Virginian Workforce Council (2004). Minimum standards for service delivery in one-stop career centers. Virginian Workforce Council (2004). Minimum standards for service delivery in one-stop career centers. Retrieved from

http://old.vccs.edu/Portals/0/ContentAreas/Workforce/vwc/lwibminstandardfinal.pdf Private career practitioners may provide a comprehensive career service, addressing all facets of the ongoing process of career development, offering various levels and types of client support. Alternatively, they may specialize in only some aspects or levels of career development service delivery and/or with specific client groups. Education institutions and public career development service delivery centres, however, usually offer tiered levels of service, addressing all aspects of the career development process, from self help to one-on-one career counselling.



Service Delivery in Education Institutions

Reading

Examples of tiered career development service delivery in education settings follow:

Sampson, J.P., Reardon, R.C., Peterson, G.W. & Lenz, J.G. (n.d.). Planning and delivering career resources. [Commence reading from the second page of PowerPoint: Chapter Seven]. Retrieved from

http://www.career.fsu.edu/documents/cognitive%20information%20processing/IntroBook/CIP%20Book%20Chapter%207.ppt#48

NAGCAS (2009). Response to the review of career development services in Australian tertiary institutions. Retrieved from http://nagcas.org.au/uploads/NAGCAS%20response%20to%20Phillips%20KPA%20Review.pdf

National Center for Education Statistics (n.d.). High School Guidance Counselling. Retrieved from http://nces.ed.gov/surveys/frss/publications/2003015/

Venable, M. A. (2010). Using technology to deliver career development services: Supporting today’s students in higher education. Career Development Quarterly Sept. Retrieved from http://www.thefreelibrary.com/Using+technology+to+deliver+career+development+services%3a+supporting...-a0237363064

Singapore Ministry of Education (2013). Education and career guidance. Retrieved from http://www.moe.gov.sg/education/programmes/social-emotional-learning/education-career-guidance/ Community Public Access Service Delivery

Reading

The following links provide examples of Australian community career development service delivery, including state government, council and regional level initiatives.

Department of Training and Workforce Development (2013). Career services. Government of Western Australia. Retrieved from

http://www.trainingwa.wa.gov.au/careerservices/detcms/portal/ SouthAustraliaWorks.

Career Development Centre: Limestone Coast, South Australia http://www.cdc.org.au/about.html http://www.cdc.org.au/partners.html http://www.cdc.org.au/services.html

Hurstville City Council (2011). Career and Employment Services. Retrieved from http://www.hurstville.nsw.gov.au/Career-and-Employment-Services.html



Service Delivery for Special Needs Groups

It should be noted that individuals with special needs, such as disabilities, tend to be offered more individual assistance by government services, including one-on-one career counselling. Some examples of career services for clients with disabilities follow:

Reading

Australian Government. JobAccess [An initiative to assist with the employment of people with disability]. Retrieved from

http://jobaccess.gov.au/Home/Home.aspx

Queensland Government (2012). Disability education, training and employment resources. Retrieved from http://www.qld.gov.au/disability/adults/education-employment/

Waghorn, G., Harris, M., Cleary, C., King, J. & Lloyd, C. (2008). Building a Career of Your Choice. Canberra: Australian Government Department of Health and Ageing. Retrieved from http://www.sswahs.nsw.gov.au/mhealth/content/pdf/Building_a_Career_Booklet.pdf

Australian Government. Employee assistance program providers. Retrieved from http://jobaccess.gov.au/content/employee-assistance-program-providers Case Management Policies and Practices Providers of career development services for individuals with special needs, for example people with disabilities and the long term unemployed, are likely to be provided with access to government funded support services, including career development. Case management has traditionally been used in medical settings, but is also used for managing special needs career development clients. Many organizations will have their own policies and processes for case management, including client information record keeping, assessment, monitoring and reviewing, referrals, evaluation and reporting. Case Management Definition:

Case management is a collaborative process of assessment, planning, facilitation and advocacy for options and services to meet an individual’s health [or career development] needs through communication and available resources to promote quality cost effective outcomes.

Case Management Society of Australia

Reading

Review the following case management policy and practice readings

Case Management Society of Australia (CMSA). Retrieved from http://www.cmsa.org.au/

Australian Government. SAAP Case Management Resource Kit. [Elements of this case management resource kit have application for career practitioners developing practice handbooks in their own work context. Retrieved from http://www.dss.gov.au/our-responsibilities/housing-support/publications-articles/homelessness-general/saap-evaluation-and-research-publications/saap-case-management-resource-kit

Overview of Case Management in Overhead Format. Retrieved from http://www.cyf.vic.gov.au/__data/assets/pdf_file/0018/17190/saap_case_management_sec_10.pdf

SAAP Suicide Intervention Guidelines. Retrieved from http://www.dss.gov.au/sites/default/files/documents/05_2012/case12suicide.pdf

Department of Human Services.(2011). Human services standards and guidelines. Victorian Government. Retrieved from

http://www.dhs.vic.gov.au/about-the-department/documents-and-resources/policies,-guidelines-and-legislation/department-of-human-services-standards

Merlone, L. (2005). Record keeping and the school counselor. Professional School Counseling, April. Retrieved from

http://www.apa.org/practice/guidelines/record-keeping.pdf



Service Delivery Evaluation

Reading Review the following readings about approaches to career development service delivery evaluation. Career Industry Council of Australia (2007). Guiding Principles for Career Development Services and Career

Information Products. Retrieved from http://www.cica.org.au/uploads/Downloadable%20Resources/Practitioners/Guiding%20Principles%20fo

r%20Career%20Development%20Services%20Information%202007.pdf

NCVER. What choice? An evaluation of career development services for young people. Retrieved from http://www.ncver.edu.au/wps/portal/vetdataportal/restricted/publicationContent/!ut/p/a1/lZFdb5swFIb_Cr2Au2BTCJ

BJqKKpUlJ1qtauauGmMubwkYFNjCHbv59NMm3T2nXjAnys18fPeUAZekYZI1NTEdlwRlpdZ_7L1jlfJ4mHb-6SxMfbYPP5_iF5dLHjoyeUoYwy2csapYxOIF6GmggoTNyPedvQudNgYmfluTrbkwoKGJqKzRVtCpQSbxX4vhcuiO8ECy_Eq0XoOMuF62FS5Hnulj4olFSh4DeeGP8TqYqsr-PEC27VGS88x9ury-QqWH3EKnwK_OWKVDEEb16SLNHDfw518x61mrrZ7fdZrCxzJuGrRM_valZdq5bn8_9LY5a7YYUyASUIEPYo1HYtZf_BxCY-HA52xXnVgk15Z5PRxCpwMZBIWoLKaGfto_k-23TO8aEmUn9pzRsKpuNudEWYfsNE2nHG0BUv55xCBKFXBUzQ8r4DNjcYQEyqw6DXJZ8T3_jIKr3ogfcKxxr4KChEB8gtWkSONUER4fUaf9rs4thSlJGeQkHE6pQG2ehhjrBQjHoWtfebHlVrQXYtu9aCJrqEnXwUU3C93W-_vCar5oMS_oek16IDEEHrngjSDad_ZBtamHG0dWEQZvyUZPDSOOoxfnFj_BBjKCvGrMQ4-UB914W78ta_D7G7bKfuKZTLND47-w7A1_w6/dl5/d5/L2dBISEvZ0FBIS9nQSEh/

NAGCAS (2009). Response to the review of career development services in Australian tertiary institutions. Retrieved from http://nagcas.org.au/uploads/NAGCAS%20response%20to%20Phillips%20KPA%20Review.pdf

Lalande, V., Hiebert, B., Magnusson, K., Bezanson, L. & Borgen, B. (2006). Measuring the impact of career services: Current and desired practices. National Consultation on Career Development. Retrieved from http://natcon.org/archive/natcon/papers/natcon_papers_2006_e5.pdf

The UK National Guidance Research Forum (NGRK). Using research in practice. Retrieved from http://www.guidance-research.org/EG/RIP/

Lenz, J.G., Peterson, G.W., Reardon, R.C. & Saunders, D.E. (2009). Connecting career and mental health counseling: Integrating theory and practice. Retrieved from

http://counselingoutfitters.com/vistas/vistas10/Article_01.pdf

Slomp, M.W., Bernes, K.B. & Magnusson, K.C. (2011) Evaluating the impact of career development services in Canada: The perceptions of managers and program administrators. The Canadian Journal of Career Development. Vol 10. No. 1. Retrieved from

http://ceric.ca/cjcd/current/v10-n1/article1.pdf



PART 7: UNIT ASSESSMENTS

Practicum 1

Due Date: 19 March 2014

Marks Allocation: 40%

Assessment Task and Submission

Practicum 1 involves demonstration of comprehensive career counselling process and skills during the six days of supervised career counselling skill development, feedback and assessment (The Skills Intensive). Preparation

Read the CDE5126 Text; CDE5126 Unit Outline/Study Guide; the CDE5122 Counselling Skills Notes; One-on-one Career Counselling with New Directions Notes; Library Reserve Readings and other Internet readings. Resources

CDE5126 Text; CDE5126 Unit Outline/Study Guide; the CDE5122 Counselling Skills Notes; One-on-one Career Counselling with New Directions Notes; Library Reserve Readings and other Internet readings; observation of your own and peers’ career counselling sessions, and feedback from the Lecturer. Assessment/Marking Criteria

The assessment criteria for Practicum 1 are:

• Mastery level demonstration of comprehensive career counselling process and microskills, as set out in the CDE5122 Counselling Skills Notes, the CDE5126 Text, other readings (including Library Reserve Readings and other Internet readings), and One-on-one Career Counselling with New Directions Notes.

• The degree to which the Complex Skill Performance Qualities of form, organisation, rhythm, and precision are demonstrated; • Form (integrated, adaptive/responsive flow) • Organisation (systematic/sequenced) • Rhythm (timing, pace, intensity) • Precision (accuracy).

Fitts & Posner (1967) • The attained Practitioner Skill Development Level

• Unconscious incompetence – you don’t know and you don’t know you don’t know • Conscious incompetence – you start to develop the skill, but know you are not very good • Conscious competence – you have the skill, but need to concentrate and put a lot more effort in to

get just noticeable gains • Unconscious competence – the skill is habitual (internalised freeing up conscious awareness).

This is the goal of quality practice. The more skills at unconscious competence level, the more mind space to learn other skills

• Mastery – unconscious and intentional conscious competence, plus an aesthetic dimension which means that the skill is demonstrated with ease and flow consistently and for extended periods

• Leadership – mastery, plus an ability to observe and interact objectively, and to be a strategic learning facilitator.

• The quality of verbal self evaluation about the appropriateness and timing of career counselling processes, strategies and microskills demonstrated during the Skills Intensive, and responsiveness to feedback.

(Denham, 2003b) Learning Outcome/s and Graduate Attributes

Completing this assessment will help you achieve CDE5126 Learning Outcomes: 1. – 8. (refer to the CDE5126 Unit Plan) and the ECU Graduate Attributes: ability to communicate; ability to work in teams; critical appraisal skills; ability to generate ideas; and cross-cultural and international outlook.



Practicum 2

Due Date: 7 April 2014


Assessment Task • A video recorded career counselling session with a volunteer client demonstrating mastery level

comprehensive career counselling process and microskills. (Session length: approximately one and a half hours).

• A written self evaluation of the video recorded career counselling session (including an overview of the session context, client circumstances; and the appropriateness, timing and client response to the career counselling processes, strategies and microskills demonstrated). (Three page limit.)

• A written self evaluation of a non-videoed comprehensive career counselling session (including an overview of the session context, client circumstances; and the appropriateness, timing and client response to the career counselling processes, strategies and microskills demonstrated). You may use any career resources including, but not restricted to, New Directions. (One page limit.)

Preparation

Read the CDE5126 Text; CDE5126 Unit Outline/Study Guide; the CDE5122 Counselling Skills Notes; One-on-one Career Counselling with New Directions Notes; Library Reserve Readings and other Internet readings. Before commencing this assessment organise a volunteer client. Written or recorded evidence of client consent should be submitted with the Practicum 2 video.

Client Consent Read the following statement to the client before starting the counselling session:

A video recorded interview of around one and a half hours duration of me demonstrating my career counselling is a requirement of my Edith Cowan University course. The video will be only be viewed by me and my Lecturer. Are you happy to proceed?

Resources

CDE5126 Text; CDE5126 Unit Outline/Study Guide; the CDE5122 Counselling Skills Notes; One-on-one Career Counselling with New Directions Notes; Internet and other readings; observation of your own and peers career counselling sessions, and feedback from the Lecturer.

Submission • Mail the Practicum 2 DVD (or USB memory stick) to the Lecturer: Judy Denham, PO Box 393,

LEEDERVILLE WA 6903 (Note: The DVD/USB will not be returned unless a stamped/addressed envelope/package, with sufficient pre-paid postage, is included.)

• Email the Practicum 2 written Self-Evaluations to the Lecturer at: [email protected] (one three-page self evaluation for the videoed career counselling session and a one-page self evaluation for the non videoed career counselling session).

Assessment/Marking Criteria

The assessment criteria for Practicum 2 are: • Mastery level demonstration of comprehensive career counselling process and microskills, as set out in

the CDE5122 Counselling Skills Notes, the CDE5126 Text, Library Reserve Readings and other Internet readings, and the One-on-one Career Counselling with New Directions Notes.

• The degree to which the Complex Skill Performance Qualities of form, organisation, rhythm, and precision are demonstrated (see Practicum 1 assessment/marking criteria);

• The attained Practitioner Skill Development Level (see Practicum 1 assessment/marking criteria) • The depth and breadth of understanding of counselling and career counselling processes, microskills,

ethical principles, codes of ethical conduct and professional standards • The quality of self evaluations about client circumstances and the appropriateness and timing of the

career counselling processes, strategies and microskills demonstrated in the videoed and non-videoed career counselling sessions

Learning Outcome/s and Graduate Attributes

Completing this assessment will help you achieve CDE5126 Learning Outcomes: 1 – 8. (refer to the CDE5126 Unit Plan) and the ECU Graduate Attributes: ability to communicate; critical appraisal skills; ability to generate ideas, and cross-cultural and international outlook.



Written Assignment

Due Date: 21 April 2014


Assessment Task

The Written Assignment involves critical reflection and generalisation of learning from the counselling Skills Intensive and relevant literature towards maximising counselling outcomes for a specific client target group. Students are required to demonstrate critical reflection and application of knowledge of counselling and career counselling processes, microskills, ethical principles, codes of ethical conduct and professional standards in resolving a specific professional ethical dilemma that has arisen when you have been working with a client. A 600 word limit applies to this assessment. Preparation

Read the CDE5126 Text, with particular emphasis on Chapter 6: Ethics in Counseling, relevant sections of the Study Guide, Library Reserve Readings and other Internet readings. Resources

Reading

Read the CDE5126 Text, the Study Guide, Internet and other readings, and the ECU Referencing Guide:

Some ethical dilemma case study readings follow:

Miller, Y. (2010). Ethics in career counselling. Retrieved from http://www.articlesbase.com/writing-articles/ethics-in-career-counselling-1896703.html

An interview with Kidder, R. M. (2005). Ethical Fitness: Choosing between right vs right. Institute of Global Ethics. Retrieved from

http://www.globalethics.org/news/Ethical-Fitness---Choosing-between-Right-vs-Right/97/

National Career Development Association (2009). A case study approach to ethics in career development: Exploring shades of gray. [Book review] Retrieved from

http://www.associationdatabase.com/aws/NCDA/pt/sd/news_article/29424/_PARENT/layout_details_cc/false

Submission

• Email the Written Assignment to the Lecturer at: [email protected] Marking Criteria

The Written Assignment assessment criteria are:

• The depth and breadth of understanding of counselling and career counselling processes, microskills, ethical principles, codes of ethical conduct and professional standards

• The level of critical thinking; synthesis and application of learning, including wisdom level decision making, applied to resolving an ethical dilemma with a specific workplace client target group.

• Demonstration of understanding of the workplace context, and the client and other stakeholder circumstances and influences related to the ethical dilemma.

• Logical sequencing of description of ethical dilemma; identification of relevant principles, codes of conduct and standards; decision making process used to resolve ethical dilemma; and self reflection on how the ethical dilemma could have been handled differently.

• Professional presentation (suitable for sharing with professional colleagues), correct spelling, grammar and referencing, and adherence to the applicable word limit, will also be considered.

Learning Outcome/s and Graduate Attributes

Completing this assessment will help you achieve CDE5126 Learning Outcomes: 1., 5., 6., and 7. (refer to the CDE5126 Unit Plan) and the ECU Graduate Attributes: ability to communicate; ability to work in teams; critical appraisal skills; ability to generate ideas; and cross-cultural and international outlook.

CDE5126 Unit Outline/ Study Guide

Documents

Transcript of CDE5126 Unit Outline/ Study Guide