Quiz

1. EDCO 267 – Fall 2014Practicum in Lifespan and Career DevelopmentShawn N. Ogimachishogimac@cabrillo.edu

2. Quiz How can you find assignment instructions and grading rubrics for EDCO 267? How would a counselor use “chunking” according to Sharf ? What is the due date for assignment one and two?

3. Agenda • Quiz • Career Counseling • Evolution of Human Societies • Review and Practice Basic Counseling Skills • Trait Factor Theory

4. Career Counseling • The opportunity to help someone adjust to a selected career is an opportunity to affect a person’s life positively, in meaningful and significant ways.

5. Career • The term career refers to how individuals see themselves in relationship to what they do The focus is on the individual, in contrast to the terms job and occupation

6. Evolution of Human Civilization Hunters and Gatherers – Egalitarian, small groups or bands of people. Mobile, flexible, able to adapt quickly and constantly. 500,000 to a million years.

7. Evolution of Human Civilization Agrarian Societies – Hierarchical and class based, required massive amount physical labor and planning. Wealth measured by land holdings. Often referred to as Plantation Economies. 12,000 - 14,000 years

8. Industrial Societies – Division of labor, a need for skills and aptitudes for workers to be successful. Wealth measured by control of production. Referred to as the “Smokestack Economy”, “Machine Age”, and the “Industrial Revolution”. 120-150 years

9. Information Societies – Division of labor requiring cooperation and an “intelligent” workforce that learns and adapts quickly and constantly. Wealth measured by ability to generate and communicate ideas and information. Referred to as the “New Economy” and the “Information Age”

10. Process produces outcome and results, the process of counseling, what counselors and clients do in a session, influences the outcome. To master process, counselors must develop a repertoire of helping skills to use with a theory of counseling that directs their practice.Developing process is not easy. Over 400 different counseling approaches are easily identified (Karasu 1986). No one approach has a broad superiority over other approaches. No theoretical consensus exits among counseling educators in this country or among universities.

11. Contemporary counselors are often integrative and eclectic. “Doing what works”, eclectic counselors select an approach based on the needs of their clients. The next eleven steps work toward the development of the basic helping skills that begin a “counseling process”.

12. Make Personal Contact Being with someone Touching someone emotionally Communicating Methods • Body Language • Eye Contact • Being open

13. Activity • Stand Up • Introduce yourself to everyone in the room • Eye Contact for 3 seconds • Smile • Shake Hands • Be aware of and use non verbal communication

14. Develop a Working Alliance • Making personal contact is the first step in developing a working alliance (Greenson 1965; Zetzel, 1956) • The task of educational counseling is to engage the client in a manner that both persons are working together to resolve issues brought by the client to counseling Methods • Listening skills and offering acceptance to develop trust and support • Removing bias

15. Explain Counseling, Develop Expectations “Role Induction” (Hoehn-Saric,et al.,1964, Mayerson, 1984; Orlinsky & Howard , 1978 • What to explain depends on factors such as school or agency policy, limits of confidentiality • Expectations – time, goals, planning, counseling relationship, termination Role Induction is one way of organizing or structuring counseling (Shertzer & Stone,1980)

16. Activity Introduce yourself professionally Explain your expectations of your counseling Repeat this 5 times

17. Pacing and Leading How much direction you exert with the client Methods Reflection of Feeling – understanding & mirroring of feeling Restatement of Content – paraphrasing Egan 1990 Builds rapport, develops consensus, show that you are listening and understanding

18. Speak Briefly Counselors should talk less than their clients, except when summarizing, communicate in one or two sentences Methods Minimal Encouragers Egan 1990 Phrases nonverbal Builds rapport, develops consensus, show that you are listening and understanding

19. When you don’t know what to say, say nothing • Allows the client to think • Don’t rush to fill in the gaps • Learn to use silence • Listening is often all that is needed

20. Confront as much as you’ve supported Once you establish a bond, confrontation may increase client self-awareness and motivation to change (Egan 1990)

21. If you wish to change something, process it Process – talking about something that is happening in the session

22. Be who you are Be comfortable with yourself and counseling style Talk with your clients, not to them

23. Notice resistance Resistance refers to an obstacle – presented by the client – that influences counseling Mahoney (1987) suggests resistance to change “is a natural expression of self-protection when core ordering processes are challenged”

24. When in doubt, focus on feelings Anger Sadness Fear Joy

25. Break

26. Career Development One goal of education is to prepare students to be knowledgeable and contributing members of society. While instruction and learning focus on curricular contents and processes, counseling programs also address the relationship between education and the world of work. Counselors provide guidance to students in the area of career development that gives education relevance and meaning, increases motivation, and establishes goals and direction for learning and achievement. Counselors prepare, organize, and implement career and vocational development programs for all students at all levels. Career development promotes student success and successful transitions between education and work in the future.

27. Trait and Factor Theory In 1909, Frank Parsons described his concept of vocational guidance in his book Choosing a Vocation. These views and his contribution to career development have been described in a special issue (Volume 20, Number 4, 1994) of the Journal of Career Development. His views became the foundation for what later evolved into trait and factor theory. The term trait refers to a characteristic of an individual that can be measured through testing. Factor refers to a characteristic required for successful job performance. It also refers to a statistical approach used to differentiate important characteristics of a group of people. Thus, the terms trait and factor refer to the assessment of characteristics of the person and the job.

28. Frank ParsonsTrait and Factor Theory Assessment of traits is referred to in the first and most crucial of the steps Parsons identified that describe his approach to occupational selection. Parsons (1909) proposed that, to select an occupation, an individual should ideally have:

29. Frank ParsonsTrait and Factor Theory 1.   Aclear understanding of yourself, your attitudes, abilities, interests, ambitions, resource limitations, and their causes;

30. Frank ParsonsTrait and Factor Theory 2.  Aknowledge of the requirements and conditions of success, advantages and disadvantages, compensation, opportunities, and prospects in different lines of work; 

31. Frank ParsonsTrait and Factor Theory 3.  True reasoning on the relations of these two groups of facts. /p. 5)

32. Career Counseling Stages • Self Assessment • Occupational Exploration Related Psychological Issues and Individual needs • Decision Making • Job Hunting • Work Adjustment Shawn Ogimachi, Department of Counselor Education, San Jose State University

33. First Interview in Career Counseling 1. GREET THE CLIENT WARMLY 2. EXPLAIN CONFIDENTIALITY 3.IMMEDIATELYATTEND TO THE CLIENTS CONCERNS 5. DETERMINE THE CLIENT’S ISSUES 4. DEVELOP EARLY EXPECTATIONS 7. IDENTIFY TYPES OF ASSESSMENT NEEDED 6. ASSESS CLIENT’S MOTIVATION 8. SUMMARIZE THE SESSION 9. MAKE AN ASSIGMENT 10. CONCLUDE BY BUILDING A BRIDGE TO THE NEXT SESSION

34. For next week • Part One Chapter 2 - Trait and Factor Theory • Part One Chapter 4 - Holland’s Theory of Types • Review the Introduction • Send the Strong, complete MBTI and SDS • Practice your introduction

35. Ending Slide EDCO 267 – Fall 2014Practicum in Lifespan and Career DevelopmentShawn N. Ogimachishogimac@cabrillo.edu