Can I please have some help with this one thank you.
Unit Information Readings List Section 1: Contexts and Processes of Career Counselling 1. Sampson, J. P., Jr., Vacc, N. A., & Loesch, L. C. (1998). The practice of career counseling by specialists and counselors in general practice. The Career Development Quarterly, 46(4), 404-415. 2. Lewis, J. (2001). Career and personal counselling: Comparing process and outcome. Journal of Employment Counseling, 38(2), 82-90. Section 2: Theories of Career Counselling 3. Hall, A. S. (2003). Expanding academic and career self-efficacy: A family systems framework. Journal of Counseling and Development, 81(1), 33–39. 4. Patton, W., & McMahon, M. (1999). A systems theory framework of career development. In Career development and systems theory: A new relationship (pp. 154–178). Pacific Grove, CA: Brooks/Cole. Section 3: Career Counselling Stages and Techniques 5. Aquilanti, T. M., & Leroux, J. (1999). An integrated model of outplacement counseling. Journal of Employment Counseling, 36(4), 177-191. 6. Parker, P. (2002). Working with the intelligent career model. Journal of Employment Counseling, 39(2), 83-96. 7. Maglio, A.-S. T., Butterfield, L. D., & Borgen, W. A. (2005). Existential considerations for contemporary career counseling. Journal of Employment Counseling, 42(2), 75-92. Section 4: Clients Barriers to Moving On 8. Krieshok, T. S. (1998). An anti-introspectivist view of career decision-making. The Career Development Quarterly, 46, 210-229. 9. Peterson, G. W., Sampson, J. P., Jr., Reardon, R. C., & Lenz, J. G. (1996). A cognitive information processing approach to career problem solving and decisionmaking. In D. Brown, & L. Brooks (Eds.), Career choice and development (3rd ed., pp. 423-475). San Francisco, CA: Jossey-Bass. 10. Kelly, K. R., & Pulver, C. A. (2003). Refining measurement of career indecision types: A validity study. Journal of Counseling and Development, 81, 445-454. Section 5: Career Choice – Concepts, Values, Interest and Personality 11. Guindon, M. H., & Hanna, F. J. (2002). Coincidence, happenstance, serendipity, fate, or the hand of God: Case studies in synchronicity. The Career Development Quarterly, 50(3), 195208. 12. Arnold, J. (2004). The congruence problem in John Holland’s theory of vocational decisions. Journal of Occupational and Organizational Psychology, 77, 95-113. http://dx.doi.org/10.1348/096317904322915937 13. Lau, V. P., & Shaffer, M. A. (1999). Career success: The effects of personality. Career Development International, 4(4), 225-230. Section 6: Career Choice - Skills 14. Borgen, W. A., Amundson, N. E., & Reuter, J. (2004). Using portfolios to enhance career resilience. Journal of Employment Counseling, 41(2), 5059. Section 7: Assessment Issues in Career Counselling 15. Mastie, M. M. (1996). Using assessment instruments in adult career counseling: Career assessment as compass, credential, process and empowerment. In J. T. Kapes, M. M. Mastie, & E. A. Whitfield (Eds.), A counselor’s guide to career assessment instruments (3rd ed., pp. 31–40). Alexandria, VA: National Career Development Association. Section 8: Assessment Instruments16. Ruch, M. (1997, Autumn). The value of aptitude tests in career counselling. Australian Career Counsellor, 25–30. Section 9: Work Search Concepts and Processes 17. Laker, D. R. (2002). The career wheel: An exercise for exploring and validating one’s career choices. Journal of Employment Counseling, 39(2), 6172 18. Brewington, J. O., & Nassar-McMillan, S. (2000). Older adults: Work-related issues and implications for counseling. The Career Development Quarterly, 49(1), 2-15. 19. Valuing Older Workers, Queensland Government. (2012). Mature-aged employment. Retrieved from http://www.justice.qld.gov.au/fair-and-safe-work/industrialrelations/marure-aged-employment Section 10: Applications, Resumes and Interviews 20. - There are no readings for this section. Section 11: Career Support in Organisations 21. Nathan, R., & Hill, L. (2006). Career counselling in organizations. In Career counselling (2nd ed., pp. 109–124). London, England: Sage. Section 12: Career Counselling Resources and Computer and Internet Considerations 22. Kirk, J. J. (2000). Web-assisted career counseling. Journal of Employment Counseling, 37, 146–159. http://dx.doi.org/10.1002/j.2161-1920.2000.tb00480.x Disclaimer The links provided for these recommended readings may have expired or changed in the period between the writing process and now. Unit Outline: BESC2921 - Career Counselling and Assessment 1 Last updated: Trimester 1 2018 Unit Outline BESC2921: Career Counselling and Assessment Unit description The purpose of this unit is to provide students with knowledge and skills in career counselling and assessment. The unit provides a comprehensive theoretical and practical foundation in career counselling. It enables students already familiar with counselling issues to understand the particular needs, issues, and concerns of adults in career identification and/or transition. This unit also contributes to an in-depth understanding of client assessment to meet the special and diverse needs of those intent on or forced to change, develop or extend their career aspirations. The unit addresses the important issues involved in the selection, use and interpretation of assessment instruments for career counselling. It looks at the use of technology in various career counselling settings, and finally provides career counsellors with a comprehensive list of resources, suppliers and references for career counselling materials. Course(s) Bachelor of Counselling (Coaching) (BCounsCo) Bachelor of Applied Social Science (BAppSocSci) Associate Degree of Applied Social Science (ADAppSocSci) Core / Elective Elective – BcounsCo Elective – BappSocSci Elective - ADAppSocSci Pre-requisite/s COUN1001 Counselling Skills Workload (hours per week) 9 Credit points 6 Unit Outline: BESC2921 - Career Counselling and Assessment 2 Last updated: Trimester 1 2018 Unit learning outcomes On completion of this unit, students will be able to: a) analyse the social and organisational context of contemporary career counselling; b) describe and apply the major theoretical perspectives and interventions in career counselling; c) critically analyse individual, social, cultural and spiritual influences on career choice and decision making; d) evaluate career counselling assessment instruments; e) describe and apply the use of technology in career counselling and assessment. f) demonstrate an in depth understanding of theories underpinning career counselling and assessment and how they apply in the coaching context. Textbook The textbook for this unit is: Niles, S. G., & Harris-Bowlsbey, J. (2017). Career development interventions (5th ed.). Boston, MA: Pearson Education. Studying for this unit The content of this unit has been designed to maximise the learning and the integration of the subject matter. Much of the unit material is specific to the Australian context. Students are encouraged to access additional information relevant to their local context, which will assist in applying the learning and ensuring its relevance. This may include specific legislation, government and professional association resources, and journals. It is important that students’ reading is broad. In general students are expected to: read each section of the unit carefully and make notes about new content, and points that are unclear, or in conflict with previous learning or experience complete readings of the text and other readings and resources, making notes on important insights or facts, especially those relevant to your assignments There may be periodic suggestions or issues on which students are asked to deliberate and reflect. Sometimes these are dilemmas or difficult issues associated with the study topic which have no right or wrong answers, but are used to trigger critical thinking. Face to Face hours by delivery mode: On Campus – OC: Units studied on campus are designed with 12 three hour classes, totalling 36 contact hours. Weekend Classes: Units offered as weekend classes must meet the required 36 contact hours. This is made up of 5 classes (9am-5pm) scheduled as per the unit timetable for the enrolled Trimester. Unit Outline: BESC2921 - Career Counselling and Assessment 3 Last updated: Trimester 1 2018 Blended Delivery - BD: Units offered in this mode of delivery require the student to attend: o Four synchronous sessions 1 ¾ hour synchronous sessions: 6.45 – 8.30pm o One two day workshop: 8.30-6pm Attendance requirements Attendance requirements ensure that students in PACFA-accredited courses meet their training requirements, and that learning outcomes are met. On Campus requirements (for students studying this unit on campus) In this unit provided by the School of Counselling, on-campus students are required to maintain at least 80% attendance. This means that students cannot miss more than three classes in a term. Blended Delivery requirements (for students studying this unit by Blended Delivery) Students are required to participate in 80% of all person to person learning overall (including workshops and synchronous webinars). Learning activities Learning activities are set in each section of the unit to give opportunities for further learning. They are designed to help students think through and practice the specific skills and general concepts presented in this unit. They do not need to be sent to the academic teacher for marking. However, valuable learning opportunities will be missed by not completing the activities. In studying this unit, students should maintain a learning journal for completing the activities. To structure the learning journal, set aside space for: completing a glossary of new terminology and concepts introduced in this unit notes on unit content and readings answers to learning activities draft assessments. Students can also keep the learning journal electronically. Self-assessment There are self-assessment questions at the end of each section to test students’ understanding of the section’s content. Try to recall the answers to these questions unaided. Write down answers from memory before going back to review the relevant material in the section. Some of the questions require more than simple recall. Some will require synthesising separate issues or different pieces of information. Real learning is not just remembering the reading. It involves owning this knowledge by: • reflecting Unit Outline: BESC2921 - Career Counselling and Assessment 4 Last