MHS 5340: Foundations of Career Development
Fall 2003 - Florida State University
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Dr. James P. Sampson, Jr. |
385-8195 (home) |
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306B Stone Building |
644-1286 (office) 644-4335
(FAX) |
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A4151 University Center |
644-2490 (office) 644-8776
(FAX) |
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E-mail |
jsampson@admin.fsu.edu |
|
Web site |
Purpose
This course is designed to provide students with an understanding of the career development process from childhood through retirement. Emphasis is placed on the needs of special populations, settings for service delivery, and professional issues. This course is also designed to provide students with an understanding of the effective provision of counseling services to meet the varying career problem solving and decision-making needs of adolescents and adults. Cognitive information processing theory provides the organizational scheme for understanding how assessment, information, learning, and counseling resources can be used to enhance the career problem solving and decision-making process.
Objectives
To demonstrate an
understanding of the relationship between career development and psychological
well being.
To demonstrate an
understanding of the interrelationships among work, family, and leisure as well
as diversity issues as related to career development.
To demonstrate an
understanding of past, present, and future trends in career counseling and
guidance.
To demonstrate an
understanding of the American occupational structure and the integration of
labor market information into the counseling process.
To demonstrate an
understanding of the specific career development needs of various diverse
populations.
To demonstrate an
understanding of career counseling and guidance services typically provided in
various settings.
To demonstrate an
understanding of current professional issues related to career counseling and
guidance.
To demonstrate an
understanding of how information processing theory and other career development
theory relate to career decision making.
To demonstrate an
understanding of how the assessment process and various assessment resources
facilitate career problem solving and decision making.
To demonstrate an
understanding of how various counseling intervention strategies can be used to
meet individual career problem solving and decision-making needs.
To demonstrate an
understanding of how to facilitate individuals' career problem solving and
decision-making through the use of occupational, labor market, educational,
training, and employment information resources.
To demonstrate an
understanding of career development program planning, organization,
implementation, administration, and evaluation.
To demonstrate an
understanding of career and educational placement, follow-up and evaluation.
Methods of
Instruction
This
course will include a combination of classroom lecture, discussion, and
demonstration. Case examples will be used to supplement course content.
Course Topics
Course
Introduction
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How to succeed in this course |
Lecture & PowerPoint |
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The role of career development in mental health (case study) |
Lecture & PowerPoint |
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Importance of personal insight in counseling |
Lecture |
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Introduction to the CIP approach |
Lecture, Reardon (p. 18-20) |
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Sampson (Ch. 1) & PowerPoint |
Career
Development and the Human Condition
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Work, Vocational Guidance, and Career Problems |
Lecture, Reardon (p. 1-5) |
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Work, family, education, and leisure |
Lecture, Reardon (p. 44-45) |
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& PowerPoint |
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Values, interests, and skills |
Lecture, Reardon (p. 23-39) |
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Impact
of the labor market |
Lecture,
Reardon (p. 45-69, 122-139) |
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&
PowerPoint |
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The
use of theory in designing and delivering career services |
PowerPoint |
Career
Development of Special Populations
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Women, Men, and Dual career couples |
Lecture, Reardon (Ch. 10) |
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& PowerPoint |
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Adults (Working adults and Chronically unemployed adults) |
Lecture |
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African
Americans, Hispanic Americans, Asian Americans, |
Lecture |
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Native Americans, and Pacific Islanders |
Lecture |
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Immigrants |
Lecture |
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Gays,
Lesbians, Bisexuals, and Transgendered Persons |
Lecture |
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Persons
with disabilities |
Lecture |
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Persons
with criminal records |
Lecture |
Settings for
Career Service Delivery
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Settings where persons seek assistance with career problems |
Lecture, Sampson (Ch. 1), ASCA (1995) |
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& PowerPoint |
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Professional
Issues
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Ethical issues and standards |
Lecture, NCDA (1991; 1997) |
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& PowerPoint |
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Credentialing |
Lecture |
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EXAM 1
Theoretical
Concepts for Guiding Practice
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Constraints on the Delivery of Career Services |
Lecture |
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Helping Individuals Make Occupational, Educational, |
Lecture, Sampson (Ch. 2) & PowerPnt |
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and Training Choices |
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Using Other Career Theories with the CIP Approach |
Lecture, Sampson (Ch. 2) & PowerPnt |
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Reardon
(p. 9-16) |
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Helping
Individuals Make Employment Choices |
Lecture,
Sampson (Ch. 3) & PowerPnt |
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Strategies
for Planning and Delivering Career Resources and Services |
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Planning and Delivering Career Services |
Lecture, Sampson (Ch. 4) & PowerPnt |
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Assessing Readiness for Career Choice and Selecting |
Lecture, Sampson (Ch. 5) & PowerPnt |
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Appropriate Assistance |
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Using
the Career Thoughts Inventory to Measure |
Lecture,
Sampson (Ch. 6) & PowerPnt |
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Career Choice Readiness |
Sampson
et al. (1996a, b, & c) |
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Planning
and Delivering Career Resources |
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Using Career Assessments (Includes URLs
for PAR, ACINet) |
Lecture,
Sampson (Ch. 7) & PowerPnt |
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Using Career Information (Includes URLs
for ACINet, OOH, |
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O*NET, & ACSCI) |
Lecture,
Sampson (Ch. 7) & PowerPnt |
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Using Instruction (Includes URLs for SDS 3340) |
Lecture,
Sampson (Ch. 7) & PowerPnt |
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Case
Studies to Show How the CIP Approach Can be Used in Practice |
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Case Study for Individual Case-Managed Services |
Lecture, Sampson (Ch. 8) & PowerPnt |
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Case Studies for Brief Staff-Assisted Services |
Lecture, Sampson (Ch. 9) & PowerPnt |
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Case Studies for Self-Help Career Services |
Lecture, Sampson (Ch. 10) & PowerPt |
Design, Management, & Evaluation of
Resources and Services
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Designing Career Resource Rooms and Internet Web Sites |
Lecture & Sampson (2000; 1999) |
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Designing, Managing, and Evaluating Resources and Services |
Sampson (Ch. 12) |
EXAM 2
Assignments and Percentage of Final Grade
10% Brief paper - The
student will prepare a brief paper of no more than eight pages (including a
title page, references and any tables and figures) on the career development
needs of, and services provided for, a specific client population. The client
population selected should relate to where the student plans to work as a
counselor, educator, or human resource development specialist. No fewer than
five and no more than eight references need to be cited to support the written
work. The paper should include headings and subheadings to organize the
content. APA style should be followed in preparing the paper. Career counseling
students will select a topic related to career settings. School counseling
students will select a topic related to school settings. Mental health
counseling students will select a topic related to mental health settings.
40% Career problem solving
and decision-making strategy paper - The student will prepare a paper
detailing his or her career problem solving and decision-making process using
the CASVE Cycle. The outline for this paper is provided at the end of this
syllabus. Due to the level of self-disclosure that is inherent in this paper, a
student may elect to negotiate an alternative assignment with the instructor.
50% Examinations - The
student will complete two objective examinations (multiple choice and short
answer) covering the text, supplemental readings, and class lectures.
Grading Criteria
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A |
Exceptionally Competent; excellent grasp of subject material; outstanding
ability to apply course content to specific problem situations; attends class
regularly; actively participates in class discussions; all papers are
insightful, well organized, well written, appropriately cited/referenced
(brief paper only) and complete. |
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B |
Competent; adequate grasp of subject material; ability to apply course content
to specific problem situations; attends class regularly; participates in
class discussions; adequate completion of all papers and assignments. |
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C |
Below Average Graduate Level Work; incomplete grasp of subject material;
inadequate ability to apply course content to specific problem situations;
irregular class attendance; irregular class participation; failure to
complete all papers and assignments. |
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F |
Failing Grade; did not take tests; did not complete assignments; gave no
indication of mastery of course content. |
The Florida State University
Honor Code
Students are expected to uphold the academic honor code published in the Florida State University Bulletin and the Student Handbook. The academic honor system of the Florida State University is based on the premise that each student has the responsibility (1) to uphold the highest standards of academic integrity in the student’s own work, (2) to refuse to tolerate violations of academic integrity in the university community, and (3) to foster a high sense of integrity and social responsibility on the part of the university community.
Class Attendance and
Participation
Students are expected to attend all scheduled classes during the semester unless prior arrangements have been made with the instructor or the student has an excused absence (documented illness or family emergency). Students are also required to participate in class discussions as part of completing the class.
Policy on Late Assignments and
Missed Exams
Students are required to submit assignments and complete examinations on the date they are due unless prior arrangements have been made with the instructor or the student has an excused absence (documented illness or family emergency).
Accommodation for Students with
Disabilities
Students with any type of documented disabilities needing accommodation should (1) register with and provide documentation to the Student Disability Resource Center, and (2) bring a letter to the instructor indicating the need for accommodation and what type. This should be done the first week of class.
Texts
Reardon,
R. C., Lenz, J. G., Sampson, J. P., Jr., & Peterson, G. W. (2000). Career
development and
planning: A comprehensive approach. Pacific Grove, CA:
Brooks/Cole.
Sampson,
J. P., Jr., Reardon, R. C., Lenz, J. G., & Peterson, G. W. (2004).
Career counseling and
services: A cognitive information
processing approach. Pacific Grove, CA: Brooks/Cole.
Reserve Reading
American School Counselor Association. (1995). Students & Jobs:
Counselors’ role in the School-To-Work Opportunities Act of 1994.
Alexandria, VA: Author.
National Career Development Association (1991). Ethical standards.
Columbus, OH: National Career Development Association [On-line]. Available: http://www.ncda.org/about/poles.html
National Career Development Association (1997). Career counseling
competencies. Columbus, OH: National Career Development Association
[On-line]. Available: http://www.ncda.org/about/polccc.html
Sampson, J. P., Jr. (2000). Aspects of a Successful Career Service. Tallahassee,
FL: Florida State University, Center for the Study of Technology in Counseling
and Career Development [On-line]. Available: http://www.career.fsu.edu/documents/cognitive
information processing/Aspects of a Successful Career Service.html
Sampson, J. P., Jr. (1999). Elements of an Effective Career Resource Room. Tallahassee,
FL: Florida State University, Center for the Study of Technology in Counseling
and Career Development [On-line]. Available: http://www.career.fsu.edu/documents/cognitive
information processing/Career Resource Room.html
Sampson, J. P., Jr., Peterson, G. W., Lenz, J. G., Reardon, R. C.,
& Saunders, D. E. (1996a). Career Thoughts Inventory. Odessa, FL:
Psychological Assessment Resources, Inc.
Sampson, J. P., Jr., Peterson, G. W., Lenz, J. G., Reardon, R. C.,
& Saunders, D. E. (1996b). Improving your career thoughts: A workbook
for the Career Thoughts Inventory. Odessa, FL: Psychological Assessment
Resources, Inc.
Sampson, J. P., Jr., Peterson, G. W., Lenz, J. G., Reardon, R. C.,
& Saunders, D. E. (1996c). Career Thoughts Inventory: Professional
manual. Odessa, FL: Psychological Assessment Resources, Inc.
Additional references and supplemental materials
will be provided as appropriate.
MHS 5340 - Foundations of Career Development
Career Problem Solving and
Decision-Making Strategy Paper
Describe your
own current career problem solving and decision-making process using the CASVE
Cycle. Use the following outline to organize your paper. Match the headings and
subheadings of your paper directly to the outline below. This paper is intended
to help you become:
(1) More aware of your current career problems;
(2) Better skilled at solving your own current and future career
problems;
(3) More aware of the career problems of your clients;
(4) Better skilled at using the skills of empathy, clarification,
questioning, and self-disclosure in career counseling, based upon your own
career problem-solving experience;
(5) Better skilled at using theory to guide practice; and
(6) Better skilled at facilitating the career problem-solving and decision-making capabilities of your clients.
A good paper shows evidence
of insight, resourcefulness, and clarity of thought and expression. Given the
interrelatedness of career development and mental health for you and your
clients, this paper deserves your very best effort!
All papers need to be double spaced and proofed prior to submission. Use the main headings and subheadings presented at the end of the syllabus to organize your paper. Headings and page numbers need to conform to APA style. The body of the paper and the appendices should be secured by a binder clip.
Include your name, the title
of this course, and the date.
Include the main headings and subheadings presented at the end of the syllabus.
Describe the cues that prompted you to begin
the career problem-solving and decision-making process. First, describe external
cues in terms of events (beyond the requirement to write this paper)
and input from significant others. Second, describe internal cues
in terms of your emotions, avoidance behavior, and physiological
states.
[Presentation: Narrative
Paragraphs]
Include a summary statement
of the gap in your problem solving and decision making. A gap statement
clearly indicates where you are and where you want to be (the difference
between an existing and a desired state of affairs).
[Presentation: One sentence]
Include one or more goal
statements that clearly indicates an outcome, or outcomes, related to narrowing
the gap identified in the prior step.
[Presentation: One sentence
for each goal (only one goal is required). Also include the goal (or goals) as
part of the Individual Learning Plan]
Self Knowledge - Summarize the self
knowledge that you have obtained from feedback from significant others,
previous paid work experience, previous volunteer experience, previous academic
courses, the Self-Directed Search, a card sort, and assessment features of
Choices (Interest Profiler and Work Importance Profiler), Discover (Values,
Interests, and Abilities), and SIGI Plus (Values and Activities). Use of the
SDS, Choices, Discover, and SIGI Plus should be indicated on your Individual
Learning Plan. If available, prior career assessment results may also be
included in this section.
[Presentation: Narrative
paragraphs with a minimum of one paragraph for each source of self knowledge,
including personal experience, feedback from significant others, the SDS,
Choices, Discover, SIGI Plus, and the card sort. Personal experience should
include employment and leisure/volunteer activities. Significant others should
include two or more family members, friends, employers, or mentors. The SDS
should include the summary code and secondary constructs obtained from the SDS
professional summary. Choices, Discover, and SIGI Plus should include a summary
of assessment results with related printouts provided in the Appendix. Results
from the card sort should be summarized in the text with the card sort summary
sheet included in an Appendix.]
After discussing your self knowledge, provide a summary listing of your:
1) Values
2) Interests
3) Current Skills
4) Employment Preferences
[Presentation: Individual
list for values, interests, current skills, and employment preferences]
Describe what you have learned in terms of
knowledge of specific occupations. Given space limitations, include only
occupational knowledge from one of the three occupations that you are
likely to identify in Synthesis-Crystallization below. (In reality, you would
use information from two or more occupations in actually solving your career
problem.) Information should be obtained from at least two print-based
documents, the information features from Choices, DISCOVER, and SIGI PLUS,
O*NET, the Internet Version of the Occupational Outlook Handbook, and one
information interview. Use Career Key in the Career Center Library to assist
you in locating information resources. Information resources used to clarify
occupational knowledge should be indicated on your Individual Learning Plan.
[Presentation: For each information resource, provide a narrative paragraph that identifies the title of the resource and describes what you have learned from the resource.]
Identify your schema for
organizing the world of work that you use to organize your knowledge of
occupations, e.g., Holland Hexagon, World-of-Work Map, etc.
[Presentation: One item
list]
Generic Information
Processing Skills – First, describe your past ability to apply the CASVE Model or
another problem-solving and decision-making approach. Second, describe your
decision-making style in terms of information gathering (spontaneous to
systematic) and information processing (external to internal).
[Presentation: Narrative
Paragraphs]
Metacognitions – Describe your
metacognitions in terms of self-talk, self awareness, and monitoring and
control. First, describe the nature of your self-talk related to career
problem solving and decision making (include a discussion of your scores from
the Career Thoughts Inventory and your use of the CTI Workbook). Second,
describe your level of self-awareness of your approach to career problem
solving and decision making. Third, describe your capacity for monitoring
and control the phases of your CASVE cycle.
[Presentation: Narrative
Paragraphs]
Elaboration - Identify your methods of
generating occupational alternatives, e.g. suggestions from significant others,
data from assessments, data from computer-assisted guidance systems.
[Presentation: List]
Crystallization - Identify no more than
three occupational alternatives that are used in the VALUING step that follows.
[Presentation: List]
Costs and Benefits - Describe the relative costs and benefits for each of the
three occupations that you are considering in relation to:
1) yourself
2) your significant
others, (e.g. family members and friends)
3) your cultural group
4) your community or society
at large
[Presentation: Brief phrase
for each cost and benefit for the three occupations being considered. This
information may be presented in narrative form or in table form.]
Priority List of Occupations
-
Prioritize the three occupations identified above.
[Presentation: List]
Tentative Primary and
Secondary Choice - Identify your tentative primary and secondary occupational choices.
[Presentation: List]
Leisure Activities – Categorize four leisure
activities as complementary, supplemental, or compensatory. Also, indicate the
contribution of each leisure activity (challenge, support, structure, feedback,
application, and integration) to your mental health.
[Presentation: List]
Draft a preliminary FSU
College of Education Program of Study, with a one-sentence rationale for how
each course will relate to your tentative primary occupational choice.
[Presentation: List. Do not
include your official College of Education Program of Study Form]
Identify a preliminary practicum
choice.
Identify a preliminary internship
choice.
Identify at least one
potential volunteer opportunity that relates to your primary choice.
[Presentation: Lists]
List the future skills
that you plan to gain from your academic courses, your practicum, and your
internship. (These skills should build upon, and not duplicate, the skills you
previously identified in the ANALYSIS Phase.)
[Presentation: List]
Describe your job search
strategy in terms of how you will locate job opportunities, (e.g., CCIS,
specific professional association placement services, etc.), and
[Presentation: List]
Draft a resume based
upon your ideal self at the conclusion of your degree.
[Presentation: Resume
included in an appendix]
Draft a cover letter
for the job related to your tentative primary occupational choice identified
above.
[Presentation: Cover letter
included in an appendix]
Describe what changes have occurred, if any, in the external and internal
cues associated with your career problem (gap).
[Presentation: Narrative
Paragraphs]
Describe the outcome(s)
associated with writing this paper.
[Presentation: Narrative
Paragraph(s)]
In the following appendix order, include your (A)
CTI test booklet, (B) SDS interpretive report, (C) card sort summary sheet, (D)
CACG system assessment printouts, (E) Career Key printouts, (F) CACG
information printouts, (G) O*NET printout, (H) Occupational Information
Handbook printout, (I) Resume, (J) Cover letter, and (K) Individual Learning
Plan. Use tab dividers to separate each of these materials.
Title Page
Table of Contents
Communication
External Cues
Events
Input from Significant
Others
Internal Cues
Emotions
Avoidance Behavior
Physiological States
Gap
Goal(s)
Analysis
Self Knowledge
Feedback from Significant
Others
Previous Paid Work
Experience
Previous Volunteer
Experience
Previous Academic Courses
Self-Directed Search
Card Sort
Choices (Interest Profiler
and Work Importance Profiler)
Discover (Values, Interests,
and Abilities)
SIGI Plus (Values and
Activities)
Self-Knowledge Summary
Values
Interests
Current skills
Employment preferences
Occupational Knowledge
Knowledge of Specific
Occupations
Print-Based Documents
Choices
Discover
SIGI Plus
O*NET
Internet Version of the
Occupational Outlook Handbook
Information Interview
Schema for Organizing the
World of Work
Generic Information
Processing Skills
Past Application of the
CASVE Model or Another Approach to Decision Making
Decision-Making Style
Information Gathering
Information Processing
Metacognitions
Self-Talk
Self-Awareness
Monitoring and Control
Synthesis
Elaboration
Crystallization
Valuing
Costs and Benefits
Yourself
Significant Others
Your cultural Group
Your Community or Society at
Large
Priority List of Occupations
Tentative Primary and
Secondary Choice
Leisure Activities
Type of Leisure Activities
Contribution of the Leisure
Activities to Healthy Psychological Adjustment
Execution
Preparation Program
Program of Study
Reality Testing
Preliminary Practicum Choice
Preliminary Internship Choice
Potential Volunteer
Opportunities
Employment seeking
Future Skills
Job Search Strategy
Resume
Cover Letter
Communication
Changes in External Cues
Changes in Internal Cues
Conclusion
Appendences