Provided 5 objectives for the job search workshops that you are planning to provide. This must occur as the first slide in the presentation after the title page.See the chapter highlights on the first

1. Provided 5 objectives for the job search workshops that you are planning to provide. This must occur as the first slide in the presentation after the title page.

See the chapter highlights on the first page of your chapter in the textbook to assist you in writing the objective. You will need to add a verb in front of each statement.

Engage in a simulated experience in career counseling, career planning or career facilitating. 

e. after attending the workshop or presentation, middle school or high school students should be able to identify two careers that they like.

If you are presenting a chapter from the textbook, the objectives are listed as “CHAPTER HIGHLIGHTS”  on the first page of each chapter. 

Be sure to explain your choices

2. Presentation provided 20 slides from information contained within the chapter in the textbook or article in Module 4 of Canvas such as the interrelationships between work, family, life roles and the relationship between gender, diversity and career choice and a description of the career counseling process in working with diverse populations. CACREP 3.D.1-12. 

a. Also, the presentations should be written in the individual’s own words or was appropriately cited and saved as 517 Student’s Last Name ch ppt. CACREP 4.b  

b. In addition the title of the chapter or article should be provided.

c. An explanation of why you selected this chapter or article.

d. Defined at least two terms from the chapter or article.

(Provide information from the chapter or article that you selected to present here.)

     5   all of the above conditions were met.

     4     four of the above conditions were met.

     3   three of the above conditions were met.

     2   two of the above conditions were met.

     1   one of the above conditions was met.

     0   none of the above conditions was met.

1. a. Presentation was verbally and visually delivered in class;                                                                                                    b. Stated the term Multicultural & Social Justice Counseling Competencies in the PowerPoint presentation. 3.B.1                c. addressed the importance of the AMCD Multicultural and Social Justice Competencies (2015) in relation to the chapter presented. CACREP 3.B.1                                                                                                                                                       d. the presentation should explain examples that are related to the chapter or article  for  the privileged counselor-privileged client, privileged counselor-marginalized client, marginalized counselor-privileged client, marginalized counselor-marginalized client. CACREP 2.c  ***PLEASE SEE THE FILE IN MODULE 3.***                                             e.  Provided examples of the  Multicultural & Social Justice Competencies using the

             population within the chapter or article (i.e. middle school students, adults in career

            transition.  CACREP 3.B.1

   For example, privileged status can include completion of higher education such as a Bachelor’s degree or higher, access to transportation, child care or elder care, housing, internet access, computers/laptops, full-time employment, health insurance, retirement, etc.

Examples of marginalized status can encompass lack of transportation, permanent housing, health insurance, access to the internet, laptops/computers, cell phones, poor reading and/or math skills, presence of disabilities, poor social skills (getting along with others), inability to maintain employment, poor hygiene, lack of professional appearance, lack of childcare or elder care,  etc. 

Ct.counseling.org/2016/01/multicultural-and-social-justice-counseling-competencies-practical-applications-in-counseling

4. Presentation contained at least a total of (of all of the requirements in this assignment) 30 slides for master’s level students; 35 slides for specialist level and post-master’s level students and 40 slides for doctoral level students. All students are required to provide  at least 10 slides with graphics from the chapter in the textbook.  CACREP 3.D.1-12.

5    all of the above conditions were met.

4    20 slides were posted for Master’s level students/30 slides for specialist level students.

3    15 slides were posted for Master’s level students/20 slides for specialist level students.

2  10 slides were posted for Master’s level students/15 slides for specialist level students.

1   1-3 slides were posted for Master’s level students/5 slides for specialist level students.

0   0 slides were posted for Master’s level students/ 0 slides for specialist level students.

5.  Presentation explained how the topic of the workshop or presentation can be enhanced by addressing the ethical behavior of the counselor and stated the name of the ethical code and provided a standard within the  ethical code that is  related to the student’s major such as the ACA Code of Ethics (2014) or the ASCA Ethical Standards for School Counselors, or the Mississippi Educator Code of Ethics and Standards of Conduct or the CRCC Code of Ethics and the NCDA Code of Ethics (2015).  Identify and explain the items listed below.   CACREP 3.A. 10; 3.D.12

a. Identify the name of the ethical code by providing  the name of the ethical code.

b. Provide the year of publication of the ethical code with the most recent publication of the ethical code being used.

c. Explain the reason for sharing the ethical code to the clients or participants (evidence of a responsible professional).  The counselor can explain what services he or she can or can not provide.  Also, the counselor can develop trust with the audience when addressing ethical behavior. (Please know that counselors and psychometrists can not write letters of recommendations for clients.)

Explain that this is a part of being a responsible professional whether counselor or psychometrist.

d. Explain why the workshop is structured in a particular way such as recognizing the needs of all participants. (Example: the presentation may have pictures or videos since some may be visual or hearing learners or the use of closed captioning)

e. Identify relevant standards within the ethical code by providing the identifying information such as A.1.a. Primary Responsibility.

The standard with its identifying number, title and statements must be provided and explained why it is important  to the chapter being presented.

https://www.ncda.org/aws/NCDA/pt/sp/guidelines     (Links to an external site.)Links to an external site. Identified sections of ethical codes that addressed ethical and culturally relevant approaches for career development. CACREP 1.i, 4.j

For clinical mental health majors, use the ACA Code of Ethics (2014)

http://www.counseling.org/Resources/aca-code-of-ethics.pdf (Links to an external site.)Links to an external site.

For school counseling majors, use the ASCA Ethical Standards for School Counselors (2016)

https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf (Links to an external site.)Links to an external site.

For Psychometry majors, use the Ms. Educator Code of Ethics and Standards of Conduct (2011)

http://www.mde.k12.sm.us/educator-licensure/division-of-education-misconduct (Links to an external site.)Links to an external site.

For rehabilitation counseling majors, use the CRCC Code of Ethics (2017)

https://www.crccertification.com/code-of-ethics-3   (Links to an external site.)Links to an external site.

For students in Early Childhood use, the National Association for the Education of Young Children  (2011)   http://www.naeyc.org/positionstatements (Links to an external site.)Links to an external site.

For students in Alcohol and Drug Program, use the National Association of Addictions and Drug and Alcohol Counselors (NAADAC)   (2016)   https://www.naadac.org/code-of-ethics (Links to an external site.)Links to an external site.

5  all of the above conditions were met.

4  four of the above conditions were met.

3  three of the above conditions were met.

2  three of the above conditions were met.

1 one to two  of the above conditions were met.

0  none of the above conditions was met.

6. Presentation followed the conventions of grammar, punctuation, spelling and

typographical errors.

5          Presentation contained 0 errors.

4          Presentation contained 1 error.

3          Presentation  contained  2 errors.

2          Presentation contained 3  errors.

1          Presentation contained 4  errors.

0          Presentation contained 5 or more  errors.

7. Presentation followed the conventions of APA Style, 7th edition and cited information within the presentation and provided information in complete sentences.

5         provided citation for information, cited direct quotations, used complete sentences.

4         did not provide 1 citation or error in citation or did not use complete sentences.

3          did not provide 2 citations or errors in citation or did not use complete sentences.

2         did not provide 3 citations or two errors in citation or did not use complete sentences.

1         did not provide 4 citations or three errors in citation or did not use complete sentences.

0         did not provide 4 or more citations or five or more errors in citations.

8. Presenter addressed ONE way to advocate for diverse clients’ career and educational development and employment opportunities in a global economy. CACREP 4.g  (Hint:  See the NCDA Code of Ethics.  CACREP 3.D.7; 3.D.8

 Examples includes. 

a. identify potential barriers to employment and offered remedies- example referred client to Ms. Bar Association free legal clinic for expungement of criminal records or agencies that offer assistance with finding jobs or employers who hire ex-offenders.

b. Other barriers may be reading difficulties, deficiency in using computers, speech

              impediments, appropriate attire, neatness (wrinkled clothes or shoes that need to be    

              polished), transportation, access to cell phone, computers and the internet.

c. ensure that job openings were valid openings- checked job openings with the 

              company’s website; (example- does the web site charge a fee for the job

             application.)

d. educate clients about the use of social media in the job search process- encouraged client to review their social media presence and remove negative information;

e.identify social media guidelines that were fair and equitable (ex. Social media sites

              that  may sell the users data to others without their knowledge or permission.)

f. or obtain consent from client before initiating advocacy process. Be sure to explain your choices.

g. educate clients about credit checks; bad credit since some employers may run a credit check;

h. insure that the applicant’s name is professional.  (i.e. Ima Hogg).  Encourage client to use initials.

9. Presentation was presented on the scheduled date.

a.Posted the paper on the Assignment Tab of Canvas on the due date.

b.Presentation was saved as 517 Student’s Last Name ch (chapter number and name).ppt

c. Late presentation are subject to a 5 point penalty for each day that the presentation is

          late.d. The presentation was saved as a PowerPoint file.

10. Identify a theory of career counseling that you would use by providing

a. the name of the theory in a complete sentence.

b. the name of the author in a complete sentence.

c. four sentences about the theory

d. statement of why you selected the theory in complete sentences.

e. explain how the theory is being used in your presentation in complete sentences. CACREP 3.D.1

For example, if you are using Parsons’ Trait-and-Factor Theory, this theory proposes the use of labor market information (such as  information in  the OOH, O’NET, DOT, CareerOneStop) as well as the use of assessment instruments.  Other examples an include Super’s Life-Span, Life-Space Approach where he looks at different career concerns at different ages and stages of life. The career concerns of elementary, middle, high school and adults are different.

11.Provide five statements about applying the theory. See the textbook.  CACREP 3.D.1

12. Provide five statements about evaluating the theory. See the textbook. CACREP 3.D.1

13. Discuss the career counseling designations of career facilitator, Licensed Professional Counselor, Global Career Development Facilitator, Certified Career Services Provider and Career Coach in five sentences. . See pages 257-259. If you decided to provide career counseling services, which of these titles would best fit you and why. 3.D.12

14. Develop a Professional Disclosure statement with the following components:

a description of your training and experience.  CACREP 3.D.12

services you plan to offer (in terms of career counseling).

      approach to service delivery (individual, group or both) and why.

      statement of client rights. See the textbook.

Client Responsibilities. See the textbook.

15. Describe the types of occupational tools that you would use and why?

See chapter 6 in the textbook. (Hint:  Occupational Outlook Handbook, ONET, CareerOneStop,

DOT, NCDA web site, job search web sites, such as indeed, Mississippi State Personnel Board, etc.  CACREP 3.D.3

1. identify four occupational tools.
2. provide a statement why these tools were selected.
3. Describe the type of career assessments that you would use and why? (Example: ONET Interest Profiler or Career Key.) CACREP 3.D.4

identify the title of the career assessment.

1. identify whether the assessment has been used with the group of people that you plan to serve as clients.
2. Provide a statement on the reliability of the assessment.
3. Provide a statement on the validity of the assessment.
4. Explain why you selected this assessment.

provide information about the setting such as within a school, private practice, within an agency such as the WIN Center, Career Center, after school program, church, or camp. Would the group be privileged or marginalized? Be sure to provide descriptions of the marginalized or privileged status.

the ages and geographic location of the group.

Do the groups have access to computers or cell phones?

18. Identify and define five terms from chapter 1 or career development, or career counseling, or career education, or career, or technostress, or globalization or outsourcing that will be helpful to be in presenting your  chapter.  CACREP 3.D.1

19. Identify and explain 10 components in designing, implementing, evaluating career development programs and series. Explain how this information may be useful to you in serving clients. See chapter 10 in textbook.  CACREP 3.D. 6

20. Decide how you will close the presentation with a summary, quotation or song. If using a quotation or song, then explain how it relates to your chapter.

subject:Career Dev. Interventions in Community   

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