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Instructor’s Resource Manual and Test Bank
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for
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Career Information, Career Counseling, and
Career Development
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Eleventh Edition
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Duane Brown
University of North Carolina at Chapel Hill
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Testbanksmafia
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Table of Contents
Introduction…………………………………………………………………………………………………………….1
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Chapter 1 Introduction to the Global Economy, Social Justice, and Career Development……………………...…2
Chapter 2 Ethical and Legal Guidelines and the Competencies Needed for Career Development Practice…….…9
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Chapter 3 Person-Environment Congruence (PEC) theories: Frank Parson, Theory of Work Adjustment, John
Holland and a Values-Based Approach and their Application…………………………………………14
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Chapter 4 Developmental Theories and Their Applications: Donald Super and Linda Gottfredson…………..…20
Chapter 5 Learning-Theory Based and Socioeconomic Theories and Their Application…………………...……25
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Chapter 6 Contextualist and Chaos Theories and Their Applications: the Vancouver Group, Bloch, Pryor and
Savickas………………………………………………………………………………………………...30
Chapter 7 Gender as an Issue in Career Counseling: Women, Men, and Sexual Orientation Minorities…...……35
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Chapter 8 A Values-Based, Multicultural Approach to Career Counseling and Advocacy………………………39
Chapter 9 Career Counseling with Clients with Unique Concerns: Disabled, Economically Disadvantaged,
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Veterans and Older Workers……………………………………………………………………...……45
Chapter 10 Assessment in Career Counseling and Development………………………………………………..…51
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Chapter 11 Using Information to Facilitate Career Development…………………………………………….……57
Chapter 12 Virtual and Brick and Mortar Career Exploration Centers: Design and Implementation…………..…63
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Chapter 13 Preparing for Work………………………………………………………………………………..……67
Chapter 14 Facilitating the Global Job Search in a Digital Age……………………………………………………73
Chapter 15 Designing and Implementing K-12 Career Development Programs within the Framework of the
ASCA National Model…………………………………………………………………………………79
Chapter 16 Career Development Programs in Post-Secondary Educational Institutions……………………..……85
Chapter 17 Career Counselors in Private Practice; Counseling, Coaching, Consulting and Beyond………………91
Chapter 18 Career Development in Business Organizations……………………………………………….………97
Chapter 19 Program Evaluation and Evidenced-Based Practice…………………………………………….……103
Chapter 20 Trends in the Labor Market, Factors that Shape Them, and Issues for Decision Makers…….………108
iii
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Introduction
Te
To the Instructor:
This manual accompanies Career Information, Career Counseling and Career Development: Toward a Global
Perspective is intended to provide both new and experienced professors with material that can be used either to
develop a new course approach or to modify an existing course related to the topic. In most counselor education or
s
counseling psychology programs the "career" area is introduced in the first year, often in the first semester.
Consequently, the instructor usually can assume that the students' psychological background is limited to whatever
tb
basic courses were included in their undergraduate program. This manual is built on the assumptions that students
have some familiarity with at least introductory concepts of human development, general and educational
psychology, and general sociology, as encountered in undergraduate courses in these subjects.
an
Each chapter in this manual follows the same format. Each of the sections in the manual is intended to assist
the instructor in focusing student attention on the rationale and content of the chapter, in broadening and enriching
the learning process, and assisting in assessment of the learning process.
The six sections are the following:
ks
Learning Objectives -- These statements attempt to specify the knowledge and/or skill the student should be
able to demonstrate with mastery of the chapter’s content.
Key Terms/Concepts -- These terms, phrases, or titles are included in the chapter, and an understanding of
them is necessary for full command of the content.
m
Suggested Exercises/Activities -- Practical application of ideas, materials, or techniques enhances the learning
process and often turns vague concepts into realistic and useful tools.
af
Class Discussion Questions -- These items are intended for use in those classes where group discussion can be
used to focus on broadening and deepening student grasp of the material.
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Examination Questions -- This section includes suggested true-false, multiple choice, short essay, and long
essay questions that can be used in whatever assessment approach the instructor prefers.
Suggested Additional Assignments -- Instructors who expect students to read beyond the textbook will find
these items useful in directing students toward references that relate to the chapter content. Most items included are
drawn from the references listed for each chapter.
1
Testbanksmafia
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Chapter 1
Introduction to Career Development in the Global Economy and Its Role in Social Justice
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Objectives
Students should be able to:
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1. Articulate an understanding of the impact of the global economy on work in the U. S.
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2. Explain how people view work as a part of their lives and the lives of others.
3. Form a personal view of their own career development.
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4. Show familiarity with the basic terminology used in career development.
5. Demonstrate the role career development programs can play in the drive for social justice in the U. S.
6. Demonstrate knowledge of the historical roots of career development.
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Key Terms/Concepts
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Career coaching NCDA/NVGA
Career counseling Position
Career development Career development programs
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Technological change Career information
Work Historical roots
Career/Job/Occupation Work ethic
Job satisfaction Work force
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Job sharing Work place
Flattened world economy Social Justice
Unemployment and Its Consequences
Work ethic Frank Parsons
O*NET Vocation vs. job vas career
Off-shoring
Suggested Exercises/Activities
1. Interview two or three school principals on each school level to determine efforts made in each school to assist
students in career development.
2. Interview two or three teachers at each school level to determine what aids their classroom and their school
provides for career development.
3. Interview two or three school counselors to identify their viewpoint and activities in career development.
4. Visit the career counseling and placement service on your campus and discuss the services provided. Ask if
they have seen increased interest in working abroad.
5. Interview two or three workers in different occupations about their jobs. Ask what they like and dislike, what
led to their accepting the job, and what they would do if they could start over.
6. Interview several workers for information about how their job relates to early career plans, education, and
family background.
2
Testbanksmafia
Te
s tb
an
Instructor’s Resource Manual and Test Bank
ks
for
m
Career Information, Career Counseling, and
Career Development
af
Eleventh Edition
ia
Duane Brown
University of North Carolina at Chapel Hill
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Testbanksmafia
, @
Table of Contents
Introduction…………………………………………………………………………………………………………….1
Te
Chapter 1 Introduction to the Global Economy, Social Justice, and Career Development……………………...…2
Chapter 2 Ethical and Legal Guidelines and the Competencies Needed for Career Development Practice…….…9
s
Chapter 3 Person-Environment Congruence (PEC) theories: Frank Parson, Theory of Work Adjustment, John
Holland and a Values-Based Approach and their Application…………………………………………14
tb
Chapter 4 Developmental Theories and Their Applications: Donald Super and Linda Gottfredson…………..…20
Chapter 5 Learning-Theory Based and Socioeconomic Theories and Their Application…………………...……25
an
Chapter 6 Contextualist and Chaos Theories and Their Applications: the Vancouver Group, Bloch, Pryor and
Savickas………………………………………………………………………………………………...30
Chapter 7 Gender as an Issue in Career Counseling: Women, Men, and Sexual Orientation Minorities…...……35
ks
Chapter 8 A Values-Based, Multicultural Approach to Career Counseling and Advocacy………………………39
Chapter 9 Career Counseling with Clients with Unique Concerns: Disabled, Economically Disadvantaged,
m
Veterans and Older Workers……………………………………………………………………...……45
Chapter 10 Assessment in Career Counseling and Development………………………………………………..…51
af
Chapter 11 Using Information to Facilitate Career Development…………………………………………….……57
Chapter 12 Virtual and Brick and Mortar Career Exploration Centers: Design and Implementation…………..…63
ia
Chapter 13 Preparing for Work………………………………………………………………………………..……67
Chapter 14 Facilitating the Global Job Search in a Digital Age……………………………………………………73
Chapter 15 Designing and Implementing K-12 Career Development Programs within the Framework of the
ASCA National Model…………………………………………………………………………………79
Chapter 16 Career Development Programs in Post-Secondary Educational Institutions……………………..……85
Chapter 17 Career Counselors in Private Practice; Counseling, Coaching, Consulting and Beyond………………91
Chapter 18 Career Development in Business Organizations……………………………………………….………97
Chapter 19 Program Evaluation and Evidenced-Based Practice…………………………………………….……103
Chapter 20 Trends in the Labor Market, Factors that Shape Them, and Issues for Decision Makers…….………108
iii
Testbanksmafia
, @
Introduction
Te
To the Instructor:
This manual accompanies Career Information, Career Counseling and Career Development: Toward a Global
Perspective is intended to provide both new and experienced professors with material that can be used either to
develop a new course approach or to modify an existing course related to the topic. In most counselor education or
s
counseling psychology programs the "career" area is introduced in the first year, often in the first semester.
Consequently, the instructor usually can assume that the students' psychological background is limited to whatever
tb
basic courses were included in their undergraduate program. This manual is built on the assumptions that students
have some familiarity with at least introductory concepts of human development, general and educational
psychology, and general sociology, as encountered in undergraduate courses in these subjects.
an
Each chapter in this manual follows the same format. Each of the sections in the manual is intended to assist
the instructor in focusing student attention on the rationale and content of the chapter, in broadening and enriching
the learning process, and assisting in assessment of the learning process.
The six sections are the following:
ks
Learning Objectives -- These statements attempt to specify the knowledge and/or skill the student should be
able to demonstrate with mastery of the chapter’s content.
Key Terms/Concepts -- These terms, phrases, or titles are included in the chapter, and an understanding of
them is necessary for full command of the content.
m
Suggested Exercises/Activities -- Practical application of ideas, materials, or techniques enhances the learning
process and often turns vague concepts into realistic and useful tools.
af
Class Discussion Questions -- These items are intended for use in those classes where group discussion can be
used to focus on broadening and deepening student grasp of the material.
ia
Examination Questions -- This section includes suggested true-false, multiple choice, short essay, and long
essay questions that can be used in whatever assessment approach the instructor prefers.
Suggested Additional Assignments -- Instructors who expect students to read beyond the textbook will find
these items useful in directing students toward references that relate to the chapter content. Most items included are
drawn from the references listed for each chapter.
1
Testbanksmafia
, @
Chapter 1
Introduction to Career Development in the Global Economy and Its Role in Social Justice
Te
Objectives
Students should be able to:
s
1. Articulate an understanding of the impact of the global economy on work in the U. S.
tb
2. Explain how people view work as a part of their lives and the lives of others.
3. Form a personal view of their own career development.
an
4. Show familiarity with the basic terminology used in career development.
5. Demonstrate the role career development programs can play in the drive for social justice in the U. S.
6. Demonstrate knowledge of the historical roots of career development.
ks
Key Terms/Concepts
m
Career coaching NCDA/NVGA
Career counseling Position
Career development Career development programs
af
Technological change Career information
Work Historical roots
Career/Job/Occupation Work ethic
Job satisfaction Work force
ia
Job sharing Work place
Flattened world economy Social Justice
Unemployment and Its Consequences
Work ethic Frank Parsons
O*NET Vocation vs. job vas career
Off-shoring
Suggested Exercises/Activities
1. Interview two or three school principals on each school level to determine efforts made in each school to assist
students in career development.
2. Interview two or three teachers at each school level to determine what aids their classroom and their school
provides for career development.
3. Interview two or three school counselors to identify their viewpoint and activities in career development.
4. Visit the career counseling and placement service on your campus and discuss the services provided. Ask if
they have seen increased interest in working abroad.
5. Interview two or three workers in different occupations about their jobs. Ask what they like and dislike, what
led to their accepting the job, and what they would do if they could start over.
6. Interview several workers for information about how their job relates to early career plans, education, and
family background.
2
Testbanksmafia
