Gender- and Family-Conscious Career Counseling

Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Association (2010). You need to have scholarly support for any claim of fact or recommendation regarding treatment. APA format also requires headings. Use the prompt each week to guide your heading titles and organize the content of your initial post under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that is current. I have also attached my discussion rubric so you can see how to make full points. Please follow the instructions to get full credit for the discussion. I need this completed by 07/20/19 at 7pm.

Assignment – Week 8

Application: Gender- and Family-Conscious Career Counseling

Gender has wide-ranging effects on career counseling—from influencing people’s career choices to institutionalized discrimination that has resulted in disparities in salary, prestige, and benefits for men and women. Family life is also significant in how it supports or limits the opportunities and priorities that individuals may have with regard to career options.

Counselors need to examine and reflect on their own gender-based beliefs, attitudes, and behaviors, while also being conscious of how gender may be influencing their clients’ choices. They also need to be conscious of how their own ideas about the role of family and the meaning of work-life balance may influence their approach to counseling clients.

To prepare for this assignment:

• Review the week’s Learning      Resources. Focus on the case examples of Maria and Richard, on pp.      515–517.
• Think about the      similarities and differences in the daily lives of Maria and Richard and      the role that gender expectations, bias, and discrimination, as well as      the role that family life, may play in each scenario.
• Reflect on how a counselor      might engage in a holistic approach to career counseling with Maria and      Richard using one of the following holistic approaches: Self-Efficacy Beliefs (p. 92), Learned Optimism (pp. 93–94),      Planned Happenstance (pp. 94-95), or Positive Uncertainty (pp. 96–99). Consider how a counselor would honor each individual’s unique      needs while also being conscious of how expectations, bias, and/or      discrimination related to gender and family life may influence them.

The assignment: (1–2 pages)

• Explain how you would work      with Maria and Richard using one of the following holistic      approaches: Self-Efficacy Beliefs (p. 92), Learned Optimism (pp. 93–94),      Planned Happenstance (pp. 94–95), or Positive Uncertainty (pp. 96–99).
• Analyze each case (Maria’s      and Richard’s) in terms of the influence of gender and family life on      their career decisions and development.

Required Resources

· Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.

o Chapter 16, “Career Counseling with Couples and Families”

o Chapter 17, “Gender Issues in Career Counseling”

Website

· National Career Development Association. (2015). Internet sites for career planning. Retrieved from www.ncda.org/aws/NCDA/pt/sp/resources

Week 8 Application Assignment Rubric

Criteria	1 Exemplary	2 Proficient	3 Progressing	4 Emerging	Score
Meets Assignment Objectives Application: Gender- and Family-Conscious Career Counseling · Explain how you would work with Maria and Richard using one of the following holistic approaches: Self-Efficacy Beliefs (p. 92), Learned Optimism (pp. 93–94), Planned Happenstance (pp. 94–95), or Positive Uncertainty (pp. 96–99). · Analyze each case (Maria’s and Richard’s) in terms of the influence of gender and family life on their career decisions and development.	Responsive to and exceeds the requirements     4 points	Responsive to and meets the requirements       3–3.5 points	Somewhat responsive to the requirements     2–2.5 points	Unresponsive to the requirements     0–1.5 points	/4
Application of Knowledge   Demonstrates an ability to think about, use, and integrate course material.	In-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, examples, and conclusions)   4 points	Basic understanding and application of the concepts and issues presented in the course demonstrating that the student has absorbed the general principles and ideas presented                   3–3.5 points	Minimal understanding and little application of concepts and issues presented in the course or, while generally accurate, displays some omissions and/or errors           2–2.5 points	Lack of understanding and little or no application of the concepts and issues presented in the course; and/or the application is inaccurate and contains many omissions and/or errors   0–1.5 points	/4
Writing Demonstrates graduate-level writing.	Application meets graduate-level writing expectations, uses language that is clear and concise, has a few or no errors in grammar or syntax, is well organized and clear, and adheres to APA style with few or no mistakes       4 points	Application meets most graduate-level writing expectations, uses language that is clear, has a few errors in grammar or syntax, is well organized and clear, and adheres to APA style with few mistakes                   3–3.5 points	Application partially meets graduate-level writing expectations, uses unclear and inappropriate language, has significant grammar or syntax errors, lacks organization, OR demonstrates significant issues with APA style.       2–2.5 points	Application does not meet graduate-level writing expectations, uses unclear and inappropriate language, has significant grammar or syntax errors, lacks organization, AND demonstrates significant issues with APA style.     0–1.5 points	/4
	12 points 100%	9–10.5 points 75–87.5%	6–7.5 points 50–62.5%	0–4.5 points 0–37.5%	Total Score   /12

 

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