Department of Psychiatric Rehabilitation & Behavioral Health Care
Fall, 2005




PREREQUISITE: PSRT 5102: Counseling Techniques I

INSTRUCTOR: Janice Oursler, Ph.D., CRC
Phone: (908) 889-2462
Class Hours: Tues. 5:30 - 8:30
Office Hours: Tues. 4:30 - 5:30 or by appointment

Course Description: This course reviews rehabilitation principles and practices as they relate to the process of career development with the outcome of choosing an integrated employment setting. The emphasis is on the application of career development theories to career planning including assisting the client in choosing a specific desired vocational goal. Additionally, the course addresses the issues of client readiness to engage in the process of career planning and choosing a specific vocational goal. Topics receiving special attention in the course include:
1. Theories of career development and exploration.
2. Identifying personal values and interests relevant to choosing vocational goals.
3. Approaches to researching career information.
4. Career planning: Choosing specific vocational goals.
5. The use of sources of occupational information and labor market trends.
6. Ethical and cultural issues in occupational choice and goal setting.
7. Psychosocial issues and the impact of disability on vocational choice.
8. Computer and Internet resources to assist in vocational choice.

Course Goals: The goals of the course are to be able to:
1. Develop an understanding of career development theories and the influence of disability on career development.
2. Access labor market information and use it to assist in vocational planning.
3. Assist clients to identify and use sources of occupational information.
4. Work with clients to research potential vocational goals in selecting a career including using computer and Internet resources.
5. Work with clients to identify personal values and preferences important in the processing of choosing vocational or other life goals.
6. Assist the client in a process to choose specific vocational and life goals.
7. Identify vocational measures related to specific career development theories and discuss their use in rehabilitation counseling.
8. Consider cultural variables such as ethnicity, gender and social class in career decision making.
9. Recognize and address ethical issues in assisting clients who are making vocational choices.

Course Objectives: By the end of this course, students will be able to:
1. Describe several theories of career development.
2. Complete an assessment about the client's perspective on entering the rehabilitation process and interpret it to the client.
3. Work with a client to specify personal preferences regarding work.
4. Use at least one values clarification technique to assist clients to identify personal values and assist the client to integrate these values in personal preferences for employment.
5. Assist the client to develop and implement plans to research possible career alternatives.
6. Use a process to assist clients in making their choice of specific vocational and life goals.
7. Specify how to include use of sources of occupational information and labor market trends in the counseling process of assisting clients to choose specific vocational goals.
8. Incorporate vocational measures related to career development theories in the rehabilitation counseling process.
9. Identify cultural and ethical issues for rehabilitation counselors specific to the process of choosing vocational goals and plan to address these issues in the counseling process.

Required Text:
Sharf, R.S. (2005). Applying career development theory to counseling (4th ed.). Pacific Grove, Ca: Brooks/Cole.

Recommended Text:
Cohen, M., Farkas, M., Cohen, B., & Unger, K. (1991). Training Technology: Setting an overall rehabilitation goal reference handbook. Boston: Center for Psychiatric Rehabilitation.

Additional readings may be assigned by the instructor during the course of the semester.

Note: The required text is available on-line from Matthews Bookstore at You can also order by phone at (973) 643-5440 or (800) 791-2665. Information about ordering the recommended text is available at

Course Requirements:
Class participation: 10%
Projects: 50%
Journal article reviews: 20%
Final examination: 20%

Grade Interpretation:
A = 92-100
B = 83-91
C = 75-82
D = 69-74
F = 68 or below
I = Incomplete (This grade is given only in extraordinary circumstances.
Typically, failure to complete assignments will result in a failing grade.)

Note: This is a required course for the M.S. in Rehabilitation Counseling and the M.S. in Psychiatric Rehabilitation, Professional Counseling track. Failure to pass the course will require retaking the course. This is an elective course for the M.S. in Psychiatric Rehabilitation, Leadership track. Students from this track who fail the course may retake the course or discuss with their advisor taking another elective. A grade of “C” or better is required to pass the course.

Course Evaluation:

The quality of this course is evaluated through student course evaluations completed at the end of the course and through the Department of Psychiatric Rehabilitation’s peer review process. As part of the peer review process, other faculty from the Department may attend class sessions to observe the course.


Students are encouraged to discuss requests for accommodations with the Instructor. Information about supported education services can be obtained from Michele Mullen at (908) 889-2513 or e-mail at You can also contact the Disability Compliance Coordinator, Karine Pierre-Pierre, at (973) 972-8594.

Additional Information on Course Requirements:

1. Class Participation: Participation has two elements, attending class and taking part in discussions and exercises. Attending class is an essential foundation of participation. Readings will be assigned during the semester which students will read in preparation for class and prepare brief oral reports to present in class summarizing and evaluating the article. Students are expected to be ready to present their reports any time after the written assignment is due. Students are expected to participate in class discussions and activities including giving and receiving feedback. In giving and receiving feedback, the focus is on behavior, framing feedback suggestions in positive terms and maintaining a professional approach.

2. Projects: There will be five projects to complete. These projects are applications of strategies learned in class. Additional information and due dates for the projects will follow. All written work is to be typed, well organized and free of errors in spelling, grammar and word usage. Lack of clarity in your writing, poor organization of material, and mistakes in grammar and spelling will lower your grade. Projects will be presented and discussed in class.

Projects are:
Determining Personal Preferences: Work with another person to determine his or her personal preferences for work using techniques learned in class to assist in identifying values and personal preferences. Write a report of techniques you selected, your experience using the process, and the results.

Research Plan for Choosing Goals: Develop a research plan with another person to find out the needed information to evaluate the job. Start by identifying several possibilities the person may be interested in exploring. Be sure to work with the person to determine if the person will be able to meet the minimum requirements to be considered for each environment. Your plans should include questions for a structured interview, and a complete research plan to find out other relevant information in addition to the interview questions. Complete a report detailing your research plan, your process for choosing the goal and your analysis of the experience.

Readiness Assessment: Conduct a Rehabilitation Readiness Assessment with another person and prepare a report summarizing the results of the assessment. The report must be in language understandable to the person.

Personal Vocational Evaluation: Complete the package of vocational assessments related to career development theories plus a computerized career assessment instrument for yourself. These assessments will be distributed in class except for the computerized test. From the scores, write a report 1) summarizing the results of each assessment, 2) reflecting on whether you perceive the results of each assessment to be a fit for you, and 3) commenting on what the experience was like for you. Complete all the vocational assessments listed below.
o Minnesota Importance Questionnaire (TWA)
o Self Directed Search (Holland)
o Computerized Test (based on SDS): Career Key test at
o Myers Briggs Type Indicator (Myers Briggs)
o Values Scale (Super)
o Career Beliefs Inventory (Krumboltz)
o Career Thoughts Inventory (Career Decision Making)

Occupational Information Project: The purpose of this project is to work with another person to use a variety of occupational information resources to obtain more information about jobs of interest. Select a person you know well in terms of vocational interests. Starting with an assessment of the person’s vocational interests and values, you will use occupational information resources to research potential careers. Follow the steps described below to complete this project. Record the requested information in complete sentence(s) for Items 1 through 7. Do NOT attach or include printed-out material from the web sites or other resources in your report.

1. Select a person unsure of what type of work is of most interest. Write a brief description of the person including information such as age, education, work history, disability, and other relevant information.

2. Have the person complete the Work Importance Locator and the Interest Profiler on-line at Both can be accessed by clicking on Assessment. Work with the person to score each and discuss the results. Record the primary and secondary interests and the top two values.

3. Review pages 1-24 in the Guide for Occupational Exploration (GOE) bout how to use the GOE. Based on the person’s interests, use the Crosswalks to select an Interest Area and Work Group for further exploration. Do not use 12.02.02, Social Services: Counseling and Social Work, as your example. Read about the Work Group and select a specific job from one of the Sub Groups for that Work Group. Record the name of the Interest area, Work Group, Sub Group and the name of the job. Describe how you used the Crosswalks to identify the area of interest. Briefly explain why this job was selected for further exploration. A copy of the GOE is available in the Department office.

4. Look up the specific job in the Dictionary of Occupational Titles (DOT), Appendix B, C and D to learn more about how to use the DOT. Record the DOT code, lead statement and any alternative titles for the job. Also, record the Strength Factors and Training Codes for the specific job. Explain what the DOT code, strength Factors, and Training Codes means. A copy of the DOT is available in the Department office or a free demo may be down loaded at

5. Use the DOT code to find the specific job in O*NET, which can be found at Record the O*NET SOC code and title. If the job you are researching does not have detailed information, select a related job with detailed information. Record the three most important skills for the job and the three most important work activities. Also, list three related occupations.

6. Research the outlook for this job in the Occupational Outlook Handbook (OOH), at After reading about the job, summarize the significant points about the job and the overall job outlook.

7. Research the outlook for this job in New Jersey at, click on Labor Market Information. Summarize the wages and trends in New Jersey for this job and compare this with the overall job outlook from the OOH.

8. Write briefly about your experience with these occupational information resources in this assignment and how you might use them in your work now or in the future.

3. Journal Article Reviews: In consultation with the instructor, select and read five journal articles addressing five different theories of career development. Write a brief review of each article of about two to three pages. In your review, use headings including purpose of the study or article, methods, results or conclusions, your comments on the article itself and its applications to rehabilitation counseling practice. Use APA format to reference each article. Reviews that do not incorporate correct APA reference format will not qualify for an “A.” You are encouraged to hand in the journal article assignments as the semester progresses so that you can receive feedback on your reviews.

4. Final Examination: There will be a final examination based on readings and material presented in class. The instructor will give additional information about the examination in class.

Fall, 2005

Note: Dates for specific topics may change due to scheduling issues. The instructor will advise the class of schedule changes.


9/6 Overview of course
Philosophy and core values of rehabilitation
Review of the Boston University approach

9/13 Choosing career goals: an internal perspective
Preferences and values
Sharf, Chap. 1
Assignment: Determining personal preferences Due: 10/11

9/20 History of career counseling and career development theory
Developing a research plan: The information interview
Sharf, Chap. 2
Assignment: Research plan for choosing goals Due: 10/18

9/27 Career development theory: Theory of Work Adjustment
Sharf, Chap. 3, Complete Minnesota Importance Questionnaire
Assignment: Complete a personal vocational evaluation. Due 11/29

10/4 Using sources of occupational and labor market information
Sharf, Chap. 15
Assignment: Occupational information exercise Due: 11/1

10/11 Career development theory: Holland
Sharf, Chap. 4, Complete Self Directed Search
Determining personal preferences due

10/18 Conducting a Readiness Assessment
Ethical issues in career choice
Sharf, Appendix A
Complete computerized career assessment
Assignment: Readiness Assessment interview and report Due: 11/15 Research plan due

10/25 Career development theory: Myers-Briggs Type Theory
Sharf, Chap. 5, 6, Complete Myers-Briggs Type Indicator

11/1 Career development theory: Super
Sharf, Chaps. 7, 8, Complete Values Scale
Occupational information exercise due

11/8 Career Development Theory: Gottfredson
Sharf, Chap. 9

11/15 Career Development Theory: Social Learning Theory: Krumboltz
Social Cognitive Career Theory
Sharf, Chap. 12, 13 Complete Career Beliefs Inventory
Readiness Assessment due

11/22 Adult career crises and transitions
Career decision making approaches: Choosing career goals
Sharf, Chap. 14, Complete Career Thoughts Inventory
All journal article reviews due

11/29 Career development theories: Constructivist and narrative approaches
Sharf, Chap. 10
Personal vocational evaluation due

12/6 Career Development Theories: Relational theories
Summary of theories and course content
Sharf, Chap. 11, 16

12/13 Final examination

Rev. Fall 2005

Department of Psychiatric Rehabilitation & Behavioral Health Care

PSRT 5201: Vocational Rehabilitation I: Career Development
Readings in Career Development Theory
Fall, 2005

Article 1: Theory of Work Adjustment

Academic Search Premier:

1. Bizot E. B. & Goldman, S. H. (1993). Prediction of satisfactoriness and satisfaction: An 8-Year follow up. Journal of Vocational Behavior, 43, 19-29.

2. Degges-White, S. & Shoffner, M. F. (2002). Career counseling With lesbian clients: Using the Theory of Work Adjustment as a framework. Career Development Quarterly, 51, 87-96.

3. Fried, Y., Hollenbeck, J.R., Slowik, L.H., Tiegs, R.B. & Ben-David, H.A. (1999). Changes in job decision latitude: The influence of personality and interpersonal satisfaction. Journal of Vocational Behavior, 54, 233-243.

4. Harper, M. C., & Shoffner, M. F. (2004). Counseling for continued career development after retirement: An application of the theory of work adjustment. Career Development Quarterly, 52, 272-284.

5. Hesketh B. (1995). Personality and adjustment styles: A Theory of Work Adjustment approach to career enhancing strategies. Journal of Vocational Behavior, 46, 274-282.

6. Hesketh, B. & Gardner D. (1993). Person-environment fit models: A reconceptualization and empirical test. Journal of Vocational Behavior, 42, 315-332.

7. Melchiori, L.G. & Church, A.T. (1997). Vocational needs and satisfaction of supported employees: The applicability of the Theory of Work Adjustment. Journal of Vocational Behavior, 50, 401-417.

Science Direct:

8. Chiocchio, F., & Frigon, J. (2005). Tenure, satisfaction, and work environment flexibility of people with mental retardation. Journal of Vocational Behavior (Proof)

Article 2: John Holland

Academic Search Premier:

1. Ohler, D.L., & Levinson, E. M. (1996). The relationship between career maturity and congruence, consistency, and differentiation among individuals with and without learning disabilities. Journal of Employment Counseling, 33, 50-60.

2. Reardon, R. & Lenz, J. (1996). Integrating theory, practice, and research with the Self-Directed Search: Computer version Form R. Measurement & Evaluation in Counseling & Development, 28, 211-218.

3. Weinrach, S. G. (1980). Have hexagon will travel: An interview with John Holland. Personnel & Guidance Journal, 58, 406-414.

Science Direct:

4. Downes, M. & Kroeck, K.G. (1996). Discrepancies between existing jobs and individual interests: An empirical application of Holland's model. Journal of Vocational Behavior, 48, 107-117.

5. Gottfredson, G.D. (1999). John L. Holland's contributions to vocational psychology: A review and evaluation. Journal of Vocational Behavior, 55, 15-40.

6. McDaniel, M.A. & Snell, A.F. (1999). Holland's theory and occupational information. Journal of Vocational Behavior, 55, 74-85.

7. Mobley, M. & Slaney, R. B. (1996). Holland's theory: Its relevance for lesbian women and gay men. Journal of Vocational Behavior, 48, 125-135.

8. Rayman, J. & Atanasoff, L. (1999). Holland's theory and career intervention: The power of the hexagon. Journal of Vocational Behavior, 55, 114-126

Article 3: MBTI

Academic Search Premiere:

1. Culp, G. & Smith, A. (2001). Understanding psychological type to improve project team performance. Journal of Management in Engineering, 17, 24-33.

2. Hawkins, J. (1997). Giftedness and psychological type. Journal of Secondary Gifted Education, 9, 57-67.

3. Healy, C. C., & Woodward, G. A. (1998). The Myers-Briggs Type Indicator and career obstacles. Measurement & Evaluation in Counseling & Development, 32, 74-84.
4. McClanaghan, M. E. (2000). A strategy for helping students learn how to learn. Education, 120, 479-486.

5. Opt, S. K., & Loffredo, D. A. (2000). Rethinking communication apprehension: A Myers-Briggs perspective. Journal of Psychology, 134, 556-570.

6. Sears, S. J., & Kennedy, J. J. (1997). Myers-Briggs personality profiles of prospective educators. Journal of Educational Research, 90, 195-202.

7. Stilwell, N. A., & Wallick, M. M. (2000). Myers-Briggs type and medical specialty choice: A new look at an old question. Teaching & Learning in Medicine,12, 14-20.

Science Direct:

8. Janowsky, D.S., Morter, S. & Hong, L. (2002). Relationship of Myers Briggs type indicator personality characteristics to suicidality in affective disorder patients. Journal of Psychiatric Research, 36, 33-39.

Article 4: Donald Super

Academic Search Premiere:

1. Blustein, D. L. (1997). A context-rich perspective of career exploration across the life roles. Career Development Quarterly, 45, 260-274.

2. Herr, E. L. (1887). Super's life-span, life-space approach and its outlook for refinement. Career Development Quarterly, 45, 238-237.

3. Okocha, A. (1998). Using qualitative appraisal strategies in career counseling. Journal of Employment Counseling, 35, 151-159.

4. Savickas, M. L. (1997). Career adaptability: An integrative construct for life-span, life-space theory. Career Development Quarterly, 45, 247-256.

5. Super, D.E. (1983). Assessment in career guidance: Toward truly developmental counseling. Personnel and Guidance Journal, 61, 555-562.

6. Super, D. E., & Osborne, W. L. (1992). Developmental career assessment and counseling: The C-DAC model. Journal of Counseling & Development, 71, 74-80.

Science Direct:

7. Dunkle, J.H. (1996). Toward an integration of gay and lesbian identity: Development and Super's life-span approach. Journal of Vocational Behavior, 48, 149-159.
8. Smart, R., & Peterson, C. (1997). Super's career stages and the decision to change careers. Journal of Vocational Behavior, 51, 358-374.

Article 5: Other Theories

John Krumboltz

Academic Search Premiere:

1. Enright, M. S. (1996). The relationship between disability status, career beliefs, and career indecision. Rehabilitation Counseling Bulletin, 40, 134-152.

2. Krumboltz, J. D. (1994). The Career Beliefs Inventory. Journal of Counseling & Development, 72, 424-428.

3. Krumboltz, J. D., & Duckham-Shoor, L. (1977). Reward direction- Not perfection. Theory Into Practice, 16, 243-250.

4. Mitchell, K. E., Levin, A. S., & Krumboltz, J. D. (1999). Planned happenstance: Constructing unexpected career opportunities. Journal of Counseling & Development, 77, 115-124.

Linda Gottfredson

Science Direct

1. Armstrong, P.I. & Crombie, G. (2000). Compromises in adolescents' occupational aspirations and expectations from grades 8 to 10. Journal of Vocational Behavior, 56, 82-98.

2. Blanchard, C.A. & Lichtenberg, J.W. (2003). Compromise in career decision making: A test of Gottfredson's theory. Journal of Vocational Behavior, 62, 250-271.

Anne Roe

Science Direct:

1. Brown, M. T., Lum, J. L. & Kim, V. (1997). Roe revisited: A call for the reappraisal of the theory of personality development and career choice. Journal of Vocational Behavior, 51, 283-294.

2. Brown, M.T. & Voyle, K.M. (1997). Without Roe. Journal of Vocational Behavior, 51, 310-318.


3. Wrenn, R. L. (1985). The Evolution of Anne Roe. Journal of Counseling & Development, 63, 267-275.

Cognitive Information Processing

Academic Search Premiere:

1. Lustig, D. C., & Strauser, D. R. (2003). An empirical typology of career thoughts of individuals with disabilities. Rehabilitation Counseling Bulletin, 46, 98-107.

2. McLennan, N. A. (1999). Applying the cognitive information processing approach to career problem solving and decision making to women's career development. Journal of Employment Counseling, 36, 82-96.

3. Reardon, R.C., & Wright, L.K. (1999). The case of Mandy: Applying Holland’s theory and cognitive information process theory. Career Development Quarterly, 47, 195-203.

Science Direct:

4. Saunders, D.E., Peterson, G., Sampson, J.P., Jr., & Reardon, R.C. (2000). Relation of depression and dysfunctional career thinking to career indecision. Journal of Vocational Behavior, 56, 288-298.

You might want to read before the final exam:
Review of career theories:

Beale, A. V. (1998). Facilitating the learning of career development theories. Career Development Quarterly, 46, 294-302.

Last modified: Friday, 3 November 2006, 05:13 PM