Assignment

 

Choose between one of the hypothetical cases of Mei Lei, Lakeesha, or Vincent. With the understanding that you are a career counselor, analyze the client’s career counseling needs in accordance with one of the following career theories: Super, Holland, Dawis & Lofquist, Krumboltz, and Lent, Brown, and Hackett. Within your analysis, explore the contextual issues within the case related to culture and family and develop a tentative plan for assisting this client with their career development needs. Create a 10-14-slide presentation that captures the following information:

• Basic demographics such as age, sex, race, and education
• Career development thus far
• Reason(s) (external and internal) for seeking career counseling
• Any unique problems that may influence the counseling session (e.g., disability, economic problems, mental health problems, cultural considerations) and how you would address these issues
• A detailed overview of your theory of choice. Be sure to identify the major concepts associated with the theory
• An explanation of how the theory’s major concepts could be used to understand your client’s situation and counseling needs and/or guide your selection of helping strategies.
• Information needed for the initial assessment
• Steps in the career development process
• Two career resources that may be useful in facilitating the career development of the client
•  At least two career assessments/tools you would use to facilitate the career development process and discuss how the results of each assessment/tool may benefit the client.
• Application of one ethical principle
• Application of at least two standards from the NCDA Code of Ethics
• Referrals needed (if any)
• Include at least five scholarly references.

Title slide and reference slide are not included in the slide count. Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 100 words.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. 

CNL 525 Topic 5: Case Study Scenarios

Directions: Read the case studies listed below and select one to complete the Topic 5 assignment.

Case of Li Mei: “Helping Li Mei Blossom”

For several weeks, Li Mei hadn’t been sleeping well. Concerned about sleep problems, her frequent headaches, and general lack of energy, this Taiwanese-American sophomore at Chapman University finally decided to make an appointment at the student health services center. To Li Mei’s surprise, even after ordering a number of lab tests, the physician could find nothing physically wrong with her. She was even more surprised when the physician referred her to the campus office for personal counseling. The idea of seeing a counselor was not particularly comfortable, but Li Mei complied. She just hoped her parents wouldn’t find out because she felt that this would be yet another way she would disappoint them. For most of her life, 19-year-old Li Mei felt like a disappointment. Overshadowed by the many successes of her older siblings, Li Mei knew she couldn’t possibly measure up. Although Chapman University is a highly respected college, Li Mei was keenly aware that she was admitted only after being placed on the wait list. In contrast, her 21-year-old sister was recruited by and awarded a full scholarship to Stanford University, where she was earning all As in the engineering curriculum and also competing on the Stanford women’s swimming and diving team as an accomplished diver. Her 25-year-old brother was now in his third year of medical school at Johns Hopkins and aspires to become a neurosurgeon. Although she had been a fine student in high school, with a 3.2 grade point average (GPA) at a highly rated, private high school near her home in Flushing, New York, and was involved in a number of extracurricular activities, Li Mei wasn’t a National Merit exam finalist like her brother and sister and didn’t have the grades for schools like Stanford and Johns Hopkins. She also didn’t have the same drive. After all, why bother? As the youngest and least accomplished child in the Huang family, Li Mei often felt invisible. For months now, Li Mei had felt increasingly discouraged. Lately, it was all she could do to make it to her classes, and it was next to impossible to see the point. After all, she didn’t even know what she wanted to do. How was she supposed to declare a major?

Case of Lakeesha Maddox: “Doors and Windows”

It was about 8:00 p.m. when Lakeesha heard the knock on the door. She was feeling more than a bit annoyed because she had finally managed to get both of her children to bed and didn’t want them awakened. Contributing to her irritability was the fact that her husband hadn’t yet arrived home from work. Terrence normally came home around 6:15 and Lakeesha looked forward to their shared time with the children each evening. Although cherishing the opportunity to stay home with their two little ones, this 27-year-old African American housewife and mother also admittedly craved her husband’s adult companionship and found relief when they were both home to care for the children.

That was six months ago. The officer at the door regretfully informed Lakeesha that her husband had died in a multicar collision on the expressway while on his way home from work. That knock, and the message that followed, left Lakeesha stunned, disoriented, and numb. How she would have managed to care for the children without the help of the ladies from church, she didn’t know. It took weeks for the message to sink in and it was weeks more before she could talk about it. Now, though, she had to talk about it. She needed to think about her children and find a way to provide for them. She knew that the life insurance money would only last so long. For that reason, she decided to return to her alma mater, Spelman College, for some career counseling.

When asked what she hoped to get out of counseling, several tears trickled down her cheeks as Lakeesha softly explained that she was looking for a window. Deeply religious, Lakeesha was clinging to the hope offered by a quotation she had often heard: “When the Lord closes a door, somewhere He opens a window.”

Case of Vincent Arroyo: “Casket, Closets, and Careers”

Some might say that Vincent Santiago Arroyo’s career path began with a casket. When he was only three years old, Vincent’s father died a hero’s death. As a firefighter in New York City, Vincent’s father perished on September 11, 2001, while attempting a valiant rescue of workers trapped inside the second tower of the World Trade Center. Although Vincent has but distant memories of his father, he has grown up in awe of him. Many a family gathering has included a moment of silence to honor his father’s heroism and, to this day, Vincent’s mother still lights a candle for her late husband each Sunday before Mass. Now 17 years old and a junior in high school, Vincent works every day after school at the bodega (corner grocery) in order to help his mother with the bills and rarely feels that he has time to do homework. As a result, Vincent maintains mostly Cs and Ds, but his school counselor told him he was still on track to graduate next year and to pursue his dream of joining the military after high school.

Perhaps this dream represents a desire to honor his father’s sacrifice. Perhaps it stems from wanting to also experience the admiration shown to Vincent’s fallen hero. Perhaps it reflects a desire to defend his country from the terrorism that claimed his father’s life. Whatever the rea- son, Vincent has long dreamed of joining the Marines.

Now, though, there is a problem. For several years, Vincent has been fighting an increasing awareness that something’s not right about himself. Although he hates to admit it, he’s figured out that he’s gay. At his most recent meeting with his school counselor, he shares this disappointing news with her and asks her opinion about whether he should continue pursuing his dream of joining the Marines. Vincent knows about the military’s past “don’t ask, don’t tell” policy and, despite its recent repeal, has concerns about the military’s long-standing opposition to gay soldiers. Vincent said this wouldn’t be a problem for him right now because he is still “in the closet” and really doesn’t want anyone to know. He wonders, though, how long he can keep the secret.

Reproduced from Dugger, S.M. (2016). Foundations of career counseling: A case-based approach.

Upper Saddle River, NJ: Pearson Education, Inc.

Rubic_Print_Format

5.0%

10.0%

10.0%

5.0%

10.0%

5.0%

5.0%

5.0%

10.0%

5.0%

5.0%

5.0%

5.0%

Course Code

Class Code

Assignment Title

Total Points

CNL-525

CNL-525-O500

Career Counseling Presentation (Obj. 1.4, 2.1, 3.1, 4.1, and 5.1)

150.0

Criteria

Percentage

Unsatisfactory (0.00%)

Less Than Satisfactory (74.00%)

Satisfactory (79.00%)

Good (87.00%)

Excellent (100.00%)

Comments

Points Earned

Content

100.0%

Basic Demographics

5.0%

The presentation does not include basic demographics such as age, sex, race, and education. Presentation does not demonstrate understanding of the topic.

The presentation vaguely includes basic demographics such as age, sex, race, and education. Presentation demonstrates poor understanding of the topic.

The presentation fully includes basic demographics such as age, sex, race, and education. Presentation demonstrates a basic understanding of the topic.

The presentation provides an advanced inclusion of basic demographics such as age, sex, race, and education. Presentation demonstrates understanding that extends beyond the surface the topic.

The presentation provides a comprehensive inclusion of basic demographics such as age, sex, race, and education. Presentation demonstrates an exceptional understanding of the topic.

Career Development

The presentation does not include career development thus far. Presentation does not demonstrate understanding of the topic.

The presentation vaguely includes career development thus far. Presentation demonstrates poor understanding of the topic.

The presentation fully includes career development thus far. Presentation demonstrates a basic understanding of the topic.

The presentation provides an advanced inclusion of career development thus far. Presentation demonstrates understanding that extends beyond the surface the topic.

The presentation provides a comprehensive inclusion of career development thus far. Presentation demonstrates an exceptional understanding of the topic.

Reasons for Seeking Career Counseling

10.0%

The presentation does not include external and internal reason(s) for seeking career counseling. Presentation does not demonstrate understanding of the topic.

The presentation vaguely includes external and internal reason(s) for seeking career counseling. Presentation demonstrates poor understanding of the topic.

The presentation fully includes external and internal reason(s) for seeking career counseling. Presentation demonstrates a basic understanding of the topic.

The presentation provides an advanced inclusion of external and internal reason(s) for seeking career counseling. Presentation demonstrates understanding that extends beyond the surface the topic.

The presentation provides a comprehensive inclusion of external and internal reason(s) for seeking career counseling. Presentation demonstrates an exceptional understanding of the topic.

Unique Problems that May Influence Counseling

The presentation does not include any unique problems that may influence the counseling session (e.g., disability, economic problems, mental health problems, cultural considerations) and how you would address these issues. Presentation does not demonstrate understanding of the topic.

The presentation vaguely includes any unique problems that may influence the counseling session (e.g., disability, economic problems, mental health problems, cultural considerations) and how you would address these issues. Presentation demonstrates poor understanding of the topic.

The presentation fully includes any unique problems that may influence the counseling session (e.g., disability, economic problems, mental health problems, cultural considerations) and how you would address these issues. Presentation demonstrates a basic understanding of the topic.

The presentation provides an advanced inclusion of any unique problems that may influence the counseling session (e.g., disability, economic problems, mental health problems, cultural considerations) and how you would address these issues. Presentation demonstrates understanding that extends beyond the surface the topic.

The presentation provides a comprehensive inclusion of any unique problems that may influence the counseling session (e.g., disability, economic problems, mental health problems, cultural considerations) and how you would address these issues. Presentation demonstrates an exceptional understanding of the topic.

Chosen Theory and Major Concepts

The presentation does not include a detailed overview of your theory of choice including the major concepts associated with the theory, and how the theory’s major concepts could be used to understand your client’s situation and counseling needs and/or guide your selection of helping strategies. Presentation does not demonstrate understanding of the topic.

The presentation vaguely includes a detailed overview of your theory of choice including the major concepts associated with the theory, and how the theory’s major concepts could be used to understand your client’s situation and counseling needs and/or guide your selection of helping strategies. Presentation demonstrates poor understanding of the topic.

The presentation fully includes a detailed overview of your theory of choice including the major concepts associated with the theory, and how the theory’s major concepts could be used to understand your client’s situation and counseling needs and/or guide your selection of helping strategies. Presentation demonstrates a basic understanding of the topic.

The presentation provides an advanced inclusion of a detailed overview of your theory of choice including the major concepts associated with the theory, and how the theory’s major concepts could be used to understand your client’s situation and counseling needs and/or guide your selection of helping strategies. Presentation demonstrates understanding that extends beyond the surface the topic.

The presentation provides a comprehensive inclusion of a detailed overview of your theory of choice including the major concepts associated with the theory, and how the theory’s major concepts could be used to understand your client’s situation and counseling needs and/or guide your selection of helping strategies. Presentation demonstrates an exceptional understanding of the topic.

Information Needed for Initial Assessment

The presentation does not include information needed for the initial assessment. Presentation does not demonstrate understanding of the topic.

The presentation vaguely includes information needed for the initial assessment. Presentation demonstrates poor understanding of the topic.

The presentation fully includes information needed for the initial assessment. Presentation demonstrates a basic understanding of the topic.

The presentation provides an advanced inclusion of information needed for the initial assessment. Presentation demonstrates understanding that extends beyond the surface the topic.

The presentation provides a comprehensive inclusion of information needed for the initial assessment. Presentation demonstrates an exceptional understanding of the topic.

Steps in the Career Development Process

The presentation does not include steps in the career development process. Presentation does not demonstrate understanding of the topic.

The presentation vaguely includes steps in the career development process. Presentation demonstrates poor understanding of the topic.

The presentation fully includes steps in the career development process. Presentation demonstrates a basic understanding of the topic.

The presentation provides an advanced inclusion of steps in the career development process. Presentation demonstrates understanding that extends beyond the surface the topic.

The presentation provides a comprehensive inclusion of steps in the career development process. Presentation demonstrates an exceptional understanding of the topic.

Career Resources and Assessments/Tools

The presentation does not include two career resources that may be useful in facilitating career development of the client, and at least two career assessments/tools you would use to facilitate the career development process including how the results of each assessment/tool may benefit the client. Presentation does not demonstrate understanding of the topic.

The presentation vaguely includes two career resources that may be useful in facilitating career development of the client, and at least two career assessments/tools you would use to facilitate the career development process including how the results of each assessment/tool may benefit the client. Presentation demonstrates poor understanding of the topic.

The presentation fully includes two career resources that may be useful in facilitating career development of the client, and at least two career assessments/tools you would use to facilitate the career development process including how the results of each assessment/tool may benefit the client. Presentation demonstrates a basic understanding of the topic.

The presentation provides an advanced inclusion of two career resources that may be useful in facilitating career development of the client, and at least two career assessments/tools you would use to facilitate the career development process including how the results of each assessment/tool may benefit the client. Presentation demonstrates understanding that extends beyond the surface the topic.

The presentation provides a comprehensive inclusion of two career resources that may be useful in facilitating career development of the client, and at least two career assessments/tools you would use to facilitate the career development process including how the results of each assessment/tool may benefit the client. Presentation demonstrates an exceptional understanding of the topic.

Application of Ethical Principles and Standards

The presentation does not include the application of one ethical principle and of at least two standards from the NCDA Code of Ethics. Presentation does not demonstrate understanding of the topic.

The presentation vaguely includes the application of one ethical principle and of at least two standards from the NCDA Code of Ethics. Presentation demonstrates poor understanding of the topic.

The presentation fully includes the application of one ethical principle and of at least two standards from the NCDA Code of Ethics. Presentation demonstrates a basic understanding of the topic.

The presentation provides an advanced inclusion of the application of one ethical principle and of at least two standards from the NCDA Code of Ethics. Presentation demonstrates understanding that extends beyond the surface the topic.

The presentation provides a comprehensive inclusion of the application of one ethical principle and of at least two standards from the NCDA Code of Ethics. Presentation demonstrates an exceptional understanding of the topic.

Referrals

The presentation does not include referrals needed (if any). Presentation does not demonstrate understanding of the topic.

The presentation vaguely includes referrals needed (if any). Presentation demonstrates poor understanding of the topic.

The presentation fully includes referrals needed (if any). Presentation demonstrates a basic understanding of the topic.

The presentation provides an advanced inclusion of referrals needed (if any). Presentation demonstrates understanding that extends beyond the surface the topic.

The presentation provides a comprehensive inclusion of referrals needed (if any). Presentation demonstrates an exceptional understanding of the topic.

Presentation of Content

The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.

The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.

The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other.

The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.

The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

Layout

The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.

The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.

The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.

The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.

The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.

Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.

Language is appropriate to the targeted audience for the most part.

The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.

The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Slide errors are pervasive enough that they impede communication of meaning.

Frequent and repetitive mechanical errors distract the reader.

Some mechanical errors or typos are present, but they are not overly distracting to the reader.

Slides are largely free of mechanical errors, although a few may be present.

Writer is clearly in control of standard, written, academic English.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Total Weightage

100%