1. Career Development Plan
Career Development PlanUse the following structure and content for the outline of the final
project. This format will be used as the format for the Week 9 draft and Week 11 final
paper.Outline of Final Project—Career Development PlanIntake and Assessment Process
(Center as Level1)Introduction Subheading is done in italics, flush left (Level 3).CONTENT::
What information would you want to obtain from the client in a brief intake interview or
from a questionnaire? (If the client’ s family is involved or influential in a client’ s life and
educational planning, then using a career genogram may be helpful (see p. 144 of the
textbook regarding genograms).Why is this information relevant or helpful?Motivation for
CounselingCONTENT: What prompted the client to seek career counseling now? What are
the presenting circumstances and problems? Are these problems new or do they represent
a pattern of some kind?Issues and Problem FocusCONTENT: What are the key problems and
needs which the client should aIDress? If more than one exists, rank them from the most
serious to the least serious and explain the rankings.What mental health issues exist and
may impact the client’ s vocational situation? (Example might include AOD, anxiety,
depression, bipolar disorder, and other mental health issues). How might they affect the
counseling relationship? Will other professionals be involved?What are the clients’ assets
and strengths? What skills does the client possess, and what skills might he or she want to
develop (see pp. 191– 193) How can you “ dig deeper” into the assessment of skills and
abilities?What decisions does the client need to make? What models or interventions could
be used to help him or her make these decisions? See the sections in the textbook that
aIDress decision-making processes and style e.g., the CIP and SCCT approaches on pp.
56– 59).. Professional Relationship with ClientEstablishing RelationshipHow will you
develop a build a good working alliance with the client? How can you establish rapport,
encouragement, and support for the client? What skills will you use as a counselor to
establish a solid working relationship with the client (see p. 193 for the 12 essential skills of
career counselors)Are multicultural issues relevant? If so, what might they be? (May want
to reference specific objectives or activities in chapters 13– 1 6.)Goal Setting and
ImplementationWhat goals will you and the client set together? Will you use a contract?
How many sessions do you think it will take to reach the goals? See reference to the Action
Plan on p. 194.Will you do any type of vocational assessment? This can be quantitative or
qualitative. Which instruments or exercises will you use? How will you present the results
to the client? (See Chapter 5 for resources.)Career and Educational InformationDoes the
client need career information about:—
Specific jobs, general occupational requirements,

2. educational and training opportunities, employment prospects in their local or other region,
or financial aid and resources for college or training?If so, what Internet or school-based
resources will you use with the client? (CIDS, Occupational Information Systems, etc.)If
relevant, what job search resources will you use with the client? (see p. 168 of the
textbook)Follow up ActivitiesWhat follow up activity will you do to monitor the client’ s
progress and achievement of stated goals? Be specific.The Final Project Paper is to be 7-10
pages in length, excluding title page and references. Grades for the Final Project will be
based on the quality of the information presented, the degree to which it reflects required
information from above, and learning from Discussions and Applications in the course, as
well as the quality of the writing and presentation. The Application Assignment and Final
Paper Writing Rubric (in the Course Information area) will be used to evaluate the Final
Project.Case-Study- Career Development PlanThe Case of Alicia: Woman at a
CrossroadsAlicia is a 40-year-old, white, Greek (mother), Irish-American (father), who is a
former schoolteacher and left teaching high school English two years ago after being burned
out by teaching “ high schoolers with raging hormones.” For the past two years, she has
been working as a consultant for a company that writes programs and curriculum for
training managers and salespersons for utility companies. She works in a small cubicle and
hates the deadlines and pressures to get out the product. She holds a B.A. in English (summa
cum laude) with a minor in Journalism, and an M.S. (with distinction) in Education. She has
been a member of several honor societies as an undergraduate and graduate student. She is
married and is a mother of a son, Michael, age 11, and a daughter, Libby, age 7. The
daughter has a mild mathematics learning disorder. Alicia’ s husband, Bill, a white German-
American, age 42, works as a physical therapist in a local hospital, affiliated with the
University of Rochester. Bill has worked at the university for 10 years and is entitled to free
part-time tuition benefits for himself and his wife. Alicia is the miIDle child of David, 69, and
Melina, 67, with a brother Ray, age 43, and a sister, Donna, age 36. Her father David was an
insurance representative for Liberty Mutual, and her mother, an elementary school teacher
for two years, a homemaker, then a substitute teacher for several years and in her final year
of full-time employment, an administrative assistant to the vice principal of an elementary
school. Alicia’ s brother Ray is an electrical engineer for Xerox Corporation and Donna is a
school counselor for a suburban miIDle school. Ray is married with three children and
Donna is divorced with no children.Alicia indicated she had been thinking about getting
professional help from a vocational counselor for over a year but felt the time was now right
to make a change. When asked what options she considered, she said working as an
editorial assistant for a publisher, technical writing, or a recreation planner for adults. Alicia
is athletic and works out regularly. She played two varsity-level sports in high school,
basketball, and tennis. She also coached the high school tennis team for several years while
teaching to earn extra money. One of her fantasies was to be a sports writer covering
professional tennis events, like the U.S. Open or the Women’ s National Basketball
Association. Alicia is also involved in her local Catholic church (she was raised as a Roman
Catholic and her father converted from the Greek Orthodox faith when he married her
mother.) Alicia describes herself as a dedicated, compassionate, and ambitious professional
women, but she is also concerned about raising her children and not “ shipping them out to

3. day care providers all the time.” Alicia’ s situation is complicated by the fact that she suffers
from a form of mild, low-grade depression, described by the DSM-IV as dysthymia. She has
been in counseling twice over the past eight years, once six years ago to help cope with the
suicide of a cousin with whom she was very close. She and her husband were also in couples
counseling three years ago for 15 sessions, with his alcoholism and her anger management
problems being the primary issues. She indicated this was helpful to her marriage, and that
her husband supports her efforts to find a new career. She is currently taking 20 mg of
fluoxetine (generic Prozac) and this generally keeps her moods stable, although she
complains that she doesn’ t get too excited or as “ jazzed” when good things happen to her.
In the past two weeks, she indicated she has been more anxious of late, waking up early and
feeling a mild dread upon waking. She will be seeing her family doctor, Betty, (internist) in
two weeks for help for her poor sleeping behavior.Alicia has considered going back to
school, and one of her friends, Judi, suggested she consider a career as a school psychologist.
Alicia thinks going back to a school setting would be tough and she would not look forward
to the bureaucracy inherent to education. Besides, she said, “ I believe that what school
psychologists mostly do is test kids and put them into special education classes.” Alicia’ s
hobbies include cooking, gardening, playing poker, and working out. She has also
considered work as a dietician because she pays very close attention to her diet and that of
her husband and children.Intake and Assessment ProcessI. Evaluate specific aspects of
Alicia’ s personal life. Determine the underlying reason(s) for Alice’ s depression. For
example, suicide of a close relative, marital problems, husband’ s alcoholism, daughter’ s
learning disability, or dissatisfaction with current job. This is important because it can give
you insight into why she is seeking a career change at this time and determine if this is the
right time for her to handle more big changes in her life.Motivation for CounselingII. Why
has Alicia sought counseling at this time? Paying attention to personal problems in Alicia’ s
life. Could these problems be on-going? In other words, would she still be unhappy even if
she changed careers?Issues and Problem FocusIII. Acknowledge Alicia’ s clinical depression
and anxiety. Will her mental health problems interfere with developing an effective career
development plan for her?Professional Relationship with ClientEstablishing RelationshipIV.
Look into Alicia’ s hobbies and interests (e.g. Tennis, gardening, working out). What are her
strengths (E.g. writing) and weaknesses (e.g. strict deadlines)?V. Pay attention to Alicia’ s
individual needs. Are there multicultural issues- Greek Irish-American heritage? What’ s
the best way to approach someone like her? How can we work around her depression and
give her the confidence she needs to make necessary changes in her life and find a career
she’ ll be happy with.Goal Setting and ImplementationVI. What are Alicia’ s goals? How will
I as the counselor help to meet them?1) Cope with Depression2) Increase self esteem3)
Gain knowledge of skills/abilities/work desires4) Gain strengths/ weaknessesCareer and
Educational InformationVII. Does Alicia require special training or resources (e.g. childcare,
couples counseling, internship opportunities in Journalism)Helpful vocational assessments
and Internet resources for Alicia may consist of:• Super’ s Career Development Assessment
and Counseling Model• Holland’ s Theory and Career Assessment•
www.TheCareerKey.orgFollow up Activities• Provide coordination of care with Medical
provider if Alicia permits the conversation to occur.• Provide coaching based on Alicia’ s

4. needsThe Stauffer and Capuzzi (2006) textbook -goals, focus, and roles and responsibilities
are as follows:• Focus: Focuses on action-oriented, solution-focused intervention for an
existing employee within a specific job.• Goal: Actively engage in interaction with the client
to identify skills, goals, and talents that will maximize potential.• Roles and responsibilities:
Observe the client’ s career situation, determine a plan of action, and assist the client in
implementing the plan.• GROW Model,• Reflective Language Model• Wheel of Life Model.
The GROW model is defined by the following key words – Goal, Reality check, Options &
Will, Where, When, What, Who (and how). (Dembkowski& Eldridge, 2003).• Wheel of Life
is all about creating a ‘ wheel’ wherein segments relate to particular concerns. (Newnham-
Kanas, Morrow & Irwin, 2010).• Mock interviewsSummaryThe role of a career counselor is
to interpret and evaluate the past actions which occurred in Alicia’ s social and cultural
context, which have led to her present consequences. Furthermore the role of a career
counselor will be to assist Alicia to encounter the factors which will positively influence her
to arrive at an appropriate career decision. As a result, she will at least be able to make an
appropriate career choice in accordance to her potential and interests within her own
limits.ReferenceCapuzzi, D., & Stauffer, M. D. (2006). Career counseling: Foundations,
perspectives, and applications. Boston, MA: Pearson Education.Dembkowski, S., & Eldridge,
F. (2003). Beyond grow: A new coaching model. The International Journal of Mentoring and
Coaching, 1(1), 1-4. Retrieved from
http://www.thecoachingcentre.com/fileadmin/redaktion/emcc.pdfNewnham-Kanas, C.,
Morrow, M., & Irwin, J. D. (2010). Motivational coaching: A functional juxtaposition of three
methods for health behaviourchange.International Journal of Evidence Based Coaching and
Mentoring, 8(2), 27-48. Retrieved from
http://business.brookes.ac.uk/research/areas/coachingandmentoring/Niles, S. G.,
Goodman, J., & Pope, M. (2001). The career counseling casebook: A resource for students,
practitioners, and counselor educators (pp. 231– 235). Broken Arrow, OK: National Career
Development Association. Used by permission of The National Career Development
Association.Spokane, A. R., Meir, E. I., & Catalano, M. (2000). Person– environment
congruence and holland’ s theory: A review and reconsideration. Journal of Vocational
Behavior, 57(2), 137-187. Retrieved from
http://www.sciencedirect.com/science/article/pii/S0001879100917718ORDER THIS
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