details of course

CENTRE FOR COUNSELING AND CAREER ADVISORY (C3A) - NUST

MS Career Counselling & Education

Course Details

Fall 2015 – Spring 2016


Fall 2015


Course Title: Career Counselling Skills

Course Code: CCE 801

Credit Hours: 3 CHS

Pre – Requisite(s), if any: None

Course Objectives:

To develop understanding and skills in career coaching and counselling,

and their use in career development

To integrate this understanding with practice in a variety of contexts

Detailed Contents:

The course covers topics including: What is career counselling? The nature of

career counselling, professionalism, career counselling associations and ethics of

professional practice, historical perspectives of career counselling, current scope

of career counselling profession in Pakistan, humanistic approaches to career

counselling, career counselling models, counselling skills, using coaching models

in career counselling, ethics and values in career counselling.

Recommended Text/Ref Books:

Sharf, R.S. (2010). Applying Career Development Theory to Counseling

(5th Edition). Belmont, CA: Brooks/Cole.

Athanasou, J.A. and Esbroeck, R.V. (2008) (eds.). International Handbook

of Career Guidance. Dordrecht, Netherlands: Springer.

Frigerio, G. (2010). Reinventing careers: creating space for students to get

a life. Journal of the National Institute for Career Education and

Counselling, 26: 9-14.

Gothard, B. (1999). Career as a myth.Psychodynamic Counselling, 5.1: 87-

97.


McMahon, M. and Patton, W. (2006) (eds.). Career Counselling:

Constructivist Approaches. Abingdon: Routledge.

Palmer, S. and Whybrow, A. (eds.) (2007).Handbook of Coaching

Psychology. London: Routledge.

Savickas, M.L. and Walsh, W.B. (eds.). (1996). Handbook of Career

Counseling Theory and Practice. Palo Alto, CA: Davies-Black.

Young, R.A., Valach, L. and Collin, A. (2002).A contextualist explanation

of career.In D. Brown and Associates, Career Choice and Development

(4th edn.). San Francisco, CA: Jossey-Bass.

Time Schedule: Fall 2015

Name and Qualification of Faculty Conducting the Course:

Nadia Jahan

Assistant Professor

MSc Career Guidance and Development - UK


Course Title: Career Development Theories


Credit Hours: 2 CHS


Course Objectives:

To examine the nature of ‘career’ and the range of factors which influence

individuals’ career development

To introduce the principles and practice of career counselling and the inter-

relationships between career information, advice, guidance, counselling,

coaching and career-related learning

To develop knowledge and understanding of classic and contemporary

career development theories from a range of discipline areas

To integrate and apply these career development theories in a variety of

contexts and practices

Detailed Contents:

The course covers topics including: Definitions of career, introduction to career

development support, influences on career development, theory and practice,

overview of contemporary and classic perspectives on career development,

matching career development theories, developmental career development

theories, contextual career development theories, learning-based career

development theories, narrative-based career development theories,

psychodynamic perspectives on career development, career development theories

and their relationship to models of counselling, case studies.


Inkson, K. (2007). Understanding Careers: the Metaphors of Working

Lives. London: Sage.


Arthur, M.B., Hall, D.T. and Lawrence, B.S. (eds.) (1989).Handbook of

Career Theory. Cambridge: Cambridge University Press.

Athanasou, J.A. and Esbroeck, R.V. (eds.) (2008).International Handbook

of Career Guidance. Dordrecht, Netherlands: Springer.

Brown, D. and Associates (eds.) (2002).Career Choice and Development

(4th edn.). San Francisco, CA: Jossey-Bass.

Sugarman, L. (2001). Life-Span Development: Frameworks, Accounts and

Strategies. Hove: Psychology Press.



Nadia Jahan

Assistant Professor



Course Title: Career-related Curriculum Development


Credit Hours: 2 CHS


Course Objectives:

To develop understanding and knowledge of process involved in

curriculum development

To integrate this understanding with practice in relation to career-related

learning in a variety of educational contexts in Pakistan

To analyse the possibilities of correlating career-related learning models

with general academic subjects and curriculum practiced in Pakistan

Detailed Contents:

The course covers topics including: What is curriculum? aims and objectives of

curriculum, national and international policies for curriculum development,

curriculum models, blooms taxonomy, curriculum planning, structure and

organization of curriculum, timetabling, curriculum development, the place of

careers education in curriculum development, how to develop work-related

learning model? Review and model sharing activities.


Taba, H. (1971).Curriculum Development: Theory and Practice. Harcourt

Publishers Ltd; International edition

Tyler, R. (1969). Basic Principles of Curriculum and Instruction.Chicago and

London:University Of Chicago Press.


Erickson, H. (2006). Concept-Based Curriculum and Instruction for the

Thinking Classroom.Corwin

Jacobs, H. (2010). Curriculum 21: Essential Education for a Changing World.

Association for Supervision & Curriculum Development


Name and Qualification of Faculty Conducting the Course: Dr. Gulnaz Zahid

Assistant Professor

PhD. Educational Psychology - QAU


Course Title: Introduction to Social Research


Credit Hours: 3 CHS


Course Objectives:

To familiarize students with different types of research methods used in a

social research

To develop knowledge and understanding of planning, designing and

preparing a research report or thesis

To integrate and apply research methodology and methods for careers

education and informattion inquiry

Detailed Contents:

The course covers topics including: understanding social research, literature

review, exploring research methodology, assessment tools in research, research

methods: tools and instruments for data collection, how to prepare a research

proposal, data analysis: qualitative and quantitative methods, computer software

for data analysis.


Denscombe, M. (2002)Ground Rules for Good Research. Maidenhead:

Open University Press.

Bogdan, R.&Biklen, S. (1998). Qualitative research for education: An

introduction to theory and methods. Third Edition.Boston:Allyn and Bacon

Creswell, J. (1998). Qualitative inquiry and research design: Choosing

among five traditions. Thousand Oaks, CA: SAGE Publications.

Denzin, N. & Lincoln, Y., Eds. (2000).Handbook of qualitative research.

Thousand Oaks, CA: SAGE Publications.


Flick, U. (2011).Introducing Research Methodology: A Beginner's Guide

to Doing a Research Project. London: Sage


Name and Qualification of Faculty Conducting the Course: Dr. Gulnaz Zahid

Assistant Professor



Course Title: DEVELOPING COMMUNITY NETWORKS


Credit Hours: 2+1 CHS

Pre – Requisite(s), if any: CCE 801, 802, 821/822

Course Objectives:

To help students familiarize with the concept, methods, benefits and

implications of developing community networks

To identify the role of the leadership and counsellor in devising strategies

and maintain effective community networks

To provide opportunities of learning about the current practices of

community networks available in educational, industrial and non-profit

organisations

Detailed Contents:

Students will explore the definitions, meaning and interpretation of

community, community development, networks and partnerships. They will

be able to critically reflect and evaluate the interrelated concept of developing

community networks for the greater good of local communities and nation at

large. Students will be able to explore the educational and organizational

perspective of developing and managing effective and efficient community

networks through educational and industrial visits throughout the course.


Alison Gilchrist (2009) The well-connected community - A networking

approach to community development (Second edition). Bristol: The Policy

Press

Marjorie Mayo . (2000). Cultures, Communities, Identities . [Online] Available

at: http://www.palgraveconnect.com/pc/doifinder/10.1057/9780333977828.

(Accessed: 8 April 2014).


Christopher B.Barrett (Ed) (2005) The Social Economics of Poverty - On

identities, communities, groups, and networks. NY: Routledge

Mariotti, J. (2002) Making partnerships work. Oxford: Capstone Publishing



Nadia Jahan

Assistant Professor

MSc Career Guidance and Development- UK


Course Title: PEER SUPPORT AND SUPERVISION


Credit Hours: 2+1 CHS

Pre – Requisite(s), if any: CCE 801, 802

Course Objectives:

To provide students with theoretical understanding and experiential

learning of peer support and supervision

Enabling students to design peer support programme and implementation

strategies for providing supervision to counsellors

Detailed Contents:

The course will cover introduction and exploration of peer support and

supervision, theories and approaches, ethics and issues involved in providing peer

support and supervision. It will also explore the planning strategies and

evaluation of the programmes developed to provide peer support and supervision

to the career counsellors. Counsellors will be giving opportunities to critically

reflect on their practices and to develop their professional abilities in view of the

constructive feedback received from peers and supervisors.


Cowie, H. and Wallace, P. (2000) Peer Support in Action. London: Sage.

Dryden, W. and Thorne, B. (1991) Training and Supervision for

Counselling in Action. London: Sage.

Dryden, W., Horton, I. and Mearns, D. (1995) Issues in Professional

Counsellor Training. London: Cassell.

Reid, L. H. & Westergaard, J. (ed.) (2006) Providing Support and

Supervision. London: Routledge.




Nadia Jahan

Assistant Professor



Spring 2016


Course Title: Advanced Practice Skills


Credit Hours: 3 CHS

Pre – Requisite(s), if any: CCE 801

Course Objectives:

To familiarize with different approaches to career counselling

To understand the type of support network available to individuals and how

to utilize this information

To understand and apply higher levels of advance counselling techniques

in careers counselling interviews

Knowledge of different assessment methods and tools used in careers

counselling

To become a reflective practitioner through learning how to reflect on

professional practice

Applying critical reflective practice for continuous professional

development

Detailed Contents:

Students will learn about different counselling techniques covered under

constructivist approach which will be enable them to identify the use of different

counselling approaches and theories in individual or group counselling sessions.

It will develop their understanding and practical knowledge of running individual

and group work counselling session. Utilization and administration of various

assessment techniques in the counselling process will be covered. Professional

practice through reflective feedback on own and other’s performance will be

covered to develop professional skills through understanding and learning from

feedback.



Ali, L., & Graham, B. (1996) The Counselling Approach to Careers

Guidance. London: Routledge

Amundson, N. (2003) Active Engagement: enhancing the career

counselling process. Richmond: ErgonCommunocations

McLeod, J. (1998) An Introduction to Counselling (2nd ed.). London: OU

Press.

McMahon, M. & Patton, W. (2006) Career Counselling: Constructivist

Approaches. Abingdon: Routledge

Mearns, D., and Thorne, B. (1999) Person Centred Counselling in Action.

London: Sage

Miller, W. R. &Rollnick, S. (1991 & 2002) Motivational Interviewing:

preparing people to change. London: The Guilford Press

Time Schedule: Spring 2016


Nadia Jahan

Assistant Professor

MSc Career Guidance and Development- UK


Course Title: TESTING AND ASSESSMENT IN CAREER COUNSELLING


Credit Hours: 2 CHS

Pre – Requisite(s), if any: CCE 801, 803, 811

Course Objectives:

To familiarize course participants with the concept of ‘when’ and ‘how’

to use different career assessment tools for self-exploration and career

inquiries

To develop the ability to analyze and verify the test results in order to get

an accurate picture of personality

To familiarize counsellors with the concept of ‘results’ interpretation’ and

managing clients’ expectations

Detailed Contents:

By the end of the course, participants will be able to use a variety of assessment

tools for better understanding of clients’ strengths to expand their career options.

Throughout the course, learning about assessment techniques will also enable

students to identify individual’s career planning need and administration of

specified test e.g. Intelligence Tests, Aptitude Tests, Interest /Career Inventories

and Personality Tests. Students will be able to interpret test results by using

standardized testing tools and quality measures. The course will be a mix of

theory and practice to understand the utilization of testing and assessment in

career counselling process.


Gladding, S. T. (2007). Counseling: A comprehensive profession.

Columbus, OH: Merrill.

Zunker, V.G. (2002). Career Counselling. Applied concepts of life

planning (10th ed.). Pacific Grove, CA: Brooks/Cole.


Cohen, R.J. &Swerdlik, M. E. (1999). Psychological testing and

assessment: An introduction to tests and measurement. London: Mayfield

publishing company.

Dawson, P. and Guare, R. (2010).Executive Skills in Children and

Adolescents: A Practical Guide to Assessment and Intervention (2nded).

The Guilford Press

Durmmond, R.J. and Jones, K.D. (2009) Assessment Procedures for

Counselors and Helping Professionals (7th Ed.).OH: Pearson.

Ebel, R.L (1991). Measuring Educational Achievement. New Delhi:

Prentice-Hall of India

Hays, P. (2007).Addressing Cultural Complexities in Practice:

Assessment, Diagnosis, and Therapy (2nd edition). Amer Psychological

Assn.

Hood, A. & Johnson, R. (2007).Assessment in Counseling: A Guide to the

Use of Psychological Assessment Procedures (4thEd). Amer Counseling

Assn

Milner, J. and O'Byrne, P. (2004).Assessment and Counselling: Theory,

Process and Decision-Making. Palgrave Macmillan.

Osborn, D. &Zunker, V. (2011) Using Assessment Results for Career

Development (8th Ed.) CA: Brooks/Cole.

Sanborn, K and Ricci, R. W. (2003).The Seasons of Your Career.NY:

McGraw-Hill



Ms. Saeeda Khanum

Lecturer

PhD. (Fellow) Developmental Psychology - QAU


Course Title: Career-related Learning


Credit Hours: 3 CHS


Course Objectives:

To develop knowledge and understanding of the relationships between

career development and learning.

To integrate and apply this knowledge and understanding in the design of

career-related learning in formal and informal contexts.

Detailed Contents:

Student will be engaged in the activities to identify theories of career development

and learning and will be able to outline a process of course design, negotiation,

assessment and evaluation for career-related activities. Student will critically

evaluate and interpret the knowledge listed above in developing a distinctive

stance in relation to teaching and learning in this field. They will also creatively

apply and integrate the knowledge listed above in relation to the enhancement of

career-related learning in a selected context.


McCash, P. (2011). Designing a Generic Career Studies Module: a Practical

Example. Reading: Centre for Career Management Skills.

Illeris, K. (ed.) (2009). Contemporary Theories of Learning. Abingdon:

Routledge.

Jones, R.A., Clarkson, A., Congram, S. and Stratton, N. (2008).Education and

Imagination: Post-Jungian Perspectives. Hove: Routledge.


Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning

and Development. Englewood Cliffs, NJ: Prentice Hall.

Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral

Participation. Cambridge: Cambridge University Press.



Dr. Gulnaz Zahid

Assistant Professor



Course Title: Labour Market and Education (School/Graduate Leavers)

Course Code: CCE 821-22

Credit Hours: 2 CHS


Course Objectives:

To develop knowledge and understanding of the relationships between

individuals, organisations, policy, education and labour markets in

relation to career counselling and education.

To integrate and apply this in a range of career counselling and education

contexts and practices.

Detailed Contents:

Students will learn organizations relation with labour market and will be able to

identify organizational perspectives on career. The course will cover topics for

researching and evaluating labour markets and educational opportunities for

school/graduate leavers. During the course students will explore sources of

labour market intelligence and educational opportunities and will be able to

creatively apply and integrate understanding of organisational perspectives,

policy, educational and labour market intelligence into own practice.


Offer, M. (2001). The discourse of the labour market. In B. Gothard, P. Mignot,

M. Offer and M. Ruff, Careers Guidance in Context. London: Sage.

Arthur, M.B. and Rousseau, D.M. (1996).The Boundaryless Career: a New

Employment Principle for a New Organisational Era. Oxford: Oxford University

Press.

Athanasou, J.A. and Esbroeck, R.V. (2008) (eds.). International Handbook of

Career Guidance. Dordrecht, Netherlands: Springer.


Brown, P. and Hesketh, A. (2004).The Mismanagement of Talent: Employability

and Jobs in the Knowledge Economy. Oxford: Oxford University Press.

Gunz, H. and Peiperl, P. (eds.) (2007).Handbook of Career Studies. Thousand

Oaks, CA: Sage.

Morgan, G. (1986). Images of Organization. London: Sage.



Dr. Shujaat Farooq

TVF

PhD. Economics – PIDE


Course Title: Workplace Counselling


Credit Hours: 2 CHS


Course Objectives:

To familiarize course participants with the concept of different

organizational settings and structure

To develop understanding of employees’ issues and dilemmas in a work

setting

To highlight the importance of providing effective counselling, coaching

and mentoring services for employee’s skills, performance and

development

To familiarize counsellors with a framework of developing support

network for career transition

Detailed Contents:

The course covers understanding the world of work and role of a counsellor in

facilitating organizational and individual to achieve their goals. It highlights

various models of working scenarios to identify employees’ career problems &

needs. Students will be able to clarify the difference between counselling,

coaching and mentoring. Students will also learn about supporting and managing

employees’ career development and transition.


Zunker, V.G. (2002). Career Counselling. Applied concepts of life planning

(6th ed.). Pacific Grove, CA: Brooks/Cole.

Alred, G., Garvey, B. and Smith, R. (1998) Mentoring pocketbook.Alresford:

Management Pocketbooks.


Arthur, M.B. and Rousseau, D.M. (1996).The Boundaryless Career: a New

Employment Principle for a New Organisational Era. Oxford: Oxford

University Press.

Buchanan, D. and Huczynski, A. (2004) Organizational Behaviour: An

Introductory Text (5thed). Harlow: Pearson.

Carroll, M. and Walton, M. (eds) (1997). Handbook of Counselling in

Organization. London: Sage

Caplan, J. (2005) Coaching for the Future. Mumbai: Jaico Publishing House



Nadia Jahan

Assistant Professor


details of course

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