Assignment: Career Counseling For Diverse Populations

Career Counseling for Diverse Populations Paper (doing it on the older population that are changing their careers, example like in their mid 40’s that decided to go back to school and got a degree in another field)

Write a 700- to 1,050-word paper on career counseling strategies for diverse populations. Include the following:

Examine special issues and concerns in career counseling related to clients of different ages, genders, ethnicities, and abilities.

Describe strategies for advocating for diverse clients’ career and educational development and employment opportunities.

Describe potential legal issues related to workers’ rights and fair employment practices.

Include a minimum of five academic sources.

Format your assignment according to appropriate course-level APA guidelines.

Participants Data for Experiment 1 were collected from 48 Univer-

sity of California, Los Angeles (UCLA) undergraduate stu- dents. Data from two students were excluded from analysis because one failed to understand the recognition task procedures, and another scored over two standard deviations above the mean on their remembering false- alarm rate, leaving a final sample size of 46. Recollection was one of the key measures in this study, and unusually inaccurate remember responses may have indicated either a failure to understand the meaning of remembering in this study or a misuse of this rating. The sample was composed of 30 women and 16 men with a mean age of 21.3 years (SD = 4.5, range: 18–46). Their fluency in English was not assessed. These participants, and those from the following two experiments, were volunteers from the UCLA psychol- ogy subject pool. The participants completed the study for course credit. Informed consent was obtained and the study was completed in accordance with UCLA’s Institu- tional Review Board.

Materials Stimuli consisted of 180 six-letter English words,

including nouns, adjectives, and verbs. Ninety of these words were presented during the study phase, and were paired with point-values of 1, 2, 3, 10, 11, or 12. These val- ues were chosen to maximize the difference between words with low (1–3pt.) and high (10–12pt.) values. Dur- ing the final recognition test, all 180 words—half that were presented at study and half that were new—were pre- sented randomly intermixed, without their point-value. Words were presented in random order and had a mean frequency of 5974 (SD = 570) occurrences per million in the Hyperspace Analogue to Language corpus (Lund & Burgess, 1996). Because the frequency of a word’s use in English influences Remember/Know ratings (Reder et al.,

2000), HAL frequencies were kept nearly equivalent for high-value words (M = 5917.40, SD = 518.23), low-value words (M = 6065.36, SD = 576.94), and distractors (M = 5954.28, SD = 598.27), F(2,178) = 0.84, p = .433, g2 < 0.01. Additionally, the number of phonemes, mor- phemes, and part of speech did not differ significantly between these three item types (p > .190).

All materials were presented on an Apple iMac com- puter and participants completed the study individually. The monitor was placed approximately 15 inches from the edge of the desk. The study was programmed onto the computer and data were recorded using e-prime (ver. 2.0) software. All responses were given using a keyboard.

Procedure At the start of the experiment, participants were

informed that they would be learning a series of English words paired with point-values, and that they would later be tested on which words they could recognize. Instruc- tions stated that the point-values of correctly recognized words would be added to their score, and that their pri- mary goal was to maximize their score. Participants were also told that they would lose points for incorrectly report- ing that they recognized a word from before when it was actually a new word. Without the prospect of losing points for incorrect guesses, the optimal strategy for earning points would be to rate all items as being previously pre- sented. Next, participants were presented with the 90 study words, each presented randomly and with its own point-value. Words were presented for 2 s, with a fixation cross presented between word-presentations for 0.5 s.

After viewing all study words, participants had to solve a set of 24 basic multiplication and division problems (e.g., 12 � 12 = _____). This was a distractor task to reduce men- tal rehearsal, and performance was not examined in later analysis. This task was designed to take participants roughly 5 min to complete, and there was an ample 30 s time-limit for responding to prevent participants from spending too much time on any one problem