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Core Course #6: COllstructi",! i/ Belllll'ioral Guidi/lice S"stem: Develolliu!! Needed Life 81<ills . Discuss how decision-making relates to a behavioral guidance system; . Define the concept of decision-making; . Explain why a non-decision is a decision; . Discuss decision-making through dcl~lUlt; . Describc how research can support the decision-making process; . Compare and contrast high-involvement and low-involvement decision-making; and . Outline and discuss each step in the decision-making process. III. COURSE ACTIVITIES After establishing where decision-making skills fit into the larger program, the counselor may wish to cover each area in the objectives through a lecture. First, however, hold a guided discussion about the youth's decision-making process. As the final activity, create some alternative scenarios that require individual decision-making. Require each participant to go through each step that they used in order to make the decision. Core Course #7: I Need i/ Job!: Analyzing Your Marketing Offering and Job Preparation A Life Skills A roach to Findin and Kee lin a Job I. COURSE DESCRIPTION The youth unemployment rate, even under conditions of prosperity, is always double the rate that prevails amongst adults. Additionally, for Latino and African American youth, the disparities are even greater. Thus, while an objective of the program is that of increasing employment among participants who are old enough for employment, Fucrzas Unidas staff are aware of the fact that such a goal will encounter difficulties. First, the lower-income urban neighborhoods in which the youth live may hold few opportunities for legitimate employment. Second, the youth themselves may have adopted behavioral styles that do not reflect those compatible with the overall labor market workplace culture. Third, the youth may be poorly equipped for employment relative to saleable skills. Fourth, as numerous economic studies continue to document, an employment/wage differential that suggests the operation of discriminatory practices continues to exist. This unit is designed to teach the youth teclmiques that can support them in finding employment in spite of the existence of the described barriers. II. COURSE OU,IECTIVES After cOl11plcting this session, each participant will bc able to: [;2] List at least six (6) factors that can adversely affect their search for part-time employment; [;2] Write a "We Can Overcome" Plan to outline how each factor will be addressed; [;2] Complete a skills audit in order to identify skills that can be used in ajob search; [;2] Identify occupational areas that are compatible with their skills; [;2] Access employment opp0l1unities tlu'ough newspapers, employment agencies, word-oJ~ mouth, and by using web sites; [;2] Writc a cover letter for his/her application and resume; [;2] Complete a job application and/or crcate a resume; CHCADA's Response to RFP# PY2002 Page 25