Gerd Brandsttter Franziska Steffen

Rocio Garcia Maria Padrs

Jacqueline Vaida

COUNSELLING IN ADULT EDUCATION

MODULE 3 - BOOKLET

INTERPERSONAL COMPETENCIES

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This Booklet was developed as part of the ACCED project Continuing Education Designed for Counsellors Working in Adult Education, project number: 225646-CP-1-2005-1-RO-GRUNDTVIG-G1.1, within the Socrates Programme of the European Commission, coordinated by the Romanian Institute for Adult Education (IREA) Timisoara, Romania. The main responsible for Booklet 3 have been the Centre of Research in Theories and Practices that Overcome Inequalities CREA University of Barcelona (Spain) and die Berater Unternehmensberatungs GmbH (Austria). The content does not reflect the position of the European Commission.

Copyright 2007 Project Partnership

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Gerd Brandsttter Franziska Steffen

Rocio Garcia Maria Padrs

Jacqueline Vaida

COUNSELLING IN ADULT EDUCATION

MODULE 3 - BOOKLET

INTERPERSONAL COMPETENCES

EDITURA MIRTON TIMISOARA 2007

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Project Coordinator: Dr. Anca Munteanu, Romanian Institute for Adult Education (IREA), West University of Timisoara, Romania Partners: Austria die Berater, Unternehmensberatungs GmbH,

Vienna Denmark University College of Greater Copenhagen

(CVU Storkbenhavn) Lithuania Vytautas Magnus University, Centre of Educational

Studies, (VMU), Kaunas Romania Center for Rural Assistance (CAR), Timisoara

University of Bucharest (UB), Bucharest Spain Centre of Research and Theories and Practices that

Overcome Inequalities (CREA), Barcelona Booklets Editor

Sweden Swedish TelePedagogic Knowledge Centre (STPKC), Nykoping Contributions: Spain Maria Padrs (CREA) Jacqueline Vaida (CREA) Rocio Garcia (CREA) Austria Franziska Steffen, (die Berater, Unternehmens-

beratungs GmbH) Gerd Brandsttter, (die Berater, Unternehmens-

beratungs GmbH) English reviewer: Jacqueline Vaida Sara Losa

Mhairi Fiona Bain Graphic designer: Laura Lpez Mugur Mocofan

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Index of Contents GENERAL INTRODUCTION..............................................7 BOOKLETS PRESENTATION ............................................9

PART 1: GENERAL INTRODUCTION................................ 11 INTRODUCTION....................................................... 11 OBJECTIVES............................................................ 11 COMPETENCES ........................................................ 12 PREPARE FOR EVALUATION ....................................... 12

PART 2: ACTIVITIES ................................................... 13 Activity 3.1.1. - Non-academics Valuing different forms of knowledge ......................................................... 13 Activity 3.1.2. (I) - Respecting cultural diversity ......... 14 Activity 3.1.2. (II) - Breaking stereotypes and overcoming barriers to educational and labour insertion.17 Activity 3.2.1. (I) Elements of a respectful comunication - Me myself I am my car............................................ 19 Activity 3.2.1. (II) Work with a climate and context to enhance communication - 2 B or knot 2 B puzzle...... 19 Activity 3.2.2. (I) - Choice of communication tools - Is my message transmitted?........................................ 20 Activity 3.2.2. (II) - The 4 sides of a message ............ 21 Activity 3.2.3. Use a framework for written communication - Sin obelisk..................................... 23 Activity 3.2.4. Using Empathy- Active Listening........ 24 Activity 3.2.5. (I) Feedback Letters ....................... 25 Activity 3.2.5. (II) Feedback giving - Island ............. 26 Activity 3.2.6. Establish and maintain collaborative work relationship - I have to - I want to.................... 27 Activity 3.3.1 (I) - Bill of Rights- Adults defining change27 Activity 3.3.1. (II) - Action plan for the creation of meaning................................................................ 31

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Activity 3.4. Dealing with reluctant participants - Increasing engagement ........................................... 32

PART 3: STUDY CASES ................................................ 35 PART 4: ARTICLES ...................................................... 39 PART 5: BIBLIOGRAPHY............................................... 41 PART 6: INTERNET PAGES AND LINKS........................... 43 PART 7: EVALUATION.................................................. 45

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General Introduction

Aiming to go beyond the national specificity of the partner countries and to provide a feasible material all across Europe, Continuing Education Designed for Counsellors Working in Adult Education ACCED, project number 225646-CP-1-2005-1-RO-GRUNTDVIG-G1.1, adopted the same competency framework developed within the DPPC project The Development of Psycho-pedagogical and Professional Counselling Services. This framework was used for developing and providing a structured Training package, contributing in this way at the compatibilisation of the counsellors education and training.

The project aim was to offer a coherent training course,

compatible at the European level, designed for career counsellors/ practitioners working in adult education (AE) institutions.

The main project objectives were: - To design the training course concept; - To develop useful didactical materials/ resources (Training

package); - To test the outputs for validating and improving them; - To provide two Grundtvig 3 courses for all professionals

interested at national and European level; - To disseminate and exploit the ACCED products at European

level. The direct beneficiaries of the outputs are the career counsellors/

other staff working in AE institutions/ counsellors trainers or other adults that are trying to improve their professional development. The ultimate target group will be all adult learners, particularly unemployed people over 40 and young job seekers (16-25 years old) at risk of social marginalisation.

The didactical approach used in elaboration of the Training

package was based on the principles of linking theory with practice, respecting the principles of the constructivist approach on learning at adult age, of providing examples of good practice. The Training package

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was designed in an attractive, interactive, practice oriented way, helping the practitioners to find solutions for concrete job situations, to reflect on their own experience and practice, to learn by doing etc.

The Training package consists in 6 booklets and a Trainers guide. The 6 didactical booklets/ course supports (one for every training

course module) were designed on the base of the DPPC products. More concretely, the two main outputs of the DPPC project were elaborated on the modular principle. The Training materials from DPPC were further developed, more detailed, aiming only the practical part of the training: practical activities, study cases, examples of good practice, designed for developing specific counselling competencies etc.

The trainers guide, designed to be used by the teachers and trainers who will provide the training course, include various suggestions for raising the efficiency of the teaching activities, reflection points, evaluation tools for trainers and teachers.

The Training package is a complex training tool, the booklets being complemented by the Trainers guide that gives the trainers methodological hints for putting into practice the explained activities. Designed in a modular perspective, the Training package could be used selectively regarding the development of a specific competence in counselling.

All information about the Training package can also be found (on

line version) at http://acced.euproject.org . The tolls should not be used without the copyrights or the acknowledgements of the authors.

We hope you will find this Training package useful in your

professional field we are looking forward to receive your advised feed-back after using it in training sessions for validating the materials and gaining credibility and sustainability of the Training package.

IREA

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Booklets presentation

The ACCED Booklets, as well as the training material on career counselling, were developed as part of the ACCED project, which aimed at ensuring an educational provision for career practitioners and people who want to work in that field respectively. While the Trainer's Guide is directed especially to the Trainer of the training process, the Booklets are tools created as complement material for the learners and give specific information and instructions for the development of the activities.

As a complement to the ACCED trainer's guide you will find six booklets that contain the practical part of the training and the detailed explanation of the activities that complement the theory. Every booklet refers to a specific Module of ACCED Trainer's Guide, Module 1 to 6, and follows the same themes and structure as the theoretical part, which is to say: Module 1 - Introduction, General Aspects Module 2 - Professional Behaviour Module 3 - Interpersonal competencies Module 4 - Facilitating Individual and Group Learning Module 5 - Career Counselling Module 6 - Information and Resource Management

Booklet 1 has a structure that is different from the others and consists in a more theoretical definition of key concepts and theoretical approaches on counselling as well as a bibliography that complement Trainer's Guide First part. Booklet 2 to Booklet 6 follow a same structure that consists of:

* a General Introduction that details the specific objectives and competences of the Module; * a part dedicated to the activities in which for each activity the duration; description, procedure and complementary worksheet(s) (optional) are presented; * a part dedicated to case studies adapted to the specificity of the Module's theme; * a part that contains articles related to the Module's theme; * a Bibliography related to the Module's theme;

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* a part where links and web pages are listed related to the Module's theme; * a part dedicated to the final evaluation of the Module.

The activities proposed in the Booklets are based on a constructivist idea of learning, that is to say, learning as an active social process performed deliberately and reflexive. As explained in the Trainers Guide the content of teaching is not directly transmitted by the teacher but rather self constructed by the learner according to his/her perception, former experiences and knowledge structure which can express freely and in a creative way during the activities proposed in the Booklets.

All the activities have been imagined to make the learning process as constructive at the same time that entertaining as possible. We hope you will enjoy.

CREA

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PART 1: GENERAL INTRODUCTION

INTRODUCTION

The training material presented in this module aims to enhance and develop the concepts and competences a career counsellor needs to possess in order to face the plural reality of todays workplace, and educational and social context.

The objective of this module is to provide additional instruments, tips and some theoretical resources for the development and acquisition of the interpersonal competences necessary in the guidance process. Interpersonal competency facilitates communication between the counsellor and the participant, as well as sets the foundation for productive interaction based on respect for diversity, as seen from the perspective of the equality of differences.

The purpose of this module is to help develop, refresh and update career counsellors competences in the field, in order to ensure fruitful and effective counselling processes for both counsellors and participants.

OBJECTIVES

To develop some core skills related to interpersonal competences.

To develop the competences in order to work responsibly and respectfully with clients by understanding and respecting individual differences.

To develop the capacity to facilitate an effective and viable assessment of clients needs, while promoting their own empowerment to drive forward their career trajectory.

To develop the competences to facilitate and promote clients independence.

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COMPETENCES

The training activities in this booklet are based on the Canadian Framework of Competencies of Career Counsellors. The following are the specific competences that form the framework of the focus of all of the activities and resources in this module:

Respect for diversity by

Recognise diversity

Respect diversity

Communicate effectively by

Work with climate and context to enhance communication

Use a Framework for verbal communication

Use a Framework for written communication

Use effective listening skills

Clarify and Provide Feedback

Establish and maintain collaborative work relationship

Develop productive interaction with participants by

Foster participants self-reliance and self-confidence.

Deal with reluctant participants.

PREPARE FOR EVALUATION

At the end of the module, you will find a short questionnaire on your own interpersonal competences.

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PART 2: ACTIVITIES

Activity 3.1.1. - Non-academics Valuing different forms of knowledge

Duration of the exercise

2 hours

Description

The aim of this activity is to find out about types of knowledge which are non-academic. There will be a small group discussion on Worksheet and the trainer will ask you questions related to the worksheet. You will then be asked to write a short story about your own work and/or educational trajectory in a thoughtful and reflexive way. Include your decisions, your motivations, the difficulties, tips, people who motivated you, those who did not, and so on. This experience is to be used as a resource for your clients (and/or yourself), to inspire, to provide a point of reference and to offer an account of this trajectory as an educational tool.

Furthermore, it helps to identify skills and the different types of learning that take place in life. Then each person will read their own story and discuss it with the whole group. A brainstorming session on this topic will follow. Subsequently you will be asked to design a counselling plan based on a short case study which you will be given. You will work in a group to design the plan, and then a group discussion will be held.

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Worksheet Non-academics Valuing different forms of knowledge

These quotes are snippets from real life personal experiences of a few women who did not have the opportunity to access education in their early years:

I feel very inadequate at home when I have to ask my children about something on the TV, and they say to me, Oh you know nothing, mum! You dont get what this or that means!, and I dont like it. Or when I have to fill in some paperwork (Natividad- participant in Adult Education) (De Botton, Puigvert, Snchez, 2005: 83)

Dialogue and respect for the things that each and every one of us know, which may not have been learnt on a university course, or through a university degree or through studying, but we have been learning throughout our experience of lifeIn our group, nobody has a university degree (Sara, participant in AE) (De Botton, Puigvert, Snchez, 2005: 91).

Activity 3.1.2. (I) - Respecting cultural diversity

Duration of the exercise

2 hours

Description

The aim of this activity is to promote respect for cultural diversity through cooperation and dialogue.

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Firstly you will be divided into two groups. The first group has to quickly asses the danger of the situation which will be described to you, and identify the most vulnerable members of the trapped group based on their personal information (See Worksheet below). Group 1 has to immediately form a plan of action in order to remove everyone quickly and safely from the situation, ensuring that no-one gets hurt or injured.

Secondly the second group has to analyse the discussion of the first group, decide if the decisions they are making are logical, and if they are why they are logical, they need to decide if the proposed plan is safe and benefits everyone, and whether the rescue team has correctly decided upon the most vulnerable members of the group. This group also needs to answer the questions which are given to them, in a question and answer session.

Finally a discussion on the outcome of the operation will then be held.

Worksheet Respecting cultural diversity: Trapped peoples personal information

1. Sabine is Austrian, 34 years old, and married. She is a domestic science teacher. Her husband is active in politics and he is involved in the Austrian parliament. Sabine was a psychology student, but gave it up when she got married. She now has four children, aged 8, 5, 2 and 7 months. She lives in a beautiful suburb, not far from the capital. Her hobbies are ice-skating and cooking. Sabine was invited on this trip by Stanislav, who she has known for 7 years.

2. Hatice is a Turkish woman, she is 19, unmarried, and is studying sociology in Paris. Her influential and rich family live in Istanbul, her father is an entrepreneur, and an international authority on the ornaments in Islamic houses of God. Hatice is exceptionally attractive; she has many prominent friends in high society. Recently she appeared in a documentary film on the life of Islamic women and other women.

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3. Raul is from Spain, he is 36, married and the manager of a Caritas consultancy office. He is the father of five children (between the ages of 6 and 15). He was involved in a radical action group against nuclear power stations. His hobbies are photography and camping with his family.

4. Stanislav is Slovakian, he is 35 and unmarried, and he teaches French and P.E. After school he began a military career, and he was a notorious instructor. During military exercises he allowed his group to cross a fast flowing river, and two soldiers died as a result of that. His guilt was not proven in the courtroom however. He has won a great deal of awards for international operations. After he left the army he began to study and is now living an unsettled life. Over the last few years, he has begun to drink more and more. In his spare time he does bodywork on old cars and drives in stock car races.

5. Peter is German and 47 years old, and is a professor at the university clinic, he is divorced. He is currently working on the international capacity of AIDS research, and he is testing a new promising drug. Because he is a bit of a slob the results he obtains are usually scattered around in note form. His favourite music is by Gustav Mahler, and he is also an enthusiastic sailor. His ex-wife married again and is happy. He had a lot of emotional problems throughout the six-year divorce procedure. They had no children. He has twice been given a final warning; the last one was a public nuisance charge.

7. Edwin from Portugal, he is 56, married and has two adult children, he is the owner and director of a small software company which has 71 employees. He is currently negotiating a new contract, which, if it is successful after his cave exploration trip, will mean that he will employ 85 more people. He is highly involved in the social and political life in his city, and he is a free mason. His hobby is caving.

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Activity 3.1.2. (II) - Breaking stereotypes and overcoming barriers to educational and labour insertion.

Duration of the exercise

2 hours 30 minutes.

Description

The aim of this activity is to think about ways to break down stereotypes and look at the barriers which Arab Muslim people face.

Firstly a fast paced group brainstorm will be held, and then you will be asked to do a drawing which will help to illustrate the issues being discussed, followed by a question and answer session. You will be asked to draw another drawing, this time of a person who your trainer will describe to you, and you will be asked to add words which represent her feelings etc. to the picture.

Secondly you will write a short passage about the same person, and everyone will read their passage aloud. Another situation involving the same person will be described to you, and you will be asked to discuss the situation, then you will draw a picture of that situation and each person will speak aloud the thoughts which they think would be in the persons head during the situation described.

Finally the group will carry out a role-play, in which you are involved in an interdisciplinary council on multicultural affairs, each person will take on a role, as union members, counsellors for labour insertion, legal advocates, participants and educators in adult education, members of womens organisations, health practitioners, people from multicultural associations, from inter-religious dialogue groups, housing officers, or people from neighbourhood associations. The role play will involve everyone participating in a discussion on the issue of cultural diversity, with a focus on Arab Muslim women.

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Worksheet Breaking stereotypes (I)

These and other memories are so strong that they lead the most fortunate people each summer to take to the European highways to spend a few days in their country, after driving for many kilometres. However, afterwards, their hopes and projects are directed once again to Europe, where they want to live and work with dignity, despite all of the problems that arise. (De Botton, Puigvert, Taleb, 2003:7)

Guiding questions: Why do people emigrate to another country? What types of situations provoke immigration? What choices do people have to make? What challenges do they face?

Worksheet Breaking stereotypes (II)

Aisha has had to learn to separate these racist attitudes from her desire to live in our country. She does not want to fall into the ignorance of those who convert the word foreigner or immigrant into an insult. (De Botton, Puigvert, Taleb, 2003:11)

Closer more personal discussion about what this person has to face. What kinds of stereotypes are there?

Worksheet Breaking stereotypes (III)

Once, on the bus that she takes everyday, she had to put up with the verbal harassment of a man who yelled at her and accused her of coming to take jobs away from Spanish people, of wearing a headscarf, as if this was an aggression. (De Botton, Puigvert, Taleb, 2003)

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Activity 3.2.1. (I) Elements of a respectful communication - Me myself I am my car.

Duration of the exercise

1 hour 40 minutes.

Description

Firstly, you will be asked to brainstorm in the group elements of a respectful communication.

Then, write down some ideas and thoughts about what abilities and resources you have that signalise you are respectful communicating. What things you could improve or change regarding your communication skills in order to ensure respectful communication.

Choose an object (e.g. a car, a bed, a pocket or bag...) that can tell something about you and your abilities for a respectful communication. Write down a short story or report about the object and you (e.g. Recently my car was complaining about me. But it also praised me in one point and this is what I want to tell in the beginning). Give the paper to the trainer.

After mixing all the collected papers he/she will give you one paper back. Every story will be red to the group. After hearing to a report you can guess all together for whom it applies and why if you want.

In the end use all the information collected by brainstorming and personal inputs to discuss about elements of a respectful communication. Find a common conclusion.

Activity 3.2.1. (II) Work with a climate and context to enhance communication - 2 B or knot 2 B puzzle

Duration

1 hour 40 minutes.

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Description

You are presented a puzzle of rope loops.

Please elect three people that will act as observers of the activity. The rest of the group has the task to decide which rope loop is holding all the other rope loops together. Discuss that question without touching any of the ropes. Find a common solution. Your time budget for that task is 20 minutes.

Following conduct a reflecting session related to the activity. The observers are asked to contribute.

Activity 3.2.2. (I) - Choice of communication tools - Is my message transmitted?

Duration of the exercise

1 hour 45 minutes.

Description

The aim of this activity is to analyse various types of communication available, such as direct or indirect and different channels of communication in order to select those which facilitate better feedback and communication between participants in the counselling process.

Elect one of you who will have the task to give the rest of the group the instructions for the exercise. The elected participant will be shown two pictures. His/her task is to describe the pictures one by one in two sessions as precisely as possible in verbal form. As part of the rest of the group you will draw the pictures described with the help of the instructions. The aim of you task is to draw a picture as similar as possible to the original one. While drawing you are not allowed to see the original picture and the drawing of the other group members.

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During the first session you are not allowed to ask any questions, the instructors description are only permitted to be verbal, and hand signals are not allowed. The instructor decides when he or she will end the description and then gives the group a sign. At this point the group members are given time to finish their drawings.

During the second session questions will be allowed. Again the instructor decides when he/she stops giving further instructions and you will get the time you need to finish you drawing.

After the drawing sessions the entire group discusses the differences between the drawings of the first and the second session. Which of your drawings was closer to the original and why?

Activity 3.2.2. (II) - The 4 sides of a message

Duration

2 hours

Description

The aim of this activity is to explain the way in which verbal communication works, using a communication model from the German psychologist Friedemann Schulz von Thun. His 4-ears model shows that every message has a four sided structure as visualised in the graphic below.

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In the present activity you will be given a list of sentences. Please examine the sentences and rephrase them into four new ones that express the extraction of each side of the original message one by one. Write these new sentences down on four pieces of paper. Match them with the associated dimension chosen from the four options in the image below.

Hey, it is a green light. (co-driver to the driver)

The wine bottle is empty.

Where is the salt?

It has gone fast today. (boss to the employee)

Up until now we did that differently.

Is the post already finished?

Why did you stop your training?

Example: The light is green.

Factual level: The traffic light in front of us shows green, the sign that you are allowed to drive on.

Level of relationship: You should be thankful having me, without me you would stand here until other drivers honk behind you.

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Level of self-disclosure: I am in a hurry.

Appealing level: Drive on!

Discuss in the group how this will be held on the aforementioned model and reflect on career counselling and how this model could help you to demonstrate using a framework of verbal communication in your work.

Activity 3.2.3. Use a framework for written communication - Sin obelisk

Duration

1 hour 1 hour 25 minutes.

Description

The aim of this activity is to use exclusively written communication to solve a mystery.

Everybody is given information cards which will help you to solve the mystery with the following background story: In the ancient city of Atlantis there was a massive square sin obelisk built in order to honour the goddess Onra. The building was finished in less than two weeks. Find out on which day the obelisk was finished. Attention: the only allowed way to transmitter the information of the cards you have got is verbally. Do not show your card to the other group members.

When you finished this activity and found out the right answer discuss in the group the various plans which everyone had, and the methods used to solve the mystery.

What does the experience tell you concerning written communication in career counselling?

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Activity 3.2.4. Using Empathy- Active Listening

Duration

1 hour.

Description

An Arabic proverb tells us:

God gave us two ears but only one mouth, so that we can listen twice as much as speaking.

By active listening we can show empathy for our vis--vis. Active listening means to give a feedback of the feeling you deciphered out of the message of the sender.

The reflecting consists of two components: Paraphrasing and Verbalising.

First, define a common definition for empathic competence. Discuss its relevance for a career counsellor. How does active listening support empathy?

You will practice paraphrasing and verbalising in pairs, with different roles:

Person A: Speaker

Person B: Listener

1. Choose a word card. Dont show it to the other participants.

2. Choose a partner and sit down opposite to him/her so that you are able to keep eye contact.

3. Person A tells person B a small personal story that occurs himself/herself by the word on the card.

4. Paraphrasing (Person B): Restate what person A told before. Rather than to repeat word by word you should try to express in own words the sense of the story as exact as possible. Try to get more to the point of the message. In the beginning of your sentences use phrases like "You say that . Person A can nod, when he/she fells repeated correctly. If the story was repeated in a wrong way he/she can repeat the sentences.

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5. Verbalising (Person B): try to identify the thinking and feelings that Person A expressed through the story. In the beginning of your sentences use a phrases like It sound like, I could imagine that or ask questions. Person A can react and answer to the questions so that you have a small conversation about the story. Please be careful and avoid arguments about the content of what you were telling each other. It is just an exercise for the training of listening, it is not important to be right. In cases of doubt the person that told the story is right. It is the task of the listener to repeat the story in a way the sender sees his words reproduced and interpreted correctly.

When you finish, please change the roles.

Exchange your feelings during the exercise in the whole group.

Activity 3.2.5. (I) Feedback Letters

Duration

1 hour 30 minutes.

Description

The aim of this activity is to promote tolerance for other people, and to provide other people with feedback on their performance as well as to take a feedback.

Everybody will write his/her name down on a slip of paper. The papers are covered distributed on the floor. Each person picks up one of the papers, keeps dark the name on it. On the back side write down a feedback answering the following points:

Which things or characteristics were appealing to me in particular?

The feedback should be honest, but formulated in a way that it is acceptable and not hurting. Be aware that the points are specific, which means that they are measurable and observable on a behavioural level.

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Which things could you improve?

Express special proposals how would you like to see things changed in the performance of the person.

How would you assess the performance of the person in general?

When you finish give the feedback letter to the trainer. He/she will put them on the floor again with the name side on the top. Everybody picks up his/her paper now. Read the feedback loudly in the group now one by one.

Finally take part in a group discussion on the outcome of this activity. Could you accept the feedback you have got? What difficulties did you have in giving and taking feedback? Conclude what are the elements of a constructive feedback.

Activity 3.2.5. (II) Feedback giving - Island

Duration

5 minutes 1 hour (depending on the group size and the chosen variation, extend of comments or discussion).

Description

Your trainer will show you a picture of an island. Please mark your position in this picture by picking a post-it note. Perhaps you ascertain that you are still swimming according to the topic or you are up to your neck in it, lying under palm trees or walking through the cliffy mountains of the island

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Activity 3.2.6. Establish and maintain collaborative work relationship - I have to - I want to.

Duration

1 hour 50 minutes.

Description

Brainstorm in two groups on:

Elements of establishing and elements of maintaining a collaborative work relationship between clients and career counsellors and prepare a short presentation of tips for career counsellors.

Discuss your results in the group.

For the exercise I have to, I want to everybody gets two cards. On the first card you write I have to, on the second one I want to. Lay the cards down on the floor in front of you. Follow the instructions of the trainer.

Following exchange the feelings you had during the exercise in the group. What does that tell you about collaborative work relationship? Discuss how you can use this experience for your work as a career counsellor. Think also on language patterns.

Activity 3.3.1 (I) - Bill of Rights- Adults defining change

Duration of the exercise

1 hour.

Description

The aim of this activity is to demonstrate the ways in which adults can define change for themselves.

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Firstly you will participate in a group discussion after reading Worksheet (see below). The document Participants bill of rights is the result of an intensive process of dialogue and consensus among participants from various schools for adults, with the aim of creating a democratic form of education and social change.

Secondly, there will then be a question and answer session on the same topic.

Worksheet Bill of Rights- Adults defining change

The Participants bill of rights is an international document reference for more than 14th Federated entities to define the educational model of Adults. This document appears during the European project: Bill Project. European Chart of the Participant's Rights on Adult Education (1997-1998) and after that several entities joined this declaration, in different European countries.

PREAMBLE

Education, an inalienable right of adults, has to serve as an instrument for emancipation, which makes possible the overcoming of social inequalities and power relations.

Education depends on the recognition and the dialogue between different cultures and life styles that coexist in a given community.

By considering as participants all those adults in the course of training, we propose the following Participants Bill of Rights.

Article one.

It is a right of the participants that the states officially recognise and support all the tuition imparted in public centres for adult education and in non profit non governmental organizations. We demand greater consideration from governments of this issue in the states general budgets on an educational basis.

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http://www.facepa.org/eng/6eng.htm#billeng#billeng

Article two.

Collectives liable to social exclusion have to be considered as having priority in all acts of training and social participation. Adults education has to answer the needs of the community, as well as those who endure problems of labour insertion.

Article three.

Each person has the life-long right to participate in free training processes and to have access to and be present in all learning offers directed to achieve all the prevailing qualifications in the educational system of each country. To achieve this, the various public administrations should contribute to the human, material and economic resources needed by the institutions, communities, and people.

Article four.

It is a right of the participants to intervene in educational policies, as well as in the conferences, assemblies, and forums where aspects related to the education of adults and cultural and social participation in general are undertaken.

Article five.

The participants have the right to intervene in all local development projects by collaborating with the institutions, associations, and community collectives on improving the quality of life in the social scene.

Article six.

Adults education has to be adequate to the interests, motivations, and necessities of the participants. The programmes, methodologies, timetables, human resources, and materials have to be those specific for adults tuition.

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Article seven.

The definition of the training offer, the design of the educational programmes and their evaluation should be worked on from an egalitarian dialogue between all the participants.

The information about the training offered must be issued using all the channels of communication available in order to be accessible to everyone.

Article eight.

All the participants have the right to be part of the organs for internal management of the centres, projects, and educational experiences. This means that the management has to be open and democratic and that the participants will be present as full members.

Article nine.

It is a right of the participants to receive integral and permanent education, which will allow them to cope with the constant changes in society such as transformations in the working world, access to new technologies, creative use of free time, and so on.

Article ten.

The education of adults has to reinforce self-esteem, tolerance, respect for diversity, and changes in society in addition to the development of a critical spirit.

Article eleven.

All cultures have to receive the same egalitarian treatment. Adults education has to collect the history and experiences all the cultures in the community with a view to an intercultural dialogue.

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Article twelve.

The participants have right to the recognition of capacities, knowledge, and abilities, which have been acquired from experiences throughout life. The public administrations, together with the participants, have the duty of searching for a formula to recognise and do credit to those aptitudes.

Article thirteen

All adults must receive information about their right to an education.

Activity 3.3.1. (II) - Action plan for the creation of meaning

Duration of the exercise

2 hours 30 minutes

Description

The aim of this activity is to create an action plan for the creation of meaning in relation to peoples life plans.

Firstly you will be asked to draw your own road map, which should include the various forms of learning, skills and accomplishments that you have attained during your work and educational trajectory. It is a form of self-appraisal, introspection and recognition, so it can include accomplishments, difficulties and opportunities. You can draw symbols and pictures of this trajectory by writing descriptions, key words, ideas, and so on, in order for someone else to be able to understand it. This road map must include the future: short term, mid term and long term dreams. Include ideas relating to milestones, decisions, motivations, difficulties, fears, hopes, resources, and people who helped you along the way.

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Secondly everyone will be asked to describe their own road map, and the rest of the group will look at it and comment on it after you have pinned it onto the wall, as you will also do with other peoples road maps.

Finally each person will write down their statements regarding other peoples road maps, this should be related to specific things you have learned about this persons personal and educational challenges, and challenges related to their career, or their achievements and goals for the future, and other related issues such as their attitude, or personality for example. Then each person will be asked to read out some of their statements, and there will then be a general discussion on the outcome of the activity.

Activity 3.4. Dealing with reluctant participants - Increasing engagement

Duration of the exercise

3 hours.

Description

The aim of this activity is to increase engagement in the counselling process.

Firstly a group discussion will be held on the potential causes for resistance to the counselling process. You will be asked to list the possible causes, and strategies to help participants voice their concerns and feel ownership of the counselling plan. You will also be asked to create a hypothetical situation which involves a person who is resistant to engaging in the counselling process. Think of the possible characteristics of this person (personal, educational, job, past experiences in counselling...)

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Secondly in pairs you will conduct interviews where one person is a participant and the other is the counsellor. In this initial interview the counsellor attempts to ascertain the skills, attitudes, aptitudes and past experiences of the participant, and to draw up a plan with them. Based on the framework created by the whole group, the participant can show different types of resistance.

The counsellors job is to try to find strategies of engaging them, establishing an egalitarian dialogue and a joint counselling plan. Subsequently everyone will show their interviews to everyone else, and there will be a discussion on the dos and donts of this type of interview. Elements like culture, gender, and language should be thought about in this endeavour. The overarching goal here is to think about the physical elements which can contribute to the creation of meaning and ease the transition into the counselling process.

Finally you will be asked to carry out a group assessment of the elements in the previous exercises which contribute to engaging in the counselling process and there will be a question and answer session based on this.

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PART 3: STUDY CASES

Case study 1: The future of a young drop out student

D.G. is a 32-year-old man who works as a security guard in a nightclub. He dropped out of school at the age of 14 without obtaining the minimum compulsory education certificate. Since then, he has worked in a lot of different places, carrying out unqualified jobs, sometimes being paid cash-in-hand and was therefore unable to make National Insurance contributions to receive medical care. Over those years, he also underwent various courses and classes through which he obtained unofficial certificates which helped him to get his current job.

Last year, he decided to enrol in an adult education school. His aim was to complete his unfinished compulsory schooling in order to be able to sit an examination to get into the national police guard. A compulsory schooling certificate is a basic requirement in order to be able to access the exam process.

After his year in the adult education school, DG obtained the minimum compulsory certificate but now he is having a dilemma: to either on the one hand, sit the exam for the national police guard in order to obtain a permanent job for the rest of his life. Or, on the other hand, to continue with his studies and access university in order to study Law or Economics.

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Case study 2 : Language Matters

Dramaturgy

The following scenes play in a producing company.

Persons

K is the technical manager, however, in general he is badly communicating.

He uses often an aggressive tone, although his messages are preponderant neutral.

That is why anyhow he often stimulates his interlocutors to manoeuvres of defence. Because he does not know that this defence is initiated by his manner he interprets the defence as an initial defence through which he is driven to defence as well.

D+A+F and all others are staff members.

Starting situation

D, who is working at a machine besides A, is working very faithfully. His quote of faults and rejects is lying far under the mean. D has got low self-esteem that is why he has always fears his performance could be not good enough. A has realised that and he noticed that D is a high-achievement-oriented person. Hence he tries to compliment D as often as possible. He wants to reassure that Ws performance is all right. As a result D is pleased and these positive shares of kindness and affection help him to establish self-esteem.

But suddenly a mishap happens. The machine at which D is working has a small technical glitch. As a result his work item becomes impossible respectively the produced ware is rejected.

In this situation K comes to D and says: D, what is wrong with you today. The labour is reporting all pieces are unusable!

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Situation 1: (to vindicate and apologize)

As D belongs to the people who vindicate instantly if they feel affronted he answers: What did I do wrong again? Please, believe me Mr. K, I really take great pains...!

Analysis of situation 1:

Thereupon K, who is not dealing with the human aspect of communication, would have thought surprised: Why he is defending? I was not attacking him! I did not mean that he is guilty.

However, subliminal K knows that he caused this reaction in any way. So he feels accused and react aggressive: Why do you actually apologize? I did not attack on you with any word! You are really a mimosa he is outrageous!

(It is obvious that this new affront will cause further defence, the circle closed now it can go on and on in this way)

Situation 2: (to make yourself bigger)

This time not K but Mr. L, the manager of quality assurance, comes to the production hall. He is looking for the oldest and most experienced staff member as a contact person of the department. The colleague answers to the statement that all products are rejected: Well, as you know, Mr. L, by now I am working in this company for 10 years!!! If you think your white overall is better than my grey you are wrong. After all I belong to that were building this firm out of nothing. I was there, from the beginning on!

Analysis situation 2:

Now Mr. L feels attacked. After all he is the manager of the quality assurance department. He says: Well, my dear, if you talk about overalls please explain me why do you still work here in the production in spite of the fact that you are in the company 10 years already! That is because you are not able to achieve pretentious work respectively to wear a white overall. If you think a simple worker is allowed to talk to me like that you are wrong

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Situation 3: (to back away)

This time Mr. K goes with the message to E, a staff member who likes to abscond in dangerous situations. That is why E answers: In any case I will make a break soon. It is almost 12 oclock. You could examine in the meantime what caused the reject.

Analysis situation 3:

Mr. K has the meaning that every staff member should be interested in the reasons for faults and mishaps. As he does not know that E is feeling attacked by him he reassesses his statement. He thinks that E wants to abscond, because he refuses him.

Therefore K reacts on this attack which hits his self-esteem a follows: If my presence is as unpleasant that you have to run away, please go, hook it!!

Situation 4: (attack)

Lets assume K would have met M with his original statement. M reacts with an attack instantly like he always does if he feels threatened himself and his self-esteem. Therefore he says: Now you want to allege I do not work faithfully, he? Check at first all the facts, before you talk to me in this way in front of all others!

Analysis situation 4:

Mr. M reacts on the message of K that is hidden in the tone, on that score he feels threatened. However, Mr. K, who is convinced that he only stated the point that something is wrong with the produced ware, experiences the defending attack of M as an initial attack. He is looking at the reaction of M as an action and feels attacked. Since he reacts with an attack in danger he says: Dont talk with me like that. I only want to check the facts if you dont object.

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PART 4: ARTICLES

ARTICLE 1

Reference

Kerka, S. 1995. Adult Career Counselling in a New Age, ERIC Clearinghouse on Adult Career and Vocational Education Columbus, OH.

Available in: www.cete.org/acve/docgen.asp?tbl=archive&ID=A001

Abstract

Kerka, Sandra Adult Career Counselling in a New Age. ERIC Digest No. 167. This article points focuses on the needs of adults aged 18-25, as an age group among which career needs are not being sufficiently met. This digest centres on the issues and implications of career counselling for adults in the todays plural workplace context, addressing issues of gender, socialisation, multiculturalism, and so forth. It also looks at issues of assessment. It briefly examines a case of adult counselling in practice, turning to career centres in the U.S. which are providing comprehensive, integrated career servicessuch as information on job training, education programmes, and financial assistance; local labour market information; skills assessment and counsellingin accessible locations such as libraries and malls.

ARTICLE 2

Reference

Benshoff, James M. & Lewis, Henry A. 1992, Non-traditional College Students, ERIC Clearinghouse on Counselling and Personnel Services Ann Arbor MI.

Available in: www.ericdigests.org/1992-3/college.htm

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Abstract

This paper examines the non-traditional college student, a group that constitutes a rapidly growing segment of the university population today. It provides a general profile of these students and some of the adults motivations for returning to higher education. This paper examines the needs that these students have, which differ from those of students following a traditional educational trajectory. There is specific attention paid also to differences in the situations between non-traditional female students and non-traditional male students. Furthermore, it identifies some of the implications these students needs have for institutions of higher learning. In order to gear programs and services to the traditional-age student population, the paper points out some specific ways based on studies with adult students.

ARTICLE 3

Reference

Elboj, C.; Puigvert, L. (2004): Interaction among 'other women': Creating personal and social meaning, Journal of Social Work Practice. London: United Kingdom.

Available in:

http://taylorandfrancis.metapress.com/(pikanj45c5w5bgfwvptwqrnl)/app/home/contribution.asp?referrer=parent&backto=searcharticlesresults,1,4;

Abstract

This article examines the experiences of the 'other women', non-academic women, who have created spaces of dialogue in which they are building networks and transforming their lives. It offers an analysis of the psychological and educational barriers they overcome in order to create personal and social change. It shows how dialogic and egalitarian learning and associative settings allow the other women to express their voices and build new proposals for the present and future. This has the potential to present new avenues for social workers and educators in their work with women in general and marginalised women in particular, pointing to more dialogic and egalitarian relationships and dynamics. (Provided on-line)

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PART 5: BIBLIOGRAPHY

De Botton, L.; Puigvert, L. & Snchez-Aroca, M. (2005): The inclusion of other women: breaking the silence through dialogic learning, Springer: Dordrecht.

Delors, J. (1996): Learning: a treasure within, UNESCO.

Flecha, R. (2000): Sharing words: theory and practice of dialogic learning, Rowman & Littlefield, Lanham.

Freire, P. (1970): Pedagogy of the oppressed, New York: Continuum.

Freire, P. (1994): Pedagogy of Hope, New York: Continuum.

Habermas, J. (1984): The Theory of Communicative Action. Vol. I Reason and the rationalization of society, Boston: Beacon Press.

Habermas, J. (1987): The Theory of Communicative Action. Vol. II Lifeworld and System: A Critique of Functionalist Reason, Boston: Beacon Press.

Hller, I. (2005): Trainingsbuch Gewaltfreie Kommunikation Abwechslungsreiche bungen fr Selbststudium, Seminare und bungsgruppen. Jungfermann Verlag Paderborn.

Hyun, J. (2005): Breaking the bamboo ceiling: career strategies for Asians, Harper Business.

Klein, I. (1992): Gruppenleiten ohne Angst, Ein Handbuch fr Gruppenleiter. Verlag J. Pfeiffer Mnchen, 4. Aufl.

Lerman, R. I. (2001): Improving Career Outcomes for Youth: Lessons from the U.S. and OECD Experience, Research and Evaluation Monograph Series. Washington, DC: Urban Institute. (ED 457 354) http://wdr.doleta.gov/opr/fulltext/01-oecd.pdf

Mezirow, J. (1991): Transformative Dimensions of Adult Learning, San Francisco: Jossey-Bass.

Quigley, M.W. & Kaufman, L.E. (2004): Going back to work: a survival guide for comeback moms, St. Martin's Griffin.

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Rosenberg, M.B. (2004): Gewaltfreie Kommunikation. Eine Sprache des Lebens. Gestalten Sie Ihr Leben, Ihre Beziehungen und Ihre Welt in bereinstimmung mit Ihren Werten. Jungfermann Verlag Paderborn.

Schneider, B. & Waite, L. eds. (2005): Being together, working apart: dual-career families and the work-life balance, Cambridge: University Press.

Scribner, S. (1988): Head and hand: An action approach to thinking, Teachers College, Columbia University. National Center on Education and Employment (ERIC Document Reproduction Service No. CE 049 897).

Vygotsky, L.S. (1978): Mind in society: The development of higher psychological processes, Cambridge: Harvard University Press.

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PART 6: INTERNET PAGES AND LINKS

http://www.guidance-research.org/

http://www.guidance-research.org/EG/impprac/

http://europa.eu.int/comm/dgs/education_culture/publ/pdf/leo8/en.pdf

http://www.crccanada.org/crc/symposium2/nav.cfm?l=e

http://www.eric.ed.gov/

http://www.ericdigests.org/1999-2/adult.htm

http://www.guidance-europe.org/

http://www.ncda.org/

http://www.iaevg.org/

http://www.iacmp.org/

http://www.careerccc.com/

http://www.icdl.uncg.edu/

Http://Www.Collegecounseling.Org/Resources/Index.Html

http://www.education-action.org/media/GPG%20Vocational%20Training.pdf

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PART 7: EVALUATION

SELF ASSESMENT

In this evaluation process, after the activities are finished, we ask you to examine your weak points and strong points in relation to your competencies in your interpersonal relationships.

The following table aims to facilitate and guide this analysis. Do the evaluation on your own initially: indicate the number of points which you think reflect the degree to which you feel you have achieved the competency, and argue your case for the number of points you have chosen, include the evidence available from specific situations which you have found yourself in, especially any situations related to counselling. Try to be as exhaustive as possible, you should think about the situations which you have come out of well and other situations which were more difficult for you.

Subsequently you can ask another person to evaluate your competences, also using the points system and including comments which support his or her opinion. Afterwards discuss the evaluation together: this will allow you to have a greater level of objectivity with regards to your own competences and the aspects to be improved upon.

Competency Points Evidence

1 2 3 4

Recognise diversity

Respect diversity

Work with climate and context to enhance communication

Use a Framework for verbal communication

Use a Framework for written communication

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Use effective listening skills

Clarify and Provide Feedback

Establish and maintain collaborative work relationship

Foster participants self-reliance and self-confidence

Deal with reluctant participants

Point system: 1- unsatisfactory/ 2- satisfactory/ 3- good/ 4- excellent.

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Index of Contents The 6 didactical booklets/ course supports (one for every training course module) were designed on the base of the DPPC products. More concretely, the two main outputs of the DPPC project were elaborated on the modular principle. The Training materials from DPPC were further developed, more detailed, aiming only the practical part of the training: practical activities, study cases, examples of good practice, designed for developing specific counselling competencies etc. Duration of the exercise Description Worksheet Non-academics Valuing different forms of knowledge

Duration of the exercise Description Worksheet Respecting cultural diversity: Trapped peoples personal information

Duration of the exercise Description Worksheet Breaking stereotypes (I) Worksheet Breaking stereotypes (II) Worksheet Breaking stereotypes (III)

Duration of the exercise Description Duration Description Duration of the exercise Description Duration Description Duration Description Duration Description Duration Description Duration Description Duration of the exercise Description Worksheet Bill of Rights- Adults defining change

Duration of the exercise Description Duration of the exercise Description