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1
Infusing Career Guidance into the Mainstream of Professional Thinking
William BorgenEducational and Counselling Psychology
& Special Education
Faculty of Education
University of British Columbia
Bryan HiebertDepartment of Educational Psychology
& Leadership Studies
Faculty of Education
University of Victoria
2
Counselling and Guidance Within a Context of Uncertainty
PersonalSelf-
identity
Family
Societal Context
Career
3
Traditional Assumptions
There are a series of individual attributes or traits that draw people to certain occupations.
These attributes or traits are pivotal to effective and desired decision-making.
Occupations that match the vocational interest of individuals are accessible to them.
Occupations are stable enough in their characteristics for assessment instruments that match the traits of individuals with occupational characteristics are useful over time.
Once secured individuals have the capability to stay involved in desired occupations or career trajectories.
4
Revised Assumptions Several factors influence choice of occupations or career
paths, including individual attributes or traits, family perspectives, rapidly evolving cultural influences such as poverty, addiction, conflict, displacement and discrimination, along with internationalization and rapid change in labour market opportunities.
These factors are differentially important within and across cultural contexts.
Occupations of choice may not be accessible.
Many tasks and processes related to occupations are unstable.
People need the skills and attitudes required to successfully manage rapid and unpredictable changes that characterize many occupations and career trajectories.
Career Development is an emerging professional activity
5
Some International Examples
Countries are looking for information and approaches that address the issues of individuals and also inform policies to serve the broader society (Kenya, Nigeria, Bhutan)
The context in which people are making occupational, vocational and career decisions is evolving rapidly and unpredictably (India, Africa, Eastern Europe/Asia, Argentina, North America)
Perceived status of occupations is a major issue
6
The Need for Career/Life Planning
We guide our boys and girls to some extent through school, then drop them into this complex world to sink or swim as the case may be. Yet there is no part of life where the need for guidance is more emphatic than in the transition from school to work - the choice of a vocation, adequate preparation for it, and the attainment of efficiency and success. (Frank Parsons)
8
Older Adolescents in High School
Problems Identified
Schooling Identity and Self-
Concept Family Employment
See: Borgen, W. A., & Hiebert, B. (2006). Youth counselling and career guidance: What adolescents and young adults are telling us. International Journal for the Advancement of Counselling, 28, 389-400 .
9
Coping Strategies of Adolescents
Individual Problem Solving
Disengagement – distancing, avoidance
Resignation
Giving Up
10
The Nature of Assistance Desired
Who – Friends, Family, Professional Helpers
Qualities – Good listeners, trustworthy and honest – Knowledge about the issues being discussed – Experience similar to theirs
What – Counselling, knowledge, advice and information – Comfort and reassurance
11
The Challenge…
Career opportunities are a result of planned and unplanned developmental and environmental events.
Career decisions evolve over a life time. Career development services need to be
differentiated and available across the lifespan. A new paradigm is needed to depict how
people’s careers develop.
12
Where to begin
Focused interview• Identify student need
Intervention designed to meet student need School wide, student focused game plan
13
When students are involved as partners in their learning experiences …
Greater academic achievement Reduced drop-out rate & lower absenteeism Reduced student alienation Reduced bullying and harassment Reduced incidence of smoking and drinking More positive school climate Greater satisfaction with school Students report school experiences as more
relevant and better preparation for the future Students indicate that the quality of their
education is better
Results from studies in the USA
14
Services Related to Career Development
Advice or Advising If I give general information regarding external requirements, I am doing
vocational or career advising (Implies general information is sufficient for the issue presented)
Guidance If I make a judgment about what information is being sought and
provide it I am providing vocational or career guidance. (Implies tailored information is sufficient).
Counselling If I explore the other person’s perspective, tentatively offer other
perspective to be considered (including information based on the initial exploration) and jointly discuss possible action planning, I am providing vocational or career counselling. (Implies that a counselling process is needed to consider the utility of different insights, feelings, and information and the applicability of different possible actions regarding the issue.)
15
Constructs Central to Career Development
Occupational Occupational refers to an activity that is focused on
considering a particular type of job.
Vocational Vocational refers to a focus on an individual’s talents,
passions and interests in considering areas of work.
Career Career refers to broader issues, such life development,
work-adjustment, work-dysfunction, and integration of life roles with other life roles over time that may or may not be directly related to work.
16
Professional Development: A Multi-Layered Approach
Preparation for career practitioners Orientation workshop
• Philosophical underpinnings• theoretical foundations• For all professionals
Stakeholder involvement• Individual consultation• Group consultation
In-depth training for key service providers• Guidance practitioners• Counsellors
Training for trainers• For capacity building
Career Guidance: Roles and Responsibilities
17
Role
Consulting & Coaching
Coordinating
Counselling
DevelopmentalPreventive Remedial
Teaching &Facilitating
Classroomactivities
Classroomprograms
High needsstudents
Classroomprogramcontent
Classroomprograms
All studentsas required
Teacherinservice
Classroomactivities
Classroomteachers
High needsstudents
Classroomvisits asneeded
Teachershaving
difficulty
Cou
nsel
lor
Rol
es
Teacher Roles
19
Career Guidance and Counselling Orientation Workshop:
Implementing a Vision for Your Life
5-day interactive workshop• foundational career development theory• contemporary approaches for implementing career
guidance programs in educational settings• Key resources available• knowledge and skill practice in appropriate
instructional methods for career education
Designed to help teachers and counsellors work more effectively
with their school and college communities
20
Guidance & Counseling Planner
Day 1: Context• Preparation, philosophy,
theory
Day 2: Taking Stock• Tools and resources
Day 3: Providing services• Communication
& collaboration
Day 4: Building support• Policy makers, service
providers, clients working together
Day 5: Consolidation• Implementing, maintaining,
sustaining
21
Orientation Workshop Plan
Day 1: Context What is career development
• Career-life planning• Vision for your life• Foundational theories
Who are we serving• Labour market context• Voices of youth
Learn about career-life planning by examining your own career path
22
Orientation Workshop Plan
Day 2: Taking Stock
Nature of services• Advising, Guidance, Counselling• Occupational, Vocational, Career• Meeting the whole person needs of students
Nature of training • Skills needed• Resources available
Tools and resources (for services + for training)
Understanding my own career path• How will I incorporate this in my job
23
Orientation Workshop Plan
Day 3: Providing services Communication and collaboration
• Multiple skills for multiple roles• Constructs and skills for collaboration
Basic group process• Group member roles and norms• Stages of group development
Skill practice
24
Group Facilitation Model
See: Borgen, W. A., Pollard, D. E., Amundson, N. E., & Westwood, M. J. (1989). Employment groups: The counselling connection (chapter 3). Toronto, ON: Lugus.
Group Design
Member Needs & Roles
Leader
Approaches
& Skills
Group Goals & Activities
Group
Process
Stage 6
Pos
t Gro
up
Stage 1
Pla
nnin
g
Stage 2
Initi
al
Stage 3
Tran
sitio
n
Stage 4
Wor
king
Stage 5
Term
inat
ion
25
Orientation Workshop Plan
Day 4: Building support Policy support
• Infrastructure needed• Resources needed• Program planning and evaluation• Policy makers, service providers, clients
working together Demonstrating the value of our work
• Program planning and evaluation• Evaluation and intervention framework• Tools for demonstrating value
26
Resources Available Staff: Number of staff, level
of training, type of training Funding: Budget Service guidelines: School
District mandate, Canadian Citizenship & Immigration mandate
Facilities, Infrastructure Community resources
Activities that Link to Outcomes or Deliverables
Generic interventions• Working alliance, communication
skills, etc.Specific interventions• Curriculum activities
• Skills or strategies used teachers, counsellors, etc.
• Facilitator guides• Student home practice• Programs & workshops offered by
community partners• Stakeholder Satisfaction
Indicators Of Learner Change Learning outcomes Changes in knowledge and skills linked to the program or activities Progress Indicators End Result IndicatorsPersonal attribute outcomes Changes in attitudes, especially regarding racism & discrimination Progress Indicators End Result IndicatorsImpact Outcomes Changes in the learner’s life resulting from application of learning,
e.g., engagement with school, employment status Social and relational impact
Ou
tco
mes
Inputs
Proce
sses
Client Context Needs Goals
27
Outcome-Focused Evidence-Based Practice
Input Process Outcome
Intervention =
Process + Outcome
What will I do? + How is it working?
Professional Practitioner
28
Orientation Workshop Plan
Day 5: Consolidation, maintaining, & sustaining Making it happen
• Pulling it all together• Action planning & follow up• Vision for your life• Foundational theories
Workshop evaluation
29
Orientation Workshop Evaluation
Regarding the Primary Objectives of this workshop, andknowing what you know now, how would you rate yourself before the workshop, and how would you rate yourself now?
BeforeUnacceptable
Acceptable
AfterUnacceptable
Acceptable
0 1 2 3 4 ave 0 1 2 3 4 ave
1 Clear understanding of basic career development theory 6 5 11 3 1 1.5 0 0 0 10 16 3.6
2 Knowledge about the factors that contribute to (or interfere with) people’s career development
4 10 6 5 1 1.6 0 0 1 6 19 3.6
3 Knowledge regarding basic skills used in career-life planning
7 11 3 4 1 1.3 0 0 2 6 18 3.6
4 Tools for demonstrating the value of careers guidance & counselling 8 5 4 5 1 1.4 0 0 1 5 17 3.3
5 Awareness of the importance of career-life planning in TVET 6 5 6 5 1 1.7 0 0 0 3 20 3.4
6Repertoire of practical tools and approaches for facilitating career development
8 9 4 4 1 1.4 0 0 2 6 18 3.5
30
Evaluation Results
156 ratings (6 questions times 26 people):• 84 (54%) ratings were unacceptable before the workshop• 0 ratings were unacceptable after the workshop• 6 (4%) ratings were excellent before the workshop• 108 (69%) ratings were excellent after the workshop
Mean scores before and after the workshop • Before, all were unacceptable (<2)• After, all were more than minimally acceptable (>3)
31
Orientation Workshop Evaluation
For each component of the workshop listed below, please assess how useful that component was for you.
Ave0 1 2 3 4
1. General Model: Road Map -- -- 1 10 15 3.5
2. Exploring the Context -- -- 2 9 15 3.4
3. Factors Influencing Career Plans -- -- -- 8 18 3.7
4. Personal Career Line -- -- 1 12 13 3.5
5. Clarifying Roles (advising, guidance, counselling) -- -- -- 5 21 3.8
6. Assets and Resources -- -- 3 8 15 3.5
7. Skill Framework for service providers -- -- 2 6 18 3.6
8. Group process strategies -- -- -- 5 16 3.6
9. Skill Practice -- -- -- 9 17 3.7
10. Demonstrating value (evaluation) -- -- -- 8 16 3.7
11. Infrastructure -- -- 3 13 10 3.3
12. Action planning -- -- -- 7 19 3.7
AcceptableUnacceptable
32
Final Thoughts
One major barrier expressed by participants• lack of infrastructure and resources • Many schools do not have a career resource centre
Create the support you need• Lobby policy makers• Train your boss to give you the support you need
Create a mechanism to support follow up action Create a capacity building mechanism
• Training for trainers
Lifelong learning & growth needs
Lifelong guidance and counselling
33
The Need…
Academics and practitioners will need to consider the new philosophical underpinnings, theoretical foundations, knowledge base, and expanded skill sets needed to embrace the new paradigm.
Career practitioners need a broader range of pre-service and in-service education that prepares them to offer advice, guidance and counselling for occupational, vocational and career related issues.
Policy makers will need to provide for an infrastructure to support career development + insist on evidence to attest to effectiveness.
35
Infusing Career Guidance into the Mainstream of Professional Thinking
Questions of Comments?
Thank you
William [email protected]
Bryan [email protected]