Winter 2011 / Issue 36
Launch of Module 1 Supporting Career inside National from a CFE Professional Needs for this issue Forum on perspective Development Adults in Guidance Across these New (2011 - 2012) Europe Times
learning from experience General Director’s Note Behind the Scenes at the launch of the National Forum on Contents Guidance 3 5
Primary Post Primary Higher Education Play Therapy Action Module 1 Have Your APEL and Masterchef - A Proven Research – from a CFE Say Ireland Support Why Bother? Perspective 8 13 16 18 21
Adult Non Formal Euroguidance Career Needs Future Skills Career Management Skills Supporting for Adults in Needs and the Youthreach Model Professional these New Development Times across Europe 24 26 30 32
General Book Review Website Review ESRC Seminar on Just another Games and ReachOut.com Professional Academia day Activities for Identity Formation Exploring Feelings in Guidance with Children 35 37 40 42
Supplement Mobility for All
Contact Details 1st Floor, 42/43 Prussia Street, Dublin 7 Tel: +353 1 869 0715/6 Fax: +353 1 882 3817 Email: [email protected] www.ncge.ie
2 NCGE NEWS Winter 2011 General
Director’s Note
Welcome to the Winter 2011 / Issue 36 of NCGE News Online.
As guidance professionals, we support our students/clients to reflect on their learning – what they have learned, how they have learned, what plans they have for learning and what they will do with that learning, As guidance professionals we too engage in reflective practice; what have I learned from working with my student/client/group, how can I better help them the next time and what learning could I engage in to support my practice further.
This reflective practice, whether as an individual or programmes they took part in. Guidance counsellors as part of a group remains specific to us and our engaged in guidance in higher education, post- direct clients. That is until we choose to share the primary schools, colleges of further education, learning. Documenting our experiences, engaging adult education or in the labour market system have in action research or participating in facilitated developed models of guidance for the target groups group discussions, surveys, interviews, workshops they work with. Some have shared with us how or focus groups enriches our practice in guidance participation in mobility projects such as Academia, counselling because we can learn from one another. Grundtvig and Comenius have helped them to
exchange information, collaborate and establish Throughout this issue of NCGE news, we hear links to guidance networks. In addition to their first-hand from guidance counsellors about their professional development, we hear of the personal experiences of professional development, the impact these study visits can have. methodology used, the resources relied upon or the
3 NCGE NEWS Winter 2011
General Director’s Note continued
Closer to home, NCGE designed and delivered the Whole School Guidance Programme specifically Part of the NCGE remit is to promote the for the Colleges of Further Education sector in implementation of best practice in guidance and conjunction with CDVEC. One participant shares her counselling in both formal and non-formal settings experiences and learning from the programme. In the in accordance with national priorities and to advise article for Primary Education, we highlight the ‘Nana’ on policy and strategies for the promotion of a model of play therapy, developed in the USA which continuum of guidance in the context of lifelong reflects a whole school approach to student support. learning. While there is no formal guidance provision in primary schools in Ireland, support teachers work closely Through analysis and reflection of our own work, with classroom teachers to support those children we seek to improve and develop the resources who, for a wide range of reasons, are struggling with available for guidance professionals. In this issue we the school environment. showcase the re-developed NCGE Whole School Guidance Planning Virtual Learning Environment As Peter Hyde concludes in his article on action and actively share and seek your feedback for the research, ‘by engaging in action research and by re-development of our NCGE Guidance Counsellor sharing it guidance counsellors are giving a voice not handbook. only to their profession and expertise but also to their students and schools.’ If we take the idea of giving As guidance professionals, we support our clients to a voice to the profession, the launch of the National reflect and make decisions and plans based on their Forum on Guidance provides an opportunity for learning. However, as guidance professionals, we dialogue and the chance to develop and establish support each other by sharing our experiences and networks of guidance professionals. The more our own learning. As always, we in NCGE welcome sharing of information and resources, across the your comments on this edition of NCGE News online education and labour market sectors, the clearer and how we can further support you in your work. and louder this voice becomes, at local, national and European level.
Is mise le meas Jennifer McKenzie Director
4 NCGE NEWS Winter 2011 General Behind the Scenes at the launch of the National Forum on Guidance
Barra O Briain - Chair of Management Committee, Lene Juul - Youth Guidance Centre of Copenhagen, Minister Ciarán Cannon, Jennifer McKenzie - NCGE, Prof Tony Watts OBE - University of Derby
Minister Ciarán Cannon TD, Keynote speaker Professor Minister for Training and Skills. Tony Watts OBE Jennifer McKenzie, NCGE
Following the work of the National Guidance Forum (2004 -2006), the final report Guidance for Life: An Integrated Framework for Lifelong Guidance in Ireland published in 2007 provided a nationally agreed definition of guidance, a lifelong guidance framework, quality guidelines and a competency framework for guidance practitioners.
The EU Council resolution on better integration of lifelong guidance into lifelong learning strategies (Council of the European Union, 2008b) recommended that Member States should encourage co- ordination and co-operation among the various national, regional and local stakeholders.
Currently, in Ireland guidance is available and Forum on Guidance (2011-2012). Set up to provide delivered in various educational and labour market a forum for dialogue, exchanging information and settings. Models of guidance counselling and exploring possibilities for co-operation and co- practice have developed in each of these sectors ordination, the National Forum on Guidance is to reflect the needs of the client/students. With supported by the Department of Education and Skills reference to the relevant recommendations of and co-ordinated and hosted by NCGE. The event the National Guidance Forum report of 2007, was attended by invited guidance professionals and recommendations of the EU Council resolutions stakeholder groups including representatives from and to support collaboration across the guidance DES, FAS, NAPD, AHECS, AEGI, IGC, HEA, IVEA, sphere, NCGE proposed the establishment of the LES, Linkage Programme, private practice, schools, new National Forum on Guidance (2011 - 2012). colleges and universities in attendance. Other groups working with and around guidance will be asked to On the 17th of October, Minister of State for Training attend and present to the Forum at future meetings. and Skills, Ciarán Cannon TD, launched the National 5 NCGE NEWS Winter 2011
General Behind the Scenes - National Forum on Guidance continued
In the opening presentation, Jennifer McKenzie, Following presentations, invited guests began the director of NCGE explained how this is an exciting work of the Forum, engaging in facilitated group time for guidance development and detailed the discussions on areas of ICT in guidance, quality importance of working together, the central role of assurance, co-ordination and co-operation and NCGE as ELGPN representative for Ireland, and the discussing a vision for the future of the Forum. With relevance of the ELGPN work to the national context. the next meeting of the Forum scheduled for April 2012, the group agreed that a smaller subgroup of Invited Speaker Ms Lene Juul from Denmark showed representatives would meet to discuss the outcome examples of guidance within the Danish system and of the first meeting and work with NCGE to develop how their services are legislated to work together. the agreed agenda and next steps. Keynote speaker Professor Tony Watts detailed the policies behind the development of National Guidance Fora throughout the EU Member States. He Additional Information noted that the term lifelong guidance was due largely To view the terms of reference of the to the Irish influence and the importance of making National Forum on Guidance and lifelong guidance as seamless as possible from the presentations, press release and photos citizen’s viewpoint. Professor Watts highlighted that from the first meeting please go guidance is available in various forms across the to http://www.ncge.ie/national_ sectors and serves not just as the private good but forum%20on%20guidance.html CLICK to also the public good LINK
In his speech to the gathered guidance professionals, NCGE will use this webpage to upload Minister Cannon noted the particular value of the information and forthcoming activities of new Forum, saying that it ‘will set a new agenda for the National Forum on Guidance. sharing practice, promoting quality and enhancing Guidance for Life: An Integrated co-ordination.’ He wished the members every Framework for Lifelong Guidance in success in their work and informed the Forum that; Ireland report was published in 2007, ‘Guidance is something we intend to prioritise in the after a 2 year working programme 2004- Irish EU Presidency in 2013.’ 2006 and is available to download on www.nationalguidanceforum.ie CLICK to LINK
Barra O’Briain, Chair of Management Committee on Guidance
Guest speaker Lene Juul, Youth Guidance Centre of Copenhagen
Linda Darbey, NCGE Conor McGuckin, TCD Invited guests 6 NCGE NEWS Winter 2011
General Behind the Scenes - National Forum on Guidance continued
Dave Kilmartin, DIT, Sean Gannon, TCD Facilitated Group Discussion Lucy Hearne, UL, Hilary Lynch, NCGE
Eilis Coakley, IGC, Tom Farrell, IGC Pat O Mahony, IVEA Patricia Brennan, DES Nuala Whelan, Ballymun Job Centre Paul Hayes, Northside Partnership Peter Nolan, Independent Consultant
Staff of NCGE: Hilary Lynch, Shivaun Facilitated Group Discussion FAS Gallagher, Jennifer McKenzie, Barra O’ Briain Paul Hill, FAS, Celia Flynn, FAS - Chair of Management Committee, James Hogan, Ursula Kearney, Linda Darbey
Colum Layton, DES, Alison Ward, IGC, Mary Farrell, AEGS, Mary Stokes, AEGAI Mary Quirke, IGC Rita Spencer, Linkage Programme Mary Connell, AEGS, John Wynne, AEGAI Mary Ryan, NUI Maynooth Anne Smyth, AEGS 7 NCGE NEWS Winter 2011 Primary
Play Therapy - A Proven Support
Primary schools can face challenges in fulfilling the education requirements of children. For the most part, integrated classrooms serve students well. In some case, nonetheless, children with learning, emotional or physical difficulties may require additional support in order to be brought to the point where they can learn with their counterparts. NCGE has highlighted the work of support teachers in the past and the use of play therapy at primary level to support children to engage more fully in the educational process. In this issue we would like to highlight the internationally renowned ‘Nana’s Model’ ®, which has been the recipient of several national and international awards of excellence. It has been a training model and resource for programmes in Europe and South America, when working with children from disadvantaged backgrounds in a whole school approach within the school setting.
Play Therapy (PT) has been proven to support conference held in Dublin in June 2011. the emotional needs of children with behavioural The Nana’s Children Mental Health Foundation, problems, or those from disadvantaged Inc. was formed to deliver free play therapy backgrounds requiring additional attention. It works services to children with emotional/behavioural particularly well with a whole school approach issues within the school setting. Its goal was not as an on-site support for teachers and pupils. to treat severe pathology, but rather to reduce Ana Sutton, the founder of ‘Nana’s Model’ and Nana’s anxiety, increase self-esteem, and emotionally Children Mental Health Foundation Inc. in Phoenix, stabilise children so they could learn Arizona, has demonstrated how school based PT and benefit fully from education. The CLICK to LINK is an effective resource for early intervention and for Association of Play Therapy in the US providing assessment and treatment to students in (defines play therapy as ‘the systematic use of need. The Nana’s programme has been successful in a theoretical model to establish an interpersonal not only providing individual, and group PT, but also process wherein trained play therapists use the school wide interventions during crises (such as school therapeutic powers of play to help clients prevent shootings, September 11, or the death of a classmate). or resolve psychosocial difficulties and achieve optimal growth and development.’ Nana’s school Ana presented ‘Nana’s Model’, at Playing based Play Therapy model is based on this. It Better, an international Play Therapy CLICK to LINK
8 NCGE NEWS Winter 2011
Primary Play Therapy - A Proven Support continued
Nana’s Mission includes the following: 1. Delivery of free mental health services to students within the school setting in the form of individual, or group Play Therapy. 2. Provision of teacher training on how to work effectively with students and address the burn out factor that comes from working with this population. 3. Conducting of research to evaluate and support the effectiveness of the programme.
Children are referred to participate in Nana’s PT program by teachers, parents, social workers and psychologists. At registration time for a new school year, packets are sent home containing consent forms for signature if the child either received services the previous year, or if a principal, social worker or psychologist feels this child would benefit from the service. Nana’s MHF make a brief presentation on a parents’ evening, whereby parents can ask questions, tour a playroom or discuss how their child might benefit from the service.
Once a child has a signed consent form it remains valid for the entire school year, unless revoked by the guardian who originally signed it. Once requested with verified signed release, records can be sent to a new school or mental health provider.
A typical PT session takes 30 minutes for an individual or an hour for a group of four students and two therapists. Whenever possible, Nana’s build model included in each ‘playroom’ or ‘portable’ in exactly play/observation rooms, where video cameras are the same place. During training, it is explained that set up and sessions can be recorded. When space is toys have been selected for therapeutic value, to elicit not available, practicum therapists visit school sites, and facilitate expression of emotions and conflict. with portable play cases. Therapeutic play materials include a large number of ‘families’ of different ethnicities and age groups, Playroom toys are arranged by themes, and are different types of houses, cash register, sand table, placed in shelves that are clearly labelled. Since art supplies, dress up clothes, pots, pans, play food disadvantaged children may have particular issues items and rescue vehicles. Each theme is found in about lack of housing, lack of money, food/clothing smaller amounts in the portable play bag, which can etc., Nana’s has developed a list of toys that are be used where a specific playroom is not available.
9 NCGE NEWS Winter 2011
Primary Play Therapy - A Proven Support continued
Whole School Approach By law, School Districts must only allow evidenced based counselling programs in their schools to take Before a school-based programme, such as Nana’s, place. From the outset, Nana’s have conducted can be implemented, careful consideration must be studies, supporting the efficacy of the programme. given to how the programme will fit into the school’s While it can be challenging conducting scientific culture. Educating the educators is a priority so that research with a treatment group, control group and a school personnel can understand how mental health group that received other type of counselling by non- services relate to a child’s successful education and play therapists (such as anger management) large the therapeutic value of play. An important aspect of amounts of clinical records/art production and tapes Nana’s mission, as well as that of anyone modelling sessions have been collated. A longitudinal study this programme, is in making presentations to not where Boxall Profile outcomes of Nana’s clients only the Local Education Agencies (LEAs) in charge of administered in different settings (classroom, lunch homeless education for the State, but also to District room, play room, play yard) were collated. Details Administrators, Boards, Principals, designated are available in ‘The effectiveness of child-centred liaisons, teachers and staff. play therapy on developmental and diagnostic factors in children who are homeless’, Baggerly J. & While respecting the need to maintain confidentiality, Jenkins, W. (2009). the play therapists within Nana’s Model assess children in the playroom, so when the Individual Education Plan for each student is put together, Training the Nana’s Clinicians participate in the meeting and make recommendations as to how best to serve the In order to train as a Play Therapist, a minimum of a educational/emotional needs of the student. This Masters Degree in Counselling, Psychology or Social further reflects the effectiveness of the whole school Work along with 2000 hours of supervision (including approach, whereby all relevant stakeholders work 50 by a registered play therapist) are required. together, combining the various areas of expertise, Currently, there are in the region of 5000 registered in the interest of the child. play therapists in the US, with Associations for Play Therapy in Canada, Mexico, Argentina and Japan.
10 NCGE NEWS Winter 2011
Primary Play Therapy - A Proven Support continued
Case Study - Joey At age 9, a little girl Joey, in grade 4, was referred In total, Joey participated in 29 individual PT to the playroom by the school psychologist, sessions. Once Joey became familiar with the and by her mother Suzy. Her referral was due playroom environment, she started exploring to learning disabilities and her lack of speaking and experimenting. Some milestones occurred in school. According to her mother, Joey was in three specific sessions: quite vocal at home. In all the years she had spent at the school, she had been placed in In session 6, Joey made eye contact with the Special Education Class, and received weekly play therapist and attempted to interact. visits from the District’s speech pathologists, without any noticeable improvement. In session 15, Joey attempted to speak for the first time, but quickly changed her mind. As soon as she was accepted into Nana’s Although Joey played silently at first, the program, tests were administered to assess therapists would reflect and make comments learning disabilities and speech impediments. on her activity, and label the feelings that were Although her scores were on the low side, Joey perceived, such as fear, frustration, anger or suffered from ‘selective mutism’, whereby happiness. As the sessions progressed Joey she would elect when to speak, and when to started to speak, at first in whispers, and later remain silent. Currently it is well understood in a normal tone. that this condition has nothing to do with speech impediments, or voluntary withholding In session 22, Joey spoke audibly for the first of verbal communication. It is a social phobia. time in the group. This was a huge achievement, The more the person is asked to speak, the raising Joey’s confidence, self-esteem and her higher the anxiety level, and the least likely that ability to mix with teachers and peers. they will be able to do it In Joey’s case, once a diagnosis ruled out any physical or mental difficulties, a treatment plan was developed Today, Joey is no longer in therapy and attends for individual weekly play therapy sessions to Junior High School. Recent reports are that address her social phobia and anxiety. she is able to speak, and is doing well in class.
11 NCGE NEWS Winter 2011
Primary Play Therapy - A Proven Support continued
References Author
Baggerly J. & Jenkins, W. (2009). Ana Sutton, The effectiveness of child-centred Director, Nana’s Children MHF play therapy on developmental and diagnostic factors in children who are homeless. International Journal of Play Therapy.
*Bennathan M. and Boxall, M (1998). The Boxall profile: a guide to effective intervention in the education of pupils with emotional and behavioural difficulties: handbook for teachers. Association of workers
for Children with Emotional and Nana’s Model was founded by Ana Maria Behavioural Difficulties. Sutton, MA, Founder and Director of Clinical Services of Nana’s Children MHF, Inc. in Jenkins, W. (2007). Evaluation Phoenix, Arizona. For more information, of Nana’s Program 2006-07. please refer to www.nanaschildren.org CLICK to LINK Agency Report.
Following ten years of delivery of play therapy Jenkins, W. W, Ruter, E.F., Rock, services in schools, Nana’s is seeking to P, (2008). Exploring structured become a licensed Mental Health Provider, supervision in prescriptive play nationally in the US, and within the State of therapy. Manuscript Submitted Arizona. for publication, Nana’s Children
MHF, Phoenix, Arizona. Ana will present once again at an international Play Therapy conference in Dublin in June, Sutton, A. (2007). Play therapy 2012. Find out more by visiting http://www. and children who are homeless. childrenstherapycentre.ie/ and http:// Play Therapy, 3(4), 12-13. www.playingitbetter.com/ CLICK to LINK Schafer, C. & Drewes (2010), A School Based Play Therapy (second edition). Wiley and Sons.
12 NCGE NEWS Winter 2011 Post Primary
Action Research – Why Bother?
The very title and the words ‘action research’ may already be enough to have you skipping to the next piece or page of NCGE News thinking why bother reading this but if you have persisted this far then Peter Hyde encourages you to read a little further. Try not to be dissuaded by any less- than-positive connotations you may have around the words ‘action research’, ‘whole-school’ and ‘guidance planning’. As a guidance counsellor his practice has benefited from understanding and using action research. In this article, he contends that not only is action research of practical use but also affords a way of strengthening the professionalism, contribution and expertise of guidance counsellors.
‘In their daily work guidance counsellors find improve your practice. Let me try to explain using themselves dealing with a myriad of issues an example. encapsulating the personal, vocational and educational aspects of students’ lives. This broad Action research addresses a concern you may have exposure and involvement places guidance so let’s say you have previously taken students to professionals and their expertise in a unique position careers exhibitions or open days and you now wonder where they are involved in a spectrum of activities or question if there are ways in which the experience and tasks such as: might be improved upon so as to maximise the benefit or learning students obtain from attending • Counselling and supporting students these events. Posing such a question is in essence • Conducting career interviews asking a research question and is the start of action • Facilitating subject choice and change of subjects research. • Guidance classes • Organising and bringing students to career events The next step is to find out your students’ views on • Liaising with staff, management and parents the events to see if they correspond to yours and • Learning support for students if they have any suggestions as to how to improve • The provision of pastoral care the experience. This could be done by either directly • Organising work experience asking students or giving them a short questionnaire. • Assessment and aptitude tests On the basis of these findings you might decide to change what you have been doing in the past; you If in all of this activity, you as a guidance counsellor might give or amend a worksheet for students to have at times paused and asked ‘What am I doing complete, spend more or less time at the event, help and I wonder if I could do it better?’ then action them to prepare in a more focused manner or ask research is a methodology which will help you to not them to convey back to their classmates what they only answer this question but in so doing will help to learned from the event.
13 NCGE NEWS Winter 2011
Post Primary Action Research - Why Bother? continued
If having implemented some changes students report • What could I do? – I asked students what I might back greater benefits from attending the event then do differently to help ensure they had sufficient what you have done is to have changed your practice, knowledge of subjects when selecting them for increased learning for students and completed one Leaving Certificate. cycle of action research. Even if any changes do not result in positive benefits, you will have attempted to • What did I do? – I decided it might be helpful if improve your practice, learned something about it Sixth Year students gave a brief presentation to TYs on what the subject entailed, asking subject and still completed a cycle of action research! teachers to select and guide the students who would give the presentation ensuring that it was The above is just one example to illustrate the an honest appraisal of the subject. usefulness of action research but there are many areas to which it could be applied in the realms of • What happened? – TY students reported back personal, educational and vocational guidance. An that they found the presentations very beneficial example of using an action research model from my and the opportunity allowed them to ask the Sixth own practice is one that involves TYs deciding what Year student questions about the subject. The subjects to pick for Leaving Certificate: following September/October fewer students wanted to change subjects. • What was my concern? – Students were picking subjects without a realistic appreciation of what • What difference did this make to my practice? – I the subject involved. now know that the students’ presentations assist and benefit TYs in their subject choice so each • Why was I concerned? – Poor subject choice year presentations are made. This shows I have resulted in students not enjoying the subject changed and improved my practice and I can give reasons or present evidence to back up this and wanting to change to other subjects which claim. I also have shared this knowledge, and am sometimes was not possible. doing so now, with other guidance counsellors.
14 NCGE NEWS Winter 2011
Post Primary Action Research - Why Bother? continued
I am sure many guidance counsellors seek to improve A final point regarding action research, but one their practice in ways similar to the above and who which I believe to be most important, is that it may be doing so without realising they are using an locates the researcher as the person who knows action research methodology. However, explicitly most about their school and their students in the knowing about and using action research not only context of their concerns or research question. I improves practice but strengthens it and its claim to believe this to be important because in an era professionalism. where so much educational change is coming from outside schools it is important to acknowledge With employers and other bodies emphasising and that guidance counsellors hold a unique position placing a premium on independent thinking, self- in schools affording them a detailed knowledge of directed learning and problem-solving skills, action the their students and their schools – they are the research is a methodology guidance counsellors experts in their schools. Action research helps to might usefully encourage senior students to use legitimise this expertise and to share it with others. when it comes to making choices regarding their By engaging in action research and by sharing it, education and future careers. However, in order to guidance counsellors are giving a voice not only effectively do this guidance counsellors must first to their profession and expertise but also to their be familiar with action research themselves and be students and schools. In times of change such a convinced of its benefits. voice may be more important than ever.’
There is no mystery about action research and when guidance counsellors meet either at branch Author meetings, career events or at conferences they often Peter Hyde works as a guidance share concerns they may have around various issues counsellor in Kinsale Community because they want to improve what they are doing School. He attended the University in their schools and they communicate to others of Limerick where he obtained his what they have found works well. In an informal qualification in guidance counselling way this encapsulates a community of practitioners in 2007. In UL course leader Tom gathering and disseminating the findings of their Geary introduced the guidance class action research – even if they are unaware that they to action research by having Professor are doing it! Jean McNiff give a presentation on the topic. Peter also holds a MEd from the University of Hull and was recently awarded a Post Graduate Diploma in Educational Leadership from NUI Maynooth.
15 NCGE NEWS Winter 2011 Post Primary
Module 1 from a CFE Perspective
In 2010 NCGE was invited by City of Dublin VEC (CDVEC) to tailor and deliver Module 1 of the Whole School Guidance Planning programme to guidance counsellors working in the Colleges of Further Education (CFE). Initially, in the spring of 2010, NCGE delivered a workshop on guidance planning to guidance counsellors employed by the CDVEC. The workshop was well received and it was agreed that a Module 1 centre be established in early 2011 specifically for guidance counsellors working in the CFE sector. The following article has been written by Anne O’Brien, a participant from that centre, which highlights her experience of Module 1: Reviewing Whole School Guidance.
‘As a guidance counsellor in Waterford College of I found it to be an extremely useful support. We Further Education (WCFE), I was keen to participate also had access to an online library of materials and in the programme because I had many unanswered readings. questions about Part 2 (areas for development) of the guidance plan. In terms of assessment, a Learner Portfolio had to be submitted. This included two progress reports, a Programme Structure final report and learning journal. The workload was greater than I anticipated with readings, assignments Three one-day workshops were held in Dublin during and working on the guidance plan in college. I the second and third terms of 2011. The workshops certainly had to fine tune my time-management skills. were facilitated by Ann Tuffy, Máire Ni Choileán, and Professor Jean McNiff, a recognised leader in the Teaching and Learning field of action research. A number of pedagogies were used such as group In each workshop there was a focus on one activity work and reflection based activities, but the primary such as convening a staff group and undertaking a focus was teaching us how to do action research. review and needs analysis. The workshops were supported by meetings in Second Life, an online The action research cycle was described and virtual world. These meetings gave participants the explained by Jean McNiff and then each participant opportunity to report on work to date and to discuss had the opportunity to put the theory into practice assignments. It took some time to become used to and to improve his/her professional practice by the technology and to using an avatar. However, doing research in the workplace.
16 NCGE NEWS Winter 2011
Post Primary Module 1 from a CFE Perspective continued
My research question was: ‘What is the quality of the Overall, I found the programme to be worthwhile and guidance provision for students in the social studies/ a positive learning experience. I have expanded my childcare department?’ By using the methodology I knowledge base and have acquired skills which allow learned a great deal about the organisation in which me to conduct action research for my continuing I work, for example, the key role of class tutors in professional development. guidance provision. Key learnings for me included; I would like to thank City of Dublin VEC and City of • the importance of collaboration in the planning Waterford VEC for the opportunity to participate in process, the programme’. • making your findings public, • and working with uncertainty.
Additional thoughts Additional Information • The programme offered the opportunity to network and to exchange ideas with fellow practitioners. NCGE will continue to deliver Module 1 • It was a privilege to have Jean McNiff as a to guidance counsellors working in both facilitator and mentor on the programme. I found post-primary and CFE sectors. Interested her questions and comments both thought guidance counsellors should apply for the provoking and challenging. programme through http://vle.ncge.ie • I think it is a significant development that NCGE has responded to the particular needs of guidance CLICK to counsellors in Further Education LINK
17 NCGE NEWS Winter 2011 Post Primary Have Your Say The re-development of the Guidance Counsellor’s Handbook
At the Higher Options exhibition held this autumn NCGE advised guidance counsellors that the Centre would be inviting guidance counsellors, working in the post primary and Colleges of Further Education (CFE) sectors, to complete a survey on the re-development of the Guidance Counsellor’s Handbook. The survey was distributed to guidance counsellors electronically through the Qualifax mailing list in September and followed up again with a reminder circulated in October. The aim of the survey is to inform the re-development of the Handbook through feedback received from guidance counsellors.
What you said
The information below provides a summary of the feedback (the most popular responses to each question are indicated) received to date from 34 guidance counsellors.
1. What do you like • The information provided in the Handbook about the current • The format ie. a hard-copy resource which Guidance Counsellor’s is easily accessible • The layout and structure Handbook?
• The Handbook is too large and bulky 2. What do you not like? • The information provided needs to be updated • Lack of clear information and guidelines • The design – needs to be made more attractive
18 NCGE NEWS Winter 2011
Post Primary Have Your Say continued
3. What areas (include • Studying abroad – Europe, US, Australia and content) of your New Zealand • Referral agencies guidance practice • Counselling – mental health, adolescent would you like to see development, managing challenging behaviour, addressed by the new • Progression routes to Higher Education • Factsheets on Higher Education course Handbook? requirements eg. foundation maths, higher maths • Psychometric Testing • Whole School Guidance Planning – the Handbook to be structured as a folder of templates on which to base the Whole School Guidance plan, the guidance plan • Special Educational Needs
4. The current Handbook consists of the following sections: Section 1 – Counselling, Section 2 – Assessment, Section 3 – Information, Section 4 – Classroom, Section 5 – Organisation, Section 6 – Parents and Guidance, Section 7 – Euroguidance, Section 8 – Guidance Planning, Section 9 – DES Documentation, Section 10 – Reference Materials
How would you structure the new Handbook, would you include the sections above for instance? What would make sense for you?
• Keep the current sections • Cross reference materials to relevant sections • Electronic and downloadable resource • Organise into personal, educational and career guidance sections • New content: a careers information section, CAO and UCAS section, a section on the US, working with students in crisis
19 NCGE NEWS Winter 2011
Post Primary Have Your Say continued
5. It is envisaged that the • Should be downloadable re-developed Handbook • Active links within the website will be a downloadable • Clear headings • Keep graphics to a minimum and include electronic resource. Do a colour coded edge you have any ideas on • PDF format • An editorial committee to keep the content the design of the online up-to-date Handbook and how it • Include a search engine facility should function (your • Portable – can be downloaded and used on other hardware such as the iPad or experience with NCGE tablet News, websites and other • Prefer it in a hard copy online resources will • Allow for documentation sharing – guidance counsellors to upload resources inform your suggestions)?
6. Have you any ideas for • To get an alert each time when the the re-development of the Handbook is updated Handbook? • Electronic resource – interactive website, downloadable resources • Hard copy needed • Include a forum so that best practice in schools and resources can be shared • Ask guidance counsellors to contribute to the re-development of the Handbook, have a session at the IGC AGM to get ideas, consult the IGC.
Guidance counsellors working in post primary and CFE’s who would like to complete the survey and who have not yet had the opportunity can access it from http://www.surveymonkey.com/s/guidance_counsellor_ handbook until the end of November. NCGE will take all feedback into consideration when the CLICK to development phase begins. This is your chance to let us know what you would like to see included in this LINK and revised document which will support and develop guidelines for good practice.
20 NCGE NEWS Winter 2011 Higher Education
APEL and Masterchef Ireland
Recently I watched the final of Masterchef Ireland. I saw three individuals who had volunteered themselves to the programme many weeks beforehand as worthy of having achieved an advanced level of professional cookery through experiential learning. A further nine ‘applicants’ had already been deemed not to have achieved this status. Over the weeks we watched the two expert assessors articulate the standards to be achieved in terms of professional knowledge and skills. We watched them set up challenge assessment tasks to test knowledge and skills, teamwork, project management, ability to follow orders, leadership skills, creativity and many other attributes of the working professional. We watched the candidates reflect on their initial standard of skills, self- assess after their challenge tests in relation to the professional standards required for the ‘award title’, and identify their skills gaps and new learning requirements. Essentially we were watching APEL (accreditation of prior experiential learning) in action, eavesdropping on the assessors and on the candidates throughout the process.
In higher education APEL works a little like Masterchef Ireland. There is a body of knowledge and skills (learning outcomes) identified for different levels (NQF level descriptors). There are subsets of knowledge and skills (modules). There is an education standard to be achieved for the target award. There are professional experts (lecturers) who teach and assess in relation to the award. There are validated programme documents detailing the standard required for initial entry, advanced entry, exemptions and/or achievement of a full award. There are degrees in culinary arts graduating professional masterchefs. Most of these degrees built one earlier craft certificates, higher certificates and national diplomas. Most professional chefs working in industry engaged in both formal and non- formal training, as well as in work-based learning, and they can usually identify where and when they learned particular skills and competences.
21 NCGE NEWS Winter 2011
Higher Education Apel and Masterchef Ireland continued
So, we the Masterchef Ireland viewers, know how tensions in the positions held by the further APEL works. We know that experiential learning education/adult education sector and the higher is assessed by experts using a set of criteria that education sector. Because higher education are appropriate and fit-for-purposes. We know that operates within the ‘technologies’ of the NQF it candidates for APEL can self-assess within their is unsurprising that the sector sees no role for own interpretation of standards and can often mis- external agencies in APEL guidance in relation to its judge their own levels of knowledge and skills. We awards. Nor is it surprising that bodies like AONTAS saw no coaches, mentors, advisers or counsellors maintain their promotion of guidance services in intervene between the candidates and the expert relation to APEL. assessors. We did see the assessors explain clearly what was expected from the candidates and how learning was to be demonstrated. In higher education this is broadly how APEL works. Experts in the target programme set up appropriate assessment mechanisms for candidates in relation to the entry requirements, advanced entry requirements, module exemptions, or whole award. Candidates provide evidence of having achieved the required Higher education providers have considerably learning and the capacity to articulate their learning. improved their policies and procedures of APEL Assessors use a set of appropriate criteria by which in recent years, for the most part centred on to judge the evidence of learning in each case. subsidiarity to the academic programme and the award to which it leads. This model is likely to persist. However, much has also been learned about RPL (a term which includes both certificated and experiential learning) in relation to designing responses to immediate labour market needs, and in relation to strategies to assist unemployed persons to gain employment through improving their formal qualifications, particularly through the three annual round of Labour Market Activation Funds. Higher education well understands the challenges Why then is APEL now becoming a site of for applicants in these initiatives in making their contestation among education and training prior learning visible, and much urgent learning has been achieved in this regard. The guidance and interests? There still persists the belief that counselling required in this context is offered at the brokerage services are necessary to arbitrate point of application initially by generalist experts between a candidate and an awarding body. and thereafter at the programme level by subject Powerful stakeholders in the adult and further matter experts – the ‘Masterchef’ equivalent. These education field have promoted such models since experiences have not forwarded the argument for the mid-1990s and policy support in this regard ebbs a national strategy and centralised mechanism for and flows. The Expert Group on Future Skills Report, APEL guidance and counselling at higher education January 2011 ‘Developing Recognition of Prior level. But the argument for better internal, nationally Learning (RPL) in the context of the National Skills funded, resources for APEL at all levels seems to Strategy Up-skilling Objectives’ clearly exposes the have been enhanced.
22 NCGE NEWS Winter 2011
Higher Education Apel and Masterchef Ireland continued
Author Additional Information
Dr Anne Murphy works as RPL Policy Dr Anne Murphy has written the following Officer and education policy expert in articles on APEL the Directorate of Academic Affairs and Registrar, Dublin Institute of Technology. APEL Matters in higher education, 2008 She has over thirty years experience of Red Lion Press, ‘Where does APEL fit education, research and development in higher education?’ http://level3.dit. ie/issue2/murphy/murphy_1.html, CLICK to and was a founder member of the first LINK Irish Higher Education APEL Network RPL Matters in the DIT: policy and in the mid-1990s. She has worked practice guide for staff’ 2010 DIT, on several nationally and EU-funded research projects and as a consultant ‘Policy development and implementation for the Council of Europe, the Irish procedures for recognition of prior Department of Foreign Affairs and the learning in higher education; a case Malaysia Qualifications Agency. She study of practice in higher education’ supervises PhD and Masters research http://level3.dit.ie/issue9/murphy/ students and is involved in several murphy_1.html CLICK to national and international networks LINK related to higher education and to recognition of prior learning.
ELGPN ELGPN Update
As designated representative for Ireland at NCGE is an active member of ELGPN Work ELGPN, NCGE attended the plenary meeting in Package 4 which focuses on the development Warsaw in September. The meeting provided of a draft framework for quality assurance the opportunity for collaboration and updates on and evidence based practice for guidance policy developments from the EU Commission DG across all sectors. This framework is being Education and Culture. developed through dialogue, sharing of national experiences and co-operation of the Click to link to Newsletter for ELGPN representative member states involved. October 2011 http://ktl.jyu.fi/img/portal/ CLICK to 10954/ELGPN_newsletter_October_2011. LINK
23 NCGE NEWS Winter 2011 Adult
Career Needs for Adults in these New Times: The Challenges for Guidance Counsellors
One of the most fundamental concepts in the current economic environment is that having a depth and breadth of skills, competencies, experience, education and networking opportunities are all extremely useful and valuable. Most of us will engage in many careers throughout our lifespan. We will make our contribution to the world in various ways, both paid and unpaid, through relationship and leisure activities. Dr Alan Richardson, counselling psychologist, university educator, supervisor, researcher, organisational consultant, leadership and career development counsellor and group facilitator mirrors the value of the ‘eclectic mix’, the skill combinations and a range of possibilities in facing today’s challenges.
As a process psychologist, a central concern for Dr world longing and outer world demands. Personal Richardson is to support the totality of the person survival may hinge on the demands of the outer and to help the less valued aspects of the human world. Personal aspiration and fulfilment may lead being find expression and a place in their lives. In us towards self-actualisation. The relationship the current competitive world we live in, finding the between both of these forces may emphasise time to express and live the disavowed parts of different needs and roles for the person. ourselves may seem like an unusual use of our time. However, the contribution we will ultimately make in The behaviour of an individual is usually determined the world does not always arrive in a clearly written by his/her strongest need at a moment in time. format in our e-mail inbox. Sometimes, we make our Meeting that need requires motivation and such contribution through circuitous routes. Small clues motivation may depend on elements of competence lead us to where our possibilities may lie. Sometimes, and confidence. Each person considers how much the difficulties and burdens in our lives will eventually of themselves they are prepared to invest in the form the key to a major contribution we will make. world. This too is influenced by what the world may want of that person and if the person is willing to Dr Richardson highlights the word ‘vocation’ as an meet the needs of the world. This concept might be important first point of reference for all guidance summed up as ‘an investment of self in the world’. counsellors working with adult clients. From the How may I be fulfilled in making a contribution and Latin – vocatio: a calling or vocare: to call, vocation also reveal my gifts and talents? evokes a special urge, inclination or predisposition to a particular calling or career. To really listen to ‘the The skilled guidance counsellor has the capacity calling’ is not always straightforward. Life may pull to evoke competence regardless of how little the us between ‘the calling’ and our needs, which may client is prepared to share initially. If the be represented by the mix of personal aspiration and client describes a world of pure survival, then harsh reality. There is the dialectic between inner highlighting that capacity to survive may be valuable. 24 NCGE NEWS Winter 2011
Adult Career Needs for Adults in these New Times continued
Personal and situational qualities may eventually prove very useful as transferable skills for a future quest. Using some of the tools of motivational interviewing, whereby the dream/aspiration are looked at equally with the low dream/worst case scenario may open up a space for the client to take ownership of their goals. Personal aspiration and potential within the world represent a delicate balance. One of the ways of accessing the contribution the client may wish to make is through their sense of place and belonging in the world. This sense of belonging may form the bedrock in which the client Author may engage with their own unique clarity of purpose, the Dr Alan Richardson B. Soc. Sc. interplay of aptitude and achievement and the impact of (Psych), Grad Dip. Counselling, M. interest, personality and capacity. Ed., M. Soc Sc (Couns.), Dip. Process Oriented Psychology, PhD (Cand) Synchronisation of competing forces, a focus on self- is an educator at QUT University in management, optimising opportunity and a cycle of strong motivation, performance and satisfaction are Brisbane, Australia and a Careers helpful in the continuum of career management. A Counsellor. healthy regard for managing risk factors are also important. Perhaps, essentially, a concept of a portfolio of career possibilities in which the client may ‘pick and choose’ at different periods in their lives, takes away the pressure of one absolute goal. We may be ready References for different aspects of our chosen career spectrum at different times. Small steps may lead us to fulfilment. The Journal of Process Oriented Psychology, Vol.9 (1), Summer 2004, Work, Vocation and Self: a New Model for Using Process Work in Career Interest & Opportunity Development by Alan Richardson & Peter Hands.
Confidence & Competence ‘Looking for love in All the Wrong Places, a new Vision of Career Developing Belonging - Owning Dreams & Place Counselling’ by Hands and Richardson in Psychotherapy in
Ensuring Well Being Australia, Vol. 7 (4), p.34 August 2004.
Survival Requests for articles can be emailed to [email protected] Career Invention Hierarchy addressing the Level of Needs in Maslow’s Hierarchy CLICK to LINK
25 NCGE NEWS Summer 2011 Adult
Future Skills Needs: Reflections on the National and Local Landscape
Within the last five years, Ireland has seen a significant change in the national employment profile. This process of change has been advanced by a number of factors, including the economic downturn and accompanying recession, rapid advancements in communications technologies as well as increasing reliance on IT systems and solutions. These factors have contributed to more technology and science based approaches within industry, as a vehicle for economic recovery and prosperity. In this article, Mary Connell, Adult Guidance Information Officer, in Co Laois Adult Educational Guidance Service details the changing social and economic landscape and the vital role education plays in an individual’s ability to adapt.
Traditional manufacturing industries are declining in food science, product development and and there is a move towards the emerging research and development. Educational and skill industries of ‘neurofacturing’ (creating value through requirements may necessitate higher level study. knowledge work rather than physical labour). In this area, higher skill levels and third or fourth Rapid change across industry will have many level qualifications are key aspects to employment challenges for future jobseekers and for those entering longevity. In fact, there has been significant growth and re-entering education and training. Those in the numbers of professional job opportunities working in sectors such as construction and related being advertised over the past year. The Morgan fields have seen the virtual collapse of career and McKinley Irish Employment Monitor has recorded progression structures within their sector. Workers a 46% increase in the number of such vacancies in must now re-develop their skills in different and/or the second quarter of 2011 compared to the same related career areas. Numerous skills are transferable period in 2010. In tandem with these shifts, long and certain core skills are especially in demand. term employment trends have seen an increase in services-based employment relative to industry and Many adult learners have an awareness of manufacturing, which has in turn raised the demand the reality of the world of work. Returning to for more knowledge and people-based skills. education can play a vital role in the consolidation of existing skills and the development of new ones Sectors, such as food and beverage, where especially in respect of ‘soft skills’ such as: the according to Forfas, 62% of workers have low ability to work collaboratively, to communicate levels of formal education are seeing an increase in effectively, to assimilate new knowledge and adapt those with third and fourth level qualifications. While to changing circumstances. These skills may be future growth is predicted in this area, the range core to many new employment opportunities. of employment opportunities will be concentrated 26 NCGE NEWS Winter 2011
Adult Future Skills Needs: Reflections on the National and Local Landscape continued
According to Mark Deegan, Industrial Placement Within occupations there is likely to be demand for: Coordinator in DIT; ‘The skills that employers are • Increasing breadth of knowledge looking for from graduates are as much to do with • Increased share of knowledge work/reduced their ability to work in a professional environment share of routine work and to work as part of a team and, crucially their • Rising qualification and technical skills ability to communicate and to learn’. (O’Brien, L, requirements 2011) • Importance of continued Learning • Significance of regulation Central to assisting those who are navigating the • Skills for dealing with others. ‘new employment world’ is an understanding of the • Skills in sales and marketing, research and relationship between education and career over the development, management and languages lifespan and the changing nature of employment (Colgan, A, 2011) opportunities. In order to be ‘employment ready’ in a fast changing environment, adults need to In terms of a national picture, there is an emphasis on learn how to assess their own strengths, skills and the breadth and share of knowledge, collaboration, abilities, so as to make the most effective choices in lifelong learning, inter-personal relationships, relation to education and training. regulatory frameworks, managing ourselves and our relationship with others and the important role In parallel, the education and training sector needs of effectively marketing what we make, together to be responsive to changing skills requirements with linguistic ability and on-going research and within and across sectors, in order to ensure that the development. This gives a concise overview of skill provision available to adults is relevant to the labour development areas for both individuals and providers market. The Expert Group on Future Skills Needs reports on the Green Economy, the Wholesale and of education and training. Significantly, there is an Retail Sector and the Food and Beverages sector emphasis placed on the integration of different types illustrate the rising skills requirements that are of knowledge required and the inter-disciplinary taking place, even in occupations that in the past nature of employment in the future. Skills for may have been considered as relatively low skilled. innovation have become central in the 21st Century The Further Education and Training sector has a workplace, and these are often misunderstood as central role in addressing requirements such as being only required within highly skilled occupations. these in order to provide the optimal outcomes for The Expert Group on Future Skills Needs report on both learners and enterprises. Creativity Innovation and Design highlighted how innovation can originate at virtually all levels of an Within the navigation process, information is a organisation, whether it is a retail assistant providing key component. From a national perspective, the customer feedback to management, or a software Expert Group on Future Skills Needs has completed engineer designing a new programme. Skills for extensive research into the skill and competency innovation, therefore, need to be considered in broad requirements of many employment sectors into the occupational context. future. Although there are requirements specific to certain sectors, commonalities across all areas have also been identified.
27 NCGE NEWS Winter 2011
Adult Future Skills Needs: Reflections on the National and Local Landscape continued
When we look at ‘future skills needs’ nationally, we often highlight the big industries and movements within industry. Despite the importance of the national perspective, information on opportunities at a local level is also essential. Educational programmes in Health and Social Care are an example of successful local educational provision in Co. Laois, eg. 21 Health & Community Care students from an Adult Education Centre in the county found employment in the care area, while a further 19 secured employment in the childcare field within the last year as a direct result of participating in these courses. This serves to highlight the importance of this kind of information for regional employment.
Expert Group on Future Skills Needs – Sectoral Outlook
In the short to medium term, there are enterprise sectors which are expected to perform well in terms of growth and employment creation and there are sectors which will struggle to maintain employment and are unlikely to reach the levels they were at during the peak of the Celtic Tiger boom. We can categorise sector employment developments into the following:
• Mature sectors where employment has fallen • Sectors where employment is stabilising (dramatically in some cases) which are likely include ICT hardware, pharmachemicals to grow in the medium term but are unlikely transport and other logistics to return to pre-recession levels include, construction, wholesale and retail (although • Sectors where there is potential for there continues to be job opportunities in employment to increase, include medical the wholesale and retail sector due to job technologies, bio-pharma, internationally churn), tourism and hospitality and food trading services and high value and drink. Of these, construction has shed manufacturing. New sectors which have a the most jobs and its prospects appear low base of employment currently also have the least positive. A return of significant potential to expand in the medium term – employment in wholesale and retail requires e-Games and other creative industries, a return of consumption demand. ICT services (inl. cloud computing), private healthcare and private education, the • Public sector employment is expected to green economy and clean technology decline in the short to medium term as is related activities. Silver-technologies employment in retail banking and retail and healthcare for the aging also offer financial services. opportunities.
28 NCGE NEWS Winter 2011
Adult Future Skills Needs: Reflections on the National and Local Landscape continued
References Colgan, Andrew, 2011, Ireland’s Future Skills Needs for Enterprise, Expert Group on Future Expert Group on Future Skills Needs, FAS, Skill Needs, Adult Guidance Information 2011, National Skills Bulletin 2011, (online) Officer Continuing Professional Development Available at: http://www.forfas.ie/media/ Programme with NCGE, Dublin, 14th June EGFSN110706-National_Skills_ 2011. Bulletin_2011.pdf Accessed 19th CLICK to July 2011 LINK O’Brien, L, 2011, The Skills to Succeed, Tech Jobs; Jobs in the Industries of the Morgan McKinley, 2011, Press-Release: Future (online) Available at: http://content. Irish Employment Monitor June 2011 yudu.com/A1qzgs/techjobs/resources/index. (online) Available at: http://www. htm?referrerUrl=http%3A%2F%2Fw morganmckinley.ie/news/press- ww.siliconrepublic.com%2Fcareers- release-morgan-mckinley-irish- centre%2Fitem%2F20289-- CLICK to CLICK to LINK employment-monitor-june-201 LINK techjobs11%2F Accessed 21st Feb 2011 Accessed 19th July 2011 Morrin, M, Portarlington Adult Education Centre, 2011, Did You Know? (leaflet) June 2011.
Useful Websites
www.ibec.ie www.qualifax.ie www.cso.ie www.forfas.ie www.ece.ul.ie www.bluebrick.ie www.skillsireland.com
CLICK to LINK
29 NCGE NEWS Winter 2011 Non-Formal
Career Management Skills and the Youthreach Model
If you access the Youthreach website and look at the ethos for this initiative, you will discover a focus on the holistic development of the individual. There is an emphasis on a safe, structured and challenging environment. Programmes focus on independence and integration. Programmes offer a cross- disciplinary curricular objective including communication skills development and health and safety awareness. There is a general emphasis on achievement rather than failure. Appropriate assessment and certification are included. There is an in-built flexibility and the programme duration is based on need rather than time. The programme is intended to facilitate young people in returning to learning and preparing for employment and adult life. Youthreach objectives include personal and social development and increased self-esteem. Promotion of independence, personal autonomy, active citizenship and a pattern of lifelong learning are key concepts. There is a focus on integration into further education and training opportunities and the labour market. Social inclusion is a primary objective.
Youthreach offers a flexible programme of integrated Management Skills (CMS) as outlined in the report general education, vocational training and work on the work European Lifelong Guidance Policy experience. Learners set personal and educational Network (ELGPN) 2008-2010 http://ktl.jyu.fi/ktl/ goals with a view to increasing self-esteem, skill and english/publications/elgpn-report knowledge base and employability. Essential course elements include Personal and Social Development, The definition of Career Management Skills within Vocational Skills and Communications Skills. Within the ELGPN Report is as follows:- the National Framework of Qualifications, students Career management skills refer to a whole undertake FETAC awards in a range of disciplines range of competences which provide including: communications, maths and computer structured ways for individuals and groups skills. This allows students to progress through the to gather, analyse, synthesise and organise education system, thus allowing the development self, educational and occupational of career opportunities. The Youthreach process information, as well as the skills to make involves personal development and exploration; and implement decisions and transitions. identification of needs, interests and capacities; setting learning goals; sampling general vocational Career management skills should start from a skills; development of specific aptitudes; work strengths/abilities view of the individual (not experience and literacy and numeracy development. a deficit view) according to the Report which In many ways, what Youthreach attempts to mirrors Youthreach’s emphasis on achievement attain mirrors many of the concepts within Career rather than failure. The ELGPN’s understanding of 30 NCGE NEWS Winter 2011
Non-Formal Career Management Skills and the Youthreach Model continued
career management skills puts a focus on career playing a key role in the development of a Mentorship management skills curricula, which connects with Programme in collaboration with Youthreach, which is learners’ frameworks of relevance. Curricula should currently being piloted with staff in Co Wicklow VEC recognise, acknowledge and build on learners’ life Youthreach. Mentoring is perceived as a sustained experience, which is considered a source of strength relationship between a young person and an adult. on which other knowledge, skills and understandings A mentor may have many roles including: role can be developed. Career management skills curricula model; motivator; coach; tutor and advisor. Personal should be co-constructed with learners, proposed, development mentoring may support the learner negotiated and with respect to the learner. Again, the during times of personal or social stress. Educational Youthreach ethos of the learner setting personal and mentoring may help the learner improve their overall educational goals mirrors the ELGPN’s message of academic achievement. Career mentoring may assist co-constructing with the learner. the learner develop the necessary skills to enter or continue on a career path. Career Management Skills within an ELGPN context places great store on the recognition of our prior Mentorship may prove to be a key tool in assisting learning. According to the ELGPN Report, Assessment young people to get in touch with, develop and of Prior Experiential Learning (APEL) is a process enhance, those key career management skills, which which enables people of all ages and backgrounds require a lifelong approach. to receive recognition and formal credit for learning acquired in the past through formal study and through work and other life experiences. Validation of informal and non-formal learning helps to improve access Additional Information and mobility of individuals, both into and within NCGE would like to thank the staff in Co. education and employment. The process represents Wicklow VEC, Catherine Greene, AEGS an opportunity for individuals to achieve recognition Co-ordinator and Sharon Hughes, Arklow for their skills and competences, thus supporting the Youthreach Co-ordinator for sharing promotion of equality. Access to adequate guidance their experience of the pilot mentoring and support is considered necessary to help citizens, programme. especially those with low skills and no employment, to make use of APEL and thereby to value prior learning. The Youthreach model aims to be holistic thus Related Websites embracing the life experience of formal, non-formal and informal learning. We all have life experiences, Youthreach - www.youthreach.ie skills and competencies which we have developed in Co. Wicklow Adult Guidance Service a myriad of ways. Getting in touch with those skills - www.wags.ie CLICK to LINK and competencies, placing value on them as elements for future transition and progression may be the first European Lifelong Guidance Policy Network, ELGPN - http://ktl.jyu.fi/ktl/elgpn steps in the raising of consciousness of who we are and what we have to offer to our community.
Guidance has a role to play in the development of our career management skills. One of the ways in which guidance is making a contribution in County Wicklow VEC is through the Adult Educational Guidance Service
31 NCGE NEWS Winter 2011 Euroguidance
Supporting Professional Development across
Europe Youth in Action
The Lifelong Learning Programme (2007-2013) is the European Commission’s Education and Training programme. The programme aims to support and develop the education and training sector across Europe through projects, professional development opportunities and by enabling people at any stage in their lives to take up learning opportunities. The programme is made up of four sub-programmes which fund projects and professional development opportunities at different levels of education – Comenius (School Education Sector); Erasmus (Higher Education); Leonardo da Vinci (Vocational Education and Training) and Grundtvig (Adult Education). Léargas manages the Comenius, Grundtvig and Leonardo da Vinci sub-programmes and the Higher Education Authority manages Erasmus.
A key element of the Lifelong Learning Programme education through the Grundtvig In Service Training, is supporting the professional development of staff Grundtvig Visits and Exchanges actions. working in these education sectors. In both the Comenius and Grundtvig programmes there are Since 2007 a wide range of professionals working key actions which support staff such as guidance in the adult and school education sectors including practitioners to undertake professional development guidance counsellors have availed of the opportunity opportunities in other participating European to attend a course, conference, or undertake a countries. job shadowing or work placement in a relevant organisation. Guidance practitioners in Ireland have The Comenius programme is the European availed of grants to attend courses related to their programme for School Education and supports the work or attended conferences such as those run by professional development of those working in the the NAEGA in the UK for example. school education sector through the Comenius In Service Training action. These actions provide grants to individuals to attend activities related to their professional development The Grundtvig Programme is the European for up to six weeks in another participating European programme for Adult Education which supports the country. professional development of those working in adult
32 NCGE NEWS Winter 2011
Euroguidance Supporting Professional Development across Europe continued
An online database of training activities is available to help applicants identify Additional information training that best meets their needs; http:// The deadlines for these actions for 2012 are the 16th ec.europa.eu/education/trainingdatabase/. January (for activities starting on or after the 1st May, Applicants may also source a suitable 2012), 30th April (for activities starting on or after course outside of this database. the 1st September, 2012) and 17th September (for activities starting on or after the 1st January, 2013).
Please check the Léargas website www.leargas.ie or contact [email protected] for further CLICK to information on how to apply. LINK
All of the guest speakers addressed this issue Case Study 1 - Grundtvig from different angles whether it was the future of Ita Lane from Kerry Adult Guidance Service adult guidance in England, changes which have attended a conference run by the National already come about in other parts of the UK and Association for Educational Guidance for the Republic of Ireland, the guidance professional Adults (NAEGA) entitled ‘Changing Times, of the future, motivating clients and supporting Changing Adults, Changing Guidance’ held ourselves as practitioners in adult guidance. in Darlington, in the North East of England. Her attendance was supported by the Unlike any other conference I have been to, Grundtvig Visits and Exchanges action of which tends to cram everything in to one day, the Grundtvig Programme. this conference ran over two days so I was able to attend four different workshops. The first ‘Two years ago, I went to the UK National looked at adult guidance as a profession for the Association for Educational Guidance 21st century, the second looked at a model for for Adults (NAEGA) annual conference in addressing the issue of unemployment in a rural England. I successfully applied for a grant county (very useful I thought for working in areas under the Grundtvig Visits and Exchanges such as South West Kerry), the third addressed Action of the Grundtvig Programme to attend the issue of sustaining change through emotional the conference. The purpose of my trip was intelligence and lastly, was an experiential to hear at first-hand how adult guidance workshop on mindfulness and mindful living. works in the UK, see what learning I could While all of these workshops are of great benefit bring back to my and Kerry Adult Guidance to adult guidance counsellors dealing with so Service practice and also to share some of many issues in their work, two in particular i.e. our learning and good practice with our British emotional intelligence and mindfulness can also counterparts. be used in working with clients either individually This was my first time to attend this event or in groups. and I must say I was very impressed by every All of the presentations, seminars and workshops aspect of it. As you might expect the current are available to read or download from the economic situation is affecting the UK as well NAEGA website www.naega.org.uk and I as us and this was reflected in the theme of would highly recommend visiting this site for the conference ‘Changing Times, Changing CLICK to a more detailed look at all that was on offer. LINK Adults, Changing Guidance’.
33 NCGE NEWS Winter 2011
Euroguidance Supporting the professional development of guidance practitioners across Europe continued
Case Study 2 - Comenius I have made an effort to bring some of the David O’ Grady is a guidance counsellor learning to my job as a guidance counsellor. The working in St. Paul’s Community College in area of group dynamics is one that a teacher Waterford. He was successful in applying faces in every class they have and some of the for a Comenius In Service Training grant to tips I learned on this course have been useful participate on a course entitled ‘Effective in my work. I have also given advice on stress Teams and Group Dynamics’ which took management and conflict resolution to my place in Riga, Latvia. students which are useful to them.
‘Even though I was giving up a week of I would recommend attending a course in my summer holidays, I was interested in Europe to any guidance practitioner as it undertaking the course which I felt could help is an excellent professional development me in my work. I was delighted to get approval opportunity. It is a challenging experience at for funding which helped pay for the course the same time and a person has to be prepared cost, subsistence and travel expenses. to work hard in the training week as there are a lot of group workshops and discussions. The The course was over five days and covered sharing of experience in the process is great. areas such as • causes and types of conflict and destructive behaviour in groups • constructive conflict resolution skills • effective group dynamics • emotion and stress management and communication with various workshops and group work in these areas.
It was very interesting to get to know teachers from many different countries and to gain an understanding of how the education system worked in their countries. Everyone was very helpful and the course was both enjoyable and educational.
34 NCGE NEWS Winter 2011 General
ESRC Seminar on Professional Identity Formation in Guidance
Prof. Mary O’Sullivan, UL; Prof. Laurie Cohen, Loughborough University; Prof. Jenny Bimrose, University of Warwick; Prof. John Arnold, Sheffield University; Dr. Lucy Hearne and Tom Geary, UL
In June, the University of Limerick hosted a one-day seminar in collaboration with colleagues from the University of Warwick and Loughborough University. The event was part of an ESRC funded Seminar Series entitled Re-framing service delivery, professional practices and professional identities in UK careers work which is taking place in various locations between December, 2010 and November, 2012. In this article, Dr. Lucy Hearne (UL), reports on the seminars which are being hosted by six different Universities in the United Kingdom and Republic of Ireland (UL) to provide opportunities for dialogue amongst practitioners in the field.
The overall aim of the ESRC Seminar Series is to The Irish strand of the series (no.3) addressed the contribute to and integrate knowledge in relation topic of Professional identity formation: careers to three major policy agendas that all have careers work and workers across a range of public and guidance as a key strand: the Europe-wide lifelong private sectors through a number of presentations learning agenda; the social equity agenda and the up- and discussion on the day. The presentations skilling agenda. The specific aims of the series are to: addressed issues related to current practice across • Deconstruct and reframe the professional identities a variety of settings and sectors in Ireland and the of careers guidance and careers practitioners in United Kingdom. They were delivered by Tom the context of UK service delivery policies. Geary and Lucy Hearne, UL; Jennifer McKenzie, • Foster interdisciplinary and inter-sectoral dialogue NCGE; Gill Frigerio, University of Warwick; and by bringing key stakeholders together to debate Kenneth Buchholtz, Campbell International HR issues of mutual interest. Consultants. • Contribute to policy about the future shape of services and building workforce capacity.
35 NCGE NEWS Winter 2011
General ESRC Seminar on Professional Identity Formation in Guidance continued
The event provided an ideal networking opportunity practitioners need to be proud and confident of and forum for delegates from the different countries their work in order to be able to manage conflicting to compare and contrast current practice and expectations during challenging times; be able to discuss the complexities of delivering a professional articulate the value and outcomes of their work to guidance service in challenging times. Over the policy makers; and strengthen as a professional course of the day various themes emerged which body in its own right. Given the fact that there is a were debated in an Open Forum Discussion at the movement towards ‘chartered’ status by the UK latter end of the seminar. This was chaired by Dr. guidance profession, perhaps this is something Deirdre Hughes, DMH Associates and Professor our own profession in Ireland could pay particular Marie Parker-Jenkins, University of Limerick, who attention to over the next few years. provided observations as an ‘insider’ and ‘outsider’ of the profession respectively. Further information on the ESRC Seminar Series and copies of the UL presentations are available Two key questions that emerged were ‘What is the at: http://cloudworks.ac.uk/cloudscape/ CLICK to purpose of what we do?’ and ‘Is it to serve clients, view/2188. LINK or policy makers, or managers, or employers, or other stakeholders?’ It was proposed that guidance
36 NCGE NEWS Winter 2011 General
Just another Academia day
Academia – European Exchange of Guidance Counsellors is a long-running exchange programme enabling guidance counsellors to share work practices, innovative ideas and direct experience of guidance systems in other European countries. Each country has a unique aspect on the training, delivery and practice of guidance and counselling in schools and in other education settings. Selected Irish guidance practitioners join a group of European colleagues for a week long guidance study visit.
Participants on this exchange receive funding as a contribution towards their travel and subsistence costs as part of the LLP Leonardo da Vinci Mobility Programme. When re-telling their experience to NCGE who co-ordinate the exchange for Irish guidance counsellors, the enthusiasm and praise for the experience on a personal level is reflected in anecdotal evidence of some of the friendships made, the graciousness of those hosting the group or some of the activities embarked upon.
Here we feature two experiences of an Academia day.
37 NCGE NEWS Winter 2011
General Just another Academia day continued
and its Development’ as a compulsory cross- Aisling Roche - Tuesday curricular theme since 2004. Usually an individual My Academia visit took place in April 2011 in the staff member takes on the responsibility of co- city of Tallinn in Estonia. The title of this Academia ordinating the career management activities within programme was ‘Networking with Partners in the school. The Careers Co-ordinator is then Guidance’ The purpose of the programme was to responsible for liaising with regional information learn about the advantages of networking, how and counselling centres and class teachers, networking is conducted in other countries and supporting subject teachers in implementing the the different types of networks that are utilised by cross-curricular theme, organising of study visits the guidance professionals in Estonia and other to employers and the delivery of the designated European countries. careers lessons. The careers lessons are provided as an elective course for students in their last On the second day of the study visit the group years of either basic school or secondary school. travelled to the centre of Estonia to a place called In the Turi Gymnasium the Careers Co-ordinator Turi, where we had the pleasure of visiting a was responsible for all these activities along Gymnasium (secondary school). We received a with organising visits by past–pupils, career warm welcome from the Principal of the school information lectures and work shadowing. and were shown around by the Careers Co- ordinator. This visit gave me a great insight I found the visit to the gymnasium very interesting into the implementation of career guidance in and I especially liked the idea that subject teachers secondary education in Estonia. I learned that have a big role to play in implementing guidance all schools must implement ‘Professional Career lessons in schools as well as the Careers Co- ordinator. They deliver guidance lessons in their weekly tutorials and bring in their own expertise about their subject areas. The Careers Co- ordinator in the Turi gymnasium highlighted the importance of guidance provision being a ‘whole school approach’. Historically, class teachers have been the ones with the main responsibility for their students’ future career management skills so it is imperative that they still play a very significant role in the implementation of the guidance programme.
38 NCGE NEWS Winter 2011
General Just another Academia day continued
in the accommodation provided. Two leaders Aisling O’ Malley - working in ‘Toivala’ gave us a presentation about rehabilitative instruction and guidance while their Wednesday students made a presentation on the activities that I visited Kuopio in the east of Finland in February take place at the forestry school. Following that 2011. The topic of the Academia programme was they said they would show us some of the igloo ‘Preventing and guiding drop-outs in secondary construction they do as part of the course. As the education’ so we spent some of the week visiting igloos were some distance up the mountain we all workshops and alternative programmes they had to go outside and get kitted with snow shoes. have in place to keep students in education. I had never done this before but loved every minute of it. We walked in the snow through the On our third afternoon of the study visit, we went forest up the mountain for miles, we learned so by bus up the mountains to a forestry school called much about team work and group skills especially ‘Toivala’. This is a school situated in the mountains as we were all amateurs and we kept falling and for students to reside and learn vocational had to help each other. The students guiding us skills like forestry, construction etc. One of the thought we were hilarious. When we reached the workshops for students with extreme behaviour top there were more students waiting for us with difficulties is situated here and the students stay a fire burning and tea and coffee brewing on it. They had made seats out of snow and covered them with fur rugs. It was fabulous! The students showed us the work they had done ie. igloos and explained how they built them and we even got to climb inside to have a look. They said they all had a chance to stay overnight in their own igloo which I found amazing. I think this was my favourite moment over the week because it was so real and so different. The students explained all the work they did, what their issues were and how they were learning life skills. I loved it!
Useful websites Additional information To find out more about the Building upon our experience of co-ordinating and Academia – European Exchange hosting Academia study visits, in spring 2012 NCGE of Guidance Counsellors will host our incoming Academia group in Limerick. The programme is entitled ‘The role of adult guidance click on What’s New on CLICK to http:/www.ncge.ie LINK in the context of community regeneration’. This is the first time the Academia Irish exchange will take Academia Network website place outside of Dublin since it was first introduced. http://www.academia- NCGE would like to take this opportunity to thank europe.eu/index/ all of those who help to make our incoming study CLICK to LINK visits so successful by kindly hosting school visits, work place visits, presentations and information sessions for our visitors. 39 NCGE NEWS Winter 2011 Book Review
Games and Activities for Exploring Feelings with Children Giving Children the Confidence to Navigate Emotions and Friendships
Vanessa Rogers
Publisher: Jessica Kingsley Publishers No. of pages: 125 Cost: 21.15
Games and Activities for Exploring Feelings The chapter entitled: Making the Rules is about with Children is a book containing activities and creating a safe, secure and respectful environment that worksheets to facilitate children to discuss and will encourage children to explore expectations and think about feelings and issues that affect them. issues safely. Topics such as: consent, group rules, The resource is designed for use by professionals confidentiality, contracts and action plans are included. (eg. teachers, youth workers, counsellors) working with children and teenagers aged 7-13. The author, Getting to Know Each Other describes a number of Vanessa Rogers, recommends that it can be used activities which can facilitate children to explore and with both individuals and groups. However, it is discuss their relationships, the boundaries of secrecy, probably more suited to group work. In the Irish their personal feelings and learning to identify personal context, it may prove useful for SPHE teachers, in skills and abilities. particular if wishing to deal with friendship issues or transition issues e.g. moving from primary The Expressing Yourself chapter aims to support to secondary school. Alternatively guidance children in identifying and expressing their feelings. counsellors could use it with small groups of The activities in this chapter support the development vulnerable students. of skills such as; communication, empathy, reflective listening, assertiveness, anger management and The book outlines a programme of games, activities effective problem solving. and worksheets. The programme consists of five themes: The chapter entitled Making Friends could prove • Making the Rules valuable when dealing with student’s friendship • Getting to Know Each Other difficulties, in particular supporting students in their • Expressing Yourself transition into second level or in dealing with some of • Making Friends the friendship issues that often occur in first or second • Endings year. Topics include: recognising important people in their lives and their influences, features of friendship, peer pressure, teamwork and jealousy.
40 NCGE NEWS Winter 2011
Book Review Games and Activities for Exploring Feelings with Children continued
The final chapter deals with Endings, allowing highlight feelings, emotions or behaviours that the students to evaluate and reflect on the programme professional could expect to observe when using a and to give positive feedback to peers in their group. particular resource/activity.
Although the worksheets may be photocopied for I cannot imagine that guidance counsellors or use with this programme, as yet there is no facility teachers will use this book in its entirety with children to download a digital copy of these worksheets. but familiarity with its contents will allow teachers/ Having an accompanying CD or an opportunity to counsellors to design a programme specific to the download the worksheets from the author’s website needs of the vulnerable children. would be very helpful.
While many professionals working with children will Reviewed by have built up a bank of resources, what makes this Emma Raughter book useful is that these resources are accompanied Guidance Counsellor by a clear aim and methodology for using each Coláiste Chraobh Abhann, resource, almost akin to a lesson plan. However, for Kilcoole, some more sensitive topics (eg. ‘Jealousy bag’) it Co. Wicklow would have been beneficial to see this expanded to
41 NCGE NEWS Winter 2011 Website Review
CLICK to LINK
ReachOut.com is a mental health website for young whether dealing with anxiety, panic and shyness, people. It was launched in 2009 by the Inspire Ireland bullying, depression, or alcohol related issues. Foundation which is a not for profit, non-government The ‘ask the expert’ section is an online service registered charity. dealing with young people’s personal queries. Each month concentrates on one particular mental ReachOut.com aims to help young people get health area so for example in September, Tony through tough times by providing quality mental Bates from Headstrong answered questions on health information through consultation with experts, anxiety and depression. In August Brian Mooney inspiring life stories and through signposting the answered queries from school leavers. appropriate support services. The video wall presents short clips on various mental The website is very appealing to young people issues from ‘bullying’ to ‘what to expect when visiting because of its 24/7, friendly, easy to use and your GP for the first time about mental health’. In understand, non-judgmental and anonymous nature. the September extract, 3 famous comedians spoke about how they became involved in stand-up The content of the site is structured into three main comedy and how they cope with tough times. areas; • an information section Overall, the site is laid out in a very user friendly • real life stories way. The information is relevant, up to date and • asking an expert presented in a way that is easily accessible to young people. It is easy to find what one is looking There is also a video wall and a blogging section. for and it downloads information quickly.
The information section deals with different topical I would rate the links to other relevant sites and ‘ask issues each month. Issues highlighted in September the expert’ facility as excellent and I would highly dealt with ‘Coping with a stressful event’, ‘Healthy recommend this site to young people. eating’, and ‘Money issues’. Lots of up to date information, helpful strategies, quality links to other Reviewed by useful websites and where to go for help are provided. Anne Malone Guidance Counsellor, In the real life stories section, other young people tell CBS Nenagh, their stories about how they coped with tough times Co Tipperary. 42 NCGE NEWS Winter 2011
NCGE has re-developed its Virtual Learning Environment (VLE) The VLE is an online learning environment which has been designed to support guidance counsellors participating in NCGE Continuing Professional Development (CPD) programmes. The VLE as a learning platform hosts materials and facilitates online communication.
Visit the new NCGE VLE at http://vle.ncge.ie CLICK to LINK Whole School Guidance Planning Programme NCGE is offering the Whole School Guidance Planning Programme to guidance counsellors in 2012. The programme aims to equip guidance counsellors working in post primary schools and Colleges of Further Education (CFE) with the knowledge and skills to undertake the guidance planning process and recognises the uniqueness of each school or college in which the guidance counsellor operates. The programme is delivered using a combination of e-learning and workshops. Workshops will be held in a location that suits the majority of applicants.
The NCGE Whole School Guidance Planning programme, and out-of- school time spent attending guidance supervision sessions are, recognised by the Department of Education and Skills as eligible to be considered as whole school plannning/ nationally mandated Continuing Professional Development programmes for purposes of Circular 0025/2011 under The Croke Park Agreement. Within this category, it remains a function for school management to prioritise its needs and the use of the Croke Park hours in respect of participation in programmes outside school.
Guidance counsellors interested in applying should visit CLICK to http://vle.ncge.ie for information on the programme. LINK
To assist you in registering and applying for modules on the Whole School Guidance Planning Programme online, NCGE has created a site guide for the VLE. This offers a step-by-step guide of how to;
• Create an account • Activate an NCGE VLE account • Apply for a course
We hope that you find the VLE site guide informative and enjoy using the re-developed VLE. If however, you require assistance at any stage please email [email protected] and we look forward to answering your query. CLICK to LINK 43