ISSN 2009-6941 GUIDANCE MATTERS Spring 2019 / Issue 2
INCLUDED IN THIS ISSUE: • A Personal Account of Lifelong Guidance • 'Step-by-step' CPD - Using the Whole School Guidance Framework • 'A Day in the life' of an ETSS Guidance Counsellor K TO An Exploration of Guidance in FET C LI I N L K • C • The Art of the CV • The Importance of Subject Choice • Trinity Centre for People with Intellectual Disabilities
And lots more inside K TO L IC IN L K CONTENTS C FURTHER EDUCATION & TRAINING An exploration of guidance in FET - Social Inclusion - from policy to practice 24 NEWS CPD for Staff of Adult Education Guidance Services 27 News 3 EUROGUIDANCE FEATURE ARTICLE An update from Euroguidance A Personal Account of Lifelong Ireland 28 Guidance 5 Learning by Leaving Conference 2018 31 GENERAL HIGHER EDUCATION Supports to school guidance programmes - Business in the The importance of subject choice 33 Community Ireland (BITCI) 8 UCC Works Award 35 P>TECH Pathways in Technology 10 UCC Graduate Attributes Project 37 Red C survey shows parents back languages 12 The Art of the CV 14 SPECIAL EDUCATIONAL NEEDS Trinity Centre for People with Intellectual Disabilities 39 PRIMARY
Career-related Learning in Primary RESEARCH Schools: Make an early start 16 Guidance Counselling Supervision in a School Context 43 POST-PRIMARY Migration: Taking stock and 'A Day in the life' of an ETSS reaching out 46 Guidance Counsellor 19 Writing first person research in 'Step by Step' approach to Whole Guidance Counselling practice 49 School Guidance planning (CPD) 22 EUROPE IN PRACTICE
Towards a more SUCCESSful Future 52
Contact Details Avoca House, 189 - 193 Parnell Street, Dublin D01 P6X2. Tel: +353 1 869 0715/6 Email: [email protected] www.ncge.ie
© Copyright: National Centre for Guidance in Education
2 GUIDANCE MATTERS • ISSUE 2 • SPRING 2019
NEWS
DES publication of the Indecon Review Welcome... of Career Guidance – A Reflection
K TO L IC IN In 2018 the Minster for Education and Skills announced the review L K C of Career Guidance Tools and Information and subsequently issued a call for tenders. Indecon were subsequently appointed to carry out the objective independent review as per the Terms of Reference and an independent steering group of stakeholders was appointed, chaired by Professor Tom Collins. Our second edition of Guidance Matters marks a Following a substantial consultation process involving surveys, milestone for Guidance in Ireland. Since our first stakeholder submissions and bi-lateral meetings, (which included publication, the Department of Education and 1818 responses from learners, 440 responses from guidance Skills has published a key independent review professionals and 119 additional submissions) a national report of guidance - carried out in 2018 by Indecon consultation event was hosted in Farmleigh in July 2018. Consultants. This report provides a focused review The Department published the final Indecon Review Report on of the national provision of careers information April 24th 2019. The Report outlined 18 recommendations under and tools , and how people make their careers 4 key themes: decisions. This report also provides some insights into the views of parents, students, the general • Reforms to Governance and delivery arrangements public, national stakeholders and the guidance • Improvement in Career Guidance tools and career information profession across Ireland. It further provides a road • Enhancement of Enterprise Engagement map of recommendations to the Department of • Promotion of Inclusion Education and Skills to inform future planning on guidance provision in Ireland. The report recognises On publication of the Report, in recognition of the the holistic approach to guidance provision in the recommendations, the Minister announced that an internal task education and training sector which includes careers force would be established within the Department of Education information and tools and guidance counselling and Skills, chaired by the Secretary General, to examine the provision. This report additionally provides the basis recommendations and develop a priorities implementation plan. for the development of an Integrated Guidance The Review Report recognises the holistic model of guidance in Strategy in Further Education and Training (FET) the education and training sector in Ireland which encompasses and national access to impartial information and social/personal, vocational/careers and educational guidance guidance on education and careers options. counselling and the need to focus specifically on career guidance One key message of the Indecon report is the as appropriate. Indecon stated in the report that the results of requirement for the co-ordination and co-operation their analysis suggest that “guidance counselling is an effective of guidance provision and services. Within this mechanism to provide career information and impartial advice” edition of Guidance Matters, NCGE is highlighting (pg. 26). Employing an econometric modelling methodology for the breadth and quality of some of these services; analysis of their findings, Indecon noted on page 25, that those from the supervision of the counselling element students from lower income families have access to less career of guidance provision, to engaging positively with advice from within their families and “may therefore be in greatest business and enterprise within the wider community need of access to professional guidance counsellors drawing to support career planning along with reflecting on attention to the potential significance of guidance in breaking the the importance of research and engaging with our cycle of intergenerational disadvantage”. European international partners to inform our work. The 18 recommendations include issues of policy and This is an exciting time for the guidance community practice, ranging from the development of national policy and in Ireland. It is our opportunity now to plan to strategy on lifelong career guidance, to the involvement of further develop our model of guidance, recognising parents and students at regional careers fairs and enhancing that at the heart of our work is the individual, of employer engagement. Furthermore, Indecon have based the any age, who needs support with personal or social K TO L IC IN L recommendations of national policy developments on the ELGPN K concerns, educational, careers and life aspirations C Guidelines for Policies and Systems Development for Lifelong and expectations. Guidance including reference on P66 to the need for operational principles or a code of practice for the development of integrated We in NCGE look forward to working with our guidance services in FET national and European colleagues to inform this work. Jennifer McKenzie, Director As always we welcome your feedback!
Is mise le meas, Jennifer McKenzie Director
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NEWS
National Forum on Guidance
On the 1st of May NCGE hosted the first National Forum on Guidance meeting of 2019 in the Department of Education and Skills. This provided the opportunity for the DES to present an outline of the Indecon report of the Review of Careers Information and Tools recommendations (as outlined in the previous news item) and to invite feedback from the Forum. Furthermore, the next FET Strategy would include the In addition, as SOLAS are currently engaged in a public development of the FET Integrated Guidance Strategy, as consultation process on the next SOLAS Further Education and highlighted in the DES Indecon Report, recommendation Training Strategy 2020 – 2024, Andrew Brownlee (Executive 5, the need to 'Integrate a consistent Learner Guidance Director, Strategy and Knowledge) outlined the key elements / and Support Service across FET'. At this point, SOLAS is challenges of the proposed strategy which included: welcoming consultation on proposed key principals for the development of this Guidance Strategy which could include: • The need for clarity on impact and the potential for consolidation • Autonomy of ETBs to plan and structure provision & • Having a strategy underpinned by data and a multi- services annual planning framework (delivery focussed) • Impartial advice on potential learning pathways • Clearly articulating the value and role in active inclusion • Consistent service across all FET provision and settings • Integrating the system - A reformed FET landscape with • Centralised resources to improve access to advice and reduced programme silos information • Being cognoscente of the 'Future of Work' including • Informed by labour market insight and pathway/outcome the impact of technological change (AI, IoT) and the data associated key challenges SOLAS welcomed the opportunity provided within the Forum • The importance of clearer learner pathways within the for participants to discuss these key aspects of the overall K TO L IC IN L K whole of education and training system FET Strategy and to consider which elements of the current C • Ensuring FET plays a key role in lifelong learning & FET Strategy 2014-2019, Section 10 Guidance, should workforce upskilling continue to inform the next Strategy.
K TO L IC IN • Having a more empowered SOLAS overall (in L The full report, presentations and photos of the Forum are K C implementing any FET strategy) available on https://www.ncge.ie/national-forum-guidance
Keeping you up to date Online Euroguidance publications
Euroguidance 'Highlights' is the annual publication from the Euroguidance Network, detailing the activities of the Euroguidance
K TO L Centres and Network during the year. Access IC IN L K the latest copy HERE. The 2018 issue includes C information relating to work undertaken by the Euroguidance Centre Ireland (hosted In September 2018 NCGE began by NCGE). Euroguidance Insight is a twice sending the first of its monthly yearly newsletter, also from the Euroguidance K TO L 'Bulletins'. This is our way of ensuring IC IN L K C Network and you can access the latest copies that all members of the guidance of this publication HERE. community are kept up to date, on a regular basis, with the collaborative work undertaken by NCGE across all School and FET Guidance online 'Handbooks' areas of practice. As well as being sent directly to your e-mail, each of The School and FET Guidance Handbooks our monthly 'Bulletins' can also be are dedicated online resources supporting K TO L IC IN L K C viewed online at https://www.ncge.ie/ the development and delivery of school ncge/ncge-bulletin and FET guidance programmes. To access articles published since our last issue and To sign up to receive this Bulletin and to view recent webinar recordings go to ALL relevant NCGE communications K TO K TO https://www.ncge.ie/school-guidance-handbook LI LI IC N go to: www.ncge.ie/subscribe IC N L L K K C C and https://www.ncge.ie/FET-guidance-handbook
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FEATURE ARTICLE A Personal Account of Lifelong Guidance
The provision of Adult Guidance is currently aimed at identified target groups, with information available to all. In this article a Guidance Counsellor working in private practice outlines her own journey which highlights the transitions that adults face.
When I was 23, I worked as a waitress in a family style remembers how he felt. I often think of him. I wonder did restaurant that I am sure you know well. A man sat in his feelings about ‘unskilled work’ change after we spoke. my section one Sunday evening when the restaurant was quiet. In my memory, he greatly resembles Ernest Luck Hemingway; he was a big man, white close-shaven beard I am very fortunate, I have two parents who believed in and he wore a flat cap. I irritated him when he ordered me and believed in education and I had every privilege pork ribs for a starter and I advised that they didn’t come associated with that. I am very aware that life has been in half portions. He ordered a bottle of red wine “and I’ll made easy for me and that repeatedly throughout my drink all of that as well.” I smiled and he smiled back and life, I have been able to make decisions based on what I the tension was broken. We chatted as I broke down my wanted to do rather than what I needed. Still, my interest section. He shared that he was very disappointed that has always been to level the playing field for those less his son was ‘only’ a waiter in a trendy city centre hotel. fortunate than me, and so I have found myself naturally I told him that I thought waiting tables was a great job: moving towards the field of lifelong guidance. you work with a microcosm of society; you develop great coping and leadership skills; it is time well spent. I told Persistence him I had a Masters in History. He was greatly surprised. While waitressing, I volunteered with the Dublin Simon I pointed out some of my colleagues. Rita was a teacher soup run. I discovered my sense of purpose there. I in Lithuania before she came here, I told him, and Jane began working in homeless shelters as a keyworker. is doing her degree in Psychology right now. I ended up Several years later, I moved to Canada and I tried to get sitting at the table with him. I don’t remember what we employment there in a homeless shelter. I remember the talked about but I remember how I felt and I hope he interview and how the HR Manager made me feel. “My
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FEATURE ARTICLE: A PERSONAL ACCOUNT OF LIFELONG GUIDANCE continued
concern is that you just don’t know the local resources”, she said, shaking her head and smiling. I made the point that knowing local resources is surely a matter of learning a handbook; that the people skills I had were less learnable and more important. But she was immovable and I felt powerless against it. It gave me a sense of how easy it is to close a door on someone who has less than you, someone you can classify under ‘other’. I took a research job that I was grateful for. But it gave me no energy. I felt tired. Again, I started to look for solutions. I needed transferable skills to make me less vulnerable. I needed qualifications so that HR Managers couldn’t shut me out.
Purpose I focused on where I got my energy. I thought about how I wanted to help people to develop their potential. I began to study a Masters in Career Development through distance learning from ECU, an Australian university. Australian career theory is very exciting. There is a focus on social learning theory and on narrative theory, and on chaos as a learning opportunity because life is, after all, not linear. I learned a systems theory approach, where the importance of the individual is accompanied by an exploration of the system within which he/she lives. There are Lifelong Learning Principles and Luck Principles and
K TO L IC IN L particularly interesting theories like HB Gelatt’s Positive K
C Uncertainty Principles: Flexibility 1. Be aware and wary about what you know. At 33, I moved abroad again with my husband’s work. I was nervous about leaving a job that gave me such 2. Be focused and flexible about what you want. fulfilment and sense of identity. I shared this with a 3. Be objective and optimistic about what you believe. colleague who said, “just think about all the things you 4. Be practical and magical about what you do. would love to do if you weren’t working fulltime. Now is your chance to do them.” While abroad, we had our I loved these principles. I loved how applicable they were. children. I thought about my colleague’s lines from time They seemed to make space for the truth in between two to time. At first I interpreted them shallowly. I joined a extremes. cooking club (which I left), I thought about signing up for language classes (which I did not do). Mostly I tried to Optimism survive those difficult, all consuming years of pregnancy Halfway through my studies, I married and moved home and babies. It took me four years out of the workforce to Ireland. I found work in a Dublin Local Employment before I connected with my dream. I was standing in the Service as a Guidance Worker in addiction support kitchen one morning. I suddenly thought, I have always services. I began to base my work on finding a realistic wanted to write! I hadn’t thought of this in 20 years. It gave way forward for clients, grounded in their life experience me a degree of understanding of how deep you need to go, and personal circumstances. how removed you need to be from external distractions, In my work, I aimed above all else to give clients a positive to remember your dreams. Connecting with it helped me experience of linking with the service. I wanted them to to see how creative I am. From that creativity came the develop a lifelong openness to new experiences. I took thought that maybe I want to work for myself and follow my the long view. I believed in everyone and I met them own interests and passions. Being a stay at home parent where they were at. has much of the autonomy of self-employment and now that I had that, I did not want to lose it.
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FEATURE ARTICLE: A PERSONAL ACCOUNT OF LIFELONG GUIDANCE continued
Risk Lifelong Guidance Since coming home three years ago, I have reconnected As a country, we tend to provide Guidance Counselling with my professional self by studying modules of Adult to young people before they start their careers and we
K TO L Guidance and Counselling Skills at Maynooth University. offer Leadership Coaching to business people who aspire IC IN L K C I have set up my own business – www.careercounsellor.ie to or have reached executive level. These are important - where I focus on the needs of people distanced from interventions. But most of us live in that space in between the labour market. I am committed to the principles of and many people are going through life with seemingly social equity that have always driven my work. I have insurmountable barriers to progression. become aware of how deeply skewed the world is against This is where I want to focus my work, to help people to women. I want to support people from immigrant and make sense of their experiences and develop a response marginalised communities to feel valued and respected to them. I want to help people to develop the capacity to for who they are. manage their own lives and their own lifelong learning so that ultimately they can define and create a satisfying life.
Lifelong Learning Principles – J. Denham Planned Happenstance or Luck Principles - Krumboltz et al These attitudes facilitate learning and help a person to adapt to changing circumstances These skills allow a person to capitalise on unexpected events • Suspend assumptions and judgements. • Curiosity. Exploring new learning opportunities. • Take risks and be willing to make mistakes. • Persistence. Exerting effort despite setbacks. • Be willing to admit you don’t know everything. • Flexibility. Changing attitudes and • Be curious, ask questions and try new circumstances experiences. • Optimism. Viewing new opportunities as • Apply what you learn and persevere. possible and attainable. • Frequently remind yourself of strengths and • Risk Taking. Taking action in the face of preferences. uncertain outcomes. • Be kind and patient with yourself while you learn. • Develop and maintain a support network.
The Author Anne Musiol is a Qualified Member of the Institute of Guidance Counsellors. She works in private practice in Blanchardstown, Dublin 15 as a Career Counsellor for adults seeking change.
www.careercounsellor.ie K TO L IC IN L K https://twitter.com/annemusiol C https://www.linkedin.com/in/annemusiol/
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GENERAL Supports to school guidance programmes - Business in the Community Ireland (BITCI)
St. Joseph’s CBS Fairview students on their site visit to Guidance Counsellors and Three Ireland as part of the Skills@Work programme STEM teachers from Cork visiting the Cork courthouse construction site of BAM
Ennis VS students on their site visit as part of the Skills@ Work programme to Shannon Airport
K TO L IC IN In Ireland the Department of Education and Skills supports a 'whole school 'approach to guidance. The L K C NCGE Framework outlines how, with the Guidance Counsellor and School management at the centre, other school staff can be involved. BITCI provide programmes for school management and staff which support this 'whole school' approach while engaging with local and national business / enterprise - as
K TO L IC IN L recommended in the DES - Indecon review of Career Guidance Tools and Information K C
Have you heard about our programmes and how they to date relevant information which they have gladly brought can assist you in your guidance role? Perhaps you have back to share with colleagues, students and parents in participated in one of our teacher programmes or you are their schools. Isn’t it vital to ‘get up in the helicopter’ every one of the 170 people in Ireland that lead out on one so often to look down at our roles, our schools and how of our programmes in your school. It’s important and we operate and function as busy professionals? Schools useful for you to know about all our programmes and and workplaces are so hectic today that stopping to reflect supports so that you can be kept up to date on industry is vital to challenge our thinking and the premises which trends, employer needs and gaps, new careers and the house our decisions. At times we can feel overwhelmed key skills that will help your students to understand the with the myriad of ‘in house’ responsibilities, tasks, opportunities that exist for them in our modern economy. meetings, etc. that we must attend to. However, leadership requires that we do stop the operational activity in order to We have been delighted and energised to hear guidance gain new knowledge and new insights that challenges our counsellors and teachers tell us how valuable our teacher modus operandi. We all need to step away from the ‘noise’ support programmes have been. Previous participants to reflect. report that the programmes have provided them with up
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GENERAL: SUPPORTS TO SCHOOL GUIDANCE PROGRAMMES - BUSINESS IN THE COMMUNITY IRELAND (BITCI) continued
TO BITCI Initiatives and programmes: 5. STEM (Science, technology, engineering and K L IC IN L K mathematics) ‘Seeing is Believing’ for teachers and C Post Primary – for students in School Completion/DEIS guidance counsellors. BITCI supports teachers gaining schools K TO L an insight into the multitude of careers in this ever growing IC IN L K C 1. Skills @ Work is a series of five or six sessions providing area. We bring teachers to top global and indigenous students with an insight into the world of work via site businesses for a half day to see first-hand the application visits, CV workshops, mock interviews, day in the life of their teaching and to hear from the human resource and company overviews at a local partnering business. directors about the skills they are seeking from their This is currently targeted at senior cycle but it is being prospective employees. They also discuss the many entry redirected to 2nd year in the autumn. points and the educational requirements or lack thereof K TO L IC IN L K
C that is needed. Those who have attended say it has been 2. Student mentoring is a one to one support involving eye opening to hear the facts and industry trends. It is a the student meeting their mentor from a local business great opportunity to meet peers and industry leaders to at the work place for an hour every three weeks. discuss the opportunities and key messages for students. They discuss careers, school, hobbies and interests. Mentors are trained and this support is for senior cycle Primary – for children in School Completion/DEIS schools K TO L IC IN L K students only. This programme has changed lives. 6. Time to Read is a shared reading initiative involving C business volunteers undertaking a twenty week K TO C LI For principals and educators I N L K volunteering programme with 2nd class children on a C 3. Management Excellence for Principals is open to all one to one basis. Special books are provided and it aims post primary school principals in Ireland. It takes place to increase confidence in reading, improve enjoyment regionally in about 5 locations per annum. Principals of reading, increase self-discovery and fluency and (or aspiring principals) are hosted on three separate comprehension. K TO L IC IN L K
mornings in different businesses by senior executives to C 7. Time to Count is a group based initiative in the share how business approaches leadership, managing classroom. Third class children play fun type numeracy people and PR & branding. There is also a similar games with business volunteers over a ten week period deputy principal series.“This was simply an outstanding to build children's confidence around numbers, to foster CPD session. It was refreshing, informative and most of children's enjoyment of number, to reinforce children's all challenging!” north east principal in October 2018 at conceptual understanding of number and to support the leadership seminar by Smurfit Kappa. K TO L development of children's flexibility & perseverance in IC IN L K C 4. Management Excellence for Teachers is funded maths problem solving. by the Department of Education & Skills Teacher If your school participates in any of our programmes please Education Section. It provides professional and personal make sure your voice is part of annual programme planning. development opportunities to the teaching staff on You have a unique insight into the needs of your students a topic of interest or relevance to the teachers such and are well placed to advise and guide. If you are already as resilience and well-being, leadership, marketing, directly involved thank you for your support and perhaps teamwork and managing and sustaining change there are some other areas of support outlined above that
amongst others. To quote one teacher ‘Excellent, a must K TO L you would be interested in? We encourage you to sign up to IC IN L K have for every school.’ - IBM & St. Aidan’s CC, Cork. our newsletter to find out more. C
The Author Germaine Noonan, MBS, B. Commerce and H Dip in Education is seconded from Rosmini CS in Dublin 9 to Business in the Community Ireland. Business in the Community Ireland (BITCI) is the network for responsible business in Ireland. Germaine is Head of the Schools’ Business Partnership. Germaine has led the engagement between the business and education sectors in Ireland to support the Government’s educational inclusion agenda. Their work now comprises 230 schools – business partnerships at primary and post primary level and 60 of those are ten years or more in partnership. The key areas of business support to education include: addressing student dropout; providing tangible insights in to the world of work, work experience, mentoring, supporting management excellence for principals and teachers, STEM visits for teachers and literacy-numeracy supports. Germaine has been involved with the European Commission and CSR Europe in the drafting of the European Pact for Youth in 2017 which was a response to the high levels of youth unemployment across Europe and she drafted Ireland’s National Action Plan. She is a director of Global Schoolroom and also served as company secretary to BITCI.
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GENERAL P>TECH Pathways in Technology
As schools look to identify and respond to the needs of their students, coordinated links in the community and business could benefit students who might not have familial experience or traditional knowledge in some areas…
When the past pupils of St. Joseph’s CBS Fairview (Joeys) so well in an Irish context. I enlisted the help of some other selected Brendan McGrath from among their number as Joey’s past pupils, and we put together an adapted model guest of honor for their annual dinner in 2017, they could not of P-TECH that could fit within the existing Irish education have foreseen that this would lead to the development of an system.” innovative project in Irish education. Just over two years on, With this proposal, Brendan approached IBM to see if the school and two neighboring schools are about to embark they would be interested in collaboration. IBM, which had on a landmark pilot, exploring robotics and coding alongside previously discussed the P-TECH model with the Irish industry partnership to provide broad opportunities to the Government reviewed and further developed the model to current generation of pupils. meet the requirements of the overall aims and key tenets Brendan was interested in the plan St. Joseph’s had initiated of P-TECH. A joint approach to the Irish Government to develop a new technology lab for the school, embracing the was successful, and at the request of An Taoiseach, the possibilities of the new subject, but felt there was a broader Department of Education and Skills took the lead, along context that could provide greater opportunities for students. with support from the Department of An Taoiseach, on further exploring and developing a P-TECH pilot. “In my own business travels, I had come across a model devised by IBM, which was working with high schools in New In March 2018 a working group was formed with the York, the P-TECH (Pathways in Technology Early College High objective of introducing P-TECH to three schools in the Schools) initiative. I had an inkling that something like that North East Inner City area of Dublin. In November 2018 could work well here in bringing the classroom subject to life Taoiseach, Leo Varadkar, Minister for Education and Skills, while giving our young people real engagement with industry.” Joe McHugh and Minister for Finance Paschal Donohue announced the launch of P-TECH with three DEIS schools “After I had done some initial research, and discussed it with -Larkin Community College, Marino College and St. Joseph’s the school management, I had their blessing to approach CBS – with the programme to commence in Sept. 2019. some other local schools to see if they would be interested in The three schools are coming to the end of a planning year collaboration, and to investigate if a similar approach could in preparation for the introduction of P-TECH. work in an Irish context.” The participation of Industry and third-level institutions is P-TECH, is an initiative of IBM, aimed primarily at serving key to the project. Industry partners include IBM and Cisco students in underserved communities. Through cooperation (partnered with St Joseph’s), Irish Life (partnered with Larkin and a partnership between high schools, business partners and CC) and Irish Water and Virgin Media (partnered with Marino third level colleges and local organisations, P-TECH schools College). The National College of Ireland, located within aim to provide greater opportunities for students. P-TECH also the catchment area of the schools, is the initial third level aims to address the ‘skills gap’ and to strengthen the economy partner. The North East Inner City implementation board by developing a workforce with the technical and professional (NEIC) was set up to implement the recommendations of skills required for 21st century jobs in their local area. the Mulvey Report on north east inner city Dublin, and is “From our early discussions, I felt that the P-TECH model also a key partner, whose encouragement and facilitation of dedicated schools following a specifically developed of government involvement has been crucial to the curriculum which, worked in the US context, would not work development of P-TECH. They see an alignment of their 10 BACK TO CONTENTS PAGE GUIDANCE MATTERS • ISSUE 2 • SPRING 2019
GENERAL: P>TECH PATHWAYS IN TECHNOLOGY continued role in the social and economic regeneration of the north east inner city area and the role P-TECH can play in raising and increasing ambition for schools and students in the area. In the model adapted for the Irish education system P-TECH students will continue to study for their Junior and Leaving Certificates and at the same time have the opportunity to obtain a third-level qualification (QQI Level 6). In addition, through the involvement of business partners the student will gain useful and relevant work-based learning skills and paid work internships directly aligned to digital technology related roles. P-TECH is a six-year programme that begins at the start of second year of secondary school. The first five years will run alongside the traditional secondary school curriculum in the participating schools. Students who have not completed all P-TECH modules will have the option to complete them in the year after completing their Leaving Certificate. identified it is hoped that these can be provided in order that The specific P-TECH related material will involve the study students can progress at an appropriate pace. of robotics and coding during 2nd and 3rd year of Junior During 5th and 6th year students who are part of the P-TECH Cycle. From the start of P-TECH links will be established initiative will study for the Leaving Certificate. Additionally with the businesses partnering the schools. Each student they will be offered the opportunity to study further modules will receive mentoring support from day one. This will help towards the attainment of the QQI level 6 qualification. the students to learn about the particular company and the Following completion of the Leaving Certificate students will range of digital technology related roles in those companies have the opportunity to complete any QQI level 6 modules and industries. Partner companies will help the students that they have not already completed. When the student understand the professional skills and attitudes that are finally graduates with their Leaving Cert and QQI level 6 necessary for employment. The Industry Liaison from each qualification they will be first in line for interview for entry company along with the mentors will work closely with the level positions with the business partner. National College of students and school to establish a close working relationship. Ireland will also provide a third level option that will enable Brendan is excited about the opportunities for students: students that graduate to continue to further study. “The industry partnerships are world class. Over the next Brendan concluded: “We really look forward to seeing how two years (2019 & 2020) the third level partner (National much the students learn and grow in this project – it has College of Ireland, NCI) will work with representatives of the enormous potential, and we are hugely grateful to everyone schools and the partner businesses to identify the technical involved”. and professional skills that students need to acquire in order for them to be able to take up further academic study or to be eligible for employment in a partner company. The Author NCI’s contribution will be critical in gaining recognition for Aidan Giblin is a retired secondary school the qualification with other third level institutions and job teacher. He worked in various roles in providers in the digital technology area. We are delighted they St. Joseph’s CBS Fairview from 1980 to have come on board.” 2004. He was seconded to the support service for the introduction of the This QQI level 6 course will be fully accredited and certified. revised geography syllabus from 2005 Once developed the course will be available for other 3rd level to 2009. Aidan worked as a teacher colleges to offer to other clusters of P-TECH schools, following in the European Schools in Brussels evaluation of this P-TECH pilot with the initial 3 schools. until his retirement in 2013. Currently When P-TECH students have completed Junior Cycle they Aidan is working part time to help the will follow the Transition Year programme where they will development of the P-TECH initiative. commence the QQI level 6 modules. During the summer following Transition Year, students who have successfully completed required P-TECH components, will be able to avail of Useful links a paid internship in their partner company. This experience will K TO L IC IN http://ibm.biz/P-TECH_YouTube15 L K enable the student to practice the skills and aptitudes learned C ibm.com/ptech in school and to implement them in a real work environment. Where opportunities for acceleration or remediation are ptech.org
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GENERAL Red C survey shows parents back languages
In making decisions about future life choices and career options - being able to read, speak and communicate in another language can provide extra opportunities for travelling and work. Here it seems that parents agree.
A Post-Primary Languages Initiative (PPLI) commissioned subjects they generally sit down with their parents whose Red C survey carried out in January 2019 across the life experiences children lean on. Presumably influenced country found that 76% of parents of second-level students by the usefulness of languages, 75% of adults in general think the ability to communicate in a foreign language is believe languages should be compulsory at JC level and useful in finding work. 70% believe compulsory at SC level. Adults from lower socio-economic groups are least likely to think languages Especially work-related usefulness of foreign should be compulsory at SC level, and yet 66% of them languages is strong among parents also back compulsory language subjects. These high Over two thirds of parents of second-level students are of the figures seem to suggest again that parents see the value view that being able to communicate in a foreign language of languages and consider language skills as something is useful in finding employment. This high figure shows useful their child would benefit from. that foreign languages are seen as a tangible skill which parents consider beneficial for their child in accessing the Parents of second-level students consider future labour market. When all adults are included, the Spanish, German, French and Chinese to be the figure rises to 81% illustrating a strong appreciation for most useful foreign languages language skills. Foreign languages are seen useful also Parents of second-level students consider Spanish, in the non-work context with 69% of parents of second- German, French and Chinese to be the most useful level students finding languages useful even if not used foreign languages. Again, this seems to suggest that to find work. It is interesting that especially work-related parents think of the usefulness of languages most of usefulness of foreign languages is strong among parents. all. Spanish has grown in popularity as its visibility has increased in general, and German is no doubt connected 75% of adults in general believe languages to the perceived economic opportunities offered by should be compulsory at JC level and 70% believe Germany. Other factors such as travel or better familiarity compulsory at SC level of a language can also influence the perceived importance We know that parents have a strong influence on the of a particular language. choices students make. When students choose their
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GENERAL: RED C SURVEY SHOWS PARENTS BACK LANGUAGES continued
Over half the parents say they intend to encourage Overall the survey suggests that the vast majority of their children to study languages after the second- second-level students have parents who value language level skills. Considering the important role parents play when Over half the parents say they intend to encourage their students make subject and career choices, it is positive children to study languages after the second-level. Parents to see that parents’ attitudes are supportive of language living in urban areas, Munster and Dublin are particularly learning. And considering the role language skills play not keen to see their children study languages after school. just in the global economy but in our own workplaces, parents have their finger on the pulse. K TO Over two thirds of parents in Dublin say they either have C LI I N L K
C already encouraged or will encourage their children to https://languagesconnect.ie/parents-zone/ keep up their language skills. At a time when language K TO L IC IN Fact sheets for parents available from PPLI please email L provision has somewhat been eroded as it is no longer a K C requirement for many 3rd level courses, it is encouraging for hardcopies [email protected]. to see that parents do hope their children will keep up and improve language skills as they move on to further and third level studies.
Achieving an honours grade in languages is seen equally easy/hard as in maths Half the parents who have children in second-level think achieving an honours grade in the Leaving Certificate is K TO L IC IN L not too hard and not too easy. One in ten think it is an easy K https://languagesconnect.ie/wp-content/uploads/2019/04/ C task. The attitudes to maths are quite similar. It seems LC-A-Parents-Guide-LeavingCert-Flyer-1.pdf languages are seen as a subject which you do have to work at to achieve a good grade in, as the case is probably The Post-Primary Languages Initiative (PPLI) is the only with all core subjects. School is the best place to learn dedicated unit providing expertise and support for foreign languages as both teaching and learning supports are languages education in Ireland at post-primary in Ireland. readily available, and many parents seem to agree. Its remit is diversifying, enhancing and expanding the teaching of languages in second-level schools throughout Very few parents think too much time is spent on Ireland. PPLI has a lead role in implementation of K TO L IC IN L K learning languages Languages Connect - Ireland’s Strategy for Foreign C Half the parents think that about the right amount of time Languages in Education 2017-2026 which was published is spent learning languages. Parents in Leinster are the in December 2017. largest group who think too little time is spent on languages and would like to see more time allocated to languages. Parents living in Dublin and other urban areas express most positive attitudes towards languages in general.
The Author Kirsi Hanifin is PPLI Project Officer, with the additional roles of the Office Manager and GDPR Officer. A languages teacher by training, she oversees a number of Languages Connect Strategy action points and co-ordinates PPLI language teaching in schools.
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GENERAL The Art of the CV
Whether it's applying for work experience or a chosen career with the relevant qualification - thinking about developing your CV is a key skill supported by guidance. It's not as simple as filling in a template…..
The growing strength of Ireland’s economy is leading is from a potential employer’s perspective. Recruitment is to an exponential increase in the volume of career a transactional process. The line manager will generally opportunities appearing on LinkedIn, job websites, first create a job specification based on organisational newspapers, and among the more traditional networking or company needs. A member of the Human Resources practices advertising career opportunities. While some team (internal recruiter) or a Recruitment Agency (external organisations favour more creative or digital platforms recruiter), will create a job advertisement based on that rather than a traditional CV in order to recruit, these specification. When selecting candidates for interview this approaches are still relatively minor and for most sectors specification is used as a guide to identify what applicants the traditional CV still remains the preferred recruitment meet the criteria and who is called for interview. Therefore, tool. jobseekers who do not specifically tailor their CV to the specific role generally fall at this first hurdle and are at an The literal translation, from the Latin expression, of immediate disadvantage. Curriculum Vitae (CV) is “the course of one’s life”,
K TO C LI I N somewhat of a misnomer given that research carried out A practical and helpful way to begin the process is by L K
C by The Ladders.com in 2012, indicated that the average helping clients to create a “Master CV”. This document time employers spent looking at an applicant’s CV was can list ALL the experience, education and training the just 6.25 seconds! As career guidance professionals, client has ever completed and the length of this document we need to enable clients to understand that there is no is not important. This document can then form the basis “one size fits all” when applying for a job. The client’s of an application for any role. The client can use it to CV is a “marketing tool” or a “sales brochure” where the identify which parts of their CV relate to a particular job person can sell their relevant skills, qualities, expertise advertisement and then tailor their application so that their and potential to a prospective employer. CV is customised to the role they are applying for.
Helping clients to know their “brand” or unique selling Once a client has a grasp of all their experience, the next points is important; It is impossible to sell your skills step is to display this information in a way which will make and qualities if you are not clear as to what these are or this personalised CV clear, concise, easy to read and with what precisely the employer is looking for. The best (and a logical sequence. The Art of the CV is in the process perhaps not always obvious) way to look at creating a CV and like all art, that takes time. Treat the CV design like
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GENERAL: THE ART OF THE CV continued
any other project, there will be multiple drafts and edits Update your CV as your experience develops. Don’t before the finished product is ready. However, the basic just tack on new information but remove also older and principles for a good CV remain the same regardless of less relevant experience if it does not add value for the experience or the job being applied for: position.
1. Concentrate on the essentials Highlight your strengths according to the needs of the employer and focus on the skills that match the job. Remember, very often a cv will often only receive a scant review so it needs to make an instant impression. 4. Pay attention to the presentation of your CV Be brief: two A4 pages are usually more than enough, Present your skills and competences clearly and irrespective of your education or experience, do not logically (in reverse chronological order), so that your exceed three pages. specific experiences stand out. Address any obvious gaps (such as time at home, travelling etc.) 2. Be clear and concises Use short sentences or bullet points. Use the job Pay attention to spelling and punctuation! This might advertisement to focus on the relevant aspects of your seem like a given, but spellcheck does not always pick experience. Where possible, give specific examples up on typos. and quantify your achievements. Every CV is unique to that individual person and nobody else is going to have exactly the same education, qualifications 3. Always adapt your CV to suit the post you are and experience. However, many job applicants make the applying for mistake of designing a CV that does not allow them to Highlight your strengths according to the needs of the stand out from the pile of other CVs they are competing employer and focus on the skills that match the job as against. It is always worth remembering that while a good advertised. CV may not get you a job a bad CV can prevent you from getting an interview!
The Author Aisling Fleming is an Assistant Professor of Guidance Counselling in Dublin City University. She holds an MSc in Guidance Counselling and a BA (Hons) in International Business. Aisling has over 17 years’ experience in both the business and education sectors. Within business, she has worked as a HR and recruitment specialist and in management in both public and private sector organisations. She has designed and delivered employability training to jobseekers in community settings and to individuals and groups including the EU Youth Guarantee. Aisling also has extensive experience in the education sector working with second and third level students to facilitate their understanding of the working world
K TO L IC IN and skills employers are looking for. Aisling can be contacted at: [email protected] L K
C
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PRIMARY Career-related Learning in Primary Schools: Make an early start
While we focus in Ireland on the development of accessible careers information for all and connections with business, it is worth also considering that introducing career learning at primary school may have its benefits. One such example in Northern Ireland is xplorede here.
Introduction and help children (and parents) to make connections Whilst there is a plethora of research into post-primary between schooling, well-being and the world of work. schooling, early childhood career-related learning (CRL) Rationale is relatively under-researched. To address this gap, we argue that at the heart of innovative career development Children growing up in the 21st century will be seeking is the need to present robust evidence that explains why careers in an environment characterised by change, chance and how CRL in primary schools is a vital component in and uncertainty (Davos, 2017). Findings from the literature a child’s career development journey. Recently, Deirdre review indicate childhood experiences are foundational went back to her hometown of Coleraine in Northern in the construction of identity; observations of attitudes Ireland, working with both a dynamic Head teacher in towards work within families, cultural stereotypes, and Ballysally Primary School and Education and Employers, influence of the media may influence children’s meaning to put the CRL theory into practice. of work and in turn their occupational identities. Holding biased assumptions and having narrow aspirations can, and This article draws on a co-authored report, commissioned does, go on to influence the academic effort children exert by the TeachFirst charity in England. The main purpose in certain lessons (Flouri and Pangouria, 2012; Bandura et is to illustrate robust evidence exists on the need to begin al., 2001; Gutman and Akerman. 2008), the subjects they ‘career dialogue’ early in primary schools. Some findings choose to study (Kelly, 1989; Archer and Dewitt, 2017), from an international literature review of career development and the jobs they end up pursuing (Akerlof and Kranton, and career-related learning are considered. We highlight 2000; Breen and Garcia-Penalosa, 2002). Research has the definition and types of CRL activities, followed by the shown that early interventions can bring a lasting impact desired outcomes. We conclude by showing how this on children’s development and perceptions of different has been applied in practice and provide useful links occupations and of the subjects thus enabling access to and resources designed to inspire schools and careers them (Howard et al. 2015). counsellors to attract more volunteers into the classroom
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PRIMARY: CAREER-RELATED LEARNING IN PRIMARY SCHOOLS: MAKE AN EARLY START continued
Why is it important? Children actively explore their worlds and begin to construct possibilities for present and future selves (Cahill, 2017). These life stories include a sense of self (self- identity), life roles, skills, and knowledge, and are shaped by everyday events and experiences. They are also often shaped, moulded and restricted by gender stereotyping, socio-economic background and the role models in their surroundings (Archer et al. 2014; Chambers et al, 2018). Many children often do not know enough about the world of work to have realistic ideas of what jobs exist, but they have absorbed enough to believe there is ‘men’s work’ and ‘women’s work’. We collected data from 17 primary schools around the Definition and types of CRL UK. In carrying out interviews with Headteachers, Middle leaders and Classroom teachers the Teachfirst report The term 'career-related learning' (CRL) comprises a outlines teacher attitudes towards career-related learning wide range of early childhood activities designed and/ (including desired outcomes), the structure of career- or delivered in primary schools to give children from an related learning (including the taxonomy of roles as well early age a wide range of experiences of and exposure to as the activities and programmes provided), and the education, transitions and the world of work. This is part challenges and solutions associated with providing career- of a lifelong career development process. related learning in their schools. In the main report, the Types of careers-related learning in primary education are views of a panel of 25 key experts and thought leaders interested in career-related learning in primary are fully considered within three main areas identified as: captured. Refer to: K TO L IC IN L • Much of the work related to primary education is K https://www.teachfirst.org.uk/sites/default/files/2019-01/ C focused around educational outcomes for young edemp_careerprimary-report_jan2019_v5_indv.pdf people - whether delivered through the provision of supplementary resource in the classroom (reading and Desired outcomes number partners) or as a complementary mechanism The positive outcomes of career-related learning can be to change pupil attitudes about the value of education. distinguished, as Mann et al. (2018) contend, between activities aimed at improving the knowledge and skills of • Provision is designed to enhance children’s children taking part and those designed to influence children’s understanding of jobs and careers - for example, by attitudes and aspirations. In the full report, it is suggested challenging gender stereotyping or illustrating the that certain activities can also be categorised as developing uses of science in employment. children’s social and emotional skills and behaviours. These • In considering enterprise education, engagement can are vital in a child’s development and progression especially be seen to offer means to secure additional learning as they face an often-daunting transition from primary to post- outcomes to the usual diet of provision - providing primary schooling. Evidence shows examples of: improved pupils with the opportunity to explore and practice education outcomes; greater awareness of enterprise and knowledge and skills (such as problem-solving and entrepreneurship; a broadening and raising of pupil career team working) demanded by the modern labour aspirations; increased confidence and motivation; better market.’ (Mann et al. 2018. p.26) understanding of the links between education, qualifications and careers and decreased gender stereotyping; improved This is part of a lifelong learning and career development social emotional skills and behaviours; and improvements in process. This term combines two desired outcomes: attendance and attainment.
• Developing knowledge about work - Learn and explore Good/interesting policies and practices a number of careers, learning pathways and sectors. A total of 17 case studies are detailed in the full report, • Developing skills for work and life - Specifically including 1 example outside of England. The schools within the selected case studies represent a Free School developing non-academic skills such as enterprise Meals (FSM) eligibility ranging from 2% - 50%. Only a skills and social-emotional skills and behaviours that third of the total schools interviewed were located within will benefit their own wellbeing and the wellbeing of a major city. Most of the sampled schools were awarded others. ‘Good’ in their most recent schools inspections and 83.3% of interviewees held a position of ‘Senior Leadership’. Five
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PRIMARY: CAREER-RELATED LEARNING IN PRIMARY SCHOOLS: MAKE AN EARLY START continued
of the schools surveyed were part of, or linked to, a post- There are now exciting plans to roll-out Primary primary institution. Parental involvement is a key challenge Futures across Northern Ireland. We are putting theory and opportunity. Some selected examples of countries into practice and will build a robust evidence-base. targeting parents in career-related learning activities Internationally, interest is strong in national administrations include: Canada (CCDF, 2016), Denmark (Katznelson and and transnational bodies committed to raising aspirations Pless, 2007), and the State of Virginia in Australia (2013). from an early age and addressing inequality and gender
K TO L In N. Ireland parents in the catchment of Ballysally were stereotyping. Interest in part stems from finding cost- IC IN L K C invited to attend the launch of ‘Primary Futures’ - https:// effective solutions to skills mismatch, addressing skills primaryfutures.org/ with over 50 volunteers involved from gaps and drop-out rates in post-primary schooling.
K TO L IC IN industry and education (https://vimeo.com/328662029) A L K C local Council sponsored a ‘Drawing My Future’ calendar to go into every home on the Housing Estate to help raise family aspirations. Here are a few quotes from the References children, teachers and volunteers: Archer, L. (2014). Conceptualising Aspiration, In Stanley, J., Mann, A., & Archer, L. (eds) “I liked when we had to guess “The best part for Understanding Employer Engagement in Education: people’s jobs in assembly” me was when Theories and evidence, London: Routledge - Pupil everyone came to Crause, E., Watson, M., & McMahon, M. (2017). our classroom and Career Development Learning in Childhood: Theory, “I learned that you can told us what job research and practice, In McMahon, M., & Watson, do any job you want if they did” M. (eds) Career Exploration and Development in you work hard in school” - Pupil Early Childhood: Perspectives from theory, practice - Pupil and research, pp.186 -198, Abingdon: Routledge Kashefpakdel, E., Redhill, J., & Hughes, D. (2018). What Works? Career-related learning in primary “Even as staff we were inspired by this event. schools, London: Careers and Enterprise Company It was very engaging and practical. The children & Education and Employers Research, London, gained an insight into the world of work” December 2018 -Teacher Kashefpakdel, E., Redhill, J., & Hughes, D. (2019). Career-related learning in primary: The role of “The children came away knowing you primary teachers and schools in preparing children can be whatever you want and that both for the future, London: Teach First & Education and males and females can do the same job” Employers Research, January 2019 -Teacher
To access the full list of references visit: K TO L IC IN L K https://www.teachfirst.org.uk/press-release/starting- C “I can see this project will careers-learning-primary-schools greatly benefit students “I really enjoyed being a part of this day, See also: participating and help stop K TO L IC IN L K gender stereotypes being seeing and hearing https://www.careersandenterprise.co.uk/research/ C formed- seeing what the the kids. A very career-related-learning-primary-what-works can be" worthwhile day” -Volunteer -Volunteer
Authors Dr Deirdre Hughes OBE, Director, DMH Associates, England, Co-Editor, British Journal of Guidance and Counselling - International Symposium Series and Associate Fellow, University of Warwick IER, and Dr Elnaz Kashefpakdel, Director of Research, Education and Employers Research, London
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POST-PRIMARY 'A Day in the life' of an ETSS Guidance Counsellor
In line with NCGE’s stated strategic objective to provide quality information, resources and materials to support guidance provision and practice, in this issue we have published 'A Day in the life' of a guidance counsellor in a new Educate Together school in Dublin….with all the variety that entails
Stepaside Educate Together Secondary School opened its are in place as facilitators and guides in the classroom. As doors in September 2016. It is a school in its infancy with a Guidance Counsellor, I find this approach serves young endless potential and possibilities ahead. This is the feeling people very well. They are more confident about what they I get walking in to our school each day. People greet each need, they recognise their strengths more readily, they are other with friendly hellos and each day there is something creative learners and they are more reflective in terms of new. I am the Guidance Counsellor here and I also teach their learning and their relationships – skills that will serve Italian, SPHE and Digital Media Literacy (DML). My other them well as they mature into young adults who will be roles include Creative Schools Coordinator, Wellbeing required to make tough decisions and continue to map out Coordinator, Restorative Practice and Mindfulness lead a path for themselves when they leave school. It has also teacher and extra-curricular yoga teacher. Life is busy, but allowed healthy relationships to be nurtured between staff I cherish being in the classroom with all the students – and students, which are valued highly by everyone. currently I teach SPHE to each class in the school and this has allowed me to get to know the students well, observe Guidance in Irish schools, as we know, aims to support the their group dynamics and how individuals themselves educational, vocational and personal needs of all students, manage in the classroom. Having such a varied role bringing us back to this holistic approach to education. invaluably informs my practice as Guidance Counsellor. My day to day in Stepaside will consist of teaching, one- to-one guidance counselling – which could be anything I took up my position in September 2017, just a year in to from assisting a student with subject choice, study skills or Stepaside’s school life. Most young schools don’t employ supporting a student with a more personal matter – liaising a Guidance Counsellor so soon; however at Stepaside with parents and outside agencies, attending care/wellbeing ETSS a holistic approach to education is championed. meetings, organising a careers or wellbeing event, teaching The pastoral is valued highly, relationships are key, and yoga at lunchtime or meeting with the Relationship Keepers the wellbeing of all who enter our school is a priority. We or Creative Schools student committee. The role is varied but are a student-centred school that aims to develop students all centres around one thing – the educational, vocational as critical, confident and independent learners. Teachers and personal needs of all students. Systems in place are
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POST PRIMARY: 'A DAY IN THE LIFE' OF AN ETSS GUIDANCE COUNSELLOR continued
informed by our Whole School Guidance Plan and our plan is guided by Department guidelines, operating around the
K TO L IC IN L model of Guidance for All, Some and Few (NCGE Whole K
C School Guidance Framework) led by me with the support of a very encouraging management team - our principal, Barbara Mulhall was a Guidance Counsellor for fifteen years - and assisted by a wonderfully caring and understanding staff. It’s a very supported and supporting role – management, year heads, tutors, SEN coordinator, class teachers, SNAs and administrative staff all play an integral part in supporting student wellbeing through guidance counselling.
The Guidance plan here in our school is rolled out over the year using a Guidance Calendar that is shared and distributed with all staff and made available on our school website. Key guidance events and activities throughout the school year are included in the plan and incorporated into formal lessons, tutor time, assemblies, scheduled school events and through other informal means. These activities include anything from visiting local feeder primary schools to talk to the 6th class teachers, to psychometric testing, to our Relationship Keepers greeting students at the door to ‘sparkle’ them on a Friday morning, to hosting our very own Careers Event. The calendar organised monthly has a core value assigned to each month that aims to correspond to key school events and national initiatives. This school year our values started with Kindness and Respect – Stepaside’s core who may not always get a chance, to explore and embrace values and something of a mantra in our corridors. Other their talents and be creative. The end-products of all the values include, for example – Cooperation and Inclusion workshops will be exhibited as part of a larger creative arts
K TO L festival that we will host at the end of May – a joint venture IC IN – something we celebrated in November, coinciding with L K
C BeLonG To’s Stand Up! Week in support of all LGBT+ young between our Creative Schools team and another initiative people. This was an event we celebrated in pride – bunting our school is part of – TfaST, which is a programme that lined our corridors, students created a Rainbow Fall which aims to support educators in the development of 21st hung in our main stairwell, and we ended the week with a century teaching and learning practices to meaningfully Pride Day where staff and students could dress with pride integrate into their classrooms learning activities that are if they chose to. team-based, technology-mediated, project-based and cross curricular. Moreover, there is a particular focus on K TO C LI I N Something else that brings lots of colour to life at Stepaside L K teaching and fostering appreciation of cultural diversity C is the Creative Schools programme that I coordinate with and creating awareness related to global sustainability our Deputy Principal, Music and Art teachers and our issues among students in Europe. All skills that are K TO K TO C LI fabulous student advisory group. The World Economic C LI I N I N L L K crucial to an economically and socially sustainable global K C C Forum’s Future of Jobs Report predicts that creativity will future. Other partnerships that the school is involved in be the third most important skill for the workforce of 2020. include the World Wise Global Schools – a programme The Creative Schools programme aims to put the arts and that aims to integrate Global Citizenship Education into all
creativity at the heart of young people’s lives and to enable TO aspects of teaching and learning at post-primary level. We K L IC IN L K the creative potential of every child. In order to achieve are currently the only school in Ireland to hold a Special C this, we needed their voice, so we collaborated with them Passport. We are also a Microsoft Showcase School; this to discover what they see as creativity and what they is an initiative that aims to create technology-mediated wanted us to offer them as part of the programme. To that immersive and inclusive experiences that inspire lifelong end, we are working with a talented parent-actor-director learning, stimulating development of essential life skills in facilitating a drama group who will stage an end of year so students are empowered to achieve more. We hold production. We have also hosted and are hosting several an Amber Flag for our efforts to promote positive mental K TO L IC IN artists, fashions designers, poets and environmentalists to L K health by creating a healthy, inclusive environment that C deliver various creative workshops. The process has been supports mental well-being in our school. We will also very positive and has allowed all students, including those apply for the TA21 Schools of Distinction award this year.
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POST PRIMARY: 'A DAY IN THE LIFE' OF AN ETSS GUIDANCE COUNSELLOR continued
You might be wondering what some of these initiatives social and community-based initiatives, experience and programmes have to do with day-to-day guidance the world of work and volunteering – students will get counselling, but these are integral parts to the students’ opportunities to really throw themselves into life beyond daily school experience. They are school-wide initiatives the classroom, figuring where their strengths, skills and that inform and work in tandem with our whole-school interests lie. Looking beyond TY towards Senior Cycle, our
K TO L IC IN guidance plan – tapping in to the endless potential that all school was delighted to have the opportunity to have our L K
C young people possess, awakening talents, interests and voice heard in the beginnings of the Senior Cycle review, strengths and igniting passions, sewing seeds for bright with both staff and parents getting the chance to reflect futures. Also, important to note that they are not seen as on the necessary changes ahead in our education system standalone and their value lies in informing and supporting that will realistically reflect the needs of today’s students the curricular teaching and learning for students of all and honour that endless potential inherent in each of abilities, along with supporting and championing the them. We look forward to the future with excitement and wellbeing of our students in offering them opportunities to hope, where creativity, individuality, critical-thinking and reach their maximum potential. reflection are a given and students are able to follow their dreams in a system that fully supports them. Mentioning the future, our young school welcomes its first cohort of Transition Year students this coming September, with lots of preparations already under way! One event that has led the way was our inaugural Stepaside ETSS Careers Fair, which saw us welcome IADT, Stillorgan College, BIMM, Intel, Languages Connect, DSPCA, Catherine Martin TD and the Young Greens and Fiona Campbell, Assistant to Senator Neale Richmond. Our 3rd year students were inspired to think about the future and where their interests might lie. Some even signed up to work experience with the Green Party, Senator Neale Richmond and the DSPCA, reflecting on ideas such as which personal attributes or values are essential for success, what important things you learn along the way – all in preparation for the exploration that lies ahead during TY and on in to Senior Cycle. During TY we will continue to work with all our educational partners and
K TO L IC IN will look forward to forging new relationships with many L K C others. We will be teaming up with Careers Portal with which students will build their own individual career K TO C LI I N profiles using the tailor-made online platform. We will also L K
C visit Zeminar – an amazing social enterprise that supports the development and well-being of young people. We will also host numerous guest speakers, be involved in various
The Author Alice O'Connor is the Guidance Counsellor at Stepaside Educate Together Secondary School. Before that, she worked in CBC Monkstown, where she spent three years in the role of full-time Guidance Counsellor. Previously, Alice worked in St. Mac Dara’s Community College in Templeogue teaching Italian and Guidance, in Newpark Comprehensive teaching Guidance and Life-Skills and in Larkin Community College teaching Italian and SPHE. She also taught Italian in Rutland NS to the 6th class students as part of the Modern Languages Primary Initiative from 2008-2010. Three years after qualifying as a teacher, Alice undertook the NUI Maynooth Certificate in Counselling Skills in 2010 and then went on to complete the M.Ed. in Guidance and Counselling in Trinity College Dublin between 2011 and 2013. Alice is also passionate about Yoga and Mindfulness and is a trained MiSP Teach .b
facilitator and Yoga Alliance trained Teen Yoga Teacher. K TO L IC IN L K
C You can follow her on Twitter @SETSSGuidance or contact her on [email protected]
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POST-PRIMARY Step by Step approach to Whole School Guidance planning (CPD)
K TO L IC IN L K In 2018, NCGE carried out a training needs analysis with guidance counsellors in schools. One need C immediately identified was supporting schools with whole school guidance planning.
K TO L IC IN L Following the success of the pilot project - ‘looking at whole K
C school guidance in junior cycle’ and the November 2018 Dissemination Conference, NCGE developed such a CPD day to support schools - using a step by step approach in guidance planning - incorporating the resources developed during the pilot.
Given the various types of schools in Ireland, from DEIS to private schools, urban and rural schools, Community and Comprehensives, Education Together, Voluntary Secondary and ETBs, it would not be viable to develop a one size fits all template for guidance planning to suit the requirements of guidance in all schools. However making use of the Framework can provide school management and guidance counsellors with the opportunity to review the current guidance provision in their school.
Three initial CPD days took place in April and early May 2019 in Dublin, Mullingar and Cork. By considering the
K TO L continuum of support model of Guidance for All, Some and IC IN L K C a Few, the whole school guidance wheel, and the Presentations were also delivered by a school in each of guidance learning outcomes of Developing Myself, Dublin, Midlands and Cork regions from some schools Developing My Learning, Developing My Career Path, involved in the NCGE pilot in 2018, detailing how the schools had the chance to think about what they are Framework has been used to develop different projects already providing, which school staff are involved, and in each school. Finally sharing their own experiences and where the gaps in guidance provision in their school networking with colleagues, learning from each other and may exist. 22 BACK TO CONTENTS PAGE GUIDANCE MATTERS • ISSUE 2 • SPRING 2019
POST PRIMARY: STEP BY STEP APPROACH TO WHOLE SCHOOL GUIDANCE PLANNING (CPD) continued
K TO L IC IN L K C learning about the NCGE online resources available also In identifying one action to take back to the school, one provided participants with the chance to reflect on their deputy principal noted that they will “acknowledge more own good practice. what we are already doing well”
Schools agreed that a follow up CPD session with NCGE In support of additional schools, NCGE will provide 4 more in 2019-2020 would be welcome to “check –in” and gain “step by step” regional events throughout September and further supports. October 2019. If you are interested in attending please notify us (and advise of your preferred location) by clicking Some quotes from those attending included the last link in the box below.
“excellent to have these Key online publications and supports conversations between management and guidance” “I now have a better NCGE - A Whole School Guidance Framework understanding (2017) - Deputy Principal K TO L IC IN L K of whole school C NCGE WSG Framework: Resources guidance and learned how to plan more WSG - Future CPD Registration Form effectively” “very practical and well - Deputy Principal balanced approach. Application to what is happening on the ground” - Guidance Counsellor
“ the framework is a very useful guide to the work of guidance counsellor and whole school guidance planning – it is a process and needs time to be developed” - Guidance Counsellor
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FURTHER EDUCATION AND TRAINING
An exploration of guidance in FET - Social Inclusion - from policy to practice
Practice in FET Guidance Counselling is characterised by the commitment of Guidance Counsellors and Guidance Information Officers to the provision of quality Guidance services for their clients, including those adults and young people for whom education and training has been a challenge; persons who have arrived to Ireland seeking a new life; low income families and individuals; single parents, early school leavers and persons with disabilities. All in all, guidance counselling in FET is underpinned by the desire to support people in trying to understand themselves and their choices better, providing support on how to make informed and useful decisions and how to overcome challenges and to engage their own capacities and motivations. Guidance Counsellors and staff in FET share one unifying bond, the commitment and prioritisation of the needs of the client. That bond is such that policies and strategies can seem very distant. In the following article, in an effort to cut through the fog, we highlight and explore some of the most relevant existing and developing strategic initiatives and research relating to Social Inclusion that it would be beneficial for practitioners within FET to be cognoscente of.
K TO L IC IN L K
C The SOLAS Skills and Labour Market Research Unit to acknowledge the ongoing challenge of incorporating and (SLMRU) provides research, data and analysis for SOLAS integrating local and national policy priorities and strategic K TO L IC IN L K and the Expert Group on Future Skills Needs (EGFSN) planning impacting FET/AEGS Guidance provision NCGE C The SLMRU suggest that there are over 40 policies that decided to address this challenge at an AEGS CPD
K TO L IC IN have an impact on the FET Sector in relation to inclusion. programme in Spring 2019. More information about this L K
C CPD is provided in a following article. The development of such policies and strategies for the delivery of Guidance can often be seen as just too far Given the range of FET provision, this sector could be well
K TO away from the needs of the client, the learner, the young described by any range of ‘social inclusion’ targets – the C LI I N L K person – too distant from the urgency of delivery and the SOLAS Progress Review of the Further Education and C day to day ‘knock on the door’, the email or worried phone Training Strategy 2014 – 2019 published in June 2018 call from someone who needs and deserves time and the suggests that: commitment from the Guidance service. Recognising this significant reality, NCGE offers support to Guidance ‘The nature of the FET sector is itself complex and Counsellors and service providers in FET by promoting wide-ranging and must cater for a diverse range understanding, knowledge and engagement with social of social, economic and demographic learner inclusion policies and strategy developments from a range cohorts.’ That report also notes the need for: of Government Departments and agencies. ‘Policy and vision for the FET sector and need for the Department to establish a clear policy position As part of these efforts, and to learn about the range and if they are to realise the wider ambition to adopt a reach of policy development and strategy statements, and whole-system approach.’
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FURTHER EDUCATION & TRAINING: AN EXPLORATION OF GUIDANCE IN FET - SOCIAL INCLUSION - FROM POLICY TO PRACTICE continued
The challenges, barriers and client needs being managed from attending, remaining within, and/or employing by FET Guidance Counsellors and services across FET the FET education they have completed to its feature in the SOLAS commissioned Amárach Research maximum benefit. This research expounds the
K TO L report of June 2017, ‘Specific Aspects of Further voice of educators, clearly representing a group of IC IN L K C Educations and Training (FET) Provision and Barriers to passionate professionals who are keen to provide Participation in FET Programmes’ further input into the development of FET courses derived from the first-hand experience …’ That research was undertaken with respect to several main themes: In relation to Guidance in FET this study concludes; • motivational/dispositional barriers ‘When appropriate guidance is absent or • economic barriers unavailable, this has a direct negative impact • organisational barriers and on learner satisfaction, engagement and course • informational barriers completion… For example, individuals struggling with mental health problems or alcohol or substance While the report seeks not only to better detail the familiar abuse problems require additional guidance/ economic barriers that face those interested in participation counselling supports beyond the academic and in FET, it also strategic guidance needs of a learner, regarding ‘extends the examination of these barriers further course choices or potential career paths’. to examine nuanced socio-cultural barriers. This This will not be ‘news’ to the committed FET guidance illustrates that economic barriers alone do not tell services and counsellors around Ireland. K TO C LI the entire story… The goal is to support active I N L K
C inclusion across FET provision. An action item In the NCGE Management of Guidance Committee’s associated with this objective is to ensure equality of response to the Indecon Review of Guidance Services, opportunity and access to FET and equal treatment Tools and careers Information report, the NCGE MGC of learners by identifying strategies to address welcomed that report’s reflection on barriers to the participation of specific groups who ‘the need for effective and inclusive career are experiencing socio-economic exclusion and guidance policy and strategy at a national level,’ distance from education and/or the labour market. while identifying the challenges emanating from These groups specifically include the under 25’s, the ‘disparate nature of policy, practice and funding the long term unemployed, people with disabilities, provision in guidance’ and the ‘acknowledgment and members of migrant communities.’ that this current status can “result in problems of These 'groups’ are the specific target groups of the co-operation and co-ordination.’ K TO L IC IN L K Adult Education Guidance Services, and they are the C As far back as 2012, Social Justice Ireland (SJI) published FET learners who need dedicated supports. They are a review of the social inclusion aspects of Ireland’s the clients, learners and groups who avail of guidance National Reform Programme in the context of the Europe support from Adult Education Guidance Services every 2020 Strategy suggesting day across Ireland but they are also learners that Guidance Counsellors in Colleges of Further Educations and in PLC ‘… it is clear that building a stronger Social EU is provision meet, the learners seeking support from Youth both a necessary investment to support economic Reach – CTC Advocates and Guidance Counsellors, growth and underpin free movement and an people who arrive at the door of Guidance Counsellors indispensable requirement to ensure the EU’s
in community settings, or are availing of education and K TO L continuing political legitimacy’ (Frazer et al, 2010). IC IN L K training in Training Centres. The report further names C The SJI review focused on the Europe 2020 Strategy K TO ‘Institutional / Societal barriers: Societal, or LI and the Irish National Reform Programme prioritizing IC N L K extrinsic, barriers… those which stem from outside employment, education and poverty and social exclusion C the individual. In the context of FET, they can be as needing national approaches and strategy development categorized into three distinct groupings: economic – calling for a: or social welfare issues; organisational issues; and information and guidance issues… (there can be) ‘long-term policy response, which would encompass deep-seated socio-cultural barriers (among these alternative approaches aimed at ensuring that cohorts) which prevent members of these groups people have alternative means to acquire the
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FURTHER EDUCATION & TRAINING: AN EXPLORATION OF GUIDANCE IN FET - SOCIAL INCLUSION - FROM POLICY TO PRACTICE continued
skills required to progress in employment and The seasonally adjusted unemployment rate for men is to participate in society… Education is widely 5.4pc and it is 5.5pc for women. There are 70,500 men recognised as crucial to the achievement of both out of work and 60,800 women. Alarmingly, however, national objectives and those of the Europe 2020 Youth unemployment among those aged 15 to 24 stands strategy such as ‘smart growth’ and ‘inclusive at 13.4pc. While the Central Bank has predicted that growth.’ However, the overall levels of public the economy will hit ‘full employment’ this year, the funding for education in Ireland are out of step with continuing drop in unemployment continues to see little these aspirations, particularly as regards under- improvement in areas of significant deprivation - the funding of early childhood education and care, entrenched unemployment ‘black spots’. Once again, and in the areas of lifelong learning and second- those living ‘on the margins’ are increasingly vulnerable chance education – the very areas that are most and social inclusion must again be a priority. vital in promoting greater equity and fairness.’ The promotion of cooperation, collaboration and
K TO L IC IN Fast forward to 2019, and a recent report from the communication regarding guidance policy, strategy and L K C CSO (Irish Independent article - May 2019) indicates practice development remains significant to efforts to that Ireland is moving closer to full employment as the manage these challenges. Continued and enhanced number of people out of work fell by over 6,000 in the provision of impartial, accessible, informed, accountable, last year. The employment rate stood at 5.4pc last month flexible, dynamic and professional Guidance in FET to – down from 5.6pc in February. 131,300 people were meet the challenges of social inclusion will remain vital. out of work showing a 6,200 drop since March 2018.
K TO Additional resources of interest C LI I N L K
C In February of this year, the Irish Human Rights & Equality Commission launched their Strategy Statement 2019 – 2021
K TO C LI (the independent state body providing expert advice on disability policy and practice I N The National Disability Authority L K
C to Government, and promoting Universal Design in Ireland) refer to guidance in their ‘Comprehensive Employment Strategy for People with Disabilities’,
K TO L IC IN L K NALA and An Cosan VCC are developing valuable online and blended learning options for adults which match C objectives named in the SOLAS TEL strategy (Technology enhanced Learning in further education and training 2016–2019).
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FURTHER EDUCATION AND TRAINING CPD for Staff of Adult Education Guidance Services
Through the provision of careers and education information via one-to-one guidance, group guidance and more, guidance services in Further Education and Training have an important role in facilitating people access to resources (material, cultural and social) that promote and endear social inclusion. Equality and human rights are at the very heart of Guidance provision, social inclusion is therefore the pulse of Guidance, and as we await developments on the development of the FET Guidance Strategy it seemed that Guidance service staff would benefit greatly by hearing about ongoing policy developments in the area of social inclusion.
In November 2018, Andrew Brownlee, Executive Director • Ivica Milicevic and Robert McCulloch, SOLAS Strategy and Knowledge, SOLAS, made a presentation on K TO L • Mary Kenny, EAL & ESOL Development Officer DDLETB IC IN L K C Social Inclusion in FET and Guidance at the (NCGE hosted) • Livia Bartolome, Business in the Community Ireland National Forum on Guidance. At this time, NCGE felt that • Rory O’Neill, Irish Refugee Council K TO L this was a very useful policy based piece and that it was IC IN L K C vital that AEGS Guidance Coordinators and Counsellors • Marion Wilkinson, National Disability Authority had the opportunity to learn about SOLAS policies and in • Donal Rice, Centre of Excellence for Universal Design particular any Social Inclusion policies. NDA
K TO L The Social Inclusion priority was further highlighted by IC IN NCGE invited Dr. Ebun Joseph to further facilitate the L K C news of the February 20919 launch of the IHREC Strategy events – Dr. Joseph was very warmly received by AEGS Statement 2019 – 2021. Coordinators and Guidance Counsellors and we will be K TO L IC IN L K engaging with her again in the future! C (See also - https://www.ihrec.ie/about/strategicpriorities/) Adult Guidance Services continue to be covered by the With speakers from various areas of policy and practice part K TO C LI I N relevant operational guidelines which state: ‘AEGI targets of the purpose of this CPD programme was to support AEGS L K C individuals and groups that experience particular and acute Guidance staff in sharing knowledge, expertise and practice. barriers to participation and are more difficult to engage in The events were a reminder of the challenges to sincerely the formal learning process.’ Social Inclusion is therefore inclusive practice; and the need for useful collaboration and already an expectation and notable feature of the AEGS necessary cooperation between services in this crowded model of Guidance provision. landscape where many agencies and services may be working on behalf of different Government departments Between the 26th and 28th of March 2019 therefore, NCGE and associated policies, strategies and priorities. FET delivered CPD under the theme 'Social Inclusion Policy & Practice - Informing an Integrated Model of FET Guidance'. 73 Guidance Service staff from AEGS nationally attended This considered ongoing SOLAS & DES Policy developments the CPD days, and evaluations confirm that the days were and their implications for impartial FET guidance services, well received. including access & delivery. It also provided consultation and Presentations from the day are now available on the NCGE networking opportunities with diverse groups with relevant FET Guidance Handbook K TO L perspectives on social inclusion. IC IN L K https://www.ncge.ie/FET-guidance-handbook C NCGE FET secured the following speakers who contributed over the course of the 3 days
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EUROGUIDANCE An update from
Euroguidance Ireland IRELAND NCGE hosts the Euroguidance Centre for Ireland. Euroguidance supports the competence development of the guidance community on the European dimension of lifelong guidance through a network of national resource and information centres for guidance in 34 European countries. Its main target group consists of guidance practitioners in education and employment, among them professionals who provide information and guidance on international learning mobility to end-users seeking studying and training opportunities abroad. The Network is co-funded by the European Commission, through the Erasmus+ programme, and in Ireland by the Department of Education and Skills. In the following articles, we outline some recent and ongoing activities coordinated by Euroguidance Ireland including hosted study visits, regular attendance and contributions to Euroguidance network meetings, ongoing developments of the school based programme ‘Euro-Quest’, guidance support provided to Irish students in the European Schools and the promotion of educational mobility at conferences and exhibitions in Ireland and abroad.
European Guidance Study Visit in February 2019 From 19 – 21 February 2019, Euroguidance Ireland hosted a study visit on 'Exploring the challenges of providing meaningful guidance in a multicultural context in the Further Education and Training (or VET) system in Ireland'. It was open to guidance practitioners across Europe and promoted discussions on the theme in a wider European context. This study visit focused on the Further Education and Training (FET) system in Ireland (combining what is adult education and known as Vocational Education Training (VET) in Europe) K TO L IC IN L K with particular reference to upskilling and 'The New Skills C Agenda'. Participants were from Estonia, Luxembourg, Belgium (Dutch speaking), the Czech Republic and Romania. The study visit was based in the National Centre for Guidance in Education (NCGE) and included a number of site visits to guidance related services in the Dublin area. All the participants were impressed by the continuous There was an information sharing session where the references by staff and students alike to the National K TO C LI Framework of Qualifications and how embedded it is in I N L participants offered their knowledge and experiences of K C multicultural guidance through short presentations on the Irish education system. The ENIC-NARIC process their guidance systems and practice in their countries. was discussed at intervals throughout the study visit This provided an opportunity to reflect on the similarities and how important it is as a supportive guidance tool for and differences in guidance provision between European multicultural clients. The group felt that they received an countries and some of the challenges which emerge. excellent overview of guidance in the Further Education and Training area in the national context in Ireland. There was a reflection workshop session on the final afternoon They commented that the presentations from NCGE, in NCGE for the visiting group to think about and evaluate the Euroguidance, QQI, AEGS and Community Education large range of presentations and site visits which they had together with group discussion provided them with ideas experienced during their visit. They were invited to identify their and inspiration to continue the development of guidance own beliefs and assumptions. In their groups they shared their practice in their countries. reflections on how they might work with the challenges and practice issues in providing guidance in a multicultural and More information and all presentations can be viewed at K TO L IC IN https://euroguidance.ie/study-visits L upskilling context in their national contexts. K C 28 BACK TO CONTENTS PAGE GUIDANCE MATTERS • ISSUE 2 • SPRING 2019
EUROGUIDANCE: AN UPDATE FROM EUROGUIDANCE IRELAND continued
Euro-Quest update
Euro-Quest is a programme designed to motivate Transition Year students to consider education and training opportunities across the EU. It is an online course which • Provides an overview of Europe • Gives examples of students studying abroad • Looks at the practicalities of living in Europe • Encourages students to research their own study abroad course options
In the context of a whole school guidance approach, Guidance Counsellors, Transition Year Coordinators and Transition Year teachers are encouraged to collaborate in its delivery across a range of subjects linked to the common theme of Europe.
Euro-Quest is an online course accompanied by a student workbook designed to get Transition Year students thinking about studying abroad. Before they make their final decisions in 6th year, it is a good idea for students to consider if the courses they are interested in incorporate some study time in Europe. Some options might include Erasmus+ programmes which are offered for a period of a couple of months to a year in another European institution, or other programmes such as language exchanges or apprenticeship training in Europe. Transition Year is the ideal time for students to research the possibilities and investigate which Irish colleges are partnered with other European educational One perceived barrier which often prevents students institutions. from considering study abroad is their competence in language. They fear that they might not manage in For students who wish to do their full degree abroad, France if their French is not fluent, but this is rarely there are many options, which can be sourced through the case because all European countries have a good K TO L IC IN L K each country’s website and through the Euroguidance C working use of English and more importantly, many of Network across Europe. the university courses open to international students One recurring question from guidance counsellors and are taught through English. Some European universities students is about where to source funding, and the good actually offer all their undergraduate or postgraduate news is that the Erasmus+ programmes are funded by courses through English. the EU Commission with financial supports for relocation Euro-Quest is currently being piloted in 15 post-primary and additional small monthly supplements. Many do schools in Ireland and NCGE Euroguidance staff members not realise that if a student qualifies for a SUSI grant are visiting the schools to get feedback from students, in Ireland, that grant is portable along with additional guidance counsellors and Transition Year Coordinators. funding support through the Erasmus+ programme. Their feedback is being incorporated into improving the There are scholarships available from different European programme and once the pilot is completed, evaluated universities, but these are not always evident and need and revised, NCGE will make it available as a resource to to be searched for in university websites. It may take a schools in the next academic year.
little time, but the rewards are worthwhile. K TO L IC IN L K Further information is available on this link: C https://euroguidance.ie/euro-quest
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EUROGUIDANCE: AN UPDATE FROM EUROGUIDANCE IRELAND continued
Euroguidance Network Meeting
K TO L IC IN Euroguidance Ireland continues to participate in Euroguidance Network activities. A Euroguidance Network Meeting was L K
C held in Bucharest, Romania on 9/10 April 2019 and was attended by Euroguidance Officer, Hazel Stanley and NCGE Communications Officer, David Cullen. This meeting brought together the representatives of Euroguidance centres across 34 countries. These Euroguidance Network meetings provide an • The European Dimension in Guidance; providing opportunity for the host country to showcase their information and advice on mobility, by collecting guidance systems, on this occasion the Romanian Ministry resources and practices on mobility for guidance of National Education gave an overview of guidance in the professionals education system in Romania and there was a presentation on new ICT tools for Guidance. • Competence Development; exchanging experiences and supporting the collection of good guidance The Euroguidance network was also updated by the practices across Europe and providing peer learning European Commission on the progress of the ongoing activities European Study on Lifelong Guidance which will survey and report on the progress of Lifelong guidance policy • Information Provision and Communication; promoting
K TO L and updating information, meetings and events IC IN L and practice in the EU. There was also an update on the K
C latest developments related to the Europass Decision and through websites and newsletters and adopting a new in particular the developing Europass portal, which will Communications strategy
K TO L IC IN L include the Learning Opportunities and Qualifications in K C Individual members of the network from each of the 34 Europe portal (formerly known as Ploteus) member countries agreed to participate in at least one of Following on from the previous network meetings in these working groups and assisted in generating revised Bradford in April 2018 and Reykjavik in October 2018 work plans incorporating a common vision, an outline of assisted by a sub-group interim meeting in Tallinn, the opportunities and challenges and common conclusions network members agreed to restructure its operations. and next steps. A Steering Group was established alongside three new The next Euroguidance Network meeting will be held in working groups based on the core strategic objectives of Helsinki in the autumn of 2019. the network.
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EUROGUIDANCE Learning by Leaving Conference 2018
A key role of Euroguidance is to connect with other networks nationally and across Europe. Euroguidance Ireland participated in the Learning by Leaving in conference in Germany in November 2018, presenting a poster as part of a poster exhibition showcasing current activities in Ireland.
Learning by Leaving conferences are joint conferences of guidance counsellors; guidance processes; the between the European mobility services of Euroguidance, assessment of skills developed by target groups and the Eurodesk, Europass and EURES. These conferences have certification of mobility experiences. Questions such as the aim of furthering closer cooperation and networking “How is information shared among the networks?”, “Which between these services through exchanges of information, competences do counsellors need to successfully counsel best-practices and peer-learning. By sharing innovative target groups?’’ or ‘’ Which innovative tools exist to certify practices and tools as well as quality information, this acquired skills?’’ were vividly discussed during workshop ensures that learners and workers across Europe are sessions. Euroguidance staff contributed to the sessions provided with the appropriate information, guidance and with workshops on the development of inter-culturalism competences before and when deciding to go abroad. and identity, the guidance concept “Guide my way” (e-ways The Learning by Leaving conferences themselves offer for competence development of guidance professionals) workshops, plenary sessions and other networking and finding the right balance between virtual and personal activities related to mobility in Europe. guidance.
Learning by Leaving 2018 Sharing of good practice The 2018 conference took place in Cologne, Germany on All of the attending countries presented examples from 19-21 November 2018 on the initiative of Euroguidance their own countries. Showcasing good practice examples of Germany, bringing together the German Euroguidance, their inter network cooperation at national and/or European Eurodesk, Europass and EURES centres. From 25 level during a poster exhibition in three rooms. European countries over 100 experts in the field of mobility guidance converged to create and develop synergies to Key Lectures increase the quality of guidance service provision. The opening speech was by Dr Wolfgang Müller, the Managing Director for European Affairs in the Federal Conference themes Employment Agency of Germany on European mobility Some of the themes of the conference related to the role of followed by the keynote speech ‘Youth on the Move?’ by guidance in a fast changing world and determinants for the Dr Birte Nienaber, Professor of Political Geography from promotion or prevention of mobility. Participants obtained the University of Luxembourg which focused on the results information about the latest developments in initiatives of the H2020 MOVE Project “showing hindering as well as regarding mobility at European level from the European fostering factors for young people to become either mobile Commission. or to stay put.” Participants also exchanged their thoughts on the Upcoming Changes in the EURES-Network was presented five thematic areas of the conference: motivation and by Andrea Reichel, DG Employment, Social Affairs and information of target groups; training and qualification Inclusion in the European Commission and Gheorghe
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EUROGUIDANCE: LEARNING BY LEAVING CONFERENCE 2018 continued
Kraszuk from the DiscoverEU Campaign at Eurodesk situations and mobility experiences. It looked at how to Brussels presented on the progress of that project. create and apply an open badge system and discussed how a joint open badge structure could be created for the William O’Keeffe from DG Employment, Social Affairs four networks. and Inclusion in the European Commission updated the conference participants on developments in The Europass E-ways for competence development of guidance Decision and Professor Marc Wilhelm Küster, Head of professionals offered an insight into the use of ICT for the Sector Youth Communities management and support in competence development of guidance professionals in DG EAC’s Youth, Volunteer Solidarity and Traineeships the context of guidance and mobility, investigating how Office gave the final overview of the Learning by Leaving the international dimension in guidance can be supported Conference with particular reference to YouthPortal, through ICT tools.
K TO L YouthPass, Europass European Solidarity Corps and IC IN L All workshops can be accessed here: K C Erasmus, looking to the future. https://learningbyleaving.eu/allgemein/documentation/
K TO L IC IN L K All speeches can be accessed here: C Conclusion https://learningbyleaving.eu/allgemein/documentation/ Overall, the Learning by Leaving conference enabled the Workshops members of the four networks to exchange ideas, engage in peer-learning and establish cooperation across networks There were over 10 workshops provided across a range of and countries, assisting in ensuring that learners and interesting topics, including: workers in Europe are appropriately informed and guided The workshop on Information and motivation campaigns before and when deciding to go abroad. on mobility and mobility networks looked at how all four networks are working in the field of information and took a closer look at how the different campaigns could combine Coming together is the beginning. into a joint campaign on learning mobility within the four Keeping together is progress. networks. Working together is success.
Online badges – a creative tool for the certification of - Henry Ford mobility experiences explored how the system of online badges can be used in non-formal or formal learning
If you have any queries in relation to any of the Euroguidance content
published here, please e-mail K TO L IC IN L K [email protected] C
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HIGHER EDUCATION The importance of subject choice
Each year about 60,000 Irish students will have to pick their Leaving Cert subjects before they even complete the Junior Cycle while others may have the luxury of Transition Year to choose their subjects. On average, students are about 15 years of age when trying to decide on subjects that have long term effects on their career paths and college courses. The author, having worked at both second and third level, highlights the implications of choosing the wrong course because students did not give enough time and research into the subject choice decision making process during their initial years of second level education.
K TO L IC IN L Unfortunately, according to the latest Career Guidance K with these options. If a student does find themselves in C Review, guidance counsellors estimate that only 26.3% of this situation, they should book an appointment with their Irish students have received Career Guidance Information Career Centre Adviser for Individualised advice. during Junior Cycle (see table p.vi of report). Subject Subject choice is influenced by many factors but choice can have unintended negative consequences as the predominately by parents, Guidance Counsellors, teachers, wrong subject choice can block certain career pathways, peers and of course the subjects offered in the schools. It but this may not become apparent until 6th year when is important that each student carefully researches what students realise they don’t meet the Matriculation subjects they are good at and what they enjoy. Junior Cycle results or specific College requirements when filling out their or even DAT scores may indicate what a student is good at CAO form. Dropping all science subjects or all European but again the Junior Cycle results may not be available at Languages is a common irreversible mistake and would the time of choosing subjects. Being good at a subject is be very limiting in terms or Career choice. If students are an important factor however it is crucial that the student unsure about the path they wish to take perhaps students also likes the subject they are choosing as it can be hard to should choose a variety of subjects from the different study a subject that you do not like. subject groups to keep their options open for as long as possible but again this is not ideal as choosing a subject From the review it is evident that some Guidance just to keep your options open is not the wisest move. Counsellors (in post primary schools) simply do not have the time to have the 1 to 1 conversation (see P27 of report) In the Guidance Review, an alarming 21.3% (see table 3.3 about subject choice and the student sometimes must of report) of Irish students reported that they only started make the choice alone. Ideally, second level students thinking about their careers at third level. Very often should try gather as much research during their timetables students can sometimes find that their subject choices in career class and attempt to do as much research on their degree are sometimes limited and they don’t meet the subject choice and career pathways as possible before requirements or don’t like the subjects they have picked discussing this with the Guidance Counsellor. The and now confused about what career to invest in because Guidance Counsellor can then verify and validate the they get locked into studying subjects they don’t like. For results and information of their research, guiding them example, in general unnominated degree subjects such as to make the best possible informed decision. There is a Arts, Science and Commerce to a lesser extent there are lot of readily available Information on-line, but many on- certain subject that would not be available to students who line psychometric results can be misinterpreted. On-line have not studied certain subjects to their leaving cert. Many tools should complement the knowledge of the Guidance third level students fail to engage with Career departments Counsellor and not replace them. at third level and Career advisers could possibly help 33 BACK TO CONTENTS PAGE GUIDANCE MATTERS • ISSUE 2 • SPRING 2019
HIGHER EDUCATION: THE IMPORTANCE OF SUBJECT CHOICE continued
So what can students do for themselves with regards to within these companies. There is a full list of companies subject choice research? here however students would need to also check the
K TO L IC IN specific company. A list of open days for universities L K • The NCCA has several very useful on-line resources to C and Organisations can be found here Careers Portal TY allow students to explore their subject options and go Company days through the Career decision making process and figure K TO L IC IN L K NUI Galway organises the Galway Science and C out what is the best option for them NCCA Subject Choice Aid Technology fair which sees many companies such as Medtronic, SFI Discover, Boston Scientific, Cisco, • Researching college courses is essential. This can Galway Local Enterprise Board, NUI Galway, GMIT, be done through specific college websites or the Hewlett Packard Enterprise, Fidelity Investments, CAO. Qualifax is very useful as it highlights all the Creganna Medical, Merit Medical, IDA Ireland, Galway Matriculation requirements as well as all the post K TO C LI County Council, The Marine Institute, DHKN, Aerogen, I N L K graduate requirements for every course in Ireland for C every course in Ireland. www.Qualifax.ie Electronic Concepts, Údarás na Gaeltachta and Enterprise Ireland talking to students and setting up • Researching subjects and how subjects are examined games and exhibitions giving TY students a real insight
in the Leaving cert can help a student decide if they K TO into the work these companies do. C LI I N L K would be suited to this subject. Is there an Oral exam C or a project or a portfolio or a field trip as part of the • Explore PLC options through www.fetchcourses.ie
assessment process? Students should look at previous and for subjects needed for apprenticeships see K TO L IC IN L K exam papers, the results break downs as well as chief www.apprenticeships.ie C examiner’s reports. It is also useful to know what It is important to note that all is not lost if a student percentage of students take higher and ordinary and K TO C LI chooses the ‘wrong subject’. There are many alternative I N L K what the general results are like. All of this Information C is available on the Stateexaminationscommission.ie Career Pathways in which a student can carve out a career which they have not previously studied. This can • Students should also attend specific open days and talk be achieved through completing a graduate programme, K TO L IC IN L K C to Course directors early on. Most of these talks and work experience or a postgraduate course and this is what Open day sessions can be found at www.Qualifax.ie the Careers Office in third level institutions specialised • Speaking to past students from the year ahead is very in. However, many students would save a lot of time and helpful as it gives a great insight into what the subject money in the long term if they thoroughly researched their and course is like! Current students can be found subjects and got to know what their interests, strengths and through LinkedIn or through school Facebook pages. values were and choose ‘the right subjects’ which matched their interests, strengths and values. • TY if used wisely is one of the best ways to experience certain jobs and careers and to attend Career events. Fortunately, there is a lot of good quality career Information The work experience and volunteering that students available from a variety of sources, but it is how students participate in allows students to speak to people explore and interpret this information that makes a already in their chosen career giving them a glimpse significant difference in their Career Pathway. While the into the variety of skills and competencies required for most recent Guidance review is a great initial step more different roles. needs to be done to ensure that Individual Career advice is • Some careers involve working in certain companies and available to all Irish students before they make their initial now more and more companies are running open days subject choice. giving students a chance to experience certain careers
The Author Claire Murphy is graduated from NUI Galway with a BA in Languages and an M.A in Translation Studies. Claire then went on to study the Higher Diploma in Education in UL before teaching for many years at second level. Claire also worked in learning and development in private industry before pursing an MSc in Guidance and Counselling from Trinity College, Dublin. Claire joined the Career Development Centre in early 2018. Claire currently has the responsibility for providing career guidance, career education and career guidance learning to the College of Arts, Social Science and Celtic Studies in NUIG. Claire is a member of the IGC (Institute of Guidance Counsellors) and a Member of AHECS (Association of Higher Education Career Services).
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HIGHER EDUCATION UCC Works Award
The development of personal, social and career related skills also includes transferrable skills developed through work experience and volunteering. This first article, from University College Cork, makes it clear that by focusing on formal/informal, local/global community connections, collaborative projects and relationships - student's graduate attributes and employability goals can be advanced.
The initiative has positively addressed Priority 4 of the K TO L Introduction IC IN L K C The UCC Works Award (www.ucc.ie/careers/uccworks) UCC Academic Strategy which facilitates students’ is a professional skills development programme in development of core values and graduate attributes. University College Cork, and demonstrates that students All academic disciplines from the 4 UCC Colleges are have engaged in, and developed professional skills connected. through extracurricular activities and work experience, all Creating Partners of which will help them to stand out from the crowd when applying for graduate roles and internships and will help We set out to formalise a partnership with Campus Engage them to develop graduate attributes whilst transitioning to extend the range of volunteering and work experience through university. for students and to facilitate application to opportunities online which enrich their portfolio of soft skills, civic roles, TO After engaging in the experience students reflect on the K L personal development and employability skills, using IC IN L K skills they have developed and learn how to articulate transdisciplinary approaches. Studentvolunteer.ie/ucc C these skills to employers. They do this by writing a is our one stop online-system where students can view, Reflective Report and preparing their CV which are both apply, register and track their progress, complete their assessed, before receiving the award at a formal awards Reflective Report, and apply for a certificate, all on the ceremony in the spring. same portal.
Students receive official recognition for taking part in We have many internal university partners within Student extracurricular activities through a variety of roles in four Experience units, such as UCC+, Mature Students Office, different pathways: Internships, Volunteering, Student Clubs and Societies, as well as a whole host of on-campus Life and Entrepreneurship and Innovation activities. internships with professional services and departments, such as the Radio Station 98.3FM, the Glucksman Gallery, The UCC Works Programme is now in its seventh year the Granary Theatre, and academic departments. at University College Cork, and has become widely recognised by employers. Participation rates by students Students also gain experience with various internal in the programme have doubled in the last two years. organisations such as The Community-Academic
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HIGHER EDUCATION: UCC WORKS AWARD continued
Research Links initiative, Chaplaincy, UCC Friends of skills through submission of a reflective report to MSF Society, the Health Matters initiative, UCC Peer demonstrate some of UCC’s key graduate attributes. Assisted Student Services and Niteline, UCC PLUS+ • Participation is a great way to get to know more Homework Clubs and UCC Skills Centre. people from different backgrounds so enriches This year, students have volunteered with many external internationalisation. partners as well. Our many networks include civic and • Students can actually learn new skills which will not social organisations such as Age Action, Big Brother Big only benefit their professional life, but gives them a Sister, Chernobyl Children's Trust, The Cope Foundation, chance to develop further their career. Cork ARC Cancer Support House, Cork Life Centre, Penny Dinners, Friendly Call, Habitat for Humanity From September 2018 to March 2019, 426 students Ireland, Helping Hands Homeless Action Group, The university-wide, across all disciplines have engaged with Hope Foundation, Pieta House, The Rainbow Club, Scala the UCC Works Programme, all completing and presented Cork and Suas Educational Development. 558 UCC Works Awards and UCC Digital Badges. These micro-credentials can be displayed on students’ What’s in it for students? e-portfolios and LinkedIn. • Students learn from community which enhances UCC actively encourages students to graduate with academic learning and builds graduate attributes a rounded set of skills and experience as well as their and skills while contributing to the capacity of degree, and students’ can now evidence this as part of communities. the new UCC Graduate Attributes Programme. • Students are provided an opportunity to demonstrate their skills and knowledge, get some real-life experience and at the same time the local community The Author inside and outside UCC benefits. Eleanor Donoghue, Graduate Attributes Programme Manager, University College Cork • Participation in the UCC Works Programme allows See page 38 for details about Eleanor students to articulate they have developed transferable
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HIGHER EDUCATION UCC Graduate Attributes Project
Guidance supports transitions into, through and out from education where students develop their career related and transferrable skills. Following on from the previous article, here UCC outlines targeted support programmes which may also involve creating links with guidance counsellors in schools.
The purpose of the Graduate Attributes Project is applied in different environments. With a focus on to deliver a suite of ‘Transition Modules’ to enable a developing core values and graduate attributes, these successful student journey and to prepare students for modules will integrate with the academic curriculum, their future. taking a holistic educational approach to develop character, professionalism and the capacity for critical Aligning with the university’s Academic Strategy, the and creative thought. UCC graduates will be recognised project aims are three-fold: as well-rounded, curious, self-aware, individuals who 1. Transition In initiatives will guide students into the right continually learn new skills, are open to new ideas, and programme of study for them, whilst simultaneously make things happen. widening access of under-represented cohorts and The innovative project will be helpful to the work of improving first year retention rates. Guidance Counsellors, which will aid students to focus 2. Transition Through initiatives will provide targeted on subject choice/degree streams. It will be designed supports, deliver skills training and develop graduate to support students in making the right choice of attributes that go beyond disciplinary content programme of study in an innovative way, transforming knowledge and can be applied in life-wide contexts. what is often experienced by pre-entry students as a Student retention and progression will be enhanced. passive process, to actively engaging and interacting with Higher Education, in order to make fully informed 3. Transition Out initiatives will prepare final year students important choices. to transition into professional environments, delivering on the ambitions of our Institutional Employability and Project Objectives Employment Guide. A series of ‘Transition In’ preparatory modules will introduce broad disciplines through “taster” lectures, Modules will be developed to equip our graduates of the helping pre-entry students to select a degree programme future with the essential skills and attributes to respond to according to their particular interests and aptitudes. the needs of our enterprise, public service and community Broader transitional issues will be addressed through sectors, both regionally and nationally. videos based on the Transition to University, Health This initiative will advance the development of students’ Awareness, CAO Advice, and Careers. These transitional academic, specialist and technical competencies, lectures will aim to develop skills, self-awareness and equipping them with transferrable skills that can be personal attributes covering topics including self-care
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HIGHER EDUCATION: GRADUATE ATTRIBUTES PROJECT continued and taking responsibility (for learning and welfare), We will be reaching out to stakeholders, including managing feelings, positive mental attitudes, goal-setting Guidance Counsellors in the development of some of and building relationships. the initiatives for their input into key parts of this project, especially in the ‘Transition In’ phase. Students will explore their personal learning style and be exposed to the concept of multiple intelligences. If any Guidance Counsellor would like more information These sessions will be available online and will provide on the project, or would like to be contacted for input important interactive and practical elements to support and contribution, please email Eleanor Donoghue, a successful transition to university. Students from more Graduate Attributes Programme Manager, on
K TO C LI rural areas are also provided with an opportunity for [email protected] I N L K engagement that did not previously exist. C
The development of ‘Transition Through’ modules for students progressing beyond first year will include a deeper induction programme and provide an opportunity for students to explore how disciplinary understanding is shaping who they are becoming. At registration, students will complete an annual self- assessment of a set of core values and attributes, which will raise their self-awareness of developmental needs, and allow the University to develop initiatives to support their development. Students will obtain an e-portfolio of skills acquisitions for which they can receive a Digital Badge on completion and form part of their Academic Transcript. A deep induction programme will include advice on subject choices aligned with a student’s interest, academic ability and career aspirations. The provision of such modules will also assist students to further develop their critical thinking and decision- making capabilities. Dedicated guidance provided to students at this crucial stage will be instrumental in retaining and progressing students.
The Author Eleanor Donoghue, Graduate Attributes Programme Manager, University College Cork Eleanor is the Manager of the UCC Graduate Attributes Programme since April 2019. This initiative will advance the development of students’ academic, specialist and technical competencies, equipping them with transferrable skills that can be applied in different environments. With a focus on developing core values and graduate attributes, these initiatives will integrate with the academic curriculum, taking a holistic educational approach to develop character, professionalism and the capacity for critical and creative thought. Eleanor was formerly a member of the UCC Career Services Management Team responsible for the delivery and development of all student/employer related activities for the previous 22 years. Eleanor is a graduate of UCC, with a Postgraduate Diploma in Careers Education from the University of Reading, and an M.A. in Careers Education, Information and Guidance in Higher Education from the University of Warwick.
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SPECIAL EDUCATIONAL NEEDS Trinity Centre for People with Intellectual Disabilities “Disability is a mask that conceals a rich, surprising and fertile ability.” (Brendan Kennelly) The function of the Trinity Centre for People with Intellectual Disabilities is to remove the mask and reveal the beauty and promise of a hitherto hidden talent now brought into the light of day and the light of appreciative minds.
Inclusion has become a major buzzword in society intellectual disability that complete compulsory secondary and this is reflected in the emphasis on developing an level education were expected to make a transition to adult inclusive society in policies at national and European day services and sheltered workshops run by community- levels. While there is much discussion about inclusion based disability support agencies under the remit of the no one appears fully certain about what inclusion looks Health Service Executive (HSE). The National Intellectual like in practice. Everyone appears to agree that inclusion Disability Database (NIDD), reported 23,583 people with involves creating a fairer more equitable society that intellectual disabilities were attending fulltime day service includes those people and groups who have traditionally provision in 2017. been marginalised. Schools are central to this process and there have been significant developments over Increasingly, children and young people who have intellectual the past few decades to address areas of disadvantage disabilities are attending mainstream schools but have both economic and social. Students with disabilities very limited choices in accessing pathways to postschool have also benefited from increased support and the education and employment. This article presents an development of accessible pathways from school to innovative educational and work readiness programme for post school educational provision. However, one group people with intellectual disability. Through this presentation of young people are conspicuous by their absence from we seek to highlight the facilitating factors that may encourage this general trend. These are young people who have a more ambitious reimagining of what may be possible for intellectual disabilities. Traditionally, young people with an those individuals who have been marginalised to date.
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Widening societal participation for people from marginalised Lack of opportunity to gain meaningful postschool groups has become an established feature of policy education and employment has had severe repercussions K TO L IC IN L K frameworks internationally and in recent decades, the for people who have intellectual disabilities. The IDS- C international community has been promoting the social TILDA research study reports that people with intellectual and economic benefits that lifelong learning offers to disabilities are much more likely than their peers to lack people with disabilities as a pathway to employment and basic literacy skills, be dependent on social welfare and full participation in society. The Convention on the Rights of are at high risk of poverty. Persons with Disabilities [UNCRPD], 2006, recently ratified by Ireland, has provided an impetus in trying to make these Trinity Centre for People with Intellectual aspirations a reality in the lives of people with disabilities. Disabilities Many countries (e.g., US: Americans with Disabilities Act The Trinity Centre for People with Intellectual Disabilities 1990, the Higher Education Opportunity Act 2008; Australia: (TCPID), situated within the School of Education at Disability Discrimination Act 1992, Disability Standards for Trinity College Dublin, Ireland, promotes the inclusion of Education 2005; UK: Disability Discrimination Act 2005, individuals with intellectual disability in education and Equality Act 2010; Republic of Ireland: Report of the society. TCPID was established in 2014 and its’ mission is Commission on the Status of People with Disabilities 1996, to enable learners with an intellectual disability to develop Educational Act 1998, Education for Persons with Special their potential to fully participate in society as independent Educational Needs Act 2004, Equal Status Act 2000) have adults, through participation in a Higher Education acted on the recommendations of this Convention and have programme that focuses upon both educational attainment endeavoured to make access to compulsory education and and work readiness. TCPID developed a course entitled FE/HE a reality for people with disabilities. Arts, Science and Inclusive Applied Practice (ASIAP) positioned at Level 5 on the Irish NFQ and had its’ first intake Access to education and training throughout the life-span of learners in 2016 (graduated in January 2019). With the for people with disabilities is gradually becoming more support from philanthropic and competitive funding, key widely accepted; national codes of practice for learners members of the TCPID team include academic lecturers, with disabilities in higher education have typically adopted a Senior Occupational Therapist, a Pathways Coordinator, more inclusive policies and practices to support the and a National and Schools Coordinator. enrolment, progression, and subsequent employment of people with disabilities. For people with disabilities, Over 2 academic years, learners participate in the becoming an active member of society requires the Certificate in Arts, Science and Inclusive Applied Practice concept of embedding them within normative pathways (ASIAP) course which aims to open up opportunities of inclusion - i.e., life avenues ordinarily pursued by for people with intellectual disabilities as they make individuals without disabilities. For example, in the context transitions towards adult life and the workforce. It helps of education, non-disabled people’s identity begins in to develop a broad range of skills across a comprehensive primary school and is developed further in secondary curriculum, including preparing graduates to work in school; this journey invariably leads on to a range of diverse employment settings. The course is rooted in options at Further Education/Higher Education, vocational evidence-based research and seeks to provide learners training, adult education, and lifelong learning. with the independent living skills needed to become full participants in society.
Advanced Learning Applied Research Applied Science, Theories & Theories & Practice Technology & Maths Self-Development Learn about research Learn about science, maths Learn about different learning methods and conduct their and health - with a focus on skills and how they can use own research project how this knowledge can be these; occupational therapy used in life outside college groups and individuals meetings
Business Advocacy, Rights Fine Arts and & Marketing & Culture Languages
Learn about marketing Learn about human rights Learn about languages, art strategies and how to create and learn the skills needed and poetry - and develop a business plan; complete to advocate for their rights skills to express themselves a work placement and the rights of others
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TCPID has established a very strong network of higher education providers who offer programmes or of business partners who provide learner work are interested in establishing a programme of inclusive placements, mentoring, paid internships and in some education to learners with intellectual disabilities in cases permanent employment for the graduates. The Ireland. Pathways Coordinator works with the business partners to offer supported career pathways, with the ability to Adolescence and early adulthood is a time during which look at specific industries that might suit their particular important life changes occur, attitudes are formed, and interests and skills. With the support of the business decisions with far reaching consequences can be made. The transition process for a young person is to develop a partners, TCPID has developed a Graduate Internship programme (funded by Ireland Funds) that involves paid sense of identity – a sense of who they are, and also of graduate internships, two of which have been converted who they are not. For any young person, this is a difficult into permanent roles. The TCPID business partners are psychological task. For young people with intellectual ‘real partners’ who are a core part of the programme disabilities these choices are more complicated than and provide vital support. This partnership makes a real they are for their peers. Research conducted by Mc difference and enhances the ability of the programme to Guckin et al. (2013) looking at transitions for young evidence true inclusion within the workplace and within people with disabilities to postschool provision reported society. that the support provided by Guidance Counsellors was highly valued by the learners and regarded as The National and Schools Coordinator (funded by Social pivotal in facilitating them to make informed choices Innovation Fund Ireland) is dedicated to developing about post-school options. Learners particularly valued and improving transition pathways and planning for individualised sessions with their Guidance Counsellor, learners with intellectual disability, by engaging with especially the support offered in completion of application key stakeholders to focus on increasing awareness forms for entry to FE/HE and disability supports. While of inclusive post-secondary education opportunities, Guidance Counsellors provided individualised support, application processes, and entry requirements for there was little evidence that schools were proactive in particular programmes. Higher education institutions developing transition planning at an early stage in the have attempted to address the lacunae in postschool school career of the learners. Guidance Counsellors and educational provision for young people with intellectual school professionals were conscious that learners with disabilities. In Ireland, ten higher education institutions disabilities were moving from a highly supported and are delivering assorted post-school educational structured school environment to a more challenging programmes that collectively seek to include students in situation that demanded a higher degree of self-reliance. every aspect of life as a third level student. Many of these They were concerned about achieving the balance initiatives have been established, and kept operational between delivering appropriate support for academic on a shoestring budget, due to the good-will of a select attainment while encouraging the development of greater few programme coordinators based in these higher autonomy and the practical life skills required for active education providers. It is evident that these programmes engagement in Further Education/Higher Education. have been designed as a response to the lack of post- school options for young people who have an intellectual It is clear that we all face the challenge of ensuring disability. However, it is equally evident that transition that we develop appropriate transition pathways to pathways to post-secondary provision for these students post school educational provision and employment for are often ad-hoc and making the progression to post- young people with intellectual disabilities. This requires school educational provision currently relies heavily on policy change, support for schools, young people with the capacity of families. The Coordinator established the intellectual disabilities and their families as they navigate Inclusive National Higher Education Forum (INHEF), their pathway to a meaningful future within an inclusive a national interest group comprised of representatives society that values their contribution.
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References A Strategy for Equality. (1996). Summary of the Education Act 1998.51. Report of the Commission on the Status of People with Education for Persons with Special Educational Needs Disabilities. [online] Dublin: The Commission on the Act 2004.30. Status of People with Disabilities. An Act to establish a clear and comprehensive prohibition of discrimination Equality Act 2010. United Kingdom. on the basis of disability. Status Act, 2000.8. Burke, E., McCallion, P. and McCarron, M. (2014). Advancing Years, Different Challenges: Wave 2 IDS Higher Education Opportunity Act 2008.110-315. TILDA. Findings on the Ageing of People with an National Intellectual Disability Database. (2017). Intellectual Disability. Dublin: Trinity College Dublin. Annual Tables and Figures of the National Intellectual Disability Discrimination Act 2005. Disability Database Committee 2017. Dublin: Health Research Board. Disability Discrimination Act 1992. Commonwealth of Australia. Disability Standards for Education 2005. Un.org. (2007). Convention on the Rights of Persons Commonwealth of Australia. with Disabilities (CRPD).
The Authors
Mr Des Aston is National and Schools Professor Michael Shevlin is Dr Conor Mc Guckinn, PhD, is an Coordinator in School of Education, Director of TCPID and lecturer Assistant Professor of Educational TCD and is based in the Trinity in Inclusive Education, Trinity Psychology in the School of Centre for People with Intellectual College Dublin since 1996. Education at Trinity College Dublin. Disabilities. Des is responsible for His teaching and research Conor convenes the Inclusion in establishing the Inclusive National has focused on facilitating the Education and Society Research Higher Education Forum (INHEF) inclusion of children and young Group and is the founding editor with a vested interest in embedding people with special educational of the International Journal of inclusive education initiatives for needs within mainstream Inclusion in Education and Society. students with intellectual disabilities schools, promoting the voice Conor’s research interests include: into the higher education landscape of marginalised people within psychology applied to educational in Ireland. Des is the point of contact decision making processes that policy and practices, bully/victim within TCPID for schools/guidance affect their lives, and addressing problems among children and adults, counsellors that would like to engage access issues for young people and special and inclusive education. with the centre. with disabilities within compulsory Conor is an Associate Fellow of both and higher education. the British Psychological Society Contact: (BPS) and the Psychological Society Mr Des Aston of Ireland (PSI). Conor a Chartered National & School Coordinator Psychologist with both the BPS and Trinity Centre for People with PSI, and is a Chartered Scientist with Intellectual Disabilities, the UK Science Council. The University of Dublin - Trinity College Dublin. [email protected]
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RESEARCH Guidance Counselling Supervision in a School Context
The Department of Education and Skills funds the provision of guidance counselling supervision for guidance counsellors in post primary schools. This support system is managed by Monaghan Education centre and co-ordinated through the local IGC branch network. This article looks at the processes involved in supervision.
In this article I will discuss the Hawkins and Shohets’ & Shohet, depending on the training, competence and (2012) ‘7-Eyed Model’, a conceptual process-oriented preference of the supervisor and supervisees. supervision model. The models' strengths and limitations are explored with particular regard to whether or not it Group guidance clinical supervision has been provided serves the supervisory needs of Irish school guidance by the Department of Education for more than 10 years counsellor supervisee groups. as it acknowledges the professional benefits of enhancing skill, competence and accountability to student clients Critique of the model distils the core conditions necessary and to the profession. Research had reported supervision for effective group supervision, and the challenge to be beneficial and vital (Agnew et al., 2000; Bernard & of balancing the group supervision format with the Goodyear, 1998; Gallo, 2013) and had found evidence for diversity of individual supervisees needs within it. benefits such as improved knowledge and skills (Agnew et Specific developments for school guidance counsellors' al., 2000; Page, Pietrzak, & Sutton, 2001) and increased supervision are called for, to maximise the potential use of support (Linton, 2003; McMahon & Patton, 2001). this model in the school context. Core Conditions Necessary for Effective Group Introduction Supervision using the 7 Eyed model The Humanistic Person-Centred counselling approach, In Weaks, 2002, ‘the supervisory relationship’ emerged originally developed in the USA, is predominantly used as the central component of good supervision. Essential among school counsellors in the UK and USA and other to the meaning of good supervision is the supervisors’ English- speaking countries including Australia and ability to create a safe, equal supervisory space. Hawkins Ireland. This model is also the predominant model used and Shohet (2012) note that having a shared sense of in Irish school guidance counsellor group supervision with purpose, a “collective endeavour” (P.184), is at the heart an integrated mix of the conceptual process orientated of their model of an effective working supervisory group. models such as the Page & Wosket, and the Hawkins If the supervisor can exhibit goodwill, then a potential
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RESEARCH: COUNSELLING SUPERVISION IN A SCHOOL CONTEXT continued for creating safe, trusted, reflective space continued supervisor) and the dynamics of supervisory process, support, validation, challenge, empathy and opportunity while also processing potential influences from work and for learning can be realised, (Proctor, 2008; Scaife, social contexts. The capacity of the supervisee to attend 2009; Hawkins & Shohet, 2012; Steen, 2012, McMahon, to the psychodynamic processes and theoretical aspects 2014). of the 7 eyed model determines continued engagement and learning. The diversity of counselling skills training Experiential feedback from supervisee groups indicates and experience among guidance supervisees has that guidance counselling within a school system has considerable implications for the introduction and become more pressurised as a result of having to attend application of these supervision models. Some level of to very large numbers of students in a short timeframe. prior training in psychotherapy is ideally required of the The Wellbeing Program promotes use of directive supervisee to maximise the benefit of this model, possibly psycho-educative strategies such as imparting the given through focused CPD training. fundamental skills of CBT and Solution Focused Therapy in counselling to nurture resilience in students. A lack of this would have implications for some guidance However, overuse by counsellors of these strategies counsellors gaining full benefit from various supervisory in a hope for quick cognitive and behavioural change models. It is expected that advanced levels of development in their students may have associated risks. With the would be evident in supervisees with more experience and pressurised workload and time constraints in schools, training than in supervisees with less training (Bernard & there is a danger that this would become the default for Goodyear, 1998). It would follow that as supervisees gain guidance counsellors, overvaluing the short term benefit experience in supervision and counselling, their skills, of ‘solution focus’ at the cost of ‘counselling process’. It theoretical grounding, and case conceptualizations may is important that school guidance counsellors are aware begin to approximate those of the supervisor (Bernard of the shortcomings of these strategies, and the risk of & Goodyear, 1998). Page and Wosket (2001), stress the unintentionally promoting feelings of inadequacy, self- need for skill in distinguishing between transference, doubt, and mistrust in students. counter transference and the parallel process. They claim that it is important not to ignore these dynamics, as how the Hawkins & Shohet’s emphasis is on exploring (client) supervisor responds is probably how the supervisee will students’ unique strengths, on maximising validation respond to the client. Morrissey & Tribe, (2001), identify the and affirmation and on empowering the vulnerable requirement for high levels of supervisor self-awareness, and fragile adolescent to self-direct. This takes time, a to enable them detect and address supervisory dynamics. resource that schools too often lack. Unchecked destructive processes such as scapegoating, Within group supervision, if the supervisor is not skilled or defensiveness and competitiveness, may impinge on in managing a blame free dynamic, s/he risks losing openness, safe exploration and learning. This can result the engagement of the guidance supervisee which in guidance counsellors being defensive about aspects of in turn can impact the student client. Relying on the their work or following suggestions inappropriately. If the supervisor’s sense of what constitutes constructive supervisor is inexperienced or overwhelmed in trying to criticism and the skill to relay it could be viewed as a process underlying interpersonal dynamics, needs and limitation to this model. Supervisees can be anxious sensitivities as in the seven eyed model, then managing about consistent evaluation (Stoltenberg et al., 1998) group dynamics becomes less of a resource and becomes and therefore trust in one’s supervisor is vital for the instead “an unruly animal that has to be tamed and success of group therapeutic engagement and improved controlled” (Hawkins & Shohet, 2012: P.180). learning. Hewson (2001) suggests that in this regard, supervision is as much an ‘art’ as it is a ‘science’. Implications and Future Directions The permeating of boundaries to allow for deliberation on Diversity of developmental levels and needs of parallel processing may not be easily tolerated among a supervisees very differentiated group, especially when openness and Supervisors need to consider the unique needs and trust must prevail as much as a willingness to accept concerns of their individual guidance supervisees ambivalent and negative feelings from supervisees on so as to provide adequate support and appropriate one’s work (Hawkins and Shohet, 2012). I have concerns interventions (De Stefano et al., 2007). Modes 4 and about the application of the 7-Eyed Model unless the 5 of the Hawkins and Shohet model stress the need supervisor is capable of overcoming the disparate levels for an ability to simultaneously focus on the relational of skills and experience within the group. interactions (client /supervisee and supervisee /
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Conclusion As long as the 7-Eyed Model is the predominant model The core conditions for effective supervision using the promoted for use by Irish school guidance counsellor model were elucidated. Key issues are the Models' reliance supervisors, there is a need to fund and develop the on supervisor skill to create a safe trusting space for open provision of CPD training in the fundamentals of this vulnerability, skill in using the model, skill in facilitating process-oriented supervision. Various other supervision supervisees to process intrapersonal and interpersonal models could also address the school guidance counsellors’ dynamics while often balancing individual supervisee’s needs. Anecdotal evidence from supervisees indicates that conflicting diverse, professionally developmental needs. consideration should also be given to provision of one to Only if the supervisee is at least acquainted with this one supervision for all school guidance counsellors in the conceptual supervision model can he/she engage at the light of the responsibilities they carry and the risks to their depth required to gain full value from it in the limited time wellbeing. set for their supervisory sessions.
The Author Clare Finegan works as a guidance counsellor/psychotherapist/supervisor in the North East Branch of the Institute of Guidance Counsellors and is a doctorate student (psychotherapy) at DCU. Clare can be
K TO L IC IN contacted at [email protected] L K
C
References Agnew, T., Vaught, C.C., Getz, H. G., & Fortune, J. McMahon, M., & Patton, W. (2001). Clinical supervision: (2000). Peer group clinical supervision program fosters The perceptions and experiences of school counsellors confidence and professionalism. Professional School in Australia. International Journal for the Advancement Counselling, 4(1), 6-12. of Counselling, 23, 201-214. Bernard, J.M., & Goodyear, R.K. (1998). Fundamentals Morrissey, J., & Tribe, R. (2001). Parallel Process in of Clinical Supervision (2nd ed.). Needham Heights, Supervision. Counselling Psychology Quarterly, 14, MA: Allyn & Bacon. 103-110. De Stefano, J., D’luso, N., Blake, E., Fitzpatrick, M., Page, S., Wosket, V. (2001). Supervising the Counsellor: Drapeau, M., & Chamodraka, M. (2007). Trainees’ a Cyclical Model, (2nd ed.). UK: Brunner-Routledge experiences of impasses in counselling and the impact Page, B. J., Pietrzak, D. R., Sutton, J. M., Jr. (2001). of group supervision on their resolution: A pilot study. National Survey of School Counselor Supervision. Gallo, L.L. (2013). The need for developmental models Counselor Education and Supervision, v41 n2 p142- in supervising school counsellors. Journal of School 150 Counselling, 11(19), 1-15. Proctor, B. (2008). Group Supervision: A Guide to Hawkins, P., Shohet, R (2012). Supervision in the Creative Practice. London, UK: Sage Helping Professions: An individual, group and Scaife, J. (2009). Supervision in clinical practice: A organizational approach (4rd edition). Maidenhead: practitioner's guide, (2nd ed.). London: Routledge. Open University Press. Steen, L. (2012). Formats of supervision. In I. Fleming Hewson, J. (2001) Integrative Supervision: Art & L. Steen (Eds.). Supervision and Clinical Psychology and Science. In M. Carroll and M. Tholstrup (eds), (2nd ed.) (pp.159-183). London: Routledge. Integrative Approaches to Supervision. London: Jessica Kingsley Publishers. Stoltenberg, C. D., McNeill, B. W., & Delworth, U. (1998). Integrated developmental model for Linton, J. M. (2003). A preliminary qualitative supervising counselors and therapists. San Francisco: investigation of group processes in group supervision: Jossey-Bass, Inc. Perspectives of master’s level practicum students. The journal for specialists in Group Work, 28, 215-226. Weaks, D. (2002). Unlocking the secrets of good supervision: a phenomenological exploration of McMahon, A. (2014). Being a Group Supervisor: experienced counsellors' perceptions of good Dynamics, Challenges and Rewards. Irish Association supervision. Counselling and Psychotherapy Research, of Humanistic and Integrative Psychotherapy. Issue 72 2(1): 33-39.
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RESEARCH Migration: Taking stock and reaching out
We continue to receive examples of research from the guidance community and, as promoters of evidence-based practice, we continue to publish. In her second article on this issue article Dr. Deirdre Hughes OBE focusses on migration in the context of ever burgeoning globalisation.
Introduction For every migration statistic, there are individuals, I have recently had the great pleasure of working with Co- children and families starting a new life in a new Guest Editors; Professor Emeritus Fusun Akkok (Turkey), place Dr Gideon Arulmani (India) and Helmut Zelloth (European The acculturation of immigrants, asylum seekers and Training Foundation (ETF)). This is an abridged version refugees does not take place in a social vacuum. Many of the introduction to a new Special Issue on ‘Migration: people make one of the most challenging decisions Theory, research and practice in guidance and counselling. in their lives: to leave their homes and townships in More than ever before, migration touches many countries search of a safer or better life. Migration is a term that and people in an era of deepening globalisation (International encompasses a wide variety of movements and situations Organisation for Migration [IOM], 2017, 2018). The latest that involve people of all walks of life and backgrounds. World Migration Report (IOM, 2018) estimates that there This may have a positive or negative impact on the lives of are 244 million international migrants globally - 3.3% of the individuals concerned, depending on a considerable the global population in 2015. In 2016 there were 40.3 number of factors. People fleeing from poverty and million internally displaced persons (IDPs) worldwide and violence often leave home to get a job or an education. 22.5 million refugees. Further, the total number of people Others are forced to flee persecution or human rights estimated to have been displaced globally is the highest on violations such as torture. Millions seek to escape from record (op. cit, p.2). Today, just 10 countries host 60 per armed conflicts or other crises or violence. Some no cent of the world’s refugees. Turkey alone hosts 3.5 million longer feel safe due to being targeted just because of who refugees, more than any other country. Furthermore, the they are or what they do or believe – for example, for their vast majority of the world’s refugees (85 per cent) live in ethnicity, religion, sexuality or political opinions. developing countries that face their own economic and development challenges (United Nations, 2018).
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Terminology Doing good work can be difficult at times The terms “refugee”, “asylum-seeker” and “migrant” Yoon, Bailey, Admundson and Niles focus on a hope- are often used to describe people who are on the move, action theory applied in the context of working with Syrian who have left their countries and have crossed borders. refugees in British Columbia. They focus on creating ‘Migrant” and ‘Refugee’ are often used interchangeably the conditions and chances for refugee newcomers to but it is important to distinguish between them given there tell their unique stories during training. Arulmani draws is a legal difference (Amnesty International, 2018). There upon his travelogue of 17 years capturing interviews with are negative perceptions of migrants in many societies. immigrants and refugees in different parts of the world. This is often framed in popular notions of "us" and "them”, He presents the cultural preparation status model of presenting economic challenges, or perhaps being seen aspiration and engagement as a framework that guidance as raising security concerns or creating ambivalence in and counselling workers might use to help immigrants cultural and political spheres, all of which have affected optimise their engagement with the systems of the host how migrants are perceived by host societies (McKinsey, country. Hyeeum and Agee considers ‘identity’ in a 2016). qualitative study of the experiences of 1.5 generation Korean New Zealanders. In this context, parents consider Cause for concern their identity-related experiences as migrants. Cowles and Griggs put the spotlight on the challenges and dilemmas The growing rhetoric of building a wall, creating a new practitioners face in trauma-focused work. They focus border force, establishing a camp, stopping the boats or on people who are seeking asylum who often have lived restricting access has political, social and humanitarian experience of their personal boundaries and human rights consequences. From a global perspective, developments being violated. El Khoury investigates the impact of age, in Syria, sub-Saharan Africa and the Middle East are gender, language and acculturation choice on the socio- causes for concern. The situation of the Rohingya who cultural adjustment and well-being of Syrian refugees fled from Myanmar, violence driving people through in Stuttgart. A case is made for coaching designed for Central America to the United States, and the situation in refugees in socio-cultural adjustment and cross-cultural Venezuela have forced people in Southeast Asia and Latin stressors. Yoon, Ahn and Kang reflect on a job-seeking America to become refugees. The integration of migrants competency model for North Korean defectors who are can be a difficult process for all involved. It requires college students in South Korea. Kumar then offers a migrants to “yield to the reality of their new lives and to fresh perspective on occupational identity, describing agree to taking those lives forward in ways that may not left-behind families of pine resin tappers in India. Molin- have been their choice. It requires receiving communities Karakoc and Ikola consider findings from a qualitative and governments to accept new arrivals, to accommodate study of first generation migrant adolescents in Finnish their presence with material and spiritual generosity and secondary schools. They shed light on the multi-faceted to be open to the possibility of enrichment” (Gallagher, construct of school engagement among migrant students. 2018, p.2). Finally, Clough, Nazareth, Day and Casey underscore the relative neglect in examining distress or help-seeking Building a better life knowledge and attitudes among international students Finding suitable housing, education, training and/or in the literature. Their aim was to examine psychological work is critical to successful integration. Local support distress, mental health literacy (MHL), and help-seeking mechanisms for individuals and families to adjust and attitudes and intentions among a sample of domestic and make successful transitions into new communities international tertiary students. are essential. Guidance and counselling can support individual paths to self-sufficiency, better well-being and Theory, techniques and tools provide stability by addressing trauma, displacement, Community attachment, dedication and a sense of mental health, transitional readjustment, or simply belonging should be there as an opportunity for all. We opening up access to opportunities, and creating new need to better understand what works, how and in what ones. These services each provide a place and space for circumstances. Wrong assumptions, inequalities and bias individuals and/or groups to find their own identity and have to be challenged by careers counselling professionals, to gain a sense of hope and optimism for a better future. underpinned by a strong evidence-base. This can then have a positive effect in influencing the public perception of migrants and the policymakers’ stance. But within
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guidance and counselling this topic is largely under- contemporary dynamics and their manifold implications. researched (Newman et al., 2018). There is a growing Those working in these professional fields need to be need for analytical tools and approaches that allow us inspired by good and interesting theories, methods and to deal with the complex, contradictory, and contested innovative practice from around the world and develop nature of migration. This is a political, cultural and social knowledge, skills and competences for multicultural phenomenon that requires greater understanding of guidance and counselling.
NOTE: This Special Issue is dedicated in memory of Professor Frans Meijers who sadly passed
K TO L IC IN L K away on 16th November 2018.
C Visit: https://www.tandfonline.com/doi/full/10.1080/03069885.2018.1564898
K TO C LI See also: https://www.tandfonline.com/doi/full/10.1080/03069885.2018.1544827 and I N L K C https://www.tandfonline.com/doi/full/10.1080/03069885.2018.1520196 His final works focused on the topic of ‘Happiness and Well-Being’ to be published in a Special Issue later this year. An international conference takes place in Birmingham, England K TO L IC IN L K C on 10th October 2019 paying tribute to his work - https://www.eventbrite.co.uk/e/career- developmentidentityinnovation-and-impact-international-conference-tickets-58077200470
The Author Dr Deirdre Hughes OBE, Director, DMH Associates, England, Co-Editor, British Journal of Guidance and Counselling - International Symposium Series and Associate Fellow, University of Warwick IER
References Akkok, F., Arulmani, G., Hughes, D., & Zelloth, H. International Organisation of Migration (2018). (2019) Migration: Theory, research and practice in World Migration Report 2018. Switzerland: IOM, guidance and counselling, (Co-Eds), International The UN Migration Agency, Geneva. Accessed on 1st K TO L IC IN L Symposium: Special Issue, British Journal for Guidance December 2018 - K C and Counselling, Vol. 47. No. 1, February 2019 http://www.iom.int/wmr/world-migration-report-2018
Amnesty International (2018). Definitions: What McKinsey (2016). People on the move: global exactly is a refugee, an asylum-seeker and a migrant? migration’s impact and opportunity. McKinsey Global
K TO L IC IN Accessed on 2nd December 2018 - Institute Migration Policy Institute Europe. (2016). TO L K L K IC IN C L K https://www.amnesty.org/en/what-we-do/refugees- https://www.tandfonline.com/doi/pdf/10.1080/030698 C asylum-seekers-and-migrants/ 85.2018.1564898
Gallagher, A. (2018). We need to talk about integration Newman, A., Bimrose, J., Nielsen, I., & Zacher, H. after migration, Davos: World Economic Forum. (2018). Vocational Behavior of Refugees: How do
K TO L Accessed on 1st December 2018 - Refugees Seek Employment, Overcome Work-related IC IN L K C https://www.weforum.org/agenda/2018/10/we-need- Challenges, and Navigate Their Careers? Guest to-talk-about-integration-after-migration Editorial. Journal of Vocational Behavior, Vol.105, 1–5. Doi.org/10.1016/j.jvb.2018.01.007 Hughes, D., Akkok, F., Arulmani, G., & Zelloth, H. (2019) Migration: theory, research and practice in United Nations (2018). Global Compact on Refugees: guidance and counselling (Eds), British Journal for How is this different from the migrants’ pact and how Guidance and Counselling, Vol. 47. No. 1, February will it help? Geneva: Office for the Coordination of 2019, pp. 1 - 5 Humanitarian Affairs.
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RESEARCH Writing first person research in Guidance Counselling practice
As guidance professionals, developing research is part of our training. It is useful then to reflect on these research skills and their relevance to actual guidance practice.
In this article, we reflect on the evolution of the Research more that our internal world is a template, a filter, a map Methods module on the professional training course in that we use to help us to understand others. From this Adult Guidance Counselling in Maynooth University. In the viewpoint, experience is our greatest teacher, offering us early days of the course, in the 1990’s, we had access to, resources for self and other understanding. and knowledge of, a limited range of qualitative research methods – mostly, it seemed to us, methods that involved a We draw on the scholarly tradition of Transformative adult vision of research as an abstraction from the interpersonal learning, associated with Freire (1972, 1998) and Mezirow work of the guidance counsellor. We persisted with the (1990, 1996), who maintained that adult learning approach for a time, despite the sense in which it simply does not take place by means of depositing existing wasn’t congruent with the Freirean and learner centred knowledge into the mind of another; rather it happens in philosophy of the course. Course participants similarly and through a questioning of our assumptive worlds. By felt that the de-personalised character of the research assumptive worlds, we mean the shared values, beliefs methods jarred with the reflective ethos of the course. and assumptions that define and shape our lives and Intuitive, emotional and interpersonal intelligences worlds. As adults, we learn best by encountering personal were absent from the research process, despite being and social experience, and inquiring into our worlds in a core component of the teaching and learning process supportive and challenging dialogue with others. From this throughout the course. The research assignment for viewpoint, the teacher is not a repository of knowledge, many participants was a challenging and time consuming rather s/he supports and facilitates reflexive engagement process with little meaningful and relevant learning. with experience.
This begs the question to be addressed first and foremost From Mezirow’s viewpoint (2000), this learning often – what is the philosophy of the course? We believe that happens as a result of our own disorientation. Confusion the biggest resource that guidance counsellors possess as and suffering don’t just belong to clients, they belong they listen with and support adults who are in processes of to us all as human beings and they are a resource for change, disorientation and loss, is their own experience. clarification and for development in supporting our clients It is not that we have to have experienced everything that to make complex and challenging decisions in their own our clients experience in order to understand them. It is adult lives. We view this process of reflection, change and
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RESEARCH: WRITING FIRST PERSON RESEARCH IN GUIDANCE COUNSELLING PRACTICE continued knowledge creation as akin to the research endeavour. valuable information about that issue. An example of this Freire in reflecting on the dual identities of researcher and on the course was an inquiry into the impact of class on educator believes: identity and practice of guidance counselling. The thesis writer took his own experiences of being a working class 'Once again, there is no such thing as teaching man and used the theories of Bourdieu to help him to without research and research without teaching. understand how his feelings concerning his background One inhabits the body of the other. As I teach, I were impacting on his client work. continue to search and re-search. I teach because I search, because I question, and because I submit Life story interviewing (Etherington, 2003, 2004, 2008) myself to questioning. I research because I notice is another common method where a small number of things, take cognizance of them. And in so doing I people are interviewed about how some particular aspect intervene. And intervening, I educate and educate of their biographies has shaped their lives as adults. A myself. I do research so as to know what I do not recent example of this was an inquiry into experiences of yet know and to communicate and proclaim what I mental health challenges and the place of employment discover'. (Freire, 1998, p. 35) in recovery. All the counselling skills familiar to practicing guidance counsellors were well in evidence in how the The course, then, creates a space for people to reflect and research participants were recruited, interviewed and inquire into their own lived experience, creating meaning debriefed. There was every indication in the thesis that in dialogue with others from the challenging encounters in these interviews were as equally helpful to the respondents life. Traditional research methods that strive to measure as they were to the researcher. and abstract from experience contradicted the very core of the course. Searching for a research paradigm that was Action research (Mc Niff, 2007; Mc Niff & Whitehead, more is sympathy with our pedagogical approach led to 2011) and self-study (Samaras, 2011) are also frequently Narrative Inquiry (Clandinin and Connelly, 2000; Clandinin, used methods. These approaches are designed to identify 2007), and this opened up a refreshing window on ways in real issues in practice settings that cause a practitioner which research can be an extension of that very process discomfort and disquiet, and they offer a sense of agency of inquiry and meaning making. Such an approach sees to practitioners who recognise that, though we often knowledge as embedded in lived experience and research cannot change the social and political discourses around inquiry as a process of reflexively teasing meaning from our work, we do have choices and freedom about how we lived experience in dialogue with peers. work with clients.
Narrative inquiry, like Transformative learning, begins The key to this approach to inquiry is rooted in a with experience, often an experience of disorientation. constructivist view of practice (Mc Mahon & Patton, We encourage course participants to choose a focus for 2006; Savickas, 2011). In this view, we are in a continual their inquiries that is rooted in a real life conundrum that process of constructing our social and cultural worlds. they face in their personal and / or professional lives, an Being enabled to examine and revise these assumptions issue that speaks to the core of their practice as an adult and the stories we tell ourselves about ourselves and our guidance counsellor. Common issues concern aspects world is itself an empowering act. From this perspective, of practice such as boundaries, self-care, managing the there are many ways to tell our stories and therefore many distress of the client, mental health, managing marginal possibilities to explore in a guidance context and hard to reach clients. Every guidance counsellor Participants on our programme very often struggle with will know well that certain clients or issues ‘press your these first person research methods. There is no formula buttons’. We encourage participants to believe that or template that they can follow. However, they also attest further and deeper inquiry into disorienting issues like at the end of the course to the ways in which this approach this are a rich opportunity for learning, a curriculum, if to research can be life affirming, life enhancing and life you like, of challenge that rewards reflection in the light changing. The research thesis provides a container to of scholarship. weave scholarly and meaningful connections between Narrative Inquiry offers a number of methods their emotional, cognitive and psychological learning and approaches that support this form of inquiry. and insights. It seems we have indeed found, at last, a Autoethnography (Bochner & Ellis, 2016; Meekums, congruent research approach. 2008), for example, legitimises the focus on self, taking as it does the researcher’s own experiences of an issue as
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The Authors David Mc Cormack is a lecturer in the Department of Adult and Community Education, Maynooth University. He is a Psychotherapist and Supervisor and is Course leader for the Postgraduate Diploma in Arts (Adult Guidance and Counselling). He has a long-standing Mindfulness Meditation practice and is interested in the relationship between Contemplative practice and pedagogy, especially in the context of Transformative Adult Learning. His doctoral studies at the University of Bristol concerned a Narrative Inquiry into Auto ethnographic writing as Reflective Practice. He has trained and studied with UMASS and with Centre for Mindfulness Research and Practice at Bangor University
Mary B Ryan is Head of the Department of Adult and Community Education, Maynooth University and a Group Analytic Psychotherapist. She is Co-director of the Counselling and Adult Guidance suite of programmes including the NUI Certificate in Counselling Skills and Crisis Pregnancy Counselling Skills, NUI Certificate in Adult Guidance, Theory and Practice, the Diploma and Higher Diploma in Adult Guidance and Counselling and the Masters in Adult Guidance and Counselling. She is committed to transformative learning and models of pedagogical leadership that enhance the development of the group as a learning entity that is committed to reflexive dialogue and democracy. In her research, she draws on narrative inquiry.
References Bochner, A., & Ellis, C. (2016) Evocative Mc Niff, J. (2007). 'My Story Is My Living Educational Autoethnography: Writing Stories and Telling Lives. Theory'. In J. Clandinin (Ed.), Handbook of Narrative London, Routledge. Inquiry: Mapping a Methodology (pp. pp. 308-329). London: Sage. Clandinin, D. J. (2007). Handbook of narrative inquiry: mapping a methodology. Thousand Oaks, Calif.: Sage. Mc Niff, J., & Whitehead, J. (2011). All You Need To Know About Action Research. Los Angeles: Sage. Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: experience and story in qualitative research. Meekums, B. (2008). Embodied narrative in becoming San Francisco, Calif.: Jossey-Bass. a counselling trainer: an autoethnographic study. British Journal of Guidance & Counselling, 36(3), 287- Etherington, K. (2003). Trauma, the Body and 301. Transformation: A Narrative Inquiry. London: Jessica Kingsley. Mezirow, J. (1990). Fostering critical reflection in adulthood: a guide to transformative and emancipatory Etherington, K. (2004). Becoming a reflexive researcher: learning. San Francisco: Jossey-Bass. using ourselves in research. London: Jessica Kingsley. Mezirow, J. (1996). ‘Adult Education and Empowerment Etherington, K. (2008). Trauma, Drug Misuse and for Individual and Community Development’. In B. Transforming Identities. London: Jessica Kingsley. Connolly, T. Fleming, D. Mc Cormack & A. Ryan (Eds.), Freire, P. (1972). Pedagogy of the Oppressed. London: Radical Learning for Liberation (pp. 5-13). Maynooth: Penguin. MACE. Freire, P. (1998). Pedagogy of Freedom: Ethics, Samaras, A. P. (2011). Self-Study Teacher Research: Democracy, and Civic Courage. Lanham: Rowman & Improving Your Practice through Collaborative Inquiry. Littlefield. London: Sage. McMahon, M., & Patton, W. (2006). Career Counselling: Savickas, M. L. (2011). Career Counselling. Washington Constructivist Approaches. London: Routledge. DC: American Psychological Association (APA).
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EUROPE IN PRACTICE Towards a more SUCCESSful Future
Background: SUCCESS stands for Strategies to Utilize and Cultivate positive Characteristics and Employability Skills in Schools. The primary aim of the SUCCESS project is to develop an innovative and dynamic training package, which combines the core principles and techniques of Positive Psychology and the development of basic employability skills, with a view to assisting post-primary guidance counsellors across Europe in readying their students to make a smooth transition from post-primary education into the world of work. The research consortium is coordinated by the Lithuanian lead organisation (University of Vilnius), and is comprised of partners from Ireland (the Institute of Child Education & Psychology, Europe) Cyprus (GrantXpert Ltd. and the Institute of Development Ltd., N. Charalambous), Greece (Hellenic Association for Positive Psychology) and Italy (CESIE). Each of the partners were carefully selected on the basis of their expertise, the value add that they could offer to a project of this nature, and the dedication each had exhibited towards the amelioration of the issues of youth unemployment and mental health in their respective countries.
The Idea linked to a variety of adverse outcomes for young people, ranging from an increased likelihood of future periods of Despite recent improvements in this area, youth unemployment or precarious employment, to poorer health unemployment continues to represent one of the most and wellbeing outcomes and lower levels of job satisfaction significant challenges faced within European society. As up to 20 years after the period of unemployment (Bell of November 2018, 3.44 million young people under the & Blanchflower, 2011). As a result, the SUCCESS team age of 25 years within the EU28 were identified as being determined that issue of youth unemployment across unemployed, which represents a youth unemployment rate Europe represented a priority issue, which required an of 15.2% (Eurostat, 2018). Two of the three highest rates of evidence-based, expert informed response. youth unemployment per country were attributed to Greece (Highest: 36.6%) and Italy (3rd Highest: 31.6%), both of However, the partners recognized the plethora of whom are represented within the SUCCESS consortium. employability skills-based initiatives currently available Thus, the partner selection process exhibited a concerted to guidance professionals across Europe and deemed effort to exert a direct positive impact upon some of countries that the production of another such programme would which were worst afflicted by the youth unemployment not represent the most beneficial use of the SUCCESS epidemic which emerged during the pan-European consortium’s resources. The knowledge base present recession of the late 00’s. Youth unemployment has been within each of the partner organizations, specifically the
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EUROPE IN PRACTICE: TOWARDS A MORE SUCCESSFUL FUTURE continued wealth of experience and expertise in the area of Positive Psychology (PP), provided scope for the consortium to develop a more person-focused initiative, designed to marry the building of key employability skills with the process of developing students’ emotional literacy, character strengths, social skills and general wellbeing.
Traditionally, schools have placed excessive emphasis upon academic achievement above all else, resulting in these critical social and emotional competencies being consigned to the afterthought status. Given the youth of the process was pivotal for ensuring that the SUCCESS mental health crisis which has swept across Europe in the programme was built on co-constructed knowledge from past two decades, such a disparity in educational settings guidance practitioners, as opposed to emerging based is not a trend which can be allowed to persist. Suicide has upon the consortium’s prescriptive perceptions of what been identified as the leading cause of death among 10- should be included in the programme. 19 year olds in low- and middle-income countries, and the Based upon the learning gleaned from the field research second leading cause of death within the corresponding stage of the project, the partners began shaping the cohort of the population in high-income countries (WHO, programme, deciding upon the principal module themes 2018). In addition, approximately one in every five to be addressed by the training package and determining adolescents report experiencing mental and behavioural the format each of these designated modules should take. issues in any given year (WHO, 2018). Following some deliberation within the partner group, the SUCCESS sought to redress the balance within post- decision was reached that the programme would consist of primary education, by bringing the cultivation of student four themed modules, each of which would be comprised wellbeing to the forefront of student guidance counselling of 20 lesson plans for individual, group and homework sessions within each of the partner countries. PP activities related to the central theme. The programme’s interventions have displayed efficacy in nurturing positive central themes, carefully chosen based upon relevant emotion, which can in turn broaden one’s thoughts and research coupled to the recommendations collected from actions and boost one’s mental, social and physical the field research, are: (I) Positivity, (II) Resilience, (III) resources (Frederickson, 2013). Interventions of this Character Strengths, and (IV) Meaning. Each of these nature have been linked to the prevention and reduction themes provides an overarching coherency to the 20 of symptoms of depression and anxiety (Brunwasser, module activities, which progress from initial exercises Gilham & Kim, 2009), indicating their potential utility intended to introduce students to the module’s central within the post-primary educational setting. To date, constructs to more nuanced activities designed to build no similar programme has been designed to nurture upon these aforementioned foundational activities. positive characteristics via key PP principles in tandem In addition to these central themes, the surveying of the with constructing vital employability skills, thus meaning guidance counsellors across Europe had resulted in the that the SUCCESS programme represents an innovative emergence of ten vital employability skills which were addition to the field of post-primary guidance counselling. deemed to be of most importance to employers in the recruitment of young employees, which are outlined in the Programme Development table below. Whilst a skeletal outline of the programme was provisionally outlined among the SUCCESS partners, the consortium Table 1. recognized that the programme would only truly possess 10 Key Employability Skills Targeted by the SUCCESS value to guidance counselling staff across Europe if they Programme, as per the recommendations of Guidance were provided with an opportunity to actively contribute Counsellors within each of the partner countries to the development from the ground up. Therefore, in excess of 350 guidance counsellors from all five partner 10 Core Employability Skills Targeted by SUCCESS countries were consulted regarding the programme, via 1. Self-Awareness 2. Self-Management specifically tailored online questionnaires and designated focus group sessions. Through this process of surveying 3. Self-Presentation 4. Teamwork guidance counsellors, the SUCCESS team garnered valuable information regarding the priority needs of both 5. Communication 6. Creativity themselves and their students, the key employability skills which ought to be targeted within the programme, 7. Critical Thinking 8. Decision Making and suggested areas for future training for guidance 9. Engagement 10. Negotiation counsellors in each of the countries involved. This stage
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These key skills were interwoven into the development What next for SUCCESS? of the activities to ensure that each of each skill was Between the months of May and June, a series of project addressed and boosted across each of the four modules. launch events will be held to publicise the newly developed Since the beginning of April, the SUCCESS project programme within each of the partner countries. Attendees partners have embarked upon the process of piloting will be provided with an overview of the SUCCESS training the materials with a selection of experienced guidance programme, in addition to a virtual tour of the specifically counselling experts across each of the five partner tailored online platform upon which all programme related countries (including in excess of 80 guidance counsellors content will be hosted. The formal European launch of the in Ireland between focus group sessions, telephone SUCCESS training programme will take place in Vilnius interviews and online surveys). Through the completion of University, Lithuania on June 10th. these piloting sessions, the research team have acquired Subsequently, all partners will contribute to the translation valuable feedback on the viability of the devised lesson of the entire programme into the native languages of plan ideas and received a wealth of practical information each participant country and the programme will
regarding potential alterations to improve the usability of K TO L be made freely available to all interested parties on IC IN L K the training programme. Following these sessions, the www.successlearning.eu in the early autumn. C recommendations garnered from each of the piloting sessions will be compiled into a consolidated report on For more information regarding the SUCCESS research, piloting period. This report will be used to inform the please email Stephen (SUCCESS Researcher) at
K TO L [email protected]. IC IN refinement of the programme, prior to its English language L K
C launch by mid-June 2019.
The Author Stephen Smith is currently working at ICEP Europe as a Tutor and Researcher, having joined the team in January 2017. He holds a BA (Hons) in Psychology and an MSc (Hons) in Health Psychology, both from the National University of Ireland, Galway. Stephen's role involves supporting academic team by teaching, presenting and publishing across a number of ICEP Europe's online courses, as well as assisting in the execution of a range of ICEP Europe's research projects.
References Bell, D. N., & Blanchflower, D. G. (2011). Young people Fredrickson, B. L. (2013). Positive emotions broaden and the Great Recession. Oxford Review of Economic and build. Advances in Experimental Social Psychology, Policy, 27(2), 241-267. 47, 1-53.
Brunwasser, S. M., Gillham, J. E., & Kim, E. S. (2009). A World Health Organisation. (2018). Adolescent mental meta-analytic review of the Penn Resiliency Program’s health in the European Region. Retrieved from:
K TO effect on depressive symptoms. Journal of consulting http://www.euro.who.int/__data/assets/pdf_file/0005 C LI I N L K and clinical psychology, 77(6), 1042. /383891/adolescent-mh-fs-eng.pdf?ua=1. C
Eurostat. (2019, January 9). Euro area unemployment at
K TO L 7.9%: EU28 at 6.7%. Retrieved from: https://ec.europa. IC IN L K C eu/eurostat/documents/2995521/9477410/3- 09012019-AP-EN.pdf/1f232ebb-1dcc-4de2-85d1- 5765fae86ea8.
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