IN novative and N ew S olutions for S ustainable E mployability LMS MANUAL Index CHAPTER 1 ................................ ................................ ................................ ................................ ....... 3 BASIC ASSUMPTIONS AN D THEORETICAL BACKGR OUND ................................ .................. 3 HOLISM ................................ ................................ ................................ ................................ ... 6 HUMANISTIC PSYCHOLOG Y ................................ ................................ ................................ .. 6 CHANGING THE MINDSET ................................ ................................ ................................ ....... 7 THEORY OF PERSONALIT Y – CARL ROGERS ................................ ................................ ........ 8 SELF - EXPLORATION ................................ ................................ ................................ .............. 13 NON - DIRECTIVE COACHI NG ................................ ................................ ................................ 15 COMMUNICATION SQUARE ................................ ................................ ................................ .. 21 TRANSACT IONAL ANALYSIS ................................ ................................ ................................ 23 ASSESSMENTS ................................ ................................ ................................ ....................... 31 TRAIN THE TRAINER ................................ ................................ ................................ .............. 35 CHAPTER 2 ................................ ................................ ................................ ................................ ..... 39 ATTENTIVE / ACTIVE L ISTENING ................................ ................................ ......................... 39 MOTIVATIONAL INTERVI EWING ................................ ................................ .......................... 44 GO RDON METHOD ................................ ................................ ................................ ............... 48 COGNITIVE RESTRUCTUR ING ................................ ................................ .............................. 49 S.O.R.C. ................................ ................................ ................................ ................................ .. 56 FUNCTIONAL BEHAVIOUR ASSESSMENT (FBA) ................................ ................................ .. 57 THE TRANS - THEORETICA L MODEL OF BEHAVIOUR CHANGE ................................ .......... 60 EXPERIMENTAL LEARNIN G THEORY ................................ ................................ ................... 64 SELF - DETERMINATION T HEORY ................................ ................................ .......................... 67 CHAPTER 3 ................................ ................................ ................................ ................................ ...... 72 DEVELOPMENT OF CLIEN T’S COMPETENCES ................................ ................................ ..... 72 SOCIAL SKILLS ................................ ................................ ................................ ....................... 72 PERSONAL SKILLS ................................ ................................ ................................ ................ 90 METHODICAL SKILLS ................................ ................................ ................................ ........... 96 METHODS TO TEACH / L EARN PRACTICAL SKILL S ................................ .......................... 102 CHAPTER 4 ................................ ................................ ................................ ................................ ... 109 METHODOLOGY IN REGAR D TO THE CENTRAL IDE A OF TRANSITION MANA GEMENT 109 TRANSITION PHASES ................................ ................................ ................................ .......... 110 THEME CENTRED INTERA CTION (TCI) ................................ ................................ ............... 111 IN novative and N ew S olutions i for S ustainable E mployability IMPORTANCE OF STAKEH OLDERS ................................ ................................ ..................... 114 ETHICS ................................ ................................ ................................ ................................ .. 116 QUALITY MANAGEMENT ................................ ................................ ................................ ..... 116 Version 1.0 .3 by the INT ENSE consortium - release date: 4 - 10 - 2018 Unless otherwise stated, this work is licensed under a Creative Commons Attribution - ShareAlike 4.0 International License IN novative and N ew S olutions ii for S ustainable E mployability CHAPTER 1 BASIC ASSUMPTIONS AND THEO RETICAL BACKGROUND Intro The project INTENSE focuses on young people / students who are not in education, em- ployment or training (NEET’s) by approaching them client - focused from a holistic vision and the humanistic psychology in a struc tured environment in which autonomy and self - responsibility are the main issues. The project consortium is , of the opinion that the current closed and employment - centred approach of NEET’s is ineffective and is sup- ported in that line of thought (mindset) b y Eurofound, which in 2015 examined the ef- fectiveness and implementation of Youth Guarantee plans. This publication draws at- tention to the inadequate results of the employment - centred approach and the need to refrain. Their argument is: “Concerning the imp lementation of the youth guarantee, the member states should refrain from choosing a close and employment - centred concept and decide on a more comprehensive and integral approach which aims at reaching those who are unemployable and more difficult to integ rate." The student / client will be placed in the centre of the project by the choice of the consortium for a client - centred approach. He / she must be the director of his or her own future in terms of education, training and work. INTENSE creates the cond itions for the client to take the best possible direction. This concept is composed of three aspects as recurring themes in the project: 1. By compensation we mean developing a client - centred, systematic and integral educational concept. A holistic system. 2. Preventive work is necessary to prevent exclusion and to avoid follow - up costs. 3. By means of an early involvement of stakeholders a basis is provided towards an overall co - operation, with a focus on formal and legislative structures of na- tional support syst ems in Europe. Dimensions The coaches who work with NEETs based on the INTENSE project should be aware of the dimensions in which their client’s function. We will put our attention to the coherence and influencing of the DIMENSIONS OF EXISTE NCE . In these p sychological dimensions, NEETs leave the path of what we call a healthy life journey, causing more and more isolation. The overview below gives an idea of what dimensions mean and what can go wrong; what threats there are. IN novative and N ew S olutions 3 for S ustainable E mployability The PHYSICAL DIMENSION concerns e verything that has to do with the material, sensory body and the natural and material world. Here safety, comfort, enjoyment, health and external beauty are important values. Threats are poverty, pain, illness, deterioration, death. At this level, self - exp erience is mainly expressed in terms of if ‘can do’ or ‘have’ things. In the SOCIAL DIMENSION people have an eye for someone’s place in society or function in public life. Here, respect, recognition and success are important categories, but also concern fo r others, responsibility, friendship and belonging to something. The big threats are: condemnation, rejection, loneliness, guilt and shame. At this level people often talk about ‘must’ and view themselves mainly through the eyes of others. In the PSYCHIC D IMENSION it is about character traits and psychological characteristics. With this focus on the individual, self - knowledge, autonomy and freedom are highly re- garded. A rich inner life is an important source of satisfaction here. Threatening: confu- sion, dou bt, imperfection, restriction of freedom, disintegration. The desire for self - re- alization is often articulated in terms of ‘wanting’ and self - development is given a per- sonal interpretation. The SPIRITUAL LEVEL includes self - transcending ideals, a broader s ystem of meaning, ideas about man in a cosmic context, finding ultimate meanings. Threats in this dimen- sion are: futility, futility, evil. Here people are aware of ‘may’ and there is gratitude for what is. At this level, a unity consciousness dominates. (L eijssen Mia (2013). Living from love. A path to existential well - being. Lannoo.) Indicators With this approach, the consortium wants improvements in the following five areas / indicators. These indicators refer to the essay "Individual employability" of th e Univer- sity of Duisburg - Essen ( Martin Brussig, Matthias Knuth WSI - Mitteilungen 6/2009: Indi- viduelle Besch ä ftigungsf ä higkeit: Konzept, Operationalisierung und erste Ergebnisse) . The researcher where identifying the 5 items as indicators for employability. Qualifications a quality or accomplishment that makes someone suitable for a particular job or activity school degree knowledge in occupational field VET degree professional experience Social skills