Professional Documents
Culture Documents
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Traditional Assumptions
There are a series of individual attributes or traits that
draw people to certain occupations.
These attributes or traits are pivotal to effective and
desired decision-making.
Occupations that match the vocational interest of
individuals are accessible to them.
Occupations are stable enough in their characteristics for
assessment instruments that match the traits of
individuals with occupational characteristics are useful
over time.
Once secured individuals have the capability to stay
involved in desired occupations or career trajectories.
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Counselling and Guidance Within
a Context of Uncertainty
Societal Context
Family
Self-
Personal Career
identity
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Societal Contexts
•Poverty/Structural Unemployment
•Violence
•Migration
•HIV/AIDS
•The Education System
•Globalization
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Some International Examples
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Revised Assumptions
Several factors influence choice of occupations or career
paths, including individual attributes or traits, family
perspectives, rapidly evolving cultural influences such as
poverty, addiction, conflict, displacement and
discrimination, along with internationalization and rapid
change in labour market opportunities.
These factors are differentially important within and
across cultural contexts.
Occupations of choice may not be accessible.
Many tasks and processes related to occupations are
unstable.
People need the skills and attitudes required to
successfully manage rapid and unpredictable changes
that characterize many occupations and career
trajectories.
Career Development is an emerging professional activity7
Services Related to Career Development
Advice or Advising
If I give general information regarding external requirements, I am doing
vocational or career advising (Implies general information is sufficient for
the issue presented)
Guidance
If I make a judgment about what information is being sought and
provided it I am providing vocational or career guidance. (Implies tailored
information is sufficient).
Counselling
If I explore the other person’s perspective, tentatively offer other
perspective to be considered (including information based on the initial
exploration) and jointly discuss possible action planning, I am providing
vocational or career counselling. (Implies that a counselling process is
needed to consider the utility of different insights, feelings, and
information and the applicability of different possible actions regarding
the issue.)
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Constructs Central to
Career Development
Occupational
Occupational refers to an activity that is focused on
considering a particular job.
Vocational
Vocational refers to a focus on an individual’s talents,
passions and interests in considering areas of work.
Career
Career refers to broader issues, such life development,
work-adjustment, work-dysfunction, and integration of life
roles with other life roles over time that may or may not
be directly related to work.
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A Proposed Research/Service Grid
See: Hiebert, B., & Borgen, W. A. (Eds.), Technical and vocational education
and training in the twenty-first century: New roles and challenges for guidance
and counselling (pp. 13-26). Paris: UNESCO. 10
What students are telling us…
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Older Adolescents in High School
Problems Identified
Schooling
Identity and Self-
Concept
Family
Employment
Individual Problem
Solving
Disengagement –
distancing, avoidance
Resignation
Giving Up
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The Nature of Assistance Desired
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The Need…
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Guidance & Counseling Planner
An alternative metaphor
for career/life planning
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Professional Development:
A Multi-Layered Approach
Preparation for career practitioners
Orientation workshop
• Philosophical underpinnings
• theoretical foundations
• For all professionals
Stakeholder involvement
• Individual consultation
• Group consultation
In-depth training for key service providers
• Guidance practitioners
• Counsellors
Training for trainers
• For capacity building 19
Example from the Field
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Career Guidance and Counselling
Orientation Workshop:
Implementing a Vision for Your Life
5-day interactive workshop
• foundational career development theory
• contemporary approaches for implementing career
guidance programs in educational settings
• Key resources available
• knowledge and skill practice in appropriate
instructional methods for career education
Designed to help teachers and counsellors
work more effectively
with their school and college communities
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Guidance & Counseling Planner
Day 1: Context
• Preparation, philosophy,
theory
Day 2: Taking Stock
• Tools and resources
Day 3: Providing services
• Communication
& collaboration
Day 4: Building support
• Policy makers, service
providers, clients working
together
Day 5: Consolidation
• Implementing, maintaining,
sustaining 22
Orientation Workshop Plan
Day 1: Context
What is career development
• Career-life planning
• Vision for your life
• Foundational theories
Who are we serving
• Labour market context
• Voices of youth
Learn about career-life planning
by examining your own career path
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Orientation Workshop Plan
Day 2: Taking Stock
Nature of services
• Advising, Guidance, Counseling
• Occupational, Vocational, Career
• Meeting the whole person needs of students
Nature of training
• Skills needed
• Resources available
Tools and resources (for services + for training)
Understanding my own career path
• How will I incorporate this in my job
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Orientation Workshop Plan
Day 3: Providing services
Communication and collaboration
• Multiple skills for multiple roles
• Constructs and skills for collaboration
Basic group process
• Group member roles and norms
• Stages of group development
Skill practice
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Group Facilitation Model
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Needs & Group
Roles Design
Plan
Group Goals
& Activities
Quality Improvement
See: Baudoin, R., et al.. (2007). Demonstrating value: A draft framework for
evaluating the effectiveness of career development interventions. Canadian
Journal of Counselling, 41, 146-157.
CRWG web site: http://www.ccdf.ca/crwg 28
Outcome-Focused Evidence-Based Practice
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Orientation Workshop Evaluation
Before After
Unacceptable Unacceptable
Regarding the Primary Objectives
Acceptable Acceptable
of this workshop, and
knowing what you know now, 0 1 2 3 4 ave 0 1 2 3 4 ave
how would you rate yourself
before the workshop, and how
would you rate yourself now?
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Orientation Workshop Evaluation
Unacceptable Acceptable
Generally Speaking, Ave
0 1 2 3 4
1. how useful did you find the workshop? -- -- -- 1 25 4.0
2. how would you rate the workshop facilitation? -- -- -- 1 25 4.0
3. how would you rate the workshop facilities -- -- -- 18 5 3.0
(room, etc.)?
4. how would you rate the food? -- -- -- 14 3 2.7
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Orientation Workshop Evaluation
Thank you
William Borgen
borgen@interchange.ubc.ca
Bryan Hiebert
hiebert@ucalgary.ca
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