Orientation to Career Guidance and Counselling in Developing Countries - PowerPoint PPT Presentation

Loading...

PPT – Orientation to Career Guidance and Counselling in Developing Countries PowerPoint presentation | free to download - id: 3e358f-MzYyN



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Orientation to Career Guidance and Counselling in Developing Countries

Description:

Orientation to Career Guidance and Counselling in Developing Countries William Borgen Educational and Counselling Psychology & Special Education – PowerPoint PPT presentation

Number of Views:51
Avg rating:3.0/5.0
Slides: 37
Provided by: jivacaree
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Orientation to Career Guidance and Counselling in Developing Countries


1
Orientation to Career Guidance and Counselling in
Developing Countries
  • William Borgen
  • Educational and Counselling Psychology
  • Special Education
  • Faculty of Education
  • University of British Columbia
  • Bryan Hiebert
  • Department of Educational Psychology
    Leadership Studies
  • Faculty of Education
  • University of Victoria

2
The Need for Career/Life Planning
  • We guide our boys and girls to some extent
    through school, then drop them into this complex
    world to sink or swim as the case may be. Yet
    there is no part of life where the need for
    guidance is more emphatic than in the transition
    from school to work - the choice of a vocation,
    adequate preparation for it, and the attainment
    of efficiency and success. (Frank Parsons)

3
Traditional Assumptions
  • There are a series of individual attributes or
    traits that draw people to certain occupations.
  • These attributes or traits are pivotal to
    effective and desired decision-making.
  • Occupations that match the vocational interest of
    individuals are accessible to them.
  • Occupations are stable enough in their
    characteristics for assessment instruments that
    match the traits of individuals with occupational
    characteristics are useful over time.
  • Once secured individuals have the capability to
    stay involved in desired occupations or career
    trajectories.

4
Counselling and Guidance Within a Context of
Uncertainty
Self-identity
5
Societal Contexts
  • Rapidly Changing Social, Cultural and Economic
    Realities
  • Poverty/Structural Unemployment
  • Violence
  • Migration
  • HIV/AIDS
  • The Education System
  • Globalization

6
Some International Examples
  • Countries are looking for information and
    approaches that address the issues of individuals
    and also inform policies to serve the broader
    society (Kenya, Nigeria, Bhutan)
  • The context in which people are making
    occupational, vocational and career decisions is
    evolving rapidly and unpredictably (India,
    Africa, Eastern Europe/Asia, Argentina, North
    America)
  • Perceived status of occupations is a major issue

7
Revised Assumptions
  • Several factors influence choice of occupations
    or career paths, including individual attributes
    or traits, family perspectives, rapidly evolving
    cultural influences such as poverty, addiction,
    conflict, displacement and discrimination, along
    with internationalization and rapid change in
    labour market opportunities.
  • These factors are differentially important within
    and across cultural contexts.
  • Occupations of choice may not be accessible.
  • Many tasks and processes related to occupations
    are unstable.
  • People need the skills and attitudes required to
    successfully manage rapid and unpredictable
    changes that characterize many occupations and
    career trajectories.
  • Career Development is an emerging professional
    activity

8
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 persons 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.)

9
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 individuals
    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.

10
A Proposed Research/Service Grid
Advising Guidance Counselling
Occupational Occupational Advising Occupational Guidance Occupational Counselling
Vocational Vocational Advising Vocational Guidance Vocational Counselling
Career Career Advising Career Guidance Career Counselling
THE 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.
11
  • What students are telling us

12
Older Adolescents in High School
  • Problems Identified
  • Schooling
  •  Identity and Self-Concept
  •  Family
  •  Employment

See Borgen, W. A., Hiebert, B. (2006). Youth
counselling and career guidance What adolescents
and young adults are telling us. International
Journal for the Advancement of Counselling, 28,
389-400 .
13
Coping Strategies of Adolescents
  • Individual Problem Solving 
  • Disengagement distancing, avoidance
  • Resignation
  • Giving Up

14
The Nature of Assistance Desired
  • Who Friends, Family, Professional Helpers
  • Qualities Good listeners, trustworthy and
    honest
  • Knowledge about the issues
    being
  • discussed
  • Experience similar to theirs
  • What Counselling, knowledge, advice and
  • information
  • Comfort and reassurance

15
The High 5 (1)
  • A Changing Theme For Career Development
  • Change is constant
  • Focus on the journey
  • Follow your heart
  • Keep learning
  • Access your allies
  • Believe in yourself

See Redekopp, D. E., Day, B., Robb, M. (1995).
The "High Five" of career development. In B.
Hiebert (Ed.). Exemplary career development
programs and practices The best from Canada.
Greensboro, NC ERIC/CASS .
16
The Challenge
  • Career opportunities are a result of planned and
    unplanned developmental and environmental events.
  • Career decisions evolve over a life time.
  • Career development services need to be
    differentiated and available across the lifespan.
  • A new paradigm is needed to depict how peoples
    careers develop.

17
The Need
  • Academics and practitioners will need to consider
    the new philosophical underpinnings, theoretical
    foundations, knowledge base, and expanded skill
    sets needed to embrace the new paradigm.
  • Career practitioners need a broader range of
    pre-service and in-service education that
    prepares them to offer advice, guidance and
    counselling for occupational, vocational and
    career related issues.

18
Guidance Counseling Planner
  • An alternative metaphor for career/life planning
  • See Westwood, M. W., Amundson, N. E. Borgen,
    W. A. (1994). Starting points Finding your route
    to employment. Ottawa Human Resources social
    development Canada.
  • Borgen, W. A. (1999). Implementing Starting
    Points A follow-up study. Journal of Employment
    Counseling, 36, 98 114.
  • Borgen, W. A. (1995).  Starting points  Finding
    your route to employment (B.C.   Edition). 
    Victoria/Ottawa  Assessment, Counselling and
    Referral Initiative of   MOEST and HRDC.

19
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

20
  • Example from the Field

21
Career Guidance and Counselling Orientation
WorkshopImplementing 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

22
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

23
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

24
Orientation Workshop Plan
  • Day 2 Taking Stock
  • Nature of services
  • Advising, Guidance, Counselling
  • Occupational, Vocational, Career
  • Meeting the whole person needs of students
  • Nature of training
  • Skills needed
  • Resources available
  • Tools and resources (for services for training)
  • Understanding my own career path
  • How will I incorporate this in my job

25
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

26
Group Facilitation Model
Leader Approaches Skills
Group Process
Member Needs Roles
Group Design
Group Goals Activities
See Borgen, W. A., Pollard, D. E., Amundson, N.
E., Westwood, M. J. (1989). Employment groups
The counselling connection (chapter 3). Toronto,
ON Lugus.
27
Orientation Workshop Plan
  • Day 4 Building support
  • Policy support
  • Infrastructure needed
  • Resources needed
  • Program planning and evaluation
  • Policy makers, service providers, clients working
    together
  • Demonstrating the value of our work
  • Program planning and evaluation
  • Evaluation model
  • Tools for demonstrating value

28
Outcome Focused Evidence-Based Practice
Quality Improvement
  • Input ? Process ? Outcome

Resources
  • Counsellor
  • Skills
  • Interventions
  • Programs
  • Client change
  • Knowledge
  • Skill
  • Attribute
  • impact

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/crw
g
29
Outcome-Focused Evidence-Based Practice
  • Input ? Process ? Outcome

Intervention Process Outcome
What will I do? How is it working?
Professional Practitioner
30
Orientation Workshop Plan
  • Day 5 Consolidation, maintaining, sustaining
  • Making it happen
  • Pulling it all together
  • Action planning follow up
  • Vision for your life
  • Foundational theories
  • Workshop evaluation

31
Orientation Workshop Evaluation
Regarding the Primary Objectives of this workshop, andknowing what you know now, how would you rate yourself before the workshop, and how would you rate yourself now? Regarding the Primary Objectives of this workshop, andknowing what you know now, how would you rate yourself before the workshop, and how would you rate yourself now? Before Unacceptable Acceptable Before Unacceptable Acceptable Before Unacceptable Acceptable Before Unacceptable Acceptable Before Unacceptable Acceptable Before Unacceptable Acceptable After Unacceptable Acceptable After Unacceptable Acceptable After Unacceptable Acceptable After Unacceptable Acceptable After Unacceptable Acceptable After Unacceptable Acceptable
Regarding the Primary Objectives of this workshop, andknowing what you know now, how would you rate yourself before the workshop, and how would you rate yourself now? Regarding the Primary Objectives of this workshop, andknowing what you know now, how would you rate yourself before the workshop, and how would you rate yourself now? 0 1 2 3 4 ave 0 1 2 3 4 ave
1 Clear understanding of basic career development theory 6 5 11 3 1 1.5 0 0 0 10 16 3.6
2 Knowledge about the factors that contribute to (or interfere with) peoples career development 4 10 6 5 1 1.6 0 0 1 6 19 3.6
3 Knowledge regarding basic skills used in career-life planning 7 11 3 4 1 1.3 0 0 2 6 18 3.6
4 Tools for demonstrating the value of careers guidance counselling 8 5 4 5 1 1.4 0 0 1 5 17 3.3
5 Awareness of the importance of career-life planning in TVET 6 5 6 5 1 1.7 0 0 0 3 20 3.4
6 Repertoire of practical tools and approaches for facilitating career development 8 9 4 4 1 1.4 0 0 2 6 18 3.5
32
Evaluation Results
  • 156 ratings (6 questions times 26 people)
  • 84 (54) ratings were unacceptable before the
    workshop
  • 0 ratings were unacceptable after the workshop
  • 6 (4) ratings were excellent before the workshop
  • 108 (69) ratings were excellent after the
    workshop

33
Orientation Workshop Evaluation
Generally Speaking, Generally Speaking, Ave
Generally Speaking, Generally Speaking, 0 1 2 3 4 Ave
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 (room, etc.)? -- -- -- 18 5 3.0
4. how would you rate the food? -- -- -- 14 3 2.7
Unacceptable
Acceptable
34
Orientation Workshop Evaluation
For each component of the workshop listed below, please assess how useful that component was for you. For each component of the workshop listed below, please assess how useful that component was for you. Ave
For each component of the workshop listed below, please assess how useful that component was for you. For each component of the workshop listed below, please assess how useful that component was for you. 0 1 2 3 4 Ave
1. General Model Road Map -- -- 1 10 15 3.5
2. Exploring the Context -- -- 2 9 15 3.4
3. Factors Influencing Career Plans -- -- -- 8 18 3.7
4. Personal Career Line -- -- 1 12 13 3.5
5. Clarifying Roles (advising, guidance, counselling) -- -- -- 5 21 3.8
6. Assets and Resources -- -- 3 8 15 3.5
7. Skill Framework for service providers -- -- 2 6 18 3.6
8. Group process strategies -- -- -- 5 16 3.6
9. Skill Practice -- -- -- 9 17 3.7
10. Demonstrating value (evaluation) -- -- -- 8 16 3.7
11. Infrastructure -- -- 3 13 10 3.3
12. Action planning -- -- -- 7 19 3.7
Acceptable
Unacceptable
35
Final Thoughts
  • One major barrier expressed by participants
  • lack of infrastructure and resources
  • Many schools do not have a career resource centre
  • Create the support you need
  • Lobby policy makers
  • Train your boss to give you the support you need
  • Create a mechanism to support follow up action
  • Create a capacity building mechanism
  • Training for trainers
  • Lifelong learning growth needs
  • Lifelong guidance and counselling

36
Orientation to Career Guidance and Counselling in
Developing Countries
  • Questions or Comments?
  • Thank you
  • William Borgen
  • borgen_at_interchange.ubc.ca
  • Bryan Hiebert
  • hiebert_at_ucalgary.ca
About PowerShow.com