NCGE Resources

Post date: Thursday, May 25, 2017 - 17:16

Career Matters: Evidence and Implications for Gender and Equality

In this webinar, Dr. Deirdre Hughes, OBE, presents Career Matters: Evidence and Implications for Gender and Equality. Hughes discusses career learning and examines the research evidence base relating to careers education. Hughes takes us through the key findings of a major international review: Careers Education: International Literature Review commissioned by the UK Education Endowment Foundation and explores the implications for gender and equality in changing education and labour markets. Throughout the webinar Hughes invites participants to reflect on policy, research and practice and the implications of career dialogue within educational settings. 

Click below to view the webinar recording.
 
You can dowload the accompanying presentation HERE and at the end of this page
 
Embedded clip of '# Redraw the Balance' is courtesy of © Mullen Lowe Group. 
Post date: Thursday, May 25, 2017 - 17:16

Career Counselling: facilitating career learning and development

In this webinar, Liane Hambly discusses the role of career counselling in facilitating career learning and development.  Hambly presents a definition of career counselling and takes us through a three stage model for career counselling delivery (establishing the foundations, exploration of needs and addressing needs) and the theory underpinning this model.  Hambly concludes the webinar with a brief discussion of Dual Processing Theory and the implications of this theory for career guidance and counselling. 
 
Click below to view the webinar recording.
 
You can dowload the accompanying presentation HERE and at the end of this page
Post date: Thursday, May 25, 2017 - 17:16

Action-oriented Hope-centered Career Development

In this webinar Prof. Spencer Niles presents an action oriented model of career development which places hope at the center of the process.  Niles highlights the three theories of career development which underpin this career development model - Snyder’s Hope Theory, Bandura’s Human Agency Theory and Hall’s Protean Career Theory.  The process employed by the action-oriented hope-centered model is discussed (self-reflection, self-clarity, visioning, goal setting and planning, and implementing and adapting) and sample activities are presented which can be employed to support the career development of individuals and groups. 

 

Niles concludes the webinar by presenting a case study and inviting guidance counsellors to consider how they might help Emily progress her career journey. 

 
Click below to view the webinar recording.
 
You can dowload the accompanying presentation HERE and at the end of this page
 
Further Recommended Viewing

The Accomplishment Interview by Spencer Niles and Kai Helmichk can be viewed in conjunction with this video. It can be found here.

Post date: Thursday, May 25, 2017 - 17:16

Alternative visions of employability: the role of critical pedagogy

Educational policy currently provides a clear imperative:  that educational institutions must aid student employability.  Such emphasis increasingly implicates pedagogy in a discourse promoting a vision of self-interested actors operating calculatively within educational and labour markets.  Many commentators have been critical of consumer rationalism prominent in official discourse, pointing to more complex issues of emotional engagement of students in education. This article will focus on the learner’s ‘career’ and its potential to be placed under academic scrutiny via the reflexive exploration of theory.  This article will also demonstrate how this pedagogical approach can provide a means toward critical career understanding and how this influences future student career enactment. The article argues for the transfer of such learning to an Irish school setting, where it is argued that such pedagogy places employability in its proper place: as something that becomes meaningful and helpful when situated within a wider understanding of ‘career’ development.

Post date: Thursday, May 25, 2017 - 17:16

Career Sailboat Model as a tool for the Guidance Counsellor

There are numerous career development theories and models. Because of the complexity and fluidity of contemporary career development there is need for modern models to assist individuals to navigate career paths with purpose and clarity. The Career Sailboat Model (CSM) was created to enhance the process of career decision-making which emerges within four interactive dimensions - individual, social, political-legal-economical and chance. CSM uses a metaphorical presentation and focuses on the determination of career goals by promoting the process of self-discovery.  This process is facilitated by overlaying a structure which guides both the discovery of self and the evaluation of career opportunities and options. This process utilises all of the career counselling processes including self-knowledge, recognition of educational/professional possibilities and decision/career planning.  The model is founded on the idea that one’s passage to a career is a sailing journey from origin to destination.  While the tentative selection of a career can be an intimidating process, the process of planning and navigating a journey can be much less so.  This model was inspired by the work of many others and many earlier theories. Accordingly, and consistent with constructivist views, the CSM is engaged in helping individuals to compose their own stories and to determine their own destination ports. The model easily permits the use of informal/qualitative assessment instruments by guidance counsellors, for example, use of games, self-report inventories, card sorts. The CSM also allows for great flexibility and adaptation to a wide variety of cultural/social realities and to political-legal-economical dimensions.

Post date: Thursday, May 25, 2017 - 17:16

The Four Pillars of Action: The Role of Guidance Counsellors in developing and implementing the Whole School Community Approach in Tackling Bullying, both Traditional and Cyber


Bullying at school is a cause of considerable concern to young people and their families. The growth of cyber-bullying has caused further worry and unease. The reason for the growing concern is the impact which cyber-bullying has been shown to have on the mental and physical well-being of young people. The strong connection between ‘traditional’ and cyber-bullying which has the majority of young people involved in both forms means that strategies need to be implemented which are effective with the traditional forms of bullying as well as providing clear and consistent guidelines for healthy cyber-behaviour. The Whole School Community Approach has been identified as having the potential to reduce the prevalence of bullying at school. This article, therefore, raises the need to have Guidance Counsellors central to the development and delivery of the Whole School Community Approach which has been endorsed by the Department of Education and Skills’ 2013 Action Plan on Bullying. The Whole School Community Approach is collaborative and systematic and can embrace both ‘traditional’ and cyber-bullying. Its prevention and intervention strategies involve all school staff, parents, young people and the wider community.

Further Recommended Reading

Countering Bully/Victim Problems in Schools: Supporting the Guidance Counsellor by Conor Mc Guckin and Lucie Corcoran should be read in conjunction with this article. 

It can be found here in "Delivering the guidance programme" section.

 

Post date: Thursday, May 25, 2017 - 17:16

Self-Care: Some Prescriptions for Calm Living

Ever felt stressed? Or, in contemporary parlance, stressed-out? While this article is basically about stress or, more accurately, stress-management, you’ll notice that I’ve kept stress out of the title. This is because I want you to focus on what you can do about stress and stressors in your life, rather than on abstract concepts of stress. Hence the article is a bit prescriptive but, I hope, practical in the suggestions, reflections and exercises I outline. These come from lived experience, both personal and professional, during my years as teacher, guidance counsellor, and psychologist. I adorn the general content of my stall with observations from historical figures, and with relevant citations from academic research. Those who work in the broad fields of education, counselling, and psychology constitute the audience I know best, and from whom I’ve learnt most. What I set out here reflects, I hope, some of that learning and its practical applications. If readers from other fields dip in and find it useful, well that’s a bonus.

Post date: Thursday, May 25, 2017 - 17:16

Bereavement: How Guidance Counsellors Can Support The Grieving Student

Death is inevitable and universal, therefore, it is necessary for anyone who works with students to be prepared to offer help to those who experience bereavement naturally, suddenly, or traumatically. Indeed, help is sometimes required in advance of bereavement, in that a student may be ‘anticipating’ the death of a significant person in their life (e.g., parent in hospice care). It is estimated that between 36,000 and 60,000 young people in Ireland have experienced a significant bereavement (McLoughlin, 2012). As the role of the Guidance Counsellor is pivotal in supporting students who have been bereaved, as well as their peers and the rest of the school community, this article provides a review of the salient information that is useful to a Guidance Counsellor in their planning to provide immediate and on-going support.

The article begins with a discussion of the definitional differences between types of bereavement and followed by an overview of the theoretical foundations of bereavement and grief, showing how the topic has altered over time, reflecting societal changes. Subsequently, attention is directed towards a review of research that has explored the nature, incidence, and correlates of bereavement among students.

Critical to the work of the school-based Guidance Counsellor is the policy framework that guides their work. The article overviews policy documentation that is useful in planning for bereavement provision and support services for students. To conclude, attention is directed towards curricula materials, programmes and resources that are available to help Guidance Counsellors in this important work.

Post date: Thursday, May 25, 2017 - 17:16

Countering Bully/Victim Problems in Schools: Supporting the Guidance Counsellor

The purpose of the current chapter is to equip Guidance Counsellors with the requisite classic and contemporary knowledge to understand and plan to address the many manifestations of bully/victim problems encountered among students and the wider school community (e.g., Mc Guckin & Lewis, 2003). Whilst attention is directed towards an exploration of what we currently know about the nature, incidence, correlates, and management of traditional ‘f2f’ (face-to-face) bullying (Mc Guckin, Cummins, & Lewis, 2010), the chapter also explores a more immediate and contemporary form of bullying, one that demonstrates an overlap with the experience of being involved in f2f forms of bully/victim problems – cyberbullying (Juvonen & Gross, 2008). Drawing upon the research outcomes of recent and ongoing EU commissioned research projects (e.g., COST Action IS0801, CyberTraining, CyberTraining 4 Parents), the chapter dispels some of the myths about cyberbullying and provides timely resources and reference materials for immediate use by Guidance Counsellors in their work with students, parents, and other professionals. Whilst much attention is justifiably directed towards f2f and cyberbullying, the chapter also presents a timely reminder to be vigilant against other forms of bully/victim problems, such as, disablist bullying (Purdy & Mc Guckin, 2011) and alterophobia (Minton, 2012). Finally, due consideration is given to the policy and legal context of such issues, with directions towards appropriate additional resources in order to facilitate readers’ engagement with the current knowledge regarding bully/victim problems. The aspiration is to work towards more harmonious educational environments, ones that see students reach their full potential with protection from harm and deleterious health effects.

Further Recommended Reading
The Four Pillars of Action:  The Role of Guidance Counsellors in developing and implementing the Whole School Community Approach in Tackling Bullying, both Traditional and Cyber by Mona O'Moore should be read in conjunction with this article.  It can be found here in "Delivering the guidance programme" section.