NCGE Resources

Post date: Monday, May 29, 2017 - 12:04

Supporting Refugee Students Transition to and Progress in Post-primary School

by Grainne Carley and Jessica Farnan

This article was published by NCGE as part of the School Guidance Handbook - schoolguidancehandbook.ncge.ie - an online resource to support the development and delivery of the school guidance programme

Post date: Monday, May 29, 2017 - 12:04

Helping students to concentrate while studying

by Aidan Moran

This article was published by NCGE as part of the School Guidance Handbook - schoolguidancehandbook.ncge.ie - an online resource to support the development and delivery of the school guidance programme

Post date: Monday, May 29, 2017 - 12:04

Framework for considering provision of guidance in post-primary schools

In response to changes to the guidance landscape in schools from September 2012, the Association of Community and Comprehensive Schools (ACCS), Irish Vocational Education Association (IVEA), Joint Managerial Body (JMB) and National Association for Principals and Deputy Principals (NAPD) issued a Framework for Considering Provision of Guidance in Post Primary Schools.

Post date: Monday, May 29, 2017 - 12:04

Susan Kraatz, DG EMPL, speaking at the National Conference on Guidance, 2013

NCGE hosted the National Conference on Guidance in the Ballsbridge Hotel on Friday March 1st, 2013. The theme of the 2013 conference was Lifelong Guidance: Building the Evidence Base.

Susan Kraatz, Policy Officer, DG EMPL, European Commission, spoke at the conference.

Post date: Monday, May 29, 2017 - 12:04

2007 Report on the Evaluation of Module One: Reviewing Whole School Guidance.

Report on the Evaluation of Module One: Reviewing Whole School Guidance.

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Post date: Friday, May 26, 2017 - 09:51

Navigating the Horizon

This presentation focuses on a paradigm shift in the conceptualisation of career. In the labour market a career is not chosen, it is constructed through a series of choices we make throughout our lives. This transformation in the concept of career has implications to the widening paradigm of lifelong guidance and how lifelong career management skills and transversal employability skills can be learned as a continuum from comprehensive education to higher education and adult learning. There is also evidence that in addition to learning outcomes on individual level, coherent career education programmes have wider economic and social outcomes. The beneficiaries include individuals, families, communities and the organisations where they study and work, as well as society as a whole. There is an extensive research base which indicates that lifelong guidance is most effective where it meaningfully connects to the wider experience and lives of individuals and provides services relevant to their needs. It should recognize the diversity of individuals and provide services relevant to their need by combining a range of different interventions. It should also encourage the acquisition of lifelong career management skills.

 

Post date: Friday, May 26, 2017 - 09:49

Perspectives on the use of ability tests in schools

This video was inspired as a result of a series of Continued Professional Development workshops undertaken in Irish secondary schools. The hopes for ability tests were too often not fulfilled. There was a mismatch in messages being delivered to students as result of testing and what their real needs were. These concerns will be addressed in this video.

 
We recommend the following materials in conjunction with this video:
  • Best Practice, Ethical and Legal Considerations in Psychometric Testing for Guidance Counsellors by Declan Fitzgerald and Ciara Farrell which can be found here.
  • Video Role Play: Provision of Feedback on Psychometric Test Results by Declan Fitzgerald can be found here.
  • A guide for post-primary schools in developing a policy for the use of assessment instruments (including tests and web-based resources) was developed by NCGE and can be accessed here.
  • Data Protection for the Guidance Counsellor: Issues To Plan For by Hugh Jones can be accessed here.
Post date: Friday, May 26, 2017 - 08:58

Video Role Play: Provision of feedback on psychometric test results

This role play provides an opportunity to observe a model of feedback that can be used during a one-to-one meeting with a student.   Declan Fitzgerald, Chartered Occupational Psychologist, demonstrates a  model for  the provision of feedback to a student on the results of an ability test. 

The video provides  only one example of how feedback may be provided to a student. 

The student portrayed as Casey Black is a fictional character played by Robbie Glynn, a Leaving Certificate student at the time. 

Declan Fitzgerald portrays the role of a guidance counsellor for the purpose of this interview. 

The role play demonstrates how a feedback conversation can:

  • Reflect what ability tests can and cannot do in broad context of career guidance
  • Use a 'concrete' approach to sharing test results
  • Ensure the test taker is an active partner in the feedback conversation

Special thanks to ENACT for providing facilities to record this role play and for providing the personnel and expertise which made the recording possible.  

Post date: Friday, May 26, 2017 - 08:52

Helping Adolescents Cope with Depression

This article details the nature of depression in adolescents, focuses on the role of the guidance counsellor in responding to students who may have depression, presents an overview of how guidance counsellors can help adolescents cope with depression, using cognitive behavioural principles and mindfulness, stresses the importance of guidance counsellors looking after themselves and highlights how Aware can support guidance counsellors. It illustrates how they can use the ‘Coping Triangle’ (Hayes, 2006, 2011) and references a wide-range of practical information and support.

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

A guide for post-primary schools in developing a policy for the use of assessment instruments (including tests and web-based resources)

The aim of this guide is to facilitate school management and staff in developing a policy on the use of assessment instruments in schools.  Assessment instruments include achievement/attainment, ability and diagnostic tests.  

This guide sets out areas which should be considered and addressed when assessment instruments are administered to students.  In addition, the appendices contain a number of templates which may be used to support the development of a school policy on the use of assessment instruments.

Further Recommended Reading:

  • Best Practice, Ethical and Legal Considerations in Psychometric Testing for Guidance Counsellors by Declan Fitzgerald and Ciara Farrell should be read in conjunction with this article.  It can be found HERE
  • Video Role Play: Provision of Feedback on Psychometric Test Results by Declan Fitzgerald may be watched in conjunction with this article.  It can be found HERE
  • Data Protection for the Guidance Counsellor (GDPR) by Hugh Jones should be read in conjunction with this article.  It can be found HERE